Education and transfer of water competencies: An ecological dynamics approach

© The Author(s) 2020. To cope in various aquatic environments (i.e. swimming pools, lakes, rivers, oceans), learners require a wide repertoire of self-regulatory behaviours such as awareness of obstacles and water properties, floating and moving from point to point with different strokes, decision making, emotional control and breathing efficiently. By experiencing different learning situations in stable indoor pool environments, it is assumed that children strengthen aquatic competencies that should be transferable to functioning in open water environments, where prevalence of drowning is high. However, this fundamental assumption may be misleading. Here, we propose the application of a clear, related methodology and theoretical framework that could be useful to help physical education curriculum specialists (re)shape and (re)design appropriate aquatic learning situations to facilitate better transfer of learning. We discuss the need for more representativeness in a learning environment, proposing how the many different task and environmental constraints on aquatic actions may bound the emergence of functional, self-regulatory behaviours in learners. Ideas in ecological dynamics suggest that physical educators should design learning environments that offer a rich landscape of opportunities for action for learners. As illustration, three practice interventions are described for developing functional and transferrable skills in indoor aquatic environments. It is important that aquatic educators focus not just upon ‘learning to swim’, but particularly on relevant transferable skills and self-regulatory behaviours deemed necessary for functioning in dynamic, outdoor aquatic environments

Education and transfer of water competencies: An ecological dynamics approach

© The Author(s) 2020. To cope in various aquatic environments (i.e. swimming pools, lakes, rivers, oceans), learners require a wide repertoire of self-regulatory behaviours such as awareness of obstacles and water properties, floating and moving from point to point with different strokes, decision making, emotional control and breathing efficiently. By experiencing different learning situations in stable indoor pool environments, it is assumed that children strengthen aquatic competencies that should be transferable to functioning in open water environments, where prevalence of drowning is high. However, this fundamental assumption may be misleading. Here, we propose the application of a clear, related methodology and theoretical framework that could be useful to help physical education curriculum specialists (re)shape and (re)design appropriate aquatic learning situations to facilitate better transfer of learning. We discuss the need for more representativeness in a learning environment, proposing how the many different task and environmental constraints on aquatic actions may bound the emergence of functional, self-regulatory behaviours in learners. Ideas in ecological dynamics suggest that physical educators should design learning environments that offer a rich landscape of opportunities for action for learners. As illustration, three practice interventions are described for developing functional and transferrable skills in indoor aquatic environments. It is important that aquatic educators focus not just upon ‘learning to swim’, but particularly on relevant transferable skills and self-regulatory behaviours deemed necessary for functioning in dynamic, outdoor aquatic environments

Specialist role coaching and skill training periodisation: A football goalkeeping case study

© The Author(s) 2020. In sports like association football, professional teams are increasingly devoting resources to the role-based development of individual athletes and sub-groups. By employing ‘specialist coaches’ into athlete-support structures, clubs aim to facilitate individualised athlete training programs to enhance performance preparation as well as skill learning and talent development. Here, we discuss how contemporary pedagogical training approaches, like Nonlinear Pedagogy and the Constraints-Led approach, can enhance effectiveness of specialist role-based athlete development programs to facilitate performance functionality. We argue the need for a model of specialist role-based coaching practice in high performance sports organisations, based on a unified theoretical rationale, such as ecological dynamics. To exemplify the nature of specialist role-based coaching, a case study addresses how Nonlinear Pedagogy and Constraints-Led approach are being used for training professional football goalkeepers in an U23 years age group. Integrating key concepts from ecological dynamics, allied to principles of Nonlinear Pedagogy and the Constraints-Led approach, common skill training principles for specialist role coaches are highlighted. These illustrate the use of the recently introduced ‘Periodization of Skill Training’ framework for specialist role coaching, practically exemplifying a way to harness opportunities for performance enhancement and individualised talent development in the football goalkeeping context

Understanding key constraints and practice design in Rugby Union place kicking : experiential knowledge of professional kickers and experienced coaches

Place kicks present valuable opportunities to score points in Rugby Union, which are typically performed under varying constraints in competitive performance environments. Previous quantitative studies suggest these interacting constraints can influence fluctuations in place kick success. To further the understanding of how fluctuations in place kicking success emerge, our aim was twofold: i) to explore and identify the key constraints that professional place kickers and experienced place kicking coaches perceive to influence the difficulty of a place kick and ii) to understand the level to which current place kicking practice environments represent these key constraints experienced in performance environments. Six professional place kickers and six experienced place kicking coaches were interviewed. Using a deductive thematic analysis, 11 key constraints were identified: individual constraints of expectation for success and fatigue, task constraints of angle and distance to goalposts, environmental constraints of wind, weather, pitch, and crowd, and situational constraints of previous kicking performance, time remaining and current score margin. Place kicking is typically practised individually or with a small number of place kickers in isolation from team sessions. Where possible, coaches should be encouraged to include place kicking in simulated game scenarios during practice to represent key constraints from performance environments. Our study demonstrates how experiential knowledge can enrich the understanding of sport performance and inform the design of practice environments which simulate relevant constraints of competitive performance to enhance skill adaptation of athletes

Distinct roles for the IIId2 sub-domain in pestivirus and picornavirus internal ribosome entry sites.

Viral internal ribosomes entry site (IRES) elements coordinate the recruitment of the host translation machinery to direct the initiation of viral protein synthesis. Within hepatitis C virus (HCV)-like IRES elements, the sub-domain IIId(1) is crucial for recruiting the 40S ribosomal subunit. However, some HCV-like IRES elements possess an additional sub-domain, termed IIId2, whose function remains unclear. Herein, we show that IIId2 sub-domains from divergent viruses have different functions. The IIId2 sub-domain present in Seneca valley virus (SVV), a picornavirus, is dispensable for IRES activity, while the IIId2 sub-domains of two pestiviruses, classical swine fever virus (CSFV) and border disease virus (BDV), are required for 80S ribosomes assembly and IRES activity. Unlike in SVV, the deletion of IIId2 from the CSFV and BDV IRES elements impairs initiation of translation by inhibiting the assembly of 80S ribosomes. Consequently, this negatively affects the replication of CSFV and BDV. Finally, we show that the SVV IIId2 sub-domain is required for efficient viral RNA synthesis and growth of SVV, but not for IRES function. This study sheds light on the molecular evolution of viruses by clearly demonstrating that conserved RNA structures, within distantly related RNA viruses, have acquired different roles in the virus life cycles

Theory to Practice: Performance Preparation Models in Contemporary High-Level Sport Guided by an Ecological Dynamics Framework

Abstract: A fundamental challenge for practitioners in high-level sporting environments concerns how to support athletes in adapting behaviours to solve emergent problems during competitive performance. Guided by an ecological dynamics framework, the design and integration of competitive performance preparation models that place athlete-environment interactions at the heart of the learning process may address this challenge. This ecological conceptualisation of performance preparation signifies a shift in a coach’s role; evolving from a consistent solution provider to a learning environment designer who fosters local athlete-environment interactions. However, despite the past decades of research within the ecological dynamics framework developing an evidence-based, theoretical conceptualisation of skill acquisition, expertise and talent development, an ongoing challenge resides within its practical integration into sporting environments. This article provides two case examples in which high-level sports organisations have utilised an ecological dynamics framework for performance preparation in Australian football and Association Football. A unique perspective is offered on experiences of professional sport organisations attempting to challenge traditional ideologies for athlete performance preparation by progressing the theoretical application of ecological dynamics. These case examples intend to promote the sharing of methodological ideas to improve athlete development, affording opportunities for practitioners and applied scientists to accept, reject or adapt the approaches presented here to suit their specific ecosystems

Parkour as a donor sport for athletic development in youth team sports: insights through an ecological dynamics lens

Analyses of talent development in sport have identified that skill can be enhanced through early and continued involvement in donor sports which share affordances (opportunities for action) with a performer's main target sport. Aligning key ideas of the Athletic Skills Model and ecological dynamics theory, we propose how the sport of parkour could provide a representative and adaptive platform for developing athletic skill (e.g. coordination, timing, balance, agility, spatial awareness and muscular strength). We discuss how youth sport development programmes could be (re) designed to include parkour-style activities, in order to develop general athletic skills in affordance-rich environments. It is proposed that team sports development programmes could particularly benefit from parkour-style training since it is exploratory and adaptive nature shapes utilisation of affordances for innovative and autonomous performance by athletes. Early introduction to varied, relevant activities for development of athleticism and skill, in a diversified training programme, would provide impetus for a fundamental shift away from the early specialisation approach favoured by traditional theories of skill acquisition and expertise in sport

The motor development of orphaned children with and without HIV: Pilot exploration of foster care and residential placement

<p>Abstract</p> <p>Background</p> <p>The AIDS epidemic has lead to an increase in orphaned children who need residential care. It is known that HIV leads to delayed motor development. However, the impact of place of residence on motor function has not been investigated in the South African context. The aim of the study was therefore to establish if children in institutionalised settings performed better or worse in terms of gross motor function than their counterparts in foster care. A secondary objective was to compare the performance of children with HIV in these two settings with those of children who were HIV negative.</p> <p>Methods</p> <p>Forty-four children both with and without HIV, were recruited from institutions and foster care families in Cape Town. The Peabody Development Motor Scale (PDMS II) was used to calculate the total motor quotient (TMQ) at baseline and six months later. Comparisons of TMQ were made between residential settings and between children with and without HIV.</p> <p>Results</p> <p>Twenty-one children were infected with HIV and were significantly delayed compared to their healthy counterparts. Antiretroviral therapy was well managed among the group but did not appear to result in restoration of TMQ to normal over the study period. HIV status and place of residence emerged as a predictor of TMQ with children in residential care performing better than their counterparts in foster care. All children showed improvement over the six months of study.</p> <p>Conclusions</p> <p>Foster parents were well supported administratively in the community by social welfare services but their children might have lacked stimulation in comparison to those in institutional settings. This could have been due to a lack of resources and knowledge regarding child development. The assumption that foster homes provide a better alternative to institutions may not be correct in a resource poor community and needs to be examined further.</p

Measurement of the Z/gamma* + b-jet cross section in pp collisions at 7 TeV

The production of b jets in association with a Z/gamma* boson is studied using proton-proton collisions delivered by the LHC at a centre-of-mass energy of 7 TeV and recorded by the CMS detector. The inclusive cross section for Z/gamma* + b-jet production is measured in a sample corresponding to an integrated luminosity of 2.2 inverse femtobarns. The Z/gamma* + b-jet cross section with Z/gamma* to ll (where ll = ee or mu mu) for events with the invariant mass 60 < M(ll) < 120 GeV, at least one b jet at the hadron level with pT > 25 GeV and abs(eta) < 2.1, and a separation between the leptons and the jets of Delta R > 0.5 is found to be 5.84 +/- 0.08 (stat.) +/- 0.72 (syst.) +(0.25)/-(0.55) (theory) pb. The kinematic properties of the events are also studied and found to be in agreement with the predictions made by the MadGraph event generator with the parton shower and the hadronisation performed by PYTHIA.Comment: Submitted to the Journal of High Energy Physic

Keeping an eye on noisy movements: On different approaches to perceptual-motor skill research and training

Contemporary theorising on the complementary nature of perception and action in expert performance has led to the emergence of different emphases in studying movement coordination and gaze behaviour. On the one hand, coordination research has examined the role that variability plays in movement control, evidencing that variability facilitates individualised adaptations during both learning and performance. On the other hand, and at odds with this principle, the majority of gaze behaviour studies have tended to average data over participants and trials, proposing the importance of universal 'optimal' gaze patterns in a given task, for all performers, irrespective of stage of learning. In this article, new lines of inquiry are considered with the aim of reconciling these two distinct approaches. The role that inter- and intra-individual variability may play in gaze behaviours is considered, before suggesting directions for future research