The experience of laser light feedback in back-squat resistance training

IntroductionThe purpose of this paper is to contribute to the existing literature on performance in resistance training (RT) by addressing how a phenomenological perspective on experiences with inter kinaesthetic affectivity can illuminate experience of practicing RT with non-verbal, visual feedback provided through laser lights attached to the barbell.MethodThe material is created from qualitative interviews and using inter-kinaesthetic affectivity as analytical lenses.ResultsThe findings show how participants interpret the feedback in the moment and explain how they adjust their movement in dialogue with the feedback and enable the “uptake” of feedback in their embodied experience. The findings show how the participants developed an awareness of how they can equalize the balance on their feet.DiscussionWe discuss what this means for the understanding of the training process in terms of how practitioners can use the uptake of non-verbal, visual feedback to immediately adjust the quality of their performance by responding kinaesthetically and bodily. The discussion contributes to the question of what kind of role a practitioner's own kinaesthetic and bodily experiences have in the development and organization of RT. Perspectives that include the lived and intersubjective body as a knowledge position are promising for illuminating the whole bodied engagement that is necessary to understand how to perform RT

Effects of Teaching Methods on Swimming Skill Acquisition in Children with Developmental Coordination Disorder

This study compared the delivery of “verbal and visual” with “verbal, visual and tactile” swimming instruction to small groups of DCD pupils for front crawl and backstroke performance across 10 lessons x 30 minutes/week. The interaction and main effects for group and time on front crawl performances were not significant, indicating no differences were found between the two teaching methods. Also, the front crawl performances of the DCD swimmers did not change over the intervention period. The interaction and main effect for group on backstroke performances over the 10 weekly lessons were not significant. However, a significant main effect of time was found with backstroke changes found between Weeks 1 and 10 and Weeks 6 and 10. Sub-component analyses for horizontal body position, head position and breathing, and use of the lower limbs, revealed significant time effect improvements, but only between Weeks 1 and 10. Hence, both DCD groups improved their backstroke performances at the same rate across the 10 week intervention, despite being exposed to different instructional method

Detection and Assessment of Quality Indicators of Visual Based Learning Material in Engineering Education Programs for Grades 7-12

The purpose of this study was to detect the quality indicators of visual-based learning material in technology education for grades 7-12. A three-round modified Delphi method was used to answer the following research questions: RQ1: What indicators should quality visual-based learning material in technology education have to be effective and efficient in transmitting information for grades 7-12? RQ2: What are the indicators of the learner’s characteristics that impact the selection of visual-based learning material in technology education for grades 7-12

Identification of Quality Visual-based Learning Material for Technology Education

[First Paragraph] In learning environments, the visual elements of courses, lessons, and presentations play an important role in learning. Well-conceived and rendered visuals help any audience understand and retain information (Wileman, 1993)

Show me, Tell me, Encourage me: The Effect of Different Forms of Feedback on Resistance Training Performance

When performing resistance training, verbal and visual kinematic feedback are known to enhance performance. Additionally, providing verbal encouragement can assist in the attenuation of fatigue. However, the effects of these forms of feedback have never been compared. Consequently, this study aimed to quantify the effects of verbal and visual kinematic feedback, and verbal encouragement on barbell velocity during the back squat. Furthermore, changes in performance were related to individual reported conscientiousness. Twelve semi-professional rugby union players volunteered to participate in the study which consisted of the subjects completing a set of the barbell back squat across four conditions (i.e. no-feedback (control), verbal feedback of kinematic information (verbal), visual feedback of kinematic information (visual), and verbal encouragement (encouragement)). Additionally, participants completed a questionnaire prior to the study to assess conscientiousness. Magnitude-based inferences were used to assess differences between conditions, while Spearman’s rank correlation coefficient was used to assess relationships between conscientiousness and changes in barbell velocity. All three forms of feedback showed almost certain improvements in barbell velocity, while differences between interventions were likely to very likely trivial. Changes in barbell velocity showed small to large inverse relationships with conscientiousness. These findings suggest that practitioners should supply kinematic feedback (verbally or visually) or, when technology is not available, provide athletes with encouraging statements while resistance training. Verbal encouragement may be of greatest benefit for individuals who demonstrate low levels of conscientiousness. Given these findings, practitioners are advised to use either technology or verbal encouragement to manipulate acute training outcomes

Effect of augmented verbal and visual feedback on efficiency in skiing teaching

The aims of this study were to analyse the effect of two feedback types as strategies in training ski teachers and to verify their effectiveness in the students’ learning. Thirty ski teachers participated in the study (average age=32.0±5.4 years; average experience in ski teaching=10.0±3 years). The teachers were divided into two experimental groups (group I: verbal feedback; group II: visual and verbal feedback) and one control group. Fifteen teaching trials were performed by each teacher, and a subsequent instructional supervision meeting was carried out in order to analyse quality of feedbacks delivered during the trial. A total of 180 high school students participated in the study as ski learners. During the instructional supervision meeting, the teachers were guided towards a previously established theoretical model of feedback used as the evaluation criterion. The ARIMA analysis of the time series showed changes in baseline teacher behaviour (group II came closer to the model established and concentrated better than group I; both experimental groups were better than the control group). The results of the analysis of variance for the comparison of students’ learning were also in the same direction: the students of group II teachers obtained better results than their peers of group I, and both experimental group’s students were better than those pertaining to the control group. We recommend using the criteria of the feedback model in order to achieve better quality of teacher training in skiing

Discrimination of duration differences of typically developing children and children with suspected childhood apraxia of speech

The speech sound disorder, childhood apraxia of speech (CAS), has perplexed clinicians and researchers for many years. The perplexity has stemmed, in part, from questions about identifying characteristics that distinguish it from other childhood speech disorders. Given the reported vowel duration deficits cited in the speech production of children with sCAS, the research for this population is deficient in assessing the ability of these children to discriminate vowel duration differences. The present study represents an initial attempt to address duration discrimination in a systematized experimental design for a group of school-age TD children (n = 21) and a smaller group of school-age children diagnosed with sCAS (n = 11). All children were asked to judge whether pairs of non-word single syllable tokens (digital recordings of single syllable /ba/ varying in vowel duration only) were the same or different. Using an AX paradigm, children in the current study compared a stimulus (X), which varied across trials, with a constant standard (A). The standard A interval was the stimulus with the shortest vowel duration (208 ms) and the X interval was the comparison stimuli (i.e., vowel duration = 208 ms, 248 ms, 288 ms, 328 ms, 368 ms, 408 ms, 448 ms, or 488 ms). Fundamental frequency and amplitude measures were controlled to remain uniform. Assessing the ability of the TD population to detect duration differences in a specific experimental paradigm was prerequisite to addressing the ability of children with sCAS to detect duration differences in the same experimental task. The results of this preliminary investigation of discrimination of vowel duration in children with sCAS suggest that further research on duration discrimination skills is warranted in this population. As a group, children with sCAS displayed poorer performance on the vowel duration discrimination experimental task, compared to a similarly-aged TD group

Social decision making in autistic adolescents: the role of theory of mind, executive functioning and emotion regulation

Social decision making is often challenging for autistic individuals. Twenty autistic adolescents made decisions in the socially interactive context of a one-shot ultimatum game, and performance was compared to a large matched typical reference sample. Theory of mind, executive functioning and emotion regulation were measured via direct assessments, self- and parent report. Relative to the reference sample, autistic adolescents proposed fewer fair offers, and this was associated with poorer theory of mind. Autistic adolescents responded similarly to the reference sample when making decisions about offers proposed to them, however they did not appear to down regulate their negative emotion in response to unfair treatment in the same way. Atypical processes may underpin even apparently typical decisions made by autistic adolescents

THE EFFECT OF A NOVEL REHABILITATION PROGRAM ON WALKING PERFORMANCE IN PERSONS WITH MULTIPLE SCLEROSIS

The purpose of this study was to compare if the addition of the NewGait™ device to traditional therapy in comparison to traditional therapy alone would be more effective at improving walking technique and walking performance in persons with multiple sclerosis. Eighteen patients with multiple sclerosis participated in this study. Pre- and post-testing assessed kinematic gait variables (speed, step length, step width, double limb support time), toe clearance height, ankle range of motion, balance confidence, rating of perceived exertion, and hip-ankle coordination. Participants completed an 8-week physical therapy protocol aimed to improve gait and balance with the experimental group wearing the NewGait™ device. Repeated measures mixed ANOVA revealed significant improvements over time for both groups, with increased walking speed, improved balance confidence, increase in bilateral step length, and a decrease in the percent of time spent in anti-phase and an ankle-driven coordination phase during swing for the unaffected limb (p \u3c 0.05). The experimental group experienced larger improvements in balance confidence (p \u3c 0.05), and coordination (p \u3c 0.05) when compared to the control group. The results of the current study indicate that the use of the NewGait™ during rehabilitation is effective at improving balance confidence lower limb coordination

Compensatory changes in female running mechanics during a simulated 10 km race

During a 10 km run at race pace, changes in lower extremity mechanics have been reported in male runners however mechanical changes over 10 km in female runners is unknown. Thus we aimed to examine running mechanics in females during a simulated 10 km race on a treadmill. Nine female distance runners (age: 32.1±4.2 yrs; ht: 166.7 ± 7.4 cm; wt: 57.8 ± 7.0 kg; VO2max = 3.24 ± 0.50 L/min) completed graded exercise testing (Day 1); 10km time trial (Day 2); and simulated 10km treadmill run (DAY 3; 95 % of running velocity from Day 2 time-trial). Mechanical data sampled at 120Hz using a 6-camera optoelectronic motion capture system and effort (Rating of Perceived Exertion - RPE) were measured at 50, 1450, 2950, 4450, 5950, 7450, 8950 and 9950 metres. Maximum voluntary contraction of knee extensors was measured pre-post. Seven participants decreased MVC (1-21% decrease) and RPE increased from 12 (50m) to 19 (9950m). Step frequency decreased 3 steps/min (p<0.05) and step length increased 3cm. Max knee extension and max knee flexion increased from 50m to 9950m and hip height was lowered over the 10km time-trial. These results indicate that whole body fatigue influences RPE and is associated with mechanical changes to maintain pace in female runners. Specifically, the combination of knee extension and knee flexion increases likely reduces limb inertia as the runner fatigues minimizing decreases in step frequency and improving step length. These results are the first to illuminate the fatigue related intrinsic coping mechanisms of female runners at race pace