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Situational and Motivational Factors that Influence Enjoyment in Sport
No full textThe purpose of this study is to examine the situational and motivational factors that influence enjoyment in sport. Several surveys asked participants to rate their enjoyment level, motivation level, and athletic identity level. In addition, participants were asked to report answers based on external and internal factors and demographics. All surveys asked questions on the current season of sport. Participants were composed of student athletes 18 years of age and older and enrolled in Eastern Kentucky University. Participants were part of many sports involved with the university’s D1 NCAA athletic department. These sports included Baseball, Softball, Women’s Basketball, Men’s Basketball, Women’s Soccer, Men’s Tennis, Women’s Tennis, Track, Cross Country, Women’s Golf, Men’s Golf, Football, Co-ed Cheer, All-girl Cheer, Dance, Volleyball, and Women’s Beach Volleyball. This study tested the hypotheses that Athletic Identity will have a positive association on athletes’ enjoyment of sport due to Personally Autonomous Reasons (PARs). Internal Social Influences, which include teammates and coaches, will have a positive association on athletes’ enjoyment of sport due to Relationally Autonomous Reasons (RARs). External Social Influences, which include family and friends, will have a negative association on athletes’ enjoyment of sport due to Controlled Reasons (CRs). Scholarship will have a negative association on athlete’s enjoyment of sport due to Controlled Reasons (CRs). Length of Time in Sport will have a positive association on athlete’s enjoyment due to Controlled Reasons (CRs)
Better Than We Knew Ourselves: An Exploration of Midwest Emo and How Music Makes Connections
No full textThroughout the United States, in basements, bars, and backyards, emo music has made its place in the hearts of many through emotional lyrics and instrumentals. Better Than We Knew Ourselves seeks to explore this scene that not many know of, and to 22see how the music itself affects personal connections made within the emo scene, and how the scene is so “tight”. These questions are answered through interviews with many musicians all coming from a different corner of emo focusing on their outlook on aspects of the scene and why they think it may be so interconnected. These interviews find that many believe a large part of why personal connections are so easy to make and why the scene is so tight is because of the emotion that comes through the music itself. This study also finds that they believe a large part of this is the amount of people in the scene in multiple bands. Because of this data, we can conclude that the emotion in emo music is a way to help people vent; both through making and listening to music. One could conclude that emo knew us better than we knew ourselves
How Adoption Impacts Adoptees’ Mental Well-Being
No full textThe purpose of this study is to explore if there is a relationship between being adopted and the mental health of the adoptee, attempting to address if adoption is impacting or influencing an adoptees’ mental well-being. The research methods this study is using is explore, because it is exploring how adoption could possibly affect adoptees mental health and if there could be a pattern. It will be using mixed methods, getting quantitative data from multiple choice survey questions and qualitative data from the interviews and long-response survey questions. The study will be non-experimental, because an experiment is not needed to find out whether or not adoption impacts the mental well-being of adoptees. If this study shows a relationship between mental health and adoption, it could help adoption systems and adoptive parents gain a better understanding of adoptees. This study has limitations of response bias, non-response bias, truth bias, and sampling bias. This study has a time constraint, lack of connection to participants, and participants can choose not to fill out the survey. There is truth bias when participants may be untruthful in responses, and sampling bias because participants are sought out but when the link to the survey spreads, the researcher cannot control who is given the survey. This data may only pertain to a small population of adoptees
A Return to Humanity in Teaching
Get PDFIn The Courage to Teach, Parker Palmer (1998) writes, “Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher” (p. 10). As Palmer (1998) suggests, teaching and identity are interwoven, making teaching an act of vulnerability. Despite this, we often create our courses in ways that protect us, and ultimately, create distance from the students we teach. This piece explores ways to return to the humanity in teaching by understanding ourselves and our students and using these collective understandings to create inclusive and responsive learning environments, regardless of course modality
Experiential Education in Advocacy for Occupational Therapy Students: Didactic Approaches and Learning Outcomes
Get PDFAdvocacy is a foundational value in occupational therapy, but uniformity in teaching and learning advocacy is lacking. This paper proposes and reports on the implementation of an advocacy course based on experiential education. The objective of the study was to evaluate student learning after an advocacy course with an experiential education component using an open-ended survey design. Participants were occupational therapy doctoral students, and the setting was a course taught in a health sciences university. Students voluntarily completed a four-item anonymous survey after participating in an experiential advocacy course. Written responses were coded into themes using an inductive approach. The primary themes identified were knowledge, skills learned, levels of comfort and intimidation, and motivation and self-efficacy. Before the course, students consistently indicated a lack of knowledge or skills, feeling uncomfortable and intimidated with policy and advocacy, and lacking the self-efficacy to affect advocacy outcomes. After the course, the students indicated a general increase in knowledge and familiarity with the advocacy process, feeling comfortable advocating because of their increased knowledge, and an increased interest in the advocacy process. Analysis of student responses after the advocacy course indicated increased student interest, confidence, and ability to engage in legislative advocacy. Because client well-being and scope of practice depend on occupational therapists having strong advocacy skills, students need to engage in experiential learning to acquire these skills. This study demonstrates students lacked skills and confidence related to advocacy but were able to learn those skills through an experiential advocacy course. We argue the observed transition from lack of ability to confidence and comfort was only possible through the experiential learning component
Using a Flipped Classroom to Teach Evidence-Based Practice to Entry-Level Occupational Therapy Students
Get PDFConstructivist teaching approaches rely on students to be active participants in their learning. A flipped classroom is a constructivist approach that requires the students to complete pre-learning activities outside of class. Thus, in class the students can practice and engage in team-based discussions and teacher guided learning. We delivered evidence-based practice (EBP) concepts to entry level occupational therapy (OT) students in a doctoral program using a constructivist approach, that included a flipped classroom model and reliance on team-based strategies. We used the Evidence Based Practice Confidence (EPIC) Scale to assess the change in students’ confidence in EBP. Students demonstrated statistically significant differences in their confidence for EBP after the course. Evaluation of the changes in EPIC Scale scores indicates that a flipped classroom and team-based activities are effective approaches to teach EBP for entry level OT doctoral students
BARRIERS TO SLEEP IN US ARMY SERVICE MEMBERS: A SCOPING REVIEW
Get PDFBackground: Insufficient sleep contributes to human health and performance deficits with Active Duty US Army soldiers being at highest risk for poor sleep and subsequent sleep disorders. Research in this area continues to grow and has focused on pathology and intervention, often related to deployment, yet it is vital to understand the barriers to sufficient sleep in healthy soldiers (the majority) in the garrison context, where they will spend most of their time. Purpose: Explore the current state of literature regarding barriers to sufficient sleep in healthy US Army active duty service members in the garrison setting. Theoretical Framework. Biopsychosocial Model Methods. A scoping review was selected to explore and map the literature using the Population Context Content (PCC) and PRIMSA-ScR within Arskey and O’Malley’s five stage framework. Results.Twenty-nine articles were included in the final synthesis with the majority being observational research from self-report surveys. Findings support numerous biopsychosocial factors related to sleep including but not limited to functional impairment, injury, overweight/obesity, mood and anxiety, leadership, training environment, work schedule and physical environment. Conclusions: Sleep is a complex interaction of biopsychosocial factors, is vital to understand the lived experience of soldiers and how Army publications are being integrated into the formations to effectively address this issue
Program evaluation of a community-based model for driver off-road assessment in post-acute ABI
Get PDFBackground: Social conditions from the pandemic forced changes to outpatient rehabilitation programs, necessitating pre-driving assessment be administered via telehealth, an alternative model of OT service-delivery. As a result, Shepherd Pathways adapted the clinical pre-driving program for telehealth service delivery. Program outcomes had not been formally assessed.
Purpose:
The purpose of this Capstone project was to conduct a formal program evaluation to collect, analyze, and use data to evaluate effectiveness and efficiency of a clinical return to drive program delivered via telehealth (CDC, n.d.; The university of Kansas toolbox, n.d.). The program evaluation examined the OT process and scope of services for driver off-road assessment at Shepherd Pathways, in Atlanta, Georgia, and addressed the following objectives. Does Shepherd Pathways clinical pre-driving program meet the needs of acquired brain injury (ABI) clients in a traditional, hybrid, or telehealth model? What are the current practices (assessments and interventions) used within an OT led clinical pre-driving program delivered via telehealth? Does an OT clinical pre-driving program delivered via telehealth result in an on-road driving evaluation (ORDE) outcome of unrestricted driving for ABI clients?
Theoretical Framework. A pragmatic research approach (Creswell & Creswell, 2018) and Canadian model of occupational performance-engagement (CMOP-E) and the Ecology of Human Performance (EHP) (Dunn, 1984) influenced the approach.
Methods. Program evaluation identified outcomes of a telehealth approach for return to driving. A logic model was used to identify main components of the program and showed relationships among the telehealth pre-driving program goals, objectives, activities, and outcome measurements (Adu, 2017).
Results. Research questions were answered-the needs of individuals with ABI were met in the program. OT telehealth clinical standards of practice for the pre-driving program were identified and successful ORDE outcomes indicated a positive relationship between use of telehealth and return to drive after ABI.
Conclusions: A logic model illustrated the processes developed for OT driver-off road assessment during the COVID-19 pandemic from March 2020 - December 2020 at Shepherd Pathways. Results indicated a high percentage of program effectiveness, ORDE referrals, and ORDE passing rates for participants with ABI
Therapeutic/Expressive Writing and Resilience Promotion for Nurses to Reduce Burnout Syndrome
Get PDFCOVID-19 accelerated the rate in which nurses were unable to maintain resilience and reduce burnout. This evidence-based DNP project obtained data from a therapeutic/expressive writing intervention and group resilience discussion with Women’s Care Center (WCC) nurses to improve resilience acuity and reduce symptoms associated with burnout syndrome. A review of previous studies indicated therapeutic/expressive writing and group resilience discussions have been beneficial in improving resilience and reducing burnout. A demographic and two preintervention surveys were completed by WCC nurses in the hospital relaxation room or skills lab. The Connor-Davidson RISC-25© was used to determine resilience scores for morning and evening shift nurses. The Maslach Burnout Inventory© (MBI) Survey for Medical Personnel was used to assess emotional exhaustion (EE), depersonalization (DP), and personal achievement (PA) in the same groups. Participants (n =20) nurses completed the pre-intervention resilience and burnout surveys. Day and night shift nurses (n= 19) resilience mean average increased after the intervention 2.65 mean score (M = 83.31, SD =9.86) for the Connor-Davidson RISC-25© survey which is in the intermediate range: 50% of the population. The burnout mean for the morning shift nurses, EE (M = 21.88), DP (M = 4.88), and PA (M = 39.27) which indicated moderate burnout for all categories. The burnout means for evening shift nurses, EE (M = 17.33), DP (M = 7.22), and PA (M = 40.00), which fell within the moderate burnout range