Whiplash: the possible impact of context on diagnosis

This study explores the importance of context when diagnosing Whiplash Associated Disorders (WAD). Whiplash is a complex injury and there is considerable variation in its diagnosis and treatment. Research has focussed on RTAs, whilst there is a paucity of evidence relating to WAD in sport. It is unclear whether WAD is simply not occurring in sport, or if such injuries are occurring but are not identified as WAD. In the current study, 87 postgraduate physiotherapists were asked to classify an injury reported in a short vignette. Two parallel vignettes were used, which were identical except for the context of the injury (one being an RTA and the other being within sport). Each participant responded to only one of these. It was found that, even within a sample of experienced physiotherapists, the injury environment impacted on diagnosis, despite the symptoms being identical. A significantly higher proportion of therapists diagnosed WAD within the RTA context than within the sporting context. Additionally, there were differences between the two context groups in relation to the diagnostic terminology used by participants. Most respondents had heard of the CSP whiplash guidelines but only a minority had actively used these. The majority of respondents were also aware of the litigation aspects of RTAs

A critical analysis of CAPS for Life Skills in the Foundation Phase (Grades R–3)

The Curriculum and Assessment Policy Statement Foundation Phase Life Skills curriculum (DBE, 2011) is composed of four focus areas: Beginning Knowledge; Personal and Social Well-being; Creative Arts; and Physical Education. These areas draw on a number of disciplines and this makes the curriculum dense. This density is, in turn, a challenge for teachers and teacher education. We perform an historical analysis of Life Skills curriculum documents from 1977 to the present and a content analysis of the CAPS document. Using Bernstein (1971, 1996) we show that this curriculum is weakly classified and that epistemological orientations are blurred, if not rendered invisible. The specificity of different disciplinary lenses that have different objects of enquiry, methods of analysis, and criteria for truth claims is lost in an overemphasis on everyday knowledge. If teachers are not themselves schooled in the languages of the disciplines that underpin Life Skills they may not be able to give children access to them, nor are they likely to be able to help them understand how different parts of the system relate to one another

Exercise tolerance during VO2max testing is a multifactorial psychobiological phenomenon

Fifty-nine men completed a VO2max test and a questionnaire to establish reasons for test termination, perceived exercise reserve (difference between actual test duration and the duration the individual perceived could have been achieved if continued until physical limitation), and perception of verbal encouragement. Participants gave between 1 and 11 factors as reasons for test termination, including leg fatigue, various perceptions of physical discomfort, safety concerns, and achievement of spontaneously set goals. The two most common main reasons were leg fatigue and breathing discomfort, which were predicted by pre-to-post test changes in pulmonary function (p = 0.038) and explosive leg strength (p = 0.042; R2 = 0.40). Median (interquartile range) perceived exercise reserve, was 45 (50) s. Two-thirds of participants viewed verbal encouragement positively, whereas one-third had a neutral or negative perception. This study highlights the complexity of exercise tolerance during VO2max testing and more research should explore these novel findings

Separating the effects of task load and task motivation on the effort–fatigue relationship

A study is reported on the effects of task load and task motivation on the relationship between effort and fatigue in a demanding life-support simulation, aimed to test the hypothesis that effort, rather than demands, was the direct cause of fatigue in task performance. This was done by independently manipulating two factors that affect effort: task load and task motivation. A total of 28 participants were tested in a mixed 3 × 2 factorial design; task load (within-Ss) was varied in terms of the number of manual control systems (1, 3 or 5) that needed to be managed during a 100 min session, while task motivation (between-Ss) was defined by instructions (standard vs. enhanced) designed to influence the level of voluntary commitment to task goals. Effort and fatigue were measured by self report, as were perceived demands and anxiety (included as manipulation checks). While both task load and task motivation led to an increase in effort, there was a stronger fatigue response to task load under enhanced task motivation. As predicted, while both perceived demands and anxiety increased with task load, they were not affected by task motivation. An independent assessment of after-effects of fatigue on a fault finding task showed an increased use of low effort strategies under enhanced task motivation. The findings support the hypothesized effort → fatigue linkage. During task performance, fatigue is a consequence not of task demands per se, but of the level of commitment of effort in meeting demands

Mental toughness in higher education: Relationships with achievement and progression in first-year university sports students

Research into mental toughness has largely been confined to elite sport but should theoretically be important across other performance domains. We examined mental toughness in 161 first year sport students at a UK University using a self-report questionnaire (MTQ48). A measure of achievement (year grade) and progression (pass, fail, or re-sit) was also obtained for each participant. Significant and positive correlations were found between total mental toughness, grades, and progression. Results suggest that the MTQ48 may be a useful screening device to identify students at risk of failing and dropping out of their program. Interventions that target life control and interpersonal confidence would appear to be most salient