scholarly journals Motor coordination and its implications on teaching tennis to three to six-year-old children

2021 ◽  
Vol 29 (85) ◽  
pp. 31-33
Author(s):  
Caio Cortela ◽  
Layla Maria Campos Aburachid ◽  
Pablo Juan Greco
Keyword(s):  
Decision Making ◽  
General Education ◽  
Implicit Learning ◽  
Motor Coordination ◽  
Develop Technique

The practice of coordinative exercises contributes not only to develop technique but also to improve decision-making quality during the game. This study presents practical possibilities to stimulate motor coordination applied to three to six-year-old children during tennis classes. The methodological proposals of the Ball School and Universal Sport Initiation focus on a general education of the individuals and defend the so-called “playing to learn” and “learning while playing”. This way, implicit learning is stimulated considering the perception of children and the conditions/restrictions of the tasks performed during practice.  

scholarly journals International Perspectives on Understanding and Improving Teachers’ Data-Based Instruction and Decision Making: Introduction to the Special Series

2021 ◽  
Vol 54 (4) ◽  
pp. 239-242
Author(s):  
Christine A. Espin ◽  
Natalie Förster ◽  
Suzanne E. Mol
Keyword(s):  
Decision Making ◽  
General Education ◽  
International Perspective ◽  
Series Data ◽  
Instructional Decision Making ◽  
Special Series ◽  
Use Of Data ◽  
International Perspectives ◽  
Based Instruction ◽  
Instructional Decision

This article serves as an introduction to the special series, Data-Based Instruction and Decision-Making: An International Perspective. In this series, we bring together international researchers from both special and general education to address teachers’ use (or non-use) of data for instructional decision making. Via this special series, we aim to increase understanding of the challenges involved in teachers’ data-based instructional decision making for students with or at-risk for learning disabilities, and to further the development of approaches for improving teachers’ ability to plan, adjust, and adapt instruction in response to data.

scholarly journals Enhanced Visual Feedback Using Immersive VR Affects Decision Making Regarding Hand Use With a Simulated Impaired Limb

2021 ◽  
Vol 15 ◽  
Author(s):  
Naoko Sakabe ◽  
Samirah Altukhaim ◽  
Yoshikatsu Hayashi ◽  
Takeshi Sakurada ◽  
Shiro Yano ◽  
...  
Keyword(s):  
Decision Making ◽  
Visual Feedback ◽  
Upper Limb ◽  
Positive Reinforcement ◽  
Motor Coordination ◽  
Negative Impact ◽  
Dominant Hand ◽  
Long Term Effects ◽  
Upper Limb Function ◽  
Feedback Enhancement

The long-term effects of impairment have a negative impact on the quality of life of stroke patients in terms of not using the affected limb even after some recovery (i.e., learned non-use). Immersive virtual reality (IVR) has been introduced as a new approach for the treatment of stroke rehabilitation. We propose an IVR-based therapeutic approach to incorporate positive reinforcement components in motor coordination as opposed to constraint-induced movement therapy (CIMT). This study aimed to investigate the effect of IVR-reinforced physical therapy that incorporates positive reinforcement components in motor coordination. To simulate affected upper limb function loss in patients, a wrist weight was attached to the dominant hand of participant. Participants were asked to choose their right or left hand to reach toward a randomly allocated target. The movement of the virtual image of the upper limb was reinforced by visual feedback to participants, that is, the participants perceived their motor coordination as if their upper limb was moving to a greater degree than what was occurring in everyday life. We found that the use of the simulated affected limb was increased after the visual feedback enhancement intervention, and importantly, the effect was maintained even after gradual withdrawal of the visual amplification. The results suggest that positive reinforcement within the IVR could induce an effect on decision making in hand usage.

Response to Intervention

Education ◽  
2013 ◽  
Author(s):  
Amy Eppolito ◽  
Kathryn White ◽  
Janette Klingner
Keyword(s):  
Decision Making ◽  
Special Education ◽  
Learning Disabilities ◽  
Response To Intervention ◽  
General Education ◽  
Progress Monitoring ◽  
The United States ◽  
Data Driven ◽  
Data Driven Decision Making ◽  
Rti Model

Response to intervention (RTI) is a comprehensive, systematic approach to teaching and learning designed to monitor academic and behavioral progress for all students, provide early interventions of increasing intensity to struggling learners, and potentially identify learners with more significant learning disabilities. The model is implemented with multitiered instruction, intervention, and assessment. The key components of the RTI model include (1) high-quality instruction matched to the needs of students, (2) evidence-based interventions of increasing intensity, (3) ongoing progress monitoring, and (4) data-driven decision making. Components of the model, such as data-driven decision making and multitiered instruction, have been studied for the past few decades, but the model as an integrated whole has been developed more recently. One catalyst for increased research and interest in RTI has been a change in federal legislation in the United States. The most recent reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA) in 2004 permits the RTI model to be implemented as an alternative means to identify students with learning disabilities (LDs). These amendments to IDEA stipulate that the RTI process may be used to determine if a child is responding to research-based instruction and intervention as part of the special education evaluation process. Although driven by special education policy, RTI has been lauded as an instructional model that can improve general education overall and for special populations. However, critiques of the model argue that it has been implemented with limited research, resources, and funding and may not be valid for identifying LDs. Some experts question the psychometric validity of the model and promote using multiple forms of assessment, including more traditional standardized psycho-educational tests, in combination with RTI when evaluating students for possible LDs.

scholarly journals Beyond IQ: A latent state-trait analysis of general intelligence, dynamic decision making, and implicit learning

Intelligence ◽  
2011 ◽  
Vol 39 (5) ◽  
pp. 323-334 ◽  
Author(s):  
Daniel Danner ◽  
Dirk Hagemann ◽  
Andrea Schankin ◽  
Marieke Hager ◽  
Joachim Funke
Keyword(s):  
Decision Making ◽  
Implicit Learning ◽  
Dynamic Decision Making ◽  
General Intelligence ◽  
Trait Analysis

scholarly journals Changing places, changing tracks: Inter-school mobility among Czech secondary students

2020 ◽  
Vol 11 (1) ◽  
pp. 83-105 ◽  
Author(s):  
Dominik Dvořák ◽  
Petr Meyer ◽  
Silvie R. Kučerová ◽  
Jan Vyhnálek ◽  
Ondřej Šmíd
Keyword(s):  
Decision Making ◽  
School Choice ◽  
General Education ◽  
Secondary Students ◽  
School Change ◽  
Geographical Information ◽  
School Mobility ◽  
Upper Secondary ◽  
Complex Scheme ◽  
Student Transfers

AbstractMost of the literature on student between-track mobility or school choice examines decision making in comprehensive systems or in tracked general education schools. In this article we present data on inter-school mobility (transfers) of upper secondary students in a differentiated educational system with academic, professional and vocational tiers and with a complex scheme of programmes and qualifications. This study is based on administrative microdata from the Czech school register merged with databases containing geographical information. We performed an explorative analysis of 4,533 events of school change with focus on the spatial aspects of VET student transfers. The preliminary results confirm the usefulness of this approach in studying the role school distance plays in programme and school choice.

scholarly journals Self-Regulation Students’ Online Learning Behavior in General Education Courses of University of Phayao

2021 ◽  
Vol 16 (14) ◽  
pp. 269
Author(s):  
Narin Nonthamand ◽  
Narissara Suaklay
Keyword(s):  
Decision Making ◽  
Online Learning ◽  
General Education ◽  
Online Courses ◽  
Self Regulation ◽  
Stepwise Multiple Regression ◽  
Online Course ◽  
Learning Behavior ◽  
General Education Courses ◽  
Education Courses

This research were aimed 1) to survey the self-regulation behavior among of University of Phayao students 2) to survey the online learning behavior among of University of Phayao students and 3) to study factors on self-regulation that has an influence on an online learning. Sample Group con-sisted of 450 students who enroll general education course of an online courses. The research tool was questionnaire forms about self-regulation in an online course and online learning behavior. The statistics were used to an-alyse the data as follows: mean (M), standard deviation (S.D.), and Stepwise Multiple Regression Analysis. The result found that 1) the students’ behavior on self-regulation was mainly on decision making (M = 3.89) 2) the students’ online learning be-havior was mainly on learner aspect (M = 3.88) and 3) the factors that sup-port students’ online learning behavior consisting of self-observation factor, decision making factor and self-regulation factor. The percentage was 39.90, and shown the raw score and standard score was found from this formula online learning behavior = 0.822 + 0.423 (self-reaction) + 0.183 (self-observation) + 0.141 (decision making) Z online learning behavior = 0.377 Z self-reaction + 0.169 Z self-observation + 0.137 Z decision making

scholarly journals Effects of Teaching Games on Decision Making and Skill Execution: A Systematic Review and Meta-Analysis

2020 ◽  
Vol 17 (2) ◽  
pp. 505 ◽  
Author(s):  
Manuel Tomás Abad Robles ◽  
Daniel Collado-Mateo ◽  
Carlos Fernández-Espínola ◽  
Estefanía Castillo Viera ◽  
Francisco Javier Giménez Fuentes-Guerra
Keyword(s):  
Systematic Review ◽  
Decision Making ◽  
Effect Size ◽  
Meta Analysis ◽  
Management Style ◽  
Teaching Games For Understanding ◽  
Tactical Knowledge ◽  
Present Systematic Review ◽  
Develop Technique

The question of how games should be taught is still a controversial subject. There has been a growing number of studies on teaching games and coaching sports since the first publication of Bunker and Thorpe on Teaching Games for Understanding (TGfU). In this sense, the present systematic review and meta-analysis aimed to systematically review the scientific literature about the effects of technical and tactical approach interventions on skill execution and decision making, and to examine the influence of the teacher/coach management style. A systematic literature search was carried out in accordance with PRISMA guidelines in Web of Science (WOS), PubMed (Medline), Scopus, and SportDiscus electronic databases. A total of seven and six studies were deemed to meet the inclusion criteria for decision making and skill execution, respectively. Meta-analysis results showed that tactical interventions achieved significant improvements in decision making (effect size = 0.89 with 95% confidence interval (CI) from 0.12 to 1.65), but they did not show significant improvements in skill execution (effect size = 0.89 with 95% CI from −0.45 to 2.23) compared to technical approaches. However, the heterogeneity of interventions was large and the quality of evidence was low according to GRADE. In conclusion, tactical approaches are recommended to teach games and sports in order to develop technique, understanding, tactical knowledge, and decision making, which are demanded in game play. These findings could be useful for teachers and coaches to improve these aspects of their players and students.

The Role of Action in Implicit Learning

1991 ◽  
Vol 43 (4) ◽  
pp. 881-906 ◽  
Author(s):  
Dianne C. Berry
Keyword(s):  
Decision Making ◽  
Beneficial Effect ◽  
Implicit Learning ◽  
Physical Interaction ◽  
Sugar Production ◽  
Control Performance ◽  
Stages Of Learning ◽  
Interaction Component ◽  
Observation Period

This study looks at whether or not a crucial role is played by the learner's own actions in tasks known to give rise to implicit learning. Experiment 1 shows that experience of watching another person controlling Berry and Broadbent's (1984) sugar production and person interaction tasks has no effect on subsequent control performance. Experiment 2 demonstrates that this lack of effect of observing is limited to tasks where the underlying relationship is not obvious or salient. In Experiment 3 the length of the observation period is doubled, but this still has no beneficial effect on subsequent control performance. Experiments 4 and 5 address the question of what it is about controlling itself that leads to learning. They examine whether it is the decision-making component or the physical interaction component that is important. The results emphasize the importance of the role of action in learning to control these tasks. They show that decision must be tied to action in order to be maximally effective, at least in the early stages of learning.

scholarly journals Hry a jejich využití v tréninku (především dětí)

2016 ◽  
Vol 10 (2) ◽  
pp. 140-148
Author(s):  
Tomáš Perič ◽  
Zuzana Dragounová
Keyword(s):  
Decision Making ◽  
Implicit Learning ◽  
Human Existence ◽  
Flow State ◽  
Sports Training ◽  
Decision Making Processes

The play is an integral part of human existence. It brings an important educational and socialization significance in children age. We define principle of playing in children sports training, whose fundamental aspects are: implicit learning and flow state. Games can be used in practice as a method of development of certain activities and the contents are divided into four thematic groups: 1) skills games (learning of the new skills, or application already learned skill), 2) abilities games, 3) decision-making processes in competitive situations games, 4) cooperation games.

Sign in / Sign up

Export Citation Format

Share Document