Effects of fasting during Ramadan month on soccer-specific technical performance, cognitive function, and perceptions in soccer players.

We aimed to examine the effects of Ramadan fasting (RF) and high-intensity short-term maximal performance on elite soccer players' shooting accuracy, executive function (EF), and perceptions. Sixteen Muslim elite players fasting during Ramadan underwent assessments before (BR), during (DR), and after Ramadan (AR). Soccer-specific technical performance was evaluated using the Loughborough Soccer Shooting Test (LSST) before and after a 5-metre shuttle run test (5mSRT), conducted at the same time-of-day (17:00 h). Performance metrics recorded included higher distance (HD), total distance (TD), and fatigue index (FI). RPE after a 5-min warm-up and each repetition of the 5mSRT were obtained, and the mean RPE score was calculated. Trail Making Test (TMT Parts A and B) were used after the warm-up and the 5mSRT. Perceived difficulty (PD) was assessed following the LSST. HD, TD, and FI were not affected by RF (p > 0.05). DR, RPE and accuracy scores in the LSST were significantly lower after the 5mSRT compared to BR (1.29 vs. 1.24 AU; 1.29 vs. 1.24, respectively). In conclusion, RF had no adverse effects on physical performance. However, when combined with high-intensity running sessions, RF may impact accuracy and PD, and these adverse effects seem to have been translated into EF.

Optimizing Motor Learning: Difficulty Manipulation Combined with Feedback- Frequency Enhance Under-Time-Pressure Fine-Motor-Coordination Skill Acquisition and Retention.

Improving acquisition and retention of new motor skills is of great importance. This study investigated the effects of progressive task difficulty manipulation (TD), combined with varying knowledge of results frequencies (KR) on performance accuracy and consistency when learning novel fine motor coordination tasks, and examined relationships between novel fine motor task performance and executive function (EF), working memory (WM), and perceived difficulty (PD). Thirty-six, right-handed, novice physical-education students (age = 10.72 ± 0.89 years) participated; participants were separated into three groups, receiving varying KR frequency (100%KR, 50%KR, and 33%KR). For each group, distance to the target was increased progressively (2 m, 2.37 m, and 3.56 m) to obtain three difficulty levels. We assessed performance during test sessions (pretest, post-test, Retention1 and Retention2) under free (FC) and time pressure (TPC) conditions. Results revealed that under FC, 100%KR improved significantly. Results revealed significant linear improvements in accuracy for 50%KR and 33%KR under TPC. New findings indicate that the association between TD and KR (50%KR) may provide more appropriate cognitive loads compared to 33%KR and 100%KR groups. These have implications for practitioners because, while strategies are clearly necessary for improving learning, the efficacy of the process appears to be based on the characteristics of the learners.

The Effects of Manipulating Task Difficulty and Feedback Frequency on Children's Dart Throwing Accuracy and Consistency.

In the present study we investigated the effects of manipulating task difficulty (constant vs. progressive difficulty) and frequency of knowledge of results (KR) on the accuracy and consistency of children's performance of a novel fine motor coordination task (dart throwing). We assigned 69 right-handed physical education (PE) students (M age = 10.73, SD = 0.89 years) to progressive (PDG) or constant difficulty (CDG) groups. PDG and CDG were each split into three subgroups who received varying KR frequency (100%KR, 50%KR, and 33%KR), creating a total of six groups. We increased difficulty in the PDG by manipulating the distance to the target (2 m, 2.37 m, and 3.56 m), while distance to the target was constant for CDG throughout the experiment (2.37 m). We conducted performance assessments during familiarization (pre-test), acquisition (post-test), and retention (retention testing) learning phases under both normal condition (NC) and a time pressure condition (TPC). Repeated-measures analysis of variance revealed a significant effect of difficulty manipulation on skill learning under both NC and TPC. Further analyses revealed that skill learning was enhanced by progressive difficulty manipulation. However, learning was not affected by KR frequency changes. Progressive difficulty practice enhanced both accuracy and consistency, specifically at retention testing. These results suggest that motor learning in children may be enhanced by practicing with progressive increases in difficulty. PE teachers are encouraged to gradually introduce difficulty levels in motor learning tasks that require high accuracy.

The effect of matinal active walking on cognitive, fine motor coordination task performances and perceived difficulty in 12-13 young school boys

The current study examined the relationship between cognitive performances (executive function, selective attention and reaction time), fine motor coordination skills and perceived difficulty after active transport to school. Method: Fifteen right-handed children's underwent session, 15-min walking session at 30% (WS1) and 15-min walking session (WS2) at 50% of maximal aerobic speed. Subjects performed tests to evaluate executive function, reaction time and selective attention. After each trial, a questionnaire of perceived difficulty (PD) was completed. Results: Average time in TMT part A (F(2,22) = 4.44; p = 0.024; η2= 0.288) and TMT part B (F(2,22) = 4.54; p = 0.022; η2= 0.292), and committed errors (F(2,22) = 7.78; p = 0.003; η2= 0.414) was improved after walking sessions in comparison by CS. The mean scores were significantly higher after walking sessions for both long and short-distance throws (p < 0.05). Moreover, a significant negative correlation was found between committed errors (TMT part B) and both dart throwing consistency and accuracy (r = - 0.6; r = - 0.64; p < 0.05) (respectively). Post-hoc analysis showed that PD was better after walking sessions with low intensity for both short and long throwing distance. However, it seems that walking session with sustained intensity allows speed and accuracy improvement of cognitive processing. Conclusion: Thus, active walking to school with low intensity was sufficient to produce positives changes in psychomotor performance and decrease in perceived difficulty scores. By including individual differences in gross motor coordination as well as physical activity level, the exact nature of the link between psychomotor skills and cognitive performance could be more addressed.(AU)