Training strategies for the improvement of NATO Level 2 results for English Functional Level exams in the armed forces

Background: As NATO (North Atlantic Treaty Organization) countries participate in many international missions and joint operations around the world, NATO considered it a necessity for personnel to be able to communicate in a common language. Therefore, one of the main tasks of the NATO multinational setting is the teaching and the assessment of languages. Consequently, there is a need for personnel to achieve the Standard Language Profiles (SLP). Each NATO country must develop SLP exams to achieve the required levels based on NATO STANAG (Standard agreement) 6001. If the examinees do not achieve those levels and the global results are unsatisfactory, NATO members can be affected by a reduction of financial support or the assignment to NATO postings. This study aimed to create a training strategies proposal (TSP) for personnel to achieve NATO L2. Methods: The study consisted of four separate studies: 1) Preliminary survey/interview of military personnel about NATO L2 training; 2) gathering data from NATO L2 exams after normal training; 3) gathering of data from NATO L2 exams after the TSP had been implemented; 4) Post-training survey. Data was collected from examinees over a period of six months or one year, using mixed data collection methods: surveys, interviews, and exam results. Results: A total of 50 examinees took part in the study. Results showed that the number of examinees who passed the NATO L2 increased after going through the TSP. Conclusions: The results show that the TSP, using newer methodologies and different techniques, improved NATO L2 results. The outcomes of this study will help to inform future training and education programs.

Metacognitive and Metaemotional Training Strategies through the Nine-layer Pyramid Model of Emotional Intelligence

Emotional intelligence constitutes an important 21st century skill that impacts positively several areas of everyday life. It contains competencies that enhance the ability of other significant skills for self-development. The main purpose of this study is to present the way we can develop and improve our emotional intelligence based on the pyramid model and its nine layers. To achieve this goal, the paper seeks to address the following question: What are the metacognitive and metaemotional skills and strategies that can play a key role in developing, enhancing and improving emotional intelligence?Extensive reference is made to the skills that involved in each layer and have been identified as necessary and should be cultivated by the individual leading gradually to the higher levels of self-actualization and transcendence. Furthermore, we suggest some strategies in each layer that work auxiliary and supportive for the cultivation of the specific skills.Metacognitive and metaemotional skills and strategies are necessary to conquer the levels of emotional intelligence and to apply in a variety of contexts with the aim of developing emotional intelligence and self-improvement.

Using instance hardness measures in curriculum learning

Curriculum learning consists of training strategies for machine learning techniques in which the easiest observations are presented first, progressing into more difficult cases as training proceeds. For assembling the curriculum, it is necessary to order the observations a dataset has according to their difficulty. This work investigates how instance hardness measures, which can be used to assess the difficulty level of each observation in a dataset from different perspectives, can be used to assemble a curriculum. Experiments with four CIFAR-100 sub-problems have demonstrated the feasibility of using the instance hardness measures, the main advantage is on convergence speed and some datasets accuracy gains can also be verified.

Comparisons and Intercorrelations of Physical Performance Variables of Operational Preparedness in Special Operations Forces

ABSTRACT Introduction Marine Forces Special Operations Command (MARSOC) deploys teams of operators (OP) and enablers (EN) to accomplish special operations missions. OP and EN are required to train and deploy together to accomplish these missions; however, they have different training and selection pipelines. Advanced strength and conditioning training strategies are applied to both OP and EN to enhance physical preparedness; however, it is unclear how the selection pipeline of these two personnel types affects overall physical preparedness and the relationships between performance variables. The purpose of this study is to gain a greater understanding of the relationships of a wide array of physical preparedness variables in OP and EN in an effort to streamline testing and training strategies. Materials and Methods For this study, 155 male (82 OP, 73 EN) MARSOC personnel (age: 29.5 ± 4.9 years, mass: 87.9 ± 11.1 kg, height: 1.79 ± 0.07 m) completed a physical preparedness assessment that included a DEXA assessment of body composition (BF%), 27.4 m sprint (30 yd), countermovement jump (VJ), 5–10–5 pro-agility (Agility), medicine ball toss (UBP), isometric mid-thigh pull (IMTP), and a 30 second (AnC) and 5 minute (AC) non-motorized treadmill run. Independent samples t tests, Mann–Whitney U tests, and Spearman’s Rank correlations were used to compare variables between OP and EN. Results OP demonstrated greater VJ, UBP, IMTP, AnC, and AC (P < 0.05); and significantly lower BF% and agility time (P < 0.05). Measurements of mass, height, body mass index, and 30 yd were not significantly different (P > 0.05). Weak to moderate correlations were seen between anthropometric and performance variables. OP and EN demonstrated similar correlations for most performance and anthropometric variables. Conclusions These results suggest that MARSOC OP demonstrate better physical preparedness over EN, while similar trends are observed between performance variables. Tests with moderate to high correlations may be removed from the protocol to account for testing time constraints. Height, weight, and BF% variables are poorly correlated with performance, particularly in OP, questioning their value in physical performance assessments in this population.

High-Intensity Conditioning for Combat Athletes: Practical Recommendations

Combat sports have been practiced for millennia and today are predominant sports at the Olympic games, with international organizations that host world, continental and national championships at amateur standard. There are also an increasing number of professional combat sports with global audiences. The growing popularity of professional combat sports and their importance at the Olympic games have led to an increase in scientific studies that characterize the physical, physiological, nutritional, biomechanical and training strategies of combat sports athletes. These studies characterize combat sports as high-intensity sports which require training strategies to develop the high-intensity capabilities of athletes. Therefore, the aim of this article is to (i) summarize the physiological demands of combat sports; (ii) present the primary considerations required to program high-intensity conditioning for athletes; (iii) define and present key high-intensity conditioning methods; and (iv) provide guidance for scientists and coaches to help prepare athletes under common but differing circumstances.