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The paper explores a management consulting and organizational development intervention focused on employing new and innovative approaches to diversity training for police and law enforcement organizations through real-world interventions that explore human stories, connections, and dialogues as tools for understanding and change. The outcome of this approach is a more dynamic, productive, and constructive way to have more impactful and transformative organizational development and employee discussions, interventions, and training on diversity, inclusion, and cultural competence in law enforcement and all complex organizations. The intent of this discussion is not to reconstitute academic theory, but to influence the world of practice in a way that supports social change, because when applied, community-based research is important and relevant.

Study purpose. This study aimed to investigate the relationship between physiological reactivity and sprint paddling performance among elite athletes, focusing on cardiorespiratory responses, metabolic efficiency, and energy utilization patterns. Materials and methods. A group of N = 20 elite sprint paddlers from various regions in India was meticulously selected for this study. Detailed assessments of cardiorespiratory responses, metabolic efficiency, and energy utilization patterns were conducted using standardized protocols and cutting-edge measurement techniques. Individual differences among athletes were carefully documented. Results. The study revealed a remarkable homogeneity among the athletes, reflecting stringent training standards. However, intriguing individual differences emerged, particularly in cardiorespiratory reactivity. Athletes with swift neural responses and adept metabolic acidosis adaptation showcased enhanced overall performance, indicating the critical role of the nervous system and efficient respiratory mechanisms in optimizing paddlers' capabilities. Analysis of CO2 emissions and lactate concentrations indicated a balanced energy utilization pattern and optimal anaerobic metabolism and respiratory responses. Balancing anaerobic alactate and lactate capacities emerged as pivotal. Conclusions. The findings underscore the need for targeted training programs that leverage individual differences, enhance neural adaptations, and metabolic acidosis tolerance, and optimize energy pathways. These transformative insights offer coaches, sports scientists, and athletes valuable tools to elevate performance outcomes. The study enriches our understanding of sprint paddling and serves as a paradigm for studying elite athletic performance, guiding the future of sports science and coaching. Future research avenues include exploring the long-term impact of tailored training interventions, investigating molecular mechanisms of cardiorespiratory reactivity, and studying psychological aspects of athletic performance. Comparative studies across diverse sports disciplines promise universal insights into elite athletic performance. [ABSTRACT FROM AUTHOR]

Present paper aims to extend the legitimacy of social cognition theory in the context of e‐learning by examining the relationship between metacognition and critical thinking. In addition, we test the moderating effect of internet self‐efficacy. We contextualize this study to e‐learning as digital medium has become the new normal in post‐Covid era. A sample set of 357 management professionals who have participated in e‐learning recently was obtained, and collected data were analyzed using regression analysis. Our analysis confirms that metacognition is positively associated to critical thinking. The findings establish the need to provide management professionals with tools to develop metacognition as it promotes critical thinking prowess in the context of e‐learning. [ABSTRACT FROM AUTHOR]

Study purpose. This study aimed to investigate the relationship between physiological reactivity and sprint paddling performance among elite athletes, focusing on cardiorespiratory responses, metabolic efficiency, and energy utilization patterns. Materials and methods. A group of N= 20 elite sprint paddlers from various regions in India was meticulously selected for this study. Detailed assessments of cardiorespiratory responses, metabolic efficiency, and energy utilization patterns were conducted using standardized protocols and cutting-edge measurement techniques. Individual differences among athletes were carefully documented. Results. The study revealed a remarkable homogeneity among the athletes, reflecting stringent training standards. However, intriguing individual differences emerged, particularly in cardiorespiratory reactivity. Athletes with swift neural responses and adept metabolic acidosis adaptation showcased enhanced overall performance, indicating the critical role of the nervous system and efficient respiratory mechanisms in optimizing paddlers’ capabilities. Analysis of CO2 emissions and lactate concentrations indicated a balanced energy utilization pattern and optimal anaerobic metabolism and respiratory responses. Balancing anaerobic alactate and lactate capacities emerged as pivotal. Conclusions. The findings underscore the need for targeted training programs that leverage individual differences, enhance neural adaptations, and metabolic acidosis tolerance, and optimize energy pathways. These transformative insights offer coaches, sports scientists, and athletes valuable tools to elevate performance outcomes. The study enriches our understanding of sprint paddling and serves as a paradigm for studying elite athletic performance, guiding the future of sports science and coaching. Future research avenues include exploring the long-term impact of tailored training interventions, investigating molecular mechanisms of cardiorespiratory reactivity, and studying psychological aspects of athletic performance. Comparative studies across diverse sports disciplines promise universal insights into elite athletic performance.

Achilles tendon stiffness determines calf muscle functioning during functional activities. However, contrasting evidence was found in studies comparing Achilles tendon stiffness in older and younger adults. Therefore, this systematic review compares Achilles tendon stiffness and elastic modulus in older and younger adults and reviews functional implications. Studies revealed by systematic bibliographic searches were included if healthy older adults were investigated, and if Achilles tendon stiffness was measured using ultrasound and dynamometry. Meta-analyses were performed to compare Achilles tendon stiffness and elastic modulus in older and younger adults. Achilles tendon stiffness (weighted standardized mean difference = 1.40, 95% confidence intervals [0.42–2.38]) and elastic modulus (weighted standardized mean difference = 1.74, 95% confidence intervals [0.99–2.49]) were decreased in older compared with younger adults. Decreased Achilles tendon stiffness was related to walking performance and balance. Possibly, decreased Achilles tendon stiffness is caused by altered elastic modulus in older adults. Training interventions increasing Achilles tendon stiffness could improve functional capacity. [ABSTRACT FROM AUTHOR]

Health disparities faced by transgender people are partly explained by barriers to trans-inclusive healthcare, which in turn are linked to a lack of transgender health education in medical school curricula. We carried out a theory-driven systematic review with the aim to (1) provide an overview of key characteristics of training initiatives and pedagogical features, and (2) analyze barriers and facilitators to implementing this training in medical education. We used queer theory to contextualize our findings. We searched the PubMed/Ovid MEDLINE database (October 2009 to December 2021) for original studies that reported on transgender content within medical schools and residency programs (N = 46). We performed a thematic analysis to identify training characteristics, pedagogical features, barriers and facilitators. Most training consisted of single-session interventions, with varying modes of delivery. Most interventions were facilitated by instructors with a range of professional experience and half covered general LGBT+-content. Thematic analysis highlighted barriers including lack of educational materials, lack of faculty expertise, time/costs constraints, and challenges in recruiting and compensating transgender guest speakers. Facilitators included scaffolding learning throughout the curriculum, drawing on expertise of transgender people and engaging learners in skills-based training. Sustainable implementation of transgender-health objectives in medical education faces persistent institutional barriers. These barriers are rooted in normative biases inherent to biomedical knowledge production, and an understanding of categories of sex and gender as uncomplicated. Medical schools should facilitate trans-inclusive educational strategies to combat transgender-health inequities, which should include a critical stance toward binary conceptualizations of sex and gender throughout the curriculum. [ABSTRACT FROM AUTHOR]

Objective: There is growing evidence that people with mild dementia can benefit from using tablets and apps. Due to their cognitive decline, people with dementia need support in learning how to use these devices. The objective of this review was to identify which training interventions work best to help people with mild dementia (re)learn how to use technologies, including handheld touchscreen devices. Because the uptake of these devices in people with dementia is quite new, training interventions for the use of other technologies were also included, such as technologies assisting people in Instrumental Activities of Daily Living (IADL). Design: An electronic search was conducted in the following databases: PubMed, APA PsycInfo (EBSCO), and CINAHL (EBSCO). Themes discussed include the learning effects; training method (e.g. errorful (EF) and errorless (EL) learning); training intensity and setting; technology task type; dementia type and severity; and study design and outcome measures. Results: In total, 16 studies were included. All studies reported positive learning effects and improved task performance in people with dementia, regardless of dementia severity, training intensity, setting, and the method used. Although the EL training method was successful more often than the EF training method, it would be inappropriate to conclude that the EL method is more effective, because the majority of studies only investigated EL training interventions with (multiple) single-case study designs. Conclusion: Future research should consider using more robust study designs, such as RCTs, to evaluate the effectiveness of training interventions for (re)learning technology-orientated tasks, including operating handheld touchscreen devices. [ABSTRACT FROM AUTHOR]

Cognitive biases can adversely affect human judgment and decision making and should therefore preferably be mitigated, so that we can achieve our goals as effectively as possible. Hence, numerous bias mitigation interventions have been developed and evaluated. However, to be effective in practical situations beyond laboratory conditions, the bias mitigation effects of these interventions should be retained over time and should transfer across contexts. This systematic review provides an overview of the literature on retention and transfer of bias mitigation interventions. A systematic search yielded 52 studies that were eligible for screening. At the end of the selection process, only 12 peer-reviewed studies remained that adequately studied retention over a period of at least 14 days (all 12 studies) or transfer to different tasks and contexts (one study). Eleven of the relevant studies investigated the effects of bias mitigation training using game- or video-based interventions. These 11 studies showed considerable overlap regarding the biases studied, kinds of interventions, and decision-making domains. Most of them indicated that gaming interventions were effective after the retention interval and that games were more effective than video interventions. The study that investigated transfer of bias mitigation training (next to retention) found indications of transfer across contexts. To be effective in practical circumstances, achieved effects of cognitive training should lead to enduring changes in the decision maker's behavior and should generalize toward other task domains or training contexts. Given the small number of overlapping studies, our main conclusion is that there is currently insufficient evidence that bias mitigation interventions will substantially help people to make better decisions in real life conditions. This is in line with recent theoretical insights about the “hard-wired” neural and evolutionary origin of cognitive biases.

Cognitive biases can adversely affect human judgment and decision making and should therefore preferably be mitigated, so that we can achieve our goals as effectively as possible. Hence, numerous bias mitigation interventions have been developed and evaluated. However, to be effective in practical situations beyond laboratory conditions, the bias mitigation effects of these interventions should be retained over time and should transfer across contexts. This systematic review provides an overview of the literature on retention and transfer of bias mitigation interventions. A systematic search yielded 52 studies that were eligible for screening. At the end of the selection process, only 12 peer-reviewed studies remained that adequately studied retention over a period of at least 14 days (all 12 studies) or transfer to different tasks and contexts (one study). Eleven of the relevant studies investigated the effects of bias mitigation training using game- or video-based interventions. These 11 studies showed considerable overlap regarding the biases studied, kinds of interventions, and decision-making domains. Most of them indicated that gaming interventions were effective after the retention interval and that games were more effective than video interventions. The study that investigated transfer of bias mitigation training (next to retention) found indications of transfer across contexts. To be effective in practical circumstances, achieved effects of cognitive training should lead to enduring changes in the decision maker's behavior and should generalize toward other task domains or training contexts. Given the small number of overlapping studies, our main conclusion is that there is currently insufficient evidence that bias mitigation interventions will substantially help people to make better decisions in real life conditions. This is in line with recent theoretical insights about the "hard-wired" neural and evolutionary origin of cognitive biases. [ABSTRACT FROM AUTHOR]

Objective (s): Unwanted pregnancies and sexual health problems, and consequently illicit abortions and sexually transmitted diseases, may also occur among adolescents. Therefore, in the present study, we investigated various interventions that were used in studies to prevent unwanted pregnancy among adolescents through a systematic review. Methods: An extensive literature search was conducted using the Google Scholar, Cochran Library, SID, Magiran, Web of Science, Scopus, Pubmed, e-learning databases on clinical trials conducted during 1990 and 2018. To evaluate the quality of the studies, the Cochran tools for RCT were used. Finally, 15 studies were selected for systematic review. Results: Overall, based on findings from the review of related articles, interventions to reduce unplanned pregnancies in adolescents were categorized as follows: (i) interventions focusing on contraceptive methods, (ii) interventions focusing on the impact of preventive training including health education, individual and group counseling and parent education, (iii) multiple interventions that included a combination of interventions focusing on promoting contraceptive methods and preventive training. Conclusion: Evidence provided by this ystematic reiew supports the use of educational and preventive interventions focusing on multiple interventions to reduce adolescent pregnancies, but there is a need for a proper framework, infrastructure, and resources for the success of these interventions.

Until today, thousands of young adults still dropout of school with no or low qualifications and experience difficulties in entering the labour market. The European Commission offers funding and opportunities for young adults to enter employability enhancing training, often organised under its flagship initiative 'The Youth Guarantee'. The aim of these programmes is to make young adults a work, training or educational offer within four months of their start into this initiative. In this paper, we critically explore the concept of employability and focus on the roles of both the young adults undergoing training interventions, but also of practitioners whose work is ideally embedded within the local context of the labour market and the economy. We were interested in the participation experiences by both groups to analyse the strengths and weaknesses of these programmes. Evidence from interviews demonstrated that learners and practitioners were generally satisfied with the interventions, although individualised support was preferred over group-based activities. Working with stakeholders was strongly recommended for this target group who tends to experience cumulative disadvantages. Long-term follow-up of participants' destinations will provide better evidence on the effectiveness of these programmes. [ABSTRACT FROM AUTHOR]

• Emotion-attention interactions impact many aspects of daily life. • These interactions involve interplays between affective and executive brain systems. • Individual differences (age, sex, personality) can modulate emotion and attention. • Maladaptive emotion-attention interactions are common in affective disorders. • Training and interventions can optimize emotion-attention interactions. Due to their ability to capture attention, emotional stimuli tend to benefit from enhanced perceptual processing, which can be helpful when such stimuli are task-relevant but hindering when they are task-irrelevant. Altered emotion-attention interactions have been associated with symptoms of affective disturbances, and emerging research focuses on improving emotion-attention interactions to prevent or treat affective disorders. In line with the Human Affectome Project's emphasis on linguistic components, we also analyzed the language used to describe attention-related aspects of emotion, and highlighted terms related to domains such as conscious awareness, motivational effects of attention, social attention, and emotion regulation. These terms were discussed within a broader review of available evidence regarding the neural correlates of (1) Emotion-Attention Interactions in Perception , (2) Emotion-Attention Interactions in Learning and Memory , (3) Individual Differences in Emotion-Attention Interactions , and (4) Training and Interventions to Optimize Emotion-Attention Interactions. This comprehensive approach enabled an integrative overview of the current knowledge regarding the mechanisms of emotion-attention interactions at multiple levels of analysis, and identification of emerging directions for future investigations. [ABSTRACT FROM AUTHOR]

Background: Although gender plays an important role in health, most healthcare providers lack knowledge in providing gender-sensitive care. Offering gender-sensitivity training for healthcare providers can help to address gender-based health inequalities. Method: A mixed-methods systematic review of gender-sensitivity training programmes or interventions for healthcare providers was undertaken to assess their outcomes and to document areas for future research. Comprehensive searches of seven international databases were conducted for peer-reviewed literature published between 1998 and 2018. Eligible studies included at least one outcome related to gender-sensitivity training for healthcare providers. Results: Twenty-nine studies met the inclusion criteria. Fourteen studies focused on gender-sensitivity in reducing gender bias towards men and women, and 15 studies focused on addressing the needs of lesbian, gay, bisexual and transgender (LGBT) patients. Thirty-seven percent of studies showed a significant improvement in gender-related knowledge, attitudes or practice after the training. Multiple training methods were used to teach gender-sensitive care. Common content of the training included learning sex/gender terminology, understanding gender issues and inequalities in health, stigma and discrimination and communication skills. The duration and frequency of interventions ranged considerably. Sex differences in training outcomes also occurred among the learners. Conclusion: Review findings highlight that although gender-sensitivity training for healthcare providers is increasing, there is insufficient evidence to determine its effectiveness. Additional, more rigorously designed studies are needed to assess the long-term implications on learner behaviours and practices, especially across a wide variety of healthcare providers. [ABSTRACT FROM AUTHOR]

Objective: We conducted a large (N = 216) multisite clinical trial of the Challenging Horizons Program (CHP)--a yearlong afterschool program that provides academic and interpersonal skills training for adolescents with attention-deficit/hyperactivity disorder. Intent-to-treat analyses suggest that, as predicted, the CHP resulted in significant reductions in problem behaviors and academic impairment when compared to community care. However, attendance in the CHP ranged from zero to 60 sessions, raising questions about optimal dosing. Method: To evaluate the impact of treatment compliance, compiler average causal effect modeling was used to compare participants who attended 80% or more of sessions to an estimate of outcomes for comparable control participants. Results: Treatment compilers exhibited medium to large benefits (ds = 0.56 to 2.00) in organization, disruptive behaviors, homework performance, and grades relative to comparable control estimates, with results persisting 6 months after treatment ended. However, compliance had little impact on social skills. Conclusions: Students most in need of treatment were most likely to comply, resulting in significant benefits in relation to comparable control participants who experienced deteriorating outcomes over time. Difficulties relating to doseresponse estimation and the potentially confounding influence of treatment acceptability, accessibility, and client motivation are discussed. [ABSTRACT FROM AUTHOR]

Training interventions are regarded as essential managerial strategies in various organizations. The present study investigated managerial interventions in training based on Deming model and their effectiveness to decrease the rate of unsafe behaviors of workers. It was a case study, conducted in a rolling industry and a descriptive- analytic research, done periodically during three years (2012-2015). It was tried to implement training programs based on the Deming cycle. To study the effectiveness of training interventions, safety performance indicators and standardized questionnaires were used. A comparison was also drawn between the rate of unsafe behaviors before and a year after applying the interventions. Sampling safety behavior was used to determine the rate of unsafe behaviors and such behaviors were investigated through checklists and random observations. The mean score of unsafe behaviors was 46%. The most and the least frequently occurred unsafe behaviors were failure to use earmuffs (14.5%) and throwing tools (0.02%) respectively. The results showed that applying interventions were influential in decreasing unsafe behaviors (31%, P=0.006). After interventions, obtained results of safety performance indicators and the status of training came to a desirable level. Findings also proved that training is one of the major cornerstones of improved safe behaviors. Therefore, it is important to hold regular training courses and establish an efficient training system in the workplace to develop safety purposes and professional health.

Background and purpose To assess the impact of a standardized delineation protocol and training interventions on PET/CT-based target volume delineation (TVD) in NSCLC in a multicenter setting. Material and methods Over a one-year period, 11 pairs, comprised each of a radiation oncologist and nuclear medicine physician with limited experience in PET/CT-based TVD for NSCLC from nine different countries took part in a training program through an International Atomic Energy Agency (IAEA) study (NCT02247713). Teams delineated gross tumor volume of the primary tumor, during and after training interventions, according to a provided delineation protocol. In-house developed software recorded the performed delineations, to allow visual inspection of strategies and to assess delineation accuracy. Results Following the first training, overall concordance indices for 3 repetitive cases increased from 0.57 ± 0.07 to 0.66 ± 0.07. The overall mean surface distance between observer and expert contours decreased from −0.40 ± 0.03 cm to −0.01 ± 0.33 cm. After further training overall concordance indices for another 3 repetitive cases further increased from 0.64 ± 0.06 to 0.80 ± 0.05 ( p = 0.01). Mean surface distances decreased from −0.34 ± 0.16 cm to −0.05 ± 0.20 cm ( p = 0.01). Conclusion Multiple training interventions improve PET/CT-based TVD delineation accuracy in NSCLC and reduce interobserver variation. [ABSTRACT FROM AUTHOR]

Training interventions are regarded as essential managerial strategies in various organizations. The present study investigated managerial interventions in training based on Deming model and their effectiveness to decrease the rate of unsafe behaviors of workers. It was a case study, conducted in a rolling industry and a descriptive-analytic research, done periodically during three years (2012-2015). It was tried to implement training programs based on the Deming cycle. To study the effectiveness of training interventions, safety performance indicators and standardized questionnaires were used. A comparison was also drawn between the rate of unsafe behaviors before and a year after applying the interventions. Sampling safety behavior was used to determine the rate of unsafe behaviors and such behaviors were investigated through checklists and random observations. The mean score of unsafe behaviors was 46%. The most and the least frequently occurred unsafe behaviors were failure to use earmuffs (14.5%) and throwing tools (0.02%) respectively. The results showed that applying interventions were influential in decreasing unsafe behaviors (31%, P=0.006). After interventions, obtained results of safety performance indicators and the status of training came to a desirable level. Findings also proved that training is one of the major cornerstones of improved safe behaviors. Therefore, it is important to hold regular training courses and establish an efficient training system in the workplace to develop safety purposes and professional health. [ABSTRACT FROM AUTHOR]

Attention-deficit/hyperactivity disorder (ADHD) is highly prevalent among adolescent clinical populations and associated with myriad deficits in school functioning. Yet, behavior therapists have few developmentally appropriate tools for addressing school problems in this group. This article introduces a behavioral protocol designed to fill the gap: Changing Academic Support in the Home for Adolescents With ADHD (CASH-AA). CASH-AA is a family-based intervention that targets home environment, adolescent skills, and family-school partnership characteristics in order to improve school performance. Protocol components are derived from three evidence-based approaches for adolescent behavior problems: family psychoeducation, clinical family interventions to heighten adolescent and caregiver motivation to change, and training interventions for homework planning and organization skills. CASH-AA contains four treatment modules: (1) Psychoeducation: ADHD and Academic Functioning; (2) Motivation and Preparation: Home Academic Environment; (3) Behavior Change: School Attendance and Homework Plan; (4) Collaboration: Therapist-Family-School Partnership. The protocol can be implemented as a stand-alone intervention for ADHD or an adjunct to other behavioral interventions for co-occurring disorders. Two case examples with markedly different treatment profiles are presented to illustrate the utility and flexibility of the protocol. [ABSTRACT FROM AUTHOR]

Developmental learning disorders affect many children, impairing their experience in the classroom and hindering many aspects of their life. Once a bleak sentence associated with life-long difficulties, several learning disorders can now be successfully alleviated, directly benefiting from promising interventions. In this review, we focus on two of the most prevalent learning disorders, dyslexia and attention-deficit/hyperactivity disorder (ADHD). Recent advances have refined our understanding of the specific neural networks that are altered in these disorders, yet questions remain regarding causal links between neural changes and behavioral improvements. After briefly reviewing the theoretical foundations of dyslexia and ADHD, we explore their distinct and shared characteristics, and discuss the comorbidity of the two disorders. We then examine current interventions, and consider the benefits of approaches that integrate remediation within other activities to encourage sustained motivation and improvements. Finally, we conclude with a reflection on the potential for remediation programs to be personalized by taking into account the specificities and demands of each individual. The effective remediation of learning disorders is critical to modern societies, especially considering the far-reaching ramifications of successful early interventions. [ABSTRACT FROM AUTHOR]

Developmental learning disorders affect many children, impairing their experience in the classroom and hindering many aspects of their life. Once a bleak sentence associated with life-long difficulties, several learning disorders can now be successfully alleviated, directly benefiting from promising interventions. In this review, we focus on two of the most prevalent learning disorders, dyslexia and ADHD. Recent advances have refined our understanding of the specific neural networks that are altered in these disorders, yet questions remain regarding causal links between neural changes and behavioral improvements. After briefly reviewing the theoretical foundations of dyslexia and ADHD, we explore their distinct and shared characteristics, and discuss the comorbidity of the two disorders. We then examine current interventions, and consider the benefits of approaches that integrate remediation within other activities to encourage sustained motivation and improvements. Finally, we conclude with a reflection on the potential for remediation programs to be personalized by taking into account the specificities and demands of each individual. The effective remediation of learning disorders is critical to modern societies, especially considering the far-reaching ramifications of successful early interventions. [ABSTRACT FROM AUTHOR]

Myers, NL, Sciascia, AD, Westgate, PM, Kibler, WB, and Uhl, TL. Increasing ball velocity in the overhead athlete: a metaanalysis of randomized controlled trials. J Strength Cond Res 29(10): 2964-2979, 2015—Overhead athletes routinely search for ways to improve sport performance, and one component of performance is ball velocity. The purpose of this meta-analysis was to investigate the effect of different strengthening interventions on ball and serve velocity. A comprehensive literature search with pre-set inclusion and exclusion criteria from 1970 to 2014 was conducted. Eligible studies were randomized control trials including the mean and SDs of both pretest and posttest ball velocities in both the experimental and the control groups. The outcome of interest was ball/serve velocity in baseball, tennis, or softball athletes. Level 2 evidence or higher was investigated to determine the effect different training interventions had on velocity. Pretest and posttest data were extracted to calculate Hedges's g effect sizes with 95% confidence intervals (CIs). Methodological qualities of the final 13 articles within the analysis were assessed using the Physiotherapy Evidence Database scale. The majority of the articles included in this analysis had an effect on velocity with the strongest effect sizes found in periodized training (Hedges's g = 3.445; 95% CI = 1.976-4.914). Six studies had CI that crossed zero, indicating that those specific interventions should be interpreted with caution. Consistent and high-quality evidence exists that specific resistance training interventions have an effect on velocity. These findings suggest that interventions consisting of isokinetic training, multimodal training, and periodization training are clinically beneficial at increasing velocity in the overhead athlete over different windows of time. [ABSTRACT FROM AUTHOR]

SKELETON IS A WINTER SPORT WHERE ATHLETES SLIDE A BOBSLEIGH TRACK HEAD FIRST ON A SLED. THE AIM OF THIS ARTICLE WAS TO IDENTIFY THE KEY PERFORMANCE INDICATORS TO OPTIMAL SKELETON PERFORMANCE. ONCE THESE ARE ESTABLISHED, THE STRENGTH AND CONDITIONING PROFESSIONAL CAN INTRODUCE TRAINING INTERVENTIONS AND TESTING BATTERIES TO IMPROVE AND QUANTIFY OPTIMAL ATHLETIC PERFORMANCE. METHODS THAT TARGET IMPROVEMENTS IN STRENGTH, POWER, AND ACCELERATION SHOULD BE CONSIDERED WHEN CRAFTING STRENGTH AND CONDITIONING PROGRAMS FOR SKELETON ATHLETES. FOR A VIDEO ABSTRACT OF THIS ARTICLE, SEE SUPPLEMENTAL DIGITAL CONTENT 1 (SEE VIDEO, HTTP:// LINKS.LWW.COM/SCJ/A152). [ABSTRACT FROM AUTHOR]

The article reports on research which was conducted to develop a method of/protocol for determining peak mechanical power output in a countermovement jump. Researchers were able to develop a protocol and concluded that their protocol should be used as the basis for future criterion measures using a force platform in jumping.

Orientation: Since the advent of democracy in 1994 numerous policies and programmes were put in place to address the imbalances of race and gender in the South African labour force. Research purpose: The aim of this study is to gauge the perceptions about existing barriers in the implementation of affirmative action (AA) training interventions at public hospitals in the Mpumalanga Province. Motivations for the study: The research conducted in this study provides valuable information which would enable the Mpumalanga health department and public hospital management to develop improved interventions associated with AA training interventions. Research design, approach and method: The population of the study consists of two groups of participants which are AA appointees and AA mentors. The study mixed qualitative and quantitative research methodological processes. Main findings: Results of this study show that there are differences in perceptions between Black respondents who believe that mentors should be held liable for the failure of the mentees and White respondents who disagreed. The findings suggest that employees are of the opinion that internal policy guidelines on the implementation of AA are not communicated to all employees. Practical implications: Public hospital management should articulate the purpose of AA interventions and its targets to both mentors and mentees and continuously review the implementation thereof. Contribution: The study contributes towards explaining the importance of training interventions that are useful for the success of AA appointees in their respective duties and also give account of barriers that are experienced by these appointees.

This article outlines the results of a qualitative study, which investigates the nature of training interventions needed for developing black micro entrepreneurial skills in the informal sector. As this is a qualitative study, an empirical survey was conducted by means of a series of in-depth interviews with ten black micro entrepreneurs. A control group was used to verify the results of the initial sample selected. Four main types of entrepreneurial skills were identified, namely personal, technical, business operations and management skills. A model is developed indicating which training interventions and methods could be used to upgrade black micro entrepreneurial skills. General guidelines are also provided as to how training could be used to facilitate the acquisition of these microentrepreneurial skills.

Although transfer of learning was among the very first issues addressed by early psychologists, the extant literature remains characterized by inconsistent measurement of transfer and significant variability in findings. This article presents a meta-analysis of 89 empirical studies that explore the impact of predictive factors (e.g., trainee characteristics, work environment, training interventions) on the transfer of training to different tasks and contexts. We also examine moderator effects of the relationships between these predictors and transfer. Results confirmed positive relationships between transfer and predictors such as cognitive ability, conscientiousness, motivation, and a supportive work environment. Several moderators had significant effects on transfer relationships, including the nature of the training objectives. Specifically, most predictor variables examined (e.g., motivation, work environment) had stronger relationships to transfer when the focus of training was on open (e.g., leadership development) as opposed to closed (e.g., computer software) skills. Other moderators related to the measurement of transfer also influenced transfer relationships, including situations in which transfer outcomes were obtained by the same source in the same measurement context--which consistently inflated transfer relationships. Findings are discussed in terms of their relevance for future research and training practice. [ABSTRACT FROM AUTHOR]

This paper summarizes the major conclusions of a four-year study designed to measure the intercultural and second language learning of more than 1300 US undergraduates enrolled at 61 programs abroad. Focusing on the central research question - whether US students learn effectively when left to their own devices while abroad, or whether students perform better when educators proactively intervene in their learning - the paper identifies a series of program design elements and learner characteristics that are significantly associated with gains in intercultural learning abroad. The Georgetown Consortium study provides significant evidence that most students benefit through enrolling in programs abroad that are intentionally designed to promote their intercultural learning (that is, programs that feature key design features that are strongly associated with student learning). In documenting important gender-based learning differences (as measured by the pre- and post-test Intercultural Development Inventory, the study's male students made no more progress in their intercultural learning than did control students at campuses back in the US, while female students did show significant gains), the study also argues that focusing intentionally on learning abroad is especially important for male students. [ABSTRACT FROM AUTHOR]

The article presents a study which investigates teamwork within the intensive care unit (ICU) using direct science and knowledge databases' web. It shows that the prototype framework that explains the performance of a team in the ICU has been developed through categories such as team coordination and team decision making. It is concluded that a teamwork's effectiveness is shown to be a crucial in providing optimal care to patients in the ICU.

Supportive measures and training interventions can improve the care of people with dementia and reduce the burden on informal caregivers, whose needs remain largely unmet. iSupport is an evidence-based online intervention developed by the World Health Organization to provide support and self-guided education to informal family caregivers of people with dementia. This qualitative study explored barriers and facilitators in the access and use of supportive measures for family caregivers of people with dementia living in Southern Switzerland (Ticino). We conducted five focus groups and explored experiences, beliefs, and attitudes toward seeking help (SH), and used thematic analysis to identify key themes. Participants (N = 13) reported a general reluctance to SH. We identified four main barriers to SH: high level of burden; sense of duty; fear of being misunderstood by others; and difficulty in reaching information. We also identified facilitators of help seeking behaviors and unveiled the need of caregivers to be assisted by a dementia case manager to facilitate access to support resources. Local services and interventions should be adapted to caregivers' needs and expectations, with the aim of facilitating the acceptance of, access to, and service integration of existing and future support measures, including iSupport.

This study aimed to analyze the effects of rules limitations in pass decisions during soccer tasks on physical and mental load reported by players. Participants were 40 semiprofessional Spanish soccer players ( M age = 22.40, SD = 2.25) from two male teams. Two training sessions with four tasks (same tasks with different score system: two maintaining ball possession games with goalkeepers, and two maintaining ball possession games) in counterbalanced order between teams were completed. To achieve a goal during limitation tasks, a minimum number of players had to participate in the passes before the goal. Internal (perceived effort and heart rate) and external physical load (distances), mental load (validated adaptation of the NASA-TXL) and fatigue (VASfatigue) were quantified. Paired t-test and magnitude-based inference were conducted. The results showed significantly higher mean speeds ( p < 0.01), effort perception ( p < 0.001), and mental fatigue (very likely positive) during possession games with restrictions. Additionally, performance satisfaction obtained significantly higher values with goalkeepers and pass restrictions (very likely positive). External physical load showed no significant differences between situations. The influence of mental fatigue on internal load and the complexity of the tasks could explain these results. Coaches can use this information to manipulate the training load in ecological conditions.

The main purpose of this systematic review and meta-analysis was to compare the effects of strength training (ST) and plyometric training (PT) on vertical jump, linear sprint and change of direction (COD) performance in female soccer players. A systematic search of the PubMed, Web of Science, Google Scholar and SportDiscus databases revealed 12 studies satisfying the inclusion criteria. The inverse-variance random-effects model for meta-analyses was used. Effect sizes (ES) were represented by the standardized mean difference and presented alongside 95% confidence intervals (CI). The magnitude of the main effect was small to moderate (vertical jump (ES 0.53 (95% CI-0.11, 0.95), Z = 2.47 ( p = 0.01); linear sprint (ES -0.66 (95% CI-2.03, -0.21), Z = 2.20 ( p = 0.03); COD (ES -0.36 (95% CI-0.68, -0.03), Z = 2.17 ( p = 0.03)). Subgroup analyses were performed (i.e., ST and PT duration, frequency, session duration and total number of sessions), revealing no significant subgroup differences ( p = 0.12-0.88). In conclusion, PT provides better benefits than ST to improve vertical jump, linear sprint and COD performance in female soccer players. However, significant limitations in the current literature prevent assured PT and ST prescription recommendations being made., Competing Interests: The authors declare no conflict of interest.