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Springfield, MA, United States

The Springfield Anglican College is an independent, co-educational day school, located at Springfield, a suburb in South East Queensland, Australia. It is not to be confused with Springfield College, the institution in Springfield, Massachusetts, USA, where the sport of basketball was invented.The campus on Springfield College Drive, Springfield now houses the Junior School .A separate campus for the Middle School and for the Senior School on the Springfield - Greenbank Arterial opened in Term 2, 2008. Completion is expected by 2019 and the campus will have an ultimate capacity of 700 students. Wikipedia.

Hutchinson J.C.,Springfield College | Karageorghis C.I.,Brunel University
Journal of Sport and Exercise Psychology | Year: 2013

We examined independent and combined influences of asynchronous music and dominant attentional style (DAS) on psychological and psychophysical variables during exercise using mixed methods. Participants (N = 34) were grouped according to DAS and completed treadmill runs at three intensities (low, moderate, high) crossed with three music conditions (motivational, oudeterous, no-music control). State attentional focus shifted from dissociative to associative with increasing intensity and was most aligned with DAS during moderate-intensity exercise. Both music conditions facilitated dissociation at low-to-moderate intensities. At high exercise intensity, both music conditions were associated with reduced RPE among participants with an associative DAS. Dissociators reported higher RPE overall during moderate and high intensities. Psychological responses were most positive in the motivational condition, followed by oudeterous and control. Findings illustrate the relevance of individual differences in DAS as well as task intensity and duration when selecting music for exercise. © 2013 Human Kinetics, Inc. Source

Theis N.,University of Massachusetts Amherst | Theis N.,Springfield College | Adler L.S.,University of Massachusetts Amherst
Ecology | Year: 2012

Many organisms face challenges in avoiding predation while searching for mates. For plants, emitting floral fragrances to advertise reproductive structures could increase the attraction of detrimental insects along with pollinators. Very few studies have experimentally evaluated the costs and benefits of fragrance emission with explicit consideration of how plant fitness is affected by both pollinators and florivores. To determine the reproductive consequences of increasing the apparency of reproductive parts, we manipulated fragrance, pollination, and florivores in the wild Texas gourd, Cucurbita pepo var. texana. With enhanced fragrance we found an increase in the attraction of florivores, rather than pollinators, and a decrease in seed production. This study is the first to demonstrate that enhanced floral fragrance can increase the attraction of detrimental florivores and decrease plant reproduction, suggesting that florivory as well as pollination has shaped the evolution of floral scent. © 2012 by the Ecological Society of America. Source

Davis-Delano L.R.,Springfield College
Journal of Homosexuality | Year: 2014

The author utilized semistructured interviews with 56 women to explore how a wide range of activities affected the development of the participants' same-sex attractions and relationships. The researcher was able to identify and describe some aspects of the process by which eight characteristics of activities that are more or less present in various social contexts have the potential to impact whether these contexts are more or less conducive or hindering to the development of women's same-sex attractions and relationships. Activities were more apt to nurture the development of the participants' same-sex attractions and relationships when the activity (a) included lesbians, (b) was composed primarily of women, (c) affirmed women, (d) facilitated bonding, (e) featured a climate of acceptance of lesbians/gays/bisexuals, (f) did not feature a climate that emphasized heteronormativity, (g) was perceived as gender neutral, and (h) generated or drew participants who were similar to each other. © Taylor & Francis Group, LLC. Source

Morgan E.M.,Springfield College
New Directions for Child and Adolescent Development | Year: 2014

Very little is known about outcomes of sexual behavior for sexual minority youth. In this chapter, I review relevant literature and draw on findings from my own research to initiate an inquiry into this important topic. I begin with a brief overview of the range of sexual behaviors of sexual minority adolescents and young adults. Next, I describe what we know about positive and negative outcomes of sexual behavior among sexual minority youth. This discussion takes into account physical outcomes, psychological and emotional outcomes, and outcomes related to identity development. Lastly, I discuss the limitations of prior research and propose several goals for future research to expand our understanding of this topic. © 2014 Wiley Periodicals, Inc. Source

Bowman T.G.,Lynchburg College | Dodge T.M.,Springfield College
Journal of Athletic Training | Year: 2011

Context: Previous researchers have indicated that athletic training education programs (ATEPs) appear to retain students who are motivated and well integrated into their education programs. However, no researchers have examined the factors leading to successful persistence to graduation of recent graduates from ATEPs. Objective: To determine the factors that led students enrolled in a postprofessional education program accredited by the National Athletic Trainers' Association (NATA) to persist to graduation from accredited undergraduate ATEPs. Design: Qualitative study. Setting: Postprofessional education program accredited by the NATA. Patients or Other Participants: Fourteen graduates (12 women, 2 men) of accredited undergraduate entry-level ATEPs who were enrolled in an NATA-accredited postprofessional education program volunteered to participate. Data Collection and Analysis: We conducted semistructured interviews and analyzed data through a grounded theory approach. We used open, axial, and selective coding procedures. To ensure trustworthiness, 2 independent coders analyzed the data. The researchers then negotiated over the coding categories until they reached 100% agreement. We also performed member checks and peer debriefing. Results: Four themes emerged from the data. Decisions to persist to graduation from ATEPs appeared to be influenced by students' positive interactions with faculty, clinical instructors, and peers. The environment of the ATEPs also affected their persistence. Participants thought they learned much in both the clinic and the classroom, and this learning motivated them to persist. Finally, participants could see themselves practicing athletic training as a career, and this greatly influenced their eventual persistence. Conclusions: Our study gives athletic training educators insight into the reasons students persist to graduation from ATEPs. Specifically, athletic training programs should strive to develop close-knit learning communities that stress positive interactions between students and instructors. Athletic training educators also must work to present the athletic training field as exciting and dynamic. © by the National Athletic Trainers' Association. Source

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