This investigation examined the differences in REACT, RT, and jumping performance for the countermovement jump (CMJ) versus squat jump (SJ) when beginning the movement by responding to auditory (AUD) versus visual (VIS) stimuli. The secondary purposes of this investigation are to examine gender and physical activity level differences of the aforementioned metrics and the relationship between maximal strength, REACT, and RT. Twenty-eight participants (females = 16 and males = 12) were split into three groups (low = 6, moderate = 10, and high = 12) based on their perceived physical activity levels in accordance with ACSM physical activity requirements. Over the course of two days, participants completed an isometric midthigh pull (IMTP), CMJs, and SJs on force plates. Participants jumped as fast as possible upon receiving either an AUD or VIS stimulus in randomized order and without awareness of the stimulus type. Additionally, participants completed maximum voluntary isometric contractions (MVIC) for the tibialis anterior (TA), medial head of the gastrocnemius (GM), rectus femoris, and biceps femoris (BF) of the right leg using Electromyography (EMG) on day two. Participants then completed the CMJ and SJ protocols from day one. The findings revealed that participants displayed significantly faster reaction times (RT) to VIS stimuli than AUD stimuli. Furthermore, RT was faster during the CMJ. The low physical activity group showed faster reaction times during the CMJ. However, no significant differences were observed for the CMJ metric. Significant variations in muscle EMG root mean square (RMS) and mean power frequency (MPF) values were found for both AUD and VIS stimuli during the CMJ phases. Peak propulsive power and jump height (JH) significantly differed during the AUD stimulus for the SJ, while muscle strength did not show a significant correlation with either stimulus. This study highlights the influence of stimulus type and physical activity levels during quick reactions and explosive movements. Training methods and practice tactics may benefit from including visual cues to enhance performance, especially for athletes in sports where rapid visual processing and reaction are critical.

Exercise has many physical, cognitive, and social benefits, but the majority of older adults do not meet the recommended level of physical activity (Centers for Disease Control and Prevention, 2014). TAGteach, which combines elements of both behavioral coaching and acoustical feedback, has been demonstrated as an effective way to teach athletic skills (Fogel, Weil, & Burris, 2010; Quinn, Miltenberger, & Fogel, 2015; Stokes, Luiselli, Reed, & Fleming 2010). However, none of the current research on teaching athletic skills targeted an older population. This study evaluated TAGteach in a multiple baseline across behaviors design as a method of teaching 4 basic baton twirling skills to 3 women aged 62-73. Performance accuracy was low in baseline but improved substantially following the implementation of TAGteach. Participants also rated the intervention positively on a social validity survey. Implications and suggestions for future research are discussed.

Previous research suggests learning of children with autism often fails to successfully generalize across changes in settings and stimuli. Much of this research has assessed generalization by first teaching a behavior in one context and then measuring the transfer of the behavior to extra-treatment stimuli and settings. The present study measured generalization of learned behavior by systematically varying the tone of an auditory stimulus present during training to obtain generalization gradients. Generalization gradients are graphical representations of the strength of a response produced by stimuli that vary from the training stimulus along some stimulus dimension. By obtaining generalization gradients, this research may offer a more precise means of characterizing the extent of generalization and the basic processes underlying it. The study also went beyond previous research with children with autism by examining the effects of two different training procedures upon the resulting generalization gradients. Participants were first taught to discriminate between the presence and absence of a specific stimulus, and later, to discriminate between two stimuli varied along the same dimension. Gradients were measured following both trainings. In the first training procedure, three children with autism were taught to engage in a simple communicative request in the presence of a specific tone and to withhold the request when there was no tone. The researchers then measured the extent to which these children continued to engage in the request as the tone was changed in frequency. They graphed the resulting data in the form of a generalization gradient. Although the shape of resulting generalization gradients differed between participants, all three participants in the present study showed a pattern of responding consistent with generalization. Gradients for two of three participants were orderly and decremental. In the second training procedure participants were taught to discriminate between two tones of different frequencies. Generalization gradients were again obtained. Predictable changes in the shape of gradients, consistent with basic research on generalization gradients, were noted for two of three participants. Results are discussed with regard to stimulus control, the behavioral processes of reinforcement and extinction, and what has been called the "peak shift" effect.