EXPERIENTIAL LEARNING: SELF-EFFICACY OF STUDENTS—INSTRUCTORS IN AN ADAPTED DANCE PROGRAM

poster abstractObjective: Experiential learning (EL) within an adapted dance program may produce increased self-efficacy in instructing or working with different populations such as disabled or culturally diverse individuals. The purpose of this study was to examine responses in participation with an adapted physi-cal activity (PA) dance program for young individuals with Down syndrome. Methods: To explore the experience of the student-volunteers, self-efficacy surveys were conducted before and after the six-week dance pro-gram. Using a Likert scale, students scored their perceived self-efficacy in individual and team instruction of PA in a variety of populations such as ur-ban settings, cardiac rehabilitation, children, and individuals with disabilities. Additionally, journal reflections were used to explore the question, “What did/does this experience mean to you?” Journal reflections were analyzed for themes and patterns using the guidelines for interpretative phenomenologi-cal analysis. Results: Results indicated that self-efficacy increased in instructing PA to the population involved in the dance program. Significant increases (P<.005) were also noted in one’s perceived ability to team instruct cardiac rehabilita-tion, high school students, general population, and children; as well as one’s perceived ability to individually instruct high-risk individuals, cardiac rehabili-tation, and children. Qualitative data from journal reflections suggest the fol-lowing themes: dancers taught student-volunteers life lessons, student-volunteers gained experience with different populations, student-volunteers gained teaching experience. Conclusion: Students involved in an EL program working with adapted populations, self-efficacy may increase not only in working with individuals with disabilities but may also increase self-efficacy in working with other populations. Students’ perception of the experience suggests that the EL ex-perience within the dance program through structured activities is impactful to personal and professional growth. Findings suggest that further studies may be needed to indicate the minimal duration of an EL experience needed to improve self-efficacy. Overall, students’ feelings toward the population suggest growth toward more civic-mindedness

Outcomes of Individualized Personal Training Programs for Three Adult Siblings with Autism

The purpose of this study was to assess the efficiency of three 6-week individualized personal training programs for three adult brothers who have autism. Using a single subject design, physical activity levels, basic fitness measures, and interviews were used to construct three individualized training programs to fit the subjects needs. Findings from this study can guide professionals in the adapted physical activity field who work with adults who have autism. Individualized personal training programs may provide an avenue for treatment or behavior modification for adults with autism. In conclusion, the benefits of individualized personal training programs for adults with autism are not well established. However, the results of this study indicated that providing adults with autism with an individualized training program can be beneficial for the individual in more ways than one way. All three subjects saw improvements upon starting the program

Adapted dance- connecting mind, body and soul

Indiana University-Purdue University Indianapolis (IUPUI)Using Heideggerian interpretive phenomenology, this study illuminates the lived experience of an adapted dance program for individuals with Down syndrome and their family members. The overall pattern from both dancers and family members was adapted dance: connecting mind, body and soul. The primary theme from dancer interpretations was expressing a mosaic of positive experiences, and the primary theme from family member interpretations was experiencing pride in their loved ones. The dance program provided dancers an opportunity to express their authentic self while experiencing moments of full embodiment in the connection of their mind, body and soul. While dancers experienced the connection of mind-body-soul, family members recognized the importance of this connection in their loved one. This research is instrumental in advocating for opportunities for individuals with Down syndrome to experience dance as a social, physical and intellectual activity that results in learning and increasing social interactions. The research findings from this study can support future initiatives for dance programs that may influence a population that has limited access to physical activity and dance. The study’s teaching strategies, dance activities, class procedures and sequences, and feedback techniques can be used by other professionals who teach individuals with intellectual disabilities

A Case Study in ePortfolio Implementation: A Department-Wide Perspective

This case study documents the trials and tribulations over a 3-year span of one academic department in implementing the ePortfolio as a high-impact practice to its undergraduate students. Failures and successes will be introduced with the resulting lessons learned applied to our current efforts. Pivotal instances that allowed the project partners to gain clarity about the design and implementation of an ePortfolio will be expressed to better understand our journey. The root of our collaborative efforts was based on the product versus process conversation around ePortfolios. Once our mindset shifted, we were able to embrace a more student-centered process ePortfolio that is threaded throughout our curriculum and not sporadically addressed as an add-on assignment

Increased density and periosteal expansion of the tibia in young adult men following short-term arduous training

Purpose: Few human studies have reported early structural adaptations of bone to weight-bearing exercise, which provide a greater contribution to improved bone strength than increased density. This prospective study examined site- and regional-specific adaptations of the tibia during arduous training in a cohort of male military (infantry) recruits to better understand how bone responds in vivo to mechanical loading. Methods: Tibial bone density and geometry were measured in 90 British Army male recruits (ages 21 + 3 y, height 1.78 ± 0.06 m, body mass 73.9 + 9.8 kg) in weeks 1 (Baseline) and 10 of initial military training. Scans were performed at the 4%, 14%, 38% and 66% sites, measured from the distal end plate, using pQCT (XCT2000L, Stratec Pforzheim, Germany). Customised software (BAMPack, L-3 ATI) was used to examine whole bone cross-section and regional sectors. T-tests determined significant differences between time points (P<0.05). Results: Bone density of trabecular and cortical compartments increased significantly at all measured sites. Bone geometry (cortical area and thickness) and bone strength (i, MMi and BSI) at the diaphyseal sites (38 and 66%) were also significantly higher in week 10. Regional changes in density and geometry were largely observed in the anterior, medial-anterior and anterior-posterior sectors. Calf muscle density and area (66% site) increased significantly at week 10 (P<0.01). Conclusions: In vivo mechanical loading improves bone strength of the human tibia by increased density and periosteal expansion, which varies by site and region of the bone. These changes may occur in response to the nature and distribution of forces originating from bending, torsional and shear stresses of military training. These improvements are observed early in training when the osteogenic stimulus is sufficient, which may be close to the fracture threshold in some individuals

Adapted dance- connecting mind, body and soul

Indiana University-Purdue University Indianapolis (IUPUI)Using Heideggerian interpretive phenomenology, this study illuminates the lived experience of an adapted dance program for individuals with Down syndrome and their family members. The overall pattern from both dancers and family members was adapted dance: connecting mind, body and soul. The primary theme from dancer interpretations was expressing a mosaic of positive experiences, and the primary theme from family member interpretations was experiencing pride in their loved ones. The dance program provided dancers an opportunity to express their authentic self while experiencing moments of full embodiment in the connection of their mind, body and soul. While dancers experienced the connection of mind-body-soul, family members recognized the importance of this connection in their loved one. This research is instrumental in advocating for opportunities for individuals with Down syndrome to experience dance as a social, physical and intellectual activity that results in learning and increasing social interactions. The research findings from this study can support future initiatives for dance programs that may influence a population that has limited access to physical activity and dance. The study’s teaching strategies, dance activities, class procedures and sequences, and feedback techniques can be used by other professionals who teach individuals with intellectual disabilities

Adapted dance - connecting mind, body and soul

Using Heideggerian interpretive phenomenology, this study illuminates the lived experience of an adapted dance program for individuals with Down syndrome and their family members. The overall pattern from both dancers and family members was adapted dance: connecting mind, body and soul. The primary theme from dancer interpretations was expressing a mosaic of positive experiences, and the primary theme from family member interpretations was experiencing pride in their loved ones. The dance program provided dancers an opportunity to express their authentic self while experiencing moments of full embodiment in the connection of their mind, body and soul. While dancers experienced the connection of mind-body-soul, family members recognized the importance of this connection in their loved one. This research is instrumental in advocating for opportunities for individuals with Down syndrome to experience dance as a social, physical and intellectual activity that results in learning and increasing social interactions. The research findings from this study can support future initiatives for dance programs that may influence a population that has limited access to physical activity and dance. The study's teaching strategies, dance activities, class procedures and sequences, and feedback techniques can be used by other professionals who teach individuals with intellectual disabilities

Adapted Dance and Individuals With Down Syndrome: A Phenomenological Approach

Individuals with Down syndrome (DS) often experience lower levels of physical activity (PA) and social participation when compared to peers without DS. The purpose was to examine the lived experience of participating in the dance program and interpret the meaning of the dance program. Dancers participated in a 6-week adapted dance program and were interviewed after the program. This study investigated the lived experience of a 6-week adapted dance program for 20 individuals with Down syndrome (DS) using interpretive phenomenology. Dancer interviews revealed a primary theme of dancers experiencing joy and happiness while dancing. This research helps advocate opportunities for individuals with DS to experience dance as a social, physical, and intellectual activity. Findings can support future PA and sports initiatives for individuals with intellectual disabilities

2023 IUPUI ePortfolio Report

The ePortfolio Studio at IUPUI has been supporting students as they build, update, and publish their ePortfolios since the Studio opened in the summer of 2021. This support comes in the form of student consultations, either in-person, online, or asynchronous where students submit their ePortfolio links and the ePortfolio Studio consultants will provide skilled feedback on how to include best practices in their ePortfolios. The purpose of this report is to reflect on how many student consultations and kickoffs the ePortfolio Studio had between Fall 2022 and Fall 2023 semesters, as well as the ways that the Studio has supported faculty in the past year

A One-Week, Unique, and Authentic Leadership Development Camp for Undergraduate Students

Annually, students from the Department of Kinesiology attend a 1-week residential leadership camp. Prior to attending the camp, students complete a self-evaluation of perceived leadership skills. Students are in small teams in which they lead their peers through a series of problem solving activities. For this study, students (N=314) completed the survey again at the end of the 1-week leadership development camp. Paired t-test statistical analysis revealed a significant change in 14 out of the 20 dimensions (p < .001). Findings of this study suggest students perceive an increase in their leadership skills following a 1- week leadership development camp