Sleep,anxiety and electronic device use by athletes in the training and competition environments

This study subjectively assessed sleep quality and quantity, state anxiety and electronic device use during a 7-day training week (TRAIN) and a 7-day competitive tournament (COMP). Eight state-level netball players used wrist-watch actigraphy to provide indirect sleep measures of bedtime, wake time, sleep duration, sleep onset latency, sleep efficiency, wake after sleep onset and fragmentation index. State anxiety was reported using the anxiety sub-scale in the Profile of Mood States-Adolescents. Before bed duration of electronic device use and the estimated time to sleep after finishing electronic device use was also recorded. Significant main effects showed that sleep efficiency (p = 0.03) was greater in COMP as compared to TRAIN. Furthermore, the bedtime and wake time were earlier (p = 0.01) during COMP. No further differences existed between conditions (p > 0.05). However, strong negative associations were seen between state anxiety and the sleep quality rating. Here, sleep efficiency was likely greater in COMP due to the homeostatic need for recovery sleep, resulting from the change in environment from training to competition. Furthermore, an increased anxiety before bed seems to influence sleep quality and should be considered in athletes portraying poor sleep habits.     

A latent profile analysis of student restudy decisions

Metacognition and Learning - Do all learners make the same restudy decisions, or is there heterogeneity within the population? The present study combines three previously published datasets and...     

A Differential Diagnosis of Low- and Average-Academic Ninth Grade Male Students

The study is an examination of the environmental forces and curriculum involvement in open and closed classroom settings. Fifteen Ss from three classrooms were each observed once in the closed setting (specific assignment given) and once in the open setting (free choice environment). This process yielded thirty, 10-minute specimen records which were analyzed through a behavioral classification system (Environmental Force Units). The study found that behavior in the open setting was characterized by: a.) more social interaction, b.) more interaction where peers lead each other into activities, and c.) less “casual exchange” behavior. There was a strong tendency (not significant) for more time to be spent on curriculum in the closed setting and more social interaction surrounding curriculum in the open setting.