Department of Allied Health and Human Performance

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Can mental training help to improve shooting accuracy?
(1999) Couture, Roger T.; Singh, Mohan; Lee, Wayne; Chahal, Paul; Wankel, Leonard; Oseen, Margaret; Wheeler, Gary
The study investigated the effects of two mental training strategies separately and combined on subjects’ shooting performance following an endurance march. Further, the study examined the suitability of a ten‐session training programme for the police force. On Trial 1, following a three hour march, 44 subjects shot 25 rounds. Subjects were then randomly assigned to four groups (biofeedback, relaxation, combined biofeedback and relaxation and control). After two weeks of mental training, subjects performed both tasks again on Trial 2. A repeated two‐way ANOVA indicated a significant improvement (p < 0.01) in shooting accuracy by the combined group. Suitability for this mental training programme was strongly supported by the experimental groups (71 per cent to 80 per cent). Subjects were generally better able to relax and focus. They were also more aware of their body and their physiological control. Results are discussed in light of potential benefits for cognitive strategies in precision tasks following endurance activities.
Cell-based therapies and functional outcome in experimental stroke
(2009) Rissanen, Anna; Schallert, Timothy; Jolkkonen, Jukka
One of the most promising frontiers in neuroscience is the potential for stem cells to treat brain damage. Cell-based strategies are of particular interest in neurological conditions because mature brains have limited capacity for self-repair. It is often argued that stem cells might be used to replace lost neurons and restore function (Lindvall et al., 2004). Prior to clinical trials, safety and efficacy must be demonstrated in animal models. Indeed, a recent review strongly suggests that preclinical and clinical trial procedures and outcome measures, including behavioral assessments, must be closely aligned and sophisticated (Ginsberg, 2008). Unfortunately, a lack of translational success has been observed in stroke neuroprotection trials conducted thus far, and this experience should serve to caution that histological benefits in animals are not a sufficient reason to move to the clinic carelessly.
Challenges and possibilities of intravascular cell therapy in stroke
(2009) Rissanen, Anna; Jolkkonen, Jukka
Stroke is the third leading cause of death in Western countries and more importantly a leading cause of adult disability. The recovery process of stroke patients might be enhanced by intensive rehabilitation, which acts through brain plasticity mechanisms. Restorative approaches such as cell-based therapies are clinically appealing as it might be possible to help patients even when treatment is initiated days or weeks after the ischemic insult. An extensive number of experimental transplantation studies have been conducted with cells of different origins (e.g., embryonic stem, fetal neural stem, human umbilical cord blood) with promising results. Noninvasive intravascular administration of cells, which provides a broad distribution of cells to the close proximity of ischemic tissue, has perhaps the most immediate access to clinical applications. However, surprisingly little is known about whole body biodistribution of intravascularly administered cells and mechanisms leading to improved functional recovery. This review examines the recent literature concerning intravascular cell-based therapies in experimental stroke.
Content reinforcement of cell and membrane transport between kinesiology and arts & science students
(2023) Ma, Robin; Chahal, Paul; Narnaware, Yuwaraj
The present study evaluates content reinforcement of cell membrane transport over eight weeks for Physical Education and Arts and Science physiology students. The highest retention for physical education students was in weeks 1 and 3, whereas for the Arts and Science students, it was the highest in weeks 2 and 3. Knowledge was comparatively higher for Physical Education students than for the Arts and Science students. Therefore, relatively more robust interventional strategies need to be implemented for Arts and Science students to improve knowledge retention.
Content retention of cell and membrane transport for physical education students
(2023) Martin, Noah; Chahal, Paul; Narnaware, Yuwaraj
Human physiology is considered a foundational course in the Physical Education program. The objective of the present study was to evaluate content retention of cell and plasma membrane transport for first-year Physical Education University Transfer physiology students over eight weeks. Results show that the knowledge retention was observed to be week-specific, highest in weeks one and three and lower for other weeks. Therefore, content reinforcement can be used as an interventional strategy to improve long-term knowledge retention in Physical Education University Transfer students.
Cultural citizenship or commercial interest? The 1962 Grey Cup Fiasco
(2018) Valentine, John
In 1962, the Board of Broadcast Governors (BBG), an arm of the Canadian federal government responsible for broadcasting, made the unprecedented move to force the national public broadcaster to televise the Grey Cup, the championship game of Canadian football, ostensibly because it was in the national interest. However, research reveals that this decision was not necessarily made because it was in the national interest, but more so to assist the new struggling private television network, CTV. The important content, allegedly linked to cultural citizenship, was not the national championship, but the television commercials. This paper explores why the BBG intervened and how the dispute was settled.
Cultural nationalism, anti-Americanism, and the federal defense of the Canadian Football League
(2019) Valentine, John
During the 1960s nationalism flourished in Canada as did American influence, both cultural and economically, as well as separatist sentiment in Quebec. The Canadian federal government became more interventionist to combat threats to Canadian sovereignty: internal threats from Quebec and external threats from the United States. The federal government used sport as a nation-building tool and eventually acted to protect the Canadian Football League (CFL) as a display of resistance to Americanization and in an attempt to unite French and English. Canadian football had become a symbol of the nation and therefore could be used by the government in a symbolic way to resist cultural imperialism and promote national unity. On two occasions the federal government acted to ensure the CFL preserved its Canadian identity; first, to prevent Canadian-based football teams from joining an American professional football league, and second, to prevent American-based teams from joining the CFL. John Munro was the key Canadian politician who formulated policy to protect Canadian football.
Effect of needle puncture and electro-acupuncture on mucociliary clearance in anesthetized quails
(2006) Wang, Jiulin; Tai, Shusheng; Sun, Feng; Xutian, Stevenson; Wang, Tianshan; King, Malcolm
Background: Acupuncture therapy for obstructive respiratory diseases has been effectively used in clinical practice and the acupuncture points or acupoints of Zhongfu and Tiantu are commonly used acupoints to treat patients with the diseases. Since the impaired mucociliary clearance is among the most important features of airway inflammation in most obstructive respiratory diseases, the effect of needle puncture and electro-acupuncture at the specific acupoints on tracheal mucociliary clearance was investigated in anesthetized quails. Methods: Mucociliary transport velocity on tracheal mucosa was measured through observing the optimal pathway, and fucose and protein contents in tracheal lavages were determined with biochemical methods. In the therapeutic group, needle puncture or electro-acupuncture stimulation to the acupoints was applied without or with constant current output in 2 mA and at frequency of 100 Hz for 60 minutes. In the sham group, electro-acupuncture stimulation to Liangmen was applied. Results: Our present experiments demonstrated that the electro-acupuncture stimulation to Zhongfu and Tiantu significantly increased tracheal mucociliary transport velocity and decreased the content of protein in the tracheal lavage, compared with the control group. Moreover, either needle puncture or electro-acupuncture stimulation to Zhongfu and Tiantu significantly reverted the human neutrophil elastase-induced decrease in tracheal mucociliary transport velocity and human neutrophil elastase -induced increase in the contents of fucose and protein in the tracheal lavage, compared with the control group. Conclusion: These results suggest that either needle puncture or electro-acupuncture stimulation to the effective acupoints significantly improves both airway mucociliary clearance and the airway surface liquid and that the improvements maybe ascribed to both the special function of the points and the substantial stimulation of electricity.
The effect of online remedial tutorials on student experience and grades in an undergraduate biology course
(2018) Rissanen, Anna; Costello, Jane M.; Caldwell, Margaret; Goddard, Sally; Trela, Piotr; Rodrigues, Marshal
This mixed method study with quasi-experimental design explored the use of active learning-based remedial online tutorials. Three 200 student sections of a first year biology course were offered additional online tutorials (Tutorial Class in 2017), and they were compared to traditional lectures a year before without tutorials (Control Class in 2016). Apre-test that contained conceptual questions from all course units was given during the first week , and as a post-test during the final exam. Two midterms, lab exam, and final exam grades were collected, in addition an online student survey (n=225) and focus group (n=3) provided qualitative feedback. Students enrolled in Biology 1001 in Fall 2017 were granted access to five piloted modules on Brightspace(D2L) that addressed the structure of eukaryotic cells, the plasma membrane, diffusion and osmosis, meiosis and inheritance and DNA to RNA to Protein. Each module provided students with the opportunity to watch videos, and complete interactive activities, reflection questions and quizzes.
The effect of student engagement on final grades, attendance and student experiences in large classroom in an undergraduate biology course at Memorial University
(2016) Rissanen, Anna
Especially during the first year in university absenteeism can have detrimental effects on grades, and I have witnessed this while teaching large undergraduate Biology classes. According to pedagogical literature altering teaching methods from lecturing toward engaging teaching, which applies various active teaching methods in the university classroom, can enhance learning, student participation, decrease absenteeism, and improve critical thinking and problem solving skills. In this research study, I used a combination of active learning activities and engaging teaching to prevent absenteeism, in an attempt to improve grades, and to enhance interest in Biology among students in large first year Introductory Biology classes. Results show that students were less absent from the class that used engaging teaching methods. Also, the conceptual understanding test showed a significant difference in pre- and post-test grades between the classes, the engagement class having the highest improvement. The student CLASSE survey indicated more interaction between faculty and students in the section that was taught using engaging methods. According to student focus group interviews, students in the engagement class appreciated the class activities and reported benefits for learning.
The effectiveness of interactive online tutorials in first-year large biology course
(2023) Rissanen, Anna; Costello, Jane M.
Online resources can be helpful for students and can augment the content presented in learning environments. A team consisting of four biologists, a graduate student, instructional designer and media developers collaborated on the design, development and evaluation of first-year biology online tutorials in a Canadian University. The tutorials were designed to address knowledge gaps resulting in low success rates and attrition of first-year students in biology. The decrease in the number of students in STEM has alarmed educators, prompting a call for efforts to increase STEM majors in universities. Large class sizes, such as first year biology with ∼900 registrants annually, with detail-oriented, content-heavy loads, can result in low success rates and attrition. Active learning methods, including online formative assessments, which encourage student engagement in course material, can be effective in large introductory science classes, and thus, the authors provided engagement with tutorial online resources. The authors identified the tutorial topics by analyzing previous years' tests, student feedback and pedagogical research in undergraduate biology. The top five topics identified as common misconceptions or troublesome concepts within the course were selected. Standard instructional design processes were used to produce high-quality online tutorials. Tutorials included learning materials, videos, animations, self-assessments, reflective questions and badges to facilitate deep learning of the topics. Effectiveness of the tutorials was evaluated using quantitative methods and quasi-experimental design to compare the student learning results between the control year (without tutorials) and the year when tutorials were offered. Pre- and posttests measuring conceptual understanding were administered to assess gains in student learning. Additionally, student engagement was measured using the Classroom Survey of Student Engagement (CLASSE), and data from learning management system was collected.
Effectiveness of virtual discovery learning in medicine
(2024) Rissanen, Anna; Bistritz, Lana M.; Petrov, Petar A.
Background/Purpose - After pandemic restrictions were lifted, students were interested in retaining hybrid learning options. In response, the MD program offered a Virtual Discovery Learning (DL) stream during pre-clerkship. This study compares the learning outcomes of virtual vs in-person DL students in the Gastroenterology and Nutrition course. Methods - Using mixed methods, students were separated into Virtual and In-person DL groups. Learning outcome data was collected and anonymized. Overall student performance for MCQ assessments and performance for DL specific questions in those assessments was compared between the two groups using two-tailed T-Test with two sample unequal variance. Qualitatively, we performed focus groups where students provided feedback on their Virtual DL experience, their reasoning for choosing the Virtual DL stream and their impressions of the experience. Results - Statistical analysis of student performance data concluded that there were no statistically significant differences in grade averages between the Virtual and In-person DL groups for the GI final exam (p=0.92), except for one DL specific question on the final (p=0.008). Focus group sessions identified 4 main themes for why students chose virtual learning: Covid-19; Flexibility; Accessibility and Learning Preferences; and Mental Health. Discussion - Students who chose to attend Discovery Learning virtually did not experience any academic advantage or disadvantage in learning compared to students who attended DL in-person, and psychosocial benefits of virtual attendance were identified. This suggests that an optional hybrid model for DL is potentially beneficial to students without impacting learning outcomes.
Effects of mental training on the performance of military endurance and precision tasks in the Canadian Forces
(1991) Couture, Roger T.; Singh, Mohan; Lee, Wayne; Chahal, Paul; Wankel, L.; Oseen, Margaret; Wheeler, G.
This study investigated the effect of two cognitive training strategies, associative and dissociative thinking, on soldiers' ability to perform a weight-loaded march. Forty Infantry soldiers from the Canadian Army completed three hours of marching. Following the march, subjects were randomly assigned to one of four groups: associative (biofeedback), dissociative (meditation), combined associative-dissociative (biofeedback and meditation) and control. After two weeks of mental training, the soldier performed the march again. Analyses showed that all soldiers had improved in their ability to estimate the amount of time remaining in the march and in their ability to reduce heart rate levels while marching. Significant changes however were not found in perceived fatigue levels and in rates of perceived exertion during the march. Results are discussed in light of these findings.
Effects of ovariectomy and estrogen treatment on learning and hippocampal neurotransmitters in mice
(2002) Heikkinen, Taneli; Puoliväli, Jukka; Liu, Li; Rissanen, Anna; Tanila, Heikki
This study examined the effects of long-term estrogen treatment (sc 17β-estradiol minipellets) on learning in C57BL/6J female and male mice using a position discrimination task in the T-maze and a win-stay task (1/8 arms baited) in the radial arm maze (RAM). In addition, hippocampal monoamines and ChAT activity were measured at the end of the study and correlated to task performance. Female sham-operated (gonadally intact) and ovariectomized (OVX) mice were treated with estrogen either for 7 or 40 days before the behavioral tests and intact male mice for 7 days before the behavioral tests. In sham-operated mice the 40-day estrogen treatment improved RAM performance and in OVX mice both the 7- and 40-day estrogen treatments improved the performance in both maze tasks. The estrogen treatment also improved RAM performance in males. The hippocampal ChAT, NA, 5-HIAA, and DOPAC levels were decreased in OVX mice. Furthermore, the effects of estrogen treatment on the levels of hippocampal 5-HT and its metabolite 5-HIAA were different in sham-operated than in OVX mice. We could find no correlation between cognitive measures and neurochemical variables. This study gives new information about the effects of estrogen on learning and hippocampal neurotransmitters in mice.
Encouraging global citizenship amongst kinesiology students in higher education: a Canadian perspective
(2021) Mandigo, James; Corlett, John; Sheppard, Joanna
While 83% of Canadian universities identify global citizenship education as a top five priority and 97% provide opportunities for their students to participate in study abroad, only 3% of students take advantage in any given year. Faculty-led study abroad courses that are for-credit, short in duration, focused in a student’s disciplinary area of study, peer based, well supervised, and based on pre-established partnerships and relationships with local stakeholders can be effective in providing global citizenship education. This paper explores the facilitation of faculty-led international study abroad for those studying in kinesiology and related fields. We make eight recommendations based on having led hundreds of students in for-credit kinesiology courses in international settings over the past 20 years. These recommendations are: 1) engaging students in faculty research; 2) group dynamics; 3) preparation; 4) local partnerships; 5) decision-making and communication; 6) teachable moments; 7) preparing to return home; and 8) assessment as learning. These recommendations, while not exhaustive, are meant to provide colleagues with “insider information” based upon our collective experience.
Engagement and satisfaction: mixed-method analysis of blended learning in the sciences
(2021) Lane, Stephen; Hoang, John G.; Leighton, Jacqueline P.; Rissanen, Anna
Recent advancements in technology and increased globalization due to the internet have led to the development and popularization of asynchronous teaching formats. One of these is blended learning (BL), which combines online and physically in-person learning. While it is widely agreed that BL formats lead to measurable increases in student performance, little is understood about the relationship between student satisfaction and improved performance. We conducted an analysis of student and instructor feedback collected from surveys and interviews from four science courses converted from physically co-located to BL formats at a Canadian university. We specifically probed students’ experiences of BL, and student satisfaction in the blended format. We find that emotional engagement is a broadly applicable predictor of student satisfaction and success in BL courses. Specifically, we recommend instructors maintain personal connection with students, use collaborative active learning strategies, and emphasize alignment of learning activities with learning objectives. These may enhance the student experience and minimize challenges that have become characteristic of asynchronous teaching formats.
Enriched environment enhances transplanted subventricular zone stem cell migration and functional recovery after stroke
(2007) Rissanen, Anna; Hewlett, K.; Windle, V.; Chernenko, Garry A.; Ploughman, M.; Jolkkonen, Jukka; Weiss, S.; Corbett, Dale
Stroke patients suffer from severe impairments and significant effort is under way to develop therapies to improve functional recovery. Stem cells provide a promising form of therapy to replace neuronal circuits lost to injury. Indeed, previous studies have shown that a variety of stem cell types can provide some functional recovery in animal models of stroke. However, it is unlikely that replacement therapy alone will be sufficient to maximize recovery. The aim of the present study was to determine if rodent stem cell transplants combined with rehabilitation resulted in enhanced functional recovery after focal ischemia in rats. Middle cerebral artery occlusion was induced by injection of the vasoconstrictive peptide endothelin-1 adjacent to the middle cerebral artery. Seven days after stroke the rats received adult neural stem cell transplants isolated from mouse subventricular zone or vehicle injection and then subsequently were housed in enriched or standard conditions. The rats in the enriched housing also had access to running wheels once a week. Enriched housing and voluntary running exercise enhanced migration of transplanted stem cells toward the region of injury after stroke and there was a trend toward increased survival of stem cells. Enrichment also increased the number of endogenous progenitor cells in the subventricular zone of transplanted animals. Finally, functional recovery measured in the cylinder test was facilitated only when the stem cell transplants were combined with enrichment and running exercise 7 days after the transplant. These results suggest that the ability of transplanted stem cells in promoting recovery can be augmented by environmental factors such as rehabilitation.
Estrogen treatment improves spatial learning in APP + PS1 mice but does not affect beta amyloid accumulation and plaque formation
(2004) Heikkinen, T.; Kalesnykas, G.; Rissanen, Anna; Tapiola, T.; Iivonen, S.; Wang, J.; Chaudhuri, J.; Tanila, H.; Miettinen, R.; Puoliväli, Jukka
We investigated the effects of ovariectomy (OVX) and 17β-estradiol (0.18 mg per pellet) treatment on spatial learning and memory, hippocampal beta amyloid (Aβ) levels, and amyloid plaque counts in double transgenic mice (A/P) carrying mutated amyloid precursor protein (APPswe) and presenilin-1 (PS1-A246E). After OVX at 3 months of age, the mice received estrogen treatment for the last 3 months of their lifetime before they were killed at 6, 9, or 12 months of age. Estrogen treatment in A/P OVX mice increased the number of correct choices in a position discrimination task in the T-maze, and slightly improved their performance in a win-stay task (1/8 arms baited) in the radial arm maze (RAM). However, estrogen treatment did not reverse the Aβ-dependent cognitive deficits of A/P mice in the water maze (WM) spatial navigation task. Furthermore, ovariectomy or estrogen treatment in OVX and sham-operated A/P mice had no effect on hippocampal amyloid accumulation. These results show that the estrogen treatment in a transgenic mouse model of Alzheimer's disease (AD) improves performance in the same learning and memory tasks as in the normal C57BL/6J mice. However, the estrogen effects in these mice appeared to be unrelated to Aβ-induced cognitive deficits. Our results do not support the idea that estrogen treatment decreases the risk or alleviates the symptoms of Alzheimer's disease by inhibiting the accumulation of Aβ or formation of amyloid plaques.
First-year interdisciplinary science experience enhances science belongingness and scientific literacy skills
(2023) Rissanen, Anna; Hoang, John G.; Spila, Michelle
The goals of this research study included evaluating the outcomes of Interdisciplinary Science Threshold Experience (InSciTE) on student experience of science discipline, level of sense belongingness to a large Faculty of Science (FoS), outcomes in learning science literacy skills and whether a student's background played a role in the differences of effects of the high-impact teaching practices. InSciTE was designed to facilitate the transition from high school to a large research-intensive university, and specifically to a FoS with over 6,000 undergraduate students. The FoS in a Canadian university engaged in the development of a *9 credit program bundling foundational statistics and chemistry courses with integration of aspects of mathematics and biology or physics to create a new first-year, academic interdisciplinary experience called InSciTE. This project-based curriculum emphasized teamwork and leadership, and presented complex interdisciplinary challenges facing today's world. A team-teaching environment consisting of instructors, a lab coordinator and teaching assistants was instrumental for the core InSciTE courses. In addition, the authors utilized a variety of learning practices with interdisciplinary themes to meet the learning outcomes. Course activities included field experience and tours, blended learning and flipped lectures, guest speakers, discovery-based lab activities, group discussions and projects, a capstone research project, and a combination of formative and summative assessments. The authors proposed two hypotheses for the evaluative study; first that the high-impact practices (HIP) will improve students’ experiences and belongingness to science faculty, and second that InSciTE facilitates learning of scientific literacy skills. To assess the effectiveness of InSciTE, the authors used two surveys, the first being the Test of Scientific Literacy Skills (TOSLS), which measures skills related to major aspects of scientific literacy: recognizing and analysing the use of methods of inquiry that lead to scientific knowledge and the ability to organize, analyse, and interpret quantitative data and scientific information. The second survey examined student belongingness, motivation and autonomous learning, combined with demographic data questions.
First-year interdisciplinary science experience enhances science belongingness and scientific literacy skills
(2023) Rissanen, Anna; Hoang, John G.; Spila, Michelle
Purpose The goals of this research study included evaluating the outcomes of Interdisciplinary Science Threshold Experience (InSciTE) on student experience of science discipline, level of sense belongingness to a large Faculty of Science (FoS), outcomes in learning science literacy skills and whether a student's background played a role in the differences of effects of the high-impact teaching practices. InSciTE was designed to facilitate the transition from high school to a large research-intensive university, and specifically to a FoS with over 6,000 undergraduate students. Design/methodology/approach The FoS in a Canadian university engaged in the development of a *9 credit program bundling foundational statistics and chemistry courses with integration of aspects of mathematics and biology or physics to create a new first-year, academic interdisciplinary experience called InSciTE. This project-based curriculum emphasized teamwork and leadership, and presented complex interdisciplinary challenges facing today's world. A team-teaching environment consisting of instructors, a lab coordinator and teaching assistants was instrumental for the core InSciTE courses. In addition, the authors utilized a variety of learning practices with interdisciplinary themes to meet the learning outcomes. Course activities included field experience and tours, blended learning and flipped lectures, guest speakers, discovery-based lab activities, group discussions and projects, a capstone research project, and a combination of formative and summative assessments. The authors proposed two hypotheses for the evaluative study; first that the high-impact practices (HIP) will improve students’ experiences and belongingness to science faculty, and second that InSciTE facilitates learning of scientific literacy skills. To assess the effectiveness of InSciTE, the authors used two surveys, the first being the Test of Scientific Literacy Skills (TOSLS), which measures skills related to major aspects of scientific literacy: recognizing and analysing the use of methods of inquiry that lead to scientific knowledge and the ability to organize, analyse, and interpret quantitative data and scientific information. The second survey examined student belongingness, motivation and autonomous learning, combined with demographic data questions. Findings The results suggest that InSciTE students reported higher feelings of relatedness, group membership, and career aspirations and performed better on the TOSLS compared to students in other science courses. Originality/value As a leader in interdisciplinary science, the FoS at a Canadian university developed a full-year course bundling foundational statistics and chemistry courses with integration of some aspects of mathematics and biology or physics to create a new first-year, academic interdisciplinary experience called InSciTE. This project-based curriculum emphasized teamwork and leadership, and presented complex interdisciplinary challenges facing today's world aiming to facilitate transition from high school to a research-intensive university.

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