6277 research outputs found
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Embedding Psychology themes in university induction using a digital escape game
No full textAn “escape room” style game was developed as an induction activity for first year psychology students, encouraged by the need for icebreakers that meet specific, relevant and transparent learning outcomes. The game concept was designed using the escapeED framework for game-based-learning (Clarke et al., 2017), including consideration of narrative, participants, theme, objectives and evaluation. Groups of up to six students worked on an iPad “board” that had clickable objects on a representation of a lecturer’s desk. Students had 20 minutes to solve four puzzles that identified objects to click on and reveal digits for a padlocked bag. However, clicking the wrong objects would cause loud music that would “disrupt the staff office”. The four puzzles symbolised learning outcomes that students will develop throughout their course, such as seeking and evaluating evidence, using maths, and referencing. The puzzles also used staff profiles to promote discussion about psychology research, prompt the development of supportive networks and relationships with staff. A realistic calendar puzzle highlighted the social and academic opportunities that students should engage in as part of the psychology community, which they could also identify as by wearing the pin badge they unlocked on completion of the game. Psychology staff facilitated reflection on icebreaker activities, including themes of teamwork and leadership roles, asking for help, and learning and adapting from mistakes. A thematic analysis of three focus groups later highlighted that students resist looking at assignment feedback and are concerned about wasting staff time in office hours. This led to recruitment of senior students to facilitate the escape room, and changes in our reflective practice tutoring to address issues raised during the game. Overall, students reported a sense of fun and competition from the activities and felt better prepared for learning after the introduction to psychology skills during induction
Four ontological challenges to constructs in psychology
No full textAll areas of psychology deal with constructs in one way or another. The use of psychological constructs presents four distinct challenges that are central to address: describing, defining, deploying, and distinguishing constructs. Refining a psychological construct refers to an iterative process of dealing with these challenges
Having impact and doing it quickly: the place for brief and single-session cognitive-behavioral therapies in sport psychology practice
Get PDFCognitive-behavioral therapies and related approaches are highly prevalent within sport psychology practice. Traditionally, these approaches are delivered across interventions comprising multiple sessions. However, in the fast-paced environments in which many applied sport psychologists operate, practitioners are sometimes required to provide fast, effective, and impactful interventions to athletes at their point of need within a single session. Single-session integrated cognitive-behavioral therapy presents a potentially effective approach for practice wherein time is often at a premium, and there is frequently pressure to make an impact quickly to improve performance. In this article, we put forward a stimulus piece that contextualizes single-session integrated cognitive-behavioral therapy and overviews how sport psychology practitioners may use such techniques with athletes. We also put forth a call for more practitioners to report more idiographic case studies that feature the use of brief or single-session interventions to further build the evidence base for such approaches
Cultivating knowledge sharing in universities: An innovative approach integrating deep learning for collaborative learning platforms
No full textThis research addresses the challenges faced by students and staff in universities and organisations, including comprehension of complex tasks, problem-solving, workload management, and academic progress challenge. Many struggle to meet task requirements and fulfil responsibilities. To alleviate these challenges, we propose an innovative AI-based platform providing on-demand guidance and clarification while prioritising confidentiality and security within ethical guidelines. Through a comprehensive review of existing research, we identify gaps and present a structured framework for platform development and implementation. Our approach, integrating deep learning through natural language processing with transformer models, not only addresses common problems but also fosters a culture of collaborative knowledge-sharing
Investigating the influence of limb blood flow on contraction-induced muscle growth and the impact of that growth on changes in maximal strength
No full textChanges in skeletal muscle size may be affected by resting blood flow (e.g., nutrient delivery), and this change in size is a hypothesized mechanism for changes in strength. Purpose To determine 1) whether the relationship between isometric training and muscle growth depends on baseline blood flow or is mediated by a change in blood flow, and 2) whether muscle growth mediates changes in maximal isometric strength. Methods A total of 179 participants were randomized into low-intensity isometric handgrip exercise (LI), low-intensity isometric handgrip exercise with blood flow restriction (LI-BFR), maximal handgrip exercise (MAX), and a non-exercise control (CONTROL). Muscle thickness, strength, and resting limb blood flow were measured before and after the 6-wk intervention. Results Baseline blood flow did not moderate training effects on muscle thickness changes (MTHchg) (P = 0.666), and moderated mediation tests were nonsignificant. Although the LI-BFR group showed a significant effect on MTHchg (P = 0.018), MTHchg was not significantly related to handgrip strength change (HGchg) (P = 0.281), suggesting no mediation of the training-to-strength effect by MTHchg. Both the LI-BFR (P = 0.004) and MAX (P < 0.001) groups exhibited positive direct effects on HGchg compared with CONTROL. Furthermore, there were no differences between training groups and CONTROL on blood flow change (BFchg), BFchg and MTHchg were not significantly related, and neither BFchg nor MTHchg predicted HGchg, providing no evidence for mediated pathways. Conclusions Muscle growth may not have occurred to an extent that would require vascular adaptation. Training maximally induced the greatest strength adaptations but was seemingly not driven by muscle growth
Intersex database: an open-access resource for intersex representation in the Arts
No full textDr. Kamran Qureshi has led the development of the Intersex Database (ID), the world’s first open-access research database, dedicated to intersex representation in artistic media. Co-created with Dr. Iram Qureshi, Senior Lecturer at Ravensbourne University London, the project exemplifies both academics’ active commitment to Equality, Diversity, and Inclusion (EDI) through academic scholarship and creative practice. ID offers a unique and comprehensive repository of intersex-related narratives across film, television, theatre, literature, radio, and digital media. Launched via a modern and accessible platform at https://intersexdatabase.com, the database supports the academic and creative work of researchers, filmmakers, and practitioners in Film, Television, and Media Studies, Gender and Intersex Studies, and a global audience seeking inclusive cultural knowledge. Currently, ID features over 140 films, including feature-length titles, shorts, and documentaries, alongside other media such as talk shows, stage productions, and novels, spanning from 1932 to 2025. More than 70 entries are feature films in over 12 languages, including English, Chinese, Italian, Hindi, Urdu, Spanish, Japanese, French, Swedish, and Cantonese. In its second development phase, ID aims to broaden its scope to include scholarly journal articles, research reports, and books, as well as expanding its linguistic and cultural diversity. The Intersex Database is a continually growing resource, establishing itself as a vital tool for inclusive research and creative practice across disciplines
Having impact and doing it quickly: the place for brief and single-session cognitive-behavioral therapies in sport psychology practice
No full textCognitive-behavioral therapies and related approaches are highly prevalent within sport psychology practice. Traditionally, these approaches are delivered across interventions comprising multiple sessions. However, in the fast-paced environments in which many applied sport psychologists operate, practitioners are sometimes required to provide fast, effective, and impactful interventions to athletes at their point of need within a single session. Single-session integrated cognitive-behavioral therapy presents a potentially effective approach for practice wherein time is often at a premium, and there is frequently pressure to make an impact quickly to improve performance. In this article, we put forward a stimulus piece that contextualizes single-session integrated cognitive-behavioral therapy and overviews how sport psychology practitioners may use such techniques with athletes. We also put forth a call for more practitioners to report more idiographic case studies that feature the use of brief or single-session interventions to further build the evidence base for such approaches
The relative-age effect in male Japanese football: a cross sectional analysis from youth to senior competitive level
No full textThe objective of this study was to examine the magnitude and persistence of the Relative-Age Effect (RAE) in competitive Japanese youth and senior football. A cross-sectional analysis of birthdate distributions of Japanese male youth academy football players (n= 4,488) from the U12 (n=268), U13 (n=481), U14 (n=464), U15 (n=483), U18 (n=1059) and professional players (n=1733) in the 2022 season was conducted. Chi-square goodness of fit tests and Cramer’s V tests were carried out to reveal the incidence and effect size of the RAE across the age categories. A significant RAE (P< .001) was found. It became more pronounced with age, peaking in the U18 age group (Cramer's V= 0.436; Q1/Q4 OR 6.04) before declining in senior professional players (Cramer's V= 0.204; Q1/Q4 OR=2.23). The organisation of youth competition in Japan, with a transition from annual age groups up to U15 to the U18 age group representing three years (U16, U17, and U18) appears to increase the selection bias towards early born players to the detriment of those born later in the age group. However, the transition to senior football saw, compared with the U18 proportions, a reduced proportion of Q1 players, a very similar proportion of Q2players and increased proportions of Q3 and particularly Q4. The clear implication is that a Q3 and Q4 youth player represents a better prospect for senior professional football than Q1 or Q2 and Q2 than Q1
Improving marking effectiveness and feedback provision in an OSCE assessment using Microsoft Forms: A pilot study in Sport and Exercise Therapy
No full textAn objective structured clinical examination (OSCE) has been recognised as a reliable but workload-intensive assessment method across health sciences studies. Though a variety of digital marking tools have been employed to improve marking and feedback provision for OSCEs, many of these require specialist software or maintenance. This pilot study examines the development and trialling of Microsoft Forms as a marking and feedback instrument for an OSCE within a Sport and Exercise Therapy module. This study aims to assess whether the use of a non-specialist digital tool, such as Microsoft Forms, might be able overcome limitations in current assessment procedures and ultimately provide a more effective method for marking and feedback provision for an OSCE. Results from OSCE examiners (N = 8) and students (N = 30) who participated in the pilot indicate that Microsoft Forms does have the potential to provide a more effective experience for examiners and ultimately improve upon feedback provision for students when compared with a paper-based marking tool. However, concerns around the form’s ease-of-use may ultimately influence its adoption as a marking instrument above current paper-based methods
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