Balance as a predictor towards independent cycling

Cycling is a milestone for children. Learning to ride a bike is an acquired skill, often obtained with difficulty. Fundamental movement skills (FMS) are generally developed in early childhood. Children have the developmental potential to progress to the mature stage of most FMS by the age of 6, at which point they are able to combine FMS to produce specialised skills in sports and recreational activities like cycling. Balance, a subset of FMS, has often thought to be essential in cycling; however, there is no empirical evidence to support this statement. Thus, this study investigates if balance is a contributing factor to learning to cycle. 72 children (3.7+/-0.5) were assessed pre and post a 5 week intervention. The children were assessed on ability to cycle independently and balance ability. Ability to cycle independently was measured using a traditional bike. If the child was able to cycle without assistance (tester holding onto bike) they were given a score of 1 and if they could not a score of 0. No children were able to cycle independently at pre-intervention. Balance ability was measured using the balance subset of the Movement Assessment Battery for Children, second edition (MABC-2). All children attended 10 cycling lessons over 5 weeks. Linear regressions were run to assess whether the balance at pre-intervention predicted if a child would be able the cycle independently post-intervention. Balance ability did not predict cycling independently (r^2=.002, p>.05). The current results would suggest that the FMS skill of balance is not a contributing factor to learning to cycle. This result, while in contrast to the general assumption, is not surprising as most children do not reach the mastery level of FMS till the age of 6. Therefore, between 3 and 5 years, when children generally learn to cycle, they are not yet at the phase of refining FMS to produce sport specific skills. Further research should investigate (i) if other FMS subsets or a combination of FMS contribute to learning to cycle and (ii) if cycling is an independent skill learnt at parallel to FMS

An exploration into the learning process to Independent cycling in preschool children

There is limited research exploring how children learn to cycle. The learning process to independent cycling generally occurs on an adapted bike (eg. two additional wheels, no pedals). Balance bikes have recently gained attention as a more appropriate method to learn to cycle. Currently, there is no evidence to support this argument and moreover, limited exploration into the learning process to independent cycling. Four studies in total were performed with children between 2-6 years of age. Study 1 consisted of an 8-week intervention whereby the intervention group were given balance bikes to free play on. Study 1 aimed to explore ability on a balance bike (BB) as a measure of the learning process to independent cycling and explore the relationships between ability on a BB, actual motor competence (AMC) and perceived motor competence (PMC). Furthermore, study 1 also investigated whether ability on a BB, AMC or PMC predicted how much a child would engage on the balance bike. During study 1 a cycling scale was developed to assess the children’s ability to cycle independently (ACI) on a traditional bike. Study 2 and study 4 were reliability studies used to assess the reliability of this scale and usability for practitioners. Study 3 consisted of 10 cycling classes over 5 weeks and was designed in order to teach preschool children independent cycling on either balance bikes or bikes with stabilisers. ABB, AC, PC and ACI were assessed along with balance measured using inertial sensors placed on the frame of the balance bike. ACI was measured at 5 timepoints (pre, week 2, mid, week 4, post) to investigate how children progress along the cycling scale. This novel research has addressed key questions on how children learn to cycle and started the journey to greater understanding

A Brief Wellbeing Training Session Delivered by a Humanoid Social Robot: A Pilot Randomized Controlled Trial

Mental health and psychological distress are rising in adults, showing the importance of wellbeing promotion, support, and technique practice that is effective and accessible. Interactive social robots have been tested to deliver health programs but have not been explored to deliver wellbeing technique training in detail. A pilot randomised controlled trial was conducted to explore the feasibility of an autonomous humanoid social robot to deliver a brief mindful breathing technique to promote information around wellbeing. It contained two conditions: brief technique training (Technique) and control designed to represent a simple wait-list activity to represent a relationship-building discussion (Simple Rapport). This trial also explored willingness to discuss health-related topics with a robot. Recruitment uptake rate through convenience sampling was high (53%). A total of 230 participants took part (mean age = 29 years) with 71% being higher education students. There were moderate ratings of technique enjoyment, perceived usefulness, and likelihood to repeat the technique again. Interaction effects were found across measures with scores varying across gender and distress levels. Males with high distress and females with low distress who received the simple rapport activity reported greater comfort to discuss non-health topics than males with low distress and females with high distress. This trial marks a notable step towards the design and deployment of an autonomous wellbeing intervention to investigate the impact of a brief robot-delivered mindfulness training program for a sub-clinical population

Building a STEM Mentoring Program in an Economically Disadvantaged Rural Community

Rural, economically disadvantaged communities face a bigger challenge than urban communities in recruiting and retaining high school (HS) students in science, technology, engineering, and mathematics (STEM) because many of these students do not have access to high-quality STEM opportunities. In this article, we describe a mentoring program we developed as part of a larger New York State education grant. This program was implemented in a rural community to connect undergraduate STEM students with HS students to increase HS students’ interest in these fields. In this program, HS students visited colleges, explored their interests in STEM, and learned about opportunities available to them in college and beyond. Here, we share the challenges and the successful strategies in implementing a mentoring program in a rural, economically disadvantaged region. The ideas described in the article were designed so other educators can gain insight on how to set up successful mentoring programs to attract and retain students in the STEM pipeline

Automatically detecting asymmetric running using time and frequency domain features

Human motion analysis technologies have been widely employed to identify injury determining factors and provide objective and quantitative feedback to athletes to help prevent injury. However, most of these technologies are: ex- pensive, restricted to laboratory environments, and can require significant post processing. This reduces their ecological validity, adoption and usefulness. In this paper, we present a novel wearable inertial sensor framework to accurately distinguish between symmetrical and asymmetrical running patterns in an unconstrained environment. The framework can automatically classify symmetry/asymmetry using Short Time Fourier Trans- form (STFT) and other time domain features in conjunction with a customized Random Forest classifier. The accuracy of the designed framework is up to 94% using 3-D accelerometer and 3-D gyroscope data from a sensor node attached on the upper back of a subject. The upper back inertial sensors data were then down-sampled by a factor of 4 to simulate utilizing low-cost inertial sensors whilst also facilitating a decrease of the computational cost to achieve near real-time application. We conclude that the proposed framework can potentially pave the way for employing low-cost sensors, such as those used in smartphones, attached on the upper back to provide injury related and performance feedback in real-time in unconstrained environments

Learnersourcing Personalized Hints

Personalized support for students is a gold standard in education, but it scales poorly with the number of students. Prior work on learnersourcing presented an approach for learners to engage in human computation tasks while trying to learn a new skill. Our key insight is that students, through their own experience struggling with a particular problem, can become experts on the particular optimizations they implement or bugs they resolve. These students can then generate hints for fellow students based on their new expertise. We present workflows that harvest and organize studentsâ collective knowledge and advice for helping fellow novices through design problems in engineering. Systems embodying each workflow were evaluated in the context of a college-level computer architecture class with an enrollment of more than two hundred students each semester. We show that, given our design choices, students can create helpful hints for their peers that augment or even replace teachersâ personalized assistance, when that assistance is not available

Nurses', physicians' and radiographers' perceptions of the safety of a nurse prescribing of ionising radiation initiative: A cross-sectional survey

Background: A new initiative was introduced in Ireland following legislative changes that allowed nurses with special training to prescribe ionising radiation (X-ray) for the first time. A small number of studies on nurse prescribing of ionising radiation in other contexts have found it to be broadly as safe as ionising radiation prescribing by physicians. Sociological literature on perceptions of safety indicates that these tend to be shaped by the ideological position of the professional rather than based on objective evidence. Objectives: To describe, compare and analyse perceptions of the safety of a nurse prescribing of ionising radiation initiative across three occupational groups: nursing, radiography and medicine. Design: A cross-sectional survey design. Settings: Participants were drawn from a range of clinical settings in Ireland. Participants: Respondents were 167 health professionals comprised of 49 nurses, 91 radiographers, and 27 physicians out of a total of 300 who were invited to participate. Non-probability sampling was employed and the survey was targeted specifically at health professionals with a specific interest in, or involvement with, the development of the nurse prescribing of ionising radiation initiative in Ireland. Methods: Comparisons of perspectives on the safety of nurse prescribing of ionising radiation across the three occupational groups captured by questionnaire were analysed using the Kruskal–Wallis H test. Pairwise post hoc tests were conducted using the Mann–Whitney U test. Results: While the majority of respondents from all three groups perceived nurse prescribing of ionising radiation to be safe, the extent to which this view was held varied. A higher proportion of nurses was found to display confidence in the safety of nurse prescribing of ionising radiation compared to physicians and radiographers with differences between nurses’ perceptions and those of the other two groups being statistically significant. Conclusion: That an occupational patterning emerged suggests that perceptions about safety and risk of nurse prescribing of ionising radiation are socially constructed according to the vantage point of the professional and may not reflect objective measures of safety. These findings need to be considered more broadly in the context of ideological barriers to expanding the role of nurses