Wearables are a multi-billion-dollar business with more growth expected. Wearable technology is fully entrenched at multiple levels of athletic competition, especially at the National Collegiate Athletic Association (NCAA) and professional levels where these solutions are used to gain competitive advantages by assessing health and performance of elite athletes. However, through the National Science Foundation (NSF) Innovation Corps (I-Corps) training experience, a different story emerged based on pilot interviews from coaches and trainers regarding the lack of trust in wearables, and how the technology falls short of measuring what practitioners need. An NSF I-Corps project was funded to interview over 100 strength and conditioning coaches (S&CCs) and athletic trainers (ATs) regarding the current state of wearables at the NCAA and professional levels. Through 113 unstructured interviews, a conceptual map of relationships amongst themes and sub-themes regarding wearable technology emerged through the grouping of responses into meaning units (MUs). Interview findings revealed that discussions by S&CCs and ATs regarding wearables could be grouped into themes tied to (a) the organizational environment, (b) the athlete, and (c) the analyst or data scientist. Through this project, key findings and lessons learned were aggregated into sub-themes including: the sports ecosystem and organizational structure, brand development, recruiting, compliance and gamification of athletes, baselining movement and injury mitigation, internal and external loads, “return tos,” and quantifying performance. These findings can be used by practitioners to understand general technology practices and where to close the gap between what is available versus what is needed.
PROBLEMThe inability to demonstrate a conclusively positive effect of helping relationships has resulted from, amang other methodological problems, inadequate criterion de~elopment'~). The difficulty lies not in a lack of knowledge about criteria but rather in ignorance as to how to apply the knowledge already gained").Substantial evidence exists for guidance of research endeavoring to isolate relevant outcome criteria. Such research should include : (a) multiple criteria ( l , 2 * 3 * 6 , 6 , ' 8 9 * 11, 12, l o ) ; (b) nonglobal criteria(16); (c) objective and subjective criteria ('",; (d) in-and extra-therapy criteria(lO); (e) latent and immediate criteria(ls); and (f) criteria that are free from counselors' theoretical orientation biases ( 3 ) .An appropriate way to develop relevant criteria is t o ask counselors what criteria they think ought to be used and how they see them as applying to their general run of clients. Employing such a paradigm, the present study will attempt (a) to answer the question, "Does patient-beneficial change occur along one dimension or, more feasibly, along several dimensions?" (lo); and (b) to catalogue outcome criteria for future use in developing a multiple criterion measure. The answer to the dimensionality question is directly related to the form the criterion measure will take and the results it will yield: If unidimensional-a single composite of criteria providing, by addition, a global improvement score; if multidimensionalindependent groups of criteria resulting in a profile of improvement scores. METHODInstrument. One hundred eighty items were collected for use in an outcome evaluation inventory. The source of 34 of the items was professional counselors a t Iowa State University, 42 items came from the general literature, and 104 items from a pool of unpublished, copyrighted personality scale items.' An attempt was made to include all of the various kinds of criteria mentioned above.Directions for the Ss read as follows: "Following is a list of client behaviors, each of which might be an indication that successful counseling has taken. place. Consider your own counseling cases during the past twelve months. For what proportion of them is each of these behaviors a relevant indication of improvement; i.e., for what proportion have you actually looked for this kind of change as an indication that counseling was successful? Please react to each item independently. Indicate your response by putting a percentage, from 0 to 100, to the left of each item."Subjects. The Ss were counseling center staff members and advanced graduate students located in college and university centers throughout the United States. Twenty-one of the 24 counseling centers that had agreed to participate returned a total of 116 inventories. This produced a final geographic distribution as follows: Midwestern, 11; Western, 6; Southern, 4; Eastern, 0. Due to incompleteness, nine of the inventories were discarded, leaving a final sample of 107 counselors.Analysis. The mean and standard deviation for each o...
CRUCIAL FACTOR influencing the choiceA of curriculum at the college level is the interest pattern of the student. Berdie compared performance on ability, interest, and personality tests of students enrolled in various curricula at a large university and found that the interest patterns were much more important than were ability scores in differentiating among the curricula [ 2 ] . Therefore, the determination of interest patterns which differentiate among various curricula would seem to be of considerable usefulness with college students who are undecided as to their vocational and curriculum choice.A number of attempts have been made to locate such differential patterns, with some success. For example, Shaffer and Kuder found significantly different interest patterns when comparing physicians, lawyers, and businessmen [S]. However, in many cases a college student-and his counselorare faced not with a problem of choice among a number of relatively unrelated fields, but rather with the necessity of selecting a specialty within a more general profession. A case in point is engineering, in which a student must commit himself fairly early in his college career to a concentration in one of a number of special areas, e.g., mechanical, chemical, electrical, etc.Several studies have attempted to analyze more intensively the interest patterns of engineers. Barnette compared VA counselees who later failed in their engineering training and those who were successful [ I ] . He found that, in their performances on the Kuder, the successful students scored highest in computational and scientific interests and lowest on clerical interests. cerning Kuder performance by "electricalmechanical" engineers and found similar patterns existing. Speer went even further in analyzing areas within engineering [ 5 ] . He classified entering freshmen at Illinois Institute of Technology into four groups: "scientific engineering" (chemical, mechanical, civil, electrical); "non-scientific engineering" (industrial, fire prevention); "nonengineering: business"; and "non-engineering: architecture." He found that the "scientific engineers" were high in computational, scientific, and mechanical interest; the "non-scientific engineers" were high in computational and persuasive interests; the "non-engineers: business" were high in computational, persuasive, literary, and clerical interests; and the "non-engineers: architecture" were high in artistic, musical, and literary interests.In the studies cited above, however, there is exhibited a reluctance to compare interest patterns by specific areas of engineering, even though this would be the most useful type of information for counseling purposes. T h e feeling among counselors seems to be that the differences among the various special areas are relatively small and that the general interest inventories currently in use would, therefore, be unsuccessful in establishing differential interest patterns among them. T h e purpose of this investigation was to test this assumption. MetholdT h e subjects for t...
The extent to which college programs meet the needs and goals of women students has not been established. In this study, a sample of students and alumnae of the College of Home Economics, Iowa State University, responded to a set of attitude scales concerning their reactions to courses in their core curriculum. Factor analysis of the person-course interactions revealed 6 factors which were tentatively defined in terms of the courses loading most heavily on each. Implications for improved educational planning of women are discussed.A LTHOUGH IT IS generally acknowledged .fi that the academic interests and goals of college women are different from those of men (see, for example, White, 1950; Komarovsky, 1953;Ludeman, 1961; Heist, 1962, 19f?3), little is known about the extent to which various college curricula meet the needs of female students. In the Vassar studies, Sanford and his associates (1956) located five personality patterns among college women and alumnae
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