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.

Background: Evidence supports that motor competence is inversely associated with weight status, yet less is known about this relationship among young people who are underweight. We hypothesized that there is a non-linear trajectory of motor competence across weight status categories (from underweight to obesity). Purpose: To check whether a non-liner relationship exists between motor competence and weight status in adolescents. Research Design: Cross-sectional study. Study sample: we assessed the motor competence of 310 participants (44.8% boys), aged 12-15 years. Data Collection: Motor competence was assessed the Korperkoordinationstest für Kinder (KTK). Weight status (underweight, normal weight, overweight and obesity) was determined using body mass index (BMI). Results: Motor competence was inversely associated with BMI in normal weight (rho = -.222, p = .001), overweight (rho = -.309, p = .028) and obesity (rho = -.663, p < .001), but not in underweight (rho = .193, p = .508). Adolescents with normal weight presented higher motor competence than those with overweight (mean difference = 17.198, p = .001) and obesity (mean difference = 31.686, p < .001). There was no significant difference in motor competence between normal weight and underweight categories. In addition, boys showed a curvilinear trajectory of motor competence, being ascendant from underweight to normal weight and then downward with increasing BMI. Polynomial regressions, fitting a non-linear model, confirmed a non-linear relationship between motor competence and BMI in boys (B = -3.534, p < .001). Conclusions: Our findings suggest that the inverse relationship between motor competence and BMI does not occur in adolescents who are underweight. Furthermore, our results supported the non-linear hypothesis about the relationship between motor competence and weight status in boys.

Background: Goal scoring is critical in soccer, but limited research exists on one touch finishing in open play situations. This study addresses this gap by analyzing one touch finishing in the Copa America 2021. Purpose: To evaluate the effectiveness of one touch finishing and identify the conditions under which they are most successful in competitive soccer matches. Research Design: Observational study using video analysis of Copa America 2021 matches. Study Sample: 544 goal scoring attempts from 28 matches in the Copa America 2021 tournament. Data Collection: Video footage was coded using Hudl Sportscode software to capture relevant game indicators related to final attempts. Data Analysis: Chi-square tests examined associations between touches and various match factors. Binary logistic regression analyzed the impact of touches on goal scoring success. Results: One touch finishing significantly enhanced goal scoring chances compared to multiple touch attempts, especially when executed from within the penalty area and as part of elaborate attacks. Assists from crosses and cutbacks facilitated successful one touch finishing. Binary logistic regression confirmed one touch finishing was three times more likely to result in goals. Conclusion: One touch finishing is highly effective for goal scoring in competitive soccer. Coaches should emphasize quick, decisive actions in high-pressure zones and develop targeted training programs to enhance one touch finishing efficiency.

This study aimed to gather a compilation of intervention studies that address whether there are ways to get post-pubertal and adult tennis players of intermediate or higher level to enhance the velocity and accuracy of their groundstrokes. After searching Web of Science, Scopus, and SportDiscus, 10 articles were analyzed. Findings from training protocol studies revealed that strength endurance sessions or medicine ball throws do not significantly affect the speed or accuracy of serves, forehands, and backhands. Similarly, wristbands with small weights used during on-court training also did not impact performance, without compromising technical tennis skills. However, a 6-week strength training program involving medicine ball throws or heavier rackets improved forehand stroke speed but reduced hitting accuracy. Additionally, vision training improved accuracy and speed in forehands, accuracy in backhands, and both accuracy and speed in serves. High-intensity interval training that included hitting drills did not improve stroke accuracy and temporarily reduced stroke speed and efficiency during sessions, although it increased maximal aerobic power. Notably, the use of motor imagery during recovery periods in high-intensity-interval-training helped maintain on-court performance. Proper training periodization leads to better adaptations and improvements. The studies also identified that grunting was found to improve stroke speed during forehand and backhand strokes without affecting perceived exertion, oxygen consumption, or fatigue. Regarding supplementation, a 10-week creatine regimen did not significantly affect serve speed, forehand speed, or backhand speed. These findings aim to optimize tennis players' performance by identifying effective training strategies.

This study focuses on the human decision-making process under temporal and physical constraints. While previous studies have explored how humans respond rapidly to changing situations, this study examined situations that appear static but involve potential dynamic changes. Specifically, we used soccer as a context to analyze mistakes made in sports situations that seem static but assume potential movements and changes. The number of successful kicks and passes in static and quasi-static situations were compared, and the concept of information entropy was used for motion analysis to provide new insights. The results revealed that the number of successful passes in quasi-static situations significantly decreased (count: 320/400 times), indicating that even in quasi-static states, humans make decisions while anticipating dynamic situations, even in quasi-static states (Movement time: 853 ± 121 ms). During this time, there was a large variation (Entropy: 1.64, 1.86 bits) in the direction of the waist and the kicking motion at the moment of the kick. These findings indicate that motion is controlled in anticipation of dynamic situations, even under seemingly static conditions, and emphasize the importance of stability and accuracy in motor control across all situations. This study offers new insights into the psychological understanding of decision-making and behavioral control under complex and dynamic conditions with time constraints, contributing valuable knowledge to the field of psychology.

Recent investigators have illuminated the crucial role of positive psychology in learning English as a Foreign Language (EFL). However, little is known about academic buoyancy as a potential mediator in the relationship between foreign language anxiety and learners' academic engagement in English learning. To address this gap, we adopted a quantitative approach to explore these links. We surveyed 970 Chinese high school EFL students to measure their English learning anxiety, academic buoyancy, and learning engagement. Of the four dimensions of engagement - behavioral, emotional, cognitive, and agentic engagement - we discarded the emotional and cognitive dimensions of academic engagement in factor analyses. Structural equation modelling indicated that English learning anxiety directly predicted behavioral but not agentic engagement, and academic buoyancy partially mediated between English learning anxiety and behavioral engagement and completely mediated between English learning anxiety and agentic engagement. These results provide insights for EFL teachers seeking to enhance students' language learning experiences.

There is substantial research supporting the role of workplace atmospheres in English-as-a Foreign-Language (EFL) teachers' emotions and classroom practices. However, the degree to which (if any) classroom climate may affect teachers' specific emotional exhaustion and/or job attrition has not been addressed. To fill this gap, in this qualitative study, we used a semi-structured interview with 39 Chinese EFL teachers of various backgrounds to better understand the role of classroom climate in its relationship to teachers' emotional exhaustion and attrition, including teachers' perceptions of causative factors in these relationships. Thematic analysis revealed teachers' claims that both emotional exhaustion and attrition were prevented by a positive classroom climate. However, in the context of negative classroom climates, the participants believed that both variables might be worsened. Furthermore, EFL teachers' reported that their emotional exhaustion and job attrition were caused by a wide range of specific teacher-related, work-related, and workplace-related (contextual) factors. We discuss these findings and their implications for EFL practitioners and policy-makers, and we recommend measures to deal with teachers' emotional exhaustion and attrition in the EFL context.

The complex relationships between emotions experienced by learners and learners' personality traits, such as grit, that influence students' willingness to communicate in a second language (L2 WTC) have come under increasing attention. To date, investigators have focused primarily on WTC and the role of emotions in traditional face-to-face settings rather than in blended learning environments. To expand this research, we examined whether grit, foreign language enjoyment (FLE), and foreign language boredom (FLB) among university-level EFL students would be predictive of L2 WTC in a hybrid online and face-to-face learning setting. We studied 345 participants (252 females and 93 males) enrolled in English courses in a blended learning environment from three public universities in Saudi Arabia. We utilized structural equation modeling (SEM) to test a model that combined grit with two emotions (enjoyment and boredom) and L2 WTC. Our results revealed that FLB had the largest relationship to students' L2 WTC followed by FLE and grit, respectively. In this paper, we discuss these results and present some pedagogical implications of these data for teachers and learners of English as a foreign language (EFL).