This study reviewed the literature for the extent of neuroimaging findings in boxers, indicative of traumatic brain injury (TBI) as identified in magnetic resonance imaging (MRI). The study then utilized a systematic checklist approach to assess 100 unselected consecutive 1.5- and 3.0-Tesla MRI examinations of professional unarmed combatants to determine the extent of identifiable TBI findings. The percentage of positive findings and the localization of lesions were quantified using the checklist that included the MRI findings previously reported in the medical literature. Seventy-six percent of the unarmed combatants had at least one finding that may be associated with TBI: 59% hippocampal atrophy, 43% cavum septum pellucidum, 32% dilated perivascular spaces, 29% diffuse axonal injury, 24% cerebral atrophy, 19% increased lateral ventricular size, 14% pituitary gland atrophy, 5% arachnoid cysts, and 2% had contusions. Statistical relationships were found between number of bouts and lateral ventricular size (tau-b = 0.149, p = 0.0489), with years of fighting correlating with the presence of dilated perivascular spaces (tau-b = 0.167, p = 0.0388) and diffuse axonal injury (tau-b = 0.287, p = 0.0013) findings. The improved resolution and increased signal-to-noise ratio on 1.5- and 3.0-Tesla high-field MRI systems defines the range of pathological variations that may occur in professional unarmed combatants. Additionally, the use of a systematic checklist approach insures evaluation for all possible TBI-related abnormalities. This knowledge can be used to anticipate the regions of potential brain pathology for radiologists and emergency medicine physicians, and provides important information for evaluating unarmed combatants relative to their safety and long-term neurocognitive outcome.

Well-established temporal bone abnormalities such as cochlear and vestibular abnormalities and a grossly enlarged vestibular aqueduct are significantly found in children with SNHL. A narrow IAC is found more often in children with vs without SNHL. No significant correlation is found between SNHL and radiographic findings of a widened or bulbous IAC. In children with a congenital syndrome, more IAC abnormalities were seen, regardless of the presence of SNHL. In children with SNHL, the presence of a congenital syndrome increases the likelihood of a cochlear or vestibular abnormality.

The purpose of this study was to measure the effects of low-frequency, low-impact plyometric training on vertical jump (VJ) and kicking distance in female adolescent soccer players. Sixteen adolescent soccer players were studied (age 13.4 ± 0.5 years) across 14 weeks. The control group (general soccer training only) had 6 subjects, and the plyometric training (general soccer training plus plyometric exercise) group had 10 subjects. All subjects were tested for VJ and kicking distance on 3 occasions: pre-test, 7 weeks, and 14 weeks. Data were analyzed using a 2 (Training) × 3 (Test) analysis of variance (ANOVA) with repeated measures on the factor test. No significant difference in kicking distance was found between groups at pre-test (p = 0.688) or 7 weeks (p = 0.117). The plyometric group had significantly greater kicking distance after 14 weeks (p < 0.001). No significant difference in VJ height was found between groups at pre-test (p = 0.837) or 7 weeks (p = 0.108). The plyometric group had a significantly higher VJ after 14 weeks (p = 0.014). These results provide strength coaches with a safe and effective alternative to high-intensity plyometric training. Based on these findings, to increase lower-body power resulting in increased VJ and kicking distance, strength coaches should implement once-weekly, low-impact plyometric training programs with their adolescent athletes.

No abstract

This study explored the use of multimedia, student-generated social skills lessons coupled with teacher facilitation to improve the social skills of middle-school students with emotional disabilities. The effects of teacher-led social skills instruction and the combination of teacher-led and multimedia student-generated social skills instruction on the perceived social behaviors of the students were compared. Maintenance of perceived student social skills over time was examined. Also evaluated were the effects of traditional and combined interventions on student knowledge of social skills. The results indicated that both interventions were effective in improving the students' social skills and their knowledge of social skills. Teachers, parents, and students all perceived that student social skills improved over the course of the study. Students appeared to have maintained the improvements from both interventions over the maintenance periods. The participating teachers perceived that the combined intervention was more effective than the traditional intervention in improving maintenance of social skills. However, parents and students did not perceive any differences in the effectiveness of the two interventions or of the two interventions over time on improving students' social skills performance.