title: Reliability of Repeated Isometric Neck Strength in Rugby Union Players Using a Load Cell Device

authors: Chavarro-Nieto, Christian

subjects: Science & Technology

abstract: Concussion is the most common injury in professional Rugby Union (RU) players, with increasing incidence and severity each year. Strengthening the neck is an intervention used to decrease concussion incidence and severity, which can only be proven effective if neck strength measures are reliable. We conducted a repeated-measures reliability study with 23 male RU players. Neck strength was assessed seated in a ‘make’ test fashion in flexion, extension, and bilateral side flexion. Flexion-to-extension and left-to-right side ratios were also computed. Three testing sessions were undertaken over three consecutive weeks. Intrasession and intersession reliabilities were assessed using typical errors, coefficient of variations (CV), and intraclass correlation coefficients (ICC). Intrasession reliability demonstrated good-to-excellent relative (ICC > 0.75) and good absolute (CV ≤ 20%) reliability in all directions (ICC = 0.86–0.95, CV = 6.4–8.8%), whereas intersession reliability showed fair relative (ICC: 0.40 to 0.75) and acceptable absolute (CV ≤ 20%) reliability for mean and maximal values (ICC = 0.51–0.69, CV = 14.5–19.8%). Intrasession reliability for flexion-to-extension ratio was good (relative, ICC = 0.86) and acceptable (absolute, CV = 11.5%), and was fair (relative, ICC = 0.75) and acceptable (absolute, CV = 11.5%) for left-to-right ratio. Intersession ratios from mean and maximal values were fair (relative, ICC = 0.52–0.55) but not always acceptable (absolute, CV = 16.8–24%). Assessing isometric neck strength with a head harness and a cable with a load cell device seated in semi-professional RU players is feasible and demonstrates good-to-excellent intrasession and fair intersession reliability. We provided data from RU players to inform practice and assist standardization of testing methods.

text: Reliability of Repeated Isometric Neck Strength in Rugby Union Players Using a Load Cell Device Concussion is the most common injury in professional Rugby Union (RU) players, with increasing incidence and severity each year. Strengthening the neck is an intervention used to decrease concussion incidence and severity, which can only be proven effective if neck strength measures are reliable. We conducted a repeated-measures reliability study with 23 male RU players. Neck strength was assessed seated in a ‘make’ test fashion in flexion, extension, and bilateral side flexion. Flexion-to-extension and left-to-right side ratios were also computed. Three testing sessions were undertaken over three consecutive weeks. Intrasession and intersession reliabilities were assessed using typical errors, coefficient of variations (CV), and intraclass correlation coefficients (ICC). Intrasession reliability demonstrated good-to-excellent relative (ICC > 0.75) and good absolute (CV ≤ 20%) reliability in all directions (ICC = 0.86–0.95, CV = 6.4–8.8%), whereas intersession reliability showed fair relative (ICC: 0.40 to 0.75) and acceptable absolute (CV ≤ 20%) reliability for mean and maximal values (ICC = 0.51–0.69, CV = 14.5–19.8%). Intrasession reliability for flexion-to-extension ratio was good (relative, ICC = 0.86) and acceptable (absolute, CV = 11.5%), and was fair (relative, ICC = 0.75) and acceptable (absolute, CV = 11.5%) for left-to-right ratio. Intersession ratios from mean and maximal values were fair (relative, ICC = 0.52–0.55) but not always acceptable (absolute, CV = 16.8–24%). Assessing isometric neck strength with a head harness and a cable with a load cell device seated in semi-professional RU players is feasible and demonstrates good-to-excellent intrasession and fair intersession reliability. We provided data from RU players to inform practice and assist standardization of testing methods.

year: 2022-04-01

title: Improving prospective memory in normally developing pre-school aged children.

authors: Hamling, Chelsea Sara Jean

subjects: prospective memory

abstract: Prospective Memory (PM) is a type of memory where an intention needs to be remembered in the future. As existing literature in the area of PM abilities generally, and improving PM through the delivery of reinforcements, specifically, has been both inconsistent and sparse, this study aims to help clarify and extend this knowledge using three separate PM tasks. In this study I aimed to investigate PM abilities in pre-school aged children and examine whether these abilities could be improved through the delivery of positive reinforcement. A computer-based Shopping trip simulation game was used where I used PowerPoint slides to show pictures of different local locations and children were asked to remember which shops needed to be stopped at. They then were required to state what items were needed in each location, using a Multiple baseline design with four children aged 2-5 years old. Two separate naturalistic PM tasks were also included in order to remove any bias that may have been found with the laboratory-type task. They included a simple recognition task embedded in the Shopping task and a second task where the children were asked to remind the experimenter to ask for stickers at the conclusion of the initial task. Results from the naturalistic tasks showed ceiling or near ceiling effects across all scores in all participants. The results of the ‘Shopping trip’ task found a positive effect of reinforcement on PM performance with two of the four participants with no to little effect shown with the remaining two children. Possible reasons for those individual differences occurred are discussed.

text: Improving prospective memory in normally developing pre-school aged children. Prospective Memory (PM) is a type of memory where an intention needs to be remembered in the future. As existing literature in the area of PM abilities generally, and improving PM through the delivery of reinforcements, specifically, has been both inconsistent and sparse, this study aims to help clarify and extend this knowledge using three separate PM tasks. In this study I aimed to investigate PM abilities in pre-school aged children and examine whether these abilities could be improved through the delivery of positive reinforcement. A computer-based Shopping trip simulation game was used where I used PowerPoint slides to show pictures of different local locations and children were asked to remember which shops needed to be stopped at. They then were required to state what items were needed in each location, using a Multiple baseline design with four children aged 2-5 years old. Two separate naturalistic PM tasks were also included in order to remove any bias that may have been found with the laboratory-type task. They included a simple recognition task embedded in the Shopping task and a second task where the children were asked to remind the experimenter to ask for stickers at the conclusion of the initial task. Results from the naturalistic tasks showed ceiling or near ceiling effects across all scores in all participants. The results of the ‘Shopping trip’ task found a positive effect of reinforcement on PM performance with two of the four participants with no to little effect shown with the remaining two children. Possible reasons for those individual differences occurred are discussed.

year: 2016

title: The Effects of a Shared Reading Intervention on the English Reading Skills of Year One Students in a Level Two Māori-medium Educational Context

authors: Te Arihi, Kylie

subjects: English Reading Skills

abstract: One of the biggest challenges confronting literacy education in Aotearoa  New Zealand is accommodating the differences in English reading-related variables at school entry to produce equitable outcomes in later reading achievement (Wilkinson, Freebody, & Elkins, 2000).  English-medium schools in Aotearoa struggle to negotiate effective literacy practices that validate and cater for the cognitive, cultural, and linguistic differences children bring to the process of learning to read in English.  Whereas, the role of English reading instruction in Māori-medium schools has been an under-researched and controversial issue.  How to accommodate for these differences to achieve equitable English reading outcomes in a year 1 level 2 Māori-medium context is the theme that this research seeks to explore.
	This Masters thesis reports on a shared reading intervention that explicitly teaches phonological awareness and alphabet knowledge to examine its effects on the English reading skills of year 1 students in a level 2 Māori-medium setting.  The research implemented a Kaupapa Māori framework and used interviews, surveys, reliable literacy measures, and research-based literacy instruction to explore reading acquisition for this particular cohort.  Thus, the purposes of the study were (a) to glean an in-depth understanding of the literacy and language practices that potentially shaped the participants English reading–related variables, (b) to examine the range of English reading-related skills for this cohort, and (c) to determine the effects of the intervention on their English reading skills.
	Eight students were divided and matched with a pair according to their reported pre-test phonemic awareness and alphabet knowledge scores, and then randomly assigned to either an intervention (n = 4) or treatment control (n = 4) group.  The intervention programme was carried out over a six week period and comprised 12, 30 minute lessons that integrated phonological and alphabetic based decoding skills within the shared reading approach.  The duration of the treatment control programme was also carried out over a six week period and comprised 12, 30 minutes lessons that integrated semantic, syntactic, and visual graphophonic sources of information to recognise words.  The results indicated the breadth and depth of English reading skills in year 1 level 2 Māori-medium contexts are diverse and the children had a positive attitude and sense of efficacy towards reading.  A comparison of the test results between the intervention and treatment control group demonstrated that a shared reading intervention that focused explicitly on phonological awareness and alphabet knowledge is effective in raising letter-naming knowledge, pseudoword decoding, phonemic awareness, and invented spelling.  The results are discussed in light of theoretical assumptions about reading acquisition that underlie word-base and text-base approaches to word recognition.
	Overall, this study supports the development and reform of training and professional development opportunities in phonological awareness and alphabet knowledge to better support, inform, and educate Aotearoa reading teachers.  This study contributes to the knowledge of English reading acquisition that validate the depth and breadth of early cognitive and linguistic differences to increase equitable English reading outcomes in level 2 Māori-medium contexts.

text: The Effects of a Shared Reading Intervention on the English Reading Skills of Year One Students in a Level Two Māori-medium Educational Context One of the biggest challenges confronting literacy education in Aotearoa  New Zealand is accommodating the differences in English reading-related variables at school entry to produce equitable outcomes in later reading achievement (Wilkinson, Freebody, & Elkins, 2000).  English-medium schools in Aotearoa struggle to negotiate effective literacy practices that validate and cater for the cognitive, cultural, and linguistic differences children bring to the process of learning to read in English.  Whereas, the role of English reading instruction in Māori-medium schools has been an under-researched and controversial issue.  How to accommodate for these differences to achieve equitable English reading outcomes in a year 1 level 2 Māori-medium context is the theme that this research seeks to explore.
	This Masters thesis reports on a shared reading intervention that explicitly teaches phonological awareness and alphabet knowledge to examine its effects on the English reading skills of year 1 students in a level 2 Māori-medium setting.  The research implemented a Kaupapa Māori framework and used interviews, surveys, reliable literacy measures, and research-based literacy instruction to explore reading acquisition for this particular cohort.  Thus, the purposes of the study were (a) to glean an in-depth understanding of the literacy and language practices that potentially shaped the participants English reading–related variables, (b) to examine the range of English reading-related skills for this cohort, and (c) to determine the effects of the intervention on their English reading skills.
	Eight students were divided and matched with a pair according to their reported pre-test phonemic awareness and alphabet knowledge scores, and then randomly assigned to either an intervention (n = 4) or treatment control (n = 4) group.  The intervention programme was carried out over a six week period and comprised 12, 30 minute lessons that integrated phonological and alphabetic based decoding skills within the shared reading approach.  The duration of the treatment control programme was also carried out over a six week period and comprised 12, 30 minutes lessons that integrated semantic, syntactic, and visual graphophonic sources of information to recognise words.  The results indicated the breadth and depth of English reading skills in year 1 level 2 Māori-medium contexts are diverse and the children had a positive attitude and sense of efficacy towards reading.  A comparison of the test results between the intervention and treatment control group demonstrated that a shared reading intervention that focused explicitly on phonological awareness and alphabet knowledge is effective in raising letter-naming knowledge, pseudoword decoding, phonemic awareness, and invented spelling.  The results are discussed in light of theoretical assumptions about reading acquisition that underlie word-base and text-base approaches to word recognition.
	Overall, this study supports the development and reform of training and professional development opportunities in phonological awareness and alphabet knowledge to better support, inform, and educate Aotearoa reading teachers.  This study contributes to the knowledge of English reading acquisition that validate the depth and breadth of early cognitive and linguistic differences to increase equitable English reading outcomes in level 2 Māori-medium contexts.

year: 2014