Examination of Self-Myofascial Release vs. Instrument-Assisted Soft-Tissue Mobilization Techniques on Vertical and Horizontal Power in Recreational Athletes.

Stroiney, DA, Mokris, RL, Hanna, GR, and Ranney, JD. Examination of self-myofascial release vs. instrument-assisted soft-tissue mobilization techniques on vertical and horizontal power in recreational athletes. J Strength Cond Res 34(1): 79-88, 2020-This study examined whether pre-exercise self-myofascial release (SMR) and instrument-assisted soft-tissue mobilization (IASTM) would improve performance on measures of vertical jump height and 40-yd sprint time. Differences in perceived pain levels were also examined. Forty-nine college students volunteered for the study and were randomly assigned to receive either IASTM via Tècnica Gavilàn PTB or SMR via The Stick before performance assessments. After the massage intervention, subjects rated their level of perceived pain using a visual analog scale. An independent t test was used to analyze differences in perceived pain levels between the 2 massage interventions. A 2 × 2 analyses of covariance analyzed differences between sex and the 2 massage interventions. There was no interaction (p > 0.05) between the massage intervention and sex for both the vertical jump and 40-yd sprint tests. There was a significant main effect for vertical jump and SMR (p = 0.04). Sex also had a significant main effect for both the vertical jump (p = 0.04) and the 40-yd sprint (p = 0.02). There were no significant differences between massage interventions for the 40-yd sprint times (p = 0.73). There were no significant differences in perceived pain (t(49) = -1.60, p > 0.05). The use of SMR before exercise may improve vertical jump height in recreational athletes. Pain should not be a factor when choosing massage interventions for athletes because IASTM was not perceived to be more painful than SMR. Self-myofascial release and IASTM did not enhance sprinting performance in this study.

Popularity among same-sex and cross-sex peers: a process-oriented examination of links to aggressive behaviors and depressive affect.

Popularity has been linked to heightened aggression and fewer depressive symptoms. The current study extends this literature by examining the unique contributions of same-sex and cross-sex popularity to children's development, as well as potential mediating processes. Third- and 4th-graders (212 boys, 250 girls) provided data at 3 time points over 2 school years. Data included peer-reported popularity, social exclusion, friendships, peer victimization, and aggression and self-reported social self-esteem and depressive affect. Same-sex and cross-sex popularity independently contributed to the prediction of aggression and depressive affect. Popularity was associated with heightened aggression through reduced social exclusion and was indirectly related to lower levels of depressive affect through increased friendships. For boys only, same-sex popularity was further associated with dampened depressive affect through reduced social exclusion and peer victimization and increased social self-esteem. Findings are discussed in light of the potential tradeoffs associated with popularity in preadolescence.

Cultural mismatch and the education of Aboriginal youths: the interplay of cultural identities and teacher ratings.

In response to the enduring "deficit" approach to the educational attainment of Aboriginal students in North America, we hypothesized that academic underperformance is related to a cultural mismatch between Aboriginal students' cultural background, which emphasizes connectedness and interdependence, and the mainstream White model of education, which focuses on independence and assertiveness. The participants included virtually all the secondary students (N = 115) in the Naskapi community of Kawawachikamach, Quebec, Canada. We obtained self-reports of identification with Aboriginal and White culture, teacher reports of assertiveness, and official grades. We found that high identification with either Aboriginal or White culture was related to higher grades, regardless of whether the students were perceived as assertive by their teacher. Conversely, at low levels of cultural identification toward Aboriginal or White culture, being perceived as low in assertiveness by one's teacher predicted lower grades. This suggests that both high cultural identification and assertiveness can contribute to enhancing the educational outcomes of Aboriginal students, but that Aboriginal students with low levels of both cultural identification and assertiveness are at particular risk as they are mismatched with the culture of mainstream schools and do not benefit from the protective effects of identity. The relationships among identity, cultural values, and academic performance point to the need to reject the notion of an inherent deficit in education among Aboriginal youths in favor of a different framework in which success can be attained when alternative ways of being are fostered and nurtured in schools.