Perceptual and Motor Skills最新文献

The Furtado-Gallagher Children Observational Movement Pattern Assessment System (FG-COMPASS) is an observational tool using sequential decisions to assess fundamental movement skill proficiency. The current version of the test has three locomotor and five manipulative skills. Adding two more locomotor skills to the assessment tool enriches its scope, enabling a more comprehensive and nuanced evaluation of individual movement skills. We assessed expert-non-expert rater agreement and inter/intra non-expert rater reliability of two new scales for the locomotor subscale. We divided this study into two parts. In Part I, we filmed 60 children aged 5-10 years old who performed gallop and vertical jump skills. A motor behavior expert then classified the videotapes using our newly created rating scales. Next, we selected eight videos for training purposes and 24 videos for testing purposes. In Part II, 30 undergraduate students underwent rater training. Rating data were analyzed using weighted kappa (Kw) and the intra-class correlation coefficient (ICC), and these indices showed 'very good' agreement between the expert and the non-expert raters for vertical jump (Kw = .96) and gallop (Kw = .89). The ICC expert to non-expert rater values for vertical jump and gallop were .98 and .94, respectively; and mean kappa values for inter-rater reliability between non-experts were considered 'very good' for vertical jump (MKw = .92) and 'good' for gallop (MKw = .78). The ICC inter-rater values were .98 and .95 (considered 'excellent') for vertical jump and gallop, respectively; and the kappa intra-rater values were .96 and .85, respectively, with intra-rater ICC values .98 and .92. Thus, the proposed rating scales were reliable for assessing vertical jump and gallop. Future studies should focus on criterion-related validity and reliability evidence from live performances.

The Global Physical Activity Questionnaire (GPAQ) has been used often to assess physical activity (PA) patterns. However, the European Portuguese version of this instrument has not been validated. We aimed to validate the self-administered GPAQ, version 2, (GPAQv2) for Portuguese adults. We included 32 participants in a pilot study of a Portuguese adaptation of the test and 108 participants in an assessment of their PA patterns and sedentary behavior (SB) through the GPAQv2. For its validation, we compared the GPAQv2 to the International PA Questionnaire-Long Form (IPAQ-LF) (concurrent validity) and the ActiGraph wGT3X-BT accelerometer (criterion validity). We evaluated PA and SB at baseline and after seven consecutive days. Test-retest reliability with the Kappa test (k) and the Intraclass Correlation Coefficient (ICC) ranged from strong to almost perfect (k: 0.864-0.976) and from moderate to excellent (ICC: 0.56-0.994), respectively. Concurrent validity, assessed by Spearman's Correlation Coefficient, was moderate to substantial (rho: 0.471-0.680), and there was fair to substantial criterion validity (rho: 0.226-0.672). Bland-Altman plots showed that the GPAQv2 overestimated vigorous and moderate to vigorous PA and underestimated moderate PA. The largest difference values were related to SB, since the GPAQv2 underestimated sitting time. In sum, we found the GPAQv2 to have acceptable validity and reliability for assessing PA and SB patterns, and we recommend its use for Portuguese adults.

Understanding muscle activation during exercises is crucial for devising effective training programs. We examined correlations between self-reported and electromyographic (EMG) muscle activity during upper-body exercises performed at loads corresponding to 4-6 repetition maximums (RMs). Thirteen male sub-elite soccer players who had previously engaged in resistance training participated in two testing sessions. In the initial session, the loads corresponding to 4-6 repetitions were determined for six exercises: Lat Pull Down (LPD), Barbell Bent Over Row (BBOR), Dumbbell Row (DR), Barbell Pull Over (BPO), Dumbbell Reverse Fly (DRF), and Dumbbell Concentration Curl (DCC). At post-exercise, participants rated their perceived muscle activation for three targeted muscles in each exercise on a 1-10 point Likert scale (LS). In the subsequent session, we used EMG to measure the activity of eight agonist and synergist muscles during these exercises. We found that one of two synergist muscles consistently demonstrated higher activity levels. Interestingly, we observed no difference in activity between primary and secondary (or synergist) muscles across all exercises. Most importantly, we found no significant correlation between the perceived muscle activation rate and the EMG measured activation level for any exercise. In conclusion, our findings suggest that, despite differential muscle activity during specific exercises, self-reported muscle activation may not accurately correspond to actual muscle activation, as measured via EMG, due to the participants' poor interoceptive awareness of muscles. These data highlight the potential limitations of relying on perceived muscle activation as a sole gauge of training intensity.

While grit is considered essential to EFL learners as they navigate the challenges and setbacks of foreign language learning, it has been largely overlooked by EFL researchers. In this sequential mixed methods study with qualitative data and structural equation modeling (SEM), we examined the role of teacher confirmation and emotional support in predicting L2 grit among 309 low-proficiency Chinese EFL learners who were majoring in music, fine arts, and physical education at Chinese universities. Our results revealed positive correlations between teacher confirmation, emotional support, and L2 grit, with both teacher confirmation and emotional support significantly predicting L2 grit in our presumptive model. Qualitatively, we analyzed 22 participants' responses to three open-ended questions from a semi-structured interview. Interviewees named a spectrum of interpersonal, learner, context, teacher, and task related factors they believed to be affecting their L2 grit. Among the interpersonal factors, teacher-student communication variables were most frequently named, echoing our quantitative findings. We discussed the limitations, pedagogical implications, and recommended future directions of this research.

Emotional states are fundamentally related to cognitive processes such as attention, perception, memory and learning, and they play a very important role in helping to assess daily challenges. Thus, we need tools that measure emotions in the context of Physical Education. In this study, we adapted and tested the factor structure of the Achievement Emotion Questionnaire - Short Version (AEQ-SV) in the Italian physical education context. We administered the AEQ-SV to 867 participants (M age = 16.43 years, SD = 1.23) enrolled in Italian physical education classes to analyze the questionnaire's psychometric properties using Exploratory Structural Equation Modeling (ESEM), an internal reliability analysis, and a criterion validity analysis. The AEQ-SV subscales consisted of eight emotions and 32 items. Reliability analyses revealed acceptable fit indices and adequate temporal stability. Linear regression analysis showed that positive emotions positively predicted academic performance, while negative emotions negatively predicted academic performance. These results are in line with research on the original scale, and these data support the use of the AEQ-SV in the Italian educational context.

We aimed to investigate how a ball regulation change, implemented in U15 girls' handball games, now affects game performance and shooting plays. Over 14 matches (28 observations), we included all the attacks (n = 813) and shooting plays (n = 589) with the conventional ball and all the attacks (n = 821) and shooting plays (n = 618) with the new ball performed by both teams. We used notational analysis to compare the game performance and shooting plays in these two conditions. Our main results were as follows: (i) the attack efficacy was higher with the new ball (41.9%) than with the conventional ball (36.1%); and (ii) the prevalence of the three-line defensive system was higher with the new ball (10.5%) than with the conventional ball (2.7%). It can be inferred that the new ball enabled backcourt players to execute more powerful middle- and long-range shots, leading to their adoption of deeper defensive tactics that were effective in halting advancing backcourt players. Moreover, implementing new ball regulations resulted in a significantly higher frequency of shots targeted at the upper third of the goal frame (44.4%) compared to those observed with the conventional ball (35.8%). This implies that the introduction of the new ball enhanced precision control over shot placements, resulting in an increased player preference for targeting the upper course. Lastly, goalkeepers' saving rates decreased under the new ball, highlighting the need for technical and tactical coaching, tailored to goalkeepers. In summary, implementing the new ball regulations had a positive impact on Japanese U15 girls' handball performance.

Our aim in this study was to test the effect of 10 sessions of biofeedback (BFB) on physiological, psychological, and cognitive functioning of international tennis players. In this randomized controlled trial, we recruited 16 international tennis players (11 male, 5 female; M_age = 17.31, SD = 0.87 years), who were randomly assigned to either an intervention group (IG; n = 8) or a control group (CG; n = 8). Those in the IG received 10 multimodal BFB sessions over four weeks, while those in the CG received no intervention. We assessed physiological, psychological, and cognitive parameters before and after the intervention and found a positive effect for skin temperature, state anxiety, and cognitive performance in the IG versus the CG. We provide preliminary data that 10 sessions of multimodal BFB improved cognitive functions and reduced anxiety symptoms in international tennis players. Future investigators should consider increasing sample size, incorporating an active CG, and studying these effects across diverse athletic disciplines.

Electrophysiological research has been widely utilized to study brain responses to acoustic stimuli. The frequency-following response (FFR), a non-invasive reflection of how the brain encodes acoustic stimuli, is a particularly propitious electrophysiologic measure. While the FFR has been studied extensively, there are limitations in obtaining and analyzing FFR recordings that recent machine learning algorithms may address. In this study, we aimed to investigate whether FFRs can be enhanced using an "improved" source-separation machine learning algorithm. For this study, we recruited 28 native speakers of American English with normal hearing. We obtained two separate FFRs from each participant while they listened to two stimulus tokens /i/ and /da/. Electroencephalographic signals were pre-processed and analyzed using a source-separation non-negative matrix factorization (SSNMF) machine learning algorithm. The algorithm was trained using individual, grand-averaged, or stimulus token spectrograms as a reference. A repeated measures analysis of variance revealed that FFRs were significantly enhanced (p < .001) when the "improved" SSNMF algorithm was trained using both individual and grand-averaged spectrograms, but not when utilizing the stimulus token spectrogram. Similar results were observed when extracting FFRs elicited by using either stimulus token, /i/ or /da/. This demonstration shows how the SSNMF machine learning algorithm, using individual and grand-averaged spectrograms as references in training the algorithm, significantly enhanced FFRs. This improvement has important implications for the obtainment and analytical processes of FFR, which may lead to advancements in clinical applications of FFR testing.

This study aimed to (i) compare the extent of home-court advantage (HA) and home win percentage (HW) between Spanish basketball leagues across different playing levels (i.e., leagues) and (ii) analyze the influence of team ability on HA and HW within each playing level. We gathered data for game locations and results from open online sources for all games in the First Division (ACB), Second Division (LEB Gold), and Third Division (LEB Silver) Spanish male basketball leagues between 2010-2023. The dataset included 12 seasons, 635 teams (215 First Division, 203, Second Division, and 217 Third Division), and 19,539 games (7075 First Division, 6344 Second Division, and 5520 Third Division). We calculated HA [(total home wins/total wins) * 100] and HW [(total home wins/total home games) * 100] for each team across each season. We performed Kruskal Wallis tests, calculated partial eta squared (η_p²), and performed Mann-Whitney U tests with rank biserial correlation (r_b) effect sizes and Dwass-Steel-Critchlow-Fligner pairwise comparisons to compare HA and HW between leagues and between team abilities (low, medium, and/or high) within each league. There was a significant effect for HA between leagues (p = .01) with post hoc comparisons revealing a higher HA for the First Division than for the Third Division (p = .01), but HW was not significantly different between leagues. In turn, variations in HA and HW between team abilities were consistent across playing levels, with HW significantly increasing in a progressive manner with higher team abilities (p < .001) and with HA significantly lower among high-level teams compared to lower-ability team clusters (p < .01). These findings emphasize the importance of considering playing level and team ability and interpreting HA and HW together to contextualize an apparent home advantage in Spanish basketball.

We investigated whether allowing individuals to exchange verbal information during dyadic practice changed the effect of analogy instructions intended to strengthen explicit motor learning by an implicit means. Forty-three right-handed college students performed golf putting, aiming at a target three meters away. Participants were assigned to one of two groups: Dyadic Practice Analogy Instruction or Individual Practice Analogy Instruction. Participants in the Dyadic Practice group were allowed to communicate with one another about the task during their practice. Before practice, participants performed a working memory capacity test. Both groups performed 180 trials of golf distributed across three days. On each day, there were four blocks of 15 trials. On the third day, participants reported the explicit rules they used to learn the task and they completed the Intrinsic Motivation Inventory. On the fourth day, they took three learning tests: retention, dual-task transfer, and social pressure transfer tests. Results of the retention test indicated that both groups learned the task comparably. Similarly, there were no significant group differences between the participants' number of explicit rules learned and their motivation levels on either of the transfer tests. Finally, only the participants in the Dyadic Practice Analogy Group showed a significant correlation between their performance on the dual-task transfer test and their working memory capacity. Overall, we found that dyadic practice did not interfere with the implicit type of motor learning promoted by analogy instruction (i.e., implicit learning).