Self-Cultivation and Meaning through the Experience of Injury Rehabilitation: A Case Study of Two Female Basketball Players

This case study involved interviewing athletes who had sustained moderate to severe injuries about the experience of being injured and the potential for self-cultivation and meaning synthesized through recovering from an injury. Two female intercollegiate basketball players were interviewed at the beginning of their rehabilitation and again at the end after successfully recovering and returning to sport. Data analysis revealed unique characteristics about the rehabilitation process with respect to loss of control, social support and learning about their confidence, motivation, perseverance, attitude, and resiliency. This article examines the experiences of these athletes as they navigated through the rehabilitation process and highlights the potential for the creation of a positive learning experience and self-cultivation that injured athletes can discover through the experience of recovering from an injury

IDENTITY ADAPTATION AND THE POTENTIAL FOR PSYCHOLOGICAL GROWTH FOLLOWING ADVERSITY FOR INJURED ATHLETES

The study was undertaken to gain a deeper understanding of the transition process out of competitive athletics experienced by competitive athletes after a career-limiting injury by examining three research questions: 1) What is the identity adaptation process of injured athletes? 2) To what extent, if any, do injured athletes experience growth following adversity? 3) What, if any, psychological skills are used in the injury/career transition processes? Nine former elite ath- letes were recruited through key informant sampling. There were three males and six females, with a mean age of 24.6 years. All participants sustained, at minimum, a season-ending injury and no longer participate in high performance athletics. Participants completed a demographic questionnaire, the Athletic Identity Measurement Scale-Plus questionnaire (AIMS-Plus), the Post Traumatic Growth Inventory-42 survey (PTGI-42), and an adapted Change Event Inventory (CEI). Additionally, semi-structured interviews were conducted. Transcripts were analyzed us- ing an Interpretative Phenomenological Analysis and themes and subthemes were identified. Analysis revealed the process of identity adaptation is influenced by pre-injury identity, auton- omy of retirement decision, transition style, current employment and time since the injury. Ac- cess to psychological skills training and competence in psychological skill usage heavily influ- enced the application of psychological skills during the rehabilitation and transition process and the outcome of using these skills. No significant evidence of growth was found using the PTGI- 42; however interview data revealed themes centred on experiencing new opportunities, the ability to transfer sport and psychological skills, changes in social supports/networks, a change in the role of sport, a realization of strength and a desire to assist others. Results indicate injured athletes are able to experience growth following adversity and speak to the dynamic process of identity adaptation. Additionally, the data emphasized the requirement for actively participating in adaptation and in the growth process to increase the opportunities for a desirable outcome for injured athletes. Future studies regarding growth and further understanding the transition process are suggested

Evaluation of Work Place Group and Internet Based Physical Activity Interventions on Psychological Variables Associated with Exercise Behavior Change

The purpose of this research was to compare group-based and internet-based physical activity interventions in terms of desirability, participants characteristics, exercise self-efficacy, and barrier self-efficacy. Pretest questionnaires were completed prior to voluntary enrollment into either of the ten-week physical activity interventions. Both interventions were based on Social Cognitive Theory and the Transtheoretical Model. Interventions were followed with posttest questionnaires. Results demonstrated that the internet intervention attracted more participants, but only the grou-based participants showed significant increases in exercise and barrier self-efficacy. At pretest, participants who selected the internet intervention were significantly lower in life and job satisfaction than those who selected the group intervention. Results suggested that traditional group-based exercise interventions are helpful for improving cognitions associated with exercise behavior change (e.g., exercise self-efficacy) and that the internet intervention may help employees who fall into an “unhappy employee” typology

MPATI: The Midwest Program on Airborne Television Instruction (1959-1971)

It is 1964 and high in the sky, flying in a figure-eight formation over a 200-mile radius and six Midwestern states, is a plane with a large 24-foot antennae hanging from its belly. Transmitting 24 separate courses recorded ahead of time then played back to member schools in six states, the Midwest Program on Airborne Television Instruction (MPATI) was designed to meet the need of providing educational television to a wider audience. In the late 1950s, the FCC decided that certain channels would be allocated for non-commercial educational use. Schools were bursting with students; teachers were in high demand and educators wanted television classroom instruction to ease their burden. Offering simultaneous programs to schools across the country similar to commercial networks seemed impossible. Hence, the Midwest Program on Airborne Television Instruction, a not-for-profit consortium of educational institutions and television producers, was born

An Exploration of Student Experiences with Learner-Centered Instructional Strategies

In this exploratory study, we examined how undergraduate students experience learning in a learner-centered teaching environment and their perceptions of motivation towards learning material in an introductory public speaking communications course. Six faculty members participated in a semester-long study where their teaching strategies were observed. Three faculty members participated in a cognitive apprenticeship where they were taught how to implement learner-centered instructional strategies into their coursework. Participants were 109 students who were enrolled in an introductory public speaking course. Data was collected by means of classroom observations, interviews, and the administration of a survey. Our findings indicated that students who were engaged in learner-centered activities within the communications course demonstrate higher levels of motivation towards the course and are more actively engaged in their learning

A Multidisciplinary Examination of the Decision-Making Process Used by Designers

Design-thinking is an abductive and participatory process in which designers are required to manage constraints, generate solutions, and follow project timelines in order to complete project goals. This exploration study sought to look at how designers in various disciplinary fields approach design projects. Designers were asked to describe a project and a decision that they had to make. Decisions were analyzed to determine whether they were ready-made versus custommade solutions and the process by which the designers arrived at the decisions was categorized as idea-imposition or discovery. Results indicated that designers work with multiple constraints while designing and the majority used a custom-made solution following a discovery process

Setting the Stage: Practical Ideas for Implementing High-Quality Afterschool Arts Programs

Afterschool programs looking to add high-quality arts learning to their programming might do well to keep three practices in mind: Employ professional teaching artistsProvide current, high-quality equipmentCreate dedicated art spaces that welcome and inspireThese practices are essential to enriching arts experiences that engage young people. They may entail higher costs than what an organization currently spends on arts programs. But these costs may not be vastly different from the costs of sports, STEM, or other programs.And there are ways to keep the costs down.  These are the major findings from research about a Wallace Foundation effort that sought to increase access to high-quality arts education for students from historically marginalized backgrounds

A Life Skills Toolkit: Curriculum Development for Sustainable Public Health Community Engagement

Introduction: Committee On Temporary Shelter (COTS) is a community organization that provides gateway housing opportunities to fourteen previously homeless veterans through its Canal Street program in Winooski, VT. Many of the residents struggle with physical fitness, poor nutrition, and mental illness, including PTSD. Research has shown that there is an increasing prevalence of overweight or obese veterans returning from service, and these individuals present a particular challenge to primary care physicians as their mental health issues are closely related to their level of fitness. It has been demonstrated that veterans often suffer from ingrained food insecurity, which negatively influences post-service eating behavior, and readjustment solutions are needed to ease reentry into civilian life. While literature recommendations exist outlining the important role of initiating easy-to-use exercise programs and the beneficial impact of exercise in a natural environment on veterans, there has been little research into more holistic approaches to improve the diminished quality of life impacting many individuals with PTSD. Recent literature shows decreased PTSD symptoms after a life skills intervention and that short-term nutritional education interventions have the capacity to favorably change eating behaviors in a low income population. Therefore, we decided that a comprehensive, yet personalized intervention was needed.https://scholarworks.uvm.edu/comphp_gallery/1211/thumbnail.jp

CD8 T Cell Recognition of Endogenously Expressed Epstein-Barr Virus Nuclear Antigen 1

The Epstein-Barr virus (EBV) nuclear antigen (EBNA)1 contains a glycine-alanine repeat (GAr) domain that appears to protect the antigen from proteasomal breakdown and, as measured in cytotoxicity assays, from major histocompatibility complex (MHC) class I–restricted presentation to CD8+ T cells. This led to the concept of EBNA1 as an immunologically silent protein that although unique in being expressed in all EBV malignancies, could not be exploited as a CD8 target. Here, using CD8+ T cell clones to native EBNA1 epitopes upstream and downstream of the GAr domain and assaying recognition by interferon γ release, we show that the EBNA1 naturally expressed in EBV-transformed lymphoblastoid cell lines (LCLs) is in fact presented to CD8+ T cells via a proteasome/peptide transporter–dependent pathway. Furthermore, LCL recognition by such CD8+ T cells, although slightly lower than seen with paired lines expressing a GAr-deleted EBNA1 protein, leads to strong and specific inhibition of LCL outgrowth in vitro. Endogenously expressed EBNA1 is therefore accessible to the MHC class I pathway despite GAr-mediated stabilization of the mature protein. We infer that EBNA1-specific CD8+ T cells do play a role in control of EBV infection in vivo and might be exploitable in the control of EBV+ malignancies