"SPORTS ARE FUN": A Guide for the Discussion of Sport-Related Films.

Sport participation is an important part of the development of children and adolescents in the United States. Due to the popularity of sport-related films, coaches, athletic trainers, and parents have used these films to both educate and motivate pediatric athletes. The objective of this study was to develop a discussion guide template based on common positive and negative themes depicted in sport-related films, and demonstrate the application of this discussion guide template to a select number of sport-related films released from 2014 to 2018. A discussion guide template ("SPORTS ARE FUN") was developed by the co-investigators, reflecting common themes of "Sportsmanship, Participation for All, Obstacles, Relationships, Teamwork, Setting Realistic Goals, Academics, Responsibility, Exercise/Nutrition/Rest/Drugs/Performance Enhancing Drugs, Fun, Unrelenting Spirit, and "No Pain, No Gain." The authors hope that pediatric health care providers, athletic coaches/staff, and parents can utilize this discussion guide template in the education and development of children and adolescents who participate in sports.

Injuries Depicted in Sport-Related Films.

The perception that children and adolescents have of injuries may be influenced by their depiction in sport-related films. The objective of this study was to determine the depiction of injuries in a select number of sport-related films. Forty-four films were analyzed. Injury category, on-the-field management, and long-term management were determined for each injury. Major injuries were defined as injuries requiring prompt intervention and immediate discontinuation of sport participation. A total of 49 injuries were depicted, categorized as fracture (n = 11), contusion (n = 10), brain concussion (n = 8), muscle cramps (n = 5), laceration/abrasion (n = 4), ligamentous knee injury (n = 4), shoulder dislocation (n = 2), rotator cuff injury (n = 2), ankle sprain (n = 2), and unspecified injury (n = 1). Of the 38 (78%) injuries considered major, immediate return to the game was the disposition for 13 injuries (34%). Pediatric health care providers, coaching staff, and parents should stress the importance of injury recognition/disclosure and realistic expectations for rehabilitation to pediatric athletes.

Positive and Negative Themes Found in Sport-Related Films.

Sport participation is an important part of the development of children and adolescents in the United States. The objective of this study was to determine positive and negative themes found in a selected number of sport-related films. A total of 44 sport-related films were independently viewed and analyzed by four reviewers. The most common sports depicted were baseball (27%) and football (25%). The most common positive themes were positive interactions with the coach, positive interactions with family and friends, and positive interactions with teammates (2.04, 1.42, 1.2 mean events per hour). The most common negative themes were taunting/fighting/poor sportsmanship, negative interactions with the coach, and drinking/smoking/drug use (2.13, 1.10, 0.94 mean events per hour). In conclusion, the coviewing of sport films among pediatric athletes and their coaches, athletic trainers, and/or parents in order to focus on "teachable moments" may encourage the acquisition and development of positive themes and the avoidance and de-emphasis of negative themes.

The effect of transparency on recognition of overlapping objects.

Are overlapping objects easier to recognize when the objects are transparent or opaque? It is important to know whether the transparency of X-ray images of luggage contributes to the difficulty in searching those images for targets. Transparency provides extra information about objects that would normally be occluded but creates potentially ambiguous depth relations at the region of overlap. Two experiments investigated the threshold durations at which adult participants could accurately name pairs of overlapping objects that were opaque or transparent. In Experiment 1, the transparent displays included monocular cues to relative depth. Recognition of the back object was possible at shorter durations for transparent displays than for opaque displays. In Experiment 2, the transparent displays had no monocular depth cues. There was no difference in the duration at which the back object was recognized across transparent and opaque displays. The results of the two experiments suggest that transparent displays, even though less familiar than opaque displays, do not make object recognition more difficult, and possibly show a benefit. These findings call into question the importance of edge junctions in object recognition. (PsycINFO Database Record (c) 2013 APA, all rights reserved).