Perceptual and Motor Skills最新文献

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.

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.

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.

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).

In the current study we aimed to investigate the effect of specific dual task training (SDTT) compared to conventional soccer training (CST) on motor and cognitive performances in U13 elite soccer players. Twenty-four young soccer players (all males) participated in this study. We measured their change of direction ability (CODA) and cognitive performances (cognitive flexibility and inhibition) before and after four weeks in either the SDTT group or the CST group. We administered the Trail-Making Test (TMT) to evaluate cognitive flexibility and the Stroop test to evaluate cognitive inhibition. We assessed CODA using the t test (TT). After training, CODA (p < .001), cognitive flexibility (p < .001), and inhibition (p < .001) were improved only in the SDTT group. These results suggest that SDTT seems more suitable than CST to optimally improve both CODA and cognitive performances in U13 elite soccer players.

As Attention-Deficit/Hyperactivity Disorder (ADHD) may have an unknown influence on the self-reports of physical activity of adults with ADHD and there is a need for high quality self-report assessments of this kind, we examined the test-retest reliability and construct validity of the Godin Leisure-Time Exercise Questionnaire-Health Contributions Score (GLTEQ-HCS) in its use with 35 adults with Attention-Deficit/Hyperactivity Disorder (ADHD) (26 females, 9 males; Mage = 28.7, SD = 6.3 years). Participants completed the GLTEQ twice and wore an ActiGraph GT9X-accelerometer for seven-days. An intraclass correlation coefficient (ICC) determined test-retest reliability, and we determined construct validity based on correlations between the GLTEQ-HCS and minutes/day of sedentary behavior (SB), light physical activity (LPA), and moderate-to-vigorous physical activity (MVPA), as well as differences in SB, LPA, and MVPA among the three GLTEQ-HCS subgroups. The GLTEQ-HCS had excellent test-retest reliability [ICC = 0.98, 0.95 to 0.99], and it was positively correlated with MVPA (r = 0.47, p = .006; r_s = 0.52, p = .002). There was a significant and large difference in minutes/day of device-measured MVPA between the three GLTEQ-HCS groups [F (2,32) = 7.30, p = .003, η² = 0.33]. These results provide psychometric support for using the GLTEQ-HCS with adults who have been diagnosed with ADHD.

Bright light impacts the human circadian system such that exposure to bright light at night can suppress melatonin secretion, and exposure to bright light in the morning prevents light-induced melatonin suppression at night. The preventive effect of morning light may attenuate the prior history of light sensitivity of intrinsically photosensitive retinal ganglion cells (ipRGCs) that regulate the circadian system. In this study, we evaluated electroretinogram (ERG) responses to red and blue flickering lights following dim and bright daylight conditions. Eleven healthy females underwent ERG measurements during exposure to 33 Hz flickering red or blue light under dim and bright daytime conditions. We averaged ERG waves for 50 flickering light pulses of the trigger signal data. We obtained the amplitude of the signal-averaged ERG by calculating the difference between the waves' peaks and bottoms. Although there was no significant dim and bright light difference in the amplitude of ERG waves, the ERG amplitude to flickering blue light under the bright light condition was significantly lower than to flickering blue light under the dim light condition. In this study, blue light stimulated mainly ipRGCs and S-cones. Since S-cones may contribute minimally to the light-adapted 33 Hz flicker ERG results, our findings suggest that bright light during the daytime attenuates the sensitivity of human ipRGCs.

We assessed the effect of a one-week mindfulness-based intervention on resilience, social behavior, and motor skills in four to five-year-old children. In this randomized controlled trial, 45 children (22 females; 23 males; M age = 4.5, SD = 0.4 years) from the same preschool were randomly assigned to three groups: (a) a mindfulness group (MG; n = 15) that participated in five 30-min mindfulness sessions; (b) a physical activity group (PAG; n = 15) that engaged in five 45-min physical exercise sessions; and a control group (CG; n = 15) that received no intervention. Training sessions were held on five consecutive days. Prior to (T0) and after the five mindfulness sessions (T1), all participants blindly completed the Movement Assessment Battery for Children-2 (to assess their motor skills), the Strength and Difficulties Questionnaire (to evaluate their behavior), and the Child and Youth Resilience Measure-28 (to measure their resilience). At baseline (T0), there were no significant differences between the groups. The mindfulness group experienced the strongest positive effects after the intervention (T1), with improvements in both motor skills and social behavior, though there was no significant effect on resilience. Our results suggest that a brief mindfulness training intervention is a promising strategy for improving motor skills and social behavior in early childhood settings.