Does an instructional video as a stand-alone tool promote the acquisition of practical clinical skills? A randomised simulation research trial of skills acquisition and short-term retention.

BACKGROUND: The effectiveness of instructional videos as a stand-alone tool for the acquisition of practical skills is yet unknown because instructional videos are usually didactically embedded. Therefore, we evaluated the acquisition of the skill of a humeral intraosseous access via video in comparison to that of a self-study with an additional retention test. METHODS: After ethical approval, we conducted two consecutive studies. Both were designed as randomised controlled two-armed trials with last-year medical students as independent samples at our institutional simulation centre of a tertiary university hospital centre. In Study 1, we randomly assigned 78 participants to two groups: Vid-Self participants watched an instructional video as an intervention, followed by a test, and after seven days did a self-study as a control, followed by a test. Self-Vid ran through the trial in reverse order. In Study 2, we investigated the influence of the sequence of the two teaching methods on learning success in a new sample of 60 participants: Vid-Self watched an instructional video and directly afterward did the self-study followed by a test, whereas Self-Vid ran through that trial in reverse order. In Studies 1 and 2, the primary outcome was the score (worst score = 0, best score = 20) of the test after intervention and control. The secondary outcome in Study 1 was the change in score after seven days. RESULTS: Study 1: The Vid-Self (Participants n = 42) was superior to the Self-Vid (n = 36) (mean score 14.8 vs. 7.7, p < 0.001). After seven days, Self-vid outperformed Vid-Self (mean score 15.9 vs. 12.5, p < 0.001). Study 2: The Vid-Self (n = 30) and Self-Vid (n = 30) scores did not significantly differ (mean 16.5 vs. mean 16.5, p = 0.97). CONCLUSION: An instructional video as a stand-alone tool effectively promotes the acquisition of practical skills. The best results are yielded by a combination of an instructional video and self-study right after each other, irrespective of sequence. TRIAL REGISTRATIONS: ClinicalTrials.gov: NCT05066204 (13/04/2021) (Study 1) and NCT04842357 (04/10/2021) (Study 2).

The effects of reward and punishment on the performance of ping-pong ball bouncing.

Introduction: Reward and punishment modulate behavior. In real-world motor skill learning, reward and punishment have been found to have dissociable effects on optimizing motor skill learning, but the scientific basis for these effects is largely unknown. Methods: In the present study, we investigated the effects of reward and punishment on the performance of real-world motor skill learning. Specifically, three groups of participants were trained and tested on a ping-pong ball bouncing task for three consecutive days. The training and testing sessions were identical across the three days: participants were trained with their right (dominant) hand each day under conditions of either reward, punishment, or a neutral control condition (neither). Before and after the training session, all participants were tested with their right and left hands without any feedback. Results: We found that punishment promoted early learning, while reward promoted late learning. Reward facilitated short-term memory, while punishment impaired long-term memory. Both reward and punishment interfered with long-term memory gains. Interestingly, the effects of reward and punishment transferred to the left hand. Discussion: The results show that reward and punishment have different effects on real-world motor skill learning. The effects change with training and transfer readily to novel contexts. The results suggest that reward and punishment may act on different learning processes and engage different neural mechanisms during real-world motor skill learning. In addition, high-level metacognitive processes may be enabled by the additional reinforcement feedback during real-world motor skill learning. Our findings provide new insights into the mechanisms underlying motor learning, and may have important implications for practical applications such as sports training and motor rehabilitation.

Approaches for sustainable professional skill development for vocational education students in Thailand.

Background: This article presents a research study that aims to explore sustainable approaches for developing professional skills in vocational education students in Thailand. This is the second phase of the research, which utilizes a qualitative research methodology. Methodology: The key informants in this study are administrators of vocational education institutions, teachers, and students currently enrolled in vocational education institutions in Thailand, totaling 36 participants. The research uses a purposive sampling method and snowball sampling method. Data collection methods include document analysis, in-depth structured interviews, and observation. The results of the interviews are analyzed, and the content analysis is summarized. The research process consists of 4 steps: 1) literature review, 2) data collection, 3) data analysis, and 4) verification and confirmation. Results: The research findings highlight several key considerations, including: 1) factors influencing the development of professional skills among vocational education students, such as curriculum design, support and counseling, practical training in workplaces, interactive learning, problem-solving and analytical thinking skills development, practical learning, and supportive learning environments, 2) approaches for sustainable professional skill development involve employing the appropriate approaches for self-development. The steps include setting clear goals and plans, active learning and training, technology skill development, experiential learning, problem-solving skill development, participation in professional activities, self-reflection, and continuous self-improvement. Conclusion: These approaches aim to enhance the competencies of vocational education students, ensuring quality and efficiency as part of lifelong learning and sustainable development.

The effect of classroom-based assessment (CBA) on Chinese EFL learners' speaking performance, engagement, and willingness to communicate: Undergraduate students' perceptions.

CBA has emerged as a prominent pedagogical approach aimed at intertwining assessment within the instructional process, effectively fostering student learning. In English as a Foreign Language (EFL) education, CBA has garnered considerable attention, given its potential to enhance language learners' engagement, speaking proficiency, and willingness to communicate. This mixed-method research study delves into the impact of Classroom-Based Assessment (CBA) on the speaking performance, engagement, and willingness to communicate of undergraduate Chinese EFL learners. The study involved 90 Chinese EFL learners in the quantitative phase and 25 in the qualitative phase. Data collection comprised three questionnaires and an interview checklist. The data analysis employed inferential statistics (t-tests) for the quantitative data and thematic analysis for the qualitative insights. The findings of this study reveal that CBA exerts a significant influence on language learners' engagement, speaking abilities, and willingness to communicate. The quantitative results, as indicated by t-tests, indicate noteworthy improvements in these key aspects when CBA is integrated into the classroom environment. Moreover, the qualitative phase of the study, employing thematic analysis, uncovered five distinct ways through which CBA impacts the main variables under investigation. This research elucidates the multifaceted influence of CBA on undergraduate Chinese EFL learners. It not only demonstrates the quantitative impact on engagement, speaking skills, and willingness to communicate but also offers valuable qualitative insights into the diverse ways through which CBA enhances the language learning experience. These findings underscore the significance of integrating CBA into EFL classrooms as a potent tool for optimizing learner outcomes.

Contributions of Initial Conditions and Meteorological Forecast to Subseasonal-to-Seasonal Hydrological Forecast Skill in Western Tropical South America.

Hydrological predictions at subseasonal-to-seasonal (S2S) time scales can support improved decision-making in climate-dependent sectors like agriculture and hydropower. Here, we present an S2S hydrological forecasting system (S2S-HFS) for western tropical South America (WTSA). The system uses the global NASA Goddard Earth Observing System S2S meteorological forecast system (GEOS-S2S) in combination with the generalized analog regression downscaling algorithm and the NASA Land Information System (LIS). In this implementation study, we evaluate system performance for 3-month hydrological forecasts for the austral autumn season (March-May) using ensemble hindcasts for 2002-17. Results indicate that the S2S-HFS generally offers skill in predictions of monthly precipitation up to 1-month lead, evapotranspiration up to 2 months lead, and soil moisture content up to 3 months lead. Ecoregions with better hindcast performance are located either in the coastal lowlands or in the Amazon lowland forest. We perform dedicated analysis to understand how two important teleconnections affecting the region are represented in the S2S-HFS: El Niño-Southern Oscillation (ENSO) and the Antarctic Oscillation (AAO). We find that forecast skill for all variables at 1-month lead is enhanced during the positive phase of ENSO and the negative phase of AAO. Overall, this study indicates that there is meaningful skill in the S2S-HFS for many ecoregions in WTSA, particularly for long memory variables such as soil moisture. The skill of the precipitation forecast, however, decays rapidly after forecast initialization, a phenomenon that is consistent with S2S meteorological forecasts over much of the world.

Does using artificial intelligence assistance accelerate skill decay and hinder skill development without performers' awareness?

Artificial intelligence in the workplace is becoming increasingly common. These tools are sometimes used to aid users in performing their task, for example, when an artificial intelligence tool assists a radiologist in their search for abnormalities in radiographic images. The use of artificial intelligence brings a wealth of benefits, such as increasing the efficiency and efficacy of performance. However, little research has been conducted to determine how the use of artificial intelligence assistants might affect the user's cognitive skills. In this theoretical perspective, we discuss how artificial intelligence assistants might accelerate skill decay among experts and hinder skill acquisition among learners. Further, we discuss how AI assistants might also prevent experts and learners from recognizing these deleterious effects. We then discuss the types of questions: use-inspired basic cognitive researchers, applied researchers, and computer science researchers should seek to answer. We conclude that multidisciplinary research from use-inspired basic cognitive research, domain-specific applied research, and technical research (e.g., human factors research, computer science research) is needed to (a) understand these potential consequences, (b) design artificial intelligence systems to mitigate these impacts, and (c) develop training and use protocols to prevent negative impacts on users' cognitive skills. Only by answering these questions from multidisciplinary perspectives can we harness the benefits of artificial intelligence in the workplace while preventing negative impacts on users' cognitive skills.

The effect of internal, external, and holistic focus of attention on standing long jump performance in novice and skilled karatekas.

An important application for training instructions is found in directing one's attentional focus. This direction can occur in different internal, external, or holistic forms. However, comparison between these three forms of instructions is a relatively recent development rarely reported at different skill levels or various sports including karate. Therefore, the present study attempts to investigate the effects of three forms of instructions on standing long jump performance in skilled and novice karatekas. The participants were 60 skilled and novice karatekas (all females; mean age: 21.32 ± 1.65) who completed 12 standing long jump trials under different focus conditions (3 trials for each condition: internal, external, holistic and control condition) in a counterbalanced order. Our findings suggested significant main effects, indicating that skilled karatekas outperformed the novices. The findings also showed that regardless of skill levels, the participants exhibited similar performance under external and holistic focus conditions while performance in both of these conditions was superior compared to performance under internal focus and control conditions. No difference was observed between the control and internal focus conditions. It seems that skilled and novice karatekas may benefit from holistic and external focus of attention instructions which enhance their motor performance. Thus, it is recommended that coaches should incorporate these two types of attentional focus instructions into their training sessions.

Applying different levels of practice variability for motor learning: More is not better.

Background: Variable practice is a broadly used tool to improve motor learning processes. However, controversial results can be found in literature about the success of this type of practice compared to constant practice. This study explored one potential reason for this controversy: the manipulation of variable practice load applied during practice and its effects according to the initial performance level and the initial intrinsic variability of the learner. Method: Sixty-five participants were grouped into four practice schedules to learn a serial throwing task, in which the training load of variable practice was manipulated: one constant practice group and three groups with different variable practice loads applied. After a pre-test, participants trained for 2 weeks. A post-test and three retests (96 h, 2 weeks and 1 month) were carried out after training. The participants' throwing accuracy was assessed through error parameters and their initial intrinsic motor variability was assessed by the autocorrelation coefficient of the error. Results: The four groups improved their throwing performance. Pairwise comparisons and effect sizes showed larger error reduction in the low variability group. Different loads of variable practice seem to induce different performance improvements in a throwing task. The modulation of the variable practice load seems to be a step forward to clarify the controversy about its benefits, but it has to be guided by the individuals' features, mainly by the initial intrinsic variability of the learner.

Systematic Review of Differential Reinforcement in Skill Acquisition.

The purpose of this article was to review and summarize the literature investigating the impact of differential reinforcement on skill acquisition. Researchers synthesized data from 10 articles across the following categories: (1) participant characteristics; (2) setting; (3) reinforcement procedures; (4) within-subject replication; (5) results; and (6) secondary measures (e.g., social validity). Results indicated that most of the participants were male, had a diagnosis of autism, and communicated vocally. The differential reinforcement condition in which reinforcement favored independent responses (e.g., edible for independent; praise for prompted responses) was the most frequently employed differential reinforcement condition and it resulted in the acquisition of more responses or faster acquisition for most participants. In addition, when differing reinforcement procedures manipulating different parameters of reinforcements were compared, better outcomes were attained when the schedule of the reinforcer was manipulated within the differential reinforcement procedure relative to when quality or magnitude were manipulated. Limitations of the previous research, recommendations for future research, and implications for clinical practice are discussed.

Evaluating surgical expertise with AI-based automated instrument recognition for robotic distal gastrectomy.

Introduction: Complexities of robotic distal gastrectomy (RDG) give reason to assess physician's surgical skill. Varying levels in surgical skill affect patient outcomes. We aim to investigate how a novel artificial intelligence (AI) model can be used to evaluate surgical skill in RDG by recognizing surgical instruments. Methods: Fifty-five consecutive robotic surgical videos of RDG for gastric cancer were analyzed. We used Deeplab, a multi-stage temporal convolutional network, and it trained on 1234 manually annotated images. The model was then tested on 149 annotated images for accuracy. Deep learning metrics such as Intersection over Union (IoU) and accuracy were assessed, and the comparison between experienced and non-experienced surgeons based on usage of instruments during infrapyloric lymph node dissection was performed. Results: We annotated 540 Cadiere forceps, 898 Fenestrated bipolars, 359 Suction tubes, 307 Maryland bipolars, 688 Harmonic scalpels, 400 Staplers, and 59 Large clips. The average IoU and accuracy were 0.82 ± 0.12 and 87.2 ± 11.9% respectively. Moreover, the percentage of each instrument's usage to overall infrapyloric lymphadenectomy duration predicted by AI were compared. The use of Stapler and Large clip were significantly shorter in the experienced group compared to the non-experienced group. Conclusions: This study is the first to report that surgical skill can be successfully and accurately determined by an AI model for RDG. Our AI gives us a way to recognize and automatically generate instance segmentation of the surgical instruments present in this procedure. Use of this technology allows unbiased, more accessible RDG surgical skill.

The application of blended teaching in medical practical course of clinical skills training.

BACKGROUND: Blended teaching is an effective approach that combines online and offline teaching methods, leading to improved outcomes in medical education compared to traditional offline teaching. In this study, we examined the impact of blended teaching in clinical skills training, a medical practice course. METHODS: This study involved forty-eight undergraduate students studying clinical medicine in the fifth semester at Wuhan University of Science and Technology. The students were divided into two groups: the control group, which received traditional offline teaching, and the experimental group, which received hybrid teaching. Following the completion of the 4-month course, both groups underwent the Objective Structured Clinical Examination (OSCE) to evaluate their proficiency in clinical skills. Furthermore, the experimental group was given a separate questionnaire to gauge their feedback on the Blended Teaching approach. RESULTS: Based on the OSCE scores, the experimental group outperformed the control group significantly (P<0.05). The questionnaire results indicated that a majority of students (54.2%, 3.71 ± 1.06) believed that blended teaching is superior to traditional offline teaching, and a significant number of students (58.3%, 3.79 ± 1.15) expressed their willingness to adopt blended teaching in other courses. Furthermore, students in the experimental group displayed varying levels of interest in different teaching contents, with emergency medicine (79.2%), internal medicine (70.8%), and surgery (66.7%) being the most popular among them. CONCLUSIONS: This research demonstrates for the first time that blended teaching can achieve a good pedagogical effectiveness in the medical practice course, clinical skills training and practice. Moreover, in different teaching contents, the teaching effects are different. In the content of Emergency Medicine and Surgery, which is more attractive to students, the application of blended teaching could result in a better pedagogical outcome than other contents.

A review of research on social studies instruction for students with intellectual disabilities.

The content of social studies encompasses various topics such as culture, citizenship, values, geography, and history. However, social studies has historically been an under-researched academic content area for students with intellectual disabilities. The aim of this study was to identify and summarize empirical research on social studies instruction for students with intellectual disabilities. We searched for articles in two electronic databases from 2000 to 2023. We applied seven inclusion criteria to 1709 articles that emerged in databases. A total of 13 empirical studies met the inclusion criteria. We conducted a narrative review across these 13 studies. Results showed that students with intellectual disabilities improved social studies skills through effective instructional strategies including graphic organizers, technology-based instruction, time delay, and task analysis. Also, social studies instruction for students with intellectual disabilities mostly focused on history and geography. We discussed the findings along with their limitations and provided recommendations for future research.

Effects of chronic neck pain on grip strength and psychomotor skills in adults.

BACKGROUND: It can be challenging to perform activities of daily living in patients with chronic neck pain. As the severity of the pain increases, the quality of the movements decreases. Not only the neck, but also the shoulder, elbow, grip strength and psychomotor skills are affected by these pains. OBJECTIVE: In this study, it was aimed to investigate the effect of neck pain on grip strength and psychomotor skills in adults diagnosed with chronic neck pain. METHODS: A cross-sectional study was conducted to examine the effect of pain on grip strength and psychomotor skills in patients with chronic neck pain. This study was planned to be carried out between October 2019 and May 2020 at the Private Yasam Medical Center in Adana, with the official permission of the institution manager, but this period was carried out between October 2019 and November 2020 due to the fact that sufficient number of patients could not be reached due to the COVID-19 global epidemic. A total of 80 individuals, including 40 control and 40 patients, were included in the study. Forty adult patients who applied to the clinic with a diagnosis of chronic neck pain and 40 healthy adults without a diagnosis of chronic neck pain were included in the study. Conducted with 80 adults between the age of 19 and 74 years old. Individuals were divided into Group 1-control group (n = 40) and Group 2-patient group (n&#x02009;=&#x02009;40). Information such as age, height, body weight and occupation of the groups were noted. Visual analogue scale and Neck Disability Index were applied to both the groups; hand grip strength with a Jamar hydraulic hand dynamometer, finger lateral grip strength with a pinchmeter and psychomotor skills with the Purdue Pegboard test were evaluated. RESULTS: In the study, hand grip strength (p < .05), finger lateral grip strength (p < .05), psychomotor skills (p < .01) showed a statistically significant decrease in the patient group compared to the control group. CONCLUSION: It is thought that in addition to the routine treatments for neck pain in the treatment plan of patients with chronic neck pain, exercises to improve the functionality and psychomotor skills in daily living activities can be included in the direction of increasing the grip strength and will guide future studies.

The effects of simulation-based education on undergraduate nursing students' competences: a multicenter randomized controlled trial.

BACKGROUND: Education in nursing has noticed a positive effect of simulation-based education. There are many studies available on the effects of simulation-based education, but most of those involve a single institution, nonrandomized controlled trials, small sample sizes and subjective evaluations of the effects. The purpose of this multicenter randomized controlled trial was to evaluate the effects of high-fidelity simulation, computer-based simulation, high-fidelity simulation combined with computer-based simulation, and case study on undergraduate nursing students. METHODS: A total of 270 nursing students were recruited from five universities in China. Participants were randomly divided into four groups at each institution: the high-fidelity simulation group, the computer-based simulation group, the high-fidelity simulation combined with computer-based simulation group, and the case study group. Finally, 239 participants completed the intervention and evaluation, with 58, 67, 57, and 57 participants in each group. The data were collected at three stages: before the intervention, immediately after the intervention, and three months after the intervention. RESULTS: The demographic data and baseline evaluation indices did not significantly differ among the four groups. A statistically significant difference was not observed between the four methods for improving knowledge, interprofessional collaboration, critical thinking, caring, or interest in learning. While skill improvement differed significantly among the different groups after the intervention (p = 0.020), after three months, no difference was observed (p = 0.139). The improvement in skill in the computer-based simulation group was significantly lower at the end of the intervention than that in the high-fidelity simulation group (p = 0.048) or the high-fidelity simulation combined with computer-based simulation group (p = 0.020). CONCLUSIONS: Nursing students benefit equally from four methods in cultivating their knowledge, interprofessional collaboration, critical thinking, caring, and interest in learning both immediately and over time. High-fidelity simulation and high-fidelity simulation combined with computer-based simulation improve skill more effectively than computer-based simulation in the short term. Nursing educators can select the most suitable teaching method to achieve the intended learning outcomes depending on the specific circumstances. TRIAL REGISTRATION: This clinical trial was registered at the Chinese Clinical Trial Registry (clinical trial number: ChiCTR2400084880, date of the registration: 27/05/2024).

Comparing Face-to-Face, Blended and Online Teaching Approaches for Practical Skill Acquisition: A Randomised Controlled Trial.

Introduction: The efficacy of blended and online teaching methods for practical skill acquisition remains ambiguous, particularly for skills requiring haptic awareness and/or sensory training. This study aims to compare three teaching methods (face-to-face, blended, online) for the acquisition of skills requiring sensory learning and haptic awareness. A secondary aim was to explore student experience of each teaching approach. Design: A post-test only randomised controlled trial. Methods: Forty-seven participants chose between learning two skills: manual measurement of blood pressure during exercise (BPM) and/or skin fold measurement using callipers (SKM). Participants were randomised to one of three learning groups: face-to-face (n = 23), blended (n = 22) and online (n = 26). Assessors determined skill competency during an in-person skill demonstration session. A survey captured student experiences. Results: For SKM, there was a statistically significant difference in skill competency between the online learning group (17% achieved competency) and both the face-to-face (75% achieved competency; p = 0.011) and blended (89% achieved competency; p = 0.001) learning groups. For BPM, the online group had the lowest percentage of participants achieve overall skill competency. Both knowledge-based and sensory-based sub-competencies were negatively affected by the online learning method. For both skills, students in the face-to-face and blended learning group were significantly more confident in their knowledge and their ability to perform the skill in a clinical setting, compared to the online learning group. Conclusion: Both face-to-face and blended teaching methods were more effective at leading to skill acquisition and were preferred by students when compared to a fully online teaching method.

Trajectories of Early Childhood Skill Development and Maternal Mental Health.

We investigate the impacts of a perinatal psychosocial intervention on trajectories of maternal mental health and child skills, from birth to age 3. We find improved maternal mental health and functioning (0.17 to 0.29 SD), modest but imprecisely estimated improvements in parenting (0.07 to 0.11 SD), and transitory improvements in child socioemotional development (0.06 to 0.39 SD). The intervention had negligible influence on physical health and cognition. Estimates of a skill production function reveal the intervention attenuated the negative association between maternal depression and child outcomes, and narrowed outcome gaps between mothers who were and were not depressed in pregnancy.

Combining motor imagery practice with physical practice optimizes the improvement in peak force control during thoracic spinal manipulation.

Spinal manipulation learning requires intensive practice, which can cause injuries in students. Motor imagery (MI) paired with physical practice (PP) appears to be a suitable means to reduce the number of physical repetitions without decreasing skill outcomes. This study examines whether a session of MI paired with PP leads to a similar improvement in the ability to precisely produce peak forces during a thoracic manipulation as PP alone. Chiropractic students participated in a thoracic manipulation training program for five weeks. They were randomised in two groups: the MI+PP group performed sessions combining physical and mental repetitions with 1/3 fewer PP sessions, while the PP group performed only PP. Thoracic manipulation performance was assessed in pre and post-tests, consisting of thoracic manipulations at three different strength targets. Absolute error (AE), corresponding to the difference between the force required and the force applied by the student, was recorded for each trial. The main result revealed that AE was significantly lower in post-test than in pre-test for both groups. Despite fewer physical repetitions, the MI+PP participants showed as much improvement as the PP participants. This result supports the use of MI combined with PP to optimise the benefits of physical repetitions on thoracic manipulation learning.

La combinaison de la pratique de l'imagerie motrice avec la pratique physique optimise l'amélioration du contrôle de la force maximale pendant la manipulation vertébrale thoracique.L'apprentissage de la manipulation vertébrale nécessite une pratique intensive qui peut entraîner des blessures chez les étudiants. L'imagerie motrice (IM) associée à la pratique physique (PP) semble être un moyen approprié pour réduire le nombre de répétitions physiques sans diminuer les acquis de compétences. Cette étude examine de quelle manière une séance d'IM combinée à la pratique physique entraîne une amélioration similaire pour doser avec précision leur force lors d'une manipulation thoracique par rapport à la pratique physique seule. Des étudiants en chiropratique ont participé à un programme de formation à la manipulation thoracique pendant cinq semaines. Ils ont été répartis au hasard en deux groupes: le groupe IM + PP a effectué des séances combinant des répétitions physiques et mentales avec 1/3 de séances PP en moins, tandis que le groupe PP n'a effectué que des séances PP. Les résultats des manipulations thoraciques ont été évalués lors de prétests et de post-tests, consistant en des manipulations thoraciques à trois niveaux de force différents. L'erreur absolue (EA), correspondant à la différence entre la force requise et la force appliquée par l'étudiant, a été enregistrée pour chaque essai. Le résultat principal a révélé que l'EA était significativement plus faible dans le post-test que dans le pré-test pour les deux groupes. Malgré un nombre inférieur de répétitions physiques, les participants IM+PP ont montré autant d'amélioration que les participants PP. Ce résultat soutient l'utilisation de l'IM combinée à la PP pour optimiser les avantages des répétitions physiques sur l'apprentissage de la manipulation thoracique.

The effect of planned active play on the fundamental movement skills of preschool children.

BACKGROUND: At present, Chinese children aged 3-6 years old are facing challenges such as insufficient physical activity, declining physical health, and obesity, and China has yet to issue curriculum standards or physical activity guidelines for this age group. At the same time, the present kindergarten physical activity curriculum is insufficient. To address this issue, this study focused on designing and executing a planned active play intervention program for the kindergarten setting to analyze its efficacy in enhancing children's fundamental movement skills (FMS). This study aims to provide a reference for the theoretical and practical exploration of children's acquisition of fundamental movement skills in the Chinese context. METHODS: Fifty-two preschoolers participated in this study and were either part of an intervention group (n = 30) or a control group (n = 24). Children's FMS were assessed before and after the intervention using the Test of Gross Motor Development-3 (TGMD-3) and the balance ability of the The Movement Assessment Battery for Children-2 (MABC-2). Physical activity (PA) during the planned active play intervention and the routine physical activity curriculum were assessed using the SOFIT throughout the intervention. RESULTS: All the children significantly improved their locomotor skills, ball skills, and TGMD from baseline to the late assessment (p < 0.05). Children in the planned active play intervention group demonstrated greater rates of change (p < 0.001) and scored higher on ball skills and TGMD in the late assessment than those in the control group (p < 0.001). The children in the intervention group, but not those in the control group, significantly improved their balance over time (p < 0.05), and the former had greater rates of change (p < 0.001). Similarly, planned active play was found to provide children with more physical activity than the routine physical activity curriculum. CONCLUSIONS: The eight-week planned active play intervention was effective in improving FMS in preschool children, with higher rates of FMS change in children who completed the intervention than children in the control group.

Distinct mechanisms for online and offline motor skill learning across human development.

The human central nervous system (CNS) undergoes tremendous changes from childhood to adulthood and this may affect how individuals at different stages of development learn new skills. Here, we studied motor skill learning in children, adolescents, and young adults to test the prediction that differences in the maturation of different learning mechanisms lead to distinct temporal patterns of motor learning during practice and overnight. We found that overall learning did not differ between children, adolescents, and young adults. However, we demonstrate that adult-like skill learning is characterized by rapid and large improvements in motor performance during practice (i.e., online) that are susceptible to forgetting and decay over time (i.e., offline). On the other hand, child-like learning exhibits slower and less pronounced improvements in performance during practice, but these improvements are robust against forgetting and lead to gains in performance overnight without further practice. The different temporal dynamics of motor skill learning suggest an engagement of distinct learning mechanisms in the human CNS during development. In conclusion, adult-like skill learning mechanisms favor online improvements in motor performance whereas child-like learning mechanisms favors offline behavioral gains. RESEARCH HIGHLIGHTS: Many essential motor skills, like walking, talking, and writing, are acquired during childhood, and it is colloquially thought that children learn better than adults. We investigated dynamics of motor skill learning in children, adolescents, and young adults. Adults displayed substantial improvements during practice that was susceptible to forgetting over time. Children displayed smaller improvements during practice that were resilient against forgetting. The distinct age-related characteristics of these processes of acquisition and consolidation suggest that skill learning relies on different mechanisms in the immature and mature central nervous system.

Talent development in female soccer: Developmental activities of professional players in England.

The activities soccer players engage in during their formative years are thought to significantly contribute to the acquisition of expert performance. Whilst this area has seen great interest in male players, there has been little research in females. The study examined developmental activities engaged in by professional female soccer players in England. 56 female soccer players that had either progressed to professional status in adulthood (professional), or did not (ex-academy), completed the Participant History Questionnaire. Professional players started engaging in soccer at an earlier age than their ex-academy counterparts, resulting in greater engagement in practice and play during childhood. During adolescence, professional players engaged in higher amounts of practice than ex-academy players. Engagement in competition and practice was rated as high in physical and cognitive effort by all, yet ex-academy players reported higher levels of physical effort during early adolescence, and cognitive effort during late adolescence. Findings provide an illustration of the talent pathways of professional female soccer players in England and may inform future talent development systems. Large interindividual variation in soccer-specific and other-sport activity data highlight the importance of further understanding the environments of individual soccer nations and their potential impact on the talent identification and development processes.