High School Track Research Articles

Epidemiology Of Injuries In United States High School Track And Field Jumping Events From 2008 - 2019

Epidemiology Of Injuries In United States High School Track And Field Jumping Events From 2008 - 2019

Epidemiology of injuries in united states high school track and field jumping events from 2008 – 2019

ABSTRACT Objectives Reports of injury characteristics of high school track and field athletes participating in jumping events in the United States are limited. In this descriptive epidemiological study, we report injury rates and patterns in these athletes. Methods Injuries and athletic exposures (AE) from the National High School Sports Related Injury Surveillance System, and High School Reporting Information Online (RIO) from 2008-2019 were analyzed. Jumping events included high jump, long jump, triple jump, and pole vault. Injury rate ratios (IRR) and injury proportion ratios (IPR) were examined by sex. Results A total of 727 injuries related to jumping events during 5,486,279 AEs occurred with the highest frequency at the thigh (20.3%) followed by the ankle (18.2%), knee (16.1%), and lower leg (11.0%). The most common types of injuries were muscle strain (29.0%) and ligament sprain (21.2%). Most athletes returned to sport within 1 week (43.1%, n = 312) or 3 weeks (34.7%, n = 243). Few jumping-related injuries resulted in surgery (4.9%, n = 35) or medical disqualification (4.4%, n = 31). The jumping-related injury rate was 1.33 injuries/10,000 AEs from 2008 to 2019. The rate of jumping-related injuries was higher in competition than in practice (IRR = 2.63, 95% confidence interval [CI]: 2.25–3.06). Injury rates were significantly higher in practice for female athletes than for males (IRR = 1.51, 95% CI: 1.23–1.86). Compared to male athletes, female athletes sustained a higher proportion of ankle injuries (IPR = 1.63, 95% CI: 1.15–2.32) and ligament sprains (IPR = 1.55, 95% CI: 1.16–2.09). Conclusions This study describes injury characteristics of high school track and field jumping athletes from 2008 to 2019. We found an overall injury rate of 1.33 injuries per 10,000 AEs. Higher overall rates of jumping-related injuries occurred during competitions than in practice, and female athletes displayed a significantly higher rate of injuries during practices compared to male athletes.

Influence of Aeta Education in St. Francis Learning Center at Nibangon Subic, Zambales

The Aeta community is one of the indigenous peoples in the Philippines, and they face challenges in accessing quality education. These challenges include limited school infrastructure and resources, a lack of qualified teachers understanding their cultural context, and socio-economic barriers preventing Aeta children from attending school. Hence, this study explored the perception of Aeta students in their education at St. Francis Learning Center. Specifically, it determined the socio-demographic profile of the participants in terms of year level, gender, age, family members, and socio-economic status; their perception on course descriptions, laboratory experiences, and the quality of academic staff; the factors that influence their decision-making process; and their suggested intervention programs to motivate students to choose the specific Senior High School Strand and college. This study employed a mixed-method research design particularly the explanatory-sequential approach. The participants comprised 10 Aeta Students currently studying at St. Francis Learning Center for the academic year 2024-2025. Results showed that while some students find the course descriptions and teaching methods effective and engaging, others face significant challenges. Scenarios such as teachers being unprepared, insufficient class time, lack of learning materials, and ineffective repetition of lessons point to areas where the educational experience can be improved. Practical utility, economic potential, parental influence, peer relationships, personal interests, career aspirations, and familial roles all play critical roles influence the students’ decision-making processes when choosing their Senior High School tracks.

Epidemiology of injuries in U.S. high school track and field throwing events from 2008 to 2019.

Injury characteristics of high school track and field throwing athletes in the United States are not well studied. Understanding epidemiology of injuries is important to identify treatment and prevention strategies. To describe injury rates and patterns in U.S. high school track and field throwing events from a longitudinal national sports injury surveillance system. Descriptive epidemiology study. Data were provided by the National High School Sports Related Injury Surveillance System, High School RIO (Reporting Information Online). Athletic trainers reported injury and exposure data through the High School RIO website on a weekly basis. An athlete exposure (AE) was defined as one athlete participating in one school-sanctioned practice or competition. Throwing events of discus, shot put, and javelin were analyzed in this study. Injury rate, rate ratios (RR), injury proportion ratios (IPR). U.S. high school athletes. A total of 267 track and field throwing injuries occurred during 5,486,279 AEs. Overall, the rate of injuries in competition was higher than in practice (RR 1.35, 95% confidence interval [CI] 1.01-1.80). In practice, the rate of injuries was higher for girls than boys (RR 1.53, 95% CI 1.12-2.08). The most frequently injured body part was the shoulder (21.7%), followed by the ankle (16.5%) and knee (12.0%). The most common types of injury were muscle strains (26.14%) and ligament sprains (25%). Recurrent injuries accounted for a higher proportion of chronic injuries compared to new injuries (IPR 1.85, 95% CI 1.16-2.97). This study described injury characteristics of high school track and field throwing athletes from 2008 to 2019. Based on our results, injury prevention may be particularly important for female throwers with prior injury.

What are the determinants of career preferences? The case of high school students in Chile

ABSTRACT Identifying factors influencing career preferences is relevant for faculty, education planners, and authorities when designing educational policies. However, these factors vary according to the socioeconomic context. We estimate a discrete choice model to investigate the determinants of career preferences using a survey of high school students (n = 1,658) in Santiago, Chile. Results show that gender, academic performance, type of school, parents’ occupation, and high school track are significant, but their influences vary among career categories. We concluded that a gender gap exists. Males are more prone to choose STEM areas, whereas females prefer humanities and health careers. The influence of the parents’ occupation is evident in specific fields, with differences between girls and boys. High school vocational track influences career preferences.

Prevalence and associated factors of stress fractures, menstrual dysfunction, and eating disorders in high school athletes

Abstract: Objective: Stress fractures (SF), menstrual dysfunction (MD), and eating disorders (ED) in young athletes are important issues. We conducted this study to determine the frequency of SF, MD, and ED experienced by high school track and field athletes in Japan and to understand the factors associated with them. Materials and Methods: A cross-sectional study of 1199 high level high school track and field athletes (608 males and 591 females) who participated in a selective training camp held by the Japan Association of Athletics Federations. Results: Approximately one in four male and female athletes self-reported SF. Moreover, we identified the length of the practice time per week and the event (sprinting, middle-distance, jumping, and combined) as relevant factors. Approximately one in three female athletes self-reported MD history, with those participating in long-distance events experiencing it significantly more frequently than those participants in sprinting, throwing, and jumping events. Furthermore, we identified ED history and long-distance events as MD history-related factors. ED history was self-reported at low frequency without gender difference, and long-distance was significantly more frequently reported than sprinting and jumping. Conclusions: About a quarter of Japanese high school track and field athletes experience SF, and about a third of the females experience MD. The association of these with athletic events, training time, and ED should be considered.

Senior High School Track and Course Preference of the Students

The main objective of the study was to determine the relationship between the senior high school tracks and the course preferences of college students. The descriptive-correlational design was employed using purposive and non-probability quota sampling in choosing the respondents for the study. It can be concluded that most respondents were enrolled in the academic track and preferred education and training courses in college. Additionally, the majority of respondents concur that personality has a greater impact than environmental factors in terms of choosing their tracks and course preferences. However, they disagreed in terms of opportunity and educational factors. Both environmental and personality factors influenced the respondents in the fields of architecture, business management and administration, education and training, finance, government and administration, hospitality and tourism, information technology, marketing sales and services, science, technology engineering, and mathematics. These factors play a significant role in shaping attitudes and beliefs towards their chosen fields. However, only environmental factors affect the respondents in the fields of arts, audio-visual technology and communication, human services, law, public safety, and corrections. Environmental, opportunity, and personality factors play a crucial role in determining the extent of agreement among the respondents in health, sciences, manufacturing (mechanical and industrial), transportation, distribution, and logistics. It is also shown that there is a significant relationship between the students’ chosen track and course preference. This implies that the correct selection of high school tracks may guide them to fit their skills and interests to course selection in college.

Reliability of muscle thickness and muscle echo intensity evaluation of the posterior medial tibia in long-distance athletes using an ultrasound imaging device

ObjectiveWe aimed to verify the reliability of muscle thickness and luminance evaluation of the deep leg muscles using an ultrasound device. DesignCohort study. SettingTrack and field, Participants: high school track and field long distance athletes (N = 10, female: 50.0%, age = 16.0 ± 2.8 years, BMI = 18.2 ± 2.3 kg/m2) ParticipantsThis study included Japanese high school track and long-distance field athletes. Main outcome measuresThe thickness and echo intensity of tibialis posterior, flexor digitorum longus, and soleus muscles in the posterior medial tibia were clarified. ResultsThe echo intensity evaluation of the tibialis posterior muscle showed an additive error. ConclusionThe study suggested that the results could be clinically applied clinically, except for the evaluation of echo intensity of the posterior tibialis muscle.

Having your career path decided too early: the effects of high school track on education-occupation mismatch

PurposeThis paper aims to extend the scope of previous studies on education-occupation mismatch to explicitly focus on the role high school track choices have on the risk of being mismatched in the labor market.Design/methodology/approachThe paper uses the most exhaustive available database regarding the early-career paths of university graduates in Romania. Using a novel matching technique, entropy balancing (EB), our study relies on multinomial logit models and logit regressions to estimate the effect of the completed high school track on the likelihood of being mismatched in the labor market. The empirical analysis focuses on two types of education-occupation mismatches: horizontal and vertical mismatches.FindingsWe show that studying a different field in college compared to the completed high school track increases the risk of being skill mismatched in the first job after graduation. Five years after college graduation, the influence of the high school track fades, while being skill mismatched in the first employment plays a more important role. In contrast, we find no evidence that pursuing a college major unrelated to the completed high school track increases the probability of being overeducated. However, being overeducated in the first job increases the risk of being overeducated five years later.Originality/valueThe study brings new reliable evidence on the extent to which high school track choices may contribute to the risk of being mismatched in the labor market.

The effects of more informative grading on student outcomes

More granular grading scales provide a more accurate assessment of achievement and thus provide students with more informative feedback on their performance. Using Swedish administrative data and exploiting a natural experiment, we identify the effects of moving from a system with three passing grades to one with five passing grades. Students receiving more informative grades are less likely to graduate from high school, from academic high school tracks, and from STEM and art high school tracks. Affected students are also less likely to enrol in STEM courses at university. The evidence suggests discouragement as a likely mechanism, with students revising their self-belief downward when receiving more informative feedback.

Contextualizing Learning: A Multi-Variable Analysis of Student Characteristics, Educational Settings, and Academic Success

Students’ academic success is influenced by a complex of factors, including individual characteristics, social, environmental, and institutional factors, which collectively mold students’ learning outcomes in education. The study investigated the interplay between student characteristics, educational settings, and academic success to better understand the multidimensional context of learning. The study is descriptive-correlational research in nature. More importantly, the study used multiple regression analysis to gain deeper insights into the interplay of the variables. The findings highlight the impact of demographic factors and educational context on academic performance, emphasizing the importance of tailored student support based on their unique needs. The study reveals that academic performance significantly varies across grade levels and senior high school tracks or curricula. Predictors such as class size and classroom learning environment are positively associated with students’ academic outcomes, indicating the importance of smaller class sizes and high-quality learning experiences, F (2,188) =26.1, p < .001. Higher quality classroom learning experiences, such as engaging instructional methods and a supportive learning environment, can positively impact student outcomes. Educators and school administrators can use these findings to develop targeted interventions and support systems to address disparities and promote student success, creating a more inclusive and supportive learning environment.

Inclusion of English for specific purposes in high school tracks: A Saudi context

English for specific purposes was created to meet the needs of a language for the purpose of carrying out all growing businesses and occupational functions, as well as accessing all kinds of scientific knowledge. The current study looks at the possibility of including an English for Specific Purposes (henceforth ESP) course in high school tracks. It also looks into factors such as the outcomes of ESP-trained general English instructors, appropriate materials and skills for teaching ESP, the pedagogical environment and teaching approaches of ESP, as well as the future of general English as ESP becomes more common. Through an eleven-item Likert scale survey and structured interviews conducted with four English language teachers, 135 English foreign language teachers were surveyed, and quantitative and qualitative data were collected. According to most participants, the inclusion of ESP in high school tracks will provide students with the vocabulary and structure they need to succeed in college. While ESP is considered an extension of general English (henceforth GE), its pedagogical environment and teaching approach differ, which means teachers should be trained in science, medical terms, and pedagogical aspects of ESP instruction to motivate their students and make them more enthusiastic about the subjects they will study in professional colleges after they have completed high school.

Exploring the Academic Preparation and Performance to the Comprehensive Examination of First-Year Engineering Students

A comprehensive examination is an academic exercise that aims to determine students’performance relevant to their achievements in the previous years of their studies. In the oldcurriculum of the College of Engineering at Camarines Sur Polytechnic Colleges, Philippines,a comprehensive examination is given to second-year students of all engineering programs.With the change in curriculum due to the K-12 implementation, this comprehensive examinationis being planned to be given to first-year engineering students. This study aims to explorethe influence of students’ academic preparation and academic performance on the comprehensiveexamination of first-year engineering students. The researcher analyzed the datafrom 468 first-year engineering students for the academic year 2018–2019 to determine thedegree of correlation between their academic preparation, academic performance, and comprehensiveexamination. Findings showed that senior high school (SHS) tracks have no relationshipwith the academic performance of civil, electronics, and mechanical engineeringstudents. However, for electrical engineering students, there is a relationship between theSHS tracks and their academic performance. Also, the college entrance test (CET) and academicperformance showed a relationship with the comprehensive examination. Findingsrevealed that higher ratings in the CET and academic performance tend to go with higherratings in the comprehensive examination and vice versa. Thus, a comprehensive examinationis an effective way to determine the extent of achievement of students in engineeringmathematics and sciences. This study did not consider any other factors that may affect theresult of the comprehensive examination.

그들은 왜 교차지원을 했는가?

Objectives This study qualitatively explored the experiences of students who went to college by cross-application with a major which is different from the high school track.
 Methods In this study, six 3rd grade high school students participated who passed the university admission through cross-application. Through in-depth interviews with participants, data on experiences ranging from selecting high school tracks to changing tracks and cross-application processes were collected, and topics commonly revealed through a constant comparative analysis were identified.
 Results As a result of the study, participants decided on their tracks by considering only the fragmentary aspects of a specific track and then experienced difficulty and confusion in changing the track in the middle. Also, their cross-application tended to be hastily decided with the purpose of employment and entrance exams, lacking deep consideration. In addition, they expressed concerns and anxiety about their studies and adaptation after entering university.
 Conclusions Based on these results, this study suggested that sufficient information and deliberation are needed in the process of selecting high school tracks and counseling for college entrance, and academic and career guidance support at universities is required for cross-applicants.

Feeling fast? Beliefs and performance among high school sprinters

Abstract Mindset can shape sports performance, but these effects can be difficult to detect empirically. We use data from high school sprinters to explore mindset effects on 100 m finishing times and find that headwinds hamper performance more than can be attributed to the physics of wind resistance alone. These (implied) psychological effects of wind on sprint times are stronger for girls than for boys. Having established the presence of mindset-based slack in physical performance, we then test whether sprint times changed in the wake of Matthew Boling’s record-breaking sprint in 2019 that, after going viral on social media, potentially boosted self-efficacy among high school sprinters. Using 2018 and 2019 high school track meets in California, we observe notable changes in average sprinter performance for certain types of athletes in specific wind conditions after Boling’s race that did not occur in the previous season. These results control for many observable variables, correct for multiple hypothesis testing, and use entropy balancing weights to ensure statistical comparability between the two years. We detect differences in this ‘Boling effect’ based on the predicted racial composition of teams and the predicted race of athletes, which is relevant given the racial angle of coverage of the record-setting run. We posit vicarious self-efficacy as a plausible explanation for these difference-in-differences patterns. Pronounced heterogeneity in these results demonstrates some of the complexities and nuances of mindset effects even in settings where performance is easily quantified. Subtle contextual and salience cues appear to mediate the impact of vicarious self-efficacy beliefs on performance.

College academic performance in science-related programs and senior high school strands: A basis for higher education admission policy

In compliance with RA 10931(the Universal Access to Quality Tertiary Education Act), the Commission on Higher Education (CHED) allows State Universities and Colleges (SUCs) in the Philippines to admit students regardless of their senior high school track and strand taken, through CMO 105, Series of 2017. This would cause future problems because the nature of these graduates' high school studies would be disregarded when evaluating applicants for a certain bachelor's degree. This study was conducted to determine if a specific Senior High School strand produces high-achieving students in science-related programs. Using a causal-comparative research design, it engaged sixty-one (61) undergraduate students enrolled in Two Philippine State Universities offer Science-related courses: Bachelor of Science in Biology, Bachelor of Science in Chemistry, and Bachelor of Science in Environmental Science. One-way ANOVA was done to find if there is a significant difference among the academic performance of the respondents grouped by their senior high school strands. Dunn’s Test for Multiple Comparisons was used as post-hoc analysis. The ANOVA test showed a significant difference between academic performance in science-related programs and senior high school strands p = 0.015, while no significance was found in sex and annual household income. Conducting post-hoc analysis using Dunn’s Test for Multiple Comparisons showed that STEM graduates have a statistically significant academic performance between ABM, GAS, HUMSS, Home Economics, and ICT graduates. The findings show significant implications in the admission of students in college, especially in science-related programs. Strands in senior high school must be considered and that short-bridging programs may be conducted for non-STEM graduates enrolled in science-related programs.

Competencies, Instructional Skills, and Challenges of Teachers in Implementing the Technical-Vocational and Livelihood Senior High School Track

This study aimed to investigate the competencies, instructional skills, and challenges faced by teachers in implementing the Technical-Vocational and Livelihood (TVL) track in senior high school. Stratified random sampling was used to select participants from the Surigao del Sur Division of the Department of Education in the Caraga Region, Philippines. Descriptive-correlational research was employed, utilizing frequency counts, percentages, means, correlation analysis, and multiple regression analysis to analyze the collected data. The findings revealed that TVL teachers demonstrated high levels of competence in areas such as Home Economics, Agri-fishery Arts, Industrial Arts, and ICT and Entrepreneurship. However, the study also identified specific challenges faced by these teachers, including difficulties in preparing assessment questions and providing feedback. The research highlighted the significant shortage of classrooms to accommodate learners and the challenges associated with managing limited space in shop rooms. Establishing linkages and developing community and industry partnerships also proved to be major challenges for teachers. Furthermore, the study found that the level of teachers' competencies had a significant relationship with their instructional skills in the TVL track. Additionally, the profiles of the teachers substantially influenced their level of competence in the TVL track.

Trade-Offs of Attending Better Schools: Achievement, Self-Perceptions and Educational Trajectories

Abstract This paper estimates the impacts of attending better middle schools on the test scores, on-time graduation, self-reported socio-emotional skills, aspirations and high school track choices of marginally admitted students. A regression discontinuity design comparing students just above and below the admission threshold to higher-achieving middle schools in Mexico shows some modest gains on externally graded tests, but adverse effects on grade point average and on-time graduation. By the end of middle school, marginally admitted students feel academically inferior to their peers, obtain worse scores on measures of conscientiousness, and are more likely to shift their aspirations and subsequent schooling choices from academic to vocational programmes. The results are consistent with the hypothesis that unfavourable peer comparisons, stemming from direct observation or subjective teacher assessments, can be sufficiently important to affect students’ educational trajectories.

Determinants of Senior High School Tracks and Strands Inclination of Grade 10 Students of Buenavista II

The study accentuated on the determinants of senior high school tracks and strands inclination of Grade 10 students. It involved the 135 respondents of the three (3) secondary schools of Buenavista II. The mean was employed to investigate the determinants of respondents’ inclination in Senior High School tracks and strands. Frequencies and Percentages were utilized to verify the respondents’ socio-demographic profile and tracks and strands preferences. The standardized survey questionnaire adopted from College Department of Don Bosco Technology Center was used to examine the senior high school preferences. Based on the findings of the study, majority of the respondents are aging 10-15 years and they are almost divided equally in terms of sex. Also, most of the parents are skilled workers and are high school graduates. Majority of the respondents have predilection on academic track. They rated high in personality as the basis in choosing tracks/stands. Also, they rated moderately high in family and relatives as factor. Furthermore, they rated high in job opportunities and interest as indicators. On the other hand, only parents’ educational attainment significantly influenced students’ career preference. Based on the findings of the study, it is highly recommended that there must have an intensive career advocacy on parents and students for proper guidance

Children’s patience and school-track choices several years later: Linking experimental and field data

We present direct evidence on the link between children’s patience and educational-track choices years later. Combining an incentivized patience measure of 493 primary-school children with their high-school track choices taken at least three years later at the end of middle school, we find that patience significantly predicts choosing an academic track. This relationship remains robust after controlling for a rich set of covariates, such as family background, school-class fixed effects, risk preferences, and cognitive abilities, and is not driven by sample attrition. Accounting for middle-school GPA as a potential mediating factor suggests a direct link between patience and educational-track choice.