Perceptual and Motor Skills最新文献

{"title":"Null Effects on Learning the Basketball Free Throw From a Self-Controlled Demonstration With Different Amounts of Practice.","authors":"Rafaela Cindy de Souza Silva, Davi Pereira Monte Oliveira, Ricardo Giglio Amadio, Estefan Gemas Neto, Umberto Cesar Corrêa","doi":"10.1177/00315125251328703","DOIUrl":"https://doi.org/10.1177/00315125251328703","url":null,"abstract":"<p><p>We investigated the effects of the amount of practice on motor learning with a self-controlled demonstration. Participants were 60 volunteers (32 men; 28 women), with an average age of 26.91 years (<i>SD</i> = 4.11) who practiced basketball free-throw shooting. They were randomly distributed into four 15-person groups: (a) self-control 30 - in which they watched a demonstration whenever and as often as they wished and took 30 acquisition trials; (b) self-control 120 in which they watched a demonstration whenever and as often as they wished and took 120 acquisition trials; (c) a yoked group to the 30 trial group who watched the demonstration only when the self-control group chose; and (d) a yoked group to the 120 trial group who watched the demonstration only when the self-control group chose. The transfer test consisted of 10 trials without demonstration. Dependent variables were free-throw successes and errors and kinematics of the free-throw movement pattern. Results showed that all groups improved performance accuracy and consistency, but there were no group differences. We concluded that neither the amount of practice defined by 30 or 120 trials nor self-control over watching a demonstration affected learning basketball free-throw shooting.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"315125251328703"},"PeriodicalIF":1.4,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143710805","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":"Breakfast Skipping: Influencing Factors and its Impact on Cognitive Function and Academic Performance among Malaysian University Students.","authors":"Shi-Hui Cheng, Li Qing Rebecca Yew","doi":"10.1177/00315125251329999","DOIUrl":"https://doi.org/10.1177/00315125251329999","url":null,"abstract":"<p><p>Breakfast skipping has been linked to impaired brain function and reduced information processing. While previous studies have focused on its association with academic performance among school children, other important factors, such as cognitive aspects, have received limited attention. Breakfast is the most frequently skipped meal among university students, however, its prevalence and the impact on cognitive performance among university students remain unclear. This study aims to determine the prevalence of breakfast skipping, factors associated with breakfast skipping, and the association of breakfast skipping with cognitive function and academic performance among Malaysian university students. A cross-sectional study was conducted, and 298 foundation and undergraduate students were recruited via convenience sampling. A questionnaire was used to determine sociodemographic, anthropometry data and breakfast consumption habits. Cognitive function was assessed using the location learning test, Digit Symbol Substitution Test and Stroop Test. Academic performance was assessed based on the latest examination grades. Binary logistic regression was performed to determine predictors of breakfast skipping. The prevalence of breakfast skipping among university students was 67.3%. Factors that were significantly associated with breakfast skipping were faculty, parents' education levels, and living status. Students majoring in Arts and Social Sciences were more likely to skip breakfast (AOR = 2.196, 95% CI = 1.310-3.680, <i>p</i> = .003) while lower odds of breakfast skipping were found among students with parents who had higher education levels (AOR = 0.489, 95% CI = 0.245-0.974, <i>p</i> = .042) and students who lived with their parents at home (AOR = 0.513, 95% CI = 0.305-0.861, <i>p</i> = .012). Breakfast skipping was significantly associated with lower academic performance, poorer memory, lower attention and reaction times in executive function. Breakfast skipping has been identified as an urgent public health issue that demands swift intervention strategies from policy makers and university management to promote healthy breakfast habits among university students.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"315125251329999"},"PeriodicalIF":1.4,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143710804","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":"The Effect of a Short-Term Mindfulness Program on Motor Skills and on Psychological and Social Behavior in Preschool Children: A Randomized Controlled Trial.","authors":"Dorra Jalleli, Sana Jarraya","doi":"10.1177/00315125241270657","DOIUrl":"https://doi.org/10.1177/00315125241270657","url":null,"abstract":"<p><p><b>Background:</b> Mindfulness-based interventions have shown promise in improving various developmental outcomes in children, including resilience, social behavior, and motor skills. However, the effectiveness of such interventions in preschool-aged children remains underexplored.<b>Purpose:</b> This study aimed to assess the effect of a one-week mindfulness-based intervention on resilience, social behavior, and motor skills in four to five-year-old children.<b>Research Design:</b> We conducted a randomized controlled trial to evaluate the impact of the intervention. Participants were randomly assigned to one of three groups: a mindfulness group (MG), a physical activity group (PAG), and a control group (CG).<b>Study Sample:</b> The study sample consisted of 45 children (22 females; 23 males; M age = 4.5, SD = 0.4 years) from the same preschool.<b>Data Collection and/or Analysis:</b> Participants 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 (c) a control group (CG; n = 15) that received no intervention. Training sessions were held on five consecutive days. Assessments were conducted before (T0) and after (T1) the intervention using the Movement Assessment Battery for Children-2 (to assess motor skills), the Strength and Difficulties Questionnaire (to evaluate behavior), and the Child and Youth Resilience Measure-28 (to measure resilience).<b>Results:</b> At baseline (T0), there were no significant differences between the groups. After the intervention (T1), the mindfulness group experienced the strongest positive effects, with significant improvements in motor skills and social behavior, although there was no significant effect on resilience.<b>Conclusions:</b> Our results suggest that a brief mindfulness training intervention is a promising strategy for improving motor skills and social behavior in early childhood settings, though it did not significantly affect resilience.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"315125241270657"},"PeriodicalIF":1.4,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143710807","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":"Visually-Perceived Momentum in Biological Motion: The Influence of Changes in Running Velocity.","authors":"Shinji Yamamoto, Masanobu Araki","doi":"10.1177/00315125251331245","DOIUrl":"https://doi.org/10.1177/00315125251331245","url":null,"abstract":"<p><p>The objective of this study was to elucidate the characteristics of visually perceived momentum of others' motions. Twenty participants watched and compared two consecutive point-light running motions: one at a fixed velocity of 8.0 km/h and the other at one of seven velocities (5.6, 6.4, 7.2, 8.0, 8.8, 9.6, and 10.4 km/h). They then evaluated which had greater momentum, or if they were the same. The results indicated that as the velocity deviated from the standard velocity of 8.0 km/h, the correct rates increased; in particular, the correct rate at 5.6 km/h, which differed the most from the standard velocity, was the greatest (<i>p</i> < .001). Additionally, the mean response times at 5.6 and 6.4 km/h, which were relatively smaller than the standard velocity, were significantly lower (both <i>p</i> < .05). This study indicates that humans can accurately perceive the momentum of others' motions, consistent with previous studies demonstrating an accurate perception of the physical and mechanical properties of human-like motion.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"315125251331245"},"PeriodicalIF":1.4,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143710809","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":"Load-Dependent Relationship Between Lateral Prefrontal Cortex Activity and Pupil Diameter in the Context of Driving.","authors":"Yoritaka Akimoto, Taiki Yamaguchi","doi":"10.1177/00315125251329965","DOIUrl":"https://doi.org/10.1177/00315125251329965","url":null,"abstract":"<p><p>Assessing arousal and cognitive load in the context of driving is important because inappropriate arousal and cognitive load increase the risk of accidents. Previous studies using n-back tasks showed that both lateral prefrontal activity and pupil diameter are good indicators of cognitive load. However, the relationship between lateral prefrontal activity and pupil diameter was load-dependent, and a significant positive correlation was observed in the low-load 0-back condition but not in the high-load 3-back condition. In this study, we utilized Near-Infrared Spectroscopy (NIRS) and eye tracking to investigate the load-dependent relationship between lateral prefrontal cortex activity and pupil diameter in the context of driving. Participants drove on a mountain pass using a commercially available driving game, with and without engagement in a secondary conversation task. The NIRS and eye tracker experiments were conducted separately. The results showed that the pupil diameter and Oxy-Hb concentrations in the dorsolateral prefrontal cortex increased significantly in the driving condition that included the conversation task compared to the normal driving condition. Furthermore, we found a significant positive correlation under the high-load conversational driving condition, in which individuals with larger pupil diameters showed greater left dorsolateral prefrontal cortex activity, but not so under low-load normal driving condition. Our findings provide further evidence of a load-dependent relationship between lateral prefrontal cortex activity and pupil diameter and reveal that the relationship was not simply dependent on the degree of cognitive load but also on the nature of the task, possibly due to the differential engagement of executive function and arousal.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"315125251329965"},"PeriodicalIF":1.4,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143701002","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":"Analogy Learning to Maintain Motor Performance Stability and Its Cognitive Mechanisms: A Comprehensive Review.","authors":"Chao Wang, Ruixuan Li, Weiqi Zheng","doi":"10.1177/00315125251330660","DOIUrl":"https://doi.org/10.1177/00315125251330660","url":null,"abstract":"<p><p>Analogy learning refers to integrating the overall knowledge and rules of the motor skills to be learned into a more easily understandable biomechanical metaphor. The use of analogy learning in the process of acquiring motor skills enables learners to maintain the stability of their motor performance under stress or dual-task situations. However, the effectiveness of this learning method is also affected by factors such as the number of instructions, the learners' sports levels, and cognitive factors. Research on the cognitive mechanisms of analogy learning is limited and lacks a systematic theory. This review comprehensively analyzes research findings on the stability of motor performance in different contexts (e.g., stressful or dual-task situations) using analogy learning. It summarizes possible theoretical explanations for the influence of analogy learning on the stability of motor performance. Future research needs to delve deeper into the quality, ecological validity, and compilation of instructions as well as possible theoretical models for the cognitive mechanisms of analogy learning.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"315125251330660"},"PeriodicalIF":1.4,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143700998","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":"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}