L’objectif de cette étude était d’obtenir une meilleure compréhension du concept de force mentale appliqué dans un contexte sportif. Pour se faire, des entrevues ont été réalisées avec dix athlètes québécois francophones de niveau universitaire. L’analyse des données s’est effectuée en suivant les principes de la version abrégée de la théorisation ancrée. Les résultats appuient globalement la littérature scientifique. En somme, la force mentale serait composée de caractéristiques de base interreliées, telles que la motivation internalisée, la confiance en soi, la maturité et la détermination. La force mentale serait sollicitée non seulement lorsque l’athlète fait face à des situations difficiles comme l’adversité, mais également lorsque le contexte dans lequel il évolue est exempt de complications (à l’entraînement ou lors de victoire). Les résultats des entrevues indiquent que face à ces deux types de situation, les athlètes forts mentalement possèderaient un mode réactionnel tridimensionnel (dimension cognitive, affective et comportementale) se caractérisant par la gestion et le contrôle de l’attention, l’interprétation optimiste des situations, le contrôle de l’activation et du langage corporel, la gestion des émotions et la résilience. Contrairement à la littérature, les résultats suggèrent que la force mentale ne serait pas nécessairement liée aux athlètes performants au plus haut niveau de leur sport, mais à la capacité des athlètes à donner de bonnes performances en fonction de leur potentiel individuel. Cette étude constitue le premier pas vers le développement d’un instrument de mesure permettant d’évaluer le niveau de force mentale chez les athlètes francophones. / The objective of the study was to obtain a clearer understanding of the concept of mental toughness as applied to a sport context. To do so, interviews were conducted with ten university-level Francophone Quebec athletes. The data analysis was conducted by following the principles of the abridged grounded theory. The results are in general agreement with the scientific literature as mental toughness was made up of interrelated basic characteristics such as internalized motivation, self-confidence, maturity and determination. Mental toughness was solicited when the athlete faced difficult situations such as adversity, but also when the context the athletes faced was free from complications (e.g. during training or victory). In the two classes of situations, adversity and freedom from adversity, mentally tough athletes exhibited a tridimensional reaction mode (cognitive, affective and behavioural dimensions) characterized by a management and control of attention, optimistic interpretation, activation control and body language control, consciousness, management of emotions and resilience. Contrary to the existing literature, the results suggest that mental toughness would not necessarily be linked to athletes performing at the top of their game; it would instead be connected to the capacity of athletes to produce good performances relative to their individual potential. This study can be viewed as a first step in the development of an instrument that would permit the evaluation of the level of mental toughness in Francophone athletes.

Seit dem Jahr 2001 werden in Deutschland aufgrund von Länder – oder Fachhochschulinitiativen zunehmend Studiengänge für Physiotherapie etabliert, ohne dass es sich jedoch zunächst um einen vom Bund mitgetragenen und somit rechtlich abgesicherten neuen Berufsabschluss handelt. Die rasante Zunahme der Studiengänge geht einher mit einer maximalen Varianz hinsichtlich der Dauer, der Inhalte, der fachlichen Ausrichtung und Organisationsform sowie der Anbindung an unterschiedlichste Fakultäten. Die Studierenden dieser ersten Generation sind somit diejenigen, die mit ihren subjektiven Einstellungen, Wünschen, Ängsten, Erwartungen und Wahrnehmungen über einen neuen Blick verfügen. Sie können als die zentralen ExpertInnen in der Beurteilung eines deutlich Verunsicherung schaffenden Professionalisierungsprozess betrachtet werden. Mit der Einführung dieser neuen Studiengänge (z.T. im Sinne des Bolognaabkommens) werden vor dem Hintergrund der Fragen zur Existenz einer physiotherapeutischen Identität, eines physiotherapeutischen Habitus sowie der professionellen Selbstverortung drei unterschiedliche Forschungsstränge aufgegriffen: 1. Berufswahlmotive, existierende Bilder von Physiotherapie vor und nach der Ausbildung, Beurteilung der fachschulischen Ausbildung, Berufseinstieg 2. Gründe für die Aufnahme des Studiums, Vor- und Nachteile des Studiums, Bewertung des Studiums, Erwartungen an das Outcome, Probleme 3. Einstellung gegenüber Profession, Professionalisierung und Professionalität Methodologisch wurde das Forschungsdesign der ExpertInneninterviews gewählt. Die mit 33 Studierenden der unterschiedlichen Fachhochschulen geführten und vollständig transkribierten Interviews sind dann mittels eines qualitative Forschungsdaten verarbeitenden Softwareprogramms sequenzialisiert und codiert worden, um die Ergebnisse des Antwortverhaltens der Studierenden in eine mögliche Typisierung zu überführen. Um die studentische Binnensicht beruflicher Kulturalität um eine Außenaufsicht zu ergänzen, wurden zwei weitere nicht-studentische, jedoch professionszugehörige ExpertInnen interviewt. / The first university degrees in Physiotherapy have been developing in Germany since 2001, without however, any formal, legislative introduction by government. The rapidly increasing number of these courses vary considerably with regard to duration, contents, staffing and faculty membership. In this process of professionalization the students of this first generation of higher education are of particular interest. They are the “experts”, able to look at the profession from a new and different point of view. Their perception of the profession, their insecurities, wishes, hopes and needs highlight a process which could be described as unstable and confusing. The objective of this research project was to investigate whether a PT identity and a PT professional habitus exist and how the students themselves perceive the status of the profession. Expert interviews with students from different universities were chosen to gather the data which was subsequently analysed and codified using a qualitative research softwear to identify response types. In addition to the 33 students’ interviews portraying an “insider´s view” of the cultural identity, 2 further interviews were carried out with non-student experts in the field to represent an “outsider´s view”. This resulted in the examination of these distinct areas: 1. Career choice, satisfaction with initial PT training course, experiences on entering employment 2. Advantages and disadvantages of studying, satisfaction with the degree course, expectations of the outcome, problems 3. Attitude towards the profession, the status of professionalization and professionalism

<p>Biochemistry is part of life science: a fast developing multidisciplinary area. The overall aims of this thesis and the work underlying it were to find ways in which to develop competence in biochemistry at university level and to assess complex learning. A particular interest was the development of experimental work as a means to promote learning.</p><p>The study focuses on changes made in two educational settings. The aim of the changes was to develop competence, amongst both students and teachers. Therefore, the research in the three first papers has in some aspects, and to different extent, the characteristics of action research. Broadly, the changes can be described as making experiments more open, with multiple formative and authentic assessment methods involving both students and teachers. The empirical studies included questionnaires, interviews, questions asked during experimental work, written material as formulated objectives, examination questions and answers, reports, other products; and grades/judgements made by teachers and students. Collected data were analyzed in several different ways. Statistical methods included the use of mean values, paired T-tests, Spearman rank correlation coefficients and Principal Component Analysis. Interview data as well as some questionnaire data were analyzed using analytical induction techniques. Some categories were based on thematic content analysis, while others were based on Bloom’s taxonomy. Students’ attitude positions were categorized according to Perry’s framework. </p><p>The main results can be summarized as follows; </p><p>The students’ learning was improved by open ended versions of experimental work, according to both their and the researchers’ opinions. Planning, approaching problems from different perspectives and evaluating the results of their own experimental work promote the students’ capacity for higher order cognitive thinking. However, the synthesis level constitutes a threshold and particular support is needed for students with a more dualistic view of teaching, learning and experimental work. </p><p>Introducing formative and authentic assessment is a way to help students to make progress, and to develop competence. The importance was clearly demonstrated of involving both teachers and students in discussions of aims and criteria and of making them explicit. Feedback from teachers’ and students’ own reflective activities about subject content, and their learning as well as affective factors were shown to be central for complex learning. Based on our studies, areas were identified for the critical development of competence and for promoting learning in biochemistry at university level. These areas are; multidisciplinary and complex learning, communication skills of different types, metacognitive perspectives, attitude development, and affective factors. </p><p>The students see experimental work as crucial for their learning and therefore important in terms of assessment. Therefore, experimental work can and ought to be assessed. However, similarities and discrepancies were observed between students’ and teachers’ perspectives for both the aims and assessment of experimental work. Our conclusion is that a combination of assessment methods is needed in order to be able to make a high qualitative assessment.</p>

Biochemistry is part of life science: a fast developing multidisciplinary area. The overall aims of this thesis and the work underlying it were to find ways in which to develop competence in biochemistry at university level and to assess complex learning. A particular interest was the development of experimental work as a means to promote learning. The study focuses on changes made in two educational settings. The aim of the changes was to develop competence, amongst both students and teachers. Therefore, the research in the three first papers has in some aspects, and to different extent, the characteristics of action research. Broadly, the changes can be described as making experiments more open, with multiple formative and authentic assessment methods involving both students and teachers. The empirical studies included questionnaires, interviews, questions asked during experimental work, written material as formulated objectives, examination questions and answers, reports, other products; and grades/judgements made by teachers and students. Collected data were analyzed in several different ways. Statistical methods included the use of mean values, paired T-tests, Spearman rank correlation coefficients and Principal Component Analysis. Interview data as well as some questionnaire data were analyzed using analytical induction techniques. Some categories were based on thematic content analysis, while others were based on Bloom’s taxonomy. Students’ attitude positions were categorized according to Perry’s framework. The main results can be summarized as follows; The students’ learning was improved by open ended versions of experimental work, according to both their and the researchers’ opinions. Planning, approaching problems from different perspectives and evaluating the results of their own experimental work promote the students’ capacity for higher order cognitive thinking. However, the synthesis level constitutes a threshold and particular support is needed for students with a more dualistic view of teaching, learning and experimental work. Introducing formative and authentic assessment is a way to help students to make progress, and to develop competence. The importance was clearly demonstrated of involving both teachers and students in discussions of aims and criteria and of making them explicit. Feedback from teachers’ and students’ own reflective activities about subject content, and their learning as well as affective factors were shown to be central for complex learning. Based on our studies, areas were identified for the critical development of competence and for promoting learning in biochemistry at university level. These areas are; multidisciplinary and complex learning, communication skills of different types, metacognitive perspectives, attitude development, and affective factors. The students see experimental work as crucial for their learning and therefore important in terms of assessment. Therefore, experimental work can and ought to be assessed. However, similarities and discrepancies were observed between students’ and teachers’ perspectives for both the aims and assessment of experimental work. Our conclusion is that a combination of assessment methods is needed in order to be able to make a high qualitative assessment.

L’objectif de cette étude était d’obtenir une meilleure compréhension du concept de force mentale appliqué dans un contexte sportif. Pour se faire, des entrevues ont été réalisées avec dix athlètes québécois francophones de niveau universitaire. L’analyse des données s’est effectuée en suivant les principes de la version abrégée de la théorisation ancrée. Les résultats appuient globalement la littérature scientifique. En somme, la force mentale serait composée de caractéristiques de base interreliées, telles que la motivation internalisée, la confiance en soi, la maturité et la détermination. La force mentale serait sollicitée non seulement lorsque l’athlète fait face à des situations difficiles comme l’adversité, mais également lorsque le contexte dans lequel il évolue est exempt de complications (à l’entraînement ou lors de victoire). Les résultats des entrevues indiquent que face à ces deux types de situation, les athlètes forts mentalement possèderaient un mode réactionnel tridimensionnel (dimension cognitive, affective et comportementale) se caractérisant par la gestion et le contrôle de l’attention, l’interprétation optimiste des situations, le contrôle de l’activation et du langage corporel, la gestion des émotions et la résilience. Contrairement à la littérature, les résultats suggèrent que la force mentale ne serait pas nécessairement liée aux athlètes performants au plus haut niveau de leur sport, mais à la capacité des athlètes à donner de bonnes performances en fonction de leur potentiel individuel. Cette étude constitue le premier pas vers le développement d’un instrument de mesure permettant d’évaluer le niveau de force mentale chez les athlètes francophones. / The objective of the study was to obtain a clearer understanding of the concept of mental toughness as applied to a sport context. To do so, interviews were conducted with ten university-level Francophone Quebec athletes. The data analysis was conducted by following the principles of the abridged grounded theory. The results are in general agreement with the scientific literature as mental toughness was made up of interrelated basic characteristics such as internalized motivation, self-confidence, maturity and determination. Mental toughness was solicited when the athlete faced difficult situations such as adversity, but also when the context the athletes faced was free from complications (e.g. during training or victory). In the two classes of situations, adversity and freedom from adversity, mentally tough athletes exhibited a tridimensional reaction mode (cognitive, affective and behavioural dimensions) characterized by a management and control of attention, optimistic interpretation, activation control and body language control, consciousness, management of emotions and resilience. Contrary to the existing literature, the results suggest that mental toughness would not necessarily be linked to athletes performing at the top of their game; it would instead be connected to the capacity of athletes to produce good performances relative to their individual potential. This study can be viewed as a first step in the development of an instrument that would permit the evaluation of the level of mental toughness in Francophone athletes.

Maintenant que les effets délétères des commotions cérébrales sur l’intégrité cérébrale sont mieux compris, la question se pose quant à savoir si la pratique d'un sport de contact, par l’exposition répétée à des coups à la tête en l'absence de commotion cérébrale, pourrait être associée à des effets similaires. Grâce à l’examen neuropsychologique et aux méthodes d’imagerie par résonance magnétique, l’objectif principal de cette thèse était de déterminer les impacts cognitifs, métaboliques et microstructurels de l’exposition répétée à des coups à la tête chez des joueurs universitaires de soccer et de rugby, sans historique de commotion cérébrale. Un deuxième objectif était de déterminer si la réponse aux impacts dits « sous-cliniques » (de l'anglais subconcussive) pouvait être modulée par les effets plastiques de la pratique d'un sport aérobique sur le cerveau. Pour ce faire, trois groupes ont été comparés: des athlètes pratiquant un sport de contact (soccer, rugby, A-SC), des athlètes pratiquant un sport sans contact (nage, A-SSC) et des non-athlètes (NA). La présente thèse est constituée de trois articles. Le premier présente une revue de la littérature sur les effets des commotions cérébrales sur l'excitabilité corticospinale et intracorticale du cortex moteur primaire (M1), tels que mesuré par la stimulation magnétique transcrânienne. Cette description des études antérieures a permis de proposer l'existence de mécanismes neuronaux spécifiques, notamment au niveau neurochimique, et orienter les hypothèses de l'étude 2. Le deuxième article compare les trois groupes de participants sur des mesures neurométaboliques (spectroscopie par résonance magnétique; SRM), neurologiques (imagerie de susceptibilité; SWI) et cognitives. La SRM a révélé des niveaux significativement élevés de myo-inositol dans le M1 des A-SC comparativement aux A-SSC et aux NA. Toujours chez les A-SC, une diminution préfrontale de glutamate+glutamine (Glx) et de GABA a été observée comparativement aux A-SSC seulement. Aucune différence significative n’a été observée entre les groupes pour la présence de microhémorragies et pour les mesures de fonctionnement attentionnel, exécutif et mnésique. Cependant, une corrélation positive a été observée entre la concentration de Glx et la performance en mémoire incidentielle chez les A-SC. Le troisième article porte sur la microstructure de la matière blanche en imagerie de diffusion (ITD). Globalement, les A-SSC présentaient des valeurs d’anisotropie fractionnelle (FA) significativement plus élevées comparativement aux A-SC dans le corps calleux et la voie corticospinale, et comparativement aux deux groupes dans les régions antérieures du corps calleux. Aucune corrélation significative n’a été observée entre les mesures de FA et les tâches cognitives. Au chapitre 5, des données additionnelles, non incluses dans les articles expérimentaux, sont rapportées. Premièrement, des données d'épaisseur de matière grise montrent l'absence de différence significative entre les trois groupes. Deuxièmement, des comparaisons intersexes exploratoires en SRM ont montré des concentrations de NAA moins élevées chez les femmes A-SC comparativement aux femmes A-SSC. En ITD, des différences significatives intergroupes ont été observées seulement chez les hommes, dans divers segments du corps calleux. En somme, l’exposition répétée à des coups sous-cliniques, dans un contexte de sport de contact universitaire, est liée à des changements métaboliques et microstructurels de la matière blanche comparativement à des A-SSC. Cependant, l'absence globale de différence métabolique et structurelle entre les A-SC et les NA, ainsi que l'absence de différence dans le profil cognitif des groupes, suggère une signification clinique limitée à court terme de l'exposition répétée à des coups à la tête en l'absence d'un historique de commotion cérébrale. / Now that the deleterious effects of sport-related concussions on brain integrity are better understood, the question arises as to whether the practice of a contact sport, through repeated exposure to head blows, could be associated with similar effects even in the absence of a concussion. With neuropsychological assessment and magnetic resonance imaging methods, the main objective of this thesis was to assess the cognitive, metabolic and microstructural effects of repetitive head impact exposure in university-level soccer and rugby players without a history of concussion. A second objective was to determine whether the response to so-called subconcussive impacts could be modulated by the effects of physical fitness on the brain. To do so, three groups were compared: athletes practicing a contact sport (soccer and rugby, A-CS), athletes practicing a noncontact sport (swimming, A-NCS), and non-athletes (NA). Three papers are presented in this thesis. The first one is a systematic review of the literature reporting the effects of concussions on the corticospinal and intracortical excitability of the primary motor cortex (M1), measured with transcranial magnetic stimulation. The description of previous studies highlighted the existence of specific neuronal mechanisms at the neurochemical level, and helped guide hypotheses for study 2. The second paper compares the three groups of participants on neurometabolic (magnetic resonance spectroscopy; MRS), neurological (susceptibility-weighted imaging; SWI), and cognitive measures. MRS revealed significantly elevated levels of myo-inositol in the M1 of the A-CS group compared to A-NCS and NA. Furthermore, in the A-CS group, decreased levels of prefrontal glutamate+glutamine (Glx) and GABA were observed compared to A-NSC only. No significant differences were found between groups for microhemorrhages and for attentional, executive and memory function. However, a positive correlation was observed between Glx concentration and performance at a memory task in A-CS. The third paper focuses on white matter microstructure as measured by diffusion weighted imaging (DWI). Overall, the A-NCS group exhibited significantly higher fractional anisotropy (FA) values than the A-CS group in the corpus callosum and the corticospinal tract, and in the anterior section of the corpus callosum compared to the other two groups. No significant correlation was found between FA values and cognitive tasks. In chapter 5, additional data that was not included in the experimental papers are presented. First, cortical thickness data showed no significant differences between the three groups. Second, exploratory intersex analyses were performed. MRS data showed lower NAA concentrations in female A-CS compared to female A-NCS. DWI data showed significant intergroup differences in men only for various segments of the corpus callosum. In sum, exposure to repetitive subconcussive hits to the head in university-level contact sports is associated with metabolic and white matter microstructural alterations. However, the overall lack of metabolic and structural difference between the A-CS and NA groups, as well as the lack of differences in the cognitive profile of the three groups suggest limited short term clinical significance of repeated exposure to head blows in the absence of a history of concussion.

This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.