Sexual Health Education in Massage Therapy Programs: A Survey of Program Directors

Massage therapy program directors completed an online survey to explore sexual education in massage therapy programs. The overall data suggest that program directors are supportive of sexual health education in the training of massage therapists and that such education is integrated into several aspects of their training programs. To enhance sexual health education, massage therapy programs could collaborate with specialists in sex therapy or sexuality education. Massage therapy training may need to include the following topics: working with clients who have been sexually abused, working with transsexual clients, understanding sexual arousal processes, and understanding dynamics between men and women.     

Specifying a Human Performance Technology Knowledgebase

The mission of human performance technologists, to assure high levels of human performance in organizations, is well established, and usually accomplished through design and implementation of two major products: performance systems and instructional systems. The speed of change in the environments in which HPT is practiced, however, requires frequent analysis of what knowledge and skills are required of HP technologists in pursuit of this goal. This article works backward from results and the products that obtained them, to identify the knowledge, skills, and attitudes that form the critical human performance technology knowledgebase. The author uses an example from our “universal” neighborhood to illustrate seven basic categories of variables influencing organizational performance, and provides examples and non examples of five essential principles of psychology that can help guide HPT practitioners' efforts to design and implement effective systems.     

Appraisal models of intercultural communication apprehension among sojourners

We used R. S. Lazarus’ (Emotion and Adaptation. Oxford: Oxford University Press, 1991) appraisal theory of emotions to propose a theoretical model of anxiety, upon which we built two empirical models centering on intercultural communication apprehension (ICA), distinguished by timing. We tested the models in three samples: Chinese in the US (N?=?268), US Americans who studied abroad (N?=?419), and US Americans in the US (N?=?515). The models achieved good fit. The results showed that during an anticipated or actual intercultural interaction, people had multiple, potentially conflicting goals. The goal-related appraisals of the situation resulted in emotional reactions, such as ICA, as well as coping strategies. ICA and coping further influenced people’s immediacy behaviors and the intention to interact. Our empirical models supported the utility of the theoretical framework for all three samples, and provided advice for practitioners to improve sojourners’ time abroad.     

False-performance feedback does not affect punching forces and pacing of elite boxers

Prior research indicates that providing participants with positive augmented feedback tends to enhance motor learning and performance, whereas the opposite occurs with negative feedback. However, the majority of studies were conducted with untrained participants performing unfamiliar motor tasks and so it remains unclear if elite athletes completing familiar tasks respond in a similar fashion. Thus, this study investigated the effects of three different versions of false-performance feedback on punching force (N), pacing (force over time) and ratings of perceived exertion (RPE) in 15 elite amateur male boxers. Athletes completed a simulated boxing bout consisting of three rounds with 84 maximal effort punches delivered to a punching integrator on four separate days. Day one was a familiarisation session in which no feedback was provided. In the following three days athletes randomly received false-positive, false-negative and false-neutral feedback on their punching performance between each round. No statistical or meaningful differences were observed in punching forces, pacing or RPE between conditions (P > 0.05; ≤ 2%). These null results could stem from the elite status of the athletes involved, the focus on performance rather than learning, or they may indicate that false feedback has a less potent effect on performance than previously thought.     

The effects of attentional focus instructions on punching velocity and impact forces among trained combat athletes

Research indicates that instructing athlete’s to focus on bodily movements (internal focus of attention [IFA]) may hinder performance, whereas instructing them to focus on the movement outcome (external focus of attention [EFA]) often enhances performance. Despite the importance of instructions in striking combat sports, limited research has examined the influence of IFA and EFA on performance in well-trained combat athletes. This study investigated the effects of different instructional cues on punching velocity (m · s^?1) and normalised impact forces (N · kg^?1) among intermediate (n = 8) and expert (n = 7) competitive boxers and kickboxers. Athletes completed three rounds of 12 maximal effort punches delivered to a punching integrator on three separate days. Day one was a familiarisation session with only control instructions provided. In the following two days athletes randomly received IFA, EFA or control instructions prior to each of the three rounds. Athletes punching with EFA were 4% faster and 5% more forceful than IFA (P < 0.05), and 2% faster and 3% more forceful than control (P < 0.05). Furthermore, experts punched 11% faster and with 13% greater force compared with intermediate athletes (P < 0.05). EFA led to a positive effect on punching performance and should be favoured over IFA and control instructions.