Quality of the Physical Education Teacher’s Instruction in the Perspective of Self-Determination

The teacher’s instructions in physical education class have important implications for the psychological well-being of their students. The aim of this study was to analyze, under the postulates of the Self-Determination Theory (SDT), a model with the following sequence: the perception of the quality of the instructions (task presentation, amount of corrective feedback, and its legitimate perception) generated by the physical education teacher, the satisfaction of the three basic psychological needs and the subjective vitality in young students. The participants were 890 students (462 males and 428 females) of primary level from the metropolitan area of Monterrey, Mexico, between ages 11 and 13 (M = 11.36; SD = 0.49). The structural equation modeling showed positive and significant associations in all model interrelations, that is, task presentation and the amount of corrective feedback (B = 0.88, p < 0.001), and this in turn with legitimate perception (B = 0.81, p < 0.001); the legitimate perception of feedback and the satisfaction of the need for autonomy, competence, and relatedness (B = 0.63, p < 0.001; B = 0.90, p < 0.001; B = 1.01, p < 0.001, respectively); finally, the satisfaction of the three psychological needs and the subjective vitality (B = 0.12, p < 0.01; B = 0.43, p < 0.001; B = 0.24, p < 0.001, respectively). Therefore, the importance of a quality task presentation, as well as providing corrective feedback based on support for autonomy, is evident, so that students perceive it legitimately and thus facilitate the satisfaction of their basic psychological needs and in consequence, indicators of psychological well-being such as subjective vitality.

A Novel Intraoperative Brain Mapping Integrated Task-Presentation Platform

BACKGROUND To be efficient, intraoperative task-presentation systems must accurately present various language and cognitive tasks to patients undergoing awake surgery, and record behavioral data without compromising convenience of surgery. OBJECTIVE To present an integrated brain mapping task-presentation system we developed and evaluate its effectiveness in intraoperative task presentation. METHODS The Brain Mapping Interactive Stimulation System (Brain MISS) is a flexible task presentation system that adjusts for patient comfort, needs of the surgeon, and operating team, with multivideo recording for patients’ behavior. A total of 48 patients from 3 centers underwent intraoperative language task test during awake brain surgery with the Brain MISS. Each patient was assigned 5 questions each on picture naming, reading, and listening comprehension before and during awake surgeries. The accuracy of intraoperative stimulus-response (without electrical stimulation) was recorded. The Brain MISS was to be considered effective, if the lower limit of 95% CI of patients’ intraoperative response was ≥80% and also if the accuracy of intraoperative response of all patients was statistically higher than 80%. RESULTS All patients successfully underwent intraoperative assessment with the Brain MISS. The overall accuracy of stimulus response was 95.8% (95% CI 90.18%-100.00%), with the lower limit being higher than 80% and the response accuracy also significantly being higher than 80% in all patients (P = .006). CONCLUSION The Brain MISS is a portable and effective system for presenting and streamlining complicated language and cognitive tasks during awake surgery. It can also record standardized patient response data for neuroscientific research.

Penerapan Teknik Total Task Presentation untuk Meningkatkan Keterampilan Bina Diri Berpakaian pada Disabilitas Intelektual Berat

Kriteria dalam menegakan diagnosa disabilitas intelektual berat salah satunya adalah memiliki hambatan fungsi adaptif. Salah satu bentuk permasalahan fungsi adaptif yang dimiliki individu dengan disabilitas intelektual berat adalah permasalahan dalam keterampilan bina diri yang di dalamnya termasuk berpakaian. Individu dengan disabilitas intelektual berat merupakan individu yang mampu dilatih dengan intens dalam hal keterampilan bina diri sehari-hari. Penelitian ini bertujuan untuk meningkatkan keterampilan bina diri berpakaian pada individu remaja dengan disabilitas intelektual berat. Subjek dalam penelitian ini adalah laki-laki berusia 15 tahun yang didiagnosa disabilitas intelektual berat. Penelitian ini menggunakan metode dengan desain single case ABA. Teknik yang digunakan dalam penelitian ini adalah total task presentation. Penerapan teknik dilakukan dengan total 9 sesi yang terdiri dari 1 sesi pengukuran baseline dan 8 sesi penerapan total task presentation. Hasil penelitian ini menunjukan bahwa teknik total task presentation dapat meningkatkan keterampilan bina diri berpakaian pada individu dengan disabilitas intelektual.

The Formation of the Ability to Work with Information in the Study of Elementary Mathematics

The article substantiates the possibility of forming universal educational actions that characterize the information literacy of a primary schoolchild. The following actions are considered: data search in a mathematical task, presentation of information in a given or independently selected form, interpretation of information obtained during the solution in the form of an answer, conclusion or explanation. The pedagogical conditions for the successful development of a primary school student’s ability to work with information using the means of the subject “Mathematics” are described: highlighting common skills and actions for mathematical and informational literacy, using group work to motivate children to learn, maximize inclusion in it, etc.