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Shelley Nicole Armstrong, Daniel R. Henderson, Brian M. Williams, and Michelle M. Burcin

Background:

The purpose of this study was to evaluate a college’s exercise leadership program, which was developed to help students, faculty and staff implement behavior changes necessary to begin and maintain a comprehensive exercise program.

Methods:

From 2006–2011, a total 66 subjects were recruited and each was assigned to a student exercise leader. Based on comprehensive baseline assessments, each student designed an individualized exercise program for his/her subject. At program completion, the subjects were reassessed.

Results:

Paired t tests were used to find significant statistical changes (P < .05) among the fitness components. Significant changes as a function of the 6-week exercise program were observed in body weight, body fat percentage, waist circumference, 1-mile walk time, sit-ups, push-ups, and trunk flexion.

Conclusions:

Getting started is the most difficult step, but beginning an exercise program has immediate benefits. Institutions of higher education are addressing issues of wellness as a means for increasing graduation, retention, and productivity rates among their campus constituents. These efforts are part of a collaborative effort initiated by the American College Health Association known as Healthy Campus 2020. The findings from this study have a direct impact on programmatic efforts.

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Jenna R. Starck, K. Andrew R. Richards, Michael A. Lawson, and Oleg A. Sinelnikov

Although scholars have argued that assessment is an integral component of the teaching–learning process and one of the four essential components of physical education ( National Association for Sport and Physical Education, 2009 ), assessment in physical education is still “far from being regular

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Wesley J. Wilson, Ali Brian, and Luke E. Kelly

( Kelly & Moran, 2010 ). In order to provide strong justification that students are reaching program goals and objectives, competency in assessment, particularly of motor skills, is paramount for PE teachers ( Horvat, Kelly, Block, & Croce, 2018 ), and may be used as advocacy for quality PE ( Rink, 2014

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Liam McCarthy, Ashley Allanson, and John Stoszkowski

undertake assessment with sports coaches and identify some potential issues and opportunities. Then, we outline three assessment principles that we believe could enhance the assessment experience and outcomes for sports coaches followed by examples of the practical application of each principle in a HEI

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Christopher P. Tomczyk, George Shaver, and Tamerah N. Hunt

In recent years, depression has attracted increased attention, which has led to a surge of concussion-centered research, while anxiety has not received the same attention. The lack of attention to the anxiety–concussion relationship is problematic because of the complexity of concussion assessment

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Robert C. Lynall, Rachel S. Johnson, Landon B. Lempke, and Julianne D. Schmidt

. Procedures All participants reported to the laboratory for 2 identical testing sessions separated by at least 7 days (8.1 [1.9] d [range = 7–14 d]). Participants completed 2 clinical RT assessment batteries (computerized Stroop task and drop stick test) and 5 functional RT assessments (gait, jump landing

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Jenny H. Conviser, Amanda Schlitzer Tierney, and Riley Nickols

prevalence is higher for females than males (14.0% vs. 5.1%) ( Martinsen & Sundgot-Borgen, 2013 ). Unfortunately, detection and assessment of EDs is often challenging and, among athletes, may be particularly difficult. When undiagnosed and untreated, EDs threaten an individual’s medical safety, mental health

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Danielle M. Dobney, Scott G. Thomas, Tim Taha, and Michelle Keightley

There is an increasing emphasis on best practices for sport concussion assessment and management. One common approach is the use of baseline testing, which remains an important method because of the lack of an objective test to accurately diagnose concussion. 1 Failure to make early and rapid

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Michael D. McAdie, Monica R. Lininger, and Meghan Warren

identify individuals who may be at increased risk of injury. 10 One of these tests is the tuck jump assessment (TJA). The TJA was developed in 2008 as a “clinician-friendly” test to help identify abnormal lower extremity kinematics during a high-intensity, bilateral, plyometric activity. 11 To complete

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Gregg Tkachuk, Adrienne Leslie-Toogood, and Garry L. Martin

We suggest that expanded use of behavioral assessment strategies in sports by researchers and practitioners will be beneficial for researchers, practitioners, athletes, and coaches. Behavioral assessment involves the collection and analysis of information and data in order to identify and describe target behaviors, identify possible causes of the behaviors, select appropriate treatment strategies to modify the behaviors, and evaluate treatment outcomes. In this paper, we summarize characteristics of traditional approaches to assessment in sport psychology, describe differences between behavioral assessment and traditional assessment, examine components of behavioral assessment for sport psychology practitioners and researchers, and discuss future directions in behavioral assessment in sport psychology.