Perceptual and Motor Skills最新文献

Since boredom significantly contributes to diminished motivation among learners of English as a Foreign Language (EFL), there is a need to identify factors that influence boredom. Amidst various elements that can precipitate students' boredom, educational-related concepts have garnered particular attention, with the learning environment emerging as a chief focal point due to its consequential importance to learners. Specifically, the role of teachers' clarity and immediacy in manipulating learners' performance, enthusiasm, and involvement has been widely recognized. Consequently, in this study, we scrutinized the impact of EFL teachers' immediacy and clarity in mitigating learners' boredom. To this end, we collected data from 383 Chinese students through the administration of three scales measuring their perceptions of teacher clarity, teacher immediacy, and learners' boredom. We identified significant associations between teachers' clarity and immediacy and learners' boredom. In Structural Equation Modeling (SEM) analysis, both teacher immediacy and clarity were robust predictors of students' boredom, with about 48% of the variance in students' boredom accounted for by teachers' immediacy, and 53% of this variance attributed to teachers' clarity. We elaborate upon the implications of these findings in our discussion.

Environmental factors have a clear effect on children's motor development and can be manipulated; while biological factors are also powerfully influential, they are more resistant to intervention. Especially in restrictive environments (e.g., the recent pandemic-related shutdown), there can be increased importance to simple, fun, at-home, indoor programs. In this study, we investigated the effects on motor skill development of a movement education program based on the Orff approach, which has long been used in music education. This was an experimental research design involving 78 children, aged 6-7 years old, in two groups (Control Group, n = 39; Experimental Group, n = 39). We used a simple randomization method to determine the groups. We measured the children's skill levels with the Test of Gross Motor Development-2 (TGMD-2), and we analyzed data using 2 × 2 repeated-measures analyses of variance (ANOVA). Our results revealed significantly greater improvement in the children's scores on object control (p < .001), locomotor skills (p < .001), and total TGMD-2 (p < .001) in the experimental group than in the control group. Thus, programs designed with music and rhythm can help ensure that children have fun and are better motivated to participate in activities that have a positive effect on their motor skills.

Our aim in the present study was to test the efficacy of a 13-week, 19-session psychological intervention program on young soccer players' competitive anxiety and their sport psychological profiles. Participants were 37 players in the under-15 age category, of which 18 players formed the experimental group (M age = 14.67 years, SD = .48) and 19 players formed the control group (Mage = 14.23 years, SD = .42); this was a quasi-experimental design without random assignment to groups. We had all participants complete the Psychological Inventory of Sport Performance (IPED), the Questionnaire of Psychological Characteristics of Sport Performance (CPRD), and the Competition State Anxiety Inventory-2 (CSAI-2) before and after the intervention. Results indicated positive effects for the intervention group (but not the control group) on stress control and motivation dimensions of the CPRD, cognitive anxiety and self-confidence on the CSAI-2, and self-confidence and attentional control on the IPED. These results suggest that psychological training for athletes contributes to their improved psychological skills, providing them tools to better adapt to the competitive environment.

We were interested in micro-variations in an athlete's psychophysical state that separate peak exertion from physiological collapse. Thus, we measured perceptual acuity in runners using a classic psychophysical approach, the just noticeable difference (JND) on two standard stimuli runs at treadmill speed corresponding to 70%VO_2max and 80%VO_2max. Thirty-four male runners (M age = 35.26, SD = 7.33 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-minute running bouts on a treadmill with 5-minute rests between bouts. For bouts 1 and 3, participants ran at the standard stimuli 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 standard stimuli at just above (JND-A) and just below (JND-B) the JND perceived exertions. We used a Generalized Linear Model analysis to compare the JND-A and JND-B within and between ventilatory threshold groups (lower/higher) in absolute and relative VO₂ and in terms of the total JND magnitude. The magnitude of JND-A was greater than that of JND-B at 70%VO_2max and 80%VO_2max in absolute units (70%VO₂ Δ = 2.62; SE = 0.37; p < .001; 80%VO₂ Δ = 1.67; SE = 0.44; p = .002) and in relative units (70%VO_2max Δ = 4.70; SE = 0.66; p < .001; 80%VO_2max Δ = 2.96; SE = 0.80; p = .002). The total magnitude was greater in the 70%VO_2max trial than 80%VO_2max in absolute units (70%VO₂ M = 3.78, SE = 0.31 mL·kg^-1·min^-1; 80%VO₂ M = 2.62, SE = 0.37 mL·kg^-1·min^-1; p = .020) and in relative units (70%VO_2max M = 6.57, SE = 0.53%VO_2max; 80%VO_2max M = 4.71, SE = 0.64%VO_2max; p = .030). The JND range narrowed when physiologic demand increased, for both physical (speed) and psychological (RPE) variables.

Our aim in this study was to investigate the effects of motionless interventions, based on visual-auditory integration with a sonification technique, on the learning a complex rhythmic motor skill. We recruited 22 male participants with high physical fitness and provided them four acquisition sessions in which to practice hurdle running, based on a visual-auditory instructional pattern. Next, we divided participants into three groups: visual-auditory, auditory, and control. In six sessions of motionless interventions, with no physical practice, participants in the visual-auditory group received a visual-auditory pattern similar to their experience during the acquisition period. The auditory group only listened to the sound of sonified movements of an expert hurdler, and the control group received no instructional interventions. Finally, participants in all three groups underwent post-intervention and transfer tests to determine their errors in the spatial and relative timing of their leading leg's knee angular displacement. Both visual-auditory and auditory groups had significantly less spatial error than the control group. However, there were no significant group differences in relative timing in any test phase. These results indicate that the use of the sonification technique in the form of visual-auditory instruction adapted to the athletes' needs benefitted perception-sensory capacities to improve motor skill learning.

In this study, we examined whether experience level and various dual motor and cognitive or single tasks influenced young soccer players' physical performance during small-sided games. Participants were 72 players from U-13 (n = 36) and U-17 (n = 36) groups who participated in 3-to-a-side small-sided games under four experimental conditions: control, a secondary motor task, an additional related secondary cognitive task, and an additional secondary non-specific task. We used GPS devices to measure physical performance in terms of distances covered and accelerations at different thresholds. We found no significant interaction effect between player experience and task condition (p = .540), meaning that dual tasks had comparable effects on players of different experience levels. There were significant main effects of both experience level (p < .001) and condition (p < .001) on most physically related variables. Older players outperformed younger ones, particularly in high-intensity actions. While secondary motor tasks decreased physical performance, secondary cognitive tasks, irrespective of specificity, did not impair players' performances. In conclusion, experience level did not influence the players' physical response to dual tasks, and a secondary motor task was more disruptive to physical performance than either of two types of secondary cognitive tasks. Cognitive tasks can be incorporated into soccer training without compromising physical performance.

In the present study, we examined the immediate effect of allowing healthy participants to view their mirror-reflected body image on static and dynamic balance. We placed a mirror to allow participants to frontally view their own body image while maintaining a quiet stance or while engaged in a dynamic postural standing task. On measures of body sway during quiet stance, there were no effects of this visual feedback, supporting the view that human beings have no central mechanism for viewing the mirror-reflected body image to control body sway during quiet stance. However, the body deviated forward during quiet stance while viewing the mirror-reflected body image, indicating that viewing the mirror-reflected body image contributed to the anterior-posterior positioning of the body, as mediated by an ankle control strategy. For the dynamic standing task, viewing the body image induced unstable peaks of rhythmic lateral shifting of the body weight over the feet. This indicates that viewing the body image caused unstable motor commands for rhythmic lateral weight shifting. When participants made a transition from a bipedal to a unipedal stance in response to a cue, viewing the body image shortened the onset latency of the body sway. Accordingly, viewing the body image seemed to accelerate the motor execution involved in lateral weight shifting, possibly due to predictive activation of the motor system before movement onset. Considered collectively, we found static and dynamic stance balance to be influenced by viewing one's mirror-reflected body image. Viewing the mirror-reflected body image may be a means of changing static and dynamic balance in patients with impaired postural control.

Hip osteoarthritis and total hip arthroplasty imply damaged articular and periarticular structures responsible for proprioception, and this damage may impair the accurate perception of body-weight distribution. In this study, we investigated proprioceptive abilities and accuracy perceiving body-weight distribution in patients undergoing total hip arthroplasty, and we assessed the associations between these abilities and body perception accuracy with functional mobility testing in 20 patients scheduled for total hip arthroplasty and 20 age-matched healthy participants. We assessed (a) absolute error in hip joint position sense (AE-JPS), (b) absolute error in body-weight distribution (AE-BWD) during standing and sit-to-stand tasks with open and closed eyes, and (c) functional mobility with the Timed Up and Go Test (TUG). We assessed patients undergoing hip arthroplasty before (T0) and five days after their surgery (T1), while control participants underwent a single evaluation. Relative to controls, participants undergoing surgery showed higher AE-JPS at 15° of hip flexion at T0 (p = .003) and at T1 (p = .007), greater AE-BWD during sit-to-stand with open eyes at T1 (p = .014) and with closed eyes at both T0 (p = .014) and at T1 (p < .001), and worse TUG at both T0 (p = .009) and T1 (p < .001). AE-BWD during sit-to-stand with closed eyes positively correlated with TUG at T0 (r = 0.55, p = .011) and at T1 (r = 0.51, p = .027). These findings suggested that impairments in body-weight distribution perception were evident both before and immediately after total hip arthroplasty, suggesting that these impairments may regularly mark these patients' functional mobility problems.

Our primary objectives in this study were to translate and provide psychometric support for the Coach Athlete Relationship Questionnaire (CART-Q) Portuguese version, assess its invariance across sex, and explore its nomological validity in relation to enjoyment. Our sample participants were 470 athletes (226 females, 244 males) aged between 16 to 39 years from various individual and team sports. We found that the translated Portuguese version of the CART-Q exhibited satisfactory test-retest reliability and can serve as a reliable tool for evaluating the core constructs of the coach-athlete relationship - closeness, commitment, and complementarity. Moreover, this instrument showed evidence of nomological validity through significant positive correlations between its underlying factors and athletes' enjoyment with their sport. The proposed model for explaining item variance was also found to be invariant between male and female respondents. We recommend further use of this instrument in research and practical applications.

In this article, we offer an exhaustive analysis of academic work on psychological flexibility using bibliometric techniques. We identify emerging trends in a dataset of 3535 scholarly articles from the Web of Science database. We highlight key publications, map out the field's intellectual framework, and anticipate future research avenues through co-citation and co-word analytics. The co-citation assessment revealed five distinct clusters, while the co-word analysis showed three. Although research regarding psychological flexibility has gained recent popularity, there remains a need for more scholarly initiatives to achieve a nuanced understanding of this subject.