Perceptual and Motor Skills最新文献

Our purpose in this study was to explore how types of schematic diagrams and diurnal timing of instruction of soccer tactics affect physical education undergraduates' learning. We partly randomized student assignments to three schematic conditions: (a) diagrams with simultaneous arrows, (b) diagrams with sequential-transient arrows, or (c) diagrams with sequential-permanent arrows. Each of 45 participants attended a morning session (08h00-09h00) and an afternoon session (16h00-17h00) on two different days. Each session involved oral temperature and mood state measurements, a study phase (in which the participant studied how the play system functioned), and then a recall-reconstruction task. We found that morning sessions were associated with better recall performance than late afternoon sessions, regardless of the schematic diagram format. Moreover, students derived greater benefit from diagrams featuring both sequential-transient and sequential-permanent arrows in both morning and afternoon sessions, with a clear relative advantage for the diagrams with sequential-permanent arrows. During morning sessions, compared to afternoon sessions, participants showed lower oral temperature, lower negative mood, and higher positive mood. We discuss these findings and their implications for the acquisition of tactical information about soccer.

Executive functions are crucially important for helping to explain children's mathematical performances. We investigated the relationships between components of executive functions and different aspects of mathematical ability in young school-aged Taiwanese children. In a cross-sectional design, a typically developing group of 122 sixth-grade students completed tests battery of working memory (WM), inhibition, and set-shifting tests, and a measure of achievement competence in mathematical concepts, computation, and applied problems. We found significant associations between general intellectual ability, working memory, inhibition, and set-shifting, and between these abilities and different mathematical skills. Verbal and spatial WM was positively correlated with different mathematical skills, and inhibition and set-shifting were positively correlated with mathematical performance to a lesser extent. We conducted partial correlation analyses to control for participants' age, socioeconomic status, and processing speed, and we then found that verbal and spatial WM was related to the math domains of concepts, computation, and applied problems. Meanwhile, inhibition was correlated with the domain of applied problems. Regression analyses revealed that varied domains of mathematical skills were best predicted by a general intelligence index (GAI) and verbal working memory (WM). Inhibition predicted better performance in applied problems. We discuss the limitations and implications of these findings, as they provide important information about the specific associations between aspects of executive function and components of mathematics performance in middle childhood.

Endurance runners need to self-regulate their pace continuously in a race so that the ideal performance can be sustained without fatigue. Hence, we are interested in validating an approach to measure individual perceptual acuity ability using just noticeable differences (JND) in a physical stimulus, and its related psychophysiological demands. Fifteen male runners (M age = 34.27, SD = 6.91 years) first performed a maximal treadmill test to determine the speed of a standard exercise bout for the JND trials. The JND trials consisted of four 5-min running bouts on a treadmill with 5-min rest between bouts. For bouts 1 and 3, participants ran at the standard stimulus (SS) pace, but for bouts 2 and 4, they adjusted their speeds to achieve a level of exertion at a JND above/below the SS. They achieved differences in the final 30 seconds of the VO₂ between each JND bout and the previous SS at just above (JND-A) and just below (JND-B) the JND perceived exertions. We assessed the JND approach validity by intraclass correlation coefficient (ICC), coefficient of variation (CoV), concordance correlation coefficient (CCC), Bland-Altman and Cohen's d for VO₂ of two standard stimuli within each JND trial. All validity statistical tests indicated a high level of concordance and agreement within both JND at 70%VO_2max and 80%VO_2max (ICC = .896 and .940; CoV 2.77 and 2.05; CCC = .889 and .936; respectively); with low standard error of measurement and of the estimate (1.261 and 1.0105; 1.6932 and 1.3868; respectively) (all p = .05). The data also showed a high level of agreement since the measures are within 95% limits in each JND trial. Our findings established the validity and reproducibly of the JND approach to identify the perceptual acuity ability applied to endurance male runners.

Our aim in this study was to determine the effect of applying dual-task training of cognitive rehabilitation and sucking activities for stroke patients. We selected 118 stroke patients from the Neurology Department of a class 3, grade A hospital between August 2020 and January 2022; and we randomly assigned them into either a dual-task (DT) training group or a control group. The DT training group received dual-task training of cognition combined with sucking activities based on conventional nursing guidelines; the control group received only conventional neurologic nursing procedures. After a 4-week intervention period, swallowing ability, sucking force, Swallowing Quality-of-Life Questionnaire (SWAL-QOL) scores, and Mini-Mental State Examination (MMSE) scores improved significantly for patients in both groups (p = .010, p < .001, p < .001, p < .001). And the incidence of clinical aspiration pneumonia was much lower in the DT training group than in the control group (p = .024). We concluded that short-term dual-task training of cognition combined with sucking activities effectively improved the sucking force, swallowing abilities, SWAL-QOL, and cognition functions of these stroke patients, with important implications for other stroke patients.

Orienteering integrates physical (i.e., running) and cognitive (i.e., navigation) demands, making it a dual-task activity with potential neuroplasticity benefits for cognition. Standard neuropsychological assessment may inform athletes and coaches about the cognitive functions to be targeted in brain exercise training for high-performance competition. Moreover, orienteering may improve brain function in those with cognitive impairment in specific domains. This study aimed to identify the predominant cognitive functioning developed in experienced orienteers to inform cognitive training and rehabilitation. Memory, attention, and executive functions (EF) were assessed using a battery of seven neuropsychological tests. The orienteer's neuropsychological profiles (N = 20) were compared with road runners (N = 20) matched for regular physical training to distinguish the cognitive skills developed through dual-task orienteering practice. Cognitive performances were also compared to normative samples using Z-score (CI 95%) analysis. Orienteers demonstrated above-normative levels in four EF tests (mean Z between 0.5-0.7; 0.2-1.2 CI 95%), sustained attention (mean Z: 0.6; 0.2-0.9 CI 95%), and recognition memory (mean Z: 1.09; 0.7-1.5 CI 95%). This approach shows that the above-norm cognitive skills of orienteers may still be improved for high-performance competition. Orienteers outperformed road runners in visual fluency and spatial working memory (Five-Point test (t (2.039), p =.049, d = 0.6) and Corsi Block test (forward [t (2.842), p= (0.046), d = 0.9] and backward [t (2.066), p = .007, d = 0.7]). These findings suggest that orienteering develops specific EF brain networks in healthy individuals which promises to be an efficient practice for cognitive training or rehabilitation.

Background: Instructional videos are commonly employed in physical education (PE) to boost motor skills and motivation. However, their transient nature often hampers their effectiveness.

Purpose: This study delves into how video modality and user control affect learning basketball tactics.

Study sample: Eighty third-year students (M_age = 16.13 years old, SD = 0.62) take part in this study.

Research design: Participants were randomly placed into four groups: "video + audio without control", "video + text without control", "video + audio with control", and "video + text with control". After the intervention, students were assessed through recall and transfer tests.

Results: The results highlighted that the students performed significantly better in conditions where they had control over the video. Interestingly, the "video + text with control" group outperformed the "video + audio with control" group. This outcome suggests a reverse modality effect, challenging the traditional preference for audio over text in instructional videos.

Conculsion: These results imply that giving learners control is beneficial, especially for novices dealing with complex dynamic visualizations. However, they also advise caution in choosing the modality, as the effectiveness can vary depending on the nature of the content and the learner's control over it.

Our main objective of this study was to identify the relationship between different intensity levels of physical activity (PA), academic self-efficacy (ASE), and depression among 9th-grade students in Shanghai junior high schools. We used quantitative questionnaires to collect and analyze data from 407 junior high school students, and we used Structural Equation Modelling Partial Least Square (SEM- PLS) version 4.0 to analyze the data and examine the relationships between light PA (LPA), moderate PA (MPA), vigorous PA (VPA), ASE, and depression. The results revealed that only VPA had a positive relationship with ASE and a negative relationship with depression, while ASE was negatively related to depression and mediated the relationship between VPA and depression. These findings helped to develop an assumptive framework for understanding the interaction between Shanghai junior high school students' PA, ASE, and depression; thereby, contributing valuable knowledge to the field of educational psychology and public health. These data also provide targeted insights for educators, policymakers, and parents in Shanghai and may be beneficial to planning interventions and policies aimed at enhancing student well-being and academic performance.

Understanding the relationship between balance, spinal curvature, and mobility in young soccer players is important for optimizing performance and preventing injuries. The aim was to examine the association between balance abilities and spinal curvature and mobility in young soccer players. Forty-two male elite soccer players (mean age: 16.38 ± 1.10 years, mean Body Mass Index: 20.80 ± 1.34 kg/m², years of experience: 6.4 ± 1.6) were enrolled. Balance assessments were performed using Computerized Posturography (ProKin 252, Tecnobody, Dalmine, Italy). Static balance assessments were performed in a unipedal and bipedal stance either with the eyes open or closed. Limits of Stability (LOS) were tested to measure dynamic balance. Spinal curvature, inclination, and mobility were assessed using HocomaValedo® Shape (Idiag, Fehraltorf, Switzerland). There was a significant correlation between thoracic kyphosis angle and LOS and bipedal static balance (r = -0.333, r = 0.323; p < .05, respectively). Furthermore, significant moderate correlations were observed between lumbar and thoracic mobility measurements and LOS and static balance parameters on unipedal stance (r = 0.355 to 0.482, p < .05). No correlation was found between spinal curvature and spinal mobility, and other balance parameters (p > .05). There is a significant association between spinal curvatures, spinal mobility, and balance abilities in young soccer players. Sports professionals should consider this relationship as it may reflect the response of the postural control system to altered spinal curvature and mobility in young soccer players within the maturation period.

Haiku poetry, a short poem with a clear form, has the potential to elucidate many unknown aspects of linguistic art. Previous studies on haiku appreciation have shown that negative emotion and cognitive ambiguity reduce aesthetic evaluation. Considering the importance of negative emotions and ambiguity in art, it is beneficial to clarify the process of emotional and cognitive changes during aesthetic evaluation. This study examined the temporal effects of emotional and cognitive changes on aesthetic evaluation from multiple perspectives by measuring the ratings of each section of haiku, continuous emotional reports, and physiological changes in pupil diameter. The 112 students first rated the haiku at three time points on items such as beauty, valence, and ambiguity. Next, they rated the same haiku continuously for 20 seconds using a joystick for valence and arousal during which the pupil diameter was measured. The results showed that a decrease in negative emotions and ambiguity explained the beauty of the haiku. In the continuous emotion reports, positive emotions gradually increased for positive haiku and negative emotions gradually increased for negative haiku, while arousal decreased once and then gradually increased for both forms of haiku. Additionally, an increase in pupil diameter also explained the beauty. The roles of negative emotions and ambiguity were revealed by focusing on both subjective and physiological indicators of emotional and cognitive changes during haiku appreciation. This study has contributed to the advancement of our understanding of linguistic art forms by empirically exploring conscious and unconscious emotional and cognitive responses to haiku.

The negative effects of mental fatigue on physical performance have been well established in different sports that require aerobic endurance, but, in this study, we investigated the impact of mental fatigue on the physical performance of paralympic (wheelchair basketball) athletes. Eleven participants completed a baseline and two experimental sessions, each separated by 24 hours. The baseline session familiarized participants with the measurements. During each experimental session, athletes performed a version of the Yo-Yo intermittent 10-m test under one of two conditions: (a) after watching a documentary for 30 minutes (control), and (b) after high cognitive effort, induced by the Stroop test. Rating of perceived effort (RPE) was measured during both conditions after cognitive and physical effort. We used estimation statistics, paired Hedge's g for repeated measures with 95% bootstrap confidence intervals (CI) to compare conditions. Results showed that high cognitive effort significantly reduced performance in distance covered (control M = 1169, SD = 429 m; high cognitive effort M = 924, SD = 399 m), with a moderate effect size (Hedge's g = -0.54 [95% CI -1.06; -1.16]), indicating a moderately negative mental fatigue impact on intermittent endurance performance. Test duration decreased (control M = 18, SD = 6.89 min; high cognitive effort M = 14, SD = 6.49 min), also with a moderate effect size (Hedge's g = -0.54 [95% CI -1.06; -1.17]). Furthermore, RPE increased under high cognitive effort (control M = 15, SD = 0.9; high cognitive effort M = 17, SD = 1.4), with a large effect size (Hedge's g = 1.59 [95% CI 0.87; 2.31]), suggesting considerably increased perceived exertion. Thus, the evidence obtained suggests that mental fatigue impairs physical performance and increases perceived effort among wheelchair athletes.