Comparison of goalscoring patterns between the 2018 and 2022 FIFA World Cups.

The main aim of this study was to compare goal scoring patterns between the two most recent FIFA World CupTM (WC) tournaments: Russia 2018 and Qatar 2022. Match performance data were extracted using the ProVision database (StatsPerform, Chicago, USA). Variables used to analyse goals (not including penalty shootout goals) included the match period in which these were scored, the type of action and different types of play, body part used, defensive pressure, possession duration and expected goals (xG) values. A Chi-square test was used to compare qualitative variables across competitions while quantitative variables were compared using a nonparametric Mann-Whitney U-test for independent samples. Altogether, 169 goals were scored in WC 2018 vs. 172 goals in WC 2022. No differences occurred across competitions for the period in which goals were scored. In both tournaments the majority was scored in the second-half and towards the end of play. Significant differences were observed for the type of action, type of play and body part used prior to scoring a goal (p < .05). These differences can be explained by the record number of own goals and goals scored from set-pieces in 2018 and an increase in goals scored from open-play (from positional attacks notably) in 2022. Analysis of open-play situations showed that teams recorded a higher xG value and converted more of their chances (xG = 122.8 vs. 128 goals, xG difference = +5.2) in 2022 thus were more efficient compared with 2018. In sum, goal scoring patterns largely differed between the two most recent World Cup tournaments.

Pedagogical impact of integration of musculoskeletal anatomy blended learning on physiotherapy education.

Background: In physiotherapy education, blended learning is recognized to be more effective compared to traditional teaching. The aim of this study was to assess the consequences of a musculoskeletal anatomy blended learning program on skills developed by students. Methods: We conducted an observational retrospective monocentric study in a French physiotherapy school named "X." Ninety-two first-year students in the 2017-18 baseline group (students with traditional face-to-face learning), and ninety-eight first-year students and ninety-five second-year students in the 2018-19 and 2019-20 blended learning experimental groups was included. A success rate of the anatomy final written exam, defined by the percentage of students scoring 50% or above, was analyzed between 2017 and 2020. We also evaluated the pedagogical value of musculoskeletal e-learning and its usefulness for preparing the student for their anatomy final written exam at «X¼. Results: We observed an improvement in the success rate of the anatomy final written exam between the 2017-18 baseline group, 2018-19 and 2019-2020 experimental groups during first (Kruskal-Wallis = 74.06, df = 2, p < 0.001) and second semester (Kruskal-Wallis = 173.6, df = 2, p < 0.001). We obtained a data survey and questionnaire response rate of 74% (n = 89/120) for the 2018-19 and 62% (n = 72/116) for the 2019-20 experimental groups. Concerning questionnaire response, they were no significant statistical difference between 2018-19 and 2019-20 experimental groups. Conclusion: Blended learning could improve student success rate of the anatomy final written exam and learning of professional physiotherapy skills.

Learning a Motor Skill from Video and Static Pictures in Physical Education Students-Effects on Technical Performances, Motivation and Cognitive Load.

The purpose of the current study was to compare the effectiveness of a video and three different formats of static pictures (simultaneous-permanent pictures, sequential-transient pictures and sequential-permanent pictures) on the acquisition and retention of a complex judo skill in novice young adults. One hundred and thirty-three first-year students in the certificate in Physical Education (PE) were randomly assigned to either: a static-simultaneous-permanent pictures condition (n = 30), a static-sequential-transient pictures condition (n = 29), a static-sequential permanent pictures condition (n = 36) or a video condition (n = 38). They were instructed to observe and reproduce a complex judo technique (Ippon-Seoi-Nage) immediately after the learning phase (including a sequence of three trials-the acquisition phase) and after one week without observation (the retention phase). The results showed that the continuous video generated better learning performances than all static pictures formats. Moreover, it has been shown that sequential-permanent pictures presentation was more effective than static simultaneous-permanent pictures and sequential-transient pictures. In addition to the human movement effect, complementary explanations in terms of cognitive load theory, perceptual continuity, mental animation and intrinsic motivation are suggested. Implications of the results for the effective design of instructional materials within PE context are discussed.

The Level of Aggressiveness During Karate Practice of Inmates in Correctional Settings.

Karate is known to enhance cognitive functioning, emotional well-being, and self-regulation and to contribute to an overall behavior rehabilitation process. However, few data are available on the impact of practicing karate in adult prison inmates. The main objective of this research was to evaluate aggressive behavior, comparing prison inmates and club practitioners during karate practice. The level of aggressiveness was rated by observers during defined elements and training situations in karate classes held in France. Data were collected during 77 observations of 75 prison inmates (55 male and 20 female) in a prison setting, and 188 observations of 117 club practitioners (80 male and 37 female) in a club setting over a period of 26 months. Licit aggressiveness was graded by observers during launched actions, kiais, and bows, and the practice level (belts) was also considered. Interrater reliability of the observational measure was highly acceptable (Cohen κ = 1). Comparisons between female and male prison inmates and club practitioners were made using the non-parametric Mann-Whitney U-test for independent samples. The results revealed that a higher level of aggressiveness was observed in both male and female club practitioners during launched actions and kiais than in prison inmate practitioners (p < 0.001, small effect size). However, prison inmates (of both genders) showed a higher level of aggressiveness during bows (p < 0.001, medium effect size). While the analyses showed no significant differences between genders, the level of karate practice was associated with distinct changes. Significant differences in observed aggressiveness were present only in beginners and in those with a low level of karate practice, whereas no differences in aggressiveness between prison or club practitioners were observed during karate practice in those with a high level of karate practice (black belt). However, these results must be interpreted with caution as there was no way to control the multiple factors that might also affect inmate behaviors in a correctional setting. We suggest that karate practice in prison may positively contribute to interactional behaviors.