Development of a novel biofeedback system for the sprint start

This study developed and evaluated a novel concurrent biofeedback system for the sprint start. Previous studies have investigated sprint start biofeedback applications, but these have either not considered important kinematics, coaching implications or key motor learning principles. The biofeedback system was developed to convey rear knee angle information, obtained from 3D motion capture to novice participants as changes in the colour of an LED start line when they were in the “set” position. Based on initial user feedback, the system indicated whether the participants’ rear knee angles were within ± 2° of 130° (green) or not (red). A two-group experimental study was then employed to explore the acute responses of novices to the use of the biofeedback system during the sprint start. When exposed to biofeedback, the experimental group (EXP, n = 10) exhibited less deviation (4.0 ± 2.4°) from the target rear knee angle than they did in either a pre-test (11.9 ± 6.9°) or post-test (10.4 ± 4.4°) condition without biofeedback. The control group (CON, n = 10) with no biofeedback exhibited greater deviation from the target rear knee angle than the EXP group in all three condition blocks (pre-test = 21.8 ± 15.1°, no intervention = 15.6 ± 7.3°, post-test = 14.3 ± 6.5°) but the group × condition interaction effect was not significant (P = 0.210). The novel biofeedback system can be used to manipulate selected “set” position kinematics and has the potential to be incorporated with different input systems (e.g. inertial measurement units (IMUs)) or in longitudinal designs.

Planning for mental wellbeing in an old age home during the Covid-19 pandemic by homoeopathic institution: Structuring the intervention

Objectives: During the on-going COVID-19 pandemic, the risk to the mental well-being of the elderly living in an old age home (OAH) has increased considerably. Dealing with this issue requires special measures. The current literature has very few examples of such programmes. We aimed to promote emotional balance and an independent living with positive outlook on life among the residents of the OAH facility during the pandemic based on action learning principles. This programme was conducted in an OAH that our institute has been associated with for several years. HelpAge India, a non-governmental organisation working in India to assist disadvantaged senior citizens, provided a programme that covered 12 themes. This article deals with the structuring process of the programme. Materials and Methods: The team comprised homoeopathic consultants and the faculty and students of a postgraduate homoeopathic institute. An extensive literature search and consultation with experts from various fields enabled the team to plan and build the final programme were evolved. Results: Broad themes gave rise to distinct modules and objectives were derived for each of these. Detailed action plans were worked out and a plan of evaluation for each of these modules was worked out. Conclusion: Planning a programme to ensure well-being needs a close and accurate identification of the needs of the residents of a particular OAH. A multidisciplinary approach can help in evolving effective strategies to formulate models for geriatric mental well-being.

Effective Techniques in Coronary Heart Disease Interventions: A meta-analysis (Preprint)

BACKGROUND Coronary heart disease (CHD) is a major cause of death worldwide. OBJECTIVE In this research, we investigated the effectiveness of digital interventions designed for the prevention and management of CHD. METHODS We searched three academic databases for scientific papers on CHD and digital interventions from 2004 to 2020, yielding 1706 papers and 1556 papers after deduplication. We further screened the titles and abstracts, excluding irrelevant papers, leaving 28 papers. A further nine papers were retrieved and included in the analysis through forward and backward referencing. We conducted meta-analysis using 13 of the 37 papers that fit the criteria for meta-analysis. We identified and classified intervention features using the Persuasive Systems Design model. Our findings show that digital health interventions had an impact on all clinical outcomes except Body Mass Index. RESULTS We present (1) intervention features that were associated with positive clinical outcomes, and (2) successful and unsuccessful interventions and the persuasive software features incorporated in them. Reminders, verifiability, social role, expertise, authority, tailoring, personalization, self-monitoring, praise, suggestion, and social learning principles were incorporated in interventions that succeeded in improving clinical outcomes. CONCLUSIONS Our research provides insights into persuasive software features that maintain powers to influence the effectiveness of CHD behavior change interventions.

Institutional Policies and Online Education in Developing Countries

This chapter aims to examine the effectiveness of institutional policies regarding online teaching and learning in some developing countries in the Southern African region. The study is informed by online teaching and learning principles, and it adopts qualitative and quantitative approaches. The data comprises answers of 231 students to the question: Did your institution encourage online learning before the lockdown? The sample was collected through a survey between the 1st July 2020 and the 11th March 2021, a period in which students were undertaking an online learning process as a strategy to overcome the negative impact of the COVID-19 pandemic. Over 67% of respondents confirm that their universities did not implement nor encourage online learning before the lockdown due to the pandemic. In this context, the study shows that aversive policies against online learning and lack of adequate equipment jeopardize the education goals to provide integrated and globalizing learning.

Singing Voice Therapy Revisited

Introduction. Singing is a type of sportive activity and, like sports medicine, professional voice medicine is interested in the habilitation and rehabilitation of the vocal performer. The vocal needs of the professional vocal performer may not be similar to other professional or non-professional voice users. Like a professional athlete, a vocal performer’s ability to perform for many decades at a high level will be enhanced by basing artistic and lifestyle decisions on a scientifically sound foundation. Objective. The aim of this study is to present a multidimensional introduction to the methods of SVT, incorporating the principles of sport and exercise medicine, and physical therapy and rehabilitation. Reflection. Singing voice therapy needs to provide answers to “what”, “why”, “how”, and “when” questions. SVT must first correctly identify the problem, leading to the “how to do” solutions for a wide variety of cases, followed by a schedule of prescribed activities including answers to the “why” question (which exercise relates to which muscle). The periodization and motor learning principles provide a temporal answer to the “when” question when developing habilitation and/or rehabilitative protocols. Conclusion. Singing is not only an artistic expression, but also a sportive performance. The clinical approach to professional voice is a multidimensional and multi-layered team effort. All practices are structured by blending scientific and pedagogical knowledge.

Hubungan Kompetensi Pedagogik dan Kemampuan Mengelola Pembelajaran pada Guru SD se-Kecamatan Pacitan

<p><strong><em>Abstract</em></strong></p><p><em>The study aimed to prove positive correlation between pedagogical competence and classroom management skill to public elementary school teachers in Pacitan Sub-district and to measure the contribution of pedagogical competence and classroom management skill to elementary school teachers in Pacitan Sub-district. It was correlational quantitative method. The population were 222 elementary school teachers of first to sixth grade and the samples were 144 teachers. Data collection techniques used questionnaire. The prerequisite test used linearity and normality tests. Data analysis used a simple correlation test and adjusted R square. The results showed that there was positive correlation between pedagogical competence and classroom management skill. The correlation value was </em>0,335 and it indicated as moderate correlation. <em>Pedagogical competence contributed 11.2% on classroom management skill. High pedagogical competence was closely related to how teachers: understanding student characteristics, understanding theories and learning principles, developing curriculum, presenting enlightened learning, developing student potency, having good communication to students, and conducting evaluations and assessments measuring the success of learning process. Therefore, if teacher’s pedagogical competence was good, the classroom management would be maximized.</em></p>