Perceptual and Motor Skills最新文献

{"title":"Optimizing Basketball Tactics Learning in Physical Education: The Impact of Modality and Video Control.","authors":"Montassar Ben Romdhane, Hajer Mguidich, Houssem Ben Chikha, Hamdi Chtourou, Aïmen Khacharem","doi":"10.1177/00315125251328727","DOIUrl":"https://doi.org/10.1177/00315125251328727","url":null,"abstract":"<p><strong>Background: </strong>Instructional videos are commonly employed in physical education (PE) to boost motor skills and motivation. However, their transient nature often hampers their effectiveness.</p><p><strong>Purpose: </strong>This study delves into how video modality and user control affect learning basketball tactics.</p><p><strong>Study sample: </strong>Eighty third-year students (<i>M</i>_<i>age</i> = 16.13 years old, <i>SD</i> = 0.62) take part in this study.</p><p><strong>Research design: </strong>Participants were randomly placed into four groups: \"video + audio without control\", \"video + text without control\", \"video + audio with control\", and \"video + text with control\". After the intervention, students were assessed through recall and transfer tests.</p><p><strong>Results: </strong>The results highlighted that the students performed significantly better in conditions where they had control over the video. Interestingly, the \"video + text with control\" group outperformed the \"video + audio with control\" group. This outcome suggests a reverse modality effect, challenging the traditional preference for audio over text in instructional videos.</p><p><strong>Conculsion: </strong>These results imply that giving learners control is beneficial, especially for novices dealing with complex dynamic visualizations. However, they also advise caution in choosing the modality, as the effectiveness can vary depending on the nature of the content and the learner's control over it.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"315125251328727"},"PeriodicalIF":1.4,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143674478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of Blood Flow Restriction Training on Cognitive Flexibility in Adolescent Volleyball Players.","authors":"Xinge Liu, Jingzhe Xiao, Huawei Chen","doi":"10.1177/00315125251328726","DOIUrl":"https://doi.org/10.1177/00315125251328726","url":null,"abstract":"<p><p>Cognitive flexibility is crucial for volleyball athletes, enabling swift adaptation to dynamic game situations. While blood flow restriction (BFR) training has been suggested to enhance working memory, its specific effects on cognitive flexibility in volleyball players are not well understood. Therefore, this study investigates the effects of BFR combined with low-intensity aerobic exercise on cognitive flexibility in adolescent athletes, with a focus on the role of peripheral catecholamines. A randomized balanced crossover design was employed, involving 20 participants who completed four intervention conditions: sedentary rest, low-intensity aerobic exercise, moderate-intensity aerobic exercise, and BFR with low-intensity aerobic exercise. Post-intervention assessments included measurements of peripheral catecholamine levels and cognitive flexibility, specifically examining shifting costs. The results revealed significant differences in shifting costs across intervention conditions (<i>p</i> < .001). BFR training was associated with significantly higher shifting costs compared to sedentary rest (<i>p</i> < .001), lowintensity aerobic exercise (<i>p</i> < .001), and moderate-intensity aerobic exercise (<i>p</i> = .003). Correlation analysis demonstrated significant negative associations between post-BFR norepinephrine (R = -0.46) and epinephrine (R = -0.48) levels and shifting costs. These findings highlight the potential of BFR training to improve cognitive flexibility in adolescent volleyball players beyond the effects of moderate-intensity aerobic exercise, with practical implications for optimizing training regimens in this population. Additionally, the observed correlations between norepinephrine and epinephrine levels and cognitive performance offer novel insights into the physiological mechanisms underpinning cognitive function in sports contexts.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"315125251328726"},"PeriodicalIF":1.4,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143670581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does Mental Fatigue Affect Physical Performance in Wheelchair Basketball Players? An Individualized Cognitive Load Approach.","authors":"Carlos Mariano Aguiar Ferreira da Silva, Eduardo Macedo Penna, Thatiane da Silva Coelho, Carlos Aguiar Ferreira da Silva Neto, Marco Túlio de Mello, Alex Harley Crisp, Victor Silveira Coswig, Andressa Silva, Anselmo de Athayde Costa E Silva","doi":"10.1177/00315125251320422","DOIUrl":"https://doi.org/10.1177/00315125251320422","url":null,"abstract":"<p><p>The negative effects of mental fatigue on physical performance have been well established in different sports that require aerobic endurance, but, in this study, we investigated the impact of mental fatigue on the physical performance of paralympic (wheelchair basketball) athletes. Eleven participants completed a baseline and two experimental sessions, each separated by 24 hours. The baseline session familiarized participants with the measurements. During each experimental session, athletes performed a version of the Yo-Yo intermittent 10-m test under one of two conditions: (a) after watching a documentary for 30 minutes (control), and (b) after high cognitive effort, induced by the Stroop test. Rating of perceived effort (RPE) was measured during both conditions after cognitive and physical effort. We used estimation statistics, paired Hedge's <i>g</i> for repeated measures with 95% bootstrap confidence intervals (CI) to compare conditions. Results showed that high cognitive effort significantly reduced performance in distance covered (control <i>M</i> = 1169, <i>SD</i> = 429 m; high cognitive effort <i>M</i> = 924, <i>SD</i> = 399 m), with a moderate effect size (Hedge's <i>g</i> = -0.54 [95% CI -1.06; -1.16]), indicating a moderately negative mental fatigue impact on intermittent endurance performance. Test duration decreased (control <i>M</i> = 18, <i>SD</i> = 6.89 min; high cognitive effort <i>M</i> = 14, <i>SD</i> = 6.49 min), also with a moderate effect size (Hedge's <i>g</i> = -0.54 [95% CI -1.06; -1.17]). Furthermore, RPE increased under high cognitive effort (control <i>M</i> = 15, <i>SD</i> = 0.9; high cognitive effort <i>M =</i> 17, <i>SD</i> = 1.4), with a large effect size (Hedge's <i>g</i> = 1.59 [95% CI 0.87; 2.31]), suggesting considerably increased perceived exertion. Thus, the evidence obtained suggests that mental fatigue impairs physical performance and increases perceived effort among wheelchair athletes.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"315125251320422"},"PeriodicalIF":1.4,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143625274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unpacking the Relationship among Task Engagement, Achievement Emotions and Emotion Regulation among EFL Learners: A Network Analysis.","authors":"Anne Li Jiang, Ke Sun, Junjian Liang, Yidan Jin, Suju Zhang","doi":"10.1177/00315125251325588","DOIUrl":"https://doi.org/10.1177/00315125251325588","url":null,"abstract":"<p><p>In this study, drawing on an integrated understanding of the process model of emotion regulation (Gross, 2015) and the control-value theory (Pekrun, 2006), and informed by principles from the complex dynamic systems theory, we used a network analysis to examine the relationships between task engagement, achievement emotions (i.e., enjoyment, boredom and anxiety), and emotion regulation of 348 Chinese college students in English-as-a-foreign language (EFL) classes. We found a relatively strong connection between these constructs, with cognitive appraisal, enjoyment, and emotional engagement being the most central nodes within connections to task engagement, achievement emotions, and emotion regulation, respectively. Notably, strong peripheral relationships emerged between enjoyment and all facets of task engagement, all of which were positively associated with cognitive reappraisal but negatively with boredom. Expressive suppression was positively linked only with boredom and anxiety, whereas cognitive reappraisal was positively associated with social engagement. We found no direct association between task engagement and anxiety or emotion suppression. Collectively, these findings provide novel insights into the emotional underpinnings of students' task engagement in EFL contexts.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"315125251325588"},"PeriodicalIF":1.4,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143616726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perceived Discomfort is Decreased After Repeated Bouts of Isometric Handgrip Exercise With and Without Blood Flow Restriction.","authors":"Robert W Spitz, Vickie Wong, Yujiro Yamada, Ryo Kataoka, Jun Seob Song, William B Hammert, Anna Kang, Aldo Seffrin, Zachary W Bell, Jeremy P Loenneke","doi":"10.1177/00315125251320137","DOIUrl":"https://doi.org/10.1177/00315125251320137","url":null,"abstract":"<p><p>Blood flow restricted exercise appears to be more discomforting than the same exercise without blood flow restriction. Changes in discomfort have not been investigated following repeated bouts of isometric exercise. It is possible that the isometric contractions may further trap metabolites resulting in greater discomfort. The purpose was to investigate the effects of six weeks of isometric handgrip exercise on perceived discomfort and willingness to continue with that form of exercise. 135 participants trained three times a week for six-weeks. The training consisted of four sets of 2-min low-intensity contractions (at 30% of their maximal voluntary contraction) with blood flow restriction (LI + BFR) and without blood flow restriction (LI). The maximal contraction group performed four, five second maximal contractions (MAX). Discomfort was measured post-exercise on the first, ninth, and last training session using the CR10+ scale. Changes in discomfort from the 1^st to the 18^th session were greater in the LI [-1.7 (1.7) AU] (BF₁₀ = 6952.769) and LI + BFR [-1.5 (1.9) AU] (BF₁₀ = 404.996) when compared to MAX group [0.04 (1.5) AU]. There was no difference between LI and LI + BFR (BF₁₀ = 0.241). Although there were differences in discomfort, there was no difference in the desire to continue the same exercise amongst groups (BF₁₀ = 0.208). Discomfort decreased more in both low intensity groups compared to the MAX group. Despite greater decreases in discomfort there was no difference in willingness to continue with the same form of exercise. This suggests other factors besides discomfort may influence an individual's willingness to continue with the same type of exercise.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"315125251320137"},"PeriodicalIF":1.4,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143516310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Do Components of Executive Function Relate to Taiwanese Sixth Graders' Mathematical Skills?","authors":"I-Hsuan Shen, Chia-Ling Chen","doi":"10.1177/00315125251320423","DOIUrl":"https://doi.org/10.1177/00315125251320423","url":null,"abstract":"<p><p>Executive functions are crucially important for helping to explain children's mathematical performances. We investigated the relationships between components of executive functions and different aspects of mathematical ability in young school-aged Taiwanese children. In a cross-sectional design, a typically developing group of 122 sixth-grade students completed tests battery of working memory (WM), inhibition, and set-shifting tests, and a measure of achievement competence in mathematical concepts, computation, and applied problems. We found significant associations between general intellectual ability, working memory, inhibition, and set-shifting, and between these abilities and different mathematical skills. Verbal and spatial WM was positively correlated with different mathematical skills, and inhibition and set-shifting were positively correlated with mathematical performance to a lesser extent. We conducted partial correlation analyses to control for participants' age, socioeconomic status, and processing speed, and we then found that verbal and spatial WM was related to the math domains of concepts, computation, and applied problems. Meanwhile, inhibition was correlated with the domain of applied problems. Regression analyses revealed that varied domains of mathematical skills were best predicted by a general intelligence index (GAI) and verbal working memory (WM). Inhibition predicted better performance in applied problems. We discuss the limitations and implications of these findings, as they provide important information about the specific associations between aspects of executive function and components of mathematics performance in middle childhood.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"315125251320423"},"PeriodicalIF":1.4,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143516306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dual-Task (Cognitive Plus Sucking) Training for Stroke Patients: A Randomized Controlled Study.","authors":"Qiaomin Tang, Yuanyuan Sun, Chen Hu, Qiaoni Wang, Jingfen Jin","doi":"10.1177/00315125251323418","DOIUrl":"https://doi.org/10.1177/00315125251323418","url":null,"abstract":"<p><p>Our aim in this study was to determine the effect of applying dual-task training of cognitive rehabilitation and sucking activities for stroke patients. We selected 118 stroke patients from the Neurology Department of a class 3, grade A hospital between August 2020 and January 2022; and we randomly assigned them into either a dual-task (DT) training group or a control group. The DT training group received dual-task training of cognition combined with sucking activities based on conventional nursing guidelines; the control group received only conventional neurologic nursing procedures. After a 4-week intervention period, swallowing ability, sucking force, Swallowing Quality-of-Life Questionnaire (SWAL-QOL) scores, and Mini-Mental State Examination (MMSE) scores improved significantly for patients in both groups (<i>p</i> = .010, <i>p</i> < .001, <i>p</i> < .001, <i>p</i> < .001). And the incidence of clinical aspiration pneumonia was much lower in the DT training group than in the control group (<i>p</i> = .024). We concluded that short-term dual-task training of cognition combined with sucking activities effectively improved the sucking force, swallowing abilities, SWAL-QOL, and cognition functions of these stroke patients, with important implications for other stroke patients.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"315125251323418"},"PeriodicalIF":1.4,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143503202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparisons of Types of Schematic Diagrams and Time of Day of Instruction for Teaching Soccer Tactics.","authors":"Ghazi Rekik","doi":"10.1177/00315125251320682","DOIUrl":"https://doi.org/10.1177/00315125251320682","url":null,"abstract":"<p><p>Our purpose in this study was to explore how types of schematic diagrams and diurnal timing of instruction of soccer tactics affect physical education undergraduates' learning. We partly randomized student assignments to three schematic conditions: (a) diagrams with simultaneous arrows, (b) diagrams with sequential-transient arrows, or (c) diagrams with sequential-permanent arrows. Each of 45 participants attended a morning session (08h00-09h00) and an afternoon session (16h00-17h00) on two different days. Each session involved oral temperature and mood state measurements, a study phase (in which the participant studied how the play system functioned), and then a recall-reconstruction task. We found that morning sessions were associated with better recall performance than late afternoon sessions, regardless of the schematic diagram format. Moreover, students derived greater benefit from diagrams featuring both sequential-transient and sequential-permanent arrows in both morning and afternoon sessions, with a clear relative advantage for the diagrams with sequential-permanent arrows. During morning sessions, compared to afternoon sessions, participants showed lower oral temperature, lower negative mood, and higher positive mood. We discuss these findings and their implications for the acquisition of tactical information about soccer.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"315125251320682"},"PeriodicalIF":1.4,"publicationDate":"2025-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143483875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Importance of Motor Control in \"Static Situations\" Where the Situation Does not Seem to Change.","authors":"Kento Nakajima, Norimasa Yamada","doi":"10.1177/00315125251321873","DOIUrl":"https://doi.org/10.1177/00315125251321873","url":null,"abstract":"<p><p>This study focuses on the human decision-making process under temporal and physical constraints. While previous studies have explored how humans respond rapidly to changing situations, this study examined situations that appear static but involve potential dynamic changes. Specifically, we used soccer as a context to analyze mistakes made in sports situations that seem static but assume potential movements and changes. The number of successful kicks and passes in static and quasi-static situations were compared, and the concept of information entropy was used for motion analysis to provide new insights. The results revealed that the number of successful passes in quasi-static situations significantly decreased (count: 320/400 times), indicating that even in quasi-static states, humans make decisions while anticipating dynamic situations, even in quasi-static states (Movement time: 853 ± 121 ms). During this time, there was a large variation (Entropy: 1.64, 1.86 bits) in the direction of the waist and the kicking motion at the moment of the kick. These findings indicate that motion is controlled in anticipation of dynamic situations, even under seemingly static conditions, and emphasize the importance of stability and accuracy in motor control across all situations. This study offers new insights into the psychological understanding of decision-making and behavioral control under complex and dynamic conditions with time constraints, contributing valuable knowledge to the field of psychology.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"315125251321873"},"PeriodicalIF":1.4,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143458817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unraveling the Mediating Role of Buoyancy in the Relationship Between Anxiety and EFL Students' Learning Engagement.","authors":"Honggang Liu, Zhengfeng Zhu, Bin Chen","doi":"10.1177/00315125241291639","DOIUrl":"10.1177/00315125241291639","url":null,"abstract":"<p><p>Recent investigators have illuminated the crucial role of positive psychology in learning English as a Foreign Language (EFL). However, little is known about academic buoyancy as a potential mediator in the relationship between foreign language anxiety and learners' academic engagement in English learning. To address this gap, we adopted a quantitative approach to explore these links. We surveyed 970 Chinese high school EFL students to measure their English learning anxiety, academic buoyancy, and learning engagement. Of the four dimensions of engagement - behavioral, emotional, cognitive, and agentic engagement - we discarded the emotional and cognitive dimensions of academic engagement in factor analyses. Structural equation modelling indicated that English learning anxiety directly predicted behavioral but not agentic engagement, and academic buoyancy partially mediated between English learning anxiety and behavioral engagement and completely mediated between English learning anxiety and agentic engagement. These results provide insights for EFL teachers seeking to enhance students' language learning experiences.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"195-217"},"PeriodicalIF":1.4,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142472115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}