Effect of a training program accompanied by mental training in developing sensorimotor perception and overcoming learning stability in improving the skills of Spiking and Blocking for female volleyball players.

Celebrating the Culture of Interprofessional Collaboration in Athletic Training

Context: New Commission on Accreditation of Athletic Training Education accreditation standards were implemented in summer 2020 and will require the entry-level degree in athletic training to be at the postbaccalaureate level in fall 2022. Many institutions have already transitioned their respective degree level or are seeking initial accreditation for a postbaccalaureate program. An exploration into admission requirements across those programs was conducted. Objective: The purpose of this study was to describe the current admission requirements of professional postbaccalaureate programs during the 2019–2020 application cycle. Design: Cross-sectional, online survey. Setting: Higher education institutions with accredited professional athletic training programs at the postbaccalaureate level. Patient or Other Participants: Program directors (n = 71) from 223 institutions representing both public (59.15%, n = 42) and private institutions (40.85%, n = 29). Data Collection and Analysis: Survey was piloted to establish content validity, then distributed with a consent form via email to participants. Descriptive statistics were performed using SPSS (version 27; IBM Corp) to summarize the demographic and admission requirements for the 2019–2020 application cycle. Results: Among respondents, 78.87% (n = 56) reported an accreditation status of active, 4.22% (n = 3) as degree change pending, and 9.86% (n = 7) were seeking initial accreditation. Regionally, 31.25% of programs in District IV, 25.81% of programs in District IX, 43.33% of programs in District II, and 16.67% of programs in District V responded to the survey, representing the 4 districts with the largest number of professional programs. Less than one-third of program directors (32.4%, n = 23) indicated having an admissions counselor dedicated to the program. Of those who provided data on application processes (n = 63), the majority (68.3%, n = 43) of respondents reporting using ATCAS as an application portal. A minimum 3.0 GPA was the most common academic requirement (69.8%, n = 44), and 5.0% of respondents (n = 3) identified the minimum overall grade point average (GPA) requirement for admission was greater than a 3.0. Over half (57.4%, n = 36) of respondents require a minimum prerequisite GPA for program admission. A total of 63 respondents (74.1%) provided data on standardized testing, recommendation letters, observation hours, and interview requirements for admission. The GRE was required for admission by 22.2% (n = 14) of respondents. Completion of 50 observation hours was the most common expectation (41.3%, n = 26) for program admission, and 28.6% of respondents (n = 18) identified that the program required 0 observation hours by the applicant. Only 12.7% of respondents (n = 8) required 100 or more observation hours as an admissions requirement. Nearly all respondents (93.6%, n = 58) required at least 1 letter of recommendation as part of the application, and 69.8% (n = 44) conducted interviews in the admissions process. Conclusions: A majority of programs required application submission via ATCAS; however, less than one-third of programs had a dedicated admissions counselor. Among professional athletic training programs at the postbaccalaureate level, common academic requirements for admission included a 3.0 GPA and a minimum prerequisite GPA. However, less than 25% of programs required the GRE for admission. If requiring observation hours, 50 hours was the most common expectation, but 28.6% did not require any observations to apply to the postbaccalaureate program. Key Words: Admissions, athletic training education, master's degree.Context: Beginning fall 2022, Commission on Accreditation of Athletic Training Education accreditation standards will require that the entry-level degree in athletic training be at the postbaccalaureate level. An investigation of enrollment trends across professional programs at the postbaccalaureate level was conducted, given that many institutions are amid transition to the master's degree level or starting new postbaccalaureate programs in athletic training. Objective: The purpose of this study was to describe the current status of applicant numbers and enrollment yields at postbaccalaureate program during the 2019–2020 application cycle. Design: Cross-sectional, online survey. Setting: Higher education institutions with professional athletic training programs at the postbaccalaureate level. Patients or Other Participants: Program directors (n = 71) from 223 institutions representing both public (59.15%, n = 42) and private institutions (40.85%, n = 29). Data Collection and Analysis: The survey was piloted to establish content validity and was then distributed electronically with a consent form to all qualified program directors (n = 223). Descriptive statistics were performed using SPSS (version 27; IBM Corp) to summarize the demographic, application, and enrollment data reported by program directors for the 2019–2020 application cycle. Results: The survey's 38.12% response rate (n = 85) from 223 institutions yielded 71 (31.84%) program directors who were able to report data from the 2019–2020 application cycle. Program directors (n = 62) reported a mean 18.71 ± 7.05 available admissions slots and a mean 17.98 ± 11.95 applications received. More than half of respondents, 54.8% (n = 33), indicated there were fewer applicants than total number of available seats in the cohort. The composition of applicant pools was reported by program directors (n = 61). The mean percentage of applicants who had completed a bachelor's degree at another institution was 60.2% ± 30.5%. The mean number of denied applicants was 2.53 ± 4.04. The overall program enrollment among responding postbaccalaureate programs (n = 60) for 2020 was 16.05 ± 9.86 students. The mean class size for the 2020–2021 admits among programs that successfully enrolled students (n = 59) was 9.31 ± 5.51. Among the respondents who provided data on enrollment goals (n = 63) for the 2019–2020 application cycle, 79.4% (n = 50) indicated that the program had not met its enrollment goal for the academic year. Among respondents who provided data on both 2020 admits and enrollment goals (n = 61), the mean difference between available admission slots and first-year students who enrolled in the program was 9.44 ± 6.53, with 49.2% of program directors (n = 30) reporting that the cohort was underenrolled by 10 or more students. Conclusions: The mean number of applications received during the 2019–2020 cycle by postbaccalaureate athletic training programs was less than the mean enrollment goal. The majority of the program applicants were external to the institution. Nearly 80% of respondents reported not meeting the institution's enrollment goal for the 2020–2021 academic year, and the overall mean admitted class size was under 10 students. Key Words: Enrollment, athletic training education, master's degree.Context: When authentic clinical experiences are unavailable, instructors may need to consider alternatives for evaluating clinical reasoning. Objective: Describe an educational technique that simulates clinical experiences to allow students to demonstrate clinical reasoning. Background: The COVID-19 pandemic created a situation in which providing clinical experiences became impossible. Yet, students still needed to exercise clinical judgment as part of their athletic training education program. The unfolding case study technique aligns well with Kolb's theory of experiential learning and can be used to help students improve clinical reasoning and critical thinking skills. Description: An unfolding case study was used to simulate a clinical experience for students when clinical sites became unavailable to students due to COVID-19. The technique involved using a case study over time in which the student received information, evaluated the information, made a clinical decision in response to the information, and received further information and feedback based on their decision. This repeated until the student reached the conclusion of the case. Clinical Advantages: Students found this assignment to be beneficial because it allowed them to practice clinical reasoning and critical thinking in a realistic yet low-risk environment. Students were able to learn new skills in documentation and billing for services. The assignment allowed for critical feedback to be given to the students at multiple points.Context: Coordinators of clinical education (CCEs) play an important role in clinical education, yet they often receive little to no formal training in the role. The Commission on Accreditation of Athletic Training Education (CAATE) Standards outline basic roles of the CCE; however, institutional autonomy dictates that the role may be more nuanced than the Standards outline. The experiences of the CCE and preparation for their role is unknown; therefore, the purpose of this study was to explore the professional socialization of CCEs into their roles. Methods: A total of 36 CCEs with a minimum of 1-year experience as a CCE (31 women, 5 men; 5.2 ± 4.7 years of experience as CCE) participated in this qualitative study. Data saturation guided the number of participants. Participants were recruited via purposive sampling. Seven focus group interviews were completed following a semistructured interview guide developed on the basis of previous socialization research. There were 5–8 CCEs in each focus group. Interviews were recorded and transcribed verbatim. Data were analyzed through consensual qualitative review, with data coded for common themes and subthemes. Trustworthiness was established via peer review and multianalyst triangulation. Results: Two themes emerged from the data: role and socialization. Role was described as the responsibilities, collaboration, and challenges of the CCE. Participants described many responsibilities including complete oversight of students within clinical education, preceptor development, evaluation and assessment of clinical skills, clinical placements, and administrative duties such as documentation and maintaining accreditation. The CCEs described the importance of collaboration, both internally and externally. Internal collaboration included primarily communication with the program director and other health care faculty, whereas external collaboration included other health care providers, CCEs, and alumni. The CCEs faced challenges tied to their role such as time management, conflict management, and navigating institutional policies. Socialization was defined as preparation necessary for the role, integration into the role, resources and development needed to be successful. Some CCEs described their preparation before taking the role including coursework, assistantships, and working clinically. However, most did not feel prepared to take on all aspects of the role as CCE. CCEs described a variety of ways in which they were integrated into their role. This included meeting with the program director, reviewing the job description and Standards, and trial and error. During the socialization process, they identified many needs including a specific job description with an outline of functions, a flowchart or timeline for tasks, professional development on the new standards, and institutional policies, procedures. Last, they described a variety of resources such as the CAATE accrediation conference and Athletic Training Educator Conference, the CAATE Standards, and published research to provide guidance. Areas in which CCEs felt they needed additional development included training on legal aspects of contracts and mentoring specific to university policy. Conclusions: Overall, participants felt prepared for some aspects of their roles (eg, assigning students to clinical sites), but less prepared for other aspects (eg, affiliation agreements, conflict management, time management). Additional professional development is necessary to make CCEs more successful.Context: Health information technology (HIT) is quintessential to contemporary athletic training practice. The tool most associated with HIT is the electronic medical/health record (EMR/EHR). Previous research has demonstrated that athletic training students' (ATS') role during patient encounters (PEs) affects their report of how often they are able to implement HIT. However, it is still unclear to what extent ATS' role affects the inclusion of HIT behaviors during individual PEs. Objective: To assess how student role influences ATS' integration of HIT behaviors during PEs throughout their clinical experiences. Design: Multisite, panel design. Setting: Convenience sample of 12 Commission on Accreditation of Athletic Training Education–accredited professional athletic training programs (5 baccalaureate, 7 postbaccalaureate). Patients or Other Participants: A total of 329 ATSs at 278 clinical sites entered 30 630 PEs during clinical experiences. Data Collection and Analysis: After formal training, ATS used E*Value software to track PEs during clinical experiences for 3 semesters (spring 2018–spring 2019). Student role (observed, assisted, performed) was collected per PE. During each PE, students were asked to report whether either of 2 behaviors (or none) associated with HIT occurred. The behaviors associated with HIT (documenting information obtained in an EMR/EHR, use of data from EMR/HER to assist in decision-making, and none of the above) were each analyzed to determine differences by student role using generalized estimated equations with a logit link to accommodate the multiple reported PEs within participants and a Bonferroni post hoc correction (P < .05). Results: Among the 30 630 PEs logged, ATS observed 3669 PEs, assisted in 5053 PEs, and performed 21 801 PEs (107 missing). A significant main effect was observed for both HIT behaviors and the answer none of the above. When asked about documenting the PE in an EMR/EHR (P < .001), students who observed the encounter were more likely to document in an EMR/EHR (mean = 0.77) that those that assisted in (mean = 0.71; 95% CI = 0.01, 0.12, P = .010) and those who performed (mean = 0.67; 95% CI = 0.04, 0.16, P < .001) the PE. When asked about using information from an EMR/EHR to assist in clinical decision-making (P = .003), students who performed the PE were more likely to report this behavior (mean = 0.96) than those who observed the PE (mean = 0.92; 95% CI = 0.01, 0.07, P = .004). Finally, for PEs in which none of the above was reported (P = .001), students who performed the PE (mean = 0.34) were more likely to select none of the above for HIT than were those who observed (mean = 0.25; 95% CI 0.03, 0.16, P = .001), and those who assisted with (mean = 0.32) were also more likely to select none of the above than were those who observed (95% CI = 0.02, 0.12, P = .006). Conclusions: Students who observed a PE were more likely to document the encounter in an EMR/EHR, whereas ATSs who performed a PE were more likely to use information from the EMR/EHR to assist in decision-making. These findings suggest that although students were learning to document in an EMR/EHR while they observed PEs, the habitual practice of patient care documentation was not being translated as students shifted toward performing PEs. Further research is needed to explore the factors that influence students' decisions to document in and use information from EMRs/EHRs during patient care. Key Words: Electronic medical records, patient encounters, core competencies, health care informatics.Context: The inclusion of evidence-based practice (EBP) principles within athletic training programs is required by the Commission on Accreditation of Athletic Training Education. However, an important skill that drives EBP, unlearning, often receives little to no attention. Unlike deskilling (ie, decline of skill proficiency over time, often due to lack of use), unlearning is an intentional act of removing knowledge and skills that are no longer effective to implement techniques better supported by evidence. Educators play an important role in ensuring students have the decision-making capability to implement unlearning as their careers progress. Objective: To explore athletic training educators' familiarity with and perceptions of unlearning. Design: Cross-sectional. Setting: Online survey with open-ended questions. Patients or Other Participants: A total of 679 of 6925 athletic trainers accessed the survey, with 640 completing it in full (94% completion rate). Of those who accessed the survey, 189 identified as an educator and were included in the analysis (age = 42.7 ± 9.7 years; years of experience as an educator = 12.6 ± 9.0). Data Collection and Analysis: We distributed a survey composed of 10 demographic variables, 1 quantitative item assessing participants' familiarity with unlearning, and 5 open-ended questions via Qualtrics. Participants' responses regarding the meaning of unlearning were coded as correct or incorrect on the basis of an operational definition. Responses coded as an accurate understanding of unlearning were included in the succeeding analyses. Following the consensual qualitative research approach, 3 research team members developed a consensus codebook through the analysis of the first 30 open-ended responses. Two researchers confirmed the codebook by analyzing the next 30 responses. After analysis of all open-ended responses, our findings were verified by an external auditor. Summary statistics (counts, percentages) were calculated. Results: Of the educators, 74% (n = 130/175; missing = 14) self-reported being minimally to not at all familiar with unlearning. Of those who reported some level of familiarity (n = 115), 55% (n = 61/110; missing = 5) provided an accurate explanation of the concept. Analysis of open-ended responses revealed 2 themes: (1) barriers to unlearning and (2) facilitators for unlearning. Educators identified barriers that were personal in nature, such as lack of time, habitual practice, and keeping up with the evolving evidence base, as well as external factors, including pushback from stakeholders (eg, colleagues, students), Board of Certification exam, and technology access, which were typically out of their direct control. Suggested facilitators for unlearning largely involved formal continuing education opportunities and increased access to different resources and evidence. Educators emphasized the importance of a team approach to unlearning, characterized by encouragement and discussions among colleagues, and support from administration to make necessary changes because the best available evidence adapts and evolves over time. Conclusions: Given the limited understanding of unlearning among athletic training educators, educational opportunities, either through formal continuing education or the production and dissemination of easily accessible and digestible resources, should be provided to improve educators' knowledge and abilities to perform and teach this skill. Integrating unlearning concepts in athletic training curricula may enhance students' abilities to incorporate evidence in clinical practice. Key Words: Evidence-based practice, lifelong learning, self-reflection.Context: Clinical education is essential in helping students develop competency of athletic training skills and knowledge. However, with the challenges posed to traditional in-person simulation by the current pandemic, telehealth simulations have become a popular alternative to achieving learning objectives. Telehealth is rapidly gaining attention and use in athletic training to provide safe and effective patient care in spite of pandemic restrictions. In addition, telehealth can also be implemented to provide equitable health care access to rural or underserved populations, making telehealth an important tool for athletic trainers (AT) to implement into clinical practice well beyond the pandemic. Objective: To create an opportunity for students to apply athletic training clinical skills using telehealth through simulation-based experiences. Background: simulation to create a realistic and safe learning in which students can be observed by faculty, and also the opportunity for to experience medical that they may not during their In addition, contemporary technology such as telehealth may be integrated into simulation to teach students the skills to with telehealth is the use of electronic and technology to provide health care from a In response to the COVID-19 pandemic, telehealth has identified as an important tool for health care are among the using technology to to new health and to patient care. Description: students participated in multiple telehealth simulations to perform a clinical for and Telehealth simulations used participants recruited from the as well as the medical class to students to with different abilities and students integrated students into the clinical evaluation to improve and Telehealth simulations were by the simulation and integrated a of a and a software software with access in simulation was by a using the with judgment in which students their to the their overall and and their students were also required to complete a assignment on their clinical the of their and regarding health and with medical Clinical students skills regarding the telehealth process, and In addition, students their understanding and skills providing health care for patient and Conclusions: Telehealth simulations are an effective and safe to practice clinical reasoning and athletic training skills with participants. In addition, there is a need for students to be to patient to develop their and provide health care. Key Words: A learning experience between athletic training students and students to care of a Objective: The goal of this educational collaboration between athletic training and is to further develop the skills of team and before clinical practice. The use of simulation student during clinical education, ensuring and effective of through student skills, patient care. Patients from provided by and athletic training students to development of important team skills. Finally, this experience can as a for opportunities between and athletic training programs. Background: Health care have in and other health are prepared to their specific of practice. best in health care require collaboration with other to of care and patient an to this by to their prepared to the among This simulation and athletic training students to the need for Description: Students were into of team to assess a patient a patient with a Students were to assessment findings and on care during the and were completed in this student experience to that the standards of best practice for simulation were was A student evaluation to assess learning was completed through at the conclusion of the Clinical This on and created a clinical experience for and athletic training students. This the and application of was an development and between the 2 The educational experience clinical assessment skills in both professional programs as identified by their respective Accreditation also learning This experience was not in either program and on the to incorporate across the This experience used simulation to assess of care by an team of and students. Students who develop and communication skills through simulation the of and effective team care. through this experience can to with other health care Key Words: education clinical education, the education is the from stakeholders to be able to report student learning in student learning has its in educational such as health are of educational student learning as a of ensuring public The development of standardized and of assessment is a in health care education but more limited in athletic training To this in the it is important to first which student learning that athletic training programs are can be developed that are most to athletic training programs. Objective: The purpose of this study was to the of student learning that professional athletic training programs are Design: This as a survey design. Setting: professional athletic training programs. Patients or Other Participants: were to program directors of all professional athletic training programs that were in with the Commission on Accreditation of Athletic Training Education programs at the time of data rate was (n = Data Collection and Analysis: The developed a of health care and athletic training or professional from the different The survey was to program The survey allowed program directors to demographic information about their program and then to select the number of the program and select each of that the program a Descriptive statistics were to the number of that programs and to determine the most across programs. To a the of the sample was with the using a of Results: with a response the was found to be of the The number of that the participants reported in their assessment was reported a between 3 and in their assessment A on the number of for each is in The 2 most student learning were or and Clinical or Clinical (n = for each of (n = (n = and (n = out the 5 most There is some among programs in to the they are in their assessment If and research to develop and assessment for athletic training they should focus on most evidence-based practice and critical Key Words: student learning athletic Many athletic training programs are to program standards that are based on of student including and and and overall on the Board of Certification to standards not athletic training programs to but also students their program may not them for a in athletic training. have that of student are associated with factors, such as and by on factors, athletic training program and may be able to student and program Objective: The purpose of this study was to determine whether of student including to or grade point and academic be by (ie, external identified and and Design: with a Setting: athletic training programs of all degree and in all university Participants: Participants included Athletic members who a student for the 2020 year. Data Collection and Analysis: from all were using an electronic survey and to the using the Survey the the survey to members who met the were 4 additional over an data analysis included an analysis and a A multiple analysis was used as the main Results: was by = = P < .001) and 1 of identified = = P < to was by = = P = A of grade point average was academic = = P < academic was by another of = = P < Conclusions: Athletic training program and may be able to influence program and student by student and by ensuring students have of identified and and a academic of student and program programs will their accreditation and students that they can them for a in athletic training. research is needed to the between factors and Board of Certification Key Words: Student program

Editors and Readers,Having finished the last weeks of the spring 2020 semester, never in my imagination did I envision having led a department and an athletic training program through a pandemic, a sudden shift to remote teaching and learning, and planning and strategizing for a Fall semester that may continue remotely. Like many readers of the Athletic Training Education Journal, I have been amazed at my students' resilience, have been concerned for the patients, preceptors, and partners in clinical practice that are essential to athletic training education, and have been relying on the innovative offers of support to continue teaching. Regrettably, during this most difficult time, I was also responsible for the difficult task of announcing the closure of a graduate professional education athletic training program, before it had even had the chance to enroll students. We were in the “teach-out phase” of our undergraduate program—one remaining class of seniors preparing to graduate in May 2020. We had spent the 2018 to 2019 and 2019 to 2020 academic years recruiting for an inaugural class in 2020. In February, before the pandemic, I was asked to reconsider starting the graduate program. Ultimately, it was decided: we would never finish the final step in the Substantive Change Process. We announced Voluntary Withdrawal of Accreditation and program closure in April 2020.Given the uncertainty that the COVID-19 pandemic has foisted upon institutions of higher education, I suspect that other program directors and administrators are considering what may come. Unfortunately, I anticipate that others will be making similar announcements in the near future. As institutions of higher education are examining their financial status, anticipating a decline in enrollment and tuition revenue and increased costs for operational processes, administrators will be hard-pressed not to examine educational programming with a view toward return on investment (ROI). Though the mission of higher education is to teach, to discover, and to serve, in order to do so, it must also be able to function as a business, meeting its expenses and planning for the future. I offer this editorial (and eulogy of sorts) to (1) assist those who may be watching their athletic training program for signs of distress and (2) prepare those who remain for the continued turbulent times ahead. Readers are encouraged to consider the questions presented in the Table within their own institutional contexts.Athletic training education has responded to previous periods of growth and change. Readers are encouraged to read the extensive review by Delforge and Behnke1 of the history and evolution of athletic training education published in 1999 to commemorate the 50th anniversary of the National Athletic Trainers' Association (NATA). These first 50 years were marked by growth, refinement, and recognition of the unique skill set that the athletic trainer brings to the sports medicine team. As athletic training neared its golden anniversary, the profession was poised for another moment of significant change. In 1997, the Education Reform Task Force's recommendations were formally endorsed by the NATA Board of Directors to establish the Education Council and set-in motion the elimination of the internship route to certification and the mandate that all programs be accredited by 2000. Institutions that had previously sponsored exam candidates for the Board of Certification (BOC) through the internship route to certification had to decide if they were going to pursue accreditation by the (then) Joint Review Committee on Educational Programs in Athletic Training and the Commission on Accreditation of Allied Health Education Programs to meet the 2004 deadline for BOC eligibility. Some colleges and universities chose not to pursue accreditation, while others committed the resources needed to meet the standards for initial accreditation. Between 2000 and 2004, the number of accredited programs doubled from 120 to over 250. Throughout the 2000s, improvements and adjustments were made to athletic training curriculum content, qualifications for preceptors and affiliated clinical sites, workloads and financial support, and establishment of program outcomes.Moving ahead to 2009, during the Great Recession and soon thereafter, institutions of higher education experienced a wave of furloughs, budget cuts, and enrollment declines, but relatively few athletic training programs were eliminated. Programs successfully navigated the first round of re-accreditations and prepared for revisions to the Commission on Accreditation of Athletic Training Education (CAATE) Standards, the NATA Educational Competencies, and the BOC Practice Analysis. With the establishment of Standard 11 with the 2012 CAATE Standards, that programs must meet a 3-year aggregate first-time pass rate of 70% or greater, it was speculated by many that the number of professional athletic training programs would diminish as programs that were on probation or unsuccessful in meeting the standard would be eliminated. While some programs did voluntarily withdraw, the vast majority of programs responded by bolstering their curricula and improving student performance. But disparities existed in program outcomes; questions remained about the future of the profession and how to best prepare students for clinical practice.In 2014, when the NATA Board of Directors published the Executive Committee for Education's White Paper, examining the professional degree level for athletic training, program directors and faculty were once more forced to consider the future and their place in it. With the Strategic Alliance's announcement in 2015 that athletic training education was moving to the master's degree level, another round of discussions had to take place at the program, department, school, and institutional levels. Over the last 5 years, institutions have announced voluntary withdrawal; others have begun the process of growing graduate programs, recognizing their potential impact on bottom lines. Others, with a history of postprofessional master's degree programs, began offering professional education programs as well as or in lieu of accredited postprofessional degrees.So, in 2020, with the manner and structure of the coming academic year in question, program administrators and faculty are looking again at a monumental shift in athletic training education—not solely due to the implementation of the 2020 Standards for Accreditation for Professional Programs, the decision to discontinue accreditation of Post-Professional Degree Programs, and the revision to CAATE-accredited residency program and fellowship program standards. The impact of the novel corona virus, COVID-19, on higher education as a whole now places additional pressures on athletic training education and its processes.Readers would do well to use the months ahead for introspection and planning. Two additional recruiting cycles remain in which entering students may choose between enrolling at an institution offering a 4-year undergraduate professional degree program, enrolling at an institution offering a 5- or 6-year combined preprofessional and professional degree program, or enrolling at an institution not affiliated with an athletic training program and decide to adjust their academic career plans. Higher education institutions, researchers, market analysts, and consulting firms spend considerable time, energy, and resources trying to understand the decision-making processes of traditional-aged high school graduates and their families. Similar efforts are made to understand undergraduate students who are balancing the options of applying to professional or graduate schools or entering the workforce. Alternatively, individuals in the labor market are also weighing the ROI of returning to school on a full-time or part-time basis to augment their earning potential, or change careers for improved personal fulfillment or family circumstances or as a result of job loss. Recruiting for an athletic training program regardless of degree level requires an understanding of the current landscape and the market for potential students.When transitioning from an undergraduate program to a graduate program, program personnel spend considerable time preparing—conducting an environmental scan, negotiating with administration, developing a financial projection model, completing the substantive change applications or “mini self-study,” organizing curricula and marketing to future students. The launch of a new graduate program brings excitement and energy—a good story to tell and to showcase: an institution poised for growth.Over the past 5 years, my faculty and I pursued a dual strategy, expanding our offerings in health, wellness, and exercise science while being creative and innovative in our athletic training curriculum. Our goals were to showcase all that undergraduate education should offer in preparing students for professional graduate study in the health sciences (critical thinking, quantitative and informed reasoning, ethical decision making, an understanding of the biopsychosocial determinants of health and health disparities, and the essential elements of humanity in the liberal arts), while simultaneously encouraging students to consider a career in athletic training to promote physical activity, to prevent and address the prevalence of chronic disease, to manage acute illness and injury, and to promote exercise as a therapeutic intervention. While navigating the self-study process and gaining a 10-year reaccreditation in 2019 and completing the degree transition process, I am confident in saying we tried our best.Regrettably, this fall as applicants did not materialize, as program head count for the summer was tenuous, I had to make one of the most difficult decision of my career as an athletic training educator: to recommend closing my own program. How did we get there? As a program based in Cincinnati, Ohio, we are blessed to be located in a metropolitan region with a high population density. We have significant numbers of graduates from the surrounding region and robust clinical placement opportunities. We have over a 30-year history of graduating athletic trainers (ATs) for professional practice. The hospital systems in the region hire recent athletic training graduates in a variety of employment settings, and our students were able to find work easily. We have a robust network of affiliated clinical sites and an active advisory board. We had had such high aspirations and projections that making the transition would be fruitful and the right thing to do. We had completed the self-study as well as a business plan to demonstrate how we would fill our class and meet our benchmarks.Unfortunately, as the months progressed in our recruitment cycle, the data has demonstrated expanding options for students, regionally and statewide, and declining interest in athletic training education at the graduate level. Cincinnati has more than 10 institutions of higher education in a 60-mile radius. Of those institutions, remarkably, 8 offered professional athletic training programs (4 public institutions: University of Cincinnati, Miami University [Ohio], Northern Kentucky University, and Wright State University; 4 private institutions: Xavier University, Thomas More University, Wilmington College, and Mount St. Joseph University). Three of the private institutions (1 National Collegiate Athletic Association Division I, 1 National Collegiate Athletic Association Division III, and 1 National Association of Intercollegiate Athletics) had already transitioned to the graduate level, having led the region with a year's head start, before my institution received final approval from the CAATE and the Higher Learning Commission. The 2 largest public universities (1 Football Bowl Subdivision Division I/Very High Research University and the other a Division I/Comprehensive Master's University) have transitioned or planned to transition but have delayed the start of their graduate programs. When we had originally proposed the Master of Athletic Training degree, there was 1 graduate professional program in Ohio (more than 5 hours away). By the time we were approved 2 years later and began recruiting, there were 11 graduate programs in the state (2 within our own county). Our program's historic niche had been to recruit traditional-aged students to the institution, with about half of those students also having plans to pursue graduate study in physical therapy. As we expanded our exercise science offerings, fewer students decided on athletic training as a career goal. This trend was also evident as the entering classes of athletic training students at the graduate professional programs in the state hovered at 10 students or less per cohort. Despite considerable efforts to market the athletic training program to undergraduate students at other like-sized institutions in surrounding states and connecting with pre-health students and advisors at larger universities, the numbers had not materialized.In February, as my dean and I prepared the summer and fall schedules for 2020, answered questions from Admissions and the Provost's Office, and began preparing the annual department budget, there were few remaining justifications for continuing to offer an accredited professional athletic training education program. Faced with market saturation, declining interest both internally and externally, and the obvious costs of weathering an unknown time period of low enrollment, we determined that it was in the best interests of the institution to announce program closure.It was the right thing to do for the well-being and future of my institution, but it was no less painful for myself, my students, and my colleagues. We made the decision based on data and the common good. Announcing program closure is much more reserved and measured than announcing a new program or expanded program offerings. It requires a delicate balance of showing compassion while also defending calculated decision making. Instead of celebrating an opening, announcing a program closure requires informing undergraduate students that their hoped-for destination will not be accepting students, perhaps announcing the elimination of faculty positions, and saying good-bye to trusted and respected colleagues. When advising students, faculty should be able to provide contingency plans and consider working with nearby programs to establish articulation agreements whereby students can pursue accelerated acceptance into another graduate athletic training program.To be clear, the decision to close our athletic training program was made in the opening days of the Spring 2020 semester, before the stay-at-home orders were issued, before Fall 2020 semester formats were in question, before our fiscal year budget was devastated by having to return income from residence hall room and board, and before our enrollment projections for the Fall semester had become so much more critical. Despite recruitment efforts over the past 18 months, it was determined that the anticipated enrollment we needed in order to sustain the athletic training graduate program was not going to materialize without significant investment of time, talent, and money. Providing a high-quality, accredited health care professional program is costly and resource-intensive. As more programs have transitioned from the bachelor's degree level to the graduate level, the recruiting landscape has become more predictably difficult. Despite a strong reputation in the health sciences generally, and a history of preparing ATs, programs may not be able to draw undergraduate students from other institutions to meet expectations and financial plans to keep the education reasonably priced for students. Smaller, regionally focused, comprehensive liberal arts universities without broad brand recognition will struggle to recruit students for graduate education in athletic training. The ability to recruit students to newly accredited programs in physician assistant studies, for entry-level nursing, and for physical therapy requires investment, but for athletic training, more so. The varied stakeholders in athletic training education (the NATA, the CAATE, the newly formed Association of Athletic Training Educators [AATE], the faculty, the future employers, and the alumni of these programs) will need to focus considerable effort and resources toward marketing athletic training as a destination career to potential students whether they be traditional-aged undergraduate students or career changers resulting in an older student population.So, as others are likely facing similar circumstances, now compounded by the ramifications of the COVID-19 pandemic, I encourage athletic training educators to take a hard look at their institutions' long-term well-being and the well-being of the remaining athletic training programs in their region to determine a path forward. I am certain that athletic training programs will continue to thrive and will take on the best elements of the programs that have closed and ensure their legacy.With deepest regards and hope for future ATs, BC Charles-Liscombe.

The relevance: Table tennis is a complex analytical sport with versatile techniques, a variety of specific solutions, which has long outgrown the period of mass enthusiasm. To achieve sports results by athletes, general physical, special and psychological training is now necessary. Modern requirements for the level of special, technical, tactical and physical fitness of female athletes, for the entire system of their training are extremely high. In this regard, the importance of specialized factors of sports training of female table tennis players increases significantly. In the long-term training of highly qualified female table tennis players, a number of important stages are investigated, which in their structure have specific tasks and a meaningful focus on their implementation. Tendencies in the development of high-performance sport currently require a systematic improvement of the scientific, theoretical and technological foundations of long-term sports training. However, the lack of fundamental scientific developments that provide coaches and specialists with new scientific knowledge and technological innovations are of insufficiently progressive importance in table tennis. In this regard, the scientific problem of the theoretical and experimental search for the features of the systemic organization of long-term specialized training of table tennis players, in which modern approaches to their necessary sports and technical improvement are leading, is relevant. Based on the great practical coaching experience with the female contingent in table tennis, as well as on scientific achievements in pedagogy of sports, we have formulated the following scientific categorical apparatus. The purpose of the research: to develop the theoretical and methodological foundations for the training of highly qualified female table tennis athletes based on optimal selection of training influences. Research objectives: 1. To study the modern aspects of the development of table tennis, the system of the training process of highly qualified female table tennis athletes, the nature and structural forms of long-term training. 2. To scientifically substantiate the main directions of a systematic approach to the long-term training process in table tennis. 3. To study the state of morphological characteristics of female table tennis players, intellectual potential, the state of psychomotor abilities, technical readiness of female table tennis players in long-term of sports improvement. 4. To form directed game movements of highly qualified female table tennis players for their successful competitive rivalry. 5. To develop an experimental training Program for the training of highly qualified female table tennis athletes based on optimal selection of training effects. 6. To experimentally substantiate the effectiveness of the Training Program for the training of highly qualified female table tennis athletes based on optimal selection of training effects. Scientific novelty and originality of the research: 1. A new scientific direction was developed within the framework of pedagogy of sports: theoretical and methodological substantiation of the training of highly qualified female table tennis athletes based on optimal selection of training influences. 2. A scientific concept of training highly qualified female table tennis athletes was developed and substantiated, which includes a system of psychological, physical and pedagogical factors, as well as a system of methodological foundations: principles, macrocycles, forms and stages of training female athletes and mechanisms of training influences. 3. Theoretically substantiated and implemented in practice a systematic approach to the selection of training effects, including the relationship of various mechanisms, forms and methods, depending on individual characteristics and individual rhythm, the dynamics of mastering the technical and tactical skills of table tennis, which in turn acts as the basis and criterion for optimal selection of training effects. 4. For the first time in theory and practice, the method of game movements was substantiated and applied, accompanied by a complex of musical compositions and considered as an effective means of developing coordination and motor abilities in female athletes. 5. A model of annual macrocycles and a structure for constructing periods of the training process was developed, which includes all types of technical, tactical and psychological training of high-class female table tennis players. Implementation of scientific research results. Theoretical and practical results of the research were presented at international and national scientific conferences, congresses in the field of physical culture and sport. Published in a number of scientific articles, monographs, as well as introduced into the sports - educational and training process of sports schools and table tennis departments in the Republic of Moldova, professional table tennis clubs in Spain, Germany, Turkey, in the Sports Lyceum "Nicolae Rotaru" and the Center for the Olympic Training in table tennis in Constanta (Romania), as well as in the training process of the Table Tennis Federation of the Republic of Uzbekistan, in the training programs of the Faculty of Sport and the Department for Advanced Training of Sports Workers and Coaches of the State University of Physical Education and Sport of the Republic of Moldova. Conclusions: 1. Table tennis as an "object" of research in the system of theory and practice of pedagogy of sport occupies a modest place. So far, the scientific concept of training high-level female table tennis players through the optimal selection of training influences has not been developed. Known studies of this problem are mainly devoted to certain aspects of the organization and conduct of the table tennis training process. In this regard, we have theoretically studied various factors that predetermine the development of table tennis: social (in part), psychological, physical, general pedagogical and methodological, which acted as conceptual prerequisites for developing our approach to training high-class female table tennis players through the optimal selection of training influences. Therefore, this approach should be based on modern theories and knowledge about the structural, content and procedural aspects of the training of highly qualified female table tennis players, and first of all about the patterns of the functional-motor development of female athletes, the patterns of mutual influence and the relationship of psychological, physical, pedagogical and methodological factors, which in many respects predetermines the optimality of training influences. 2. The developed and substantiated theoretical foundations for the training of high-class female table tennis players through the optimal selection of training effects constitute the basic component of our approach and predetermine its methodological and procedural components. Thus, the concept of training high-level female table tennis players through the optimal selection of training influences includes theoretical and methodological foundations, derived and formed in accordance with the relationship of psychological, physical, pedagogical and methodological factors. 3. The classification and structuring of the mechanisms of training effects open up wide opportunities for creativity and variable organization of the training of high-level female table tennis players. Thus, in the individual game sports training of female table tennis players, the leading factor of success is their technical and tactical skills, which are supported by other significant factors of the training process: features of the formation of game movements; development and control of general motor, intellectual, psychomotor, coordination and sports and technical abilities. 4. In order to train highly qualified female table tennis athletes, the entire training process from the first to the eighth stage must be provided with the use of general, special and specialized training tools that allow you to effectively master the technique and tactics of the game, subsequently realizing high sporting excellence at the most prestigious international competitive levels. 5. Conducted scientific studies indicated that the introduction of innovative means and methods of sports training into the structure and content of the training process already at the first 4-year macrocycle contributes to the optimal age-related progression of sports results, mastery and the growth of qualifying achievements among female table tennis players from the Republic of Moldova. 6. An original method of the training process was developed, based on optimal selection of training effects in the process of long-term training of high-class female table tennis players. 7. Theoretical and applied results can act as interdisciplinary knowledge and are transferred through adaptation for the training of high-class female athletes in other sports games. Recommendations. 1. Step-by-step training from a beginner to a high-class athlete in the long -term training process of female table tennis players should become a single preparatory system, the main goal of which is the health of a female athlete and her sports results. 2. In improving the long-term planning of the training process, taking into account the age characteristics of female table tennis players, both in terms of the main and interconnected structural blocks, and in terms of sports qualification, the system of distribution of the training program by years, stages and weekly microcycles is extremely important. 3. On the basis of this study, it is possible to design a targeted, system-forming program of long-term sports training of female table tennis athletes, for all interested sports organizations in table tennis in the Republic of Moldova, with the obligatory holding of methodological seminars for the coaching staff. 4. We recommend that practitioners include in the planning of a long-term training process a special preparatory period with the distribution of volumes of training influences of various predominant directions, designed for the months of June, July and August of the annual sports improvement of female table tennis players, designed for September, October and August are the months of the annual macrocycle from 29 to 40 weeks, with the aim of steadily acquiring the highest sports excellence and the necessary qualifications in table tennis.

The research aims to: - To identify the differences between the two tests of the vertical jump of stability and the platform of the jumping platform in measuring the explosive power of the two legs of the female volleyball players. - Identifying the relationship between the two vertical jump tests of stability and the platform jumping device in measuring the explosive power of the two legs in female volleyball players. As for the research hypothesis:- -There are statistically significant differences between the standing vertical jump tests and the jumping platform device in measuring the explosive power of the legs in female volleyball players. - There is a significant correlation between the two standing vertical jump tests and the jumping platform device in measuring the explosive strength of the legs in female volleyball players. The research community was determined by the intentional method of the players of the first degree of volleyball in the Kurdistan Region / Iraq.The research sample was determined by the random method from the research community, which consisted of players from these clubs (Hajiaoa, Rania, and Tactac,koya University Team) which in total were 37 players, One female player was excluded from the Hajiao Club due to not attending the test day, and (6) female players from the Koya University team were excluded because of their participation in the reconnaissance experiment. Thus, the size of the final sample reached 30 players out of 30 players, with a rate of 81.01%. The researchers used the descriptive approach in a comparative study method. And the correlations, and after obtaining the results, they were discussed in a scientific manner supported by the sources to achieve the research goals. In light of the research results, the researchers reached the following Conclusions: - There is a correlation between the springboard mat test and the standing vertical jump test in their measurement of the explosive strength of the legs in female volleyball players. - There are differences between the springboard mat test and the vertical stability jump test in their measurement of the explosive power of the legs in female volleyball players, and in favor of the springboard mat test.

Objective: This study aimed to Compare parametric indices of anthropometric and biomechanical characteristics of female basketball, volleyball, and handball players. Methods: This research is purposive comparative-descriptive study. A total of 100 female students (35 handball players, 37 volleyball players, and 28 basketball players) participated in this study. The normality of the data distribution was examined using the Kolmogorov-Smirnov test. The Mean±SD and percentage rank to describe the information, multiple correlation coefficient to reduce the overlapping data, and analysis of the main components of the data to determine the leading indicators of anthropometric and biomechanical characteristics of female handball, volleyball, and basketball players and ANOVA was used to compare the corresponding leading indices in different age groups. Results: Ten parameters for female handball and volleyball players and nine parameters for female basketball players were highlighted as the leading indicators. Head width, leg length, ankle width, scapular fat for basketball and handball players, biceps and weight for handball and volleyball players, abdominal fat, leg length for volleyball and basketball players, and height introduced as the leading common indicators among all groups of players. The results related to the variance extracted in each of the main components of anthropometric features after rotation showed that the main parameters related to anthropometric characteristics in female handball players are: height, weight, knee-to-ground height, head width, Head circumference, waist circumference, leg length, ankle width, scapular fat, and biceps fat; in female volleyball players are: height, weight, trunk width at the navel, sitting pelvis width, elbow circumference, knee circumference, foot arc circumference, leg length, biceps fat, triceps fat; in female basketball players are: height, elbow circumference, head width, trunk circumference at chest level, trunk circumference at navel level, leg length, ankle width, scapular fat, and abdominal fat; and in players of the three groups of athletes are: height, knee-to-ground height, elbow circumference, head circumference, waist circumference, trunk circumference at chest level, scapular fat and maximum forearm circumference. Conclusion: The height is the leading standard index between different female handball, volleyball, and basketball players. Most of the anthropometric characteristics are various, related to the type of sport. Also, the biomechanical characteristics vary according to the unique skills in each discipline. In some sports, the biomechanical factors vary due to the features of the common sport and the design of specific training programs. Every sport needs to evaluate and study the anthropometric and biomechanical aspects of individuals.

This study examined whether anthropometric and fitness tests might successfully predict selection of young female volleyball players for a junior national team. Sixty four female players (age: 14.4 ± 0.5 y, body height: 1.76 ± 0.05 m, body mass: 63.9 ± 6.4 kg) underwent a selection procedure for the junior national team. Anthropometric data and speed and power test results were obtained and players were graded for their performance in a volleyball tournament. Selected players differed from the non-qualified in body height (3.4%; p = 0.001), standing reach height (2.6%; p = 0.001), the sum of skinfolds (15.4%; p = 0.035), body mass index (BMI; 7.1%; p = 0.005) and spike jump and reach (SJR) (2.5%; p = 0.001). Selected players were classified in the 99.2 ± 1.6 percentile in body height and in the 51.4 ± 20.6 percentile in the BMI, which were significantly different from those of the non-qualified players (95.4 ± 7.0 and 66.7 ± 18.6, p = 0.02 and p = 0.004, respectively). Stepwise discriminant analysis yielded a discriminant function (p < 0.001, η2 = 0.78) that was highly loaded by height, SJR and the BMI (r = 0.79, r = 0.74 and r = -0.53, respectively). Cross validation results showed that selection was correctly predicted in 15 out of the 20 selected players (predictive accuracy: 75.0%) and in 35 out of the 44 non-qualified players (predictive accuracy: 79.5%). In conclusion, body height, the BMI and SJR height successfully discriminated between selected and non-qualified elite young female junior national team volleyball players. The equal vertical jump, sprint and agility of selected and non-qualified players, highlight the importance of body height and the BMI for selection of elite junior female volleyball players.

The importance of the current research lies in examining the differences in the psychological resilience variable between advanced male and female Volleyball players in the northern region of Iraq. The researcher's research problem lies in answering the following question:- Are there differences in the psychological resilience variable between male and female Volleyball players in the northern region? The current research aims to:- Identify statistical differences in psychological resilience between male and female Volleyball players in the Northern Region. The researcher hypothesizes the following:- The existence of statistically significant differences in psychological resilience between male and female Volleyball players in the Northern Region, in favor of the male players.The researcher used a descriptive approach with a comparative approach due to its suitability to the nature of the current research. The research sample included only (30) male and (27) female players. (10) members of the community were excluded, (5) male players and (5) female players, as a sample for the exploratory experiment and to extract the reliability of the scale. Thus, the percentage of the research sample reached (85.07%) of the total research community. The researcher used the psychological resilience scale to reach the results of his research.The researcher concluded the following:- Advanced male Volleyball players outperformed advanced female Volleyball players in the Northern Region in the variable of psychological resilience. The researcher recommends the following:- Coaches should pay attention to the psychological state of male and female players, particularly psychological resilience, to cope with the pressures they face during training and matches and address them as quickly as possible.

Background:Volleyball participation has increased and unlike other team sports, its popularity among high school girls continues to grow. With its rise in popularity, the number of girls playing club volleyball outside of school has also grown. Sports specialization in youth athletes, or year-round intensive training in a single sport at the exclusion of others has become a concern. Overuse injuries are common among female volleyball players and specialization may be one factor that puts girls at risk of injury.Hypothesis/ Purpose:Evaluate the level of sports specialization among female high school volleyball players and examine its association with injury history.Design:Retrospective cohort study.Methods:Female students in grades 9-12 at 78 high schools who were committed to trying out for their high school volleyball team were recruited to participate in this study prior to the 2018 fall high school season. Athletes completed baseline assessments of sport related injuries within the previous 12 months. The athletes were asked to report their participation in interscholastic and club volleyball, including training volume and self-reported specialization. Finally, specialization of the athletes was determined using Jayanthi’s 3-point specialization scale. Athletes who had an injury that kept them out of the first day of tryouts were excluded. Univariate and multivariate analysis was performed.Results:2216 female high school volleyball players completed baseline evaluations (Age=15.6 ± 1.1 years old, BMI= 22.5± 3.5 kgs/m2) of whom 1588 identified volleyball as their primary sport (72%). Both moderately and highly specialized volleyball athletes were about twice as likely to report a musculoskeletal injury in the previous 12 months (Moderate: OR=1.84, 95%CI=1.29-2.62; High: OR=2.30, 95%CI=1.64-3.24). Similarly, those who played club volleyball were two times more likely to report a musculoskeletal injury in the past year (OR=2.00, 95%CI=1.48-2.71). Multisport athletes were also more likely to report a previous musculoskeletal injury (OR=1.69, 85%CI=1.24-2.32). Highly specialized volleyball players were more likely to participate in club volleyball (p<0.001), summer camps (p<0.001), and participate in both club and summer camps in the same year (p<0.001).Conclusions:High school girls’ volleyball players who are highly specialized were more likely to report a musculoskeletal injury in the past 12 months. Similarly, those who played club volleyball were more likely to report an injury in the past year. While sports specialization seems to be associated with increased risk of injury, it may be at least partially related to increased training volume.

VioLit summary: OBJECTIVE: The objective of this research by Guerra and Slaby was to examine the role of changes in cognitive mediators in influencing changes in antisocial behavior. The study was based in the social-cognitive development model of behavior, which claims that a social behavior pattern is influenced by the individual's cognitive resources. METHODOLOGY: The researchers employed an experimental design, with a non-probability sample of 120 male and female adolescents who were incarcerated in a state juvenile correctional facility for committing one or more of the following acts: assault and battery, robbery, rape, attempted murder and murder. Subjects were selected on the basis of their willingness to participate in an intervention program, and had to be between the ages of 15 and 18, with a reading level of grade 6 or higher, normal intellectual functioning, a parole date of not less than 6 months away and an offense record that included antisocial aggression. 165 individuals participated in the pre-test session, and were then randomly assigned to one of three groups: a group receiving cognitive mediation training, one undergoing attention control, and a control group with no treatment. Due to attrition over the 12 weeks of the intervention program, 126 of the original 165 completed the intervention and the post-test. In order to maintain equal group size, 6 of the subjects were eliminated at random, leaving groups of 20 males and 20 females in each of the three study groups. Data were collected for four measures: social cognition, behavior ratings, self-report of intervention effects and recidivism. Measures of social cognition and behavior ratings were collected both two weeks before and two weeks after the intervention, the self-report measure was collected at post-test only, and the data on recidivism were collected for up to 24 months after release from the facility. Measures of social cognition included two components: social problem-solving skills and beliefs. The first was measured using hypothetical stories and an examination of seven dependent variables: problem definition and goal selection, both hostile versus non-hostile, number of facts requested, number of solutions offered, effectiveness of best and second best solution and number of consequences generated. Beliefs supporting aggression were measured via use of an 18-item questionnaire, and involved five belief structures: aggression as legitimate, aggression as increasing self-esteem, aggression as helping to avoid a negative image, victims of aggression has deserving it, and victims of aggression not suffering. The Behavior Rating Scale was developed for measuring behavioral patterns, and was based upon the Devereaux Adolescent Behavior Rating Scale. 18 items were based upon a five-point frequency scale, with six item being rated in each of three categories: aggressive behavior (pushing or hitting), impulsive behavior (not thinking before acting) and inflexible behavior (narrow-mindedness when solving problems). Each of the three categories had high alpha reliability. Self-reports of training effects consisted of six items about usefulness of information, recommendation of course to others, wishes of having taken the course before, being better able to solve problems without fighting, getting along better with others, and applying what was learned to staying out of trouble in the future. Data about recidivism were collected from the state correctional facility for between 12 and 24 months after the subject was released. Data were available for 81 of the 120 subjects, with recidivism being defined as a revocation of parole and return to a correctional institution due to unsatisfactory behavior, or as a conviction resulting in probation or confinement as an adult. Cognitive mediation training was designed to remediate social problem-solving skills deficits and to modify beliefs supporting aggression, via use of instruction and structured discussion. The attention control group was designed to control the amount and type of professional attention and of group participation that was available to the subjects, whilst avoiding exercises in social problem solving, evaluation of beliefs and control of impulses. Instead, subjects participated in basic skills training, such as math and reading, and learned to apply these skills to prepare for possible future careers. The no treatment control group participated only in the pre-tests and in the post-testing. Analyses included t-tests, ANOVA and ANCOVA, and multiple regressions to predict which cognitive components could best predict changes in ratings of aggressive behavior. FINDINGS/DISCUSSION: Initial analysis revealed that no significant differences were found between the groups on pre-test means. For social problem-solving measures, it was found that the subjects in the cognitive mediation training group showed greater skills than those in the other two groups, with no effect of gender. Subjects who received this training also exhibited less tendency to endorse beliefs supporting aggression, with females endorsing the belief that aggression was necessary to avoid a negative image more than did males. The cognitive training group also showed greater behavioral adjustment in each of the three behavior ratings. Decreases in behavioral aggression from pre-test to post-test were found only for the group that received the cognitive training, and no effects of gender were found. Self-reports of training effectiveness showed that the group that had received the cognitive mediation training reported higher ratings on the effectiveness of the program than did subjects in the attention control group, with no gender effect being found. Subjects in the cognitive training group were somewhat less likely than those in the other two groups to recidivate, although this difference was not significant. Multiple regressions with the 7 social problem-solving and the 5 belief measures entered both separately and together, and controlling for pre-test aggression, found that for the first component, changes in problem definition could significantly predict post-test aggression, and for the second, belief in the legitimacy of aggression acted as the best predictor. When the two components were combined, it was found that change in the belief of the legitimacy of aggression was the only predictor that remained significant. Using stepwise discriminant analyses with the three behavior ratings and the 12 social-cognitive measures, four predictors were found: that aggression is a legitimate response, problem definition, that victims deserve aggression, and goal selection. The authors concluded that the intervention program was successful at increasing social problem-solving skills, reducing endorsement of aggressive beliefs, and decreasing subsequent aggressive, inflexible and impulsive behavior. AUTHORS' RECOMMENDATIONS: The authors recommended the use of cognitive mediation training to alter the behavior of adolescent offenders, as well as the continued investigation into the effectiveness of such programs to reduce and prevent serious antisocial aggression. They also suggested the need for a supporting environment for released offenders, in order for new social-cognitive skills to take root and endure. They concluded that aggressive behavior, whilst typically stable over time, can be altered by changing the social-cognitive factors that play a central role in the regulation of such behavior. EVALUATION: Despite the relatively small sample size and the clinical nature of the group, this study provides an excellent insight into the effectiveness of cognitive mediation training in altering aggressive behavior patterns. The use of random assignment to treatment and control groups acts as an assurance that internal validity is high; that is, the researchers can be quite confident that any changes that were observed were actually caused by the intervention, and not by some unknown factor. The analyses employed were sophisticated and appropriate to the research questions, and the discussion of the results allowed for the development of a clear understanding of the findings. Whilst a thorough discussion of the findings was presented, an more in-depth examination of the implications of these results for policy, treatment and prevention planning would have been useful. Despite this, the study provides an excellent basis for further research and planning in the treatment and rehabilitation of the juvenile offender. (CSPV Abstract - Copyright © 1992-2007 by the Center for the Study and Prevention of Violence, Institute of Behavioral Science, Regents of the University of Colorado) KW - Social Development KW - Social Cognitive KW - Juvenile Female KW - Juvenile Inmate KW - Juvenile KW - Male KW - Juvenile Aggression KW - Juvenile Offender KW - Incarcerated KW - Juvenile Violence KW - Female Inmate KW - Female Aggression KW - Female Offender KW - Female Violence KW - Male Violence KW - Male Offender KW - Male Inmate KW - Male Aggression KW - Aggression Intervention KW - Violence Intervention KW - Offender Recidivism KW - Recidivism Prevention KW - Prosocial Skills KW - Social Skills Training KW - Aggression Intervention KW - Cognitive Behavioral Intervention KW - Behavior Intervention KW - Juvenile Antisocial Behavior KW - Problem Solving Skills KW - Intervention Program KW - Program Effectiveness KW - Program Evaluation KW - SCSS Favorable Reference

Summary Study aim: In a volleyball game, multiple elements can influence competitive success, e.g. height, arm span and other anthropometric variables. The present cross-sectional study was undertaken to find out whether any differences exist between Indian inter-university male and female volleyball players as well as between players and a reference group in terms of anthropometry and handgrip strength. Materials and methods: The present cross-sectional research was conducted on 114 randomly selected Indian inter-university male (n = 50) and female (n = 64) volleyball players aged 18–25 years. An equal number of reference group individuals who did not participate in any exercise or training programme were also taken. Height, body weight, body mass index (BMI) (kg/m2), hand length, hand breadth, second digit length, fourth digit length, second and fourth digit ratio (2D/4D ratio), upper arm length, forearm length, total arm length, upper arm circumference, hip circumference; humerus and femur biepicondylar diameters, handgrip strength (dominant/non-dominant), arm muscle area, arm area, arm fat area, arm fat index, % body fat, and % lean body mass were measured with equipment including an anthropometer, sliding caliper, handgrip dynamometer and skinfold caliper using standard techniques. The data were analysed using SPSS version 17.0. Student’s t-test was applied for the comparison of data between players and the reference group. Differences between the groups were analysed using the oneway ANOVA test. Bonferroni post hoc test was applied after application of the ANOVA test. Effect size was also calculated. Statistical significance (p &lt; 0.05) was indicated using a 5% level of probability. Results: Male volleyball players had higher mean values in height, body weight, hand length, hand breadth, second and fourth digit length, dominant and non-dominant handgrip strength, humerus and femur biepicondylar diameter, upper arm length, forearm length and total arm length, arm muscle area, arm area and percent lean body mass than the reference group. Similar findings were observed between female players and the reference group also. Statistically significant differences (p &lt; 0.05–0.001) were also observed between male and female players except BMI, 2D/4D ratio, and arm fat area. These findings were supported by the effect size (η) calculations. Conclusion: Volleyball players had better height, weight, hand and arm anthropometrics, handgrip strength and % lean body mass as compared to the reference group. Significant differences were found in anthropometry and handgrip strength between players and reference group individuals, suggesting that these findings could be very useful for player selection and talent identification in sports.

Comparison of landing maneuvers between male and female college volleyball players

PURPOSE: The purpose of this study was to compare the nutritional intake of female collegiate volleyball players to recommendations for performance and good health. These athletes had previously received information about the importance of good nutrition and suggestions for meeting dietary recommendations from their coach. METHODS: Nine female volleyball players at an NCAA Division II university, ages (mean±SD) 19.2±1.6 y, completed a three day food record on two practice days and one game day during the season. These food records were analyzed using Nutritionist Pro Nutrition Analysis Software for total energy, carbohydrate (CHO), fat, protein, and alcohol as well as calcium, iron, sodium, and fiber intake. The average of the three days was compared to recommendations for female athletes. RESULTS: Total energy (31.9±7.7 vs. 38 kcal·kg body weight-1, p<0.05) and CHO intake (4.3±1.3 vs. 6–10 g·kg-1, p<0.01) were lower than recommended. Total fat intake was higher (1.2±0.3 vs. 0.9 g·kg-1, p<0.05) while protein intake was similar to the recommendation (1.1±0.3 vs. 1.2-1.7g·kg-1, p=0.49). Iron (11.5±2.4vs. 18 mg, p<0.001), calcium (701.7±376.9 vs. 1000 mg, p<0.05), and fiber (8.9±2.2 vs. 25 g, p<0.001) intake were all significantly lower than recommended while sodium intake (3472±615 vs. <2400 mg, p<0.001) was significantly higher (p<0.001). Cholesterol intake (242±127mg) was not significantly different from the recommended intake of <300mg (p=0.21). None of the athletes reported consuming alcohol during the three days the records were kept. CONCLUSION: The results indicate that these athletes are not consuming adequate energy and carbohydrates but exceeding recommended fat intake. This could affect performance through low muscle glycogen levels and loss of body and muscle mass. Additionally, deficiencies in iron, calcium, and fiber intake and excessive sodium intake could have negative health effects. This suggests that the basic nutrition information provided by coaches may not be effective in promoting good dietary habits in female volleyball players.

Preseason functional tests discriminate injury risk in female collegiate volleyball players

Few data exist on the relationship between maximum strength and power performance, such as jumping ability in low-level female volleyball players. The aim of the present study was to determine the relationship between maximum strength and jumping performance in young female non-elite volleyball players before and after an in-season resistancetraining protocol. A 26-week, in-season resistance-training program was carried out on ten female volleyball players, aged 19 (±2). The 1 RM squat test was used to evaluate the players’ maximum strength in the lower extremities and a vertical jump (VJ) test was used to assess functional performance and power. There was a significant enhancement of 69% (p=0.005) for the squat test and 9% for the VJ test (p=0.008). A strong significant relationship was found between the VJ test and the 1 RM squat test (r=0.68, r2=0.47, p=0.0014) at the pre-test and post-test (r=0.88, r2=0.77, p=0.001). When comparing the coefficients of correlation (r=0.68 and r=0.88) between the squat tests and VJ tests, the difference that was noted was significant (p&lt;0.001). A strong significant relationship was also noted between the 1RM squat and VJ test relative to body weight at pre-test (r=0.89, r2=0.79, p=0.001) and post-test (r=0.95, r2=0.90), p&lt;0.001). This study demonstrates that maximum strength in squats is a major predictive factor for jumping height in young female volleyball players. Female volleyball players might therefore consider focusing on maximum strength training to improve their jumping performance.