Eye quietness and quiet eye in expert and novice golf performance: an electrooculographic analysis

Quiet eye (QE) is the final ocular fixation on the target of an action (e.g., the ball in golf putting). Camerabased eye-tracking studies have consistently found longer QE durations in experts than novices; however, mechanisms underlying QE are not known. To offer a new perspective we examined the feasibility of measuring the QE using electrooculography (EOG) and developed an index to assess ocular activity across time: eye quietness (EQ). Ten expert and ten novice golfers putted 60 balls to a 2.4 m distant hole. Horizontal EOG (2ms resolution) was recorded from two electrodes placed on the outer sides of the eyes. QE duration was measured using a EOG voltage threshold and comprised the sum of the pre-movement and post-movement initiation components. EQ was computed as the standard deviation of the EOG in 0.5 s bins from –4 to +2 s, relative to backswing initiation: lower values indicate less movement of the eyes, hence greater quietness. Finally, we measured club-ball address and swing durations. T-tests showed that total QE did not differ between groups (p = .31); however, experts had marginally shorter pre-movement QE (p = .08) and longer post-movement QE (p < .001) than novices. A group × time ANOVA revealed that experts had less EQ before backswing initiation and greater EQ after backswing initiation (p = .002). QE durations were inversely correlated with EQ from –1.5 to 1 s (rs = –.48 - –.90, ps = .03 - .001). Experts had longer swing durations than novices (p = .01) and, importantly, swing durations correlated positively with post-movement QE (r = .52, p = .02) and negatively with EQ from 0.5 to 1s (r = –.63, p = .003). This study demonstrates the feasibility of measuring ocular activity using EOG and validates EQ as an index of ocular activity. Its findings challenge the dominant perspective on QE and provide new evidence that expert-novice differences in ocular activity may reflect differences in the kinematics of how experts and novices execute skills

A Silent-Speech Interface using Electro-Optical Stomatography

Sprachtechnologie ist eine große und wachsende Industrie, die das Leben von technologieinteressierten Nutzern auf zahlreichen Wegen bereichert. Viele potenzielle Nutzer werden jedoch ausgeschlossen: Nämlich alle Sprecher, die nur schwer oder sogar gar nicht Sprache produzieren können. Silent-Speech Interfaces bieten einen Weg, mit Maschinen durch ein bequemes sprachgesteuertes Interface zu kommunizieren ohne dafür akustische Sprache zu benötigen. Sie können außerdem prinzipiell eine Ersatzstimme stellen, indem sie die intendierten Äußerungen, die der Nutzer nur still artikuliert, künstlich synthetisieren. Diese Dissertation stellt ein neues Silent-Speech Interface vor, das auf einem neu entwickelten Messsystem namens Elektro-Optischer Stomatografie und einem neuartigen parametrischen Vokaltraktmodell basiert, das die Echtzeitsynthese von Sprache basierend auf den gemessenen Daten ermöglicht. Mit der Hardware wurden Studien zur Einzelworterkennung durchgeführt, die den Stand der Technik in der intra- und inter-individuellen Genauigkeit erreichten und übertrafen. Darüber hinaus wurde eine Studie abgeschlossen, in der die Hardware zur Steuerung des Vokaltraktmodells in einer direkten Artikulation-zu-Sprache-Synthese verwendet wurde. Während die Verständlichkeit der Synthese von Vokalen sehr hoch eingeschätzt wurde, ist die Verständlichkeit von Konsonanten und kontinuierlicher Sprache sehr schlecht. Vielversprechende Möglichkeiten zur Verbesserung des Systems werden im Ausblick diskutiert.:Statement of authorship iii Abstract v List of Figures vii List of Tables xi Acronyms xiii 1. Introduction 1 1.1. The concept of a Silent-Speech Interface . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1.2. Structure of this work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 2. Fundamentals of phonetics 7 2.1. Components of the human speech production system . . . . . . . . . . . . . . . . . . . 7 2.2. Vowel sounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 2.3. Consonantal sounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 2.4. Acoustic properties of speech sounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 2.5. Coarticulation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 2.6. Phonotactics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 2.7. Summary and implications for the design of a Silent-Speech Interface (SSI) . . . . . . . 21 3. Articulatory data acquisition techniques in Silent-Speech Interfaces 25 3.1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 3.2. Scope of the literature review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 3.3. Video Recordings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 3.4. Ultrasonography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 3.5. Electromyography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 3.6. Permanent-Magnetic Articulography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 3.7. Electromagnetic Articulography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 3.8. Radio waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 3.9. Palatography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 3.10.Conclusion and Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 4. Electro-Optical Stomatography 55 4.1. Contact sensors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 4.2. Optical distance sensors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 4.3. Lip sensor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 4.4. Sensor Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 4.5. Control Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 4.6. Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 5. Articulation-to-Text 99 5.1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 5.2. Command word recognition pilot study . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 5.3. Command word recognition small-scale study . . . . . . . . . . . . . . . . . . . . . . . . 102 6. Articulation-to-Speech 109 6.1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 6.2. Articulatory synthesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 6.3. The six point vocal tract model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 6.4. Objective evaluation of the vocal tract model . . . . . . . . . . . . . . . . . . . . . . . . 116 6.5. Perceptual evaluation of the vocal tract model . . . . . . . . . . . . . . . . . . . . . . . . 120 6.6. Direct synthesis using EOS to control the vocal tract model . . . . . . . . . . . . . . . . 125 6.7. Pitch and voicing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 7. Summary and outlook 145 7.1. Summary of the contributions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 7.2. Outlook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 A. Overview of the International Phonetic Alphabet 151 B. Mathematical proofs and derivations 153 B.1. Combinatoric calculations illustrating the reduction of possible syllables using phonotactics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 B.2. Signal Averaging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 B.3. Effect of the contact sensor area on the conductance . . . . . . . . . . . . . . . . . . . . 155 B.4. Calculation of the forward current for the OP280V diode . . . . . . . . . . . . . . . . . . 155 C. Schematics and layouts 157 C.1. Schematics of the control unit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 C.2. Layout of the control unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 C.3. Bill of materials of the control unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 C.4. Schematics of the sensor unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 C.5. Layout of the sensor unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 C.6. Bill of materials of the sensor unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 D. Sensor unit assembly 169 E. Firmware flow and data protocol 177 F. Palate file format 181 G. Supplemental material regarding the vocal tract model 183 H. Articulation-to-Speech: Optimal hyperparameters 189 Bibliography 191Speech technology is a major and growing industry that enriches the lives of technologically-minded people in a number of ways. Many potential users are, however, excluded: Namely, all speakers who cannot easily or even at all produce speech. Silent-Speech Interfaces offer a way to communicate with a machine by a convenient speech recognition interface without the need for acoustic speech. They also can potentially provide a full replacement voice by synthesizing the intended utterances that are only silently articulated by the user. To that end, the speech movements need to be captured and mapped to either text or acoustic speech. This dissertation proposes a new Silent-Speech Interface based on a newly developed measurement technology called Electro-Optical Stomatography and a novel parametric vocal tract model to facilitate real-time speech synthesis based on the measured data. The hardware was used to conduct command word recognition studies reaching state-of-the-art intra- and inter-individual performance. Furthermore, a study on using the hardware to control the vocal tract model in a direct articulation-to-speech synthesis loop was also completed. While the intelligibility of synthesized vowels was high, the intelligibility of consonants and connected speech was quite poor. Promising ways to improve the system are discussed in the outlook.:Statement of authorship iii Abstract v List of Figures vii List of Tables xi Acronyms xiii 1. Introduction 1 1.1. The concept of a Silent-Speech Interface . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1.2. Structure of this work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 2. Fundamentals of phonetics 7 2.1. Components of the human speech production system . . . . . . . . . . . . . . . . . . . 7 2.2. Vowel sounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 2.3. Consonantal sounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 2.4. Acoustic properties of speech sounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 2.5. Coarticulation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 2.6. Phonotactics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 2.7. Summary and implications for the design of a Silent-Speech Interface (SSI) . . . . . . . 21 3. Articulatory data acquisition techniques in Silent-Speech Interfaces 25 3.1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 3.2. Scope of the literature review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 3.3. Video Recordings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 3.4. Ultrasonography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 3.5. Electromyography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 3.6. Permanent-Magnetic Articulography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 3.7. Electromagnetic Articulography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 3.8. Radio waves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 3.9. Palatography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 3.10.Conclusion and Discussion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 4. Electro-Optical Stomatography 55 4.1. Contact sensors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 4.2. Optical distance sensors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 4.3. Lip sensor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 4.4. Sensor Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 4.5. Control Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 4.6. Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 5. Articulation-to-Text 99 5.1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 5.2. Command word recognition pilot study . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 5.3. Command word recognition small-scale study . . . . . . . . . . . . . . . . . . . . . . . . 102 6. Articulation-to-Speech 109 6.1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 6.2. Articulatory synthesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 6.3. The six point vocal tract model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 6.4. Objective evaluation of the vocal tract model . . . . . . . . . . . . . . . . . . . . . . . . 116 6.5. Perceptual evaluation of the vocal tract model . . . . . . . . . . . . . . . . . . . . . . . . 120 6.6. Direct synthesis using EOS to control the vocal tract model . . . . . . . . . . . . . . . . 125 6.7. Pitch and voicing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 7. Summary and outlook 145 7.1. Summary of the contributions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 7.2. Outlook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 A. Overview of the International Phonetic Alphabet 151 B. Mathematical proofs and derivations 153 B.1. Combinatoric calculations illustrating the reduction of possible syllables using phonotactics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 B.2. Signal Averaging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 B.3. Effect of the contact sensor area on the conductance . . . . . . . . . . . . . . . . . . . . 155 B.4. Calculation of the forward current for the OP280V diode . . . . . . . . . . . . . . . . . . 155 C. Schematics and layouts 157 C.1. Schematics of the control unit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 C.2. Layout of the control unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 C.3. Bill of materials of the control unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 C.4. Schematics of the sensor unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 C.5. Layout of the sensor unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 C.6. Bill of materials of the sensor unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 D. Sensor unit assembly 169 E. Firmware flow and data protocol 177 F. Palate file format 181 G. Supplemental material regarding the vocal tract model 183 H. Articulation-to-Speech: Optimal hyperparameters 189 Bibliography 19

Typological variation across Sinitic languages

Decades of works dedicated to the description of (previously) lesser-known Sinitic languages have effectively dispelled the common myth that these languages share a single “universal Chinese grammar”. Yet, the underlying cause of their grammatical variation is still a matter for debate. This thesis focuses on the typological variation across Sinitic varieties. Through comparing the typological profiles of various Sinitic languages with those of their non-Sinitic neighbors, we discuss to what extent the variation within the Sinitic branch can be attributed to areal diffusion. Variation across Sinitic is often explained from the perspective of language contact – sandwiched between Altaic languages to its north and Mainland Southeast Asian (MSEA) languages to its south, Sinitic can be considered typologically intermediate between these two groups of languages, where Northern Sinitic shows signs of convergence towards Altaic languages and Southern Sinitic towards MSEA languages. For example, the northern varieties tend to have a smaller number of classifiers, tones and codas, as well as a stronger tendency to disyllabicity and head-final constructions. However, the notion of “Altaicization” (Hashimoto 1976) is a moot point. Despite the typological differences between Northern Sinitic and Southern Sinitic, as Bennet (1979) argues, there is little evidence for “Altaicization” as many of such differences can hardly be put down to Altaic influence; instead, they are more likely due to the typological convergence between Southern Sinitic and MSEA languages. Moreover, there is evidence that the typological variation across Sinitic cannot be amply explained by areal influence from non-Sinitic languages. Some Sinitic varieties are known to exhibit certain distinct typological characteristics. For instance, analyzing the disposal, passive, and comparative constructions across the Sinitic branch, Chappell (2015b) argues that there are no fewer than five principal linguistic areas in China. Taking into account over 350 language varieties of seven different genetic affiliations (Sinitic, Turkic, Mongolic, Tungusic, Hmong-Mien, Tai-Kadai, Austroasiatic) and 30 linguistic features, we conduct a typological survey with the aid of the phylogenetic program NeighborNet (Bryant &amp; Moulton 2004). Our results suggest that convergence towards their non-Sinitic neighbors has indeed played a pivotal role in the typological diversity of Sinitic languages. Based primarily on their degree of Altaic/MSEA influence, the Sinitic varieties in our database are classified into four areal groups, namely 1) Northern, 2) Transitional, 3) Central Southeastern, 4) Far Southern. This classification scheme reflects the intricate interplay between areal convergence, regional innovations, and retention of archaic features. The findings suggest that contact-induced typological change can occur rather rapidly, especially if given the appropriate sociolinguistic conditions. Furthermore, this thesis highlights the interdependence between the meticulous analysis of qualitative linguistic data and the proper application of quantitative tools in typological studies. Although this study is chiefly concerned with Sinitic typology, the quantitative approach adopted herein can potentially help shed new light on the challenge of typological comparison in other areas

IberSPEECH 2020: XI Jornadas en Tecnología del Habla and VII Iberian SLTech

IberSPEECH2020 is a two-day event, bringing together the best researchers and practitioners in speech and language technologies in Iberian languages to promote interaction and discussion. The organizing committee has planned a wide variety of scientific and social activities, including technical paper presentations, keynote lectures, presentation of projects, laboratories activities, recent PhD thesis, discussion panels, a round table, and awards to the best thesis and papers. The program of IberSPEECH2020 includes a total of 32 contributions that will be presented distributed among 5 oral sessions, a PhD session, and a projects session. To ensure the quality of all the contributions, each submitted paper was reviewed by three members of the scientific review committee. All the papers in the conference will be accessible through the International Speech Communication Association (ISCA) Online Archive. Paper selection was based on the scores and comments provided by the scientific review committee, which includes 73 researchers from different institutions (mainly from Spain and Portugal, but also from France, Germany, Brazil, Iran, Greece, Hungary, Czech Republic, Ucrania, Slovenia). Furthermore, it is confirmed to publish an extension of selected papers as a special issue of the Journal of Applied Sciences, “IberSPEECH 2020: Speech and Language Technologies for Iberian Languages”, published by MDPI with fully open access. In addition to regular paper sessions, the IberSPEECH2020 scientific program features the following activities: the ALBAYZIN evaluation challenge session.Red Española de Tecnologías del Habla. Universidad de Valladoli

Unmet goals of tracking: within-track heterogeneity of students' expectations for

Educational systems are often characterized by some form(s) of ability grouping, like tracking. Although substantial variation in the implementation of these practices exists, it is always the aim to improve teaching efficiency by creating homogeneous groups of students in terms of capabilities and performances as well as expected pathways. If students’ expected pathways (university, graduate school, or working) are in line with the goals of tracking, one might presume that these expectations are rather homogeneous within tracks and heterogeneous between tracks. In Flanders (the northern region of Belgium), the educational system consists of four tracks. Many students start out in the most prestigious, academic track. If they fail to gain the necessary credentials, they move to the less esteemed technical and vocational tracks. Therefore, the educational system has been called a 'cascade system'. We presume that this cascade system creates homogeneous expectations in the academic track, though heterogeneous expectations in the technical and vocational tracks. We use data from the International Study of City Youth (ISCY), gathered during the 2013-2014 school year from 2354 pupils of the tenth grade across 30 secondary schools in the city of Ghent, Flanders. Preliminary results suggest that the technical and vocational tracks show more heterogeneity in student’s expectations than the academic track. If tracking does not fulfill the desired goals in some tracks, tracking practices should be questioned as tracking occurs along social and ethnic lines, causing social inequality

IFPOC Symposium:Discovering antecedents and consequences of complex change recipients' reactions to organizational change.

IFPOC symposium: Discovering antecedents and consequences of complex change recipients' reactions to organizational change Chairs: Maria Vakola (Athens University of Economics and Business) &amp; Karen Van Dam (Open University) Discussant: Mel Fugate (American University, Washington, D.C) State of the art Organisations are required to continuously change and develop but there is a high failure rate associated with change implementation success. In the past two decades, change researchers have started to investigate change recipients' reactions to change recognizing the crucial role of these reactions for successful change. This symposium aims at identifying and discussing the complex processes that underlie the relationships among antecedents, reactions and outcomes associated with organizational change. New perspective / contributions This symposium consists of five studies that extend our knowledge in the field by (i) providing an analysis of change recipients' reactions going beyond the dichotomous approaches (acceptance or resistance) (ii) revealing understudied antecedents-reactions and reactions-consequences patterns and relationships (iii) shedding light on the role of contextual factors i.e team climate and individual factors i.e emotion regulation on the adaptation to change. This symposium is based on a combination of both quantitative (i.e diary, survey) and qualitative (i.e interviews) research methodology. Research / practical implications This symposium aims to increase our understanding of the complex processes associated with change recipients' reactions to change. Discovering how these reactions are created and what are their results may reveal important contingencies that can explain how positive organizational outcomes during times of change can be stimulated which is beneficial for both researchers and practitioners

Qigong at Work: Where East Meets West

State of the Art Qigong is part of Traditional Chinese Medicine (TMC) and aims to balance body and mind. The roots of Qigong lie in China, where Confucian and Daoist scholars (500-400 B.C.) noted that one must learn to balance and relax one’s thoughts and emotions to avoid illness (Yang, 1997). In the Western world, Qigong is best known for its slow and coordinated movements. According to TCM, these movements will help regulate one’s ‘qi’, or life energy, through the body to improve the health and harmony of mind and body. During the practice of Qigong, one’s breathing, attention and movement are aligned. As such, Qigong is sometimes considered Mindfulness in movement (although there are many important differences). New perspectives / contributionsQigong has many positive outcomes on health and wellness. In both patient groups and healthy individuals, Qigong has been shown to improve psychological well-being, quality of life, immune function, balance and related risk-factors, and bone density (Jahnke et al., 2010). As such, Qigong offers a validated way to reduce the physical and mental activation that results from a person's work. While recent research has demonstrated how important it is to take short breaks at work, there is still little attention for Qigong exercises as a means to recover at work.Practical Implications In this presentation, we will explain and practice several Qigong exercises. These movements can be used at work (and at home) to recover from (hormonal) activation, ‘empty’ one’s head, and restore the body-mind balance. <br/

Esa 12th Conference: Differences, Inequalities and Sociological Imagination: Abstract Book

Esa 12th Conference: Differences, Inequalities and Sociological Imagination: Abstract Boo