Concussion in the Athletic Training Room: a Team Physician Narrative

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Justin Lockrem ◽  
Mario Ciocca
2007 ◽  
Vol 2 (1) ◽  
pp. 4-9
Author(s):  
Kimberly S. Peer

Objective: This review of literature presents the theoretical framework of goal orientation and student achievement from a pedagogical perspective while providing practical applications and implications for integrating goal orientation into athletic training education programs. Data Sources: Selected literature derived from EBSCO, Education Abstracts, CINAHL, PsychInfo and ERIC databases from 1980 to 2005 was reviewed. Key words for the search included achievement goal orientation, achievement motivation, and student engagement. Data Synthesis: Literature from educational psychology and pedagogy were reviewed to present key issues related to achievement goal orientation. The review addressed achievement goal theory relative to student engagement, task persistence, and adaptive behaviors. Additionally, implications for athletic training educators were generated for both didactic and clinical settings. Conclusions/Recommendations: Achievement goal orientation has profound implications on student learning and student achievement. Athletic training educators must be careful to create educational environments which foster self-regulated learning. Activities that assist students with goal construction and that monitor student progress toward a designated goal in the classroom and clinical settings should be of primary importance to athletic training educators. In a profession that requires lifelong learning; fostering strong achievement goals through student-centered activities can enhance the professional development of the student throughout the curriculum and beyond.


Author(s):  
Josune Rodriguez-Negro ◽  
Iñaki Llodio ◽  
Daniel Castillo ◽  
Estibaliz Romaratezabala ◽  
Javier Yanci

The aim of the present research was to describe the changes in the locomotor competence [i.e. sprint, change of direction ability (CODA) and jump capacity] of young runners from an athletic training school after one season, according to runners’ sex and age. Two hundred and forty-one young runners from an athletic training school were divided by sex (boys, n = 107, and girls, n = 134) and age [under 8 years old (U8, n = 70), under 10 years old (U10, n = 68), under 12 years old (U12, n = 45), under 14 years old (U14, n = 39) and under 16 years old (U16, n = 19)]. At the start of the training season (PRE) and at the end of the season (POST), the runners performed different tests in order to assess their locomotor competence. The results showed that boys and girls improved their performance during the season in the 5 m sprint ( p = 0.000, ES = -0.58 to -0.74) and horizontal countermovement jump (HCMJ) ( p = 0.000, ES = 0.51 to 1.02), and decreased it in the 15 m sprint test ( p = 0.011 or p = 0.006, ES = 0.27 to 0.31), and only girls improved in change of direction ability (CODA) ( p = 0.000, ES = -0.22 to -0.27). In addition, with respect to age categories, all groups improved their performance in the HCMJ ( p = 0.000 - 0.005, ES > 0.40) and the 5 m sprint tests ( p = 0.000 - 0.002, ES = -0.68 to -1.24). Although in the 505 test no group improved its result ( p = 0.184 - 0.314, ES = -0.25 to 0.01), the U8 and U10 groups improved in the modified agility test (MAT) ( p = 0.000 or p = 0.003, ES = -0.38 to -0.41). In conclusion, there are differences in the changes in the locomotor competence according to runners’ sex and age, so perhaps age- and sex-dependent specialization in training is necessary.


2009 ◽  
Vol 14 (4) ◽  
pp. 32-35 ◽  
Author(s):  
Robert E. Ryan ◽  
Steven R. Murray ◽  
Malissa Martin

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