The effect of hip position and Emg biofeedback training on selectively increasing the vastus medialis oblique in relation to the vastus lateralis

Patellofemoral Pain Syndrome (PFPS) is a patellar tracking dysfunction usually associated with a muscular imbalance between the vastus medialis oblique (VMO) muscle and vastus lateralis (VL) muscle. The imbalance is most commonly attributed to a weak VMO resulting in a smaller VMO:VL ratio. Several electromyographic (EMG) studies have defined specific limb positions (such as external rotation of the hip) that preferentially activate the VMO. However, there has been no literature to show that preferential activation of the VMO successfully translates into increased VMO:VL ratios with training. The purpose of this study was to investigate the effects of hip rotation on the mean VMO:VL EMG ratio using EMG biofeedback over a 5 day training period. Thirty-six healthy female college students performed isometric quadriceps contractions, in terminal extension, with one of three hip positions: external hip rotation, internal hip rotation, and the anatomically neutral position. All participants were able to increase their VMO:VL ratio in 5 days regardless of hip position. Furthermore, external rotation of the hip was found to be a more effective position for the modification of the VMO:VL ratio than internal hip rotation. Exercises that incorporate external rotation of the hip, therefore, may be advisable in the treatment of PFPS

Examining Professional Behaviors Assessment in Exercise Science Practicums: Student and Supervisor Perceptions

Background Exercise Science education traditionally emphasizes both technical ( hard skills ) and professional behaviors ( soft skills ), but assessing the latter consistently remains challenging. This project explored the implementation of a novel professional behaviors assessment process and examined how students and their practicum supervisors assessed students\u27 professional behaviors. Methods Data were collected from both students (n=22) and their site supervisors (n=22) using surveys consisting of 54 questions each, covering 12 professional behavior categories. Surveys were administered at mid-term and the end of the semester in Spring 2023, employing a 5-point Likert scale. Wilcoxon Signed Ranked tests were used to compare scores from students mid-term and final surveys and supervisors mid-term and final surveys, respectively. Results Students received consistently high ratings across all 12 professional behavior categories from both self-assessment and supervisor assessments, with no significant differences between mid-term and final survey results. All mean scores for each professional behavior category were between 1 (always exhibits the behavior) and 2 (mostly exhibits the behavior) for each category. Conclusions Exercise Science students consistently demonstrated exceptional proficiency across all 12 assessed professional behavior categories. There were no discernible improvements in these already high scores between the mid-term and final assessments, highlighting their impressive performance in these behaviors. This project yields valuable insights into exercise science students\u27 perceptions of an innovative assessment process for professional behaviors, as well as the feedback received from their supervisors. It significantly enriches the ongoing pedagogical endeavors aimed at students’ development of essential professional behaviors, often referred to as “soft skills”

Implementation and Assessment of a New Program Requirement to Promote Professional Development

Purpose: Requiring students to complete and record professional development type activities similar to the requirements of certified athletic trainers may help promote the values and behaviors associated with life-long learning in the evolving practice of athletic training, as well as prepare students more practically for the expectations of credential maintenance. We sought to design, implement, assess, and improve a new professional development program requirement in a professional-level athletic training program that closely mirrored the process and re-certification requirements for certified athletic trainers. Methods: a quasi-experimental mixed-methods approach was used. Data were collected over two consecutive years at a private university in the Midwestern United States. A convenience sample of students enrolled in a professional athletic training program participated in the study. Student-rated perception of the new professional development requirement and qualitative student perceptions were mined from various data sources. Results: Participants in the study reported positive, self-reported progress toward achieving program outcomes. Major benefits as identified by the participants included socialization opportunities, exposure to emerging practices and techniques, and appreciation of the process for credential maintenance. Feedback given by students was integrated into the professional development program requirement where appropriate between years one and two of the study, and changes were received well by participants. Conclusions: Athletic training students in the current study benefitted from participation in overt pedagogy in professional development. Establishment and cultivation of a professional development requirement may benefit athletic training programs for the best preparation of athletic trainers before they transition to practice

The Mystery of Governance: Its Direct and Indirect Impact on Economic Growth

Thesis advisor: Robert MurphyIn this paper, I explore the connection between governance and economic growth. Economic growth has been a phenomenon experienced by some countries, but totally lacking in others. This paper explores the role of governance on growth, utilizing the governance indicators developed by the World Bank’s Worldwide Governance Indicators project. I develop a model that is a synthesis of the Solow Growth Model, as well as the growth models developed by Burnside and Dollar (2000) and Kaufmann and Kraay (2002). My results conclude that governance is linked with economic growth through two channels: first, governance and economic growth are positively correlated with each other; and secondly, good governance positively affects trade and investment, which then is positively associated with the growth of GDP per capita. Thus, good governance should be of the utmost concern for countries attempting to achieve growth of GDP per capita.Thesis (BA) — Boston College, 2010.Submitted to: Boston College. College of Arts and Sciences.Discipline: Economics Honors Program.Discipline: Economics

Using Metacognitive Training with Kinesiology Students

As future healthcare practitioners, kinesiology students must become expert learners who choose strategies resulting in deep and durable learning. Metacognitive instruction goes beyond the use of study skills as it focuses on student reflection and evaluation of their learning success, and ultimately establishes effective learning skills, a requirement for professional practice. To examine if an intervention in a kinesiology course affected metacognitive awareness and use of metacognitive strategies, a quasi-experimental research design utilized a convenience sample of 89 upper division undergraduate occupational therapy students and master’s level athletic training students enrolled in kinesiology courses. Using an online survey including the Metacognitive Awareness Inventory (Schraw & Dennison, 1994) and three Likert scale questions about perception of study skills, pre-test and post-test data were collected over three years, and 6-month follow-up data were collected during the final two years of the study. The intervention included information about metacognition and key study tips, five learning activities, and teaching techniques to promote metacognition. Treating the pre-test group as the reference group, the results showed that the post-test and 6-month follow-up test groups were significant predictors of students’ scores on the Metacognitive Awareness Inventory, indicating an improved and sustained metacognitive awareness after completing the course. The intervention was found to have a positive association with scores of planning, information management, comprehension monitoring, and evaluation. These results indicate the value of metacognition instruction. Considering that not all students come equipped with metacognitive skills, instruction in this area could be beneficial to students