Piloting mobile mixed reality simulation in paramedic distance education

New pedagogical methods delivered through mobile mixed reality (via a user-supplied mobile phone incorporating 3d printing and augmented reality) are becoming possible in distance education, shifting pedagogy from 2D images, words and videos to interactive simulations and immersive mobile skill training environments. This paper presents insights from the implementation and testing of a mobile mixed reality intervention in an Australian distance paramedic science classroom. The context of this mobile simulation study is skills acquisition in airways management focusing on direct laryngoscopy with foreign body removal. The intervention aims to assist distance education learners in practicing skills prior to attending mandatory residential schools and helps build a baseline equality between those students that study face to face and those at a distance. Outcomes from the pilot study showed improvements in several key performance indicators in the distance learners, but also demonstrated problems to overcome in the pedagogical method

Classifying training drills based on movement demands in Australian Football

Time-motion data was used to classify a selection of training drills. Ten midfielders (age=23.8±1.8yr; height=183.9±3.8cm; mass=83.2±5.0 kg) from an Australian Football League team participated in 17 training drills and four quarters of an official competitive match. Heart rate and time-motion data were collected using Global Positioning and Heart Rate Systems. Cluster analysis of mean distance travelled in the seven velocity zones identified three clusters: 1) game-specific conditioning; 2) skill refining/moderate intensity dominant; and 3) skill refining/low intensity dominant. Differences between the three clusters in distance travelled at the speed zones were confirmed using one-way ANOVA. Differences between clusters were also assessed for number of efforts in velocity zones and percentage time in heart rate zones. When compared to drills with a focus on skill refining or performed on a reduced playing area, drills utilising the entire playing field better replicated the movement characteristics of competitive game play

Controllability-Aware Unsupervised Skill Discovery

One of the key capabilities of intelligent agents is the ability to discover useful skills without external supervision. However, the current unsupervised skill discovery methods are often limited to acquiring simple, easy-to-learn skills due to the lack of incentives to discover more complex, challenging behaviors. We introduce a novel unsupervised skill discovery method, Controllability-aware Skill Discovery (CSD), which actively seeks complex, hard-to-control skills without supervision. The key component of CSD is a controllability-aware distance function, which assigns larger values to state transitions that are harder to achieve with the current skills. Combined with distance-maximizing skill discovery, CSD progressively learns more challenging skills over the course of training as our jointly trained distance function reduces rewards for easy-to-achieve skills. Our experimental results in six robotic manipulation and locomotion environments demonstrate that CSD can discover diverse complex skills including object manipulation and locomotion skills with no supervision, significantly outperforming prior unsupervised skill discovery methods. Videos and code are available at https://seohong.me/projects/csd/Comment: ICML 202

COORDINATION OF BASKETBALL SHOOTING MOVEMENT OF DIFFERENT SKILL LEVEL PLAYERS

Shooting baskets requires a multi-segment coordination. How basketball players control the multiple joints in order to perform accurate and stable shots is an important issue in basketball training. The purpose of this study was to investigate the characteristics of the movements during basketball shooting for players of different skill level and at different distances from the basket. The goal is to gain a better understanding of the shooting movement. Three basketball players of different skill levels participated in the study. Starting from the penalty line, each participant had to perform 6 shots at 20 cm increments at a distance of up to 200 cm behind the 3-point line. Sixteen active LEDs were placed on the joints of the participants to examine the kinematic characteristics of the shooting movements. The results show that the lower limbs are responsible for the shooting distance whereas the movements of the upper limbs are related to fine tuning of the shooting movements. The results also support the hypothesis of freezing and freeing degrees of freedom at different skill levels in multiple degrees of freedom tasks. A temporal characteristic of the basketball shooting movement is also identified for all shooting distances

Lifeguard fitness readiness: Certification vs. qualification

To become a certified lifeguard, generally there are three test. These eligibility tests required for lifeguarding enrollment into lifeguarding courses include: (a) a swimming assessment where the participant must continuously swim a certain distance, (b) a timed treading water, and (c) an object retrieval from a specified depth of the pool. The instructor of the lifeguarding class then determines if the participant adequately demonstrated the skills to continue in the class. Once participants successfully demonstrate each skill, they are then tested on their in and out of water skill competencies. Finally, lifeguard certification includes written knowledge tests at the end of the class, including a final in-water scenarios that participants must successfully complete in order to become a lifeguard. The purpose of this study was to review the current lifeguard training literature including the trends published by professionals in this field. This study examined the inservice training logs at two Midwestern universities to assess if their requirements were adequate for lifeguard fitness readiness. Recommendations for appropriate cardio and strength training to maintain lifeguard fitness readiness between certification cycles are explained

Action observation combined with conventional training improves the rugby lineout throwing performance: A pilot study

Combining action observation (AO) and physical practice contributes to motor skill learning, and a number of studies pointed out the beneficial role of AO training in improving the motor performance and the athletes' movement kinematics. The aim of this study was to investigate if AO combined with immediate conventional training was able to improve motor performance and kinematic parameters of a complex motor skill such as the lineout throw, a gesture that represents a key aspect of rugby, that is unique to this sport. Twenty elite rugby players were divided into 2 groups. The AO group watched a 5-min video-clip of an expert model performing the lineout throw towards a target at 7 m distance and, immediately after the AO, this group executed the conventional training, consisting of 6 repetitions x 5 blocks of throws. The CONTROL group performed only the conventional lineout training. Intervention period lasted 4 weeks, 3 sessions/week. The AO group showed significant improvements in throwing accuracy (i.e. number of throws hitting the target), whilst no significant changes were observed in the CONTROL group. As concerns kinematic parameters, hooker's arm mean velocity significantly increased in both groups, but the increase was higher in AO group compared to CONTROL group. Ball velocity significantly increased only in the AO group, whereas ball angle release and ball spinning significantly decreased in both groups, with no differences between groups. Finally, no significant changes in knee and elbow angles were observed. Our results showed that the combination of AO and conventional training was more effective than a conventional training alone in improving the performance of elite rugby players, in executing a complex motor skill, such as the lineout. This combined training led to significant improvements in throwing accuracy and in hooker's and ball's kinematic parameters. Since AO can be easily implemented in combination with conventional training, the results of this study can encourage coaches in designing specific lineout training programs, which include AO cognitive training

The Effect of Physical, Mental-physical, and Mental Practice on the Learning of the Modified Triple Jump

The purpose of this investigation was to determine the effect of mental practice, mental-physical practice, and physical practice on the acquisition and development of the motor skill of triple jumping for novice performers. The following procedure was employed: Thirty-six male volunteer freshman students at South Dakota State University were placed into three groups equated by their ability to perform the running long jump. The subjects in the three groups participated in a six-week training program, during which they met three times a week. A training session consisted of 10 triple jumps physically. The mental group performed all their jumps mentally. The mental-physical group alternated mental performances with physical performances. A test of triple jumping ability was administered to the experimental groups at the beginning and at the termination of the training program. The test consisted of performing the triple jump six times for maximum distance. All jumps were measured and recorded. The data were analyzed to determine the effect of physical, mental-physical, and mental training programs upon the triple jumping ability of the subjects. The findings of this study would appear to warrant the conclusion that physical, mental-physical, and mental practice is effective in increasing the performance of the motor skill of triple jumping for novice performers. The investigation also indicated that there was no statistically significant difference in mean gains between the physical and mental-physical practice group, but that there was a statistically significant difference between the physical and mental practice groups

Training and Transfer Effect of FluoroSim, an Augmented Reality Fluoroscopic Simulator for Dynamic Hip Screw Guidewire Insertion: A Single-Blinded Randomized Controlled Trial

BACKGROUND: FluoroSim, a novel fluoroscopic simulator, can be used to practice dynamic hip screw (DHS) guidewire insertion in a high-fidelity clinical scenario. Our aim was to demonstrate a training effect in undergraduate medical students who are not familiar with this operation and its simulation. METHODS: Forty-five undergraduate medical students were recruited and randomized to either training (n = 23) or control (n = 22) cohorts. The training cohort had more exposure to FluoroSim (5 attempts each week) over a 2-week period (with a 1-week washout period in between) compared with the control cohort (a single attempt 1 week apart) over a 2-week period. Five real-time objective performance metrics were recorded: (1) tip-apex distance (TAD) (mm), (2) predicted cut-out rate (%), (3) total procedural time (sec), (4) total number of radiographs (n), and (5) total number of guidewire retries (n). RESULTS: At baseline, there was no significant difference in the performance metrics, which confirmed the absence of a selection bias. The intragroup training effect demonstrated a significant improvement in all metrics for the training cohort only. A significant difference between groups was demonstrated as the training cohort significantly outperformed the control cohort in 3 metrics (procedural time [25%], number of radiographs [57%], and number of guidewire retries [100%]; p < 0.001). A learning curve showed an inversely proportional correlation between frequency of attempts and procedural time as well as the number of digital fluoroscopic radiographs that were made, indicating the development of psychomotor skills. There was also an improved baseline of the learning curve after the 1-week washout period, suggesting skill retention. CONCLUSIONS: Skill acquisition with the FluoroSim system was demonstrated with repeat exposure in a safe, radiation-free high-fidelity clinical simulation with actual operating room equipment. The task of DHS guidewire insertion requires cognitive and psychomotor skills that take a variable number of attempts to acquire, as demonstrated on the learning curve. Additional work is required to demonstrate that the skill tested by the FluoroSim is the same skill that is required for intraoperative DHS guidewire insertion. However, use of the FluoroSim provides improvement in skills with extra-clinical training opportunities for orthopaedic trainees. CLINICAL RELEVANCE: FluoroSim has demonstrated validity and training effect. It has the potential to be approved for possible use on patients in the operating room to help surgeons with the operation. Consequently, operating time, accuracy of TAD, and surgical outcomes may all be improved

Access Barriers Experienced By Adults In Distance Education Courses And Programs: A Review Of The Research Literature

Distance education in the American education system continues to expand. However, despite technological improvements and nearly universal accessibility to the Internet, adult learners continue to experience barriers to accessing distance education courses and programs. Building on prior work by Cross (1981) and Darkenwald and Merriam (1982), this literature review focuses on the institutional and student barriers experienced by adult learners. Institutional barriers consist of program costs, resource availability, lack of equipment and infrastructure, scheduling, instructional concerns and technical assistance. Student barriers include costs and motivators, feedback and teacher contact, alienation and isolation, student support and services, and a lack of experience and/or training. Recommendations for addressing institutional barriers include continual evaluation of noninstructional areas, faculty training, and adoption of new technologies. Recommendations for alleviating student barriers include providing opportunities for distance students to interact with faculty, other students, and other parts of the campus, providing toll-free phone support to all areas of the campus, requiring faculty to have online office hours, and developing electronic tutorials for new distance students. The use of distance education in the United States continues to grow. A recent study by the National Center for Education Statistics (Waits & Lewis, 2003) documented the increased use of distance education in a multitude of academic and technical disciplines in postsecondary institutions. Private industry and business, along with governmental agencies, have also recognized the attraction of learning “any time and any place” in providing education and training opportunities for their employees. Relieving adult learners of the time and place constraints of a traditional classroom, distance education can present a new set of constraints, or barriers, to accessing educational opportunities. These barriers can be significant for adult learners, many of whom are “non-traditional” students, i.e., older, employed, needing job skill updates, seeking career change, or returning to college after a long absence. These students may also be single parents or transfer students, who, because of family responsibilities, work commitments or geographic limitations, are seeking to access educational opportunities at their convenience. Distance education offers the promise of unfettered access for these individuals; however, at present, the promise remains unfulfilled