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Supplemental Digital Content is Available in the Text.Hanes, CE, Schilling, BK, Mulvenon, SW, and Radzak, KN. Effects of fatigue on functional movement efficiency in physically active adults. J Strength Cond Res36(9): 2448–2453, 2022—Functional movement tests to identify faulty movement patterns and compensations have become common place in sports medicine and sport performance; however, this testing is often performed in a rested state, despite athletes being often injured when in a state of neuromuscular fatigue. Therefore, the purpose of our study was to examine the effects of neuromuscular fatigue on a functional movement test in health, physically active adults. Twenty-five adults volunteered for the study (age = 23.3 ± 2.7 years, height = 168.2 ± 9.0 cm, body mass = 72.2 ± 12.5 kg). Subjects completed a prefatigue movement test, an aerobic exercise physically fatiguing protocol, and a postfatigue movement test. Scores were calculated according to compensations present during the tests. Prefatigue (45.1 ± 5.4) to postfatigue (39.9 ± 5.7) overall scores were significantly worse after the fatiguing protocol (p< 0.001, effect size [ES] = 0.9). Prefatigue to postfatigue scores for the 1-Leg Squat, Shoulder, and Cervical subtests were also significantly decreased (p= 0.005, ES = 0.7; p= 0.002, ES = 0.5; p= 0.016, ES = 0.7, respectively). Neuromuscular fatigue affected the functional movement test, demonstrated by a decrease in movement scores, in healthy adults. Clinicians may use the functional movement test to identify potential compensations while their patients are physically fatigued. Then clinicians can implement an injury prevention program to reduce the possible risk of injury.

A culture of testing has evolved globally as societies focus on education as a method to expand opportunities for all students and strengthen local economies. A common metric used to evaluate student achievement, teacher effectiveness and school systems as part of these efforts has been through an expanded use of standardized exams and testing. The use of standardized exams has both advocates and critics, but an element missing in the discussion is the impact of educational policies implemented in support of testing and accountability programs. The purpose of this chapter is to provide a narrative of the role of educational policies on testing programs and their impact on our global testing culture. [ABSTRACT FROM AUTHOR]

School counselors are responsible for addressing social and personal issues, educational issues, and the career needs of students. Recent emphasis on high-stakes testing and school accountability has resulted in counselors focusing more of their time on schoolwide testing programs. A statewide survey provided information on counselors' attitudes of, involvement in, and activities associated with the testing process.