Utilizing the ImPACT Test to Predict Performance in College Baseball Hitters

Persistent Link:
http://hdl.handle.net/10150/297717
Title:
Utilizing the ImPACT Test to Predict Performance in College Baseball Hitters
Author:
Nussbaum, Ryan
Issue Date:
2013
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The ImPACT test represents one of the main tools used by clinicians to assess the presence and severity of a student athlete's concussion (ImPACT Applications, Inc., 2011). Although past research has verified the utility of the ImPACT test for assessing cognitive status after concussion, no research has examined the ImPACT test's potential for predicting athletic performance in non-concussed athletes (ImPACT Applications, Inc., 2011). This study investigated whether particular composite scores on the ImPACT test can predict athletic performance. The composite scores on the ImPACT test include Verbal Memory, Visual Memory, Visual Motor Speed, Reaction Time, and Impulse Control. Previous literature showed that broad cognitive domains such as impulse control correlated with athletic performance (Kida & Matsumura, 2005). University of Arizona baseball players' freshman ImPACT test scores were correlated with their freshman year batting statistics, including batting average, slugging percentage, on-base percentage, strikeouts, and walks. The results showed no significant association between measures from the ImPACT test and the batting statistics. Therefore, the study suggests that the ImPACT test may possess no predictive ability for athletic performance in a non-concussed population.
Type:
text; Electronic Thesis
Degree Name:
B.S.
Degree Level:
bachelors
Degree Program:
Honors College; Psychology
Degree Grantor:
University of Arizona
Advisor:
Glisky, Elizabeth

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleUtilizing the ImPACT Test to Predict Performance in College Baseball Hittersen_US
dc.creatorNussbaum, Ryanen_US
dc.contributor.authorNussbaum, Ryanen_US
dc.date.issued2013-
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe ImPACT test represents one of the main tools used by clinicians to assess the presence and severity of a student athlete's concussion (ImPACT Applications, Inc., 2011). Although past research has verified the utility of the ImPACT test for assessing cognitive status after concussion, no research has examined the ImPACT test's potential for predicting athletic performance in non-concussed athletes (ImPACT Applications, Inc., 2011). This study investigated whether particular composite scores on the ImPACT test can predict athletic performance. The composite scores on the ImPACT test include Verbal Memory, Visual Memory, Visual Motor Speed, Reaction Time, and Impulse Control. Previous literature showed that broad cognitive domains such as impulse control correlated with athletic performance (Kida & Matsumura, 2005). University of Arizona baseball players' freshman ImPACT test scores were correlated with their freshman year batting statistics, including batting average, slugging percentage, on-base percentage, strikeouts, and walks. The results showed no significant association between measures from the ImPACT test and the batting statistics. Therefore, the study suggests that the ImPACT test may possess no predictive ability for athletic performance in a non-concussed population.en_US
dc.typetexten_US
dc.typeElectronic Thesisen_US
thesis.degree.nameB.S.en_US
thesis.degree.levelbachelorsen_US
thesis.degree.disciplineHonors Collegeen_US
thesis.degree.disciplinePsychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorGlisky, Elizabeth-
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