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participants are not likely to be injured Even stronger findings might occur if only high-risk athletes were targeted for treatment Recently, Johnson, Ekengren, and Andersen (2005) addressed this issue by first identifying high-risk soccer players in Sweden (those with many life events, low coping, high sport anxiety) and then dividing them into control and treatment groups The soccer players in the treatment group received six cognitive-behavioral interventions (eg, stress management, relaxation, goal setting, self-confidence training) and two telephone follow-up consultations about how the training was going In the control group (n = 13), a total of 21 injuries occurred spread across 10 of the 13 participants (ie, some athletes had two or three injuries during the season) In the treatment group, only three injuries occurred, one each for three of the 16 athletes who received the intervention.

This type of recovery is usually for disk and power failures. We have already explained the steps necessary to perform this type of recovery in Section 8.4.2.3.

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The results were statistically significant, but the statistical significance pales in comparison with the obvious and meaningful clinical significance of the results Johnson et al s study provides a strong rationale for prescreening athletes to identify those at risk From a cost-benefit point of view, such a tactic makes sense in that one does not use expensive resources (eg, the time of the sport psychologist) needlessly Also, from the low-risk athletes point of view, the interventions may be time-consuming and probably of minimal benefit in reducing injuries We note, however, that the design of earlier intervention studies provides no data on whether the injury reduction benefits of such interventions occur totally or primarily with high-risk athletes versus low-risk athletes.

up so its output voltage sags. The capacitor gives the voltage regulator a more steady power supply to work from, filtering out noise and smoothing out small dropouts. It smooths out dropouts by acting like a little charge reservoir for them, and it filters out noise by averaging out small variations in the voltage. Capacitor values are measured in Farads (symbol: F), which is a measure of how large their charge reservoir is.

In the most recent intervention study, Maddison and Prapavessis (2005) used a cognitive-behavioral stress management program for athletes identified as at risk (identified as either low in social support or high in avoidance coping or both) Their results showed that athletes in the intervention program reported missing less time due to injury than the at-risk athletes in the control group The athletes in the intervention group also showed decreases in worry and improvements in coping after the stress management program This study, along with Johnson et al s (2005), represent the latest research design models in prevention research; their results are encouraging SUMMARY OF FUTURE RESEARCH NEEDS AND DIRECTIONS The complex, interactional stress-injury model proposed by Andersen and Williams (1988) has proven to be a viable theoretical foundation for conducting research on the psychology of injury risk Considering the substantial support.

The concept of digital transmission is entirely different from its analog counterpart With an analog signal there is continuity, as contrasted with a digital signal that is concerned with discrete states The information content of an analog signal is conveyed by the value or magnitude of some characteristic(s) of the signal such as amplitude, frequency, or phase of a voltage; the amplitude or duration of a pulse; the angular position of a shaft; or the pressure of a uid To extract the information it is necessary to compare the value or magnitude of the signal to a standard The information content of a digital signal is concerned with discrete states of the signal, such as the presence or absence of a voltage, a contact in an open or closed position, a voltage either positive- or negative-going, or that a light is on or off.

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To look up an action in the Reference panel, do the following: 1. To open the Reference panel, click the Reference icon in that looks like a book with a question mark on it located in the right corner above the Script pane. The left pane of the Reference panel is a carbon copy of the left pane of the Actions panel. 2. Navigate to the action you want to know more about. As you click the title of each book, a description of the type of actions found in that book is displayed in the right pane. 3. Click an action to display information about it in the right pane of the Reference panel, as shown in Figure 2-9.