Perceptual and Motor Skills最新文献

Background: Motor competence (MC) is closely linked to children's physical activity (PA) levels, playing a critical role in their overall health and development. Purpose: This study explores the relationship between MC and PA among elementary school-aged children in northern Brazil. Study Sample: 261 children (52.11% boys and 47.89% girls) aged 5-14 (9.62 ± 2.70 years; 18.25 ± 3.92 Kg/m²). Data Collection: public and private schools in northern Brazil. Research Design: MC was assessed using the Motor Competence Assessment tool, and the PA levels were determined using the International Physical Activity Questionnaire (IPAQ) in its abbreviated form. Results: Most children (66.7%) were classified as physically active, with 27.2% showing very low levels of MC, and boys also outperformed girls. General results showed a moderate association between age and BMI (r = .402; p < .05), and a weak negative association between MC and BMI (r = - 0.177; p < .05). Also, a significant negative correlation was observed between BMI and MC in girls (r = -.361; p < .05). Multinomial regression analysis indicated that manipulative skills and overall MC significantly predicted higher PA levels. Higher levels of MC and increasing age were associated with greater PA and reduced odds of being irregularly active. Conclusions: These findings highlight the importance of early intervention, suggesting that enhancing MC can be a key strategy for promoting children's health and fostering active lifestyles. In particular, the post-pandemic context reinforces MC as a critical factor influencing PA levels in children.

The badminton backhand serve is a fundamental skill that determines the start of a rally, requiring precise timing and stable movement control. In particular, effective visual attention, known as Quiet Eye (QE), is likely to play a crucial role in movement planning and motor control. However, research on QE during the execution of a badminton backhand serve remains limited. Therefore, this study aims to examine the differences in QE based on expertise while analyzing the interaction between QE and upper limb joint movements to understand the underlying mechanisms of the execution of the serve. By doing so, this study seeks to identify the specific visual information involved in badminton backhand serve performance and provide foundational data for performance enhancement. Expert and novice players were instructed to perform backhand short and long serves in both singles and doubles conditions, and QE, wrist joint MEA (Maximum Extension Angular Velocity), and elbow joint MEA were analyzed for each condition. The results showed that skilled players had a longer QE duration than novices, with a particularly longer QE and lower wrist MEA observed in the doubles short serve condition. Additionally, a significant correlation between QE and MEA was found during the execution of the short serve. These findings align with certain aspects of the posture-kinematics hypothesis, particularly in terms of joint-level control. However, further research incorporating direct measures of postural control is required, and there is a need for a more refined analysis of the relationship between visual attention and motor control in badminton serves.

The aim of this study was to examine the effects of a psychomotor processing speed program on the physical and cognitive functioning of community-dwelling older adults. Twenty-two participants (80.6 ± 1.9 years) were allocated to the exercise group (EG) while twenty-one (mean age: 79.2 ± 1.2 years) were designated to the control group (CG). Participants in the exercise program underwent a psychomotor processing speed intervention twice a week for a duration of 8 weeks. Evaluations were conducted at baseline and post-intervention. Following the 8-week program, statistically significant enhancements (p < .05) were observed in all physical fitness parameters (strength, cardiorespiratory endurance, flexibility, and balance), as well as in most cognitive parameters (reaction time, visual attention, executive functioning, and processing speed). Small to large effect sizes were established. The findings suggest that a psychomotor processing speed program can have a comprehensive impact on an individual's functional abilities and should be promoted for implementation in community-dwelling older adults.

The present study attempts to understand if there is a bias towards a specific color of jumpsuit worn by criminal defendants; precisely, if red, when worn by violent criminals, convinces a jury of their guilt before the trial is over. Participants (N = 822) were assigned to one of six conditions in a 3 (color of jumpsuit: red, black, white) × 2 (gender: male and female) factorial design where they read a criminal case and were asked to provide a recommended sentence. Participants also completed the Belief in Just World Scale (BJW) and the Revised Legal Attitudes Questionnaire (RLAQ). Based on previous research, it was hypothesized that jurors would recommend the harshest sentence when a male defendant is wearing a red jumpsuit. Results indicated that female defendants received significantly lower recommended sentences than male defendants in each of the conditions. Female defendants in red prison attire received significantly lower recommended sentences than female defendants in each of the other conditions. As expected, higher BJW and RLAQ scores were associated with longer sentences in each of the conditions. Implications for further research are discussed.

Perceptual responses are related to long-term exercise adherence. This within-subjects study compared blood lactate concentration (BLa) and perceptual responses to reduced exertion high intensity interval (REHIT) between rowing and cycle ergometry. Twenty healthy, active adults (age = 27 ± 6 yr) underwent a VO₂max test followed by completion of REHIT on the rower or cycle ergometer. Exercise consisted of three "all-out" 20 s sprints separated by active recovery. BLa, affective valence, rating of perceived exertion (RPE 6 - 20), and enjoyment were acquired during exercise. Results showed no difference in peak HR (98 ± 6 vs. 95 ± 4 %HRmax, p = .06) or maximal workload (191 ± 34 vs. 204 ± 29 %Wmax, p = .25) between rowing and cycling REHIT. Rowing REHIT exhibited significantly lower BLa (p < .001) at 2, 30, and 60 min post-exercise (7.0 ± 2.2 vs. 11.6 ± 2.8 mM, p < .001, d = 1.9; 3.1 ± 1.5 vs. 6.2 ± 2.8 mM, p < .001, d = 1.4; and 2.0 ± 0.7 vs. 3.1 ± 1.3 mM, p = .02, d = 1.2) versus cycling. Results also showed significantly greater enjoyment (101 ± 12 vs. 89 ± 17, p < .001, d = 0.84) and lower change in RPE (7.8 ± 2.0 vs. 9.5 ± 2.1, p = .001, d = 0.85) and affective valence (-1.2 ± 1.5 vs. -2.4 ± 2.7, p = .036, d = 0.54) with rowing versus cycling REHIT. Overall, rowing REHIT elicits a more positive perceptual response versus cycling.

The study aims to identify, weight, and highlight the mistakes in the four swimming strokes through a technique evaluation tool for young swimmers that can accurately calculate swimming technique scores, taking into account the significance of each mistake. A total of 86 regional-level young swimmers (48 boys and 38 girls), aged from 8 to 12 years old, and training experience of 5.4 (1.7) years, participated in the study. Participants performed 15 m of each one of the swimming strokes (butterfly, backstroke, breaststroke, and front crawl), and were evaluated by two swimming coaches with the Technique Papadimitriou (Tec Pa) tool. A principal component analysis for categorical data (CATPCA) was selected to evaluate the weight of the 12 most significant technical points for all strokes. The range of loads, for the 12 technique spots, in the butterfly stroke was from 0.50-0.75, for backstroke from 0.47-0.68, for breaststroke from 0.51-0.80, and for front - crawl 0.31-0.74, with a Cronbach's Alpha value on 0.91, 0.88, 0.92 and 0.87 for each stroke, respectively. Considering the analysis, swimming coaches can easily implement a swimming technique evaluation for their swimmers without any expensive equipment, complicated systems, or computer applications.

Background: The main characteristics of CrossFit® are that it is constantly varied and of high-intensity. The planning of CrossFit® training sessions can be differentiated by modality, frequency, rest intervals, variation, and duration, which can elicit different responses. Purpose: The aim of the present study was to compare the acute effects of a short-duration (Fran) and long-duration (Cindy) session of CrossFit® on tissue damage (creatine kinase-CK), autonomic responses, and fatigue in experienced CrossFit® practitioners. Methods: Thirteen men (31.2 ± 3.2 years) with 5.72 ± 2 years of experience participated in a crossover study with a counterbalanced design, where they completed both the short-duration and long-duration CrossFit® sessions. Blood samples were collected to check tissue damage via CK, autonomic responses were verified through heart rate variability (HRV), and the fatigue by countermovement jump (CMJ) at the following moments: pre-workout, immediately after (IA), 24- and 48-hour after the training session. Results: A statistically significant increase in CK was observed for Fran at 24 hours versus pre-workout (p = .029), while for Cindy there was a statistically significant increase in CK IA (p = .002) and 24 hours versus at pre-workout (p = .002). HRV showed lower values (p < .05) IA for the time domain in Fran and for the frequency domain in both training sessions. HRV returned to pre-workout values at 24 hours. CMJ did not show significant differences between moments and training sessions. The present study showed that CK significantly increased from baseline just after the long-duration session and was increased 24 hours after both. HRV significantly decreased IA, except in the frequency domain for the shortest training session (Fran). CMJ did not change through 48 hours after training, regardless of the training session. Conclusions: Overall, these findings emphasize the importance of considering both the intensity and duration of CrossFit® workouts when assessing their impact on physiological responses and potential risks.

The aim of this study is to examine the precision, dependability, and relevance of AI-based evaluations in contrast to conventional human evaluations. In all, 200 7-8-year-old students from urban and suburban schools participated in the study. Based on movement speed, accuracy, and smoothness, KineticAI's assessment of their motor skills divided them into three categories: proficiency, developing, and emerging. A thorough examination of KineticAI's validity and reliability was ensured by evaluating its psychometric qualities using COSMIN criteria. Furthermore, AI-generated scores and human evaluator ratings were compared using TGMD-3 as a standard. Mean Absolute Error (MAE), Intraclass Correlation Coefficients (ICC), and Bland-Altman plots were among the statistical techniques used to evaluate the degree of agreement. With an ICC of 0.94, the results show that KineticAI achieves great accuracy and dependability, showing strong consistency with human judgments. With running (3.8), jumping (4.2), hopping (5.1), and balancing (4.9) points, the AI system demonstrated a negligible mean absolute error (MAE) across motor skills, thereby proving its accuracy. Disparities in motor proficiency were also found by gender and school, with suburban girls scoring the lowest and urban boys the highest. These results highlight how crucial it is to provide everyone with fair access to organized physical activity programs to close developmental gaps. The study indicates that KineticAI offers a scalable, objective, and efficient alternative to traditional motor assessments. It is a valuable tool for use in schools, rehabilitation clinics, and sports training programs.

The primary objective of this study is to examine the effects of formative assessments and corrective feedback and their implications for the meaning of education (ME), academic hardiness (AH), and love of learning (LL) among English foreign language learners (EFLLs). Feedback plays a crucial role in student learning outcomes; however, limited research addresses its impact on key psychological factors in EFL learners. A pre-test/post-test quasi-experimental design was employed, with data analyzed using Multivariate Analysis of Covariance (MANCOVA) to assess the impact of teachers' written and corrective feedback on students' psychological factors while controlling for covariates. The study involved 312 students in a pre-test/post-test quasi-experimental design, comparing control and experimental groups. Results indicated significant effects of teachers' written and corrective feedback on students' love of learning (LL: F = 583.171, p < .001, explaining 35% of the variance), academic hardiness (AH: F = 738.391, p < .001, explaining 56% of the variance), and meaning of education (ME: F = 571.564, p < .001, explaining 65% of the variance). The findings have important implications for teachers, curriculum designers, and educational policymakers, with the intervention explaining up to 65% of the variance in key psychological factors, underscoring the importance of providing effective feedback to enhance learning outcomes. Ultimately, this research aims to contribute to ongoing efforts to improve English foreign language education and foster a nurturing learning environment for language learners.

This study investigates the impact of anxiety reduction training on Chinese EFL learners' foreign language anxiety and negative emotions, aiming to enhance their language learning experience and outcomes. This quasi-experimental study randomly assigned 60 Chinese EFL learners with high Foreign Language Classroom Anxiety (FLCA) scores to control and experimental groups. Pretest and posttest assessments using validated instruments measured the effectiveness of a 10-session anxiety reduction training package on participants' foreign language anxiety and negative emotions. Data were analyzed using multivariate analysis of variance (MANOVA). The key findings have revealed that anxiety reduction training significantly influenced positive emotions, negative emotions, communication anxiety, fear of negative evaluation, test anxiety, and anxiety of English classes in Chinese EFL learners. It is suggested that educators should consider incorporating such interventions into their teaching practices to enhance students' emotional well-being and language learning outcomes. Future research should explore the long-term effects of anxiety reduction training and its potential applications in diverse educational contexts.