Matching Items (12)
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The purpose of this Barrett Thesis Project is to review the existing literature on ACL injuries specifically regarding their risk factors, prevention, and recovery options. The content of the review has been placed into four sections: physiological factors, biomechanical factors, surgery and recovery factors, as well as training factors.

The purpose of this Barrett Thesis Project is to review the existing literature on ACL injuries specifically regarding their risk factors, prevention, and recovery options. The content of the review has been placed into four sections: physiological factors, biomechanical factors, surgery and recovery factors, as well as training factors. Physiological factors look at static structures and their impact on ACL injuries, more specifically, the role that variations on physical structure values can have on injury incidence. Biomechanical factors focus on the ways that movement can contribute to injury and the ways that incorrect movement or unanticipated movement can have on the structures of the knee. Surgery and recovery factors look at surgical techniques that have been used to correct ACL injuries and the details of their function as well as certain surgical techniques that have differing rates of success and how they can impact re-injury and rehabilitation rates. Finally, training factors analyze techniques that can be used in both pre-injury or post-injury situations therefore, this section looks at the ways that training can minimize re-injury as well as work towards preventing the initial injury. Overall, this research review looks at how these factors come together to contribute to an ACL injury and the ways that injury incidence can be minimized. Risk factors come together in order to create an undesirable situation in which the ACL ligament ruptures. These risk factors are either physiological or biomechanical in nature. As a result of injury, certain surgical techniques can be used that impact the success of a patient. Evidence for the benefit of training factors can then be applied in order to reduce injury risk or prevent future injuries.

ContributorsIsrael, Kyle (Co-author) / Fang, Charles (Co-author) / Ramos, Christopher (Thesis director) / Larson, David (Committee member) / College of Health Solutions (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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Description

The purpose of this Barrett Thesis Project is to review the existing literature on ACL injuries specifically regarding their risk factors, prevention, and recovery options. The content of the review has been placed into four sections: physiological factors, biomechanical factors, surgery and recovery factors, as well as training factors.

The purpose of this Barrett Thesis Project is to review the existing literature on ACL injuries specifically regarding their risk factors, prevention, and recovery options. The content of the review has been placed into four sections: physiological factors, biomechanical factors, surgery and recovery factors, as well as training factors. Physiological factors look at static structures and their impact on ACL injuries, more specifically, the role that variations on physical structure values can have on injury incidence. Biomechanical factors focus on the ways that movement can contribute to injury and the ways that incorrect movement or unanticipated movement can have on the structures of the knee. Surgery and recovery factors look at surgical techniques that have been used to correct ACL injuries and the details of their function as well as certain surgical techniques that have differing rates of success and how they can impact re-injury and rehabilitation rates. Finally, training factors analyze techniques that can be used in both pre-injury or post-injury situations therefore, this section looks at the ways that training can minimize re-injury as well as work towards preventing the initial injury. Overall, this research review looks at how these factors come together to contribute to an ACL injury and the ways that injury incidence can be minimized. Risk factors come together in order to create an undesirable situation in which the ACL ligament ruptures. These risk factors are either physiological or biomechanical in nature. As a result of injury, certain surgical techniques can be used that impact the success of a patient. Evidence for the benefit of training factors can then be applied in order to reduce injury risk or prevent future injuries.

ContributorsFang, Charles Z (Co-author) / Israel, Kyle (Co-author) / Ramos, Christopher (Thesis director) / Larson, David (Committee member) / College of Health Solutions (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description

This review of research aimed to explore and understand the benefits of transferable life skills learned through playing sports. Life skills are internal assets, characteristics, and skills that are developed from certain experiences and are beneficial if not necessary to complete daily tasks. Life skills can further be broken down

This review of research aimed to explore and understand the benefits of transferable life skills learned through playing sports. Life skills are internal assets, characteristics, and skills that are developed from certain experiences and are beneficial if not necessary to complete daily tasks. Life skills can further be broken down into emotional, cognitive, and social subcategories. During this review of research, it was found that participation in sports programs may enhance the acquisition or improvement of these personal assets due to the development of physical, emotional, psychological, and social aspects, which can be transferred to different areas of life, such as work, school, and family. This leads us to hypothesize that participation in sports can be beneficial when it comes to developing life skills that are used in all aspects of life. The current body of literature suggests that Youth sports should be encouraged from a young age for the obvious physical benefits and behind-the-scenes psychological benefits.

ContributorsDowell, Jett (Author) / Larson, David (Thesis director) / Hoffner, Kristin (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Sustainable Engineering & Built Envirnmt (Contributor) / College of Health Solutions (Contributor)
Created2023-05
Description

This research study examined a change of direction task within collegiate lacrosse players by using a 5-10-5 agility drill to determine if the presence or absence of the lacrosse stick (crosse) affected change of direction ability. A literature review assessed the angle-velocity tradeoff, optimal ways to perform a change of

This research study examined a change of direction task within collegiate lacrosse players by using a 5-10-5 agility drill to determine if the presence or absence of the lacrosse stick (crosse) affected change of direction ability. A literature review assessed the angle-velocity tradeoff, optimal ways to perform a change of direction, and additional factors that can influence change of direction performance. 10 male participants performed 10 total trials, 5 with their stick and 5 without and timing and leg angles were measured. There were no major differences between the two conditions except for the leg angle for turn 2, as a correlation stating an increase in leg angle results in an increase in turn time was found. A case study on one of the participants was performed, which aligned with the correlation between turn 2 time and turn 2 leg angle. Overall execution of the change of direction did not align with the optimal techniques found in the literature response. Momentum leading into each turn is an influencing factor in turn time and overall time and may be the reason for the correlation between turn 2 leg angle and time.

ContributorsMueller, Danae (Author) / Ramos, Christopher (Thesis director) / Larson, David (Committee member) / Barrett, The Honors College (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor) / College of Health Solutions (Contributor)
Created2023-05
Description

Introduction: Lateral reactive stepping is correlated with impairment in people with Parkinson’s Disease (PwPD). Despite this, there is little known of lateral stepping strategies and performance of these strategies in reactive stepping. Objective: To characterize step strategy in people with PD, characterize changes in these stepping strategies through training, and

Introduction: Lateral reactive stepping is correlated with impairment in people with Parkinson’s Disease (PwPD). Despite this, there is little known of lateral stepping strategies and performance of these strategies in reactive stepping. Objective: To characterize step strategy in people with PD, characterize changes in these stepping strategies through training, and identify performance improvements in the lateral step strategies. Methods: A total of 31 PwPd who are currently at risk for falls took part in an 18-week various background reactive stepping intervention. The stepping strategies were assessed on two baseline assessments (B1 and B2) immediately followed by a 6- session step training intervention occurring over two weeks. Step strategies were again assessed immediately after training (P1) and two months later (P2). Initial outcomes were characterized step strategies, changes in step strategies, and improvement in performance of step strategies. Results: Three step strategies were established and split into two groups (no cross and cross). Changes in step strategies did not occur significantly both before and after training. Improvement in performance of the step strategies occurred at a significant amount (p=0.05) via a decrease in use of support after training occurred for any step strategies utilized. Conclusion: Step strategies were characterized, and performance of strategies was improved upon following the 2-week training. Lateral step strategies are defined and repeated throughout reactive step training with potential for improvement.

ContributorsBosard, Cal (Author) / Peterson, Daniel (Thesis director) / Larson, David (Committee member) / Barrett, The Honors College (Contributor) / College of Health Solutions (Contributor)
Created2023-05
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Active transportation to school (ATS) has received an increasing amount of attention over the past decade due to its promising health contributions. Most of the existing research that surrounds ATS investigates factors from the physical environment as well as factors from the individual perspective that influence walking and biking to

Active transportation to school (ATS) has received an increasing amount of attention over the past decade due to its promising health contributions. Most of the existing research that surrounds ATS investigates factors from the physical environment as well as factors from the individual perspective that influence walking and biking to school. This research attempts to add to the existing knowledge by exploring the impact that social relationships within the neighborhood have on ATS.

A model, based on social ecological theory, was presented and tested to examine elements thought to influence ATS. A logistic regression analysis was run to determine the odds of students walking or biking based on the influence of each construct within the model. Results indicated that the physical and socio-cultural constructs were directly and significantly related to ATS behavior while the construct of safety had an indirect effect. These findings support the idea that there are several factors that operate within and across different ecological levels to influence the mode of transportation to school. Therefore, programs to promote ATS should involve multi-level strategies. In addition to the physical environment, interventions should address interpersonal relationships within the family, school, and neighborhood.
ContributorsRoss, Allison (Author) / Searle, Mark (Thesis advisor) / Knopf, Richard (Committee member) / Kulinna, Pamela (Committee member) / Rodriguez, Ariel (Committee member) / Todd, Michael (Committee member) / Arizona State University (Publisher)
Created2015
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Interprofessional educators increasingly recognize the importance of establishing graduated interprofessional learning strategies to socialize and prepare learners to work in collaborative care environments. Interprofessional socialization (IPS) is the process of bringing students together from different disciplines to learn from, with, and about each other. However, education programs struggle to systematically

Interprofessional educators increasingly recognize the importance of establishing graduated interprofessional learning strategies to socialize and prepare learners to work in collaborative care environments. Interprofessional socialization (IPS) is the process of bringing students together from different disciplines to learn from, with, and about each other. However, education programs struggle to systematically integrate evidence-based interprofessional learning. Community-engaged learning, a pedagogical tool adaptable to diverse circumstances, offers an opportunity to expand IPS. The purpose of this mixed methods action research dissertation study was to explore the factors that contribute to IPS through participation in a community-engaged learning course and how IPS evolves among early learners. In this study, I explored several factors, including theoretically-grounded and contextually relevant teaching and learning strategies pivotal to IPS. Specifically, I created and facilitated an innovative pilot Interprofessional Education and Community Health course, guided by experiential learning theory, asset-based and critical pedagogy and flow theory. I found that these theoretically guided instructional techniques nurtured the benefits of team-based experiential learning, inspired a community of confident learners through praxis, and promoted optimal engagement in challenging and meaningful health promotion activities. The learner’s diverse backgrounds, meaningful community-engagement, and challenging collaborative assignments contributed to IPS. The shared novel real-world experiences ignited emotional reactions that nurtured their relationships; facilitating their ability to address conflicts. They sustained motivation to participate in community-engaged learning and maintained a consistent strong belief in the importance of working as a team. Whereas, their understanding of interprofessional teamwork, comfort and preference working on interprofessional teams grew over time. Four pedagogical strategies pivotal to interprofessional socialization emerged for use with community-engaged interprofessional education: 1) purposeful community partnerships, 2) structured collaborative written assignments, 3) intentional conversations, and 4) welcoming cultural assets.
ContributorsRamella, Kelly Johnson (Author) / Sampson, Carrie (Thesis advisor) / Ross, Allison (Committee member) / Yañez-Fox, Lisa (Committee member) / Arizona State University (Publisher)
Created2021
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Increasing demands of youth sport participation has resulted in a lack of time for youth to engage in non-sport activities associated with positive youth development (PYD; West & Strand, 2016; Witt & Dangi, 2018). Though sport participation has the potential to increase positive PYD in participants, it is evident that

Increasing demands of youth sport participation has resulted in a lack of time for youth to engage in non-sport activities associated with positive youth development (PYD; West & Strand, 2016; Witt & Dangi, 2018). Though sport participation has the potential to increase positive PYD in participants, it is evident that sport participation alone does not generate PYD (Coakley, 2011). A positive environment, space to build internal assets, and continuous intentional, evaluative programs are a few of the components that may facilitate PYD in sport (Petitpas, Cornelius, Van Raalte, & Jones, 2005). When an appropriate development context is lacking, sport participation may actually lead to negative outcomes including intrapersonal (e.g. anxiety due to excessive criticism), interpersonal (e.g. parental pressure or lack of time to participate in other age-appropriate activities), or structural outcomes (e.g. overuse/burnout, cost, or lack of free play) (Witt & Dangi, 2018; Reverdito, et al., 2020). These risks may be particularly pronounced for athletes whose sole activity is sport. One way to address this is to provide non-sport activities as part of a sport program. For example, creative arts activities can enhance self-awareness (Perryman, Moss, & Cochran, 2015), improve communication (Moon, 2007), and decrease psychological distress (Ansari & Lalani, 2014). Further, creative arts can be sport related and built into sport program. Given the value of creative activities in PYD, and the potential lack of creative opportunities for athletes, it is important to examine if such activities are associated with PYD outcomes for athletes. Thus, the purpose of this study was to explore the experience of participation in creative activities for youth athletes, with a specific focus on potential PYD associations. Fifteen current youth sport athletes engaged in an art-based activity, followed by a semi-structured interview. Findings suggest indicators of active engagement in creative art activities are distraction, reflection, expression, and relaxation. Further, when participants were actively engaged in creative arts, they perceived the following three benefits: 1) connection with teammates, 2) empowerment, and 3) positive identity. These findings provide practical implication for youth sport administrators as well as contribute to the limited body of literature on creative arts and youth sport programing.
ContributorsVarney, Rebecca (Author) / Legg, Walter (Thesis advisor) / Wise, Nicholas (Committee member) / Ross, Allison (Committee member) / Arizona State University (Publisher)
Created2021
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The purpose of this study was to evaluate how COVID-19 has affected college athletes physically and mentally. A survey with 36 questions encompassing gender, sport, COVID-19 symptom severity, type and duration, return to play factors, perceived social isolation, depression and anxiety was distributed to all student athletes at Arizona State

The purpose of this study was to evaluate how COVID-19 has affected college athletes physically and mentally. A survey with 36 questions encompassing gender, sport, COVID-19 symptom severity, type and duration, return to play factors, perceived social isolation, depression and anxiety was distributed to all student athletes at Arizona State University. A total of 26 athletes (84.6% female, 15.4% male) who previously contracted the COVID-19 virus participated in the survey, representing a variety of 12 different sports. The study concluded that as student athletes symptom severity increased, symptom duration increased as well. Between one day to 10 months of continued symptoms after returning to sport play was reported by one-third of participating student athletes; however, there was no indication that vaccination status, obtaining a negative COVID-19 test, or obtaining medical clearance prior to returning to sport play after contracting COVID-19 affected if symptoms persisted or not after returning to play. Most (92.3%) athletes reported higher levels of perceived isolation, and as social isolation scores increased, depression scores increased. Abnormal anxiety symptoms were reported by 30.8% of student athletes, and as depression scores increased, anxiety scores increased as well. Study results and further research can be utilized to improve and refine gradual return to play protocols, enhance methods of communication and integration during mass social isolation, and greater assess depression and anxiety prevalence in student athletes.

ContributorsHanley, Breanna (Author) / Larson, David (Thesis director) / Ross, Allison (Committee member) / Barrett, The Honors College (Contributor) / College of Health Solutions (Contributor)
Created2022-05
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Does holding class outdoors have a restorative impact for students? An experimental case study was done at an elementary school in Phoenix to explore this question. A group of 2nd grade students were given a cognitive assessment to measure concentration following exposure to different learning environments, i.e. their classroom and

Does holding class outdoors have a restorative impact for students? An experimental case study was done at an elementary school in Phoenix to explore this question. A group of 2nd grade students were given a cognitive assessment to measure concentration following exposure to different learning environments, i.e. their classroom and schoolyard. Results indicate that holding class outdoors may have a restorative influence on children's capacity to direct attention.
ContributorsJustesen, Alexandra (Author) / Vanos, Jennifer (Thesis director) / Ross, Allison (Committee member) / Barrett, The Honors College (Contributor) / School of Sustainability (Contributor) / School for the Future of Innovation in Society (Contributor) / School of Complex Adaptive Systems (Contributor)
Created2022-05