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The project aimed to investigate balance performance in adults with a history of concussion.

Tests included single - task and dual - task on a gateway treadmill.

It aimed to identify postural control and dynamic balance in individuals with a history of concussion.

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Participants completed a familiarisation trial, single task test and a dual task test on the gateway treadmill with random perturbations.

Research team recorded the balance responses and cognitive performance

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23 participants ages 18 - 40 were recruited from university.

Participants included individuals with and without history of concussion

Participants filled out a questionnaire before testing with questions regarding concussion history, age etc.

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Data collected included:

centre of pressure displacement.

number of small steps, large steps and large steps.

number of mistakes counting backwards in dual task.

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SPSS programme was used for data analysis.

Gateway treadmill was programmed for randomised perturbations.

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Individuals with a history of concussion showed greater instability in comparison to the control group(non-concussed).

There was significant differences in the results between single task and dual task

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These results support earlier research demonstrating ongoing differences after a concussion (Dorman et al., 2021)( Powers et al, 2014) and imply that cognitive load has a negative impact on balance in concussed individuals. This emphasises how important dynamic evaluations are to concussion recovery.

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Sample size was too small. 23 participants with 8 concussed and 15 non-concussed

We relied on individuals to self report concussion history which could introduce bias.

Further research is required with larger sample size and verifications of concussion history.

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I found it interesting how balance was much harder to control during the dual task test.

This showed how after a concussion, movement and cognition are close connected.

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These skills will help me achieve my aim of pursuing a Master's in Physiotherapy, where I will have to apply research findings to practice, critically evaluate patient data, and interact with patients and colleagues.

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By discussing results with my supervisor, considering feedback, and refining my academic writing and findings presentation, I improved my communication skills.

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I improved my problem-solving skills by overcoming obstacles in the data gathering and analysis process, adjusting to unforeseen problems such as participant availability.

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I became more proficient in SPSS data analysis with this project, learning how to summarise statistical findings and interpret ANOVA results.

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Challenge: Low participant recruitment

Solution: Participants were recruited on campus through in person invitations.

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Challenge: Outputs from SPPS were difficult to understand.

Solution: Meeting with supervisor was scheduled to clarify Anova reporting and APA formatting.

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How do I report ANOVA results in APA style?

How many references are expected for the dissertation?

Do I need to include raw SPSS tables or summarise results?

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Participant information sheet

Informed consent form

Data storage and confidentiality plan

Ethics Approval Application Form

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Focussed on understanding aims and literature.

Booked first meeting with supervisor.

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Began recruiting by approaching students on campus

Completed ethics checklist and submitted documents.

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Booked lab session to practice using gateway treadmill.

Familiarised with tests to be conducted.

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Conducted familiarisation and balance tests with participants.

Took notes of results.

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Scheduled meeting with supervisor to help understanding SPSS outputs.

Entered raw data into SPSS for preliminary analysis

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I began to see how crucial it is to maintain organisation when gathering data, particularly when balancing several metrics (steps, cognitive errors, sway). I discovered that after every participant, records should be double-checked.

Data analysis felt overwhelming at first, but it became easier when broken down into manageable tasks. Reading SPSS outcomes gave me more self-assurance, and I was pleased to recognise important findings.

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I'm happy to have finished the project from beginning to end. I improved my critical thinking, problem-solving, and research data interpretation skills, all of which will help me when I work in clinical or athletic environments and pursue a master's degree in physiotherapy.

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This project taught me to be resilient and adaptable. I gained experience in handling obstacles such as difficult participant recruitment and interpreting intricate SPSS results. I gained confidence in my ability to communicate scientific findings and increased my independence in problem-solving. These abilities will help me in my professional practice and postgraduate studies.