This study investigated the effects of self-monitoring and public posting on the cycling performance of competitive youth cyclists. We measured three primary dependent variables: performance volume, intensity precision, and performance-duration deviation. In addition, we evaluated self-monitoring accuracy and social validity. The participants were three males aged 14-16 years. We used an ABAB design to evaluate an intervention package that consisted primarily of self-monitoring and public posting. Athletes self-monitored their performance after training using an online summative Google Form. The coach publicly posted performance-based rankings on the social media application WhatsApp. Results indicate that the intervention package positively improved all performance measures across all athletes. Social-validity measures were also favorable.

Public access to clinical trial consent forms, beyond those individuals involved in reviewing, conducting, or participating in a trial, has been notoriously poor, resulting in missed opportunities for empirical analysis and improvement, among other benefits. However, recent changes to the Common Rule and policies governing ClinicalTrials.gov promise to make trial consent forms more accessible to the public, including prospective trial participants, other trialists and IRBs, and those seeking to study research consent. Analysis of publicly available consent forms can facilitate development of best practices, make the process of drafting consent forms more efficient, and provide insight into how well consent forms are satisfying their mission of protecting and promoting the autonomy of trial participants. Gaps in public access will remain even under the new policies, but we are on the cusp of an exciting new dataset that can contribute to addressing a perpetual challenge in research ethics: optimal informed consent.

This study evaluated an intervention package that used public posting and feedback to enhance dance movements for adolescent dancers on a competition team. Four dancers each performing two or three dance movements (a turn, kick, and/or leap) had their scores posted on a bulletin board at their studio. Dance movements were scored as a percentage correct by using a 14- to 16-step task analysis checklist. Intervention was evaluated in a multiple baseline across behavior design. The students received graphical feedback on their performance from the previous weeks and saw the scoring sheet that reviewed the incorrect and correct aspects of their performance. This study found that this treatment package including public posting and feedback enhanced each of the dance movements for all participants.