Women participating in the aesthetic sports of cheerleading, gymnastics, dance, and swimming are more prone to develop eating disorders and higher levels of body dissatisfaction than non-athletes. In addition to successful performance levels, female athletes participating in shape-based sports are expected to maintain a contradicting thin-build body type that not only satisfies society’s standards to look thin but also demonstrates the strength required to perform in specific sports. Female athletes are faced with sociocultural pressures that can lead to adopting thin-idealism, and further result in serious effects on an athlete’s perception of themselves, as well as their physical health. Social comparison and diet culture are other factors that contribute to an athlete’s unhealthy behaviors, and society’s involvement in media to equate beauty with women who have thin bodies and persuade individuals to never feel satisfied with their appearance is so long-established that many athletes strive for perfectionism. This study evaluated the relationship between female athletes in aesthetic sports and their feelings towards their body composition, eating habits, and self-esteem through an online questionnaire. Statistical analysis was conducted to determine trends, if any, between subgroups of respondents (n=58) who identify between 18 to 25 years old and have previously or currently participated in cheerleading, gymnastics, dance, and/or swimming. Data revealed that a majority of respondents often feel insecure about how their body looks during sports participation, and often experience social comparison to their teammates/peers. The most frequent activity to change body composition resulted in skipping meals/hunger cues among cheerleaders, dancers, and gymnasts, while swimmers engaged most in exercising more than once a day. Athletes with 10 or more years of athletic involvement also stated that they moderately to strongly related to the statement: “I think a lot about looking thin.” Ultimately, analysis supports that the sports industry requires more awareness of the health risks associated with certain sports, and how athletes and their coaches lack health-related education regarding proper nutrition, exercise, and body acceptance.

The goal of this creative project was to create a card-based game relevant to a functional anatomy course. This game would facilitate learning of the muscles, their origins and insertions, and the joint actions to which they strongly contribute. In order to create an effective study tool for memorization and retention, we utilized aspects of cognitive load theory, as well as emotional design principles, including gamification. We focused on the three types of cognitive load: (1) intrinsic cognitive load (the inherent complexity of the learning material), (2) germane cognitive load (the capacity of working memory to create cognitive schema), and (3) extraneous cognitive load (aspects of a learning task that do not contribute to the learning goal). Our goals for effective game design were to increase germane load, decrease intrinsic load, and decrease extraneous load. Additionally, emotional design principles and gamification were used to elicit positive emotions regarding the learning material to increase the amount of working memory load dedicated to learning, rather than extraneous processing.

Accessing adequate healthcare, particularly essential services like physical therapy, presents a significant challenge for individuals with Down syndrome. This demographic often encounters obstacles such as limited accessibility, scarce resources, and a lack of tailored solutions that specifically address their unique needs. The resulting disparity leads to inconsistent care and suboptimal healthcare experiences. Recognizing the importance of eliminating these barriers is crucial to create a more inclusive healthcare environment for individuals with Down syndrome. Rainbow Monster Madness serves as a multifaceted solution to the social determinants of health that significantly impact individuals with Down syndrome. The game's design directly tackles several of these determinants by offering accessible, engaging, and family-centered therapy. In terms of healthcare access and quality, the game empowers parents to actively participate in their child's therapy, ensuring the correct administration of exercises and the consistent provision of quality care. The game's design addresses neighborly and built environment determinants by providing an accessible and inclusive therapy option that can be implemented within the comfort of one's home. This approach fosters a sense of safety and familiarity for children undergoing therapy, promoting a more relaxed and conducive environment. Additionally, Rainbow Monster Madness encourages social community engagement by fostering a collaborative atmosphere between parents and children during therapy sessions. This collaborative approach creates a supportive and engaging environment, positively impacting the overall therapeutic experience. Adhering to the principles of Self-Determination Theory, the game cultivates intrinsic motivation and psychological well-being among children with Down syndrome. This approach enables active engagement in therapy and contributes to their overall health and well-being. The exercises included in Rainbow Monster Madness are carefully selected to cater to the unique needs of individuals with Down syndrome. This regimen combines muscle-strengthening, cardio, and balance exercises, tailored to this specific population. The modification of exercises and thematic design ensures that children remain enthusiastic about their therapy, ultimately promoting better adherence and more effective results. In summary, Rainbow Monster Madness represents a comprehensive solution to the multitude of challenges faced by individuals with Down syndrome in accessing healthcare. Simultaneously, it addresses the broader social determinants of health, thereby fostering a healthier and more inclusive future for this deserving population.

The purpose of this study was to determine whether athletes were impacted by wearing a mask and playing competitively, by measuring their mental skills (confidence, anxiety, and focus) levels. This study surveyed 7 high school students who played sports in the year 2020-2021. They were surveyed using the “state sport confidence inventory”, “sport competition anxiety test”, and a created focus survey (Appendix D). The participants were asked a series of questions reflecting back on before wearing a mask and questions pertaining to how they feel about wearing a mask in sports. The survey asked the participants specifically about their mental skills. These mental skills are important factors in optimal performance of an athlete, athletes should have high confidence, low anxiety, and high focus levels (Lautenbach et al., 2016). The results showed that athletes had high confidence, low anxiety, and high focus; athletes were more worried about getting the proper amount of oxygen and fixing their mask. This suggests that the athletes who participated in the survey were mentally tough (Bédard Thom et al., 2021) and resilient (Sarkar & Fletcher, 2014).

This research paper examines the impact of journaling on anxiety and team cohesion on a women’s beach volleyball team (n=12). Each athlete was given a 30-Day Reset Journal to complete and asked to complete a mid and end of program survey assessing their anxiety and team cohesion levels. The team head coach (n=1) was asked to have weekly discussions with the team about the journal and respond to a mid and end of program survey assessing if they perceived their team was benefiting from the journal. Athlete anxiety results were broken into four categories: Total Anxiety (p value: 0.40), Worry Score (p value: 0.41), Concentration Disruption Score (p value: 0.82), and Somatic Trait Score (p value: 0.20). Team cohesion results were displayed in five categories: Total Team Cohesion (p value: 0.46), Purpose and Goals (p value: 0.17), Team Relationships (p value: 0.26), Problem Solving (p value: 0.85), and Skills and Learning (p value: 0.47). Although anxiety scores did overall decrease, the data reflected no significant difference between the middle and end surveys. Team cohesion results also displayed decreases with no significant difference between the two surveys. Throughout the study, only four statements within the survey displayed significant change between mid and end program surveys (three anxiety and one team cohesion). Though results were not found to be significant, this study provides some insight into the potential benefits journaling can offer athletes in lowering their anxiety and how placing an emphasis on team discussion with a focus on goal development and shared purpose can increase team cohesion.