How can video feedback be used in physical education to support novice learning in gymnastics? Effects on motor learning, self-assessment and motivation

Background: Much of the existing research concerning the use of video feedback (VFB) to enhance motor learning has been undertaken under strictly controlled experimental conditions. Few studies have sought to explore the impact of VFB on the skill learning experience of the students in a structured, school-based physical education (PE) setting. Most of those studies have only used qualitative approaches to implicate the potential value of VFB to enhance skill acquisition, students ’ engagement or self- assessment ability. Using a quantitative approach, the aim of this study was to investigate effects of using VFB on motor skill acquisition, self- assessment ability and motivation in a school-based learning environment (structured PE programme) with novice children learning a gymnastic skill. Method: Two French classes of beginners took part in a typical five-week learning programme in gymnastics. During each of the five, weekly lessons participants carried out the same warm-up routine and exercises. The experimental group (10 girls – 8 boys, 12.4 ± 0.5 years) received VFB intermittently when learning a front handstand to flat back landing. VFB was given after every five attempts, combined with self-assessment and verbal instructions from the teacher. The control group (12 girls – 13 boys, 12.6 ± 0.4 years) received exactly the same training but was not given VFB. In order to assess progress in motor skills, the arm-trunk angle (hand- shoulder-hip) was measured in the sagittal plane just as the hips formed a vertical line with the shoulders. Motivation was assessed using the Situational Motivation Scale questionnaire (Guay, F., R. J. Vallerand, and C. Blanchard. 2000. “ On the Assessment of Situational Intrinsic and Extrinsic Motivation: The Situational Motivation Scale (SIMS). ” Motivation and Emotion 24 (3): 175 – 213), and self-assessment ability was measured by self-perception task scores. Results: Statistical analysis of arm-trunk angle values showed significant differences only for the VFB group between the fifth lesson and all other lessons. Between lessons 4 and 5, the arm-trunk angle value increased significantly from 146.6 ± 16.9 degrees to 161.2 ± 14.2 degrees ( p < .001; ES = 0.94). Self-assessment scores improved significantly for the VFB group between lesson 1 and lesson 2 ( p < 0.01, ES = 1.79) and between lesson 4 to lesson 5 ( p < .01, ES = 0.94). Amotivation decreased significantly for the VFB group between lesson 1 and lesson 5 (3.06 ± 1.42 vs. 2.12 ± 0.62, p < .001, ES = − 0.89). Discussion/conclusion: Our quantitative data, identifying key movement changes as a function of experience in a structured PE programme, were congruent with outcomes of previous qualitative research supporting the role of VFB. This study highlights the potential relevance of using VFB in fostering motor learning, motivation and self-assessment during a PE programme with young children. Future pedagogical research is needed to examine the ways students could use VFB technology for greater self- regulation, with the potential to deliver appropriate movement feedback, based on different levels of experience in students

Concepts and procedures for mapping food and health research infrastructure: New insights from the EuroDISH project

AbstractBackground Recent initiatives in Europe have encouraged the formalisation of research infrastructure to unify fragmented facilities, resources and services; and to facilitate world-class research of complex public health challenges, such as those related to non-communicable disease. How this can be achieved in the area of food and health has, to date, been unclear. Scope and approach This commentary paper presents examples of the types of food and health research facilities, resources and services available in Europe. Insights are provided on the challenge of identifying and classifying research infrastructure. In addition, suggestions are made for the future direction of food and health research infrastructure in Europe. These views are informed by the EuroDISH project, which mapped research infrastructure in four areas of food and health research: Determinants of dietary behaviour; Intake of foods/nutrients; Status and functional markers of nutritional health; Health and disease risk of foods/nutrients. Key findings and conclusion There is no objective measure to identify or classify research infrastructure. It is therefore, difficult to operationalise this term. EuroDISH demonstrated specific challenges with identifying the degree an organisation, project, network or national infrastructure could be considered a research infrastructure; and establishing the boundary of a research infrastructure (integral hard or soft facilities/resources/services). Nevertheless, there are opportunities to create dedicated food and health research infrastructures in Europe. These would need to be flexible and adaptable to keep pace with an ever-changing research environment and bring together the multi-disciplinary needs of the food and health research community

Technical summary

The Working Group III (WGIII) contribution to the IPCC's Fifth Assessment Report (AR5) assesses literature on the scientific, technological, environmental, economic and social aspects of mitigation of climate change. It builds upon the WGIII contribution to the IPCC's Fourth Assessment Report (AR4), the Special Report on Renewable Energy Sources and Climate Change Mitigation (SRREN) and previous reports and incorporates subsequent new findings and research. Throughout, the focus is on the implications of its findings for policy, without being prescriptive about the particular policies that governments and other important participants in the policy process should adopt. In light of the IPCC's mandate, authors in WGIII were guided by several principles when assembling this assessment: (1) to be explicit about mitigation options, (2) to be explicit about their costs and about their risks and opportunities vis-a-vis other development priorities, (3) and to be explicit about the underlying criteria, concepts, and methods for evaluating alternative policies. This summary offers the main findings of the report

Dietary Crude Lecithin Increases Systemic Availability of Dietary Docosahexaenoic Acid with Combined Intake in Rats

Crude lecithin, a mixture of mainly phospholipids, potentially helps to increase the systemic availability of dietary omega-3 polyunsaturated fatty acids (n-3 PUFA), such as docosahexaenoic acid (DHA). Nevertheless, no clear data exist on the effects of prolonged combined dietary supplementation of DHA and lecithin on RBC and plasma PUFA levels. In the current experiments, levels of DHA and choline, two dietary ingredients that enhance neuronal membrane formation and function, were determined in plasma and red blood cells (RBC) from rats after dietary supplementation of DHA-containing oils with and without concomitant dietary supplementation of crude lecithin for 2–3 weeks. The aim was to provide experimental evidence for the hypothesized additive effects of dietary lecithin (not containing any DHA) on top of dietary DHA on PUFA levels in plasma and RBC. Dietary supplementation of DHA-containing oils, either as vegetable algae oil or as fish oil, increased DHA, eicosapentaenoic acid (EPA), and total n-3 PUFA, and decreased total omega-6 PUFA levels in plasma and RBC, while dietary lecithin supplementation alone did not affect these levels. However, combined dietary supplementation of DHA and lecithin increased the changes induced by DHA supplementation alone. Animals receiving a lecithin-containing diet also had a higher plasma free choline concentration as compared to controls. In conclusion, dietary DHA-containing oils and crude lecithin have synergistic effects on increasing plasma and RBC n-3 PUFA levels, including DHA and EPA. By increasing the systemic availability of dietary DHA, dietary lecithin may increase the efficacy of DHA supplementation when their intake is combined.Nutricia Researc