One-way MANCOVA Research Articles

The Effect of Ethnoscience Learning on the Development of Students' Cognitive and Affective Aspects in Junior High School

This research aims to examine the influence of ethnoscience learning on the development of students' cognitive and affective aspects. This quasi-experimental research uses a pre-test post-test non-equivalent control group design. This research was carried out in the odd semester of the 2022/2023 academic year. The population of this study was 320 class VII students at MTsN 1 Mataram, with a sample size of 34 people in the experimental class and 34 people in the control class. Data was obtained from test instruments for the "cognitive" aspect in the form of essays and questionnaire instruments for the "affective" aspect in the form of attitude statements. The statistical test used in this research is one-way MANCOVA with one covariate. The results of the research show that there is a significant difference in the influence of using ethnoscience learning on cognitive and affective learning simultaneously or together after controlling for students' initial abilities. The cognitive and affective scores of students in classes that use ethnoscience learning are higher than those in conventional classes. The conclusion of this research is that ethnoscience learning has a positive effect on the cognitive and affective aspects of junior high school students at MTsN 1 Mataram.

Emotion Dynamics among Late Adolescents and Emerging Adults: The Role of Maternal Privacy Invasion Perceptions.

Prior research suggests that youth experience immediate emotional distress following privacy invasion, but it is unclear whether and how persistent privacy invasion over longer periods destabilizes the intrapersonal emotional regulatory functions that privacy serves. This study investigated whether late adolescents and emerging adults who reported different patterns of maternal privacy invasion over a full academic year showed differences in emotion regulation, as reflected by the frequency and lability of negative and positive emotional experiences. Participants were first-year university students (n = 349; 60.2% female) in Hong Kong, aged 17 to 24 (MT1 = 18.20, SDT1 = 1.10). They self-reported maternal privacy invasion perceptions and negative and positive emotions 16 times, at bi-weekly intervals. Latent class growth analyses divided participants into a Higher Invasion Perceptions group (24.9%), a Moderate Invasion Perceptions group (46.4%), and a Lower Invasion Perceptions group (28.7%). A one-way MANCOVA examined potential differences in negative and positive emotion dynamics across groups, indexed by frequency (means) and instability (mean square of successive differences and probability of acute change). In line with predictions, both the Higher Invasion and Moderate Invasion groups reported higher negative emotion frequency and instability, compared to the Lower Invasion group. However, groups showed no significant differences regarding positive emotion frequency and instability. The findings indicate that perceptions of maternal privacy invasion predict youth's negative emotion regulation processes over their first collegiate year. Prolonged, higher levels of maternal privacy invasion may disrupt the intrapersonal regulatory functions that privacy serves over time.

The Impact of CLILL Approach to Enhancing University Students’ Speaking and Creative Thinking Skills

In addition to being proficient in verbal communication, students must also acquire 21st-century competencies, which encompass creative thinking abilities. Content and Integrated Language Learning (CLIL) is a communication methodology that can be employed to concurrently enhance students' language proficiency and foster their creative cognition. This study investigates the influence of the Content and Language Integrated Learning (CLIL) strategy on the speaking and creative thinking abilities of students at IAIN Palopo, located in South Sulawesi, Indonesia. This study employed a quantitative methodology with a quasi-experimental design, encompassing 51 first-semester students enrolled in Indonesian language classes. The collection of data involved the utilisation of speaking tests, speaking assessment rubrics, and creative thinking skills examinations. Following data collection, the researchers conducted quantitative analysis using SPSS 25.00. They employed the one-way MANOVA and one-way MANCOVA tests for this purpose. The results showed that the CLIL approach had a significant effect on improving student's speaking skills and creative thinking skills. These results indicate that the CLIL approach can be used as a choice for teachers to develop students' speaking and creative thinking skills.

A Comparison of the Perceptions of Need Satisfaction and Need Frustration Between Racialized and Non-Racialized Undergraduate Students

Research has demonstrated that racialized students experience additional stressors during post-secondary education compared to their white counterparts. These barriers can include added institutional barriers, lower representation among faculty, additional stress associated with cultural differences and stigmatization, discrimination, and racism. According to self-determination theory, students who experience an unsupportive or controlling environment are more likely to have lower basic psychological need satisfaction, lower academic motivation, and lower well-being. The current study aimed to examine whether white and racialized students would differ in their perceptions of need satisfaction and need frustration in their learning environment. Participants were undergraduate students (N = 712) from a large Canadian university. A one-way MANCOVA was performed comparing racialized and white students on basic psychological need satisfaction and frustration with gender as a covariate. Results suggested that racialized students perceived lower autonomy satisfaction, lower competence satisfaction, and higher relatedness frustration in their learning environment. These findings present important implications for higher education institutions. Institutions should recognize the diverse needs of their student population and ensure that learning environments are supportive of these needs, as they can have significant detrimental impacts on the overall well-being and academic success of these students.

When Science Is Taught This Way, Students Become Critical Friends: Setting the Stage for Student Teachers

Effective science education draws on many different ways of teaching science. The literature on science education documents some potential benefits of argumentation instruction as a powerful tool for learning science and maintaining wonder and curiosity in the classroom. Unlike expository teaching, which relies on a teacher-driven pedagogy in which students accept the teacher’s authority over any content to be justified a priori, argumentation teaching allows students to focus on the importance of high-quality evidence for epistemic knowledge, reasoning, and justification. Using a quasi-experimental design, two study groups of undergraduate student teachers were exposed to two different learning conditions, the Exp-group with dialogic argumentation instruction (DAI) and the Ctrl-group with expository instruction. Each group received the same science content twice a week for 12 weeks (2 h per lesson). Pre- and posttests were administered to collect data. One-way MANCOVA with the pretest results as covariates showed that the instructional approaches (Wilk’s Λ = 0.765, p < 0.001) had a significant effect on the tested variables after the intervention. A pairwise comparison of performance indices between the two study groups revealed that the exp-group was better able to evaluate alternative solutions and defend arguments for collaborative consensus on unstructured scientific problems. This suggests that dialogic argumentation instruction can be used to help students improve their scientific reasoning, thinking, and argumentation skills, which are required to solve problems involving scientific phenomena.

The Effect of Project-Based E-Learning Against Critical Thinking Skills and Science Learning Achievement of Class X Students

The purpose of this study was to determine the effect of the project-based e-Learning learning model on critical thinking skills and science achievement. This research has a quasi-experimental design. The population of this study was class X SMK Negeri 1 Tembuku for the 2022–2023 academic year, consisting of 10 classes (259 students). The research sample was taken using the random sampling technique; two classes were determined as samples and divided into two groups, namely the experimental group and the control group. Critical thinking skills data was collected with an essay test, and in science, learning achievement data was collected with an expanded multiple-choice test. Data analysis used the one-way MANCOVA statistical test with a significance level of 5% and continued with the LSD test. The results showed that (1) There are differences in critical thinking skills and learning achievement in science between students who learned with the PjBeL model and students who learned with the DEL model. (2) There are differences in critical thinking skills between students who learned with the PjBeL model and students learning with the DEL model. (3) There are differences in science learning achievement between students who learned with the PjBeL model and students learning with the DEL model. Based on the results of the study, it can be concluded that the PjBeL model influences students' critical thinking skills and learning achievement in science in Class X SMKN 1 Tembuku.

Ok I need help! Can CTCA rescue Teaching and Learning Machine Language in an African secondary school?

This study was conducted to determine if the use of the Culturo-Techno-Contextual Approach (CTCA), a learning strategy that incorporates the use of cultural knowledge (indigenous knowledge), contextual drawing from the immediate environment to illustrate teaching, and the component of technology, can improve learning. What is the purpose of machine language? It is a difficult-to-learn concept in the computer studies curriculum of Nigeria, despite being the basis of computer programming. It is hypothesised that (i) there is no statistically significant difference in (a) academic achievement and (b) attitudes between males and females when taught in machine language. (ii) There are no statistically significant interaction effects of sex and training method on (a) academic achievement and (b) attitudes of students in machine language. A total of 207 computer studies students in senior secondary year two (SS2), comprising 106 females and 101 males, participated in the study. The instruments used to gather data were the machine language attitudes questionnaire (MLAQ) and machine language achievement test (MLAT), which had reliability coefficients of 0.71 and 0.70, respectively. The one-way MANCOVA multivariate F (Pillai’s Trace) was not significant [F = 0.49; P &gt; 0.05]. Univariate tests on achievement [F (1, 203) = 0.72; P &gt; 0.05] and attitude [F (1, 203) = 0.36; P &gt; 0.05] failed to attain statistical significance. Hypothesis one was not rejected because there was no statistically significant effect of student gender on (a) academic achievement and (b) attitudes when taught using CTCA and the lecture method. The two-way MANCOVA multivariate F (Pillai’s Trace) was not significant [F = 2.26; p &gt; 0.05]. The interaction effect between sex and training method on achievement [F (2, 199) =.90; P =.41] was not significant, but on attitude [F (2, 199) = 3.67; P =.03] attained statistical significance. The study concluded that educators are encouraged to use the CTCA and could demonstrate how it could be used as a pedagogical design for improving the achievement and attitude of students in computer studies and other subjects offered in senior secondary schools by capitalising on its assets. The strategies will assist both teachers and students in gaining respect for local activities and culture, its wisdom and ethics, indigenous science and technology, and the use of local resources, thereby enhancing sustainability, and they will encourage collaboration among students, resulting in improved academic achievement and attitude. Both males and females performed on neutral ground. Giving both male and female students the opportunity to excel on a neutral ground without having any influence over the other.

Face-to-Face and Blended: Two Pedagogical Conditions for Testing the Efficacy of the Culturo-Techno-Contextual Approach on Learning Anxiety and Achievement in Chemistry

Approaches to teaching science are undergoing a mutation and new variants such as the Culturo-Techno-Contextual Approach (CTCA) have emerged and are proving to be more potent than the older variants. This study explored the efficacy of CTCA in reducing learning anxiety and promoting meaningful learning of chemistry among secondary school students by comparing the performance of the two experimental groups with that of the control group. The study employed an explanatory sequential design. The quantitative phase was quasi-experimental, while the qualitative phase was an in-depth interview. A total of 141 senior secondary II students (the equivalent of grade 11) from three purposively selected schools in Lagos State education district V were sampled. The Electrochemistry Achievement Test and revised Science Anxiety Scale which had reliability coefficients of 0.78 and 0.95, respectively, were the instruments used to collect quantitative data, while the students’ perception about CTCA interview guide was used to collect the qualitative data. The two experimental groups were taught using CTCA in a face-to-face class and blended learning mode, while the control group was taught using the traditional lecture method. Treatment lasted five weeks after which posttest and retention test (four weeks after posttest) were conducted. Quantitative data were analyzed using one-way MANCOVA, the qualitative data were analyzed using framework analysis. The results showed that each of the CTCA groups outperformed the lecture group on measures of achievement (F(2,136) = 72.05; p &lt; 0.01) and anxiety (F(2,136) = 11.87; p &lt; 0.01). CTCA was also found not to have a significant differential impact on the experimental groups based on gender. By these results, it was inferred that irrespective of the learning platforms (online or physical), CTCA has the potency to improve students’ understanding of chemistry concepts compared to the traditional lecture method. Therefore, within the limitations of the study, it was concluded that CTCA is a viable teaching approach for reducing learning anxiety and promoting meaningful learning of chemistry concepts. Open doors for future exploration were also highlighted.

187 Use of Quantitative Pupillometry in Mild Traumatic Brain Injury to Diagnose and Predict Symptom Severity

INTRODUCTION: Concussion screening using the Military Acute Concussion Evaluation (MACE 2) and imaging modalities can be subjective, time intensive, and monopolize scarce resources in a forward deployed environment. The Pupillary light reflex (PLR) has shown recent promise in identifying mild traumatic brain injuries. METHODS: Freshman entering a military service academy had baseline PLR measurements (starting pupillary diameter, ending pupillary diameter, average constriction velocity, average dilation velocity, constriction latency, constriction percentage, T75 and pupillary wave form) completed using a Neuroptic PLR-3000. If a subject experienced a concussion they returned for PLR measurements and Sport Concussion Assessment Tool (SCAT) scores within 48 hours of injury. RESULTS: Five hundred and fourteen cadets (383 males and 131 females) completed baseline PLR measurements. Sixteen cadets subsequently sustained an mTBI and performed full post-injury assessments. The one-way MANCOVA performed on PLR metrics controlling for symptom severity revealed a marginally significant difference in combined PLR metrics between baseline and post-injury time points [Wilks’ λ = .578, F(8,22) = 2.01, p = .094, partial η = .422]. A significant difference in outcomes between baseline and post-injury were observed for starting pupillary diameter [F(1,29) = 3.10, p = .089, partial η2 = .097], average constriction velocity [F(1,29) = 5.79, p = .023, partial η2 = .167], and maximum constriction velocity [F(1,29) = 4.54, p =.042, partial η2 = .135]. Correlation coefficients demonstrated that post-injury changes in pupillary metrics were strongly associated with post-injury changes in symptom severity, particularly for starting pupillary diameter, constriction percentage, average constriction velocity, maximum constriction velocity, and T75. CONCLUSIONS: In this evaluation of service academy cadets there are measurable differences in pupillary dynamics after sustaining an mTBI which correlates with symptom severity.

The Use of Collaborative Strategies to Improve Students' Writing Ability and Self-Efficacy: A Mixed Method Study

&lt;p style="text-align:justify"&gt;This study explored the effects of collaborative writing strategies on students' writing skills and self-efficacy. The study used a mixed methods design combining quantitative and qualitative approaches. Several instruments were used in data collection, including questionnaires, writing tests, writing assessment rubrics, and semi-structured interviews. The participants were randomly divided into two groups: the experimental group and the control group, which comprised 62 students. Data from the questionnaire and writing tests were analyzed using one-way MANOVA and MANCOVA tests, while interview data were explored using thematic analysis techniques. Participants were randomly divided into two groups: the experimental group and the control group. The results showed that collaborative writing strategies could improve students' writing skills and self-efficacy. Moreover, the qualitative results showed that most students responded positively to using these strategies to improve their writing skills and self-efficacy.&lt;/p&gt;

Peri-anesthetic hypothermia in rodents: A factor to consider for accurate and reproducible outcomes in orthopedic device-related infection studies.

Orthopedic device-related infection (ODRI) preclinical models are widely used in translational research. Most ODRI models require induction of general anesthesia, which frequently results in hypothermia in rodents. This study aimed to evaluate the impact of peri-anesthetic hypothermia in rodents on outcomes in preclinical ODRI studies. A retrospective analysis of all rodents that underwent surgery under general anesthesia to induce an ODRI model with inoculation of Staphylococcus epidermidis between 2016 and 2020 was conducted. A one-way multivariate analysis of covariance (one-way MANCOVA) was used to determine the fixed effect of peri-anesthetic hypothermia (hypothermic defined as rectal temperature <35°C) on the combined harvested tissue and implant colony-forming unit (CFU) counts, and having controlled for the study groups including treatments received, duration of surgery and anesthesia, and study period. The results showed a significant effect of peri-anesthetic hypothermia on the post-mortem combined CFU counts from the harvested tissue and implant(s) (p = 0.01) when comparing normo- versus hypothermic rodents. Using Wilks' Λ as a criterion to determine the contribution of independent variables to the model, peri-anesthetic hypothermia was the most significant, though still a weak predictor, of increased harvested CFU counts. Altogether, the data corroborate the concept that bacterial colonization is affected by abnormal body temperature during general anesthesia at the time of bacterial inoculation in rodents, which needs to be taken into consideration to decrease infection data variability and improve experimental reproducibility.

Using Reciprocal Teaching Strategy to Improve Physics Students’ Critical Thinking Ability

In Palestine, issues about word problem solving and physics critical thinking have led to a deep understanding of factors affecting physics problem solving among Palestinian students. The influence of Reciprocal Teaching on physics students’ critical thinking skills among 10th-grade students in Palestine was investigated in the study. The study used a quasi-experimental research design. Two treatment groups (male and female) and two control groups were randomly allocated to four intact courses (male and female). All four groups included a total of 120 participants who were pre- and post-tested on their critical thinking skills in physics. Preliminary checks were performed prior to inferential testing to ensure that the one-way MANCOVA assumptions were not violated. After adjusting for physics word problem-solving pre-test scores for critical thinking skills, one-way MANCOVA results show that reciprocal teaching strategy has a considerable effect on critical thinking skills at p<.05 level between the groups F(1, 118)=336.649, p=.001˂.05. In addition, the two-way MANCOVA results for the interaction effect of gender and method is not large in critical thinking skills, with F(1, 116)=3.5, p=.064>.05 but is big in two sub-skills interpretation, with F(1, 116)=5.187, p=.025˂.05, and evaluating arguments skill, with F(1, 116)=5.463, p=.021˂.05 in favour for male students. As a result, using a reciprocal teaching technique to learn physics topics is more effective than using a standard method, and it is applicable and effective for both male and female students. This study has implications for policymakers to encourage the implementation of an integrated reciprocal teaching strategy in schools. It also has implications for teachers’ instructional practices in the classroom.

Association between casino resort employee department and responsible gambling program perceptions: a three-year follow-up study

ABSTRACT This study presents results from a third wave of data collection of a longitudinal project investigating implementation of an RG program, GameSense, at MGM Resorts International (MGM), and how casino employees perceive responsible gambling (RG) efforts. Survey data at three time periods – Year 1 (baseline, N = 2,192), Year 2 (one-year follow-up, N = 852) and Year 3 (two-year follow-up, N = 1,114) – measured MGM employees’ (1) perceptions of RG program effectiveness, (2) gambling misconceptions, and (3) perceived company support. We conducted a one-way MANCOVA on Year 3 data, with gambling industry tenure as the covariate, and a two-way MANCOVA to examine the interaction and main effects of department of employment and time period. In Year 3, Front of House Casino employees were more likely than their colleagues to perceive RG programs as effective, suggesting they can play a valuable role in refining internal program content and delivery. In investigating year-over-year changes, both perceived program effectiveness and perceived company support were lower in Year 3 than in Years 1 and 2. GameSense is designed to be part of company culture, and fluctuations in year-over-year findings suggest RG cultural change should be viewed as a long-term goal, not necessarily achieved immediately after initial program launch.

Health-Related Quality of Life in Sexual Minority College Undergraduate Students

Abstract Objectives The objective was to examine differences in Health-Related Quality of Life (HRQOL) in sexual minority (SM) college undergraduate students compared to their heterosexual peers. Methods A cross sectional convenience sample of college undergraduate students completed an online survey that assessed HRQOL, demographics, and height/weight. Body mass index (BMI) was calculated using self-reported height and weight. A one-way MANCOVA was used to determine differences in HRQOL variables between SM and heterosexual participants while controlling for BMI and gender. Results Participants (N = 690) were 19.9 ± 1.8 years old, mostly female (63%), and white (83%). Twenty-four % (n = 165) of students identified as SM. There were statistically significant differences in HRQOL between SM and heterosexual students, (F (6, 584) = 8.89, P &amp;lt; 0.001; Wilk's Λ = 0.916, partial η2 = 0.084). Compared to their heterosexual peers, SM students experienced more days per month (d/m) having poor mental health (14.5 ± 9.8 vs. 8.5 ± 8.7 days, P &amp;lt; 0.001); more d/m feeling sad/blue/depressed (12.0 ± 9.7 vs. 6.3 ± 7.8 days, P &amp;lt; 0.001); more d/m feeling worried/tense/anxious (18.1 ± 10.2 vs. 10.9 ± 9.8 days, P &amp;lt; 0.001); more d/m feeling they did not get enough sleep (13.8 ± 9.6 vs. 11.1 ± 9.0 days, P &amp;lt; 0.01); and fewer d/m feeling very healthy and full of energy (6.8 ± 6.5 vs. 11.4 ± 8.7 days, P &amp;lt; 0.001). There were no statistically significant differences in physical health. Conclusions This data confirms that SM college students experience similar health disparities observed in SM adolescent and adult populations. There is an apparent need for increased awareness of these disparities among healthcare professionals so that the appropriate interventions can be developed and implemented. This research provides justification for college aimed wellness interventions that advocate for health education and access to mental health resources to improve overall HRQOL, specifically for the LGBTQ + community. Funding Sources This project was supported by the USDA National Institute of Food and Agriculture, Hatch project number #ME0022104 through the Maine Agricultural &amp; Forest Experiment Station. NJ Agriculture Experiment Station.

Association between pattern of team sport participation from adolescence to young adulthood and mental health.

We examined relationships between pattern of team sport participation during the transition from adolescence to young adulthood (ie, non-participants, initiators, discontinuers, sustainers) and indicators of mental health. Data on team sport participation and mental health from high school to young adulthood were drawn from the longitudinal NDIT study. After controlling for demographics, physical activity, and previous mental health, one-way MANCOVA and ANCOVAs indicated that pattern of team sport participation was associated with stress, F(2,706)=8.28, p<.01, and coping, F(2,706)=10.66, p<.01 in young adulthood. Compared to non-participants (24% of sample) or those who discontinued team sport after adolescence (51%), individuals who sustained team sport participation from adolescence to young adulthood (22%) reported lower stress and better coping levels. Bivariate regression analysis indicated that, compared to non-participants, team sport sustainers were less likely to experience panic disorder symptoms (OR=0.57, 95% CI [0.34, 0.94], p=.03). There were too few team sport initiators (2%) to be included in analyses. Sustained team sport participation during the transition from adolescence to young adulthood may promote better mental health. Further research is needed to ascertain causality and develop strategies to encourage individuals to join sport teams during adolescence and sustain participation while transitioning to young adulthood.

The Effects of Learning Activities on Waste and Sewage Management Using Question and Problems-Based Learning for Undergraduate Students of Mahasarakham University, Thailand

In this study, the purposes of this research were to study and compare knowledge about waste and sewage management, environmental ethics and environmental volunteers using question and problems-based learning, before and after class of undergraduate students, to compare knowledge about waste and sewage management, environmental ethics and the environmental volunteers of undergraduate students with different gender and Grade Point Average (GPA). The sample used in the research were 111 undergraduate students being selected by purposive sampling who were enrolled in the course control waste and sewage in the 1st semester of the academic year 2019. The research tools were a learning activity plans on solid waste and sewage management using question and problems-based learning, knowledge test on waste and sewage management, environmental ethics test and environmental volunteers test. The statistics used in the research were frequency, percentage, mean, standard deviation, including hypothesis testing using t-test, F-test (One-Way MANOVA, One-Way MANCOVA) and Univariate Test. The results showed that: (1) The undergraduate students had an average score of knowledge about waste and sewage management, environmental ethics and environmental volunteers in the posttest was higher than the pretest statistical significance (p &lt; .05); (2) There was no different of knowledge score of waste and sewage management, environmental ethics and environmental volunteers of undergraduate students with different gender (p &gt; .05); (3) There was statistical significant different of knowledge score of waste and sewage management, environmental ethics and environmental volunteers of undergraduate students with different Grade Point Average (GPA) (p &lt; .05).

The Effect of Environmental Education Training Course in Soil, Water and Forest Conservation on the Concept of The King Rama Ⅸ of Thailand

The purposes of this research were to study and compare knowledge about soil, water and forests conservation, environmental ethics and environmental volunteers using the environmental education training course on the concept of The King Rama Ⅸ of Thailand in soil, water and forest conservation before and after training of students having different genders and Grade Point Average (GPA). There were two sample used this research: one involved in the curriculum development consisting of 94 students in Environmental Education, Faculty of Environment and Resource Studies Mahasarakham University enrolled in the course Environmental Education Training Curriculum in the first semester of the academic year 2018, and the other composed of 67 first-year students in Environmental Studies who were enrolled in the course Environmental Education in the second semester of the academic year 2018. Both groups were selected through the purposive sampling. The research instruments were Environmental Education Training Course in soil, water and forest conservation on the concept of The King Rama Ⅸ of Thailand, knowledge test about soil, water and forest conservation, environmental ethics test and environmental volunteers test. The statistics used in the research were frequency, percentage, mean, standard deviation, including hypothesis testing using t-test, F-test One-Way MANOVA, One-Way MANCOVA, and Univariate Test. The results showed that: 1. The students’ average score of knowledge about soil, water and forest conservation on the concept of The King Rama Ⅸ of Thailand, environmental ethics, and environmental volunteers in the posttest was higher than the pretest statistical significance (p&lt; .05). 2. There was significant different of average score of knowledge about soil, water and forest conservation on the concept of The King Rama Ⅸ science of Thailand, environmental ethics, and environmental volunteers between students with different gender statistical (p&lt; .05). 3. There was significant different of average score of knowledge about soil, water and forest conservation on the concept of The King Rama Ⅸ of Thailand, environmental ethics, and environmental volunteers between students with different Grade Point Average (GPA) statistical (p&lt; .05).

The value of technical characteristics for future performance in youth tennis players: A prospective study.

The aim of this study is to examine whether technical characteristics predict current and future tennis performance of youth tennis players. Twenty-nine male youth tennis players (age 13.40 ± .51) were assessed on anthropometrical characteristics (height, weight, maturity status) and technical characteristics (ball speed, accuracy and percentage errors) using an on-court tennis test when they were under-14 (U14). Game situations were simulated, which were either fixed or variable. The variable game situations required players to consider the direction of the ball, as opposed to the fixed game situations where players needed to play every ball to the same side. Players’ tennis ratings were obtained U14 (‘current performance’) and under-18 (U18) (‘future performance’). According to their rating U18 players were classified as future elite (n = 9) or future competitive (n = 20). A multiple linear regression analysis showed that ball speed and accuracy were significant predictors of current and future performance (p < .001), with R2 of .595 and .463, respectively. When controlling for age, a one-way MANCOVA revealed that future elite players were more accurate than future competitive players (p = .048, 95% CI [.000 to .489]), especially in variable compared to fixed game situations (p < .05). In conclusion, the current study is the first to show that technical characteristics are crucial for current as well as future performance in youth male tennis players. Findings of this prospective study provide essential information to coaches about characteristics that require most attention in performance development in youth players.

Using the Life Story Book With Mentally Alert Residents of Nursing Homes

Depression and lack of meaning in life (MIL) are common among residents of nursing homes (NHs) and contribute to a reduction in overall health and well-being. Life Story Book (LSB), a reminiscence intervention, is designed to provide a person with the opportunity to review their past and capture their life stories and photographs into a book. LSB has demonstrated positive outcomes for residents of NHs with dementia, yet little is known for residents without dementia. A switching replication design was used to examine the effects of LSB among 21 mentally alert residents from two NHs (NH-A and NH-B) in Houston, Texas. Participants in NH-A received three weeks of the LSB intervention, while NH-B received three weeks of care-as-usual; the intervention was then switched. The GDS-12R and the MIL questionnaire (MLQ) were used to measure depressive symptoms and MIL respectively. Participants from NH-A (n =11) and NH-B (n = 10) had a mean age of 75 years (SD =11.34); 81% female; 52% non-Hispanic white and 33% African American. Results from a one-way MANCOVA found no statistically significant difference on the GDS-12R and MLQ (F(3, 14) = 2.50, p = .102; Wilks’ Lambda = .652; η2 = .35). Further analyses comparing the pre-intervention and post-intervention scores for the entire sample (N =21) found a significant reduction in depressive symptoms (M = 2.67; SD = 2.52) and (M =1.67, SD = 2.29); (t (20) = 2.21, p = 0.039). The potential benefits of LSB for mentally alert residents of NHs warrants further research.

The Context Matters: A Retrospective Analysis of Life Stage at Chronic Pain Onset in Relation to Pain Characteristics and Psychosocial Outcomes.

BackgroundDevelopmental life stage at chronic pain onset differs among chronic pain patients. Although pain affects multiple life domains, it is unknown whether the timing of chronic pain onset relates to pain characteristics and psychosocial outcomes. The purpose of this retrospective study was to investigate differences in pain characteristics and psychosocial outcomes in patients at different developmental life stages at chronic pain onset.MethodsCross-sectional baseline data from the Swedish Quality Registry for Pain Rehabilitation (2009 to 2016) were used, selecting the middle-aged patients (45–65 years, n=6225) reporting chronic nonmalignant pain. Patients were categorized into three groups, depending on their developmental life stage at chronic pain onset: early onset (age ≤30 years), intermediate onset (age 31–45 years), and late onset (age ≥46 years). Pain characteristics and psychosocial outcomes were assessed with validated self-reported measures.ResultsOne-way MANCOVA indicated differences in number of pain locations and psychosocial outcomes among the groups. Post hoc analysis showed differences in the trends for how groups differed on outcome domains. Overall, patients with earlier chronic pain onset showed significantly poorer psychosocial outcomes and more spreading of pain.ConclusionDevelopmental life stage at chronic pain onset is associated with different pain outcomes. Pain onset early in life is linked to worse outcomes in multiple domains, pointing to a need for identifying these patients early.