Team Setting Research Articles

128 Beyond the ride: the use of psychological skills training in equestrian athletes

Psychological skills training (PST) is a proven coaching method used with athletes in a multitude of sports. This study investigated the use of PST with equestrian athletes. We hypothesized that coaches were not broadly using PST but were using related skills in their coaching techniques. An online survey was administered to equestrian coaches during a 2-mo period in Spring 2020. The survey was designed to collect coaching demographics, and determine whether coaches used specific skills, frequency of use, perceptions of performance improvement, education relative to PST, and limitations of PST use. Data were analyzed using frequency counts, correlations and a mixed model ANOVA (SAS, 9.2). One hundred and 80 6 respondents completed the survey. Contrary to our hypothesis, 91% of equestrian coaches surveyed were using PST with their riders. Confidence building compared with goal setting skills were not different but were used more frequently than other skills (P = 0.017), followed by imagery, self-talk, and task relevant routine (all similar, P > 0.16), and relaxation was the least used (P = 0.017). The type of skills used differed by situation: practice, pre-competition, during competition, post competition. Confidence building was used more in practice than during competition (P < 0.001) but use did not differ during pre- or post-competition (P > 0.32). Goal setting and imagery were most used in practice and pre-competition, compared with during competition and post competition (P < 0.035). Use of relaxation did not differ during practice, pre-competition, or during competition (P > 0.39). Use of confidence building, self-talk, relaxation, task relevant routine and goal setting, was correlated to PST-attributable performance improvement in increasing self-confidence and lessening anxiety (R = 0.41; P < 0.033). When asked which PST skills promoted a positive attitude, positive correlations were found between self-talk, relaxation, and task relevant routine (R = 0.32; P < 0.006). Compared with coaches in an individual or combination setting, coaches involved in a team setting were more likely to use PST with their riders (P < 0.05). No differences were found attributable to the age and level of riders. Lack of training was identified as the largest limiting factor (31%) of PST implementation, with 68% of coaches interested in more PST education and training. These results suggest equestrian coaches actively seek methods for rider improvement beyond the saddle. Further research should explore the best PST methods to use with equestrian athletes.

Quantification of Training Load Relative to Match Load of Youth National Team Soccer Players.

Previous studies have examined the training load relative to match load in club settings. The aims of this study were to (1) quantify the external training load relative to match load in days before a subsequent international game and (2) examine the cumulative training load in relation to match load of U-17 national team field soccer players. Volume and intensity load parameters will vary between trainings; the farthermost trainings have the highest load gradually decreasing toward the match. Prospective cohort study. Level 4. External training load data were collected from 84 youth national team players using global positioning technology between 2016 and 2020. In the national team setting, training load data were obtained from 3 days before the actual match day (MD-3, MD-2, MD-1 days) and analyzed with regard to the number of days up to the game. Volume and intensity parameters were calculated as a percentage of the subsequent match load. Significant differences were found between MD-1 and MD-2, as well as between MD-1 and MD-3 for most volume parameters (P < 0.01; effect sizes [ESs] 0.68-0.99) and high-intensity distance (P < 0.002; ES 0.67 and 0.73) and maximum velocity (P < 0.002; ES 0.82) as intensity parameters. Most cumulative values were significantly different from total duration (P < 0.001, common language ES 0.80-0.96). The training volume gradually decreased as match day approached, with the highest volume occurring on MD-3. Intensity variables, such as maximum velocity, high-intensity accelerations, and meterage per minute were larger in MD-1 training relative to match load. Training volume was lowest in MD-1 trainings and highest in MD-3 trainings; intensity however varies between training days. The findings of this study may help to understand the special preparational demands of international matches, highlighting the role of decreased training volume and increased intensity.

Screening to Detect Hip and Groin Problems in Elite Adolescent Football (Soccer) Players - Friend or Foe?

Injury prevention strategies in team settings should not overlook early detection and secondary prevention. Monitoring systems may be an effective approach to detect common and troublesome injuries, such as hip and groin pain in football (soccer) players. The purpose of this International Perspective is to share our experiences with monitoring hip and groin pain in youth academy football and discuss challenges that surfaced. We consider why players may not accurately report pain, their perceptions of groin pain, and whether all groin pain is clinically meaningful.Level of Evidence5

Student Perceptions of an Interprofessional Collaboration in an Experiential Learning Setting

Interprofessional collaboration (IPC) in an experiential learning setting can provide undergraduate and graduate students opportunities to learn about other professional practices, address patient/individual needs, and learn to work in a team setting that is respective of many disciplines. The current study examined the impact of an interprofessional summer camp, Camp Maverick: Rec N’ Read, on undergraduate and graduate students’ perceptions of their learning. The students participated in focus groups after the IPC experience to reflect on their learning throughout the camp. Our findings suggest that a camp setting, outside of clinical practice, can provide a unique learning experience for individuals in a variety of disciplines related to health, especially those in recreation and leisure sciences. We conclude that the additional IPC learning experiences are needed to bring students the opportunity to learn professional practices in clinical sciences, humanities, and education. It will better prepare students for professional practice.

Interprofessional teamwork: the role of professional identity and signature pedagogy – a mixed methods study

PurposeOne overlooked determinant of interprofessional teamwork is the mobilisation of professional identity. Taking a health or social care practitioner out of their professional silo and placing them in an interprofessional team setting will challenge their professional identity. The theory of signature pedagogy was used to investigate the challenges and what is needed to support practitioners to mobilise their professional identity to maximise teamwork.Design/methodology/approachA cross-sectional mixed methods study was undertaken in the form of three focus groups, with members of health and social care teams in Wales, UK. Using nominal group technique, participants explored and ranked the challenges and benefits of mobilising their professional identity within an interprofessional setting.FindingsFindings on mobilising professional identity were found to be aligned closely with the three signature pedagogy apprenticeships of learning to think and to perform like others in their profession and to act with moral integrity. The biggest challenge facing practitioners was thinking like others in their profession while in an interprofessional team.Research limitations/implicationsThe focus of this study is health and social care teams within Wales, UK, which may limit the results to teams that have a similar representation of professionals.Practical implicationsHealthcare leaders should be aware of the opportunities to promote mobilisation of professional identity to maximise teamwork. For example, at induction, by introducing the different roles and shared responsibilities. Such practical implications do have consequences for policy as regards interprofessional team development and organisational commitments to adult learning and evaluation.Originality/valueThis is the first study of professional identity of interprofessional healthcare and social professionals using signature pedagogy to gain a better understanding of teamwork.

Sports Medicine-Related Breast and Chest Conditions-Update of Current Literature.

This article reviews the most up-to-date evidence-based recommendations pertaining to breast and upper chest conditions, specifically for the sports medicine physician. Because of the unique circumstances of the team physician, they can see a wide breadth of pathology. Athletes may not have a primary care physician and may prefer to present to their team physician for breast and upper chest conditions. It is often more comfortable and convenient for athletes to seek treatment in the team setting. Therefore, it is important that the medical professional be aware of not only common pathology but also of that which is rarer. Any delay in evaluation can result in unnecessary morbidity and lead to complications or extended time lost from sport. Consequently, it also is important to facilitate an atmosphere encouraging early presentation and workup.

Novel multidisciplinary hub-and-spoke tertiary service for the management of severe acute pancreatitis

ObjectiveSevere acute pancreatitis (SAP) is associated with high mortality (15%–30%). Current guidelines recommend these patients are best managed in a multidisciplinary team setting. This study reports experience in the management...

A formative and self-reflective approach to monitoring and evaluation of interdisciplinary team research: An integrated water resource modelling application in Australia

Recent literature on model evaluation has highlighted the need, particularly in an interdisciplinary problem and team setting, to go beyond the evaluation of results and outputs of a problem-solving pathway (process), and monitor and evaluate the pathway itself to improve ongoing activities undertaken by the research team that best achieve the desired impact. By reflecting on what decisions have been made, the reasons, influences and effects of each decision, such evaluation can improve the learning process of stakeholders and researchers. The authors have designed a formative, self-reflective monitoring and evaluation (M&E) process and applied it to an integrated assessment and modelling project in the Campaspe catchment, part of the Murray-Darling Basin in Victoria, Australia. The M&E process consists of six steps: 1) review of documents to understand research goals, priorities and records, 2) pathway assessment, 3) reflective meetings with each team member, 4) analysis of qualitative data from meetings to capture perceived strengths, weaknesses, successes and failures, and suggested actions, objections and goals, 5) survey to elicit feedback on identified goals, objectives and actions, and 6) a report of approved actions based on the conducted survey of team members. Four overall goals and constituent objectives were identified with 42 actions, and between 37 and 42 of these actions appear to have support for adoption. The evaluation indicated the benefits of the enhanced M&E approach to realise a more adaptive and effective problem-solving modelling and assessment project.

Perceptions of socialization in interprofessional practice among health science students and first-year practicing professionals

Abstract Background Interprofessional education (IPE) is integrated into health science programs with a goal to prepare practice ready graduates who are able to collaborate effectively. Purpose: The purpose of this study is to explore the perceptions of health science students and first-year practicing professionals from a variety of disciplines (medical imaging, nursing, occupational therapy, physical therapy, and speech-language pathology) on interprofessional socialization as it occurs in clinical environments in order to identify gaps that may exist between education and practice. Method A mixed-methods design was used to understand the perceptions of 98 health science students and first-year practicing professionals (medical imaging, nursing, occupational therapy, physical therapy, and speech-language pathology) using the Interprofessional Socialization and Valuing Scale (ISVS) along with four open-ended descriptive questions and demographic data. Descriptive statistics examined the ISVS survey responses and thematic analysis was used to explore the perceptions of the participants. Results Survey results indicated that students gained an appreciation for the benefit in interprofessional teamwork and the lowest scores relating to comfort being the leader in a team setting and comfort speaking out within a team. These findings are consistent with the qualitative themes of workplace culture, professional role identity, and worthiness of interprofessional education that emerged from the data. Conclusion This study adds a unique perspective on the experiences of health science students and first-year practicing professionals on interprofessional socialization in the clinical environment. The study suggests that although the value of collaborative practice is emphasized in academia, further strategies are necessary to help prepare students to navigate the transition from interprofessional education (IPE) to interprofessional practice (IPP).

A scoping review of research on Canadian team-based primary care pharmacists

An ageing population with an increasing prevalence of chronic disease and complex medication regimens has placed a strain on healthcare systems in Canada. A limited number of team-based primary care pharmacists are integrated into primary care clinics across the country, working alongside other members of the health care team to identify and resolve drug therapy problems and improve outcomes. While many studies have been completed in the area, the extent of research on integrated team-based primary care pharmacists in Canada is unknown. The objectives of this work were to describe the literature that exists surrounding pharmacists in a primary health care team setting in Canada. A scoping review of research focusing on pharmacists in team-based primary health care settings in Canada was performed. Thematic analysis was then performed to categorize the identified studies. The search identified 874 articles, of which 93 met inclusion criteria relevant to the objective. From these 93 studies, 4 themes and 23 subthemes were identified, with some studies having more than one theme or subtheme. Themes identified were the following: primary care pharmacist scope of practice (n = 79 studies), collaboration/communication within the primary care setting (n = 26), chronic disease management (n = 24) and 'other' (n = 15). This research quantified and categorized 93 studies on pharmacists in interprofessional primary care teams in Canada. As this is an expanding role for pharmacists in Canada, understanding the current state of the literature is an important consideration when developing future team-based primary care roles.

A Rapid Realist Review of Group Psychological First Aid for Humanitarian Workers and Volunteers.

Humanitarian workers are at an elevated risk of occupational trauma exposure and its associated psychological consequences, and experience increased levels of anxiety, depression, and post-traumatic stress disorder (PTSD) compared to the general population. Psychological first aid (PFA) aims to prevent acute distress reactions from developing into long-term distress by instilling feelings of safety, calmness, self- and community efficacy, connectedness and hope. Group PFA (GPFA) delivers PFA in a group or team setting. This research sought to understand ‘What works, for whom, in what context, and why for group psychological first aid for humanitarian workers, including volunteers?’ A rapid realist review (RRR) was conducted. Initial theories were generated to answer the question and were subsequently refined based on 15 documents identified through a systematic search of databases and grey literature, in addition to the inputs from a core reference panel and two external experts in GPFA. The findings generated seven programme theories that addressed the research question and offered consideration for the implementation of GPFA for the humanitarian workforce across contexts and age groups. GPFA enables individuals to understand their natural reactions, develop adaptive coping strategies, and build social connections that promote a sense of belonging and security. The integrated design of GPFA ensures that individuals are linked to additional supports and have their basic needs addressed. While the evidence is sparce on GPFA, its ability to provide support to humanitarian workers is promising.

A Systematic Review of Telehealth and Sport-Related Concussion: Baseline Testing, Diagnosis, and Management.

Background: The use of telehealth has increased as a result of the COVID-19 pandemic. As sports at all levels resume, sports medicine physicians may be interested in how telehealth can be used for concussion care. Questions/Purpose: We sought to assess how telehealth has been used in the baseline testing, diagnosis, and/or management of concussion. Secondarily, we sought to assess the strengths and weaknesses of telehealth for concussion care and identify aspects of concussion care for which telehealth has not yet been studied. Methods: A systematic review was performed in September 2020 of PubMed and Embase using the following terms: concuss*, "mild traumatic brain," "head injur*," telehealth, telemedicine, telecare, "mobile health," m-health, virtual. Studies included were original research articles investigating the use of telehealth in the care of concussion (including baseline testing, diagnosis, and management), published in English, and had full text available. Results: A total of 356 articles were screened, of which 5 were determined to meet inclusion criteria. These articles described the use of telehealth for managing concussion in military and rural settings. No articles involved the use of telehealth for baseline concussion testing of athletes or for sideline evaluation. Conclusion: Despite the limited original research on the use of telehealth for concussion care, the articles identified provide a foundation for exploring the potential value of telehealth in the office practice and sports team setting. Telehealth may expand the ability of a sports medicine physician to provide timely and effective concussion care to athletes during the COVID-19 pandemic and beyond. More rigorous research is needed.

Long‐term gastrointestinal sequelae in colon cancer survivors: prospective pilot study on identification, the need for clinical evaluation and effects of treatment

The aim of the present pilot study was to describe the type and frequency of long-term gastrointestinal symptoms within a well-defined cohort of colon cancer survivors, their wish for clinical evaluation and outcomes of treatment. A screening survey was sent to colon cancer survivors 12, 24 and 36 months after surgery. Based on their main symptoms, patients who wished to have a consultation were referred to the gastroenterological or surgical unit of our late cancer sequelae clinic. Treatment effect was monitored by questionnaires on bowel symptoms and the EuroQol five-dimensional (EQ-5D) quality-of-life score. Overall, 953 patients who had survived colon cancer received the screening survey, and 767 patients replied (response rate 80.5%). Of these, 76 (9.9% [7.9-12.2%]) were referred for algorithm-based clinical evaluation and treatment of bowel dysfunction. The majority were females (69.7%) who had undergone a right-sided colonic resection (65.8%). Patients reported various symptoms, mainly including urgency, fragmented defecation, loose stools and incontinence for liquid stools. Patients with emptying difficulties and low anterior resection syndrome-like symptoms were referred to the surgical unit and patients with diarrhoea were referred to the gastroenterological unit for clinical work-up. Our main endpoint, mean EQ-5D index after treatment, was improved compared to baseline (baseline: 0.809, after treatment: 0.846, p 0.049). After treatment, self-rated bowel function and several bowel symptoms were improved as well. This study highlights the importance of identifying colon cancer survivors in need of treatment of late gastrointestinal sequelae and clinical management in a multidisciplinary team setting.

Power to the People: The Impact of Student Personal Power on Performance in Teams

This article examines teammates’ perceptions of individual expert and referent power (personal power) in student teams working on a semester-long project. In our study, we found a positive relationship between being perceived as high in personal power (expert and referent power) by teammates and faculty advisor-rated performance, measured by quality and quantity of work, efficiency, meeting team goals, meeting deadlines, and overall performance. To examine the mechanism behind this relationship, we also examined and found that expressed humility mediated the effect between teammates’ power perceptions and individual performance. These findings suggest that power plays an important role in teammates’ perceptions of individuals, in the individual’s own performance, and in how humility functions in team settings. We further discuss these results in terms of practical implications as well as implications for management educators.

SAVE 2.0: Identifying and strengthening resident leadership skills through simulation based team training.

The "Surgery for Abdomino-thoracic ViolencE (SAVE)" animate lab engages surgical residents in the management of penetrating injuries in a team setting. Senior residents, representing postgraduate year (PGY) 3-5, assume the role of team leader and facilitate the junior residents, PGY1-2, in operative management of simulated penetrating wounds. Residents completed five scenarios with increasing level of difficulty within set time limits. Senior residents were evaluated on their team's ability to "SAVE" their patient within the time allotted, as well as their communication and leadership skills. General, vascular, urology, and plastic surgery residents (n = 79) were divided into 25 teams of three to four residents by "resident scores" (R scores, the sum of the team members' PGY) to create balanced teams with comparable years of clinical experience. Residents completed assessments of their senior resident's leadership ability and style. Evaluation of a resident's desired learning style changed across PGY with junior residents preferring more hands-on guidance compared with senior residents preferring only verbal correction. Resident leadership evaluations demonstrated that team leaders of varied resident years achieved the highest scores. Greater differences in the mismatch between autonomy provided to and desired by junior residents correlated to greater junior resident discomfort in expressing their opinion, confidence, and leadership ratings of senior residents. However, greater autonomy mismatch also correlated to more rapid time to task completion. Different from our expectations, clinical experience alone did not define team leader success. Leadership is a powerful influence on the outcome of team performance and may be a skill, which can transcend overall clinical experience. A match between desired and provided resident autonomy and team cohesion may demonstrate a stronger effect on team success in stressful operative situations, such as trauma resuscitation. Enhancement of leadership skills early in residency training may represent an important focus for trauma surgery education.

Revealing deep interaction patterns of team learning processes through video-based interactive analysis

New tools provide new lenses for a better understanding of how learning occurs within the team setting. A better understanding of team learning will enable human resource development (HRD) professionals to more effectively develop an enhanced level of performance in the workplace. Since teams represent complex learning systems, traditional questionnaires that take a static 'snapshot' of the reality and interviews that capture retrospective member memories fail to reflect the dynamics or the holistic nature of teamwork. Deeper patterns of the dynamics of team learning will provide the foundation for more generalisable theories. We argue that a better understanding of team learning in HRD will grow when scholars generate new models of team learning systems based on new ways of measuring team behaviour that capture the complex interactions among members. In this paper, we propose that video-based interaction analysis can offer more opportunities. We discuss the current research methods issues, profile the current state of the scholarship of team learning, and recommended a new data collection/analysis approach: video-based interactive analysis (VIA).

“WHOOP There It Is”

Wearable technology, specifically within a varsity athletics setting, has the potential to empower athletes to make informed and educated decisions about their training. However, few studies have investigated the perceived effectiveness from the athlete's point of view or considered what an athlete needs to be able to use these devices in an effective manner. Therefore, the purpose of this study was to explore the perceived effectiveness of the WHOOP band wearable technology within a varsity women's basketball team environment. Several themes emerged from the data that centered around the athlete/coach relationship, privacy concerns, consideration of life aspects outside of sport, and important considerations to be able to use the WHOOP data effectively in a team environment. These findings highlight important factors for future users to consider when implementing wearable technology in a university varsity sport team setting.

Implementation and evaluation of a standardized performance profile intervention with collegiate athletes: A comparison of the original and revised techniques

Performance profiling is a theory-driven technique commonly employed by sport psychology professionals to enhance various psychological outcomes within athletes and teams. Over time, empirical and anecdotal evidence have advocated the applied use of this technique and several adaptations of the original profiling procedure have emerged. The purpose of this study was to examine the impact of the original and revised performance profile (PP) techniques compared to a didactic active control condition on self-awareness, intrinsic motivation, basic psychological need satisfaction, and commitment. A standardized intervention protocol was developed for each performance profiling procedure and utilized to guide implementation of the interventions. Using a randomized design, 117 collegiate athletes from different sports were allocated to a(n) original PP (n = 41), revised PP (n = 42), or didactic PP (n = 34) condition to examine the pre-post impacts of a single session delivered in a team setting. Two-way mixed ANOVAs and MANOVAs were used to analyze the pre to post changes across intervention conditions for the outcome variables. Paired comparisons using two-way mixed ANOVAs were used to determine which intervention was most effective. Results revealed that self-awareness significantly increased for the original and revised condition, however, no differences in improvement were seen between the groups. Furthermore, those in the original group reported significantly higher scores on numerous intrinsic motivation subscales from pre to post intervention, while significantly elevated scores for commitment were reported in the revised condition.

Effects of 5 Dynamics on student perception of team performance

Introduction and leadership frameworkLeadership development has emerged as an essential component of pharmacy school curricula. Recognizing the need for curricular integration of leadership and teaming throughout each year, the University of Utah implemented a longitudinal leadership framework called Relational Leadership. 5 Dynamics was used as a tool to teach concepts of effective teamwork and leadership in different courses within this framework. Educational context and methods5 Dynamics was used within two courses in the curricula. 5 Dynamics is designed to enhance self-awareness and improve team skills by providing a detailed assessment of how each student prefers to work and collaborate and how their respective preferences or energies can be utilized in a team setting. Learning outcomes were assessed using the Team Performance Survey. Findings and discussionEach student was provided with an individualized energy profile from 5 Dynamics and used their particular energies to complete various activities, assignments, and projects. The highest energy was Examine, with 61% of students being either “effortless” or “abundant”. A total of 64% of students reported they strongly agreed with the statement that they understood how to apply their 5 Dynamics results to learning, work, and collaboration. Student survey scores from the Team Performance Survey administered at the end of each course indicated high-quality team interactions between students. Implications5 Dynamics is a tool that may help students in maximizing their leadership and teamwork skills. This tool may be utilized by other institutions in diverse courses to teach concepts of teaming, leadership, and self-awareness.

Portal decompression with transjugular intrahepatic portosystemic shunt prior to nonhepatic surgery: a single-center case series.

Cirrhosis increases perioperative and postoperative mortality in nonhepatic surgery. Transjugular intrahepatic portosystemic shunt (TIPSS), by reducing portal pressure, may reduce intraoperative bleeding and postoperative decompensation. We report our experience of prophylactic TIPSS in nonhepatic surgery. Patients who underwent prophylactic TIPSS before nonhepatic surgery were identified from database with retrospective data collection via an e-patient record system. Primary outcome was discharged without hepatic decompensation after a planned surgery. Twenty-one patients [age (median, range): 55, 33-76 years, Child's score: 6, 5-9] who underwent prophylactic TIPSS before nonhepatic surgery over a period of 9 years were included. All patients underwent successful TIPSS with a reduction in portal pressure gradient from 21.5 (11-35) to 16 (7-25) mmHg (P < 0.001). Immediate post-TIPSS complications were seen in 7 (33%) patients including hepatic encephalopathy in four. Eighteen patients (86%) underwent planned surgical intervention. Significant postoperative complications included hepatic encephalopathy (3), sepsis (2) and bleed (1). Two patients died postoperatively with multi-organ failure. The primary outcome was achieved in 12 (57%) patients. Post-TIPSS portal pressure gradient was significantly higher in patients with the adverse primary outcome. Over a follow-up period of 11 (1-78) months; 1-, 6- and 12-months' survival was 90, 80 and 76%, respectively. Prophylactic TIPSS is associated with complications in up to one-third of patients, with 57% achieving the primary outcome. Careful patient selection in a multidisciplinary team setting is essential. Multicentre studies are necessary before the universal recommendation of prophylactic TIPSS.