Art and Medicine: A Collaborative Project Between Virginia Commonwealth University in Qatar and Weill Cornell Medicine in Qatar

Four faculty researchers, two from Virginia Commonwealth University in Qatar, and two from Weill Cornell Medicine in Qatar developed a one semester workshop-based course in Qatar exploring the connections between art and medicine in a contemporary context. Students (6 art / 6 medicine) were enrolled in the course. The course included presentations by clinicians, medical engineers, artists, computing engineers, an art historian, a graphic designer, a painter, and other experts from the fields of art, design, and medicine. To measure the student experience of interdisciplinarity, the faculty researchers employed a mixed methods approach involving psychometric tests and observational ethnography. Data instruments included pre- and post-course semi-structured audio interviews, pre-test / post-test psychometric instruments (Budner Scale and Torrance Tests of Creativity), observational field notes, self-reflective blogging, and videography. This book describes the course and the experience of the students. It also contains images of the interdisciplinary work they created for a culminating class exhibition. Finally, the book provides insight on how different fields in a Middle Eastern context can share critical /analytical thinking tools to refine their own professional practices

Application of the Dynamic Systems Theory to the Elder Population

For this project, the Dynamic Systems theory (DST) of motor performance was applied specifically to the elder population, and set of exercise plans for walking and finger utensil usage were researched and manipulated. The most common individual, environmental, and task constraints seen in elders were designed to create a recommended set of movement plans to help maintain motor performance for each skill. With the average age constantly increasing in the United States, more people are living longer, meaning that people must be able to maintain their motor performance for longer periods of time, to ensure continued mobility. The set of movement plans was separated into three categories based on the individual, environmental, and task constraints seen in the majority of situations. There are recommendations of how each constraint can be manipulated, so the constraints that apply most to an individual can be used to produce the most efficient movement. This can be beneficial for many elderly people because it can act as their personal mobility plan to improve and enhance motor performance. It can also help benefit younger people as it can be used as a proactive way to transition into a new stage of life. It is hoped that creating these movement plans will give elders more options to enhance their motor performance to maintain mobility. Additionally, by basing the movement plans on the DST, awareness can be raised about its effectiveness, so that more people can understand and apply it to various aspects of their lives

Examining the psychological preparation and management of performance by elite and sub-elite endurance sport performers: a systematic review

Successful endurance performance is commonly attributed to the athlete who possesses the right blend of physical and mental capabilities, to cope with the specific demands of an endurance sport, in tough environmental conditions. Sport psychology is important for a variety of sports, especially endurance-based sports, given the mental and physical effort required to effectively train and compete at varying intensities and duration. The growing interest for endurance performance, has resulted in some narrative reviews examining the specific skills that may enhance performance, such as self-talk, attentional control, and active self-regulatory strategies. A systematic review focused on experimental or quasi-experimental studies, with largely non-elite populations, to address the psychological determinants of whole-body endurance performance for which strategies work best. [Continues.

BIOFEEDBACK AND STATES OF CONSCIOUSNESS

Selections below are from the Greens' Bioftedback and States of Consciousness which appeared in Handbook of States of Conscioumess. 1 In this paper we see five major states ofconsciousness are described and illustrated. The Greens relate the role of "bioftedback" to each state ofconsciousness. By "bioftedback," unless otherwise stated, they always mean se/fregulation, voluntary contro!' the human capacity to exercise volition, awareness, intention, will; the potential to grow and transform. [Eds.

BIOFEEDBACK AND STATES OF CONSCIOUSNESS

Selections below are from the Greens' Bioftedback and States of Consciousness which appeared in Handbook of States of Conscioumess. 1 In this paper we see five major states ofconsciousness are described and illustrated. The Greens relate the role of "bioftedback" to each state ofconsciousness. By "bioftedback," unless otherwise stated, they always mean se/fregulation, voluntary contro!' the human capacity to exercise volition, awareness, intention, will; the potential to grow and transform. [Eds.

The Validity & Reliability of the Repetitions in Reserve Based Rating of Perceived Exertion Scale in Single Joint Exercise

Introduction: Intentional regulation and individualization of resistance training schemes are imperative when structuring a resistance training program. Optimal adaptation cannot be expected without proper manipulation of training variables such as load and volume. Load is traditionally prescribed by testing a given exercise’s repetition maximum and basing intensity from that load. This method of intensity regulation may be limited, considering it fails to recognize the day-to-day undulation of individual performance which can be impacted by several variables. A flexible method of regulating load and volume would be of use for those undergoing a resistance training program. The repetitions in reserve-based rating of perceived exertion (RIR-RPE) scale is a perception-based tool used to autoregulate the intensity of a lift. RIR-RPE allows for the user to govern programming variables such as load and volume on a day-to-day basis. Purpose: The aim of this study was to assess the validity and reliability of the RIR-RPE scale in single joint resistance exercise. Methods: 12 participants (7 male and 5 female) (age: 20.42 ± 1.98 years, training age: 5.83 ± 3.19 years, weight: 76.59 ± 16.74 kg, height: 1.72 ± 0.09 m) volunteered for this three-session study, each separated by a minimum of 48 hours. Session one included anthropometric assessments and 8RM tests for unilateral bicep curl and leg extension exercises. Participants were also familiarized to the RIR-RPE scale in session one. In session two, participants completed three sets at 70, 75, and 80% of predicted one repetition maximum for nine, seven, and five repetitions, respectively. After completing the assigned number of repetitions, participants were asked to pause and indicate a value on the RIRRPE scale before continuing the set to technical failure. Velocity was measured on the iv repetition RIR-RPE was gathered and the final repetition before failure. Session three was the same as session two to assess reliability. Participants were randomized and blinded to the order in which they were exposed to the intensities. Results: Participants tended to underpredict RIR by approximately one repetition (1.02 ± 0.32 ) on average. Participants became more accurate in their predictions in session two (0.93 ± 0.44) compared to session one (2.78 ± 0.73). Calculations of intraclass correlation coefficients for absolute agreement revealed moderate to strong agreement between estimated- and actual-RIR in the bicep curl with a range of (0.51 – 0.91) and weak to moderate agreement in the leg extension with a range of (0.183 – 0.66). Reliability was low to moderate in the bicep curl with a range of (0.26 – 0.64) and low in the leg extension exercise with a range of (0 – 0.102). A negative relationship between RIR-RPE and velocity was at 70% (r = - 0.62, p = 0.023), 75% ( r = - 0.86, p = 0.00017), 80% (r = - 0.42, p = 0.15) in the bicep curl and at 70% (r = - 0.8, p = 0.0016), 75% (r = - 0.77, p = 0.0021), 80% (r = - 0.67, p = 0.12) in the leg extension. Conclusions: The RIR-RPE scale is not perfectly accurate. The meaningfulness of an underprediction on one RIR has yet to be investigated. Individuals using the RIR-RPE scale tend to get more accurate over with experience. The RIR-RPE scale may not be reliable in single joint exercise until the individual using the scale has adequate experience. Practical Applications: Athletes and practitioners may consider using the RIR-RPE scale as a flexible way of autoregulating resistance training variables

A Phenomenological Investigation of Gymnasts’ Lived Experience of Imagery

Imagery is a mental skill that has been researched extensively over the last 40 years (Weinberg, 2008). Experimental and applied investigations have demonstrated that imagery positively affects sport performance as well as a number of psychological characteristics of athletes (Feltz & Landers, 1983; Morris, Spittle, & Watt, 2005). Studies have also revealed that athletes use imagery for multiple functions (both cognitive and motivational) in a variety of sports (both open and closed) and in and out of competition (Hall, Mack, Paivio, & Hausenblas, 1998; Munroe, Giaccobbi, Hall, & Weinberg, 2000). Prior to the present study, however, research had not examined athletes’ experience of imagery in depth. Therefore, the purpose of this study was to explore athletes’ lived experience of using imagery in their sport. To accomplish this goal phenomenological interviews were conducted with ten female collegiate gymnasts (M age = 22.2 yr). After a brief period of introductory conversation each participant was asked to respond to the following open-ended statement: “Think of a time when you have used imagery in your sport and describe that to me as fully as possible.” Follow-up questions were asked only to gain further clarification or to obtain additional details to gymnasts’ comments. All interviews were audio recorded and transcribed verbatim. Qualitative analysis of the transcripts revealed a total of 693 meaning units, which were then grouped into sub-themes and major themes. A final thematic structure revealed five major dimensions that characterized these gymnasts’ experience of using imagery: preparing for movement, mentally preparing, feeling the skill, controlling perspective/speed/effort, and time and place. The most significant findings of the present study were that these gymnasts (a) varied the speed of their imagery (real and slow time), (b) used imagery during a performance bout as well as in preparation for performance, (c) combined physical motion with their imagery to increase the feel of the skill, and (d) felt a persistent need to make their imagery perfect. These results extend the findings of previous imagery research and offer several implications for coaches and practitioners interested in using imagery with gymnasts

Exploring the somatic dimensions of physical education

The purpose of this study was to explore the concept of the "soma" in physical education. Soma is defined as "me, the bodily being" (Hanna, 1970, p. 35). More specifically, the study sought to answer these questions; 1. Does the concept of soma exist in philosophy? 2. Does the concept of soma exist in science? 3. Does the concept of soma exist in education? 4. How can the concept of soma be articulated with physical education curriculum? Gowin's method of philosophical inquiry was employed in attempting to answer these questions. The literature was reviewed, analyzed and synthesized and the following key concepts were developed: 1. The concept of soma exists in philosophy. 2. The concept of soma exists in science. 3. The concept of soma exists in education and physical education. 4. The concept of soma can be articulated with physical education curriculum

The use of imagery, mental practice, and relaxation techniques for musical performance enhancement.

This document presents information on how imagery, mental practice, and relaxation techniques may be used by musicians and music teachers to enhance performance. In the present study, imagery was defined as a mental process in which an individual consciously imagines an ideal performance in his or her mind. Its effects on performance have been studied extensively in the field of sport psychology. This type of imagery is usually preceded by relaxation techniques which help the musician to associate the simulated performance with a state of calmness and control. Mental practice, a specialized form of imagery, involves more detailed rehearsal and is usually used in the beginning stages of motor learning. The author investigated the impact of these techniques on the areas of self-efficacy or confidence, regulation of anxiety, concentration, and memory in an exploratory study with five graduate pianists