@article{32453, abstract = {{Context: Only 55% of the athletes return to competitive sports after an anterior cruciate ligament (ACL) injury. Athletes younger than 25 years who return to sports have a second injury rate of 23%. There may be a mismatch between rehabilitation contents and the demands an athlete faces after returning to sports. Current return-to-sports (RTS) tests utilize closed and predictable motor skills; however, demands on the field are different. Neurocognitive functions are essential to manage dynamic sport situations and may fluctuate after peripheral injuries. Most RTS and rehabilitation paradigms appear to lack this aspect, which might be linked to increased risk of second injury. Objective: This systematic and scoping review aims to map existing evidence about neurocognitive and neurophysiological functions in athletes, which could be linked to ACL injury in an integrated fashion and bring an extensive perspective to assessment and rehabilitation approaches. Data Sources: PubMed and Cochrane databases were searched to identify relevant studies published between 2005 and 2020 using the keywords ACL, brain, cortical, neuroplasticity, cognitive, cognition, neurocognition, and athletes. Study Selection: Studies investigating either neurocognitive or neurophysiological functions in athletes and linking these to ACL injury regardless of their design and technique were included. Study Design: Systematic review. Level of Evidence: Level 3. Data Extraction: The demographic, temporal, neurological, and behavioral data revealing possible injury-related aspects were extracted and summarized. Results: A total of 16 studies were included in this review. Deficits in different neurocognitive domains and changes in neurophysiological functions could be a predisposing risk factor for, or a consequence caused by, ACL injuries. Conclusion: Clinicians should view ACL injuries not only as a musculoskeletal but also as a neural lesion with neurocognitive and neurophysiological aspects. Rehabilitation and RTS paradigms should consider these changes for assessment and interventions after injury. }}, author = {{Piskin, Daghan and Benjaminse, Anne and Dimitrakis, Panagiotis and Gokeler, Alli}}, issn = {{1941-7381}}, journal = {{Sports Health: A Multidisciplinary Approach}}, keywords = {{Physical Therapy, Sports Therapy and Rehabilitation, Orthopedics and Sports Medicine}}, number = {{4}}, pages = {{549--555}}, publisher = {{SAGE Publications}}, title = {{{Neurocognitive and Neurophysiological Functions Related to ACL Injury: A Framework for Neurocognitive Approaches in Rehabilitation and Return-to-Sports Tests}}}, doi = {{10.1177/19417381211029265}}, volume = {{14}}, year = {{2021}}, } @article{32451, abstract = {{Athletes in team sports have to quickly visually perceive actions of opponents and teammates while executing their own movements. These continuous actions are performed under time pressure and may contribute to a non-contact ACL injury. However, ACL injury screening and prevention programmes are primarily based on standardised movements in a predictable environment. The sports environment provides much greater cognitive demand because athletes must attend their attention to numerous external stimuli and inhibit impulsive actions. Any deficit or delay in attentional processing may contribute to an inability to correct potential errors in complex coordination, resulting in knee positions that increase the ACL injury risk. In this viewpoint, we advocate that ACL injury screening should include the sports specific neurocognitive demands.}}, author = {{Gokeler, Alli and Benjaminse, Anne and Della Villa, Francesco and Tosarelli, Fillippo and Verhagen, Evert and Baumeister, Jochen}}, issn = {{2055-7647}}, journal = {{BMJ Open Sport & Exercise Medicine}}, keywords = {{Physical Therapy, Sports Therapy and Rehabilitation, Orthopedics and Sports Medicine}}, number = {{2}}, publisher = {{BMJ}}, title = {{{Anterior cruciate ligament injury mechanisms through a neurocognition lens: implications for injury screening}}}, doi = {{10.1136/bmjsem-2021-001091}}, volume = {{7}}, year = {{2021}}, } @article{32454, author = {{Dingenen, Bart and Billiet, Bart and De Baets, Liesbet and Bellemans, Johan and Truijen, Jan and Gokeler, Alli}}, issn = {{1466-853X}}, journal = {{Physical Therapy in Sport}}, keywords = {{Physical Therapy, Sports Therapy and Rehabilitation, Orthopedics and Sports Medicine, General Medicine}}, pages = {{68--76}}, publisher = {{Elsevier BV}}, title = {{{Rehabilitation strategies of Flemish physical therapists before and after anterior cruciate ligament reconstruction: An online survey}}}, doi = {{10.1016/j.ptsp.2021.02.003}}, volume = {{49}}, year = {{2021}}, } @article{32450, author = {{Sherman, David A. and Lehmann, Tim and Baumeister, Jochen and Grooms, Dustin R. and Norte, Grant E.}}, issn = {{0014-4819}}, journal = {{Experimental Brain Research}}, keywords = {{General Neuroscience}}, number = {{2}}, pages = {{407--420}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Somatosensory perturbations influence cortical activity associated with single-limb balance performance}}}, doi = {{10.1007/s00221-021-06260-z}}, volume = {{240}}, year = {{2021}}, } @article{32452, author = {{Singh, Harjiv and Gokeler, Alli and Benjaminse, Anne}}, issn = {{2159-2896}}, journal = {{International Journal of Sports Physical Therapy}}, keywords = {{General Earth and Planetary Sciences, General Environmental Science}}, number = {{6}}, publisher = {{International Journal of Sports Physical Therapy}}, title = {{{Effective Attentional Focus Strategies after Anterior Cruciate Ligament Reconstruction: A Commentary}}}, doi = {{10.26603/001c.29848}}, volume = {{16}}, year = {{2021}}, } @article{34481, abstract = {{Background: Differential learning (DL) is a motor learning method characterized by high amounts of variability during practice and is claimed to provide the learner with a higher learning rate than other methods. However, some controversy surrounds DL theory, and to date, no overview exists that compares the effects of DL to other motor learning methods.Objective: To evaluate the effectiveness of DL in comparison to other motor learning methods in the acquisition and retention phase.Design: Systematic review and exploratory meta-analysis.Methods: PubMed (MEDLINE), Web of Science, and Google Scholar were searched until February 3, 2020. To be included, (1) studies had to be experiments where the DL group was compared to a control group engaged in a different motor learning method (lack of practice was not eligible), (2) studies had to describe the effects on one or more measures of performance in a skill or movement task, and (3) the study report had to be published as a full paper in a journal or as a book chapter.Results: Twenty-seven studies encompassing 31 experiments were included. Overall heterogeneity for the acquisition phase (post-pre; I2 = 77%) as well as for the retention phase (retention-pre; I2 = 79%) was large, and risk of bias was high. The meta-analysis showed an overall small effect size of 0.26 [0.10, 0.42] in the acquisition phase for participants in the DL group compared to other motor learning methods. In the retention phase, an overall medium effect size of 0.61 [0.30, 0.91] was observed for participants in the DL group compared to other motor learning methods.Discussion/Conclusion: Given the large amount of heterogeneity, limited number of studies, low sample sizes, low statistical power, possible publication bias, and high risk of bias in general, inferences about the effectiveness of DL would be premature. Even though DL shows potential to result in greater average improvements between pre- and post/retention test compared to non-variability-based motor learning methods, more high-quality research is needed before issuing such a statement. For robust comparisons on the relative effectiveness of DL to different variability-based motor learning methods, scarce and inconclusive evidence was found.}}, author = {{Tassignon, Bruno and Verschueren, Jo and Baeyens, Jean-Pierre and Benjaminse, Anne and Gokeler, Alli and Serrien, Ben and Clijsen, Ron}}, issn = {{1664-1078}}, journal = {{Frontiers in Psychology}}, keywords = {{General Psychology}}, publisher = {{Frontiers Media SA}}, title = {{{An Exploratory Meta-Analytic Review on the Empirical Evidence of Differential Learning as an Enhanced Motor Learning Method}}}, doi = {{10.3389/fpsyg.2021.533033}}, volume = {{12}}, year = {{2021}}, } @article{34479, abstract = {{Background: The incidence of anterior cruciate ligament (ACL) injuries is commonly reported as an annual incidence rate. There is relatively little information about the seasonal aspects of these injuries. The aim of the current study was to analyze the distribution of ACL injuries during the season in nonprofessional soccer, handball, and basketball based on a retrospective analysis of a hospital-based registry. Hypothesis: ACL injuries in soccer, handball, and basketball were more common within the first 2 months of the season in comparison with the rest of the year. Study Design: Case series. Level of Evidence: Level 4. Methods: Injury occurrence during the calendar year was divided into 6 periods of 2 months, with segment 1 (S1) representing the first 2 months of the season. For soccer, S1 corresponded to September and October. The season started 1 month later for handball and basketball, so S1 represented October and November. Chi-square tests were used to analyze the distribution of ACL injuries among segments according to gender, age, sports, and injury mechanism (contact/noncontact). Results: A total of 371 ACL injuries were included (soccer, 258, handball, 56, basketball, 57). Overall, the distribution of ACL injuries was not uniform across the segments ( P < 0.01). Almost one-third of the ACL injuries occurred in S1 (n = 104; 28%). Significant differences could be observed according to sports ( P < 0.01). There were fewer ACL injuries in S2 for soccer compared with basketball ( P < 0.05). In S5, there were significantly more ACL injuries in soccer compared with handball and basketball ( P < 0.05). Conclusion: A high occurrence of ACL injuries was reported immediately within the first 2 months of the season in nonprofessional soccer, handball, and basketball sports. Clinical Relevance: These findings indicate that ACL injury prevention programs should be started in the preseason period to allow for gradual increases of load. }}, author = {{Mouton, Caroline and Gokeler, Alli and Urhausen, Anouk and Nührenbörger, Christian and Seil, Romain}}, issn = {{1941-7381}}, journal = {{Sports Health: A Multidisciplinary Approach}}, keywords = {{Physical Therapy, Sports Therapy and Rehabilitation, Orthopedics and Sports Medicine}}, number = {{2}}, pages = {{183--187}}, publisher = {{SAGE Publications}}, title = {{{High Incidence of Anterior Cruciate Ligament Injuries Within the First 2 Months of the Season in Amateur Team Ball Sports}}}, doi = {{10.1177/19417381211014140}}, volume = {{14}}, year = {{2021}}, } @article{34476, author = {{Rambaud, Alexandre JM and Neri, Thomas and Dingenen, Bart and Parker, David and Servien, Elvire and Gokeler, Alli and Edouard, Pascal}}, issn = {{1877-0657}}, journal = {{Annals of Physical and Rehabilitation Medicine}}, keywords = {{Rehabilitation, Orthopedics and Sports Medicine}}, number = {{4}}, publisher = {{Elsevier BV}}, title = {{{The modifying factors that help improve anterior cruciate ligament reconstruction rehabilitation: A narrative review}}}, doi = {{10.1016/j.rehab.2021.101601}}, volume = {{65}}, year = {{2021}}, } @article{26117, author = {{Büchel, Daniel and Lehmann, Tim and Ullrich, Sarah and Cockcroft, John and Louw, Quinette and Baumeister, Jochen}}, journal = {{Experimental Brain Research}}, number = {{1193-1202}}, title = {{{Stance leg and surface stability modulate cortical activity during human single leg stance}}}, volume = {{239}}, year = {{2021}}, } @article{34486, abstract = {{In inklusiven Schulen wird zunehmend ein stärker individualisierter Unterricht verfolgt. Dieser sollte dem negativen Effekt der mittleren Leistung der Bezugsgruppe (z. B. Klasse, Schule) auf das Fähigkeitsselbstkonzept (FSK) von Schülerinnen aufgrund sozialer Vergleiche (Big-Fish-Little-Pond-Effekt [BFLPE]) entgegenwirken. Auch Vergleiche mit individuell gewählten Vergleichstargets könnten sich positiv auf das FSK auswirken. Auf Basis von N = 752 Fünftklässlerinnen aus 28 inklusiven Schulen (Alter: M(SD) = 10.28(0.53), 48 % weiblich) wurde der Effekt der mittleren Gruppenleistung (BFLPE), der Individualisierung im Unterricht und der Vergleich mit individuell ausgewählten Vergleichspartnerinnen – operationalisiert über die Leistungsdifferenz – auf das mathematische FSK geprüft. Die Ergebnisse von Mehrebenen-Regressionsanalysen zeigen einen BFLPE sowie einen signifikant positiven Effekt der Individualisierung im Unterricht. Der Effekt der Leistungsdifferenz zum individuellen Vergleichstarget wurde nicht signifikant. Die Ergebnisse werden bezüglich weiterführender Forschung und praktischer Implikationen zur Förderung eines positiven FSK von Schülerinnen diskutiert. Inclusive schools are increasingly pursuing more individualised instruction, which may counteract the negative effect of the mean performance of the reference group (e.g. class, school) on students’ self-concept of ability (SCA) based on social comparisons (Big-FishLittle-Pond-Effect [BFLPE]). In addition, comparisons with individually selected comparison targets could also have a positive effect on the SCA. Drawing in a sample of N = 752 fifth graders from 28 inclusive schools (age: M(SD) = 10.28(0.53), 48 % female), the effect of mean group performance (BFLPE), individualized instruction and comparisons with individually selected comparison targets - operationalized via the performance difference - on students’ mathematical SCA was examined. The results of multi-level regression analyses show a BFLPE and a significant positive effect of individualised instruction on students’ SCA. The effect of the performance difference to the individual comparison target was not significant. The results are discussed with respect to further research and practical implications for the promotion of a positive SCA in students }}, author = {{Gorges, Julia and Kurz, Katharina and Neumann, Phillip and Hesse, Franziska and Lütje-Klose, Birgit and Wild, Elke}}, issn = {{2512-0778}}, journal = {{Zeitschrift für Erziehungswissenschaft}}, keywords = {{BiFoKi, Inklusion, Fähigkeitsselbstkonzept, Selbstkonzept, Leistung, Leistungsentwicklung, Mehrebenenanalyse, BFLPE, Big-Fish-Little-Pond, Sonderpädagogischer Förderbedarf, Integration, Sekundarstufe, Bezugsnorm}}, title = {{{Der Fisch neben mir – der Einfluss von Individualisierung im Unterricht, sozialer und individueller Vergleiche auf das Fähigkeitsselbstkonzept von Fünftklässler*innen in inklusiven Schulen}}}, year = {{2021}}, } @inbook{34471, abstract = {{Inclusive education is about creating beneficial environments for all students (Booth & Ainscow, 2011). Within Germany, the role of special education within inclusive schools has been widely discussed in Germany (Powell et al., 2016). Educators worldwide consider collaborative teaching between special educators and general educators to be a fundamental precondition for inclusive education (Hoppey & McLeskey, 2014). The history of the German school system, however, is characterized by a rigorous division of special and regular schools that is reflective of broad divisions in teacher education. Since the ratification of the Convention on the Rights of Persons with Disabilities (CRPD) in Germany in 2009, more students with special educational needs, as well as special educators, have begun to attend and work in inclusive schools. While cooperation between general and special educators is a key to the development of inclusive schools, many teachers report that responsibilities are divided between special and general teachers, while various challenges exist regarding cooperation (Urban & Lütje-Klose, 2014). Nevertheless, dysfunctional cooperation can foster mechanisms of separation and exclusion even in “inclusive” settings (Idel et al., 2019). The present chapter offers a reflection on the different roles of special educators and the current state of research on interdisciplinary and multi professional cooperation in inclusive schools in Germany. It also provides a discussion of relevant implications for the development of inclusive schools and teacher training. }}, author = {{Neumann, Phillip and Lütje-Klose, Birgit}}, booktitle = {{International Perspectives on Inclusive Education}}, editor = {{Semon, Sarah and Lane, Danielle and Jones, Phyllis}}, isbn = {{978-1-83982-999-4}}, keywords = {{Kooperation, Inklusion, Sonderpädagogik, Schulentwicklung, Inclusion, Cooperation, Collaboration, Team-Teaching, International, Germany}}, pages = {{55--69}}, publisher = {{Emerald Publishing Limited}}, title = {{{Collaboration Is the Key – The Role of Special Educators in Inclusive Schools in Germany}}}, doi = {{10.1108/s1479-363620210000017007}}, volume = {{17}}, year = {{2021}}, } @inbook{34470, abstract = {{Quantitativ-empirische Forschungsarbeiten zu Effekten integrativer und inklusiver Settings weisen darauf hin, dass inklusive Settings nicht hinter separierenden zurückstehen bzw. ihnen teilweise sogar überlegen scheinen. Mit Blick auf konkrete Unterrichtsprozesse und unter Berücksichtigung qualitativ-empirischer Zugänge erhielten zuletzt Analysen zu (De)Kategorisierungen und (Re)Inszenierungen von Differenz zunehmend Einzug in Diskurse zu inklusivem Unterricht und in wenigen Fällen auch in fachdidaktische Auseinandersetzungen. Insgesamt erweist sich die Leistung von Schüler*innen bzw. damit verknüpfte Differenzkonstruktionen als der zentrale Anker in inklusiven Schulen und deren empirischer Erforschung. }}, author = {{Korff, Natascha and Neumann, Phillip}}, booktitle = {{Handbuch Schulforschung}}, editor = {{Hascher, Tina and Idel, Till-Sebastian and Helsper, Werner}}, isbn = {{978-3-658-24728-7}}, keywords = {{Inklusion, Unterricht, Gemeinsamer Unterricht, Differenzkonstruktionen, Sonderpädagogischer Förderbedarf, Kategorisierung}}, publisher = {{Springer VS}}, title = {{{Unterricht und Inklusion}}}, year = {{2021}}, } @inbook{34487, author = {{Gorges, Julia and Goldan, Janka and Neumann, Phillip and Lütje-Klose, Birgit}}, booktitle = {{Inklusion}}, editor = {{Mähler, Claudia and Hasselhorn, Marcus}}, isbn = {{978-3-8017-3147-2}}, pages = {{29--46}}, title = {{{Multiprofessionelle Kooperation an inklusiven Schulen: Erkenntnisse zur Motivation von Lehrkräften}}}, year = {{2021}}, } @techreport{34599, author = {{Hartmann, Jochen and Pelster, Matthias and Sievers, Sönke}}, publisher = {{TAF Working Paper No. 66/January 2022}}, title = {{{Can the market identify prosperous activist engagements? Evidence from announcement and long-term buy-and-hold returns}}}, year = {{2021}}, } @techreport{34634, author = {{Landsman, Wayne R and Liß, Alexander and Sievers, Sönke}}, publisher = {{TRR}}, title = {{{The pricing of acquired intangibles}}}, year = {{2021}}, } @article{34647, author = {{Brögelmann, T and Bobzin, K and Grundmeier, Guido and de los Arcos, T and Kruppe, N C and Schwiderek, S and Carlet, M}}, issn = {{0022-3727}}, journal = {{Journal of Physics D: Applied Physics}}, keywords = {{Surfaces, Coatings and Films, Acoustics and Ultrasonics, Condensed Matter Physics, Electronic, Optical and Magnetic Materials}}, number = {{3}}, publisher = {{IOP Publishing}}, title = {{{Durability of nanolayer Ti–Al–O–N hard coatings under simulated polycarbonate melt processing conditions}}}, doi = {{10.1088/1361-6463/ac2e31}}, volume = {{55}}, year = {{2021}}, } @article{34645, author = {{Tripathi, Tripurari Sharan and Wilken, Martin and Hoppe, Christian and de los Arcos, Teresa and Grundmeier, Guido and Devi, Anjana and Karppinen, Maarit}}, issn = {{1438-1656}}, journal = {{Advanced Engineering Materials}}, keywords = {{Condensed Matter Physics, General Materials Science}}, number = {{10}}, publisher = {{Wiley}}, title = {{{Atomic Layer Deposition of Copper Metal Films from Cu(acac) 2 and Hydroquinone Reductant}}}, doi = {{10.1002/adem.202100446}}, volume = {{23}}, year = {{2021}}, } @inbook{26084, author = {{Mindt, Ilka and Rebekka, Schmidt}}, booktitle = {{Hochschule auf Abstand. Ein multiperspektivischer Zugang zur digitalen Lehre.}}, editor = {{Neiske, Iris and Osthushenrich, Judith and Schaper, Niclas and Trier, Ulrike and Vöing, Nerea}}, isbn = {{978-3-8394-5690-3}}, pages = {{117--140}}, publisher = {{transcript}}, title = {{{Student engagement in digitalen Lehr-Lern-Szenarien}}}, doi = {{10.14361/9783839456903-009}}, year = {{2021}}, } @article{32841, author = {{Albers, Timm and Filipiak, Agnes}}, journal = {{wbv}}, pages = {{67–78}}, title = {{{Internationalisierung in der inklusionsorientierten Lehrerbildung - ein Lehr- und Forschungsprojekt}}}, year = {{2021}}, } @article{34786, abstract = {{A locally compact contraction group is a pair (G,α), where G is a locally compact group and α:G→G an automorphism such that αn(x)→e pointwise as n→∞. We show that every surjective, continuous, equivariant homomorphism between locally compact contraction groups admits an equivariant continuous global section. As a consequence, extensions of locally compact contraction groups with abelian kernel can be described by continuous equivariant cohomology. For each prime number p, we use 2-cocycles to construct uncountably many pairwise non-isomorphic totally disconnected, locally compact contraction groups (G,α) which are central extensions0→Fp((t))→G→Fp((t))→0 of the additive group of the field of formal Laurent series over Fp=Z/pZ by itself. By contrast, there are only countably many locally compact contraction groups (up to isomorphism) which are torsion groups and abelian, as follows from a classification of the abelian locally compact contraction groups.}}, author = {{Glöckner, Helge and Willis, George A.}}, issn = {{0021-8693}}, journal = {{Journal of Algebra}}, keywords = {{Contraction group, Torsion group, Extension, Cocycle, Section, Equivariant cohomology, Abelian group, Nilpotent group, Isomorphism types}}, pages = {{164--214}}, title = {{{Decompositions of locally compact contraction groups, series and extensions}}}, doi = {{https://doi.org/10.1016/j.jalgebra.2020.11.007}}, volume = {{570}}, year = {{2021}}, }