The Effect of a Physical Training Program on Several Body Variables and Depression Degree of Female Trainees while Banned During the Corona Pandemic

Due to the global COVID 19 pandemic, a curfew was imposed to eliminate the spread of the virus. This study aims to investigate the effect of a training program on several body variables and depression degree of female trainees while banned during the Corona pandemic. The study sample consisted of 20 female trainees attending the Consultative Center in the city of Al- Zawia west / Libya. The proposed training program included rhythmic aerobic exercises accompanied with music for 8 weeks, 3 sessions/week for 45 minutes per session. Researchers have used different tools to measure body variables and the “The Beck Depression Inventory (BDI)” to describe their feelings. The results showed a clear and tangible improvement in all body variables represented by both weight, body mass index, selected body contours and the thickness of skin folds (biceps, triceps muscle, external trapezius muscle, broad dorsal muscle, anterior abdominal muscle), and a lower depression degree. The researchers recommend employing various remote training programs for different ages and segments of society during the Corona pandemic

A global experiment on motivating social distancing during the COVID-19 pandemic

Finding communication strategies that effectively motivate social distancing continues to be a global public health priority during the COVID-19 pandemic. This cross-country, preregistered experiment (n = 25,718 from 89 countries) tested hypotheses concerning generalizable positive and negative outcomes of social distancing messages that promoted personal agency and reflective choices (i.e., an autonomy-supportive message) or were restrictive and shaming (i.e. a controlling message) compared to no message at all. Results partially supported experimental hypotheses in that the controlling message increased controlled motivation (a poorly-internalized form of motivation relying on shame, guilt, and fear of social consequences) relative to no message. On the other hand, the autonomy-supportive message lowered feelings of defiance compared to the controlling message, but the controlling message did not differ from receiving no message at all. Unexpectedly, messages did not influence autonomous motivation (a highly-internalized form of motivation relying on one’s core values) or behavioral intentions. Results supported hypothesized associations between people’s existing autonomous and controlled motivations and self-reported behavioral intentions to engage in social distancing: Controlled motivation was associated with more defiance and less long-term behavioral intentions to engage in social distancing, whereas autonomous motivation was associated with less defiance and more short- and long-term intentions to social distance. Overall, this work highlights the potential harm of using shaming and pressuring language in public health communication, with implications for the current and future global health challenges

A global experiment on motivating social distancing during the COVID-19 pandemic

Finding communication strategies that effectively motivate social distancing continues to be a global public health priority during the COVID-19 pandemic. This cross-country, preregistered experiment (n = 25,718 from 89 countries) tested hypotheses concerning generalizable positive and negative outcomes of social distancing messages that promoted personal agency and reflective choices (i.e., an autonomy-supportive message) or were restrictive and shaming (i.e., a controlling message) compared with no message at all. Results partially supported experimental hypotheses in that the controlling message increased controlled motivation (a poorly internalized form of motivation relying on shame, guilt, and fear of social consequences) relative to no message. On the other hand, the autonomy-supportive message lowered feelings of defiance compared with the controlling message, but the controlling message did not differ from receiving no message at all. Unexpectedly, messages did not influence autonomous motivation (a highly internalized form of motivation relying on one’s core values) or behavioral intentions. Results supported hypothesized associations between people’s existing autonomous and controlled motivations and self-reported behavioral intentions to engage in social distancing. Controlled motivation was associated with more defiance and less long-term behavioral intention to engage in social distancing, whereas autonomous motivation was associated with less defiance and more short- and long-term intentions to social distance. Overall, this work highlights the potential harm of using shaming and pressuring language in public health communication, with implications for the current and future global health challenges

A global experiment on motivating social distancing during the COVID-19 pandemic

Significance Communicating in ways that motivate engagement in social distancing remains a critical global public health priority during the COVID-19 pandemic. This study tested motivational qualities of messages about social distancing (those that promoted choice and agency vs. those that were forceful and shaming) in 25,718 people in 89 countries. The autonomy-supportive message decreased feelings of defying social distancing recommendations relative to the controlling message, and the controlling message increased controlled motivation, a less effective form of motivation, relative to no message. Message type did not impact intentions to socially distance, but people’s existing motivations were related to intentions. Findings were generalizable across a geographically diverse sample and may inform public health communication strategies in this and future global health emergencies. Abstract Finding communication strategies that effectively motivate social distancing continues to be a global public health priority during the COVID-19 pandemic. This cross-country, preregistered experiment (n = 25,718 from 89 countries) tested hypotheses concerning generalizable positive and negative outcomes of social distancing messages that promoted personal agency and reflective choices (i.e., an autonomy-supportive message) or were restrictive and shaming (i.e., a controlling message) compared with no message at all. Results partially supported experimental hypotheses in that the controlling message increased controlled motivation (a poorly internalized form of motivation relying on shame, guilt, and fear of social consequences) relative to no message. On the other hand, the autonomy-supportive message lowered feelings of defiance compared with the controlling message, but the controlling message did not differ from receiving no message at all. Unexpectedly, messages did not influence autonomous motivation (a highly internalized form of motivation relying on one’s core values) or behavioral intentions. Results supported hypothesized associations between people’s existing autonomous and controlled motivations and self-reported behavioral intentions to engage in social distancing. Controlled motivation was associated with more defiance and less long-term behavioral intention to engage in social distancing, whereas autonomous motivation was associated with less defiance and more short- and long-term intentions to social distance. Overall, this work highlights the potential harm of using shaming and pressuring language in public health communication, with implications for the current and future global health challenges

Psychological Skills in Relation to Academic Achievement through Swimming Context

This study aimed to investigate: (1) the level of psychological skills among students enrolled in swimming courses at the Physical Education faculties in the Jordanian Universities. (2) the relation between their psychological skills and academic achievement. (3) the differences in these psychological skills according to gender. The descriptive approach was used to conduct this study. The study sample consisted of (260) male and female students enrolled in intermediate and advanced level swimming courses at the School of Sport Sciences/ University of Jordan. Students’ final academic achievement records in addition to the “Life skills through swimming context” scale was used to collect required data. The results of the statistical analysis revealed an average level of psychological skills, significant differences in psychological skills level in favor of female students, A level students, and JU students, and a positive significant relation between psychological skills and academic achievement. In conclusion, it is important to design comprehensive psychological skills-based study plans for swimming courses and in different sports fields. Also, to conduct specified training and guidance courses in this domain to improve psychological skills, teaching competencies, and academic achievement

The Effect of Practice Style on Academic Learning Time in Fencing: Analytical Study

هدفت الدراسة التعرف إلى الفروق في محتوى الوحدة التدريبية من حيث مستوى المحتوى ومستوى انشغال المتعلم بين أسلوبي التدريب الجماعي والمباريات التدريبية في رياضة المبارزة بالسيف لسلاح الشيش، وذلك باستخدام أداة المراقبة المنتظمة والمستمرة " وقت التعلم الأكاديمي - التربية الرياضية " (ALT-PE). وقد تم تصوير 4 وحدات تدريبية، وتضمت عينة الدراسة 24 طالبا وطالبة تم اختيارهم عشوائيا من مساق المبارزة في كلية التربية الرياضية/ الجامعة الأردنية. واستخدمت المتوسطات الحسابية للتعبير عن النتائج والتي أظهرت اختلافا في نسب متغيرات مستويي المحتوى وانشغال المتعلم في الوحدات التدريبية المنفذة بالأسلوبين، فقد أظهرت نتائج مستوى المحتوى أن المحتوى العام لكلا الأسلوبين كان متقاربا. أما محتوى الموضوع فقد كان هناك تفاوتا واضحا في نسب جزئية المحتوى المعرفي (23.49%، 2.45%) لصالح الأسلوب التبادلي، وتقاربا في المحتوى الحركي ولصالح الأسلوب التدريبي. أما نتائج مستوى انشغال المتعلم، فقد كانت نسبة الانشغال غير الحركي في الأسلوب التدريبي (84.61%) أكبر منها عن الأسلوب التبادلي (68.65)، بينما كانت نسبة الانشغال الحركي (وقت التعلم الاكاديمي) لأسلوب التدريب الجماعي والمباريات التدريبية (31.34%، 15.39%) على التوالي. ويوصي الباحثون بضرورة الإفادة من الأسلوب التبادلي في تعليم وتدريب المبارزة، وكذلك توظيف الأداة في المستقبل كأداة تقييمية.The purpose of this study was to identify the differences in the context level and learner involvement level of Fencing classes using two different Practice styles; reciprocal and Practice style in foil/fencing. The coding systematic observation instrument (Academic Learning Time–Physical Education) was used to analyze the classes, Practice classes conducted were videotaped then analyzed, 24 male and female players enrolled in fencing classes at the School of Physical Education/University of Jordan were randomly selected in four Practice sessions; two for each style. Means were calculated to analyze data. Results revealed differences between styles in both context and learner involvement level, In the context level, the general content for both teaching styles were close. While the subject content results revealed differences in knowledge content (23.49%, 2.45) in favor of the reciprocal style, and close results in the motor content. Regarding the learner involvement level results, the motor engagement percentages for the reciprocal style and the practice games style were (31.34%, 15.39%), while the inappropriate motor engagement were (68.65%, 84.61%) respectively. Reflecting higher level of (ALT-PE) using the reciprocal teaching style

The Effect of a Blended Learning Teaching Approach on Developing Students Life Skills at the School of Physical Education at the University of Jordan أثر تطبيق نهج التعلم المدمج على تنمية المهارات الحياتية لدى طلبة كلية التربية الرياضية في الجامعة الأردنية

Abstract: This study aims to investigate the effect of a blended learning teaching approach on developing students’ life skills at the school of Physical Education at the University of Jordan according to sex, academic year, and courses). A stratified random sample of 191 male and female students participated in the study. The descriptive methodology was adopted to fulfil the aims of the study. “Life Skills Acquired through Blended learning “Scale was developed and used to collect required data. Targeted life skills were communication, problem solving, leadership, teamwork, self-confidence, accepting differences and decision making). Data were statistically analyzed. Results showed that blended learning approach had a significant effect on students’ life skills level acquired. On the other hand, significant sex differences revealed. Males have developed higher levels of life skills through the blended learning classes in general. Also, significant differences in all life skills acquired in favor of participants of the fourth year. Furthermore, students of theoretical courses obtained significant higher life skills than those participating in practical classes. Due to the positive effects of the blended learning approach revealed in this study, the implementation of blended learning courses in a wide scale is recommended. ملخص: هدفت هذه الدراسة للتعرف إلى أثر تطبيق نهج التعلم المدمج على تنمية المهارات الحياتية لدى طلبة كلية التربية الرياضية بالجامعة الاردنية تبعا لمتغيرات (الجنس، السنة الدراسية، نوع المساق) واشتملت عينة الدراسة على 191 طالبا وطالبة تم اختيارهم بالطريقة الطبقية العشوائية من طلبة كلية التربية الرياضية بالجامعة الأردنية إذ تم استخدام المنهج الوصفي بصورته المسحية وقام الباحثون ببناء استبيان خاص لقياس المهارات الحياتية كأداة لجمع البيانات تضمن (40) فقرة موزعة على ثمانية مجالات هي (التواصل، حل المشكلات، القيادة، التعاون والعمل الجماعي، تحمل المسؤولية، الثقة بالنفس، تقبل الإختلاف، اتخاذ القرار) وتم استخدام المتوسطات الحسابية والانحرافات المعيارية واختبار ت وتحليل التباين الاحادي واختبار شيفيه للمقارنات البعدية كوسائل احصائية لاستخراج النتائج. وأظهرت النتائج تحسنا في المهارات الحياتية عند تطبيق نهج التعلم المدمج في التدريس كما تميز الذكور عن الاناث في مدى تطور المهارات الحياتية لديهم كما وكان التطور أفضل لدى طلبة السنة الرابعة عن باقي زملائهم في السنوات الدراسية وتميز طلاب المواد النظرية في تطورهم عن طلبة المواد العملية. وفي ضوء استنتاجات الدراسة أوصى الباحثون بأفضلية إدخال التعلم المدمج للتعليم وتعميمه بشكل أوسع ليشمل كل المواد لما له من اثار ايجابية في رفع مستوى المهارات الحياتية وتطويرها لدى الطلبة

Comparative optimization of combinatorial CRISPR screens

Combinatorial CRISPR technologies have emerged as a transformative approach to systematically probe genetic interactions and dependencies of redundant gene pairs. However, the performance of different functional genomic tools for multiplexing sgRNAs vary widely. Here, we generate and benchmark ten distinct pooled combinatorial CRISPR libraries targeting paralog pairs to optimize digenic knockout screens. Libraries composed of dual Streptococcus pyogenes Cas9 (spCas9), orthogonal spCas9 and Staphylococcus aureus (saCas9), and enhanced Cas12a from Acidaminococcus were evaluated. We demonstrate a combination of alternative tracrRNA sequences from spCas9 consistently show superior effect size and positional balance between the sgRNAs as a robust combinatorial approach to profile genetic interactions of multiple genes

A global experiment on motivating social distancing during the COVID-19 pandemic

Finding communication strategies that effectively motivate social distancing continues to be a global public health priority during the COVID-19 pandemic. This cross-country, preregistered experiment (n = 25,718 from 89 countries) tested hypotheses concerning generalizable positive and negative outcomes of social distancing messages that promoted personal agency and reflective choices (i.e., an autonomy-supportive message) or were restrictive and shaming (i.e., a controlling message) compared with no message at all. Results partially supported experimental hypotheses in that the controlling message increased controlled motivation (a poorly internalized form of motivation relying on shame, guilt, and fear of social consequences) relative to no message. On the other hand, the autonomy-supportive message lowered feelings of defiance compared with the controlling message, but the controlling message did not differ from receiving no message at all. Unexpectedly, messages did not influence autonomous motivation (a highly internalized form of motivation relying on one's core values) or behavioral intentions. Results supported hypothesized associations between people's existing autonomous and controlled motivations and self-reported behavioral intentions to engage in social distancing. Controlled motivation was associated with more defiance and less long-term behavioral intention to engage in social distancing, whereas autonomous motivation was associated with less defiance and more short- and long-term intentions to social distance. Overall, this work highlights the potential harm of using shaming and pressuring language in public health communication, with implications for the current and future global health challenges

In COVID-19 health messaging, loss framing increases anxiety with little-to-no concomitant benefits: Experimental evidence from 84 countries

The COVID-19 pandemic (and its aftermath) highlights a critical need to communicate health information effectively to the global public. Given that subtle differences in information framing can have meaningful effects on behavior, behavioral science research highlights a pressing question: Is it more effective to frame COVID-19 health messages in terms of potential losses (e.g., “If you do not practice these steps, you can endanger yourself and others”) or potential gains (e.g., “If you practice these steps, you can protect yourself and others”)? Collecting data in 48 languages from 15,929 participants in 84 countries, we experimentally tested the effects of message framing on COVID-19-related judgments, intentions, and feelings. Loss- (vs. gain-) framed messages increased self-reported anxiety among participants cross-nationally with little-to-no impact on policy attitudes, behavioral intentions, or information seeking relevant to pandemic risks. These results were consistent across 84 countries, three variations of the message framing wording, and 560 data processing and analytic choices. Thus, results provide an empirical answer to a global communication question and highlight the emotional toll of loss-framed messages. Critically, this work demonstrates the importance of considering unintended affective consequences when evaluating nudge-style interventions