title: Automation of the landing error scoring system using inertial measurement units

authors: Hamilton, Zane

abstract: The quantification of biomechanics is important for making informed decisions when implementing appropriate training interventions for improving performance and reducing injury risk. This study evaluated the viability of movement data provided by wearable inertial measurement units (IMUs) to automate the scoring of the Landing Error Scoring System (LESS). The LESS is an assessment tool used for identifying high-risk movement patterns in a double leg jump landing; however, the LESS is scored by experts using 2D video recordings, which limits large-scale screening. Movement data provided by three IMUs were used to train several out-of-the-box machine learning models, aiming to predict the result of the 17 LESS scoring items individually. Raw movement data was processed and segmented into the key phases of the movement, where additional features were derived from these segments. A supervised learning approach was taken, using a dataset containing 218 LESS scores derived from 40 participants as the desired output for each model. Comparisons were made between various subsets of features, and the features with the greatest importance on accuracy in the best performing models were extracted. Results showed limited improvements to a ZeroR approach, and features with the greatest importance on the best performing models had minimal relevance to the movement involved. Performance of LESS scoring automation using IMU data may be improved with further developments on this approach.

text: Automation of the landing error scoring system using inertial measurement units The quantification of biomechanics is important for making informed decisions when implementing appropriate training interventions for improving performance and reducing injury risk. This study evaluated the viability of movement data provided by wearable inertial measurement units (IMUs) to automate the scoring of the Landing Error Scoring System (LESS). The LESS is an assessment tool used for identifying high-risk movement patterns in a double leg jump landing; however, the LESS is scored by experts using 2D video recordings, which limits large-scale screening. Movement data provided by three IMUs were used to train several out-of-the-box machine learning models, aiming to predict the result of the 17 LESS scoring items individually. Raw movement data was processed and segmented into the key phases of the movement, where additional features were derived from these segments. A supervised learning approach was taken, using a dataset containing 218 LESS scores derived from 40 participants as the desired output for each model. Comparisons were made between various subsets of features, and the features with the greatest importance on accuracy in the best performing models were extracted. Results showed limited improvements to a ZeroR approach, and features with the greatest importance on the best performing models had minimal relevance to the movement involved. Performance of LESS scoring automation using IMU data may be improved with further developments on this approach.

year: 2024-07-28

title: Subjective cognitive complaints 8-Years after mild traumatic brain injury

authors: Duffy, Brittney

subjects: TBI

abstract: Mild traumatic brain injury (TBI) is common and can result in symptoms that persist for years after the initial injury. The symptoms following TBI are dynamic, and can result in cognitive, emotional, behavioural and physical symptoms, often collectively referred to as post-concussion symptoms. Persistent post-concussion symptoms impact education, employment, relationships and quality of life. The first aim of this study was to evaluate the long-term symptoms of adults eight- years after a mild TBI compared to a TBI-free group. The second aim of this study was to compare the prevalence and severity of post-concussion symptoms that were reported at 1-month post-injury, 12-months post-injury, and the symptoms reported now, at 8 years post-injury. Finally, the factors contributing to subjective cognitive complaints at 8-years post-injury were explored.
A population-based sample of 151 adults who sustained a mild TBI (mTBI) between 2010 and 2011 participated in this study. Additionally, 213 participants with no history of head injury took part. Both groups answered questions about current post-concussion symptoms using the Rivermead Post-Concussion Symptom Questionnaire (RPQ). The results of this study revealed the prevalence and severity of post- concussion symptoms was significantly greater in participants with mTBI at 8- years post-injury. Differences in cognitive symptoms were most prominent between groups, with the mTBI participants reporting significantly more cognitive complaints. When evaluating symptom-severity over time, we found no significant change in post-concussion symptoms from 12-months post-injury to 8-years. Older age at injury and increased symptoms of depression were associated with increased cognitive complaints at 8-years post-injury. These results confirm post-concussion symptoms persist long-term, and may not improve beyond the levels reported at 12-months post-injury. Further research is needed to explore the impact that treatment of mood symptoms early post- injury may have on recovery.

text: Subjective cognitive complaints 8-Years after mild traumatic brain injury Mild traumatic brain injury (TBI) is common and can result in symptoms that persist for years after the initial injury. The symptoms following TBI are dynamic, and can result in cognitive, emotional, behavioural and physical symptoms, often collectively referred to as post-concussion symptoms. Persistent post-concussion symptoms impact education, employment, relationships and quality of life. The first aim of this study was to evaluate the long-term symptoms of adults eight- years after a mild TBI compared to a TBI-free group. The second aim of this study was to compare the prevalence and severity of post-concussion symptoms that were reported at 1-month post-injury, 12-months post-injury, and the symptoms reported now, at 8 years post-injury. Finally, the factors contributing to subjective cognitive complaints at 8-years post-injury were explored.
A population-based sample of 151 adults who sustained a mild TBI (mTBI) between 2010 and 2011 participated in this study. Additionally, 213 participants with no history of head injury took part. Both groups answered questions about current post-concussion symptoms using the Rivermead Post-Concussion Symptom Questionnaire (RPQ). The results of this study revealed the prevalence and severity of post- concussion symptoms was significantly greater in participants with mTBI at 8- years post-injury. Differences in cognitive symptoms were most prominent between groups, with the mTBI participants reporting significantly more cognitive complaints. When evaluating symptom-severity over time, we found no significant change in post-concussion symptoms from 12-months post-injury to 8-years. Older age at injury and increased symptoms of depression were associated with increased cognitive complaints at 8-years post-injury. These results confirm post-concussion symptoms persist long-term, and may not improve beyond the levels reported at 12-months post-injury. Further research is needed to explore the impact that treatment of mood symptoms early post- injury may have on recovery.

year: 2019

title: Putting it in there: "PSYC575 Indigenous Psychologies" as a for-credit university paper in New Zealand

authors: Waitoki, Waikaremoana

abstract: Over the past 30 years, scholar advocates have sparked the emergence of indigenous psychology as an important contribution to understanding the experiences and challenges faced by indigenous peoples. Part of this exercise is to also bring indigenous knowledges to the learning table as critical information for meaning making and resolving psychological challenges. Increasingly, academics are writing and teaching papers in the fledgling field as important and legitimate contributions for undergraduate and graduate degree credit. Previously, students and academics were confined to the more flexible research driven, directed-learning, study options rather than papers explicitly advertised and institutionally promoted. In this paper, we discuss how we are going about writing the curricula for a graduate level paper called "Indigenous Psychologies" to be offered in 2016 at the University of Waikato, New Zealand. We discuss a) principles that guide curricula decision-making; b) the programme of lecture topics developed; and c) finding and developing supporting resources. We welcome conversation and resource sharing.

text: Putting it in there: "PSYC575 Indigenous Psychologies" as a for-credit university paper in New Zealand Over the past 30 years, scholar advocates have sparked the emergence of indigenous psychology as an important contribution to understanding the experiences and challenges faced by indigenous peoples. Part of this exercise is to also bring indigenous knowledges to the learning table as critical information for meaning making and resolving psychological challenges. Increasingly, academics are writing and teaching papers in the fledgling field as important and legitimate contributions for undergraduate and graduate degree credit. Previously, students and academics were confined to the more flexible research driven, directed-learning, study options rather than papers explicitly advertised and institutionally promoted. In this paper, we discuss how we are going about writing the curricula for a graduate level paper called "Indigenous Psychologies" to be offered in 2016 at the University of Waikato, New Zealand. We discuss a) principles that guide curricula decision-making; b) the programme of lecture topics developed; and c) finding and developing supporting resources. We welcome conversation and resource sharing.

year: 2015