A grounded theory of young tennis players use of music to manipulate emotional state

The main objectives of this study were (a) to elucidate young tennis players' use of music to manipulate emotional states, and (b) to present a model grounded in present data to illustrate this phenomenon and to stimulate further research. Anecdotal evidence suggests that music listening is used regularly by elite athletes as a preperformance strategy, but only limited empirical evidence corroborates such use. Young tennis players (N = 14) were selected purposively for interview and diary data collection. Results indicated that participants consciously selected music to elicit various emotional states; frequently reported consequences of music listening included improved mood, increased arousal, and visual and auditory imagery. The choice of music tracks and the impact of music listening were mediated by a number of factors, including extramusical associations, inspirational lyrics, music properties, and desired emotional state. Implications for the future investigation of preperformance music are discussed.     

Biomechanics of aggressive inline skating: landing and balancing on a grind rail

Currently, only epidemiological injury data have been reported for the new extreme sport of aggressive inline skating, or trick skating. No studies have examined the biomechanics of this sport, which involves repetitive jumping and landing from railings, ramps, and ledges, often over 1 m in height. We present results of a pilot study that examined the effect of skater experience and lower extremity biomechanics on energy absorption ability, and observed balance strategies used during two basic tricks. In these tricks, the skater jumps onto an elevated rail and maintains balance while standing in a single position (stall) or sliding along the rail (grind). Lower extremity joint kinematics, impact force characteristics, and general movement behaviours were examined during landing and balance phases. Ten male skaters performed ten stalls and ten frontside grinds on an instrumented grind rail, capable of measuring vertical force. Vertical impact force was found to decrease with increasing skater experience in stalls (r = -0.84, P = 0.002) and grinds (r = -0.84, P = 0.009). This might imply that less-experienced skaters are (subconsciously) more concerned about maintaining balance than refining technique to minimize impact force. Similar to drop landing experiments, peak impact force decreased with increasing knee flexion during stalls (r = -0.65, P = 0.04). During stalls, skaters demonstrated classic balance maintenance strategies (ankle, hip, or multi-joint) depending on trick length. During grinds, skater centre of mass never passed over the rail base of support, suggesting the use of momentum produced from obliquely approaching the rail.     

Is Transracial the Same as Transgender? The Utility and Limitations of Identity Analogies in Multicultural Education

In June 2015, Melissa Harris-Perry infamously analogized the possibility of trans-Black identity to the reality of transgender identity. Such analogies happen often and are used mostly for the benefit of learning about a less familiar form of identity. Building from a recent article by Suthakaranm, Filsinger, and White (2013 Suthakaran, V., Filsinger, K., &; White, B. (2013). Using analogies as an experiential learning technique in multicultural education. Multicultural Perspectives, 15(2), 92–97.[Taylor &; Francis Online] , [Google Scholar]) that presented a compelling argument for the use of analogies as an experiential learning tool in multicultural education, we advance the conversation by distinguishing a particular form of analogies: identity analogies. We explore the benefits and challenges of utilizing identity analogies as a tool for multicultural educators within U.S. higher education.     

A simple ratio adjustment for baseline recording in natural settings

The usefulness of a baseline record is often compromised by extraneous events in the natural environment that artificially intervene to prevent the performance of a specific target behavior. To attenuate this problem, a simple ratio adjustment procedure was suggested that compares the observed response frequency with a maximum possible frequency for each observation period. This ratio is then transformed into a response percentage with a more general predictive value for the behavior modification practitioner.     

Curriculum-based measures of written expression for learning-disabled and nondisabled students

This study examined differences in written expression between a sample of learning-disabled and nondisabled middle school students, matched by grade and sex, using eight curriculum-based measures. All of the learning-disabled students had been identified as having written language deficits as part of their handicapping conditions. The nondisabled students showed superior written expression skills, especially on the production-independent measures. Implications of these results are discussed in relation to psycho educational assessment, the use of CBM for ongoing assessment of written expression, and future studies.     

Multimethod behavioral treatment of long-term selective mutism

This single-subject, experimental research design examined the efficacy of treating severe, long-term selective mutism in a 9-year-old male using shaping, multiple re-inforcers, natural consequences, stimulus fading, and mild aversives. Different treatment regimens were implemented in the home and school environments. A multiple baseline design across settings with changing criterion was used to evaluate the home intervention, and an A-B-A design was used for the school intervention. The home intervention resulted in an increase in the number of verbalizations in each setting and prompted generalization to additional settings. The school intervention increased the number of people spoken to, but the results were not maintained at follow-up nor did they generalize outside of the training situation. Possible explanations for the discrepancy in maintenance and generalization data between the two programs are presented.