4. Most sports injuries are immediate and obvious, like a broken leg. However, some can be more subtle, like the neurological damage may occur when soccer players repeatedly head a soccer ball. To examine long-term effects of repeated heading, Downs and Abwender (2002) examined two different age groups of soccer players and swimmers. The dependent variable was performance on a conceptual thinking task. Following are hypothetical data, similar to the research results.
4. Most sports injuries are immediate and obvious, like a broken leg. However, some can be more subtle, like the neurological damage may occur when soccer players repeatedly head a soccer ball. To examine long-term effects of repeated heading, Downs and Abwender (2002) examined two different age groups of soccer players and swimmers. The dependent variable was performance on a conceptual thinking task. Following are hypothetical data, similar to the research results.
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Transcribed Image Text:**Title: Examining the Effects of Repeated Heading in Soccer on Neurological Performance**
**Introduction:**
Most sports injuries are immediate and obvious, like a broken leg. However, some can be more subtle, such as the potential neurological damage that may occur when soccer players repeatedly head a soccer ball. To investigate the long-term effects of repeated heading, Downs and Abwender (2002) examined two different age groups of soccer players and swimmers. The dependent variable analyzed was performance on a conceptual thinking task. The table below represents hypothetical data similar to the research results.
**Data Table:**
| | Soccer, College | Soccer, Older | Swimming, College | Swimming, Older |
|------------|-----------------|---------------|-------------------|-----------------|
| **n** | 20 | 20 | 20 | 20 |
| **M** | 9 | 4 | 9 | 8 |
| **T** | 180 | 80 | 180 | 160 |
| **SS** | 380 | 390 | 350 | 400 |
- **n**: Sample size
- **M**: Mean performance score
- **T**: Total score
- **SS**: Sum of squares
**Analysis:**
a. **Hypothesis Testing:**
- Using the 5 steps of hypothesis testing, evaluate if there are any significant differences in the conceptual thinking task.
- The steps typically involve:
1. Formulating the null and alternative hypotheses.
2. Selecting the significance level (e.g., α = 0.05).
3. Identifying the test statistic.
4. Calculating the test statistic and determining the p-value.
5. Comparing the p-value to the significance level to accept or reject the null hypothesis.
b. **Effect Size (η²):**
- Compute η² for each F test to understand the proportion of variance explained by the independent variable.
**Conclusion:**
This analysis will help clarify whether there are significant differences in conceptual thinking abilities across different age groups of soccer players and swimmers, potentially shedding light on the neurological effects of repeated heading in soccer.
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