‘Deliberate Preparation’ as an evidence-based focus for primary physical education

There is substantial scientific research suggesting the physical and psychological health benefits of a physically active lifestyle. Consequently, governments worldwide prioritize policies, finances, and resources in healthcare, education, and sports sectors to increase mass participation in physical activity. However, practices in physical activity promotion are often not underpinned by evidence-based standardization that is requisite in other domains of epidemiology. The aim of this article is to examine critically the available scientific research on promoting life-long physical activity participation and to propose an evidence-based model for implementation in school physical education. Reasons are discussed as to why programs that integrate physical, psychological, and behavioral skills have been long acknowledged in physical education and physical activity domains but remain lacking in empirical validation. Finally, future directions are suggested that are required to examine the application of this approach to practice in primary-level physical education

(De)synchronization of advanced visual information and ball flight characteristics constrains emergent information–movement couplings during one-handed catching

Advance visual information of a projection action and ball flight information is important for organizing dynamic interceptive actions like catching. However, how the central nervous system (CNS) manages the relationship between advance visual information and emerging ball flight information in regulating behavior is less well understood. Here, we sought to examine the extent that advance visual information to the CNS constrains regulation of catching actions by synchronizing and desynchronizing its relationship with ball trajectory characteristics. Novel technology was used to present video footage of an actor throwing a ball at three different speeds, integrated with information from a real ball projected by a machine set to the three speeds. The technology enabled three synchronized and six desynchronized conditions between advance visual information and subsequent ball flight trajectories. Catching performance, kinematic data from the catching hand and gaze behaviors were recorded. Findings revealed that desynchronization of video images of ball projection shaped emergent catching behaviors. Footage of slower throws, paired with faster ball projection speeds, caused catching performance decrements. Timing in early phases of action was organized by the CNS to match the advance visual information presented. In later phases, like the grasp, ball flight information constraints adapted and regulated behaviors. Gaze behaviors showed increased ball projection speed resulted in participants tracking the ball for a smaller percentage of ball flight. Findings highlighted the role of the two visual systems in perception and action, implicating the importance of coupling advanced visual information and ball flight to regulate emergent movement coordination tendencies during interceptive behaviors

Towards a model of talent development in physical education

Traditional conceptions of talent generally emphasise the construction of threshold values and the development of relatively unitary abilities, and this approach still dominates talent development programmes for elite sport. Most researchers on high ability, however, now favour domain-specific, multidimensional conceptions of ability that stress the development of behavioural potential and its interaction with personal and environmental characteristics. This paper presents a model of talent in physical education, drawing together findings from a wide range of literature on the realisation and inhibition of abilities, international studies of effective school-based identification and provision strategies, and a conception of the subject as an integration and realisation of different forms of ability. In presenting this model, the authors aim to redress the imbalance within the current debate from an almost total concern with out-of-school clubs and the preparation for adult elite sport, in favour of a more equitable and inclusive approach, premised upon the unique importance of mainstream, curricular physical education within any talent development scheme

Increased Cortical Thickness in Sports Experts: A Comparison of Diving Players with the Controls

Sports experts represent a population of people who have acquired expertise in sports training and competition. Recently, the number of studies on sports experts has increased; however, neuroanatomical changes following extensive training are not fully understood. In this study, we used cortical thickness measurement to investigate the brain anatomical characteristics of professional divers with extensive training experience. A comparison of the brain anatomical characteristics of the non-athlete group with those of the athlete group revealed three regions with significantly increased cortical thickness in the athlete group. These regions included the left superior temporal sulcus, the right orbitofrontal cortex and the right parahippocampal gyrus. Moreover, a significant positive correlation between the mean cortical thickness of the right parahippocampal gyrus and the training experience was detected, which might indicate the effect of extensive training on diving players' brain structure

Providing web-based mental health services to at-risk women

<p>Abstract</p> <p>Background</p> <p>We examined the feasibility of providing web-based mental health services, including synchronous internet video conferencing of an evidence-based support/education group, to at-risk women, specifically poor lone mothers. The objectives of this study were to: (i) adapt a face-to-face support/education group intervention to a web-based format for lone mothers, and (ii) evaluate lone mothers' response to web-based services, including an online video conferencing group intervention program.</p> <p>Methods</p> <p>Participating mothers were recruited through advertisements. To adapt the face-to-face intervention to a web-based format, we evaluated participant motivation through focus group/key informant interviews (n = 7), adapted the intervention training manual for a web-based environment and provided a computer training manual. To evaluate response to web-based services, we provided the intervention to two groups of lone mothers (n = 15). Pre-post quantitative evaluation of mood, self-esteem, social support and parenting was done. Post intervention follow up interviews explored responses to the group and to using technology to access a health service. Participants received $20 per occasion of data collection. Interviews were taped, transcribed and content analysis was used to code and interpret the data. Adherence to the intervention protocol was evaluated.</p> <p>Results</p> <p>Mothers participating in this project experienced multiple difficulties, including financial and mood problems. We adapted the intervention training manual for use in a web-based group environment and ensured adherence to the intervention protocol based on viewing videoconferencing group sessions and discussion with the leaders. Participant responses to the group intervention included decreased isolation, and increased knowledge and confidence in themselves and their parenting; the responses closely matched those of mothers who obtained same service in face-to-face groups. Pre-and post-group quantitative evaluations did not show significant improvements on measures, although the study was not powered to detect these.</p> <p>Conclusions</p> <p>We demonstrated that an evidence-based group intervention program for lone mothers developed and evaluated in face-to-face context transferred well to an online video conferencing format both in terms of group process and outcomes.</p