Privacy Policy EEO Public File Contest Rules Public Inspection Files FCC Applications Advertise With Us Employment Opportunities Disability Access Contact Info Linder Digital Linder Farm Network KXAC click here John Senden offers his right hand in greeting, and the 53-year-old professional golfer’s grip is firm. In that moment, there is no hint he’s been playing on the PGA Tour Champions for 25 months since he was diagnosed with Parkinson’s disease. A native of Brisbane, Australia, Senden illustrates one of his many problems with the neurodegenerative disorder. He picks up his phone and continues to talk. His right-side tremors, perhaps unnoticeable to those unfamiliar with the condition, rapidly become more pronounced. He says his nervous system is finding it difficult to perform two tasks at the same time, even one that is taken for granted like speaking. With most Parkinson’s patients, one side of the body is affected first, then the symptoms cross over. Senden knows that day may be coming. But he’s never dropped out of a round due to his condition, never thought of quitting. Senden forges ahead, spurred by a tangible dream. “With the way I’m feeling at the moment, yes, it’s a challenge every day, but wouldn’t it be great to get out here and win a golf tournament with Parkinson’s?” Senden said Tuesday at Firestone Country Club. “No one’s ever done it, right? No one’s heard much about it, either. It would be a real challenge for me to do that, but it’s not out of the question.” To some, hearing Senden utter those words with such conviction might evoke a visceral reaction. But that suggestion didn’t faze fellow Aussie and Dallas neighbor Rod Pampling, Senden’s friend of 35 years. “At the end of the day we all have to have goals,” Pampling said Wednesday. “That’s what drives you still. For John, that’s a great goal. It would be incredible. “Can he do it? Of course he can, the game’s there. He’s just got to somehow get the medication right so he can perform at his best. It’s difficult out here. And to have Parkinson’s and still be playing out here is pretty amazing.” Competing this week in the $3.5 million Kaulig Companies Championship, Senden did not play a practice round after Tuesday to keep his body in peak form for the senior tour’s fourth major. His wife, Jackie, remained in Texas, planning to join him July 25-28 at the Senior Open Championship in Carnoustie, Scotland. Their son, Jacob, 20, accompanied his dad to Akron. As daunting as his future appears, Senden considers the senior tour a blessing, especially because it provides a familial atmosphere and the exercise he needs to battle Parkinson’s. “The initial shock of it was pretty crazy,” he said. “Now it’s, ‘Do I choose to go this route or choose to go this route?’ I’ve still got a long life, hopefully, and it’s about staying positive and staying strong and staying strong-minded. The support team — family, the tour, the players, caddie — everyone helps me along tremendously.” That support was evident leading up to the tournament. Defending champion Steve Stricker was thrilled to see Senden in the 78-man field. “I feel horrible for him. He’s such a wonderful man,” Stricker said Wednesday. “I’ve had some conversations with him over the last year, one I know for sure, just tell him I’m thinking about him. “It’s inspiring that he’s out here still giving it a go, really. It could be easy for any of us with that to kind of say, ‘What am I doing? Pack it in.’ Obviously, he loves the game and loves to be out here, and we love to see him. He’s a great guy.” Stricker said his grandmother suffered from Parkinson’s. But even he may not comprehend what it takes physically and mentally for Senden to continue to play on the Champions Tour. Senden struggles to sleep because of the tremors, sometimes crossing his left arm over to try to hold down the right. The medication he takes four times a day — his caddie uses a timer to keep the doses on schedule — causes nausea. Senden must eat a balanced diet and manage his food intake to keep up his energy level. Although Jackie said he’s training harder than he ever has, Senden’s body is stiffening, slowing his walk. He is allowed to carry a Theragun massager in his golf bag to help with the stiffness. His jaw tightens, making it difficult to speak. The adrenaline he feels in anticipation of his first tee shot can push his nervous system too far, making him feel rattled in the tee box. Even with deep breathing techniques, he may not be able to calm down until the third or fourth green. “It’s something I wouldn’t want for anyone,” he said in his first extended interview about his condition. “Sometimes I find it hard to talk about it because it becomes emotional. “At home, I lie down on the couch and I don’t feel like I want to get up. I’ve got to challenge the body and the mind to get going because that’s the best thing for me.” According to Parkinsons.org, 90,000 people in the U.S. are diagnosed with the disorder yearly, a 50 percent increase from the previously estimated rate of 60,000. Actor Michael J. Fox’s 1998 revelation shed new light on Parkinson’s. Former Browns quarterback Bernie Kosar announced his diagnosis in an exclusive interview with Cleveland Magazine this week. But Jackie said Senden is still trying to cover up his symptoms in public. “He’s trying not to attract attention to himself because of his shaking,” she said Wednesday in a phone interview from Dallas. “He’ll move his arms and cross his hands and put his hands in his pockets; he’s got all these things (to) help disguise all the symptoms.” He’s not fooling his wife of more than 30 years, though. “The hardest (part) is he’s in so much pain,” Jackie said. “He’s got to have all the anti-inflammatories and his joints are really sore and he’s really rigid and stiff. He said when his arm is shaking it feels like he’s done a thousand bicep curls because of the pain. Jackie said Senden is a perfectionist and it frustrates him that he can’t get his swing to where it needs to be. “That’s where I keep saying, ‘There’s plenty of people out there [who don’t have] the perfect swing but can still play golf. You’re not 30 anymore, just play with what you’ve got,’” she said. “He’ll listen. Sometimes he may slow down too much. So it’s, like, ‘Hey, you’ve got to hurry up. Stop thinking about it too much,’” Pampling said. In 12 previous Champions Tour events this year, Senden has recorded one top 10 and two top 25s and picked up $177,554, his best earnings total of the past three seasons. “He’s not earning his cost to be out there, but I’ve said to our accountant, ‘I feel like it’s a bit of expensive therapy for us.’ It makes him get out of bed, it gives me a reason,” Jackie said. “He’s thrown some really good rounds in,” Pampling said. “But if there’s certain pressures that turn up that he hasn’t felt for a while, then that sets it off. There’s all these things he’s got to deal with. You hate to see what he’s going through, but he’s really fighting hard.” It’s not the Sendens’ first fight. In 2017, Jacob, then 13, was diagnosed with brain cancer. Senden took 14 months off while Jacob underwent chemotherapy and radiation. Jacob, who now requires an MRI yearly, may consider a career in the golf industry. On Tuesday, he played a round on the North Course with Pampling’s son, Sam, 19. “They’ve been through a lot with Jacob. They’re in for the fight there, so they’re in for the fight here,” Pampling said. “That’s a reminder from a long time ago,” Jackie said. "Look at Jacob — he never gave up and he had the most positive attitude. You have the best inspiration. We can’t give up now. We can’t change it, so we’ve got to make the best of it. There will be some good days and some bad days but, whatever, we can keep you at golf. Let’s keep going until they say, ‘No, John, you can’t come anymore.’” Jackie said her husband and son share a similar trait. “He and Jacob are so positive. They’re never negative about their day or their golf or anything like that,” she said. “It’s pretty much built in him, which is helpful, and he just loves to be at golf. It’s what keeps him going because he wants to be out there with his friends. He knows if he stops, he’ll shut down pretty quickly and I think he’d fall into some depression pretty quickly.” Senden said he’s still learning about Parkinson’s and Jackie said her husband copes by “a little bit burying his head in the sand.” “He hasn’t done a lot of research, he doesn’t really want to know because it’s a pretty dark path to take once you start reading up or seeing people,” she said. “We’ve had some good friends with it, so we’ve seen a few of the challenges. Less information is better for John. He just keeps going until the next thing happens. He goes, ‘I just don’t know what’s wrong with me,’ and I’ll say, ‘It’s a pile of Parkinson’s, love.’” Part of Senden’s motivation comes from trying to become the first professional to win with Parkinson’s, which he said he thinks about “a lot.” “When we discuss it with the family and the caddie and the coach, I think, ‘Well, why not?’ If you challenge yourself out here to play your best golf, that best golf might just be good enough,” he said. “You’ve got to keep that locked in your brain. ‘Wouldn’t that just be an amazing thing to talk about in the world?’” GRAND FORKS — Cam Johnson and Mark Senden had never crossed paths. Although they both played juniors for the Fargo Force of the United States Hockey League and college at UND, they missed each other by a year in Grand Forks. This season, they landed on the same pro team together, the Florida Everblades of the ECHL. "It was awesome," Senden said. "Right from the start of the year, I was able to connect with him through North Dakota and having that connection. It was great getting to know him as a teammate. He's a great guy. You love to have that type of guy in the locker room. He creates a really good culture. And he's a hell of a goalie." Senden got to watch firsthand what's happened repeatedly in Johnson's career. The Everblades beat the ECHL's top regular-season team, Kansas City, in five games in the Kelly Cup Finals to win a third-straight ECHL title. Johnson has been the starting goaltender for the Everblades in each of the last three seasons. Johnson was named the MVP of the playoffs in 2022 and 2023. He didn't win it this year — former UMass forward Oliver Chau did — but Johnson easily could have. He posted a .932 save percentage and a 1.88 goals-against average in the postseason. Johnson has now won more Kelly Cup Finals games — 12 — than any goaltender in ECHL history. It's a continuation from college, where he backstopped UND to the 2016 NCAA national championship. Johnson was the MVP of the Cincinnati Regional that year. Florida trailed Kansas City 3-1 in the third period. Senden scored back-to-back goals to tie it and send it into overtime. On the first one, he finished a feed from former Boston University forward Bobo Carpenter for a shorthanded goal. On the second one, a puck deflected off of his shoulder and in the net with just 1:48 left in regulation. "Coaches always preach going to the net," Senden said. "I had one bounce off my shoulder blade and into the net. The arena was going crazy. It was so loud and pretty awesome." Matt Wedman scored at 3:38 of overtime to secure the title in front of 7,910 fans in Estero, Fla., a suburb of Fort Myers. "The fans here are pretty unbelievable," Senden said. "It's always a packed rink. The arena gets really loud. You couldn't be in a better spot. You can't complain about the weather." Senden can now add a pro title to his resume, which includes a Minnesota prep state championship and a USHL title. "It's a pretty crazy feeling," Senden said. "You always try and look back on everything, especially winning at different levels, and be grateful you're able to do something like that." Volume 10 - 2025 | https://doi.org/10.3389/feduc.2025.1483092 The current investigation aims to adapt and validate the Teacher Education and Development Study-Instruct observation instrument for assessing teaching quality in new contexts: Norwegian Grade 6 mathematics and science lessons the article examines content validity and reliability in the new contexts using a multi-methods approach involving the Delphi technique and generalizability theory Findings suggest that while the core components of the instrument are relevant in the new contexts specific adaptations are necessary to capture teaching quality in a more nuanced and meaningful way specific adaptions are made to the instrument recommendations for developing and using the instrument in the new contexts are provided The current investigation underscores the importance of contextual sensitivity in the assessment of teaching quality Taking the stance that teaching quality is context-specific and context-sensitive we employ the Delphi technique to elicit the opinions of Norwegian mathematics and science education experts regarding the relevance and representativeness of TEDS-Instruct for its new contexts The results from both studies will be used (1) make necessary adaptations to the instrument (2) provide recommendations for its further development and (3) provide recommendations for its use in the new contexts To accurately capture the four dimensions, each dimension is represented by several high-inferences sub-dimensions. These sub-dimensions are further broken down into specific indicators, which reflect typical observable behaviors associated with each item (see Appendix Table 1) that while observers use these indicators to guide their assessment they actually rate the high-inference sub-dimensions themselves Ratings are assigned using a four-point scale the instrument is accompanied by a comprehensive rating manual that provides further guidelines for scoring as well as a detailed description of the high-inference sub-dimensions The current study aims to obtain validity evidence based on the content of TEDS-Instruct by eliciting the opinions of subject-matter experts using the Delphi technique The study is guided by the following research questions (RQs): RQ1: To what extent do subject-matter experts agree that TEDS-Instruct can be used for a relevant assessment of teaching quality in Norwegian Grade 6 mathematics and science lessons RQ2: To what extent do subject-matter experts agree that the sub-dimensions assessed through TEDS-Instruct are representative of the overarching dimensions of teaching quality in Norwegian Grade 6 mathematics and science lessons The preliminary phase of this study involved the first four authors forming a focus group to assess the relevance of TEDS-Instruct for the new contexts: Norwegian Grade 6 mathematics and science lessons each lasting between 1.5–2 h the group focused on identifying sub-dimensions and indicators requiring adjustment It was concluded that the sub-dimensions and indicators of the three basic dimensions — classroom management and cognitive activation — required minimal adaptions to be applicable for Grade 6 mathematics and science lessons in Norway which was tailored specifically to mathematics was identified as needing several adaptations to be applicable to science lessons An overview of the design of the current investigation It was agreed upon that we would recruit Norwegian subject-matter experts to evaluate the TEDS-Instruct observation instrument. To this end, we employed purposeful sampling to select Norwegian subject-matter experts (Palinkas et al., 2015) Our criteria required significant experience in teaching and/or research expertise in mathematics or science education we aimed to include experts from various public educational institutions (1) ensure diverse perspectives and maintain anonymity and (2) minimize the possibility that opinions would be influenced through participant interactions we targeted a balanced representation of mathematics and science education experts we identified 16 experts and invited them by mail to participate and co-author the Delphi study 12 experts (75%) confirmed their participation representing eight governmental institutions The participants included six experts specialized in mathematics education — four full professors candidate — and six in science education comprising two full professors and four associate professors participants received detailed information about TEDS-Instruct and instructions on how to complete the questionnaire They were then asked to express their opinions on two validity-related topics: (1) the relevance and (2) the representativeness of the sub-dimensions assessed through the instrument Mathematics experts were asked to rate the extent to which they believe the sub-dimensions of TEDS-Instruct are relevant for Norwegian Grade 6 mathematics lessons science experts assessed their relevance for science lessons (e.g. “Rate the extent to which you believe time-on-task is relevant to assess in Norwegian Grade 6 science lessons”) The experts were provided with a brief description of each sub-dimension and typical examples of observable behaviors (indicators) They then answered on a four-point Likert scale with strongly irrelevant (coded 1) If experts rated a sub-dimension as strongly irrelevant or irrelevant they were requested to provide a reason/explanation for their opinion All experts were asked to assess how well the sub-dimensions represent the overarching dimensions (e.g. “Rate the extent to which you believe the sub-dimensions adequately represent the dimension of classroom management”) They responded on a four-point Likert scale with not at all (coded 1) While providing explanations for their ratings was optional experts were encouraged to elaborate on their responses The second questionnaire round was developed based on the evaluation and analysis of results obtained from the first round (see Figure 1). Initially, we assessed the extent of agreement among experts. For this purpose, consensus criteria were established (see Table 1) based on a systematic review of definitions of consensus in Delphi studies (Diamond et al., 2014) The criteria for positive agreement were set to a median score ≥ 3 and at least 75% of responses being either 3 or 4 the criteria were a median ≤ 2 and less than 25% of the responses being either 3 or 4 Disagreement was defined as between 25 and 75% of the responses being either 3 or 4 responses to the open-ended questions would be summarized and analyzed to identify any problems or recurring themes that would need to be addressed in the second questionnaire round Based on the evaluation of the results from the first questionnaire the second round did not include questions on the representativeness or relevance of the sub-dimension based on insights gained from the analyses of the open-ended responses the experts were asked to assess the relevance of the indicators (e.g. “Rate the extent to which you believe these indicators are relevant for assessing time on task in Norwegian Grade 6 science lessons”) Expert agreement was again evaluated using the previously stated consensus criteria an open-ended question was included to solicit recommendations for potentially more suitable indicators (e.g. “Are there any alternative indicators that you believe would be more suitable for assessing time on task in Norwegian Grade 6 mathematics lessons?”) All 12 experts who initially agreed to participate responded to both questionnaires seven experts indicated that they had previously used observation instruments to assess teaching quality Analyses of the responses from the first questionnaire round revealed a high degree of consensus among experts regarding the relevance of the sub-dimensions assessed through TEDS-Instruct for Norwegian Grade 6 mathematics and science lessons (see Appendix Table 1) both mathematics and science experts indicated positive agreement for all 21 sub-dimensions all sub-dimensions were relevant to strongly relevant for assessing teaching quality in Norwegian Grade 6 mathematics and science lessons we concluded that it was unnecessary to continue enquiring about the relevance of the sub-dimensions in the second questionnaire round subsequent analysis of the open-ended responses revealed two main themes while there was broad agreement on the relevance of the sub-dimensions several experts were critical about the relevance of the indicators which were presented as typical examples of observable behaviors experts offered recommendations for clarifying and developing the instrument often with a specific focus on refining the indicators it was determined that the second questionnaire round should focus on exploring the relevance of the indicators and soliciting recommendations for their improvement Results from the second questionnaire showed a large amount of positive agreement regarding the relevance of the indicators. In other words, the majority of indicators were considered relevant to strongly relevant to assess the sub-dimensions, with similar findings in both mathematics and science (see Appendix Table 1) there was also disagreement regarding the relevance of nine indicators in mathematics and four in science indicating experts did not agree on any indicators being irrelevant or strongly irrelevant Further analysis of the open-ended responses revealed numerous suggestions from experts on how to improve the indicators to better suit the Norwegian Grade 6 mathematics and science context These suggestions were later analyzed by the focus group to adapt the instrument and provide recommendations for its future development and use Analysis of the responses from the first questionnaire round (see Table 2) revealed that experts in mathematics education agreed that the sub-dimensions were representative of the overarching dimensions Similar results were found when analyzing the responses of science experts the median reveals that science experts agreed to a lesser extent than mathematics experts regarding personal learning A median score of 3 indicates that these dimensions are “somewhat” represented by their respective sub-dimensions According to previously established consensus criteria experts in this study largely agreed that the sub-dimensions and indicators provided by the TEDS-Instruct observation instrument appear relevant to strongly relevant for assessing teaching quality in Norwegian Grade 6 mathematics and science lessons these findings should be interpreted as preliminary and further validation with a larger expert group could clarify whether these findings hold more broadly One possible hypothesis is, that this finding might be a result of validating the content of the instrument in contexts that are relatively similar, such as Germany and Norway or across mathematics and science. In line with the notion that the conceptualization of teaching quality is shaped by societal and cultural values (Luoto, 2020; Pacheco, 2009) we might expect less agreement in vastly different contexts we argue that the instrument could benefit from further development based on the recommendations provided by the experts through answering the open-ended questions Incorporating these recommendations could improve the instrument’s relevance for assessing teaching quality in the new contexts final adaptations and recommendations are provided at the end of this article While initially discussed as a theoretical concern in cross-cultural research we argue that this compromise also applies to cross-contextual comparisons the current approach of adapting an instrument to new contexts might lead to a more relevant assessment of teaching quality A possible solution would be to develop a set of ‘core practices’ that are shown to be stable across contexts alongside flexible an interesting finding of the current study was that experts predominantly discussed and referred to the indicators when asked about the relevance of the instrument in the new contexts experts provided a substantial number of recommendations for modifying the indicators This might be due to the indicators being more concrete and easier to suggest modifications for or it could be that the indicators are more sensitive to context this provides an indication that while the dimensions and sub-dimensions are applicable to the new contexts refining the indicators might be beneficial to better reflect the typical observable behaviors of the overarching sub-dimensions in the new contexts experts agreed that the sub-dimensions are representative of the overarching dimensions in both mathematics and science the results also indicate that for personal learning support the sub-dimensions are less representative of the overarching dimension in science than mathematics A possible cause is the instrument initially being developed for mathematics lessons and thus more geared towards the subject of mathematics the instrument might benefit from further development aimed at increasing the representativeness of the sub-dimensions to assess teaching quality in science lessons This seems especially so for the dimension of educational structuring while these findings provide valuable insights future studies with a larger and more diverse expert sample are needed to confirm and expand upon these results further informing instrument adaptation for cross-contextual applications Study 1 and 2 provide evidence of validity and reliability in relation to using the TEDS-Instruct observation instrument in the context of Norwegian primary school (Grade 6) within science and mathematics while Study 1 evaluated the validity of the content of TEDS-Instruct the current study utilizes this instrument to score video observations to evaluate its reliability The goal of the present study is to investigate the reliability of the scores on the four dimensions of teaching quality using TEDS-Instruct we employ generalizability theory (GT) to investigate whether the scores adequately reflect variation across lessons and classrooms and how all this differs between mathematics and science We address this by asking the following research questions (RQs): RQ1: What is the psychometric quality of the scoring of the four dimensions of teaching quality in terms of: the share of variance attributed by differences across classrooms relative (without rater bias) and absolute (with rater bias) reliability and standard errors of measurement relative and absolute reliabilities and standard errors of measurement differ between mathematics and science An important consideration when assessing teaching quality through classroom observations is how to ensure high score reliability and valid conclusions while allocating limited resources. To examine this, we employ generalizability theory (GT; Cronbach et al., 1972; Brennan, 2001) to explore to what extent scores obtained with our instrument reflect meaningful variation across classrooms and lessons and sufficient reliability Based on these findings we provide recommendations for future use of the instrument GT was developed specifically for complex measurement situations with many potential sources of variation, such as classrooms, lessons, or raters. This is often encountered in research employing classroom observations, and GT has successfully been used to analyze data for these purposes (e.g., Casabianca et al., 2013; Mashburn et al., 2014) GT provides a fine-grained picture of reliability the different sources of variation (such as rater bias or variation across classrooms) are investigated For instruments used in classroom observations it is useful to estimate the variance across classrooms the variance across classrooms would reflect the degree to which teaching quality differs from one classroom to the next Large variation could reflect differences in teachers’ competence differences in the classroom composition (some classrooms may be more difficult to teach than others) Variation across lessons within the same classrooms would reflect that teaching quality changes over time Large variations across raters would reflect high rater bias and could indicate that more training or a higher number of raters is needed Nine teachers taught both mathematics and science the results are presented in the order of the research questions Figure 3 presents the results of a variance decomposition for mathematics and science lessons only small portions of variance are due to differences between classrooms The share of total variance across classrooms is below 7 % This suggests that teaching quality regarding classroom management and cognitive activation is similar across the observed mathematics classrooms lessons within classrooms in mathematics contribute largely to the total variability the variances between lessons are between 24 and 33 percent Further sources of variance include segments and raters We see that variability in scores attributed to segments was only substantial for classroom management (23%) and cognitive activation (10%) which suggests that personal learning support and educational structuring scores do not vary much during a lesson we observe a large rater (main) effect for cognitive activation which suggests that raters systematically vary in their strictness when scoring this dimension Variance components (in percentage) for the four dimensions of teaching quality in mathematics and science the results point in a different direction The share of total variance that is due to variation across classrooms is substantial for all dimensions (up to 57% for classroom management) but no variation between lessons within classrooms was observed This suggests that raters assign similar scores to a classroom independent of the specific lessons that they scored this means that scores are stable across lessons within a science classroom little variation was found for segments within lessons (except personal learning support This indicates that teaching quality is stable during a lesson only a small portion of variance was due to differences between raters in terms of classroom management and personal learning support but the share was large for the other two dimensions This might show that raters had more difficulties in assigning scores for cognitive activation and educational structuring Table 4 provides combined relative and absolute measurement error and reliabilities coefficients The relative measures do not include rater bias We see that similar relative and absolute estimates are found for cases in which the portion of variance attributed to raters is low all reliability coefficients can be considered sufficient except for cognitive activation all dimensions reached good or even excellent reliabilities with regard to the relative estimates The absolute estimates are sufficient but substantially lower and could be improved by having multiple raters rate the same lesson This is especially the case for cognitive activation in both subjects but also for educational structuring in science Comparing the overall reliability between mathematics and science encompasses taking all the evidence from the variance components The variance attributed to raters in science was highest for educational structuring and cognitive activation which resulted in lower absolute reliabilities Cognitive activation stands out as having a high amount of variance attributed to raters in both subjects while the absolute reliability for this dimension was acceptable for science (0.71) whereas educational structuring had high absolute reliability in mathematics Classroom management differed substantially between the two subjects most of the variance in the scores were due to variance over lessons and segments while most of the variance in scores in science were due to differences between classrooms than in science for this dimension of teaching quality The similarities and differences pointed out will be discussed in light of the Norwegian context and previous research in the next section why the ratings mostly varied across lessons and segments in mathematics in contrast to small variations across lessons and segments in science It could be that high quality teaching is more sensitive to the composition of the classroom it could be more difficult to maintain quality teaching over time and during a lesson in classrooms with many low SES students and students who do not speak Norwegian Classroom management was the dimension that varied the most across lessons and segments in mathematics and this dimension would probably also be most sensitive to the classroom composition also be that mathematics lessons in the sample vary a lot in quality and that more lessons are needed to capture more robust scores if scores mostly vary (much) between lessons within a classroom this suggests that they are useful for giving feedback to teachers such as predicting student learning outcomes This is because variance between classes or teachers most often is utilized when analyzing the effect of teaching quality on students’ learning outcomes a large proportion of the variance could be attributed to classrooms whereas there was no variance that could be attributed to lessons These findings suggest that the science scores could be useful for long-term decisions but not necessarily to give feedback to teachers regarding a single lesson we experienced higher amounts of rater bias in science than in mathematics in the sense that some raters were stricter than others The rater bias was high in educational structuring in science and in cognitive activation in both subjects There were further relatively large portions of residual variance Although this does not necessarily affect score reliability more research is needed (1) find ways to train raters most efficiently and (2) look at other variables or measurement facets that might affect the results particularly regarding cognitive activation in mathematics classrooms the reliability of the instrument is sufficient for scoring in the context of Norwegian 6th grade classrooms in science and mathematics although cognitive activation in mathematics requires further work both studies provided information on how to adapt and use the instrument in new contexts subject-matter experts provided recommendations for adapting the instrument further to be more relevant in its new contexts Developing the instrument based on these recommendations could potentially improve the extent to which the instrument assesses teaching quality in a meaningful and relevant way in the new contexts study 2 examined the functioning of the instrument in the new contexts Recommendations based on these findings could potentially inform future applications of the instrument in research and practice Future research will have to test the updated instrument and possibly develop it further collecting additional validity evidence will be necessary to form a more complete validity argument The current instrument assesses personal learning support which is considered a component of a supportive classroom climate Teaching practices related to emotional or social support are not explicitly included in the assessment of personal learning support these forms of support are considered a key element in Norwegian classrooms we would therefore recommend explicitly including such teaching practices in the instrument the instrument was originally developed to assess teaching quality in mathematics lessons Even though the current study has made several adaptions in order to use the instrument in science lessons results from the Delphi study hinted at the need to include a more thorough assessment of subject-specific teaching practices in science The generalizability study further confirmed these findings by providing evidence that educational structuring in science was difficult to rate consistently across raters Developing the instrument to be more directed towards subject-specific science teaching — for example by including measures assessing the “nature of science” or “inquiry” — could provide a more meaningful and relevant assessment of teaching quality in science lessons and more reliable scores our results confirm that having multiple raters score cognitive activation is necessary to obtain reliable scores more focus on rating cognitive activation during the training might be beneficial such as comparing scores in cognitive activation to a master rater score A major strength of the current investigation is that it considers different sources of evidence to examine the validity and reliability of TEDS-Instruct in the new contexts The Delphi panel in study 1 consisted of a relatively small sample of experts comprising six mathematics and six science education experts The limited sample size may have contributed to the large amount of agreement among experts due to accidentally sampling experts with similar value systems the panel represented a range of public educational institutions from across the country future research taking a similar approach could increase the sample while aiming to keep a diverse panel the Delphi panel consisted solely of scholars and future research could benefit from including teachers’ as experts this might also lead to more disagreement as teachers could lack the theoretical knowledge on teaching quality the Delphi technique can be a powerful approach to simultaneously validate and adapt an observation instrument to new contexts the adapted instrument better represents the communities view on teaching and learning we believe the results of the generalizability study to be valuable for gauging reliability and providing recommendations for the future use of the instrument in its new context Findings from the study can increase the reliability of ratings in future studies while decreasing costs associated with using observation instruments The datasets presented in this article are not readily available because they contain confidential and sensitive information, which cannot be shared due to privacy and ethical restrictions. Requests to access the datasets should be directed to Bas Senden at YmFzc2VuZGVuQGdtYWlsLmNvbQ== JF: Writing – review & editing TF: Writing – review & editing MM: Writing – review & editing SM: Writing – review & editing RM: Writing – review & editing GN: Writing – review & editing MO: Writing – review & editing MS: Writing – review & editing RLS: Writing – review & editing AS: Writing – review & editing RBS: Writing – review & editing MØ: Writing – review & editing The author(s) declare that financial support was received for the research This work was supported by the FINNUT Researcher Project awarded by the Research Council of Norway under Grant number 283587 and partially supported by the Research Council of Norway through its Centers of Excellence scheme under Grant number 331640 We would like to express our utmost gratitude to Professor Gabriele Kaiser and Professor Johannes König for their foundational work in developing the TEDS-Instruct observation instrument and their generosity in granting us access to the instrument We would also like to thank the four raters—Helene and Jonathan—for their enthusiasm and devotion in rating the videos our thanks goes to Andreas Petersen for testing The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher The Supplementary material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/feduc.2025.1483092/full#supplementary-material 1. ^A notable exception is the International System for Teacher Observation and Feedback (ISFOT), which was developed to ensure cross-cultural relevance (Muijs et al., 2018; Teddlie et al., 2006) 2. ^In more precise and statistical terms, the relative error (Shavelson and Webb, 1991) reflects the extent to which rank ordering of lessons is distorted (i.e. The absolute error is estimated if scores are compared to a certain cutoff value Standards for educational and psychological testing DC: American Educational Research Association Google Scholar Teacher quality and learning outcomes in kindergarten Crossref Full Text | Google Scholar Fitting linear mixed-effects models using lme4 Crossref Full Text | Google Scholar Qualities of classroom observation systems Crossref Full Text | Google Scholar “Simple views of effective teaching and a simple theory of classroom instruction” in Talks to teachers Google Scholar The near impossibility of testing for teacher quality Crossref Full Text | Google Scholar Factor analysis of the classroom assessment scoring system replicates the three domain structure and reveals no support for the bifactor model in German preschools Attending to general and mathematics-specific dimensions of teaching: exploring factors across two observation instruments Blikstad-Balas “Why – and how – should we measure instructional quality?” in Ways of analyzing teaching quality Tengberg (Oslo: Scandinavian University Press) Google Scholar Crossref Full Text | Google Scholar Google Scholar A longitudinal study of teacher burnout and perceived self-efficacy in classroom management Crossref Full Text | Google Scholar The quality of teacher–student interactions: associations with first graders' academic and behavioral outcomes Effect of observation mode on measures of secondary mathematics teaching Charalambous Working at the nexus of generic and content-specific teaching practices: an exploratory study based on TIMSS secondary analyses Crossref Full Text | Google Scholar Charalambous Studying mathematics instruction through different lenses: setting the ground for understanding instructional quality more comprehensively Crossref Full Text | Google Scholar Charalambous Working more collaboratively to better understand teaching and its quality: challenges faced and possible solutions “International comparisons of mathematics classrooms and curricula: the validity-comparability compromise” in PME 36: Opportunities to learn in mathematics education: Proceedings of the 36th conference of the International Group for the Psychology of mathematics education 2012 (Taipei Taiwan: National Taiwan Normal University) Exploring consistency in elementary teacher practice across subjects Crossref Full Text | Google Scholar Crossref Full Text | Google Scholar The dynamics of educational effectiveness: A contribution to policy practice and theory in contemporary schools Google Scholar The dependability of behavioral measurements: Theory of generalizability for scores and profiles Google Scholar An experimental application of the Delphi method to the use of experts PubMed Abstract | Crossref Full Text | Google Scholar Diamond Defining consensus: A systematic review recommends methodologic criteria for reporting of Delphi studies Recent research on classroom management: implications for teacher education Crossref Full Text | Google Scholar Drollinger-Vetter Verstehenselemente und strukturelle klarheit: Fachdidaktische qualität der anleitung von mathematischen verstehensprozessen im unterricht Google Scholar Classroom management: a critical part of educational psychology Crossref Full Text | Google Scholar Fenstermacher On making determinations of quality in teaching Crossref Full Text | Google Scholar “How framework for teaching and tripod 7Cs evidence distinguish key components of effective teaching” in Designing teacher evaluation systems: New guidance from the measures of effective teaching project Google Scholar The Delphi technique in educational research Crossref Full Text | Google Scholar Measure for measure: the relationship between measures of instructional practice in middle school English language arts and teachers’ value-added scores The use of the Delphi technique in problems of educational innovations (P-3499) Google Scholar Social-psychological influences on opinion expression in face-to-face and computer-mediated communication Crossref Full Text | Google Scholar Applicability of the classroom assessment scoring system in Chinese preschools based on psychometric evidence Crossref Full Text | Google Scholar “Introduction: on the power of video studies in investigating teaching and learning” in The power of video studies in investigating teaching and learning in the classroom Google Scholar Variabilität und generalisierbarkeit von ratings zur qualität von mathematikunterricht zwischen und innerhalb von unterrichtsstunden “Multi-group measurement invariance and generalizability analyses for an instructional quality observational instrument” in Ways of analyzing teaching quality Google Scholar Erfassung der fachspezifischen qualität von mathematikunterricht: Faktorenstruktur und zusammenhänge zur professionellen kompetenz von mathematiklehrpersonen Hybrid frameworks to capture teaching quality in secondary classrooms – The case of the TEDS-Instruct observation system Google Scholar Professional competencies of (prospective) mathematics teachers—cognitive versus situated approaches “Analyses and validation of central assessment instruments of the research program TEDS-M” in Student learning in German higher education Google Scholar Kane, T. J., and Cantrell, S. (2010). Learning about teaching: initial findings from the measures of effective teaching project [MET project research paper]. Bill & Melinda Gates Foundation. Available online at: https://docs.gatesfoundation.org/Documents/preliminary-findings-research-paper.pdf Google Scholar Zusammenhänge zwischen lehrervorstellungen und kognitivem Strukturieren im unterricht am beispiel von scaffolding-maßnahmen Google Scholar Linking instruction and student achievement A research design for a new generation of classroom studies Crossref Full Text | Google Scholar “The Pythagoras study: investigating effects of teaching and learning in Swiss and German mathematics classrooms” in The power of video studies in investigating teaching and learning in the classroom Google Scholar “Mathematikunterricht in der sekundarstufe I: "aufgabenkultur" und unterrichtsgestaltung” in TIMSS-Impulse für schule und unterricht Baumert (Bonn: Bundesministerium für Bildung und Forschung) Google Scholar A guideline of selecting and reporting Intraclass correlation coefficients for reliability research Discipline and group management in classrooms Google Scholar “The model of instructional quality in COACTIV: a multicriteria analysis” in Cognitive activation in the mathematics classroom and professional competence of teachers Google Scholar Teacher–child interactions in Chile and their associations with prekindergarten outcomes “Introduction” in The Delphi method: Techniques and applications Turoff (Boston: Addison-Wesley Publishing Company) Google Scholar Quality of geometry instruction and its short-term impact on students' understanding of the Pythagorean theorem Classroom observation systems in context: a case for the validation of observation systems Crossref Full Text | Google Scholar Luoto, J. (2020). Exploring, understanding, and problematizing patterns of instructional quality: A study of instructional quality in Finnish–Swedish and Norwegian lower secondary mathematics classrooms [Doctoral dissertation, University of Oslo]. DUO Research Archive. Available online at: http://urn.nb.no/URN:NBN:no-88324 Google Scholar Possible biases in observation systems when applied across contexts: conceptualizing Mangold. (2023). Interact (version 18.7.7.17) [Computer software]. Available online at: https://www.mangold-international.com/en/products/software/behavior-research-with-mangold-interact.html Google Scholar The effect of observation length and presentation order on the reliability and validity of an observational measure of teaching quality The Delphi technique: a worthwhile research approach for nursing PubMed Abstract | Crossref Full Text | Google Scholar Mengual-Andrés Delphi study for the design and validation of a questionnaire about digital competences in higher education Inquiring into science instruction observation protocol (ISIOP): Codebook Google Scholar State of the art – teacher effectiveness and professional learning Assessing individual lessons using a generic teacher observation instrument: how useful is the international system for teacher observation and feedback (ISTOF) Google Scholar A bifactor model of the classroom assessment scoring system in preschool and early intervention classrooms in Singapore Teacher classroom management practices: effects on disruptive or aggressive student behavior Crossref Full Text | Google Scholar “Mapping the terrain of teacher quality” in Measurement issues and assessment for teaching quality Google Scholar Purposeful sampling for qualitative data collection and analysis in mixed method implementation research Classroom assessment scoring system™: Manual K-3 Google Scholar Classroom observation frameworks for studying instructional quality: looking back and looking forward Crossref Full Text | Google Scholar “Creating practical theories of teaching” in Theorizing teaching: Current status and open issues Google Scholar Generic dimensions of teaching quality: the German framework of three basic dimensions Towards developing a theory of generic teaching quality: origin and necessary next steps regarding the three basic dimensions model Google Scholar Stability of instructional quality across lessons Investigating the subject-specificity of teaching quality Google Scholar Review and meta-analyses of school and teaching effectiveness Google Scholar Schlesinger Theoretical and methodological challenges in measuring instructional quality in mathematics education using classroom observations Crossref Full Text | Google Scholar Schlesinger Subject-specific characteristics of instructional quality in mathematics education Teaching effectiveness research in the past decade: the role of theory and research design in disentangling meta-analysis results Crossref Full Text | Google Scholar Instructional quality: a review of conceptualizations and research findings” in Ways of analyzing teaching quality: Potentials and pitfalls Google Scholar Google Scholar Measurement properties of the CLASS toddler in ECEC in the Netherlands Crossref Full Text | Google Scholar Validating teaching competencies for faculty members in higher education: a national study using the Delphi method Crossref Full Text | Google Scholar The international system for teacher observation and feedback: evolution of an international study of teacher effectiveness constructs Questioning measurement that places Australian ECEC teaching as ‘low quality’ Creating contexts for involvement in mathematics Crossref Full Text | Google Scholar Scaffolding in teacher–student interaction: a decade of research A validation study of classroom assessment scoring system–secondary in the Finnish school context Westergård A preliminary validity of the classroom assessment scoring system in Norwegian lower-secondary schools Bringing the conceptualization and measurement of teaching into alignment On the problems of asking for a definition of quality in education Crossref Full Text | Google Scholar Stovner RB and Ødegaard M (2025) Context matters: adapting and validating the TEDS-instruct observation instrument assessing teaching quality for its use in Norwegian primary education Received: 19 August 2024; Accepted: 27 January 2025; Published: 13 February 2025 Copyright © 2025 Senden, Jentsch, Teig, Nilsen, Fauskanger, Frågåt, Maugesten, Mork, Mosvold, Nortvedt, Olufsen, Sjøberg, Staberg, Selling, Stovner and Ødegaard. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) distribution or reproduction in other forums is permitted provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited in accordance with accepted academic practice distribution or reproduction is permitted which does not comply with these terms *Correspondence: Bas Senden, YmFzc2VuZGVuQGdtYWlsLmNvbQ== †ORCID: Bas Senden, https://orcid.org/0000-0002-1955-2249 Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher 94% of researchers rate our articles as excellent or goodLearn more about the work of our research integrity team to safeguard the quality of each article we publish Bednarik and Senden Named Semanik Award Winners5/29/2024 7:00:00 PM | Men's Basketball Terms of Use Wayzata senior Tenley Senden scores two goals while defense kicks away flurries of Edina chances in second half to keep Hornets to one goal. Fresh off her first hat trick, Wayzata sophomore Alex Vellieux opened the scoring for the Trojans in just the third minute of Friday’s Class 3A girls soccer state championship game. More goals followed as the Trojans dethroned 2023 state champion Edina with a decisive 3-1 victory. Wayzata (19-1-1) faced Edina (14-2-5) in the state final having lost to the Hornets 2-1 in last year’s title game. Edina also handed Wayzata its only loss of this season, also 2-1, in August. “We’ve been the only team to beat them the past two years,” first-year Edina coach Taylor Greathouse said. “So you have to assume a team is coming out for blood.” Wayzata senior Tenley Senden joined the scoring party in the 12th minute. Now ahead 2-0, the Trojans — and especially Senden — weren’t finished. Senden scored her second goal of the game (her team-leading 27th this season) on a “hit-the-brakes-and-let-them-fly-right-by” move that would make Pete “Maverick” Mitchell of “Top Gun” movie fame stand and applaud. Over-pursuing Edina defenders ran themselves out of the play as Senden cut back and pounced in the 28th minute. “It means a lot,” Senden said of her performance. “I thought I would get shut down and have to work off people.” Said Greathouse: “As a team, we kind of identified they kind of let up on each of those chances in the first half and they scored on their chances. But the second half was night and day different.” Ahead 3-0 at halftime, Wayzata could ease into cruise control. Or so the Trojans thought. Wayzata defenders parked the bus in front of goalkeeper Sophia Alvarez, kicking away flurries of Edina chances to start the second half. Alvarez denied any and all comers faced until Hornets senior Alejandra Adair scored to ruin Alvarez’s bid for a clean sheet in the 55th minute. “She played insane in the second half,” Greathouse said. David La Vaque is a high school sports reporter who has been the lead high school hockey writer for the Minnesota Star Tribune since 2010. He is co-author of “Tourney Time,” a book about the history of Minnesota’s boys hockey state tournament published in 2020 and updated in 2024. High Schools Minnesota high school scores and results for all sports from around the state Owen Marsolek struck out 17 to lead the Hilltoppers to a 3-0 victory Monday at Siebert Field has a state-high 40 goals in seven games for St Iowa (KMTV) — The Council Bluffs YMCA moved out of its original building on First Avenue in 1979 but neighbors have fond memories of the historic building: wedding receptions demolition crews were tearing it down as local historian and author a home for railroad workers and the place where a lot of Council Bluffs kids learned to swim I'm your Southwest Iowa neighborhood reporter Katrina Markel There's a lot of nostalgia here today as the old YMCA building comes down And that's why these are much more trouble to take down." Senden wrote a book on the lost buildings of Council Bluffs including folks who stopped by to watch the demolition are having conversations about the early twentieth-century building what people are recalling about their childhood So old buildings really keep us in touch with our history," Senden said According to local historian Richard Warner the first avenue building was constructed in 1909 and housed a chapter of the Grand Army of the Republic an organization for Union Civil War Veterans it was a YMCA: "Just being small and taking swimming lessons in this pool in this building It's really sad to see all the history of Council Bluffs being torn down." they had a swimming pool in the basement on this far side of the building These images were captured by photographer Alicia Brady before the demolition It was registered as a historic building but fell into disrepair Sue says historic buildings provide an important link to history we might fall into some of the same traps that caught other people before." City officials say they have not yet approved any future construction plans for the site The demolition crew on this site told me the bricks from this building have been sold and they're set to be recycled Crossing the stage at Convocation is an incredible achievement in itself; but two UM students will receive the additional honour of being medal winners Let’s get to know these two students from the fall Class of 2024 Senden’s passion for computer science began in high school at Winnipeg’s River East Collegiate where a teacher sparked his interest in programming by encouraging students to have full creative control over the computer programs they made He discovered computer science was “my ideal intersection of mathematics and problem solving interesting problems to work on made it an easy choice.” Senden is graduating this month with an honours degree in computer science and has begun a master’s degree at UM in the same subject His graduate research applies machine learning to reduce herbicide use in agriculture which he hopes will benefit the environment and Manitoba’s economy In completing his bachelor’s degree he says he learned how to be a better problem solver by asking the right questions and breaking down complex challenges “I think the key to academic success is to understand how you learn to build your study habits around what works best for you (not just what you are told you should do) and to not be afraid to try new things … [or] things that seem difficult or even bigger and more challenging projects Often the greatest progression comes from the biggest risks University is a time to take risks in the name of learning who already has a degree in athletic therapy chose to pursue respiratory therapy due to growing demand for the profession He was interested in being able to work in diverse environments like emergency departments and clinics while combining clinical practice with technology he worked as a Respiratory Therapy Assistant at the Health Sciences Centre and conducted a literature review comparing non-invasive ventilation methods for premature infants which he presented at RT Research Day Being a full-time student with a part-time job Szutu says it was difficult to maintain a work-life balance the friendships he made inside and outside the classroom he suggests students learn to not be too hard on themselves I was too critical of myself whether it was not attaining a desired grade/percentage on an assignment or exam or making a mistake while performing a competency during clinical placements this way of thinking made me forget about my accomplishments and areas that I excelled or was successful in.” making a difference here in Manitoba and around the world 1,429 degrees are being awarded at Fall Convocation bringing the number of graduates in the class of 2024 to just over 5,500 Many of these new alumni will stay in Manitoba contributing high-demand skills to the labour market and injecting nearly $300 million into the province’s economy each year campus community, podcast, president Alum architect ignites introspection among students through unique art form campus life and redeveloping the Hudson Bay building Homepage stories .css-s4id4f{font-family:Suisse Intl,"Helvetica Neue",Helvetica,Arial,sans-serif;font-size:1.9rem;line-height:2.2rem;font-weight:600;letter-spacing:-0.01em;}Schwab Cup CARY, NORTH CAROLINA - OCTOBER 15: John Senden of Australia hits a tee shot on the second hole during the third round of the SAS Championship at Prestonwood Country Club on October 15, 2023 in Cary, North Carolina. (Photo by Mike Mulholland/Getty Images) Longtime Australian professional John Senden has been diagnosed with Parkinson’s disease, he said this week at the Australian PGA Championship. Senden has battled symptoms of Parkinson's disease for approximately 18 months, he told ABC Sport, and plans to keep playing golf to deal with the condition. "I've got to stay in the gym, stay fit and stay open, because Parkinson's wants to close you down, wants to make you feel a bit more depressed," Senden told ABC Sport. "It doesn't actually undermine my strength, it just sort of makes me feel a bit weird sometimes. "I can be on the range warming up and feeling really good, but as soon as the anticipation of hitting the first shot or a difficult shot or even the name called on the first tee, all of a sudden my right arm starts shaking and I can't control that sometimes … I sort of stretch it or trigger it or get some bigger movements to get through this. It's not going to go away, but I'm still able to play and still enjoying golf." Parkinson’s disease is a progressive disorder that affects the nervous system and parts of the body controlled by the nerves; symptoms include tremors, slowness of movement, limb stiffness, and gait and balance problems. Approximately 90,000 in the United States are diagnosed with Parkinson’s each year, per the Parkinson’s Foundation. The disease is not fatal, but complications can be serious. Senden played 19 events on PGA TOUR Champions this season; his lone top-25 finish came at the Constellation FURYK & FRIENDS in October. He ranked No. 83 on the season-long Charles Schwab Cup standings, after finishing No. 79 the year prior. Senden, 52, is a two-time PGA TOUR winner at the 2006 John Deere Classic and 2014 Valspar Championship. He has made 481 career PGA TOUR starts, recording 124 top-25 finishes. He qualified for the TOUR Championship on four occasions (2009, 2011, 2012, 2014) as well. Senden said he is drawing inspiration from his son Jacob, who was diagnosed with a brain tumor in April 2017 at age 13; at the time, Jacob Senden was rushed to the hospital and told he had two hours to live. Soon thereafter, John Senden took a 14-month competitive leave to be with his son as he battled through multiple rounds of chemotherapy and radiation. This week, Jacob Senden caddied for his dad at the Australian PGA; they missed the cut by one shot, but it was a memorable father-and-son experience. “It’s really something else to see him out there thriving,” John Senden told ABC Sport. John Senden’s son recovering nicely from brain tumor Copyright © 2025 PGA TOUR, Inc. All rights reserved. and the Swinging Golfer design are registered trademarks The Korn Ferry trademark is also a registered trademark and is used in the Korn Ferry Tour logo with permission John Senden in April at the PGA Tour Champions' Insperity Invitational a two-time PGA Tour winner who played this year on the PGA Tour Champions circuit says he has Parkinson’s disease.  The 52-year-old from Australia revealed the diagnosis during this week’s Australian PGA Championship, where he shot rounds of two-over 73 and 71 before missing the cut by a stroke. Senden told ABC Sport that he has battled Parkinson’s symptoms for 18 months and that he plans to continue playing.  because Parkinson’s wants to close you down wants to make you feel a bit more depressed,” Senden told ABC Sport It doesn’t actually undermine my strength; it just sort of makes me feel a bit weird sometimes.” Parkinson’s disease, according to the Mayo Clinic is a disorder that affects the nervous system and the parts of the body controlled by the nerves and the disease may also cause stiffness and slowness of movement Senden played 19 events on the Champions tour in early October at the Furyk and Friends tournament 83 on the circuit’s season-long standings Senden told ABC Sport that he’s managing his tremors.  “I can be on the range warming up and feeling really good,” he told ABC Sport “but as soon as the anticipation of hitting the first shot or a difficult shot or even the name called on the first tee all of a sudden my right arm starts shaking and I can’t control that sometimes I sort of stretch it or trigger it or get some bigger movements to get through this.  but I’m still able to play and still enjoying golf.” He won twice — at the 2006 John Deere Classic and at the 2014 Valspar Championship — made 320 cuts in 481 starts and earned over $21 million in prize money He’s also won four times internationally including at the 2006 Australian Open.  Senden said he was being inspired by his son who was diagnosed with brain cancer in April 2017 the younger Senden caddied for his dad at the Australian PGA.  “There was some time back then when we didn’t know whether he was going to make it,” Senden told the Australia PGA’s website on Wednesday “Being together this week has definitely been an inspiration for me especially and for other kids out there watching him grow over the last six years He’s got stronger and stronger every year with great doctors and great medical in the U.S and also another couple of doctors out here in Australia “He’s been looking good and feeling like he needs to take it by the horns now and go and live his life.” Nick Piastowski is a Senior Editor at Golf.com and Golf Magazine writing and developing stories across the golf space And when he’s not writing about ways to hit the golf ball farther and straighter the Milwaukee native is probably playing the game and drinking a cold beer to wash away his score You can reach out to him about any of these topics — his stories his game or his beers — at nick.piastowski@golf.com All of our market picks are independently selected and curated by the editorial team Youri Senden Named Drexel's Male CAA Scholar-Athlete of the Year4/4/2024 2:00:00 PM | Men's Soccer — Mark Senden ended up on Jimmy Kimmel Live the last time he played in Xcel Energy Center After winning his quarterfinal game at the Minnesota Class AA boys high school hockey tournament "and everything like that" six times in the span of 20 seconds It ended up on Kimmel's late-night talk show "It definitely blew up a lot," Senden said "I got some texts in the middle of the night like you were on Jimmy Kimmel.' I was like 'I think you've got the wrong guy.'" The irony of the unexpected blast of attention is that Senden is a guy who rarely receives any of it What happened two nights later on that same ice sheet was much more typical Mark Senden He captained Wayzata to the 2016 state title game where he produced what seemed to be a pedestrian stat line: no goals But his assignment that night was to follow around Eden Prairie star Casey Mittelstadt Hockey award and become a top-10 NHL Draft pick who racked up six points in the quarterfinals and five in the semis had just one point in the championship game He was held off the scoresheet at even strength Senden was not one of the 12 players voted to the all-tournament team His contributions are rarely publicly recognized Senden hasn't led any of his teams in goals during high school But the UND senior has consistently been the quiet driving force behind championship-winning teams He captained Wayzata to its first and only boys hockey state title he captained the Fargo Force to their first and only Clark Cup as United States Hockey League champions where the Fighting Hawks took a squad of 14 new players who were saddled with an array of key injuries to a stunning run down the stretch to win the Penrose Cup as National Collegiate Hockey Conference regular-season champions "He's had success everywhere he's been and this is no different," UND goalie Zach Driscoll said "You just watch the way he carries himself He's the hardest-working guy day in and day out When you have a lot of young guys and new guys and they have someone like that to look up to Senden is back in the Xcel Energy Center this weekend for the first time since winning that state championship His UND team will take on Western Michigan at 7:37 p.m Senden won't command much of the spotlight heading into the matchup He was not one of UND's all-conference picks NCHC MVP Bobby Brink of Denver was only held off the scoresheet for one weekend this entire season "He just makes everyone around him better," UND coach Brad Berry said He's a guy that doesn't command a lot of accolades He's a guy that exudes confidence and swagger within the locker room "There's a reason why he's won a state high school championship at Wayzata and we're hoping we can make a run here to cap off the trifecta for him." Senden already has won three-straight Penrose Cups and one NCHC playoff title at UND but he's hoping to add to that in the coming weeks "Two words come to mind," said Pierre-Paul Lamoureux the associate coach of Senden's Clark Cup-winning team in Fargo he pulls the rest of his teammates into the fight When guys are looking around the locker room Lamoureux said Senden's demoralizes opponents he's playing in the offensive zone," Lamoureux said those are heavy workload minutes for defensemen and a center "Those are things that on a bench give a group confidence they can beat a more skilled team or a better team." That's what UND has done this season while charging down the stretch Despite being without many of its top players — leading-scorer Riese Gaber and top-pair defenders Jake Sanderson and Ethan Frisch to name a few — the Fighting Hawks are 9-1 in the last 10 games Senden said there are some common threads between championship teams "I think one thing I notice in common is how close everyone is how much everyone is willing to sacrifice for each other put their bodies on the line and do everything it takes it's being mentally strong and battling through adversity when it comes It's about being able to be mentally strong and just keep playing your game and keep doing what needs to be done to win the game." Senden is back in the Xcel Energy Center for the first time since 2016 when he slowed down Mittelstadt and brought Wayzata its only boys hockey title His assignment will likely be Western Michigan forward Ethen Frank Frank hasn't tallied a point against UND yet this season The NCHC's 2020 playoff championship was canceled due to the coronavirus pandemic it was played in Grand Forks because of the pandemic Senden said he's glad to be back in the Xcel Energy Center this March playing for another title — and everything like that "It definitely brings out some laughs thinking back on it," Senden said of his Jimmy Kimmel moment "I'd like to think I got a little better at public speaking since then but it's always fun to look back on that one and see old videos resurface of 'everything like that.' "I'll get random people on Instagram sending me message Paul.TV: CBS Sports Network.Radio: The Fox (96.1 FM) February 26 (MExN): The Ao Senden today asserted that contractors refusing to sign the “implementing agreement” for the Foothills Road construction will not be allowed to carry out contract works under its jurisdiction a tradition of signing implementing agreements has been ‘set’ since 2013 among three Apex Tribal Hohos – the Ao Senden and Sumi Hoho – along with the Nagaland Foothills Road Coordination Committee (NFHRCC) and the concerned contractors involved in the Foothills Road construction projects To bring the Foothills Road to a logical completion had also resolved not to let any contractors break away from the ‘set tradition’ to undertake work under their respective jurisdictions this was reaffirmed in Wokha and later declared before the Minister of Public Works Department (Roads & Bridges) in the presence of the Engineer-in-Chief of PWD and other officials during a meeting with the three Apex Tribal Hohos on February 7 The Ao Senden also claimed that during the meeting the PWD(R&B) Minister assured to schedule a meeting with the NHFRCC at an early date This meeting was expected to be an “ice-breaker” between the reluctant contractors and the Apex Tribal Hohos but it is yet to be called by the PWD Department it reiterated that contractors refusing to sign the implementing agreement will not be allowed to carry out contract works in its jurisdiction the Ao Senden pointed out that the Foothills Road project was initiated by the Apex Tribal Hohos in 2023 under the watchful eye of Chief Minister Neiphiu Rio the State Government has provided the necessary funds while the NFHRCC was created by the Apex Tribal Hohos to coordinate and protect the contractors on their behalf from “all bad social elements.” The NFHRCC has so far carried out many groundbreaking tasks and an implementing agreement has been signed since 2013 among the Apex Tribal Hohos and the contractors working on the Foothills Road It further highlighted how negotiations were held with Naga political groups to ensure that no taxes would be imposed on the contractors and how landowners were urged to give up their land without compensation has met the Union Minister and the Governor of Nagaland It also credited the committee for persuading some landowners to donate well-developed lands incurring losses amounting to “more than hundreds of crores” at the new realignment at the Wati Lenjem to Wamakenyimsen village stretch during a meeting on September 9 the Ao Senden expressed appreciation to all the landowners who donated and sacrificed their well-developed lands without taking any compensation it was stated that the "arrival of judicious funds" in the current year may have contributed to the reluctance of some contractors who received work orders for the Foothills Road to adhere to the established tradition set in 2013 the Ao Senden urged the reluctant contractors to bring their problems to the table and seek a solution amicably “It is our belief that the ‘unseverable sense’ of Naga belongingness will bring them to their senses and will do the needful without delay,” it added in a press release issued by its President Marsanen Imsong and General Secretary Imtipokyim the Ao Senden informed that it inspected the Foothills Road construction site at the Wati Lenjem (Yajang junction) to Wamakenyimsen village stretch on February 26 This was in intensification of the Senden’s desire for quality workmanship in construction and the completion of the “historic and extraordinary” Nagaland Foothills Road the construction work has been found to be “per specifications and most satisfactory to date,” and it lauded the contractor It also expressed gratitude to the Department of PWD(R&B) Tuli and the Wamaken Village Council for being a part of the inspection team.  Do you think social media platforms are strengthening or weakening journalism in Nagaland The Morung Express is a people-oriented alternative newspaper based in Nagaland that was conceived from the Naga people’s historical realities and is guided by their voices and experiences It emerged from the well-recognized concept that the core of a free press is based on “qualitative and investigative” journalism Ensuring this is essential for contributing to an informed Naga public that makes sound decisions on issues that affect all spheres of life — Gavin Hain knew his season was over last January He suffered a knee injury that required surgery But the senior forward hoped it wasn't the end of his college career as long as they were going to have me back both decided to take advantage of the NCAA ruling that the pandemic-altered 2020-21 season didn't count against anyone's eligibility and return to UND for a fifth season They became the first players since defenseman Chay Genoway to play five years at UND Genoway was granted a medical redshirt after suffering a season-ending injury in the first half of his senior season Although he could have signed a pro contract Genoway said he'd come back to UND for 10 years if he could UND coach Brad Berry informed Hain and Senden in the second half of last season the team had roster spots open for them in 2022-23 and he wanted them back "A program and a place like this is not something you want to leave as soon as possible It's obviously special if you get a chance to come back it feels like another senior year after being robbed of it last year But I've been fortunate to spend five years at this place." Senden relayed that message to the other players "I let everyone know on the team this place here is something special," Senden said Being able to come back for a fifth year was unbelievable I'm so thankful to have that opportunity just to cherish those little things those little day-to-day activities you have with the guys in the locker room and creating friendships and brotherhoods that will last a lifetime." Senden and Hain both took part in Senior Night last season but they were acknowledged after playing their final game in Ralph Engelstad Arena "It was definitely a lot more real," Senden said it definitely hit me a little harder than it did last year but I've always tried to look at the positive aspect of it "Just being able to have an extra year of cherishing the special moments and enjoying this place for another year has been great this culture and everything it has to offer." Both players are having their best-career years Senden has hit a career high in goals (seven) His 16 points are one shy of his career high who battled injuries throughout his first four years has career highs in goals (10) and points (15) "You learn and grow every year," Hain said the coaches put so much time into players and developing guys If you come in and struggle your first year you build on top of that each and every year Hain and Senden have been among the National Collegiate Hockey Conference's best defensive forwards since they arrived on campus in 2018-19 and teamed up with Cole Smith After Smith graduated in 2020 and advanced to the NHL's Nashville Predators Every time the coaching staff attempted to split them up they inevitably were back together in short order "We've grown the most in the last five years," Hain said "We'll always have a special bond together with what we went through and our experiences together at UND Senden added: "We've had the opportunity to be linemates for five years I really cherish our relationship and how we've grown the last five years The first class of seniors with the opportunity to take advantage of the COVID year and play a fifth season at UND came in 2021 the only members left from their freshman class "Relationships are the biggest thing," Hain said "It's not just relationships with your teammates and coaches but you meet a lot of people outside the team and in the community who have done so much for me and the team I think that's one thing that makes this place so special Everyone's always there for each other and supporting you while you're playing — and I've heard forward Judd Caulfield and defenseman Ethan Frisch will have to decide whether to return for a fifth year or sign a pro contract because he did not play any games as a freshman It is hoping to extend this one by winning a best-of-three NCHC quarterfinal series against Omaha this weekend in Baxter Arena — a place Senden has played 21 times in his career already whether you're a top-ranked team or a bottom-ranked team "We've had some struggles throughout the year we've been playing some of our best hockey We've been talking lately about how our story has yet to be written." 27/622 HD).Radio: The Fox (96.1 FM).Stream: NCHChockey.com Please select what you would like included for printing: Copy the text below and then paste that into your favorite email application Enter your phone number above to have directions sent via text This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply Service map data © OpenStreetMap contributors GRAND FORKS — UND captain Mark Senden is getting a shot to prove himself in the American Hockey League Senden has signed a professional tryout deal with the Charlotte Checkers for the rest of the season Charlotte is the top minor-league affiliate of the Florida Panthers Senden will reunite with former UND teammate Matt Kiersted I know Kiers is out there and knowing him and having him there Senden tallied career highs in goals (seven) He finished his college career with 26 goals and 73 points in 170 games Senden was a two-time nominee for National Collegiate Hockey Conference defensive forward of the year "I can't thank the coaches here and everyone else enough for what they've done for me the last five years," Senden said "They've helped get me prepared for this opportunity." Senden and longtime linemate Gavin Hain became the first five-year UND hockey players in more than a decade by opting to use their free COVID year to return The last five-year UND hockey player was Chay Genoway in 2006-11 "I've always held this place close to my heart It's hard to put into words how much this place means to me and how amazing it really is It's such a special place being able to play on the hockey team here for five years It's just really hard to put it into words GRAND FORKS — Mark Senden captained his high school and junior teams to championships He'll get one more crack at doing it at the college level will once again wear the 'C' this season for UND product will be joined in UND's leadership group by alternate captains Gavin Hain will wear letters for the first time at UND Senden will be the seventh two-year captain at UND since 1980 Dave Hakstol (1990-92) and Scott Sandelin (1984-86) Senden will be the first player in UND hockey history to wear a captain's letter for three years He wore an 'A' in 2019-20 before taking over the captaincy We are less than a month away from hockey season Senden and Hain both opted to use their free COVID-impacted year of eligibility to come back for a fifth season becoming the first five-year players at UND since Chay Genoway "You have year-end meetings and you want to go over the year review each and every player one-on-one," UND coach Brad Berry said they have a special feeling with this program They want to continue their pro careers at a time they both wanted to come back one more year that was outstanding to know we have very impactful players in the lineup every night that want to come back for a fifth year — and part of that is the impeccable leadership qualities they have." who captained Wayzata to its first Minnesota state boys hockey title and the Fargo Force to their first United States Hockey League Clark Cup a Philadelphia Flyers draft pick from Grand Rapids suffered a season-ending knee injury in early January but has recovered and is a full participant in UND's fall skates is the reigning National Collegiate Hockey Conference Defensive Defenseman of the Year winner Frisch also has given UND an offensive boost scoring nine goals from the blue line last season "He would have been our captain if Senden and Hain moved on," Berry said UND announced one captain and four alternates last season Jasper Weatherby signed with the San Jose Sharks just before the start of last season and Jake Sanderson signed with the Ottawa Senators at the end of the season UND's returning players voted on their replacements Caulfield and Gaber were the leading vote-getters will join a long list of Grand Forks natives to wear a captain's letter at UND is the lone junior with a captain's letter He last wore a letter in junior hockey with the Dubuque Fighting Saints where he had an 'A' and sometimes filled in as the 'C.' "The players have a pulse on who are the guys they look up to — not only on the ice but off the ice," Berry said "That goes back to when Dean Blais was here and we carry that through today The players have a voice in who the leaders are the coaches are in agreement of what the players are thinking." UND hosts the University of Manitoba in a preseason exhibition on Oct 1 before opening the regular season against Holy Cross on Oct The Fighting Hawks have won the Penrose Cup as NCHC regular-season champions three years in a row "We're bringing in four freshmen and three transfers," Berry said it's nice having leaders who know our culture and our identity of how we play." Consequent upon the expiry of the 30-day deadline served to the State government to repair the VK Town-Doyang stretch of NH 61 by the Ao Senden a team of Ao Senden accompanied by officials from PWD (NH) Mokokchung Division conducted on-spot verification along the said stretch on December 5 The Ao Senden team was also accompanied by officials from the Ao Lanur Telongjem (ALT) informed a press release by the Media Cell the officials from the PWD (NH) briefed the Senden and ALT representatives that they have repaired the road as best as they could they said that the road construction works have already been allotted to a contractor and that the ‘two-lane’ road construction will begin shortly It may be noted here that the Ao Senden issued an ultimatum dated Oct 2024 to the deputy chief minister and minister in-charge national highway demanding the PWD (national highways) to urgently initiate repairs along NH-61 (VK Town-Doyang stretch) and make the road passable within 30 days as a ‘contingency measure’ that appeared on newspapers on Nov When Ao Senden went on inspection on the last date the PWD (NH) requested for extension of time representatives of the Ao Senden urged the PWD (NH) to carry out further repairing works with utmost seriousness and make the road comfortable for all time travels for the commuters they asserted that the momentum of road development should not be slowed down and demanded that the two-lane road should materialize at the earliest where the potholes were filled with mud and gravels should be watered and compacted by a road-roller It may be further noted here that NH 61 is one of the most important highways in the State connecting a number of districts with the capital Kohima feedback@nagalandtribune.in – In a game which saw the teams play scoreless hockey for two full periods and battle to a 1-1 deadlock through regulation Mark Senden knocked home a blast from Logan Lambdin for the game-winning goal 77 seconds into overtime to lift the Florida Everblades to a thrilling 2-1 victory over Jacksonville Icemen Wednesday night at Hertz Arena Stellar play by both goaltenders was the story of a scoreless first period Everblades netminder David Tendeck turned aside 11 shots in his third start with the club while his Jacksonville counterpart Matt Vernon registered 15 saves in the game’s first 20 minutes The Everblades turned up the pressure on Jacksonville throughout the entire second frame outshooting the Icemen in dominant fashion by a 19-11 margin While the Blades were unable to solve Vernon and the Icemen continued to be shut down by Tendeck the game remained scoreless through 40 minutes of play Oliver Chau took little time in the third period to snap the stalemate registering his 18th goal of the season just 1:33 into the frame Chau pounced on a loose puck in the Jacksonville end and buried an unassisted goal that gave the Everblades a 1-0 lead.  Jacksonville responded less than seven minutes later as Matheson Iacopelli the Icemen’s leading scorer knotted the score at 1-1 with his 21st goal of the year at the 8:13 mark to close out the scoring in regulation before Senden tipped in Lambdin’s blast to seal the victory beating Vernon with the game-winner at 1:17 of overtime  The Everblades outshot their rivals from North Florida 48-33 making a winner of Tendeck (6-5-0-0) for the third time in as many starts with the Blades Vernon (20-6-1-0) registered 46 saves in a losing effort The Everblades will be back in action on Friday, March 8 contest as the Orlando Solar Bears visit Hertz Arena for a 7:30 p.m. contest. It will be another 239 Friday, as fans can purchase two tickets, two mixed drinks and a souvenir program for the special price of $39. Visit floridaeverblades.com for more information and to purchase tickets.   The Everblades have won four straight games at home and are 7-0-0-1 over the last eight contests on Hertz Arena ice Mark Senden’s game-winning goal was his third tally in the last four games while Logan Lambdin’s game-winning assist ran his point streak to five games (2 G the Everblades topped the previous high of 47 registered in the Blades’ 4-3 win at Adirondack on November 29 Oliver Chau’s third period goal was his first goal in six games dating back to the Blades’ 3-1 victory over visiting Worcester on February 21 Chau also snapped a three-game string without a point Wednesday Night’s Scoresheet  The 2023-24 season ticket plans are on sale now Become a Blades 365 Member for the 2023-24 season and enjoy incredible savings and benefits Group Packages are available for a group of 10 or more There is no handling of money or tickets and no limit to the amount of money your group can make with the Everblades' easy-to-run online Fundraiser or to reserve a Fundraiser Night at an Everblades regular season home game Sign up for our email newsletter to be the first to know about news and upcoming games! Mokokchung, November 19 (MExN): Likening the protracted Naga political talks to a seemingly endless and futile exercise or a "Sisyphean affair,” the Ao Senden today urged the Union Minister of State for Home, Bandi Sanjay Kumar, for an immediate resolution. “We pray that, based on the Framework Agreement and the Agreed Position, a solution be reached at the earliest,” the apex civil organisation of the Ao Naga community stated in a representation to Kumar, who held an interactive session with the District Machinery and local communities of Mokokchung District on November 19. The ongoing peace talks, which have continued for about 27 years, are becoming akin to a Sisyphean affair and an item for the Guinness World Records, it added. The agreements in question are the August 3, 2015 "Framework Agreement" with the NSCN (IM) and the November 17, 2017 "Agreed Position" inked with the Working Committee, Naga National Political Groups (WC, NNPGs) by the Government of India (GoI). The Ao Senden also stated that all the competencies or points of agreement related to the agreements must be made available in the public domain to facilitate thorough and comprehensive discussions. It further pointed out that, due to the unresolved Naga political issue, the people of Nagaland are facing numerous challenges, while there has been a “proliferation of factions among the negotiating parties.” Accordingly, the Ao Senden also urged the GoI not to recognise or sign ceasefire agreements with any newly formed groups.Meanwhile, the apex Ao Naga body stated that it was shocked beyond words over what it termed the “callous and arbitrary attitude” of the GoI by abrogating the Free Movement Regime (FMR). According to the Ao Senden, both India Burma (Myanmar) practised “naked colonialism” by dividing the Nagas at their “whims and fancies” along watershed lines only, without taking into consideration the Nagas inhabiting these lands. This cruel attitude of the GoI, without considering the concerns of the Nagas, “does not show even a semblance of the much-acclaimed welfare government” but reflects a suppressive attitude, it asserted. The abrogation of the FMR would not only prevent the Nagas from earning their livelihood by restricting them from cultivating their arable land but also hinder their access to forest products, which they heavily depend on due to the lack of development in the border areas, it contended. “This is not an era to fence the Nagas like animals in a limited space but to let us thrive and prosper in our own land according to our capabilities without any undue and enforced restrictions,” it added. Accordingly, called upon urged the GoI and the Nagaland Government to abandon the illogical ideas of abrogating the FMR and implementing border fencing” at the earliest. The Ao Senden also raised concerns regarding the Union Ministry of Environment, Forest and Climate Change (MoEFCC) for the diversion of forest land measuring 28 hectare (Ha) for the construction of an Assam Police Commando Battalion Camp, as well as another 4.4998 Ha for oil and gas exploration, based on the recommendation of the Government of Assam (GoA). The site for the construction of the police camp is located at "Suptsuyong Lu," the traditional land of Kangtsung Village under Mokokchung District of Nagaland, it pointed out.  However, the GoA has already begun construction works, claiming the area to be under Geleky Reserve Forest of Sivasagar District, it added. Further, the Ao Senden maintained that the permission granted by the MoEFCC for 4.4998 Ha of forest land for oil and gas exploration by M/s Vedanta Limited (Division Cairn Oil & Gas) pertains to a site in the Tsurangkong Range, within Mokokchung District, and not in Jorhat District of Assam. However, claiming the land to be under Dissoi Valley Reserve Forest in Jorhat, the GoA reportedly provided the approval. Subsequently, company officials, accompanied by GoA officials, visited the site for inspection on November 15 but were turned away by the Ao Naga community from surrounding villages in Mokokchung District, the Ao Senden stated. To this end, it accused the MoEFCC of “playing a mischievous game” by granting approval or clearance on ancestral traditional forest lands belonging to the Ao Naga community and “abetting” the Government of Assam in land encroachments. It further asserted that GPS data can be “manipulated and maps can be drawn as such”, but the ground realities of all the lands should be verified on-site, and all stakeholders must be taken into confidence before any approval or clearance is granted.No unilateral or ex-parte decisions must be made, stated the Ao Senden in the representation signed by its President Marsanen Imsong and General Secretary Imtipokyim. “These actions are provocations which may lead to conflict, loss of life and property, which we cannot ignore if corrective measures are not taken by the Government of India at the earliest,” it added. The apex Ao Naga body thus asserted that would not part with even an inch of its ancestral traditional land and urged the Home Ministry to facilitate the withdrawal of approval by the MoEFCC as well as the vacation of encroached land by the Assam Government. It also stated that Ao Senden sincerely “desires no disputes” and wishes to continue “warm relations” between the sister states of Nagaland and Assam,  and urged the MoS Kumar, to look into the matters and take necessary actions. Do you think social media platforms are strengthening or weakening journalism in Nagaland? Why? The Morung Express is a people-oriented alternative newspaper based in Nagaland that was conceived from the Naga people’s historical realities and is guided by their voices and experiences. It emerged from the well-recognized concept that the core of a free press is based on “qualitative and investigative” journalism. Ensuring this is essential for contributing to an informed Naga public that makes sound decisions on issues that affect all spheres of life. GRAND FORKS — Gavin Hain started flipping through photos this week. UND asked for pictures of his class to run on the scoreboard Saturday night for a Senior Night tribute video. "I started sending in pics from our freshman and sophomore years," Hain said. "And all the guys are gone." The class started out as a group of seven — Hain, Mark Senden, Jasper Weatherby, Jacob Bernard-Docker, Adam Scheel, Jackson Keane and Jonny Tychonick. Weatherby, Bernard-Docker, Scheel and Keane are all playing pro hockey, while Tychonick transferred to Omaha. "We laugh about it that it's just Mark and I left from our freshman year," Hain said. Senden added: "I guess that's one thing you expect with a few guys. People move on at times they need to. You're really happy to see those guys take steps in their careers that they think are right for them. It's kind of a bummer when you have those guys leave over time, but you know they're making the right decisions for themselves and you want them to do what's best for themselves in their careers." Hain, Senden and UND's two fifth-year senior transfers — Connor Ford and Zach Driscoll — will be recognized after UND's series with Western Michigan (7:07 p.m. Friday, 6:07 p.m. Saturday). "It's been an absolutely amazing time," Senden said. "Unforgettable memories. I definitely made brothers in the locker room, friends for life, guys I'm going to stay in touch with for the rest of my life. They're going to be my best friends for a long time. It's been an unbelievable and unforgettable time here." Hain and Senden have been linked since the opening month of their careers. UND played a U.S. Hockey Hall of Fame Game in Las Vegas against rival Minnesota in late October 2018. Early in that game, UND forward Grant Mismash was ejected for a major penalty. The Fighting Hawks were forced to juggle lines and they tried putting Hain and Senden — then freshmen — with Cole Smith. They instantly clicked. That trio stayed together for two years. After Smith graduated, UND has continually gone back to the Hain and Senden pairing. "Those two guys are salt-of-the-earth, unbelievable, hard-working guys that have a ton of humility in their game and the way they approach life," UND coach Brad Berry said. "That was instant chemistry." Both Hain and Senden have run into injuries this season. Hain sustained a leg injury Jan. 7 against Cornell and hasn't played since. He's still in a leg brace and there's no guarantee he'll be back this season. Senden, meanwhile, has missed the last two weekends but is expected back for the series against Western Michigan. When the video plays Saturday night, both will reflect on their four years. "It's been incredible," Hain said. "Through the three-and-a-half years, four years, we've had some very high times and some low times, but that's just like any year in itself has highs and lows. Being at a great program like this with great culture, it's battling through the adversity when you're in the low times and keeping your foot on the gas when you're in the high times. It's been a pleasure and super special to play here." Neither are ready to put a bow on their careers yet. For one, both could come back next season since the NCAA ruled the pandemic-altered 2020-21 season didn't count against anybody's eligibility. They also still have work to do yet this season. UND sits one point ahead of Denver in the race for the Penrose Cup as National Collegiate Hockey Conference champions with four games to go. The Fighting Hawks also are in position to make a return to the NCAA tournament. "It's definitely going to be a little emotional," Senden said of Senior Night. "It's definitely going to bring up a lot of emotions. For me, I'm just going to try to focus on the game as much as possible and put those emotions to the side and focus on those things later, because we're still here. We're still playing. Yeah, it's Senior Night. But the season's not over." When: 7:07 p.m. Friday, 6:07 p.m. Saturday.Where: Ralph Engelstad Arena.TV: CBS Sports Network (GF Ch. 314, 635 HD) on Friday; Midco Sports (GF Ch. 27/622 HD) on Saturday.Stream: NCHC.tv on Saturday only.Radio: The Fox (96.1 FM).Of note: UND has a one-point lead on Denver atop the NCHC standings in the chase for the Penrose Cup. Both teams have four games left. The efficacy of this training was tested using a quasi-experiment with pre-and post-test design. Third-year bachelor students in physical education participated in a peer feedback activity to fulfill the requirement of an obligatory course. In 2019–2020, 47 students participated in a peer assessment activity without specific training on psychological safety and trust (control group), while in 2021–2022, 42 students received specific training before peer assessment (experimental group). Analyses include a comparison of the control and experimental groups with regard to (1) the evolution of their perceptions (psychological safety, trust in their abilities, and trust in their peers’ abilities) for pre-to post-test, (2) the quality of the feedback they provided to their peers (3) and the improvement of students’ work between the draft submitted for the peer activity and the final version submitted to the professor. Results do not support the training’s efficacy, yet suggest pathways for future research. Volume 8 - 2023 | https://doi.org/10.3389/feduc.2023.1198011 This article is part of the Research TopicInsights in Assessment, Testing, and Applied Measurement: 2022View all 21 articles Introduction: Peer feedback can be very beneficial for student learning in higher education yet students may feel uncomfortable providing and receiving peer feedback: they may for example not feel safe in the group or have little trust in their peers’ abilities to provide feedback only few studies have investigated how students’ feelings of discomfort can be reduced we created a 1-h training session using active learning methods The training focuses on enhancing students’ perceptions of psychological safety trust in their abilities and in their peers’ abilities to provide feedback Methods: The efficacy of this training was tested using a quasi-experiment with pre-and post-test design Third-year bachelor students in physical education participated in a peer feedback activity to fulfill the requirement of an obligatory course 47 students participated in a peer assessment activity without specific training on psychological safety and trust (control group) 42 students received specific training before peer assessment (experimental group) Results: Analyses include a comparison of the control and experimental groups with regard to (1) the evolution of their perceptions (psychological safety and trust in their peers’ abilities) for pre-to post-test (2) the quality of the feedback they provided to their peers (3) and the improvement of students’ work between the draft submitted for the peer activity and the final version submitted to the professor Discussion: Results do not support the training’s efficacy Although it is known that interpersonal and intrapersonal factors involved in peer assessment are important to consider because they can affect peer assessment activities (Panadero et al., 2023) few studies have investigated if an intervention could positively affect them it is not clear if the impact of interpersonal and intrapersonal factors on peer assessment outcomes occurs through an impact on the quality of received and provided feedback this study aims to investigate if a training targeting psychological safety and trust can enhance students’ perceptions incites them to provide more elaborated feedback and supports them to benefit more from the peer assessment we will define the three factors this study focuses on and detail research findings on their role in peer assessment and on how we could intervene Trust in the self as an assessor, trust in the other as an assessor, and psychological safety will be the focus of this study. These three factors are strong predictors of peer assessment outcomes (van Gennip et al., 2010) The relationships between levels of trust and psychological safety and peer assessment processes or outcomes highlight the important role that these perceptions can play This raises the question of how to ensure that students feel psychologically safe and have trust in their peers and the self when participating in peer assessment anonymity seems to positively affect students’ perceptions related to the peer assessment activity but negatively affects their perceptions related to interpersonal factors but for other types of student productions (e.g. it could be less adapted and the use of role-play might not work in these cases If role-play is not possible or relevant during peer assessment it could be included in a training session that would take place before peer assessment This absence of effect could be explained by two factors: the training was not context-specific and the consisted mostly of non-active learning methods effective training for psychological safety could be developed This study aims to investigate if students’ perceptions of psychological safety and trust in the other as an assessor can be increased through a training targeting these factors we designed a 1-h training session and provided it to a group of students before they participated in a peer assessment activity This cohort of students was compared to a cohort of students who did not receive the training We assumed that providing a training on these aspects would increase students’ perceptions of psychological safety and trust in the other as an assessor increase more in the experimental group than in the control group It could mean that an increase in trust and psychological safety would affect students’ implication in the peer assessment which would be reflected by the quality of feedback provided during the peer assessment and by an improvement in performance due to the peer assessment our second and third hypotheses are the following: H2: Students in the experimental group provide feedback of higher quality to their peers than students in the control group H3: Students’ grades improve more after the peer assessment activity in the experimental than in the control group To test the effect of the training on psychological safety and trust using a quasi-experiment with pre and post-test design The first cohort of students followed the course in 2019–2020 These students were the control group; they participated in the peer assessment as it was implemented in the course The second cohort of students followed the course in 2021–2022 These students were the experimental group; before participating in the peer assessment they received specific training on psychological safety and trust The participants were third-year physical education students enrolled in a course on acrobatic sports didactics at a French-speaking Belgian university and (3) receiving formative feedback from peers and professors Fifty-one students followed the course in 2019–2020 and 56 students followed it in 2021–2022 100 (94%) agreed to participate in the study 11 were absent during the training session or did not participate in the peer assessment activity (both mandatory for the course) 47 in the first cohort (control group) and 42 in the second cohort (experimental group) Sixty-nine percent of the participants were men participating students were 21.5 years old (SD = 1.79) Most participants (89%) indicated having already participated in peer assessment before yet the professor of the course confirmed that students have not received training prior to this There was no difference in terms of gender or prior experiences with peer assessment between the control and the experimental groups They also had to create a video of the exercise As a course requirement, students from both groups participated in a 1-h session that prepared them for the peer assessment: the procedure of the peer assessment activity was detailed, they learned how to give effective feedback based on Hattie and Timperley (2007)’s feedback model and they had the opportunity to practice in class a researcher (first author) provided the training to the experimental group This 1-h training aimed to increase students’ perceptions of psychological safety Students filled out questionnaires about their perceptions (pre-test and post-test) during the first and the last sessions of the course To operationalize the quality of feedback, we used the distinction between verification and elaboration feedback (Shute, 2008). Verification feedback only tells students if their productions are correct or not, while elaboration feedback contains additional information to help students to arrive at the correct answer. Effective feedback contains both verification and elaboration (Shute, 2008) elaboration feedback can be one of five types: correction Given the very small number of meaning units belonging to the “confirmation” category Some units of meaning did not fit into any of these categories (e.g. “Good luck for the next step!”) and were classified as “other.” To investigate the effect of the training session on students’ performance the course professor assessed both the first draft and the final version of students’ instruction sheets The first draft was assessed for research purposes only students did not receive their grades and it did not affect whether they passed the course or not The criteria provided to the students were slightly different from those that the professor used in order to guide them more in the peer assessment which was only there to help the global comprehension of the exercise was in students’ criteria to ensure they would watch it The criteria used by the professor to grade both versions were the following: “diagram,” “relevance of the situation,” “instructions,” and “success criteria.” Each criterion was scored out of 5 There were some missing data for the questionnaire We created an online version of the questionnaire and shared the link with absent students there was 17% of missing data at the pre-test and 7% at the post-test linear mixed-effects models were conducted to test our hypothesis according to which an interaction effect would be present with a higher increase in the experimental group To compare the proportion of feedback provided by students in the control group and the experimental group we calculated a score between 0 and 1 for each student regarding each type of feedback This score was calculated by dividing the number of feedback elements provided by the total number of feedback units that could have been provided A score of 0 means that the student did not provide any feedback of this type while a score of 1 means that the student provided feedback of this type at every opportunity a student who assessed seven peers on six criteria and provided 34 verification feedback had a score of 0.81 (34/42) for verification feedback To investigate the impact of the training on the type of feedback given Student’s t-tests and Mann–Whitney’s U tests were conducted on Jamovi (version 2.2.5) Given that students’ grades did not follow a normal distribution we conducted Wilcoxon tests to investigate if there was an improvement in students’ performance These analyses were conducted on Jamovi (version 2.2.5) to test if the improvement was more important in the experimental group than in the control group we calculated difference scores between the two versions (for the global version and each criterion) and conducted Mann–Whitney’s U tests to compare the difference scores between the control and experimental groups Spearman correlations between all study variables are presented in Table 4 The mean scores and standard deviation of students’ perceptions of psychological safety, trust in the self as an assessor, and trust in the other as an assessor are display in Table 5 and trust in the other as an assessor were high at the pre-test It means that students already felt safe and had positive perceptions of their own assessment abilities and those of peers before the training and the peer assessment activity the results show an absence of a significant effect there was no significant interaction effect [t(1432.829) = 1.181 the two groups were comparable [t(14187.907) = −0.957 the levels of psychological safety were not altered significantly from pre-test to post-test [t(362.903) = 1.161 there was no significant interaction effect for trust in the self as an assessor [t(1377.802) = −1.164 It is important to note that the two groups were not comparable Levels of trust in the self as an assessor were higher in the experimental than in the control group [t(8621.171) = −2.054 levels of trust in the self as an assessor did not change statistically from pre-test to post-test [t(359.655) = 1.327 There was no significant interaction effect for trust in the other as an assessor [t(980.787) = 1.282 but the difference was in the other direction: levels of trust in the other as an assessor were higher in the control than in the experimental group [t(867.910) = −5.997 levels of trust in the other as an assessor did not change statistically from pre-test to post-test [t(798.583) = −0.422 the pattern of provided feedback is rather similar for both groups Verification feedback is frequently provided but with important variability among students Correction feedback is the second most frequent feedback The other types of feedback (justification Box-plots of students’ scores for each feedback type in the control group and the experimental group and suggestion did not follow a normal distribution some Mann–Whitney U tests were conducted to test for differences between the two groups There was no significant effect for verification feedback (U = 1,030 question feedback (U = 1,072 and suggestion feedback (U = 963 there was a significant effect for justification feedback (U = 840 but this effect was in the opposite direction compared to our initial hypotheses: students in the control group provided more feedback of this type than students in the experimental group did A t-test was conducted for correction feedback given that The results were similar to those for justification feedback: students in the control group provided more correction feedback than students in the experimental group [t(93) = 2.13; p = 0.036] First, the impact of the training on students’ performance was investigated with the global grade. Figure 4 illustrates the evolution of students’ grades for both groups Evolution of students’ grades (on/20) there was an improvement in performance using a Wilcoxon test which confirmed that students’ work in both groups improved after the peer assessment A Mann–Whitney U test was conducted to investigate if the improvement was more important in the experimental than in the control group The effect was not significant (U = 915 implying that we could not show that the grade improvement was different in the experimental (M = 0.29 SD = 0.74) and in the control group (M = 0.40 it seems like students from the control group performed better than those in the experimental group Mann–Whitney’s U tests were conducted to check if these differences were significant Students from the control group received a higher grade for their first draft (U = 588 p < 0.001) and for their final version (U = 559 There is only a significant difference for the criterion “relevance of the situation.” This difference is in the opposite direction of our hypothesis: students in the control group improved more than students in the experimental group did this study aims to investigate if a training on psychological safety and trust can reduce students’ concerns regarding peer assessment a 1-h training session was provided to a group of students (N = 42) while a previous cohort served as a control group (N = 47) We examined whether the training session affected (1) students’ perceptions of psychological safety (2) the type of feedback they provided to their peers and (3) their performance improvement following the peer assessment a major in which students know each other well They are used to practicing sports together which allows them to help each other out a lot A consequence of the initial positive perceptions is that they could have been more difficult to affect. Indeed, most learnings follow a diminishing-returns curve: it begins slowly, increases exponentially, and then slows importantly when approaching mastery (Ritter and Schooler, 2001). This learning curve has been found for the acquisition of numerous intellectual and perceptual-motor skills (Rosenbaum et al., 2001) It implies that the most important improvement happens near the start which suggests that it is at this time that a training will have its biggest impact Even though in the present study we targeted attitudes and not skills this reasoning may suggest that students’ perceptions may have been too high at the pre-test for the training to have a visible impact which likely reduced the proximity students in physical education usually experience Our second hypothesis was that students in the experimental group would provide more elaborated feedback (including verification and an elaboration element such as correction or suggestion) than students in the control group This hypothesis was not supported either; students in the experimental group did not provide any type of feedback in a higher proportion than students in the control group did The absence of effects supporting our hypothesis is not surprising given the absence of visible effects of the training on students’ perceptions Our initial hypothesis was that the training would increase students’ perceptions which would incite them to provide more elaborated feedback given that the training did not seem to affect students’ perceptions This explanation is supported by the positive correlations between students’ grades for their first draft and the proportion of question feedback provided the improvement would not result in a higher grade from the professor The comparison of the performance improvement in the control and the experimental group did not support our hypothesis that students from the experimental group would improve more than those in the control group The performance improvement was similar in both groups for the global grade one could argue that it is due to the absence of a visible impact of the training on students’ perceptions Our initial hypothesis was that the training would increase the perceptions of students from the experimental group which would allow them to gain more from the peer assessment than students from the control group Given that the training did not seem to affect students’ perceptions the assumption that students from the experimental group would improve more did not hold anymore On the contrary, considering that students in the control group trusted their peers more, they are expected to benefit more from their feedback (van Gennip et al., 2010) We would therefore expect a larger improvement in the control than in the experimental group but only for the criterion “relevance of the situation” (a criterion for which an improvement is only possible if important changes were made) students who trust their peers may have considered their feedback more carefully and An element that supports this is the moderate positive correlation between students’ perceptions of trust in the peer as an assessor and the performance gain for the criteria “relevance of the situation.” we could not find evidence supporting the training’s efficacy There may be several reasons for this finding which should be investigated in future research Future studies could investigate the efficacy of an improved version of the training with more time for role-plays and discussions and more instructors to guide the students psychological safety is a factor that cannot be effectively enhanced through a training and that other kinds of interventions are needed the present study is the first that aims to incite trust in the self and the peer as an assessor through training While the results of the present study indicate an absence of effect Concluding that trust cannot be positively affected by a training appears premature These sorts of guidance could help students realize they are not passive recipients of feedback but that they can critically appraise the feedback they received and that they can improve themselves in providing feedback these kinds of guidance have positive impacts on students’ perceptions of psychological safety and trust Our result corroborates this positive relationship between trust in the other and learning with the learning being measured by students’ grade improvement in our study this low feedback uptake is linked to low levels of psychological safety and trust Future research on the relationship between students’ feedback uptake on the one hand and their perceptions of psychological safety and trust on the other hand is warranted This study aimed to investigate the efficacy of a training session created to enhance students’ perceptions of psychological safety and trust before a peer assessment activity Findings suggested that students’ perceptions are related to students’ performance improvement which confirms that it is important to develop interventions targeting these perceptions we could not find evidence of the training’s effectiveness on students’ perceptions or the type of feedback provided by students This absence of visible impact could be explained by limitations of the study or by limitations of the training in itself Future studies could investigate if an improved longer version of the training would be more effective or if the training should be combined with other guidance during peer assessment The raw data supporting the conclusions of this article will be made available by the authors The studies involving human participants were reviewed and approved by Commission d’éthique IPSY The patients/participants provided their written informed consent to participate in this study and LC conceptualized the research project MS and DJ implemented the intervention and collected the data MS performed the statistical analysis with the help of LC MS wrote the first draft of the manuscript All authors contributed to the article and approved the submitted version The authors would like to thank Maryam Alqassab for sharing her detailed coding scheme Aurélie Bertrand helping us with the analyses The Supplementary material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/feduc.2023.1198011/full#supplementary-material What influences students' peer-feedback uptake perceived language skills and peer-feedback processing “I took physical lessons for granted”: a case study exploring students’ interpersonal interactions in online synchronous lessons during the outbreak of COVID-19 The impact of peer solution quality on peer-feedback provision on geometry proofs: evidence from eye-movement analysis CrossRef Full Text | Google Scholar Effects of written peer-feedback content and sender’s competence on perceptions Computer-delivered interventions for reducing alcohol consumption: meta-analysis and meta-regression using behaviour change techniques and theory Google Scholar Generating dialogue in assessment feedback: exploring the use of interactive cover sheets CrossRef Full Text | Google Scholar Google Scholar The eye-mind of processing written feedback: unraveling how students read and use feedback for revision CrossRef Full Text | Google Scholar CrossRef Full Text | Google Scholar conceptions of and approaches to learning in online peer assessment CrossRef Full Text | Google Scholar Learners’ interpersonal beliefs and generated feedback in an online role-playing peer-feedback activity: an exploratory study CrossRef Full Text | Google Scholar London: Routledge/Taylor & Francis Group Google Scholar The impact of covid-19 on student achievement: evidence from a recent meta-analysis PubMed Abstract | CrossRef Full Text | Google Scholar The impact of peer assessment on academic performance: a meta-analysis of control group studies CrossRef Full Text | Google Scholar Building psychological safety through training interventions: manage the team CrossRef Full Text | Google Scholar doi: 10.1146/annurev-orgpsych-031413-091305 CrossRef Full Text | Google Scholar What are we doing to waiting list controls PubMed Abstract | CrossRef Full Text | Google Scholar Google Scholar Handbook of inter-rater reliability: The definitive guide to measuring the extent of agreement among multiple raters 4) Google Scholar Assessing self-and peer-assessment: the students' views CrossRef Full Text | Google Scholar Student peer review: enhancing formative feedback with a rebuttal CrossRef Full Text | Google Scholar CrossRef Full Text | Google Scholar Enhancing psychological safety in mental health services Peer assessment as collaborative learning: a cognitive perspective CrossRef Full Text | Google Scholar Unskilled and unaware of it: how difficulties in recognizing one's own incompetence lead to inflated self-assessments CrossRef Full Text | Google Scholar CrossRef Full Text | Google Scholar Assessor or assessee: how student learning improves by giving and receiving peer feedback CrossRef Full Text | Google Scholar Does peer assessment promote student learning CrossRef Full Text | Google Scholar CrossRef Full Text | Google Scholar Backward evaluation in peer assessment: a scoping review CrossRef Full Text | Google Scholar Peer review in higher education: student perceptions before and after participation CrossRef Full Text | Google Scholar An empirical review of anonymity effects in peer assessment CrossRef Full Text | Google Scholar A systematic review on peer assessment: Intrapersonal and interpersonal factors Planas Lladó Student perceptions of peer assessment: an interdisciplinary study Attitudes and affect toward peer evaluation in EFL reading circles Google Scholar “The learning curve,” in International encyclopedia of social and behavioral sciences Google Scholar Acquisition of intellectual and perceptual-motor skills How do students perceive the educational value of peer assessment in relation to its social nature Anonymity as an instructional scaffold in peer assessment: its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills Multiple imputation for nonresponse in surveys Google Scholar CrossRef Full Text | Google Scholar The role of lecturer’s authentic leadership in the creation of psychologically safe environments and their impact on academic performance Content analysis: what are they talking about CrossRef Full Text | Google Scholar Masked ball for all: how anonymity affects students' perceived comfort levels in peer feedback CrossRef Full Text | Google Scholar Developing evaluative judgement: enabling students to make decisions about the quality of work CrossRef Full Text | Google Scholar Peer assessment between students in colleges and universities CrossRef Full Text | Google Scholar Peer assessment as a collaborative learning activity: the role of interpersonal variables and conceptions CrossRef Full Text | Google Scholar Taking a closer look at how higher education students process and use (discrepant) peer feedback CrossRef Full Text | Google Scholar Vanderhoven What if pupils can assess their peers anonymously A two-stage calculation using a quadratic rule CrossRef Full Text | Google Scholar University students' perceptions of and attitudes toward (online) peer assessment CrossRef Full Text | Google Scholar 'I'm not here to learn how to mark someone else's stuff': an investigation of an online peer-to-peer review workshop tool CrossRef Full Text | Google Scholar Supporting Learners' Agentic engagement with feedback: a systematic review and a taxonomy of Recipience processes The power of feedback revisited: a meta-analysis of educational feedback research Assessor writing performance on peer feedback: exploring the relation between assessor writing performance Creating a psychologically safe online space for a student-generated questions learning activity via different identity revelation modes CrossRef Full Text | Google Scholar Different identity revelation modes in an online peer-assessment learning environment: effects on perceptions toward assessors Student attitudes that predict participation in peer assessment CrossRef Full Text | Google Scholar De Jaeger D and Coertjens L (2023) Safe and sound: examining the effect of a training targeting psychological safety and trust in peer assessment Received: 31 March 2023; Accepted: 25 May 2023; Published: 16 June 2023 Copyright © 2023 Senden, De Jaeger and Coertjens. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) *Correspondence: Morgane Senden, bW9yZ2FuZS5zZW5kZW5AdWNsb3V2YWluLmJl MINNEAPOLIS — UND coach Brad Berry was conducting his postgame press conference Saturday night when Minnesota coach Bob Motzko walked by walked up to Berry and gave him a quick fist bump The coaches both gave a slight smile to each other and nodded Their teams played another epic in their long-and-storied rivalry There was a seven-goal second period that also featured five-minute major penalties on each team scored an overtime goal from the top of the crease to give No Senden sprinted from the top of the crease to the neutral zone let out the biggest fist pump possible and was mobbed by his teammates "It's definitely something I'll remember for a really long time I'm just incredibly proud of our group with how we responded today and how we played." The overtime winner gave UND a series split Minnesota won the opener Friday on an overtime winner by Matthew Knies The Fighting Hawks also received goals from Riese Gaber Chris Jandric and Cooper Moore had two-point nights UND will head to Las Vegas next week for its destination game against Arizona State with a 3-2-1 record For as raucous as the destination games have been it may be hard to top college hockey's fiercest rivals going back-and-forth in front of 10,193 fans split between those wearing maroon and gold "You could feel it go both ways," UND coach Brad Berry said there were the chants you hear constantly not only at The Ralph but you heard it here when we got the momentum The victory marked UND's first over a top-ranked team since it beat Denver in Magness Arena in November 2019 "I kind of looked up at the crowd after Mark put that one in," Gaber said of the game-winning goal It looked bleak for UND early in the second period Defenseman Tyler Kleven was ejected late in the first for a contact to the head major shots on goal were 26-6 Gophers and Minnesota took a 2-0 lead behind a goal from forward Rhett Pitlick on the rush at 8:48 of the middle frame But Pitlick celebrated his goal by tossing his stick into the crowd and was assessed a 10-minute misconduct penalty Although UND didn't get a power play from the misconduct the Fighting Hawks scored four times with Pitlick in the box UND took advantage of other Gopher penalties Cal Thomas was called for boarding at 10:18 Gopher defenseman Ryan Chesley followed with a hooking penalty and UND converted again when Gaber scored his fourth goal in four games — a shot from the right circle off of Minnesota defenseman Ryan Johnson It was tipped by Gavin Hain and Senden batted the rebound out of midair to give UND the lead There's a lot of stuff that goes unrecognized What he does off the ice doesn't to a lot of people who don't see what's going on." UND tacked on a fourth goal after Minnesota star freshman Logan Cooley was called for a facemasking major Kunz scored that one — his first of the season — on a deflection of a Moore shot at 14:51 But Minnesota rallied on a Connor Kurth goal late in the second and a Jimmy Snuggerud goal early in the third to tie it but UND got the game to overtime thanks to another excellent performance by goaltender Drew DeRidder "To come back around and do the same exact thing to them Gaber carried the puck up the left wing and shoveled a puck to the top of crease Senden outmaneuvered Minnesota forward Bryce Brodzinski for position and tucked it underneath goalie Justen Close who replaced starter Owen Bartoszkiewicz in the second period It was Senden's fourth goal in the last three games against Minnesota But this series has a lot of history to it with moments like these There's nothing like it in college hockey." Carson Albrecht and defenseman Brent Johnson were taken out of the lineup Nick Portz and Jackson Kunz rejoined the lineup Minnesota made one major among its forwards John Mittelstadt replaced Garrett Pinoniemi at center on the fourth line UND wore its black jerseys for the first time this season Thanks for visiting The use of software that blocks ads hinders our ability to serve you the content you came here to enjoy We ask that you consider turning off your ad blocker so we can deliver you the best experience possible while you are here