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The aim of this study was to investigate the relationship between lower extremity flexibility values and vertical jump performance of elite soccer players. Twenty-six young elite male soccer players voluntarily participated in the study. Age, height, and weight of the participants were determined as descriptive statistics. Lower extremity flexibility (ROM) test and vertical jump (counter movement jump=CMJ) performance determination test were applied to the participants. A goniometer was used for lower extremity flexibility measurement and My Jump 2 application, which has proven its validity and reliability, was used for CMJ performances. Descriptive characteristics of the participants included in the study were mean age: 16.23 ±.51 years, height: 172.96 ±7.56 cm, body weight: 63,15±7,69 kg. The mean values of CMJ performance of the participants were: 37,54±5,51; the mean value of lower extremity flexibility angles (ROM) was 115±4,99°. According to the data obtained, a statistically significant relationship was observed between ROM and CMJ performance characteristics of elite soccer players (p=0.008) (p<0.05). According to the results obtained, a significant relationship was found between ROM and CMJ performances of soccer players. It can be said that teaching the importance of flexibility exercises to soccer players in soccer training programs and including them in training programs will positively affect the sudden power output performances of soccer players such as jumping.

This study examined the cognitive-linguistic and literacy-related correlates of dyslexia in three Chinese cities and the English word reading and mathematics performances of Chinese children with dyslexia. Chinese children with/without dyslexia were measured with an equivalent test battery of literacy and mathematics in Beijing, Hong Kong, and Taipei. Univariate analysis results suggested that phonological sensitivity distinguished those with and without dyslexia across all three cities in group comparisons. In Taipei and Hong Kong, morphological awareness, delayed copying, and spelling also distinguished the groups. Logistic regression analyses demonstrated that Chinese character reading, as directly compared to Chinese word reading, also distinguished the groups particularly well. In addition, in Beijing and Hong Kong, children with dyslexia performed significantly less well in English word reading than those without dyslexia. In Hong Kong and Taipei, children with dyslexia also had difficulties in mathematics performance. Findings highlight the fundamental importance of some cognitive-linguistic skills for explaining Chinese dyslexia across cultures, the utility of recognizing the individual Chinese character as a foundational unit of analysis in Chinese across cultures, and the generalizability of the comorbidity of both English as a second language (L2) and mathematics with dyslexia in Chinese children in both Beijing and Hong Kong.

The aim of the study was to evaluate the effects of a twelve-week pilates exercise program on some performance tests and body composition. The research was a quantitative study and experimental research model was used as a model. The study group consisted of 32 female volunteer students aged between 20-23 who were educated at Kirikkale University, Faculty of Sports Sciences, and took pilates lessons. Before starting the exercise program and after finishing the exercise program, the participants' data on anthropometric (body weight, height, body fat ratio and circumference measurements) and performance tests (sit and reach test, vertical jump test, 20 m speed and t-dril test) were collected. The arithmetic means and standard deviations of all data were calculated. The comparison of the measurement values of the participants before and after the exercise program (pre-test and post-test) was made with the paired samples t-test. A statistically significant difference was found between the anthropometric and performance tests (pre-test and post-test) of the participants. Considering the results of the study, it was determined that there were improvements in the physical appearance and physical performance of the individuals with regular pilates exercises, and that pilates exercises had significant effects on both the body composition and muscular endurance of the individuals.

Background: A well-developed proprioceptive system is essential for motor control, muscle tone and voluntary movements. Sound proprioceptive development of young children can positively influence their motor abilities, while adequate movement abilities consequently form a strong foundation for young children entering the formal school setting. Aim: This study aimed to establish normal ranges for proprioceptive tasks in 6-year-old children. Setting: This study was conducted in the Mangaung, Motheo district, including 10 schools from five different quintiles. Methods: One hundred and ninety-three, 6-year-old participants (mean: 6.46, SD 0.27 years) were included in the study, of which 97 (50.3%) were boys and 96 (49.7%) were girls. Five field-appropriate tasks were identified to establish participants' proprioceptive abilities. Statistical analysis was largely descriptive of nature, and normal ranges were established based on the interquintile range of each task, which represented the middle 50% of data (between the 25th and 75th percentiles). Results: Normal ranges were identified as follows: 6-10 successful repetitions for the Angels-in-the-snow task; 22-30 s for the Rhomberg task; two to three successful repetitions per arm for the finger-to-nose task; two to four successful repetitions for the shoulder-level-arm raise (both arms and preferred arm), one to four successful repetitions for the shoulder-level-arm raise (non-preferred arm) and correct identification during the force perception task. Conclusion: Most tasks had a ceiling effect, and thus it is necessary for practitioners to use these established normal ranges of proprioceptive tasks for 6-year-olds to identify children with proprioceptive difficulties. Contribution: Proprioceptive difficulties of 6-year-olds can be identified using the normal ranges established.

This study aiming to compare the effectiveness of Cognitive Orientation to Daily Occupational Performance (CO-OP) and Conductive Education (CE) approaches on motor skills, activity limitation and participation restrictions in children with Down Syndrome (DS). Twelve children were randomly assigned into two groups. Twelve-week CO-OP or CE intervention (period-1) followed by a 12-week washout period. Same interventions were crossed over for another 12 weeks (period-2). The Performance Quality Rating Scale (PQRS), Canadian Occupational Performance Measure (COPM) and the Bruininks Oseretsky Test of Motor Proficiency Second Edition-Brief Form (BOT2-BF) were used for outcome measurements. CO-OP was effective in the improvement of task-specific activity performance, while both approaches have similar effects on the improvement of perceived performance, satisfaction, and motor skills performance.

There is a training protocol called 'FIFA 11+' recommended by the International Football Associations Association (FIFA) and the Turkish Football Federation (TFF) to football teams. This protocol is defined as a warm-up program used to prevent injuries in athletes. This program includes 3 parts. The first part consists of running exercises, the second part consists of exercises that improve strength, balance, muscle control and trunk stabilization, and the third part consists of advanced running exercises. The aim of this research is to determine the effect of the FIFA 11+ training program applied to young football players on selected parameters. In the U14 league category, 19 male football players who played licensed in an amateur football team (Age: 13.8 ± 0.05 years; Height: 167.25 ± 0.06 cm; Body weight: 57.59 ± 12.3 years) kg) participated voluntarily. Height and body weight measurement, 10-minute warm-up run and 20 m sprint test were performed on the athletes, respectively, on the 1st day. On the second day, a 10-minute warm-up run, reach and vertical jump tests were performed, respectively. After the applied tests, the athletes were randomly divided into two groups as experimental and control groups. Control group athletes applied the dynamic warm-up program determined in their routine training programs, and experimental group athletes applied the FIFA 11+ training program 2 days a week for 6 weeks in addition to their routine training programs. At the end of the 6th week, the previous measurements were made in the same way and the study was terminated. Shapiro-Wilk and T tests were used in the analysis of the data. According to the research findings; It was determined that the FIFA 11+ training program applied to the football players had a statistically significant effect on the jumping and flexibility performances of the athletes (p<0.05). In addition, it was determined that the program applied had an effect on the other performance parameters of the athletes, but this was not at a significant level (p>0.05). As a result; It is recommended that the FIFA 11+ training program applied to football players should be included in the training programs in order to contribute to the jumping and flexibility performances of the athletes.

Preschoolers demonstrate rapid growth in motor, cognitive, and socioemotional (SE) skills. The "Early Childhood Longitude Study--Birth Cohort" was used to investigate the discrepancy in fine motor, gross motor, cognitive, and SE skills between children with and without disabilities. Findings indicated that, compared with typically developing children (TDC), children with disabilities (CWD) have (a) significant discrepancies in preschool and kindergarten among these skills, (b) an increased discrepancy in fine motor and cognitive skills from preschool to kindergarten, (c) the largest gaps in gross motor skills at preschool and kindergarten, and (d) no significant change in SE gaps from preschool to kindergarten. The findings provide evidence to support the discrepancies in motor, cognitive, and SE skills between CWD and TDC that occur as early as preschool, and that these discrepancies are not getting smaller as children enter kindergarten.

Practical classes are critical instructional activities in facilitating learning and motivation in health sciences education. With increasing pedagogical activities being conducted in virtual or remote settings, this study assessed how a remote practical assisted by physiological monitoring smartphone applications impacted student motivation and the achievement of intended learning outcomes in exercise physiology teaching. A total of 24 students (out of 30; 80%) were surveyed via a mixed-methods questionnaire containing 27 closed-ended, and 3 the traditional in-class practical in randomized order. Unpaired Student's t tests were performed for comparisons between interventions with a significance level set at P < 0.05. Students reported that both remote and in-class practicals strongly facilitated the achievement of learning outcomes. Self-reported scores for student satisfaction and perceived achievement of learning outcomes were similar between the two practical methodologies. Student motivation scores assessed using the Lab Motivation Scale revealed that students were more motivated during the remote practical, particularly in the effort domain (P < 0.05). This was in line with the identified themes from the qualitative responses that indicated that the remote practical was more engaging than the in-person practical, with greater opportunities for experiential learning and class involvement being the main factors underlying these findings. Taken together, remote practicals can be critical aspects of a blended learning curriculum that encourages student engagement and experiential learning. With further advancements in physiological monitoring wearables and smartphone technologies, remote practicals can be potential alternatives to traditional in-person practicals in exercise physiology teaching.

Computational thinking (CT) is an important 21st-century skill. This paper aims at more useful CT assessment. Available evaluation instruments are reviewed; two generally accepted CT evaluation tools are selected for a comprehensive CT assessment: the CTt, a performance test, and the CTS, a self-assessment instrument. The sample comprises 202 high school students from German-speaking Switzerland. Concerning the CTt, Rasch-scalability is demonstrated. Utilizing the approach of the PISA studies, proficiency levels are formed that comprise tasks with specific characteristics that students are systematically able to master. This could help teachers to offer individual support to their students. In terms of the CTS, the original version is refined using confirmatory factor and measurement-invariance analysis. A latent profile analysis yielded four profiles, two of which are of particular interest. One profile comprises students with, on the one hand, moderate to high creative thinking ability, cooperativity, and critical thinking skills and, on the other hand, low algorithmic thinking ability. The second remarkable profile consists of students with particularly low cooperativity. Based on these strength and weakness profiles, teachers could offer support tailored to student needs.

Purpose: This study aims to study the impact of the eight-week high-intensity interval training implemented by the national track and field team on some motor skills by gender. Technique and method: The study involves 17 male and 16 female athletes ages 18 to 26 who currently pursue an active sports life in the Turkish national cross-country teams. The anaerobic strength, agility, vertical and horizontal jump values, and sprint skills of the athletes in the study were measured. Findings: Through statistical assessment, it was found that while there was a significant increase in the Wingate test, it was not significant in terms of gender. It was also found that while significant decreases took place in the right-foot jump, left-foot jump, right-foot vertical jump, left-foot vertical jump, double-foot vertical jump, Illinois agility test, and sprint test values, there were no significant differences based on gender. Conclusion: The study suggests that an eight-week high-intensity interval training boosts the anaerobic capacities of young female and male national cross country athletes and improve performance parameters such as jump and vertical jump performance, agility, and sprint.

An abundance of empirical evidence indicates that spatial ability is significantly correlated with educational performance in science, technology, engineering, and mathematics (STEM) fields. Previous studies have explored the relationship between spatial ability and science achievement in adults. However, the relationship between spatial ability and science achievement in children at different stages of learning remains unclear. This study examined how the relationship between spatial ability and science achievement differed by grade. A total of 29, 524 students, including 17, 378 fourth graders (boys = 9022, girls = 8365, mean age = 9.78) and 12, 137 eighth graders (boys =6294, girls = 5843, mean age =13.73), were selected from the Qingdao Basic Education Quality Assessment database using cluster random sampling. Participants were recruited to complete two basic cognitive processing tasks (three-dimensional mental rotation and nonverbal matrix reasoning), two self-report scales (multiple intelligence and learning persistence), and a curriculum-based science achievement assessment. The study demonstrated that spatial ability and science achievement are closely related in Chinese children. That this relationship was evident in every instance tested shows a certain stability. The relationship was stronger in eighth-grade students than in fourth-grade students, even after controlling for reasoning ability (measured via non-verbal matrix reasoning) and learning persistence. The relationship between spatial ability and science achievement over time depends on how spatial ability is assessed, either through self-reports or cognitive-based tests. This indicates that in children, as they advance in grade and science courses become more difficult, spatial abilities play an increasingly important role in science learning.

Background: Acute and late toxicities in patients treated with (chemo)radiotherapy for head and neck cancer (HNC) is common and can negatively impact quality of life and performance. Performance status instruments measure the functional ability to perform daily life activities and are important tools in the oncologic population. Aims: Since Dutch performance status scales for the HNC population are lacking, we conducted this study to translate the Performance Status Scale for Head and Neck Cancer Patients (PSS-HN) into Dutch (D-PSS-HN) and to validate this version. Methods & Procedures: The D-PSS-HN was translated into Dutch according to the internationally described cross-cultural adaptation process. It was administered to HNC patients and together with the Functional Oral Intake Scale completed by a speech and language pathologist at five different time points during the first 5 weeks of (chemo)radiotherapy. Patients were asked each time to complete the Functional Assessment of Cancer Therapy and the Swallowing Quality of Life Questionnaire. Pearson correlation coefficients were used to calculate convergent and discriminant validity and the evolution of D-PSS-HN scores was assessed by means of linear mixed models. Outcomes & Results: A total of 35 patients were recruited and > 98% of the clinician-rated scales were completed. Convergent and discriminant validity were demonstrated, with all correlations r[subscript s] between 0.467 and 0.819, and between 0.132 and 0.256, respectively. The subscales of the D-PSS-HN are sensitive to detect changes through time. Conclusion & Implications: The D-PSS-HN is a valid and reliable instrument to assess performance status in patients with HNC treated with (chemo)radiotherapy. It is a useful tool to measure HNC patients' current diet level and functional abilities to perform daily life activities.

When humans begin learning new motor skills, they typically display early rapid performance improvements. It is not well understood how knowledge acquired during this early skill learning period generalizes to new, related skills. Here, we addressed this question by investigating factors influencing generalization of early learning from a skill A to a different, but related skill B. Early skill generalization was tested over four experiments (N = 2095). Subjects successively learned two related motor sequence skills (skills A and B) over different practice schedules. Skill A and B sequences shared ordinal (i.e., matching keypress locations), transitional (i.e., ordered keypress pairs), parsing rule (i.e., distinct sequence events like repeated keypresses that can be used as a breakpoint for segmenting the sequence into smaller units) structures, or possessed no structure similarities. Results showed generalization for shared parsing rule structure between skills A and B after only a single 10-second practice trial of skill A. Manipulating the initial practice exposure to skill A (1 to 12 trials) and inter-practice rest interval (0-30 s) between skills A and B had no impact on parsing rule structure generalization. Furthermore, this generalization was not explained by stronger sensorimotor mapping between individual keypress actions and their symbolic representations. In contrast, learning from skill A did not generalize to skill B during early learning when the sequences shared only ordinal or transitional structure features. These results document sequence structure that can be very rapidly generalized during initial learning to facilitate generalization of skill.

This study (a) examined the associations among different performance metrics derived from different strategies (i.e., maximum and average scores) and trials from product-oriented measures of motor skills, and (b) explored how different performance metrics from product-oriented assessments of motor skills change in young children with typical development. Children (N = 279; 156 girls; M[subscript age] = 4.44 years) completed a battery of product-oriented assessments for throwing (in meters per second, five trials); kicking (in meters per second, five trials); jumping (in centimeters, five trials); running (in meters per second, two trials); and hopping (in meters per second, four trials--two preferred foot, two nonpreferred foot). A total of 36 performance metrics were derived--throw (n = 7), kick (n = 7), jump (n = 7), run (n = 4), and hop (n = 11). Intraclass correlations examined reliability among performance metrics for each skill; linear mixed models examined whether variations changed across early childhood. There was excellent reliability among all performance metrics for each skill (all ICC > 0.90). Linear mixed models revealed that children's motor performance improved for two metrics of the throw, five variations of the jump, and three metrics of the hop (all p < 0.05). Researchers should be aware that some performance metrics from product-oriented assessments (e.g., maximum and average of three or five trials) are highly related and change, whereas others do not.

The aim of this study is to determine the most usable of the three most commonly used tests for male and female athletes, which are applied to determine the agility levels of athletes according to sports branches in terms of their basic motor characteristics. The research group consists of a total of 72 volunteer students, 26 females and 46 males, who were studying at the Coaching Department at Bayburt University School of Physical Education and Sports. In the study, the Sit and Reach test, Takkei brand back and leg dynamometer, 20-meter speed test, T-test which is one of the agility tests, the 505 test and Illinois tests were used. In the analysis of the data obtained in the study, descriptive statistics and normality analysis were performed by SPSS 25.0 program. In order to determine the relationship between motoric properties and agility test values Bivariate-Pearson Correlation test was applied. 0.05 was determined as the level of significance. In the study, a negative correlation was found between women's leg strength and T-test, and flexibility values and the 505 test, while a positive correlation was found between the speed values and the Illinois test. And statistically significant and positive correlations were found between men's leg strength and Illinois test, and speed values and T-test. In addition, a negative relationship was found between Illinois test and flexibility values although it is not significant. The study showed that while agility test is preferred; T-test should be preferred for branches requiring strength, Illinois test should be preferred for branches requiring speed and 505 test for branches requiring flexibility in women. For men, T-test should be preferred in branches that require speed, and Illinois test should be preferred in branches that require flexibility. In addition, it shows that the Illinois test should not be preferred in the branches requiring force.

The purpose of the present study was to examine: a. the development of primary school students' motor coordination (MC) within three years, b. gender as a crucial factor of this development, c. the relationship between MC and Body Mass Index (BMI). Students' performances as well as the BMI of 20 boys and 22 girls were measured throughout a three-year period. Students' MC was evaluated with Körperkoordination Test für Kinder (KTK) a test with four subtests in order to evaluate Motor Coordination (MC) of 5-14-year-old children. Results indicated that: a. the MC increased during the two first years of program b. that there was a negative correlation between BMI and KTK results/every year: Increases in BMI were correlated with decreases in a rating of KTK results/every year c. there was a statistically significant interaction between motor coordination and BMS. From the analysis of the results and the discussion that followed we came to the following conclusions: a. the participation in organized physical activities could help students who were at the first and second class to improve-develop their motor coordination, b. the increase in body mass index had a negative impact on the size of children's knee joints, c. the body mass index can successfully predict the extent of the knee joint and the gender of the boys contributed to this prediction.

The aim of this study is to investigate the effect of twelve-week service training on self-confidence in racquet sports. The universe of the study consists of the secondary schools in the province of Van, and the sample consists of 60 students from 10 to 14 years of age in Hasan Ali Yücel Secondary School in Van and TOBB Secondary School. Self-Concept Scale developed by "Piers-Harris" (1984) and adapted to Turkish Öner (1996) to evaluate their self-confidence before and after the study. In evaluating the performances, Dewitt-Dugan Tennis Test, Target Service Test, French-Stalter Badminton Service tests were applied. After the normality test was done, Independent-Sample T test was used for binary independent variables and paired-sample T test for dependent groups. The effect of self-confidence on the hit was tested by regression analysis. Significance level (p ? 0.05) was evaluated. When the finding of the study were examined, no change was observed between pre-test and post-test of the control group, while significant changes were observed between pre-test and post-test of the experimental group. As a result of this study, that can be said that 12-week service training positively affect self-confidence of rackets sports athletes.

The purpose of this study is to examine the relationship between core stability and some performance parameters in 14-16 age group male long distance runners and football players. 15 male long distance runners and 15 male football players with an average whose height measured ranged from 172.400 ± 7.3513 cm participated in the study. Core stability was determined by plank test and performance values were measured by using tests such as; 30 m speed running, pro-agility, long jump and 60 s shuttle pull. Descriptive and paired-sample t tests were used to compare core stability and performance values. When it is analysed according to football and athletics branches, it is seen that there is no significant difference between the branches in terms of height, body weight, BMI (Body Mass Index), plank and shuttle numbers they can pull in 60 seconds (p < 0.05). However, it was found that 30 m speed running time, standing long jump distance and pro-agility test values showed a significant difference in favour of athletics (p < 0.01).

The aim of this paper was to examine the selected physical and motoric characteristics of students with mild intellectual disabilities. The total number of the participants was 119 (54 females and 65 males) and the mean age was 10.78 ± 1.88 years. Height, weight, body mass index (BMI), body fat percentage, and body fat mass scores were collected to determine the physical characteristics. Handgrip strength, vertical jump, standing long jump, flexibility, and 20 m speed running tests were performed to determine the motoric characteristics. The data were analyzed using IBM SPSS 22 package program. Descriptive statistical methods were used in the evaluation of the data. The male students performed better than the female students in all motor performance tests except the flexibility test. The older students performed better, as in the previous studies. Most of the students in the study were found to have a low or normal body mass index. However, according to the literature, children with special needs tend to be overweight and obese due to sedentary lifestyle. One reason for this difference might be a small sample size. Other reasons could be different socio-economic backgrounds and different extracurricular physical activity habits.

The aim of this study was to examine the physical and selected performance characteristics of 9-week High-Intensity Interval Training (HIIT) on sedentary university students. Participants were separated two groups as HIIT and control group (CG). HIIT group applied training 3 times a week for 9 weeks. CG was not applied any training. Before and after HIIT training program, the subjects were applied to age, height, body weight (BW), body mass index (BMI) tests for physical parameters and standing long jump (SLJ), vertical jump (VJ), 10-20 m sprint, T agility test (TAT), star excursion balance test (SEBT), running-based anaerobic sprint test (RAST) for performance parameters. Multiple analysis of variance (MANOVA) was used to analyze of inter-group, intra group and the effect of training in repeated measurements. Bonferroni test was used for Post Hoc comparisons; the significance level was accepted as 0.05. There was a significant difference in BW, BMI and all performance parameters in favor of HIIT group. HIIT provided effective development to physical and performance characteristics of university students.

The aim of this study was to determine the effects of a post activation potential application response in sprinting and change of direction performance. Fifteen physically active, healthy men (age 23.5±2.0 years, height 175.0±7.6 cm, body weight 72.2±8.5 kg, body fat 15.7±2.9 %) voluntarily participated in this study. Cross sectional research design with a single group (n=15) and repeated tests was used and applicants participated in sprint and pro-agility tests 8 minutes after the pre-conditioning (PC) with weight wests that corresponded 5% and 10% of their body weights in different days without pre-conditioning. For PC, 8 minutes before for each 30m sprint and pro-agility tests, they did a resisted running with a weight vest corresponding 5% and 10% of their body weights. Analysis shows that, sprint after PC activity as resistance running with %5 and %10 of body weight (p<0.05) and agility (p<0.05) data showed statistically significant difference. According to the results of Bonferroni post-hoc correction, 30m sprint test times, which were performed 8 minutes after the PC which includes a 30m sprint with weight vests corresponding to 5% of their body weight, showed an increase from control test times, 4.34±0.23 seconds to 4.40±0.24 seconds respectively. This 0.07 second increase is statistically significant (p<0.05). In our study, PAP effect being observed as negative, might be related with the lower body weight percentages of resisted running exercise which was selected for PAP.

The aim of this study was to define anaerobic powers of sub-elite level racket and futsal players playing at university teams and to make comparison whether there was a difference between two groups or not. 12 racket (age: 19.83±1.02 yr) and 10 futsal players (age: 20.80±0.91 yr), 22 male players in total, voluntarily took part in this study. Body composition, Wingate anaerobic power test (WAnT), vertical jump, Illinois agility, handgrip strength and isokinetic leg strength measurements of the participants were carried out. SPSS 22.0 was used for data analysis and "Independent Samples T test" was used for comparing the data. Relative peak power (RPP) was as 12.04 W/kg, 11.41 W/kg in racket and futsal players respectively, at WAnT. And for the strength test, isokinetic extensor strength was measured as 220.61 Nm, and 217.40 Nm, isokinetic flexor strength as 134.82 Nm and 126.28 Nm. Dominant (D) and non-dominant (ND) handgrip strength measurements of the participants were detected as 51.51 kg/f and 49.58 kg/f in racket sports players, as 43.42 kg/f and 41.37 kg/f in futsal players respectively. The difference between these variables was found statistically significant only at D (p = 0.009) and ND (p = 0.004), handgrip strength parameters, the difference in other variables was not found significant. As a consequence, although WAnT, handgrip and isokinetic leg strength of racket sports players were found higher than futsal players, only the difference between handgrip strengths was statistically significant. This result showed us that there was no statistical difference between anaerobic strength parameters of racket and futsal players except for handgrip strengths.

The objectives of this study are firstly to explore students' self-assessment on four language competence: linguistic, sociolinguistic competence, discourse competence, and strategic competences, secondly to find out whether there is any significant influence of students' length of language learning toward their self-assessment of communicative competences. The research was undertaken at undergraduate program at the university of Lampung. The results showed that communicative competence assessed by students has positive relationship to the score of their performance assessed by teachers. The current research succeeded in modifying students' self-assessment according to the communicative competence.

Assessing children's movement competence (MC) offers numerous benefits for academics, practitioners, clinicians and children, allowing individuals to meet children's developmental needs and improve their MC. Yet, there is concern that currently available assessment tools only provide a single plane (fundamental movement skills) perspective of a child's MC. The aim of this study was to elicit the expert opinion of a mixture of academics and practitioners from a variety of fields (research, education, sport, physiotherapy, athletic therapy) to design a tool to measure both the fundamental and functional movement skills of children aged 8-12. A three-round Delphi poll with an international panel of 17 academics (n = 8) and practitioners (n = 9) was conducted. The consensus was that the assessment should assess (a) object manipulation, (b) locomotor, and (c) stability MC and the assessment layout should be dynamic, incorporating a hybrid model of stations and a circuit. Expert consensus was that most skills were to be performed using the dominant and non-dominant side, with object manipulation skills assessed using process and product criteria. The consensus was also that the assessment should have varied 'layers' of marking criteria to cater for varying assessor expertise and have a series of 'add-on" elements to provide a more detailed evaluation should it be needed. These findings present the foundation and content validity of an assessment which takes a dualistic view of children's movement skills, that could be used across several environments (schools, sports clubs, clinical settings, etc.) and could be suitable for use with a large group of children.

This study explored whether Year 1 school children exposed to a 12-week classroom-based gross motor program progressed differently than Year 1 children undertaking their regular school program in motor proficiency, mathematics, and reading outcomes. Fifty-five Australian Year 1 school children (25 boys, 30 girls, mean age 6.77 ± 0.40 years) were exposed to either (i) their normal school program (Class N) or (ii) a 12-week program comprised of gross motor circuits and physically active: a) reading lessons (Class R) or b) mathematics lessons (Class M). Motor proficiency and academic performance in mathematics and reading were assessed using the Bruininks-Oseretsky Test of Motor Proficiency (2nd Edition) and the Wechsler Individual Achievement Test--2nd Edition--Australian Standardised Edition, respectively. Differences in outcomes between classes following the 12-week program were assessed. Mean change scores for the mathematics composite were significantly greater for participants in Class R (9.61 ± 5.62, p = 0.001) and Class M (7.57 ± 5.79, p = 0.019) than for participants in Class N (0.76 ± 8.00). Mean change scores for reading (11.54 ± 7.51, p = 0.017) and total motor composites (6.12 ± 5.07, p = 0.034) were also significantly greater for participants in Class M than Class N (4.47 ± 3.50 and 0.82 ± 4.38 respectively). A 12-week classroom-based gross motor program may be beneficial for motor skill development and learning in Year 1 school children. This pilot evaluation may usefully inform future experimental studies to further investigate whether classroom-based motor skill programs have a beneficial effect on motor proficiency and academic outcomes in children in the early years of primary school.

Behavioral flexibility--the ability to tailor motor actions to changing body-environment relations--is critical for functional movement. Navigating the everyday environment requires the ability to generate a wide repertoire of actions, select the appropriate action for the current situation, and implement it quickly and accurately. We used a new, adjustable barrier paradigm to assess flexibility of motor actions in 20 17-month-old (eight girls, 12 boys) and 14 13-month-old (seven girls, eight boys) walking infants and a comparative sample of 14 adults (eight women, six men). Most participants were White, non-Hispanic, and middle class. Participants navigated under barriers normalized to their standing height (overhead, eye, chest, hip, and knee heights). Decreases in barrier height required lower postures for passage. Every participant altered their initial walking posture according to barrier height for every trial, and all but two 13-month-olds found solutions for passage. Compared to infants, adults displayed a wider variety of strategies (squat-walking, half-kneeling, etc.), found more appropriate solutions based on barrier height (ducked at eye height and low crawled at knee height), and implemented their solutions more quickly (within 4 s) and accurately (without bumping their heads against the barrier). Infants frequently crawled even when the barrier height did not warrant a low posture, displayed multiple postural shifts prior to passage and thus took longer to go, and often bumped their heads. Infants' improvements were related to age and walking experience. Thus, development of flexibility likely involves the contributions of multiple domains--motor, perception, and cognition--that facilitate strategy selection and implementation.

One of the most widely used Olympic weightlifting derivatives, hang snatch and clean, is believed to be one of the most effective ways to improve the performance of athletes in sports that require power, strength, and speed. This study was conducted to investigate the effects of split-style hang snatch, and clean and jerk training (twice a week for 6 wk) on leg stiffness, vertical jump, agility, and sprint performance in volleyball players. The participants (n=34 collegiate female volleyball players) were randomized into training (n=17, age=15.63±1.3 years, height=166.05±5.7 cm, body weight=63.45±2.97 kg) and control groups (n=17, age=15.23±1.83 years, height=167.46±5.69 cm, body weight=60.46±4.14 kg). The variables included spike jump, counter movement jump, time to 5-m sprint and 20-m sprint, change of direction, and leg stiffness. The effects of split-style hang snatch and clean and jerk training on the measured variables were assessed by magnitude-based inferences. Generally, the increases in the measured variables were higher in the training group. The probability of an increase in leg stiffness was very likely (precision, 98.9%, d=0.722); 5-m sprint increase very likely (99.7%, d=-1.544); 20-m sprint increase very likely (99.9%, d=-0.774); and the probability of increase in change of direction was found to be likely, (85.4%, d=-0.385). The increases in countermovement jump were insignificant. We conclude that split hang snatch and clean and jerk exercises improve leg stiffness, spike jump, time to 5-m and 20-m sprint, and change of direction in female volleyball players.

The aim of this study was to evaluate the effects of an 8 weeks neuromuscular training program (NTP) on motoric and selected basketball skills in pre-pubescent male basketball players. Twenty-four male basketball players were divided into two homogeneous groups according to pre-test results; an intervention group (n = 12, age = 10.6 ± 0.75 years) and a control group (n = 12, age = 10.8 ± 0.68 years). All players trained together as a team; however, the intervention group participated in an 8 weeks NTP two times per week, while the control group followed their regular basketball training system as guided by their coach. Motoric skills were assessed according to the results of an agility t-test, 20 meters sprint, and tests of back strength, vertical jump, standing long jump, sit and reach, and standing stork balance. Basketball skills were assessed according to shooting and dribbling tests. Significant differences were found only in vertical jump and flexibility in the control group (p<0.05), whereas significant differences were found in all motoric and shooting skills in the intervention group (p<0.05). In addition, according to pre-test and post-test analysis of variance (ANOVA) results of the motoric and basketball skill scores of the groups, significant differences revealed in favor of the intervention group in agility, back strength, long jump, flexibility, and balance (p<0.05). The present study demonstrated the significant effects of NTP, which focused on motoric and shooting skills in pre-pubescent male basketball players.

The parkour is a physical activity that contains special technique applications and requires a great number of jumps. The purpose of this study was to investigate the effects of 8-week strength training on the jump heights of the traceurs (parkour practitioners). A total of 12 traceurs, including 6 individuals as the control group and 6 individuals as the strength group, were included in the study. The control group was provided with parkour training sessions twice a week, and the other group provided with both strength and parkour training sessions twice a week. Each participant's vertical jumps were recorded with the high-speed camera in the validated My Jump 2 application. The mean age of the traceurs control group was 19±.89 years, 173.67±4.63 cm, body mass 66.5±5.32 kg; experimental group was 19.5±1.05 years, 175.83±8.86 cm, and body mass 67.67±7.20 kg. Also according to the results, it can be said that a significant increase was observed in countermovement jump (CMJ) vertical jump heights (p=0.028) of the study group at the end of the 8-week strength trainings compared to the control group and that the strength training provided a positive contribution to vertical jump heights. On the other hand, there was no significant difference (p=0.075) in the control group. At the same time, the CMJ height values of the participants who performed strength training increased 4.97±0.09%. Learning of the vertical jump heights, which is an important parameter for successful performance in traceurs, can enable the coaches and athletes to prepare a better training program.

Motor skills are considered important for children's physical, social, and psychological development. Pre-school age seems to be decisive for the development of motor skills. Our study's aim was to investigate the effect of 12 weeks game education on the motor development of pre-school children aged 4 to 6 years. In the research, experimental method pre-test / post-test and control group design was used. In this study, a total of 30 boys and 30 girls were enrolled. The research consisted of a total of 60 children who were studying in pre-school and were selected via random sampling model. In order to collect data, 12 weeks game education was conducted on participants. Motor Performance test protocol, developed by Morris, Atwater Williams and Willmore in 1980, was used on both experiment and control group children, in order to measure their motor performance before and after 12-weeks game education. Average and standard deviation values were calculated for the data collected. Children's throwing, catching, long jump, vertical jump, running, and stopping skills were measured. Mean and standard deviations of the data obtained in the study were taken. A statistically significant difference was found between the experimental and control groups in terms of post-test. A statistically significant difference was found in the experimental group pre-test and post-test comparisons. In these comparisons, the post-test values were found to be higher than the pre-test values. According to the results of the research, it is necessary to apply more long-term applications to increase the positive effect of 12-Weeks basic game education at the levels of motor development in children aged 4 to 6 years old.

The aim of this study is to reveal the effect of long term adapted game aided physical education intervention program conducted on an individual with ASD and to conserve the achieved skills. The participant was fourteen years old during study and was fifteen years old when research was completed. The study took 15 months in total including 12 months of implementation process and 3 months of interval before retention test conducted on the participant. The Short Form of 2nd version of Bruininks-Oseretsky Motor Proficiency Test (BOT-2 SF) was used as a measuring set. Obtained data were evaluated graphically. According to the obtained data, we determined a development but BOT-2 SF started in different periods in 8 sub-dimensions under the title of fine and gross motor skills. When permanency test was obtained after an interval of 3 months for examined intervention program, it was clear that all skills except power sub-dimension were conserved. There was a decrease in a certain amount only in power sub-dimension. In the light of all these consequences, we can say that even though it is late, adapted intervention programs conducted on the individuals with ASD affect motor skill levels positively and it can be said that this development will be effective in increasing life quality of the individuals with ASD.

Tennis is a sports branch with a lot of coordinated properties. The physical, physiological and motoric properties of the athlete are at optimum level, which influences the stroke performance positively. The aim of this study is to investigate the relationship between biomotoric properties and Hewitt test performance in 13-15 years old tennis players. 10 healthy female tennis players (age: 14.00±1.05 years, height: 158.60±3.69 cm, weight: 53.57±5.22 kg, experience: 3.40±1.58 years) who played in Pamukkale University tennis club participated in this study voluntarily. In anthropometric measurements height, body weight, leg lengths and dominant hand were recorded. Left and right hand grip, countermovement and squat jumps test, flexibility, standing long jump, static and dynamic balance, star test, Wall Catch coordination test and Hewitt performance test were applied to the tennis players. In the statistical analysis of the data, descriptive analyzes of all test performance characteristics of the tennis players were calculated as mean and standard deviation. The relationships between biomotoric properties and Hewitt test performance were evaluated using Pearson Product Moment Correlation analysis. The statistical significance was set at p<0.05. Statistically significant correlation was found between Hewitt test (groundstroke performance) and Wall Catch coordination test (r= 0.865; p<0.01). There was no significant correlation between Hewitt test and leg lengths, dominant hand, left-right foot dynamic balance, standing long jump, flexibility, jump performance, left and right hand grip and star tests (p>0.05). As a result, the use of tests with similar movements special to tennis in evaluating the athlete's performance can accurately reflect the athlete's test values.

Purpose: The objective of the presented pilot study was to test the applicability of a metric to specifically measure performance improvement via a hands-on workshop about collaborative robotics. Design/methodology/approach: Candidates interested in acquiring basic practical skills in working with a collaborative robot completed a distance learning exercise in preparation for a hands-on training workshop. The candidates executed a test before and after the workshop for recording the parameters compiled in the tested performance index (PI). Findings: The results reflected the potential of the tested PI for applications in detecting improvement in practical skill acquisition and revealed potential opportunities for integrating additional performance factors. Research limitations/implications: The low number of candidates available limited in-depth analyses of the learning outcomes. Practical implications: The study outcomes provide the basis for follow-up projects with larger cohorts of candidates and control groups in order to expedite the development of technology-assisted performance measurements. Social implications: The study contributes to research on performance improvement and prediction of learning outcomes, which is imperative to this emerging field in learning analytics. Originality/value: The development of the presented PI addresses a scientific gap in learning analytics, i.e. the objective measurement of performance improvement and prediction along skill-intensive training courses. This paper presents an improved version of the PI, which was published at the 12th Conference on Learning Factories, Singapore, April 2022.

Giftedness is usually conceived of in trait-like terms. But it often is expressed in the world in state-like terms--in response to challenging but often unpredictable situations where it is unclear who will rise to the challenges or even how we could know in advance who would be able to address the challenges at hand. Whereas traits tend to be stable, long term, and somewhat predictable in their manifestations, states tend to be unstable, often short term, and frequently unpredictable in the ways they manifest themselves. This article introduces the concept of state-giftedness. Because state-giftedness is not easily identifiable, everyone needs to be taught how to respond to the unexpected and unpredictable situations that will be consequential for their and others' lives. Because of the unpredictability, these will be situations for which a ready repertoire of responses is neither available nor easily constructed.

The aim of this study was to explore the relationships between autism severity, motor performance, independence in daily living skills and quality of life in adolescents with autism spectrum disorder (ASD). The study included 31 participants, aged 13-18 years. Evaluations were made with the Gilliam Autistic Disorders Rating Scale-2 (GARS-2), Bruininks-Oseretsky Test of Motor Proficiency-2 Short Form (BOT-2-SF), Functional Independence Measure (WeeFIM II), and Pediatric Quality of Life Inventory (PedsQL). Motor performance of the participants was determined as below average according to the norms of BOT-2 SF, and were negatively correlated with GARS-2 at a moderate level (r = -0.61, p < 0.001), and a moderate negative correlation was determined between GARS-2 and WeeFIM II (r = -0.65, p < 0.001) and PedsQL (r = -0.61, p < 0.001). Independence in daily living skills (DLS) and autism severity were found to be significant predictors of PedsQL (R[superscript 2] = 0.463, p < 0.05). Motor impairment still appears to be a missing piece of the puzzle for this age group. Promoting motor skill acquisition and independence could be a key factor in preventing the deterioration of physical health and improving quality of life in adolescents with ASD.

Background: This pilot study aimed to explore the impact of visual, auditory and vestibular dysfunctions on the postural balance performance in adults with intellectual disabilities. Additionally, a comparison was made between the subjects with intellectual disabilities and a control group concerning static and dynamic balance tasks. Method: Thirty adults with intellectual disabilities and 25 control subjects received a postural balance assessment. Additionally, the experimental group was subjected to a visual, auditory and vestibular screening. Results: The experimental group performed significantly worse and/or showed more sway compared to the control group for all balance tasks (p < 0.01) except the timed up and go test. Within the experimental group, a significant positive correlation (r[subscript s](24) = 0.513, p = 0.007) was observed between the number of failed sensory screening items and the number of failed balance tasks. Conclusions: These findings suggest significant involvement of peripheral sensorial deficits in the balance problems that people with intellectual disabilities often experience.

The prevailing hypothesis for observed post-rest motor reaction time improvements is offline consolidation. In the present study, we present evidence for an alternate account involving the accrual and dissipation of reactive inhibition. Four groups of participants (N = 159) performed a finger-tapping task involving either massed (30 s per trial) or spaced (10 s per trial) training, and with one of two break intervals between each trial: 10 s or 30 s. After 360 s of training in each group, there was a 300 s rest period followed by a final test on the same task. The results show that the smaller the ratio of break time to on-task trial time during training, the larger the improvement in reaction time after the rest period. Those results are fully consistent with a model that assumes no facilitating offline consolidation, but rather learning that is concurrent with performance and reactive inhibition that builds during performance and dissipates during breaks.

The present study investigated the effects of the taekwondo training given to the children on their strength-agility and body coordination levels. Participants were 42 school children who are 7 to 10 years old. They were divided into the girls' experimental (n = 9, X = 9.34±1.22 years, height = 134.44±12.77 cm, body weight = 34.16±12.04 kg, BMI [Body Mass Index] = 18.42±3.98 (kg/m[superscript 2]) and control (n= 8, X= 8.60±1.17 years, height = 129.12±9.52 cm, body weight = 31.01±7.85 kg, BMI = 18.29±2.31 (kg/m2 ) groups; and boys' experimental (n= 13, X= 9.05±0.78 years, height = 135.23±6.95 cm, body weight = 32.81±7.46 kg, BMI = 17.77±2.99 (kg/m2 ) and control (n= 12, X= 9.06±1.03 years, height = 132.16±9.62 cm, body weight = 29.95±7.45 kg, BMI = 16.94±2.43 (kg/m [superscript 2]) groups. The experimental groups of both boys and girls took a standardised group exercise program led by the taekwondo coaches, which lasted for three times a week in 12 weeks, while control groups of both boys and girls did not take any trainig. The bilateral coordination, balance, running speed-agility and strength of subtests of the Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2) were employed before and after training. The results indicated that a statistically significant difference was found between strength & agility post-test values in girls. When the time interaction experimental and control groups of boys and girls were examined, a statistically significant difference was found between body coordination and strength-agility values. It was concluded that a 12-week taekwondo training given to the children in the 7-10 age group has increased the body coordination and strength-agility levels of the girls and boys.

The ability of change of direction quickly, in other words agility, and short distance sprinting speed are two of the most important performance components for football referees. The tests used by FIFA and UEFA such as Cooper Test, Yo-Yo Intermittent Test, 40 × 75 m tests do not include testing the agility skills of the referees. However, especially the field referees changing their activities constantly. Otherwise, the short distance sprinting is another important factor to well positioning of the football referees. Especially, the assistant referees frequently performs short sprints to follow the offside line. For these reasons, we have compared 5 m, 10 m, 30 m sprint tests, T-Test, Arrowhead Agility Test and Illinois Agility Test scores of the football referees working in Ankara (City referees). All referees performed sprint tests twice and performed the agility tests one time. All tests have shown normal distribution frequencies. Our results showed that all of the six tests have shown positive correlations between (P<0,01). Additively, it could be said that the agility skill has a relationship with short distance sprinting because of the referees who showed better sprint performances were also found to have higher agility scores. Consequently, each of the 5 m, 10 m, 30 m, T-Test, Arrowhead and Illinois Agility Test could be used to assess the performance of the referees.

The football referees perform many actions as jogging, running, sprinting, side steps and backward steps during a football match. Further, the football referees change match activities every 5-6 seconds. Many tests are being conducted to determine the physical levels and competences of football referees like 50 m running, 200 m running, 12 minutes Cooper test, 6 × 40 m etc. All of these tests include straight runnings dominantly. However, the football is not completely full of straight runnings. Quickness, turning skills and changing direction speed namely agility is the crucial for referees to maintain well positioning during match. For this reason, we have modified the classical T-Test for referees by addition side steps, quick turnings and backward steps to test agility skills and their speed. And we compared the T-Test scores with 10 meters and 30 meters sprint tests scores of 74 male referees (Ankara, Turkey) who regularly participating in trainings and regularly refereeing in matches. All referees performed 10 meters and 30 meters sprint tests twice and we recorded the best sprint times. The referees performed the T-Test one time. All three tests have shown normal distribution frequencies. Our results showed a significant correlation between all of three tests; 10 meters and 30 meters (r = 0,660; P < 0,01), 10 meters and T-Test (r = 0,226; P < 0,01), 30 meters and T-Test (r = 0,269; P < 0,01). These results showed that, T-Test scores will be usable to determine 10 meters and 30 meters sprint level of the referees and additionally, T-Test could also give information about levels of other crucial skills for referees as agility. In conclusion, our data showed that the modified T-Test for referees could be used for testing each of the running speed and agility skills of the soccer referees.

This study was carried out in order to compare certain physical fitness parameters of young basketball and football players. Basketball players, who are playing in U16 league (n=12), and football players playing in U17 league (n=10) participated in the study voluntarily. Groups were separated into two as the basketball group (BG) and the football group (FG). BG has a body weight mean of 74.13±7.26 kg, a height mean of 187.50±7.03 cm, and an age mean of 16. FG has a body weight mean of 68.0±7.95 kg, a height mean of 178.4±5.31 cm, and an age mean of 17. Participants were applied performance tests, which are composed of sit and reach test, leg strength, hand grip strength, flexibility, 20 m sprint, and flamingo balance test among physical fitness parameters. Data obtained were analysed using SPSS 19.0 package program, and Mann Whitney U test was used to compare two groups. While there was no meaningful difference between strength and flexibility values (p>0.05), a meaningful difference occurred in favour of FG in 20 m speed test (p<0.05). As a result, the difference that occurred in speed only makes us think that height and body weight in basketball players can impact speed and agility negatively compared to football players.

The purpose of this study is to examine the relationship between six-minute walk test and muscle pain, muscle strength in visually disabled people. The study includes 50 visually disabled people, aged between 17, 21 ± 5,3. Participants were classified into three categories according to their degree of vision (B1, B2, B3). All participants were administered to six-minute walk test, muscle test and muscle pain threshold test. In B2 and B3 group there is significant moderate correlation between the walk distance and muscles. There were significant differences in pain threshold of quadriceps, pain threshold of hamstring and pain threshold of tibialis anterior among the groups. The data were evaluated using IBM SPSS Statistics 23.0 package software, and the level of significance was taken as p < 0.005. When the visually disabled people were classified according to their visual degree, it was noticed that visual area is important while walking. Muscle power is thought to be effective in walking ability. The muscles of the legs, backs and buttocks act as they walk and allow them to stay in balance. In addition to the muscular strength, people with muscle pain do not want to continue walking because they are feeling pain in their muscles as they walk. As a result, if we want to increase walking distance, which is an important part of daily life activities of visually impaired individuals, an exercise program should be organized to strengthen muscle groups that are effective in walking and to rehabilitate painful muscles.

The aim of this study was to investigate the effect of skiing on the biomotoric characteristics of children with evaluating tests of girls between the ages of eight and 14 before and after the season. The experimental group of this study was 15 girls who had just started skiing and the control group of 30 girls. In total, 45 volunteers joined the study. To follow the development of the children in the study, the Bruininks biomotoric-Oseretsky proficiency testing of engines, Second Edition Short Form (BOT 2 brief) test: Fine Motor Precision, Fine Motor Integration, Manual Dexterity, Bilateral Coordination, Balance, Running Speed and Agility, Upper-Limb Coordination, and Strength was used and total scores were measured. All measurements observed changes in the first test by applying the latest testing methods. The Windows SPSS 17.0 statistical package program was used to analyze the data with Independent-Sample t-test to find the differences between the groups. Statistically meaningful levels resulted as p< 0.05 and p< 0.001. No meaningful differences were found in the comparison of the motoric features of the girls who ski and those who do not in their pre-test. A meaningful difference was found in fine motor skills, fine motor accord and total score after ski training. Ski training contributed to the fine motor skills, fine motor accord and total score of the girls.