A Valid Assessment of Mental Skills in Sport

2007 ◽  
Author(s):  
Natalie Durand-Bush ◽  
John H. Salmela
Author(s):  
Steven M. Doettl

It has been widely accepted that the assessment of balance after concussion plays a large role in determining deficit. Qualitative balance assessments have been an established piece of the post-injury assessment as a clinical behavioral marker of concussion for many years. Recently more specific guidelines outlining the role of balance evaluation in concussion identification and management have been developed as part of concussion management tools. As part of the ongoing development of concussions protocols, quantitative assessment of balance function following concussion has also been identified to have an important role. Frequently imbalance and dizziness reported following concussion is assumed to be associated with post-concussion syndrome (PCS). While imbalance and dizziness are common complaints in PCS, they can also be a sign of additional underlying pathology. In cases of specific dizziness symptoms or limited balance recovery beyond the initial post-concussive period, a quantitative vestibular assessment may also be needed. Electronystagmography and videonystagmography (ENG/VNG), rotary chair testing (RCT), and vestibular evoked myogenic potentials (VEMPs) have all been identified as valid assessment tools for vestibular dysfunction following traumatic brain injury (TBI). The assessment of balance and dizziness following sports-related concussions is an integral piece of the puzzle for removal from play, assessment of severity, and management.


2010 ◽  
Author(s):  
Bernie Holliday ◽  
Louis Csoka ◽  
Coreen Harada ◽  
Jon Hammermeister ◽  
Michael A. Pickering ◽  
...  

2011 ◽  
Author(s):  
Meng-Lin Tsai ◽  
Shih-Chung Cheng ◽  
Yu-Kai Chang ◽  
Chun-Chih Wang
Keyword(s):  

Author(s):  
Gholamreza Khosravi ◽  
Zarichehr Vakili ◽  
Mansour Sayyah ◽  
Mohammadreza Sharif ◽  
Ali Seghatoleslami

Author(s):  
Dennis Ping-Cheng Wang

This chapter outlines the historical background and current development of music education assessment in China. Following the revision of the national curriculum guidelines in 2011, the chapter analyzes (1) the value of the national standards at different school levels, (2) how the national standards affect teachers and schools, and (3) how much the teachers read/follow the guidelines in China. This chapter investigates and examines how assessment policy and practice are used in Chinese music classrooms from elementary, middle, and high schools. Furthermore, it discusses how local music teachers assess their music students and the effectiveness of the national curriculum guidelines used in music classes. The author determines that the current practice of music assessment at all school levels in China is too basic and not diversified. Designing a valid assessment that allows students at all levels to demonstrate their learning outcomes seems to be necessary for music education in China.


2021 ◽  
Author(s):  
Zsolt Tibor Kosztyán ◽  
Beáta Fehérvölgyi ◽  
Tibor Csizmadia ◽  
Kinga Kerekes

AbstractGiven the significant role of universities in economic growth and social progress as well as the increasing demand for greater transparency regarding the use of public money, a valid assessment of university performance has become crucial for various stakeholders, including government, industry, funding agencies, and society at large. Contemporary assessments still focus solely on universities’ properties, thereby failing to capture their network relations. To overcome this limitation, this paper proposes a multilayer network-based method to measure the embeddedness of universities in collaboration and mobility networks. This method has several advantages: first, it is relevant for HEIs’ core missions, introducing a new dimension complementary to the existing rankings; second, it is size invariant; and last but not least, it is fully transparent. The proposed multilayer network approach enables the integration of further networks, which creates opportunities for a more comprehensive assessment of universities’ performance in achieving their core missions.


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