. Discussions focus on improving students’ success, learning, and matriculation into the vulnerable first year of college; rigorous teaching and assessment practices for laboratory and lecture classes in core curriculum; and remote capstone opportunities to prepare graduates for a postpandemic workforce. First
Miriam E. Leary, Randy W. Bryner, and Oladipo O. Eddo
Shelley Nicole Armstrong, Daniel R. Henderson, Brian M. Williams, and Michelle M. Burcin
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.
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.
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.
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.
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
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
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
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
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
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
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
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