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Imagination-to-learn is a specific learning strategy that has been studied in many academic fields. The present study investigated whether imagination is beneficial overall for learning compared to conventional study strategies, while also identifying moderator factors affecting the global effect. A meta-analysis was conducted by scientifically rigorous experiments comparing the learning outcomes of students who were asked to form a mental image of the events described in learning material while reading (imagination condition) or were given no imagination instructions (control condition). A total of 21 experimental studies published on the PsycINFO, Web of Science, ProQuest Dissertations and Theses, ERIC and Google Scholar databases were included, yielding 70 pair-wise comparisons with N = 2625 participants. An overall positive effect of imagination-to-learn was found for both retention (g[superscript +] = 0.40, 95% CI [0.23, 0.58], z = 4.63, p < 0.001) and transfer (g[superscript +] = 0.51, 95% CI [0.22, 0.43, z = 3.43, p < 0.001]) performance. However, analysis of the funnel plots showed that publication bias was present in the reporting of learning outcomes. Analysis of the moderators indicated that the effect sizes differed significantly only with respect to learners' prior knowledge for transfer performance and their educational level for retention scores. Based on these findings, the present study provides important directions for future research and practices.

Background: Instructional videos are increasingly employed in a physical education domain in order to enhance motor learning and self-motivational beliefs. However, evidence showed that videos are generally ineffective because they often create extraneous loads due to the information transience and passive processing of information. Purpose: The current study investigates the effects of controlling the display of video on learning outcomes -- expressed in terms of recall and transfer scores -- and situational interest in physical education settings. Method: 60 tenth-grade students (M[subscript age] = 15.90 years, SD[subscript age] = 1.32 months; 30 boys and 30 girls) were instructed to study using either a continuous video (presented without pauses), a system-controlled video using predefined segments or a self-controlled video where the learner uses 'stop' and 'play' keys. Then, they were asked to perform the learning tests (i.e. game comprehension test and game performance test) and evaluate the situational interest of the learning materials (i.e. attention demand, challenge, exploration intention, instant enjoyment, novelty). Findings: The results from one-way ANOVAs revealed that students performed significantly better on both recall and transfer post-tests when the video was either system-controlled or self-controlled, which suggested that studying a controlled video could decrease irrelevant cognitive load and so yield better learning performances. Concerning the situational interest variable, students in the self-controlled condition scored significantly higher on almost all dimensions of situational interest. Conclusion: This study indicates that self-controlled video, as applied in this study, can be integrated in a physical education context to foster learning and enhance situational interest. The discussion advances several options for enhancing the effectiveness of instructional videos during physical education lessons.

The main objective of the present review is to evaluate the knowledge and attitudes of physical education (PE) teachers concerning dental trauma first-aid through a systematic appraisal of the literature, meta-analysis and meta-regressions. The entire content of PubMed and ISI/Web of Science was mined. Eligibility criteria for selecting studies were studies evaluating dental trauma first-aid knowledge and/or attitudes and/or the effectiveness of mouthguards use by PE teachers. Articles written in any language and published or accepted by peer-reviewed journals were considered. Methodological quality was assessed using an adapted version of the Downs and Black instrument. Of 15 selected articles, three were of strong quality, three were moderate, and the remaining nine were rated as weak. The majority of studies showed that PE teachers had an inadequate knowledge of the initial management of dental trauma. Specifically, there was a lack of knowledge concerning an appropriate washing and transporting medium and the extra-alveolar period of an avulsed tooth. Due to the inadequate knowledge of PE teachers regarding dental trauma management, specific education should be added to PE classes to improve the emergency treatment of dental injuries.

Objectives: The aim of the current study was to investigate the robustness of the human movement effect and its stability over time by comparing the effectiveness of dynamic and static presentations on acquisition and retention of a gross motor skill. Methods: One hundred and seven first-year students studying for the certificate in Physical Education course were randomly divided into three groups: (i) static pictures (N = 32), (ii) enriched static pictures with arrows (N = 34), and (iii) video (N = 41). They were instructed to observe the demonstration of the "Ippon-Seoi-Nage" (a Judo technique) and reproduce it during the acquisition phase or after a delay of 1 week during the retention phase. Results and Conclusions: The results showed that enriched static pictures (with arrows) resulted in more efficient learning than the static pictures (without arrows). Most importantly, it was shown that learners receiving the video presentation outperformed learners receiving the static presentations, with regard to acquisition and retention, indicating therefore a robust human movement effect. Implications: These findings provide confirmation of the superiority of video presentations for teaching and learning motor skills involving the entire human body.

Coaches often use pointing gestures alongside their speech to reinforce their message and emphasize important concepts during instructional communications, but the impact of simultaneous pointing gestures and speech on learners' recall remains unclear. We used eye-tracking and recalled performance to investigate the impact of a coach's variously timed pointing gestures and speech on two groups of learners' (novices and experts) visual attention and recall of tactical instructions. Participants were 96 basketball players (48 novice and 48 expert) who attempted to recall instructions about the evolution of a basketball game system under two teaching conditions: speech accompanied by gestures and speech followed by gestures. Overall, the results showed that novice players benefited more from instructional speech accompanied by gestures than from speech followed by gestures alone. This was evidenced by their greater visual attention to the diagrams, demonstrated through a higher fixation count and decreased saccadic shifts between the coach and the diagrams. Additionally, they exhibited improved recall and experienced reduced mental effort, despite having the same fixation time on the diagrams and equivalent recall time. Conversely, experts benefited more from instructional speech followed by gestures, indicating an expertise reversal effect. These results suggest that coaches and educators may improve their tactical instructions by timing the pairing of their hand gestures and speech in relation to the learner's level of expertise. [ABSTRACT FROM AUTHOR]

Imagination-to-learn is a specific learning strategy that has been studied in many academic fields. The present study investigated whether imagination is beneficial overall for learning compared to conventional study strategies, while also identifying moderator factors affecting the global effect. A meta-analysis was conducted by scientifically rigorous experiments comparing the learning outcomes of students who were asked to form a mental image of the events described in learning material while reading (imagination condition) or were given no imagination instructions (control condition). A total of 21 experimental studies published on the PsycINFO, Web of Science, ProQuest Dissertations and Theses, ERIC and Google Scholar databases were included, yielding 70 pair-wise comparisons with N = 2625 participants. An overall positive effect of imagination-to-learn was found for both retention (g+ = 0.40, 95% CI [0.23, 0.58], z = 4.63, p <.001) and transfer (g+ = 0.51, 95% CI [0.22, 0.43, z = 3.43, p <.001]) performance. However, analysis of the funnel plots showed that publication bias was present in the reporting of learning outcomes. Analysis of the moderators indicated that the effect sizes differed significantly only with respect to learners' prior knowledge for transfer performance and their educational level for retention scores. Based on these findings, the present study provides important directions for future research and practices. [ABSTRACT FROM AUTHOR]

Purpose: Guided by cognitive load theory and cognitive theory of multimedia learning, the purpose of this study was to evaluate players' ability to integrate dynamic information presented under different conditions: a verbal condition, in which instructions were given orally; a visual condition, in which instructions were shown using arrow symbols; and a redundant condition, in which both visual and verbal instructions were presented simultaneously. Method: In a 2 × 3 design, we asked basketball players with varied levels of skill (less-skilled, skilled) to rate their invested mental effort and to perform a recall test after learning from either the verbal, visual or redundant condition. Results: Results demonstrated that the less-skilled players benefited more from the redundant condition, whereas the skilled participants benefited more from the visual condition. Conclusion: Recommendations for improving instructional design techniques aimed at the transmission of tactical instructions in team games are proposed.

ObjectivesThis study aimed to investigate the effects of Ramadan diurnal intermittent fasting (RDIF) on cognitive performance, sleep quality, daytime sleepiness, and insomnia in physically active and sedentary elderly individuals.MethodsA total of 58 participants (62.93 ± 3.99 years) were assigned to one of the following two groups: a sedentary group (control group) who observed Ramadan (n = 32) and a physically active group (n = 26) who continued to train while observing Ramadan. Participants were assessed 2 weeks before Ramadan and during the fourth week of Ramadan. On each occasion, participants completed a digital assessment of their cognitive performance and responded to the Pittsburgh sleep quality index (PSQI), the insomnia severity index (ISI) and the Epworth sleepiness scale (ESS) questionnaires to assess sleep parameters.ResultsCompared to before Ramadan, performance in executive function (p = 0.035), attention (p = 0.005), inhibition (p = 0.02), associative memory (p = 0.041), and recognition memory (p = 0.025) increased significantly during Ramadan in the physically active group. For the sedentary group, associative learning performance decreased (p = 0.041), whilst performances in the remaining domains remained unchanged during Ramadan. Global PSQI, ISI, and ESS scores indicated both groups suffered from poor sleep quality and excessive daytime sleepiness, with significantly higher negative effects of RDIF observed in the sedentary group.ConclusionOlder adults who continue to train at least three times per week during Ramadan may improve their cognitive performance, despite the impairment of sleep quality. Future studies in older adults during Ramadan including objective measures of sleep (e.g., polysomnography, actigraphy) and brain function (e.g., functional magnetic resonance imaging) are warranted.

Recent studies exploring the effects of dynamic visualizations on learning compared with static visualizations have yielded mixed results. Procedural motor learning is one of the few fields in which dynamic representations have shown to be effective. Many of the studies have suggested that this advantage is mainly due to the activation of the "mirror-neuron system." This study explores this explanation in physical education domain and analysed the effects of instructional media (video vs. photographs), showing tactical actions in basketball, on learning outcomes (i.e., game understanding and game performance), cognitive load (i.e., mental effort invested and estimated difficulty), and attitudes (i.e., attention, enjoyment, engagement, and challenge) in secondary school students. For all of the indicators, the results show that learning from video was more effective than learning from photographs. These findings have implications for the effective design of instructional media and provide confirmation of the superiority of video for teaching tactical actions involving the entire body.

Symptoms of psychological distress and disorder have been widely reported in people under quarantine during the COVID-19 pandemic; in addition to severe disruption of peoples’ daily activity and sleep patterns. This study investigates the association between physical-activity levels and sleep patterns in quarantined individuals. An international Google online survey was launched in April 6th, 2020 for 12-weeks. Forty-one research organizations from Europe, North-Africa, Western-Asia, and the Americas promoted the survey through their networks to the general society, which was made available in 14 languages. The survey was presented in a differential format with questions related to responses “before” and “during” the confinement period. Participants responded to the Pittsburgh Sleep Quality Index (PSQI) questionnaire and the short form of the International Physical Activity Questionnaire. 5056 replies (59.4% female), from Europe (46.4%), Western-Asia (25.4%), America (14.8%) and North-Africa (13.3%) were analysed. The COVID-19 home confinement led to impaired sleep quality, as evidenced by the increase in the global PSQI score (4.37 ± 2.71 before home confinement vs. 5.32 ± 3.23 during home confinement) (p < 0.001). The frequency of individuals experiencing a good sleep decreased from 61% (n = 3063) before home confinement to 48% (n = 2405) during home confinement with highly active individuals experienced better sleep quality (p < 0.001) in both conditions. Time spent engaged in all physical-activity and the metabolic equivalent of task in each physical-activity category (i.e., vigorous, moderate, walking) decreased significantly during COVID-19 home confinement (p < 0.001). The number of hours of daily-sitting increased by ~2 hours/days during home confinement (p < 0.001). COVID-19 home confinement resulted in significantly negative alterations in sleep patterns and physical-activity levels. To maintain health during home confinement, physical-activity promotion and sleep hygiene education and support are strongly warranted.

Although recognised as effective measures to curb the spread of the COVID-19 outbreak, social distancing and self-isolation have been suggested to generate a burden throughout the population. To provide scientific data to help identify risk factors for the psychosocial strain during the COVID-19 outbreak, an international cross-disciplinary online survey was circulated in April 2020. This report outlines the mental, emotional and behavioural consequences of COVID-19 home confinement. The ECLB-COVID19 electronic survey was designed by a steering group of multidisciplinary scientists, following a structured review of the literature. The survey was uploaded and shared on the Google online survey platform and was promoted by thirty-five research organizations from Europe, North Africa, Western Asia and the Americas. Questions were presented in a differential format with questions related to responses “before” and “during” the confinement period. 1047 replies (54% women) from Western Asia (36%), North Africa (40%), Europe (21%) and other continents (3%) were analysed. The COVID-19 home confinement evoked a negative effect on mental wellbeing and emotional status (P < 0.001; 0.43 ≤ d ≤ 0.65) with a greater proportion of individuals experiencing psychosocial and emotional disorders (+10% to +16.5%). These psychosocial tolls were associated with unhealthy lifestyle behaviours with a greater proportion of individuals experiencing (i) physical (+15.2%) and social (+71.2%) inactivity, (ii) poor sleep quality (+12.8%), (iii) unhealthy diet behaviours (+10%), and (iv) unemployment (6%). Conversely, participants demonstrated a greater use (+15%) of technology during the confinement period. These findings elucidate the risk of psychosocial strain during the COVID-19 home confinement period and provide a clear remit for the urgent implementation of technology-based intervention to foster an Active and Healthy Confinement Lifestyle AHCL).

Previous studies with adult human participants revealed mixed effects regarding the relation between spatial ability and visual instructions. In this study, we investigated this question in primary young children, and particularly we explored how young children with varying levels of spatial abilities integrate information from both static and dynamic visualizations. Children (M = 6.5 years) were instructed to rate their invested mental effort and reproduce the motor actions presented from static and dynamic 3D visualizations. The results indicated an interaction of spatial ability and type of visualization: high spatial ability children benefited particularly from the animation, while low spatial ability learners did not, confirming therefore the ability-as-enhancer hypothesis. The study suggests that an understanding of children spatial ability is essential to enhance learning from external visualizations.

Various studies demonstrated that multimedia learning improves when text and pictures are presented contiguously in time rather than separately – the temporal contiguity effect. The present study investigated whether this advantage is restricted to only novice learners (novices) or also extends to more knowledgeable learners (expert), and whether it depends on the length of instructional segments. Learners with varied levels of expertise (experts vs. novices) learned about basketball game system in five different experimental conditions. In the first three conditions, an entire video clip and audio text were presented either at the same time or the video clip was presented before or after the entire audio (macro-step presentations). In the remaining two conditions, short segments of the video clip were presented before or after corresponding short segments of the audio (micro-step presentations). Overall, novice learners benefited more from the concurrent presentation (combination of learning and mental effort scores); in addition, and in the case of macro-step presentations novices performed better when the audio segment preceded the video clip segment. However, experts benefited more from the micro-step presentations, demonstrating an expertise reversal effect.

BackgroundPublic health recommendations and government measures during the COVID-19 pandemic have enforced restrictions on daily-living. While these measures are imperative to abate the spreading of COVID-19, the impact of these restrictions on mental health and emotional wellbeing is undefined. Therefore, an international online survey (ECLB-COVID19) was launched on April 6, 2020 in seven languages to elucidate the impact of COVID-19 restrictions on mental health and emotional wellbeing.MethodsThe ECLB-COVID19 electronic survey was designed by a steering group of multidisciplinary scientists, following a structured review of the literature. The survey was uploaded and shared on the Google online-survey-platform and was promoted by thirty-five research organizations from Europe, North-Africa, Western-Asia and the Americas. All participants were asked for their mental wellbeing (SWEMWS) and depressive symptoms (SMFQ) with regard to "during" and "before" home confinement.ResultsAnalysis was conducted on the first 1047 replies (54% women) from Asia (36%), Africa (40%), Europe (21%) and other (3%). The COVID-19 home confinement had a negative effect on both mental-wellbeing and on mood and feelings. Specifically, a significant decrease (p < .001 and Δ% = 9.4%) in total score of the SWEMWS questionnaire was noted. More individuals (+12.89%) reported a low mental wellbeing "during" compared to "before" home confinement. Furthermore, results from the mood and feelings questionnaire showed a significant increase by 44.9% (p < .001) in SMFQ total score with more people (+10%) showing depressive symptoms "during" compared to "before" home confinement.ConclusionThe ECLB-COVID19 survey revealed an increased psychosocial strain triggered by the home confinement. To mitigate this high risk of mental disorders and to foster an Active and Healthy Confinement Lifestyle (AHCL), a crisis-oriented interdisciplinary intervention is urgently needed.

The question of how information of play should be presented so that tactical memorisation is optimised is still under discussion. To explore how players' visual attentional resources are allocated when learning from a game system in basketball, eye movements were registered in the absence and presence of coaches' pointing gestures. Expert (N = 48) and novice (N = 48) participants watched a video in which the coach either (i) described the basketball game system without using pointing gestures or (ii) described the basketball game system while pointing to the relevant aspects of it. The results of analyses of variance showed that the coach's pointing gestures improved novice players' performance (they achieved better recall performances, invested less cognitive load and showed more efficient visual search). However, this effect disappeared in expert participants, indicating a partial expertise reversal effect. Findings suggest that the effectiveness of coach's pointing gestures depends on levels of players' expertise. [ABSTRACT FROM AUTHOR]

Numerous studies have been conducted to examine the effects of an instructor's pointing gestures on learning performance across a wide range of academic domains. There are, however, few clear instructional guidelines for enhancing learning from this visual guidance. This study tested the combined effects of the coach's pointing gesture and gaze guidance on attention and recall performance in field-based sports. This study used a 3 (control vs. gesture vs. gesture/gaze) × 2 (novice vs. expert) between-subjects factorial design. Results showed a significant interaction effect between expertise level and experimental conditions on visual attention and memorization performance. Novice players scored higher after studying tactical instructions with pointing gestures and gaze guidance than players who studied the same instructions with pointing gestures, who in turn performed better than players who received instructions without cues. Expert players showed the same level of performance when they received the instructions without cues and with pointing gestures. However, they showed lower performance (notably in the visual attention and the mental effort measures) when they received the video with pointing gestures and gaze guidance compared to the instructions without gestures and with pointing gestures. These results suggest that the effectiveness of nonverbal visual guidance changes depending on the players' level of expertise. [ABSTRACT FROM AUTHOR]

The main objective of the present review is to evaluate the knowledge and attitudes of physical education (PE) teachers concerning dental trauma first-aid through a systematic appraisal of the literature, meta-analysis and meta-regressions. The entire content of PubMed and ISI/Web of Science was mined. Eligibility criteria for selecting studies were studies evaluating dental trauma first-aid knowledge and/or attitudes and/or the effectiveness of mouthguards use by PE teachers. Articles written in any language and published or accepted by peer-reviewed journals were considered. Methodological quality was assessed using an adapted version of the Downs and Black instrument. Of 15 selected articles, three were of strong quality, three were moderate, and the remaining nine were rated as weak. The majority of studies showed that PE teachers had an inadequate knowledge of the initial management of dental trauma. Specifically, there was a lack of knowledge concerning an appropriate washing and transporting medium and the extra-alveolar period of an avulsed tooth. Due to the inadequate knowledge of PE teachers regarding dental trauma management, specific education should be added to PE classes to improve the emergency treatment of dental injuries.