Resistance training (RT) coaches can implement velocity-based training (VBT) to prescribe set volume by terminating sets at a target velocity loss (VL) threshold. However, VBT necessitates velocity-tracking devices that demand time and expertise. In a previous study, we asked RT coaches to detect VL thresholds using solely their observational judgment - the Coach's Eye. We found improved accuracy when participants spontaneously used a "bar strategy" (focusing on the barbell). Here, we investigated whether coaches could be trained to intentionally use this strategy and whether it would be associated with greater accuracy in detecting VL thresholds. Twenty RT coaches completed one experimental session involving a gaze strategy training intervention. Participants watched an instructional video on the bar strategy, practiced with gaze feedback, and completed a VL detection task. The task involved watching videos of trainees performing bench presses and back squats and detecting 20% and 40% VL thresholds. We examined the frequency of bar strategy use using a one-sided exact binomial test and the accuracy in VL thresholds detection using a negative binomial mixed-effects model. Participants used the bar strategy in most trials (mean proportion = 78.81, 95% CI [0.75, 1.00]). The average absolute error in detecting VL thresholds was 1.5 (SD = 2.3) repetitions. Error decreased when using the bar strategy (-1.23, 95% CI [-1.99, -0.03]), detecting 40% VL thresholds (-1.60, 95% CI [-1.88, -1.26]) compared to 20%, and observing sets loaded with 85% 1RM (-1.59, 95% CI [-1.93, -1.16]) but not with 65% 1RM (-0.48, 95% CI [-1.01, 0.18]) compared to 45% 1RM. Lastly, mental fatigue did not significantly affect accuracy (-0.01, 95% CI [-0.03, 0.01]). This study provides novel evidence that, under laboratory conditions, RT coaches can be trained to use a gaze strategy associated with improved accuracy in detecting barbell VL. Thus, the Coach's Eye may offer a practical, coach-led complement to velocity-tracking devices in VBT, with further studies in real-world settings required to establish its ecological validity.

Purpose of the study. This article aims to identify and systematically analyze the dual effects and risks associated with the use of generative artificial intelligence (GenAI) in higher education, with a specific focus on its impact on students’ metacognitive skills. The study seeks to define the pedagogical conditions under which GenAI functions not as a replacement for cognitive engagement, but as a purposeful instrument for supporting metacognitive regulation – encompassing its three core components: planning, monitoring, and evaluation of one’s own learning. Materials and methods. The study is grounded in a systematic review of empirical research published between 2023 and 2025, including both quantitative and qualitative studies from the fields of pedagogy, cognitive psychology, and educational technologies. Theoretical generalization, synthesis, and structural analysis of scholarly literature were employed in the paper. The theoretical framework draws on J. Flavell’s model of metacognitive regulation and G. Zimmerman’s theory of self-regulated learning, further enriched by insights from distributed cognition theory. Results. The analysis revealed a fundamental duality in GenAI’s influence: on the one hand, it can foster metacognitive development through structured support, socratical interaction, and reflective dialogue; on the other hand, it can provoke such negative phenomena as “metacognitive laziness,” false self-efficacy, and cognitive passivity. Based on the conducted synthesis, an analytical framework is proposed that includes four key conditions for the effective integration of GenAI: (1) explicit definition of the AI’s functional role (coach, opponent, mentor, facilitator, etc.); (2) linking interaction to a specific component of metacognitive regulation; (3) a mandatory reflective component; and (4) teaching prompt engineering as a metacognitive skill. A typology of possible pedagogical strategies is developed, differentiated by three components of regulation: (1) planning – AI as a training coach; (2) monitoring – AI as a “mirror of understanding” or a tool for comparative analysis; and (3) evaluation – AI as a counterargument generator or a facilitator of meta-discussion. Conclusion. Generative AI itself does not carry an unequivocal risk or benefit for metacognitive development; its effect is determined solely by the pedagogical context of integration. The crucial condition for productive use is a reconceptualization of AI’s role – not as a tool for automating thought, but as a dynamic learning partner. The author advocates for cultivating an experimental, reflective, and dialogic culture of GenAI implementation, one centered on preserving and strengthening students’ cognitive autonomy as a foundational goal of contemporary higher education. This approach entails more than mere technical proficiency with AI; it requires fostering students’ critical awareness, readiness for meta-level analysis of their own cognitive strategies, and a sense of responsibility for their learning process.

Effects of basic psychological needs on Chinese youth athlete burnout under coach burnout: Using hierarchical linear modeling.

ABSTRACT Despite repeated calls for developing in-service teachers’ design thinking through continuous professional development (CPD), there are limited empirical investigations on in-service teachers’ learning of design thinking. Therefore, it remains unclear how in-service teachers, who have established their teaching practices largely aligned with their school cultures, develop design thinking as a new pedagogical framework through CPD. This study investigated in-service secondary school teachers’ development of design thinking based on cultural-historical activity theory (CHAT) in two secondary schools in Hong Kong. Data were collected from 25 teachers’ reflections at four stages during the CPD and two focus group interviews with teachers and training coaches, respectively. While confirming the challenges associated with design thinking CPD for in-service teachers reported in the literature, we provided new insights on teachers’ inner struggle with their established teaching practices and their various strategies to learn design thinking. Yet, their learning is still affected by contradictions between the CPD programme and their routines and those between the programme and the school. Our findings imply that design thinking CPD should be adapted to better align with teachers’ aspirations and leverage their existing subject-teaching practices to facilitate a more effective integration with the school curriculum. School leaders’ communications about implementing design thinking should also be transparent and upfront.

The article provides a sequential analysis of the stages of the emergence and development of judo in Azerbaijan. Following the establishment of the International Judo Federation (1951) and the European Judo Union (1952), judo was included in the Olympic Games program in 1964, and its systematic development in Azerbaijan began in 1972. The article presents facts on the opening of the first judo sections, the training of coaches and referees, the organization of clubs, and their widespread dissemination across the country. Information is provided on the official registration of the Azerbaijan Judo Federation in 1996, the federation’s leadership over different periods, and changes in its management structure. The activities of prominent coaches, the first international-level athletes and referees, achievements during the USSR period, and key figures who played an important role in the development of judo in the country are also discussed. The study highlights the significant achievements of Azerbaijani judokas in the Olympic Games, World Championships, and European Championships. Notable results of athletes such as Nazim Huseynov, Elnur Mammadli, Movlud Mireliyev, Zelim Kotsoyev, and Elkhan Mammadov, who won gold, silver, and bronze medals, are emphasized as major milestones in the history of judo in Azerbaijan. In conclusion, the article comprehensively reflects the formation, organizational structure, training of personnel, and international successes of Azerbaijani judo.

Purpose: Parkour historically developed as an urban community “lifestyle” movement that relied mainly on informal teaching and training methodologies. With formal institutionalization, parkour has transitioned into more formalized structures, including established training academies, coaching certifications, and competitive events. This article presents a structured literature review with the aim of providing an overview of the historical, philosophical/ideological, organizational/institutional, and educational aspects of parkour coach education and knowledge development in Europe. Based on the review, key challenges for future development are also highlighted. Method: For the purposes of a structured literature review, the search and selection process followed the general principles of the PRISMA 2020 statement as a framework, rather than a formal systematic review protocol. Google Scholar was chosen as the primary search platform. Following the initial screening and analysis, 12 relevant sources were included in the in-depth review. In addition to the literature review, online sources from professional international sports organizations involved in education, training, and certification of parkour coaches were also examined. Findings: It can be noted that parkour in Europe is still predominantly developed and understood as a "lifestyle" urban activity with the gradual parallel formation of an institutional, formal sports discipline, which is reflected in the intra-organizational and philosophical-ideological conflict between participants and (opinion) leaders of parkour. These conflicts are also evident at the level of training/education of parkour coaches and instructors. Conclusions: Recognizing and respecting parkour’s roots as a self-organized culture is essential if institutionalization is to enhance rather than diminish the discipline’s diversity, creativity, and authenticity.

This converged, mixed-methods study investigates the role of school sports in promoting educational equity through its role in enabling inclusion, empowerment, and psychosocial development among Ghanaian students, coaches, and school administrators from diverse demographic backgrounds. For that, structured surveys were completed with 450 students and semi-structured interviews were conducted with 20 students, 5 coaches, and 5 administrators. On a quantitative level, sport participation was associated with markedly elevated self-esteem (ΔM=1.3, p<0.01) and lower social exclusion (β=-0.34, p<0.05) with an amplified effect (low-income η²=0.12; ethnic minorities η²=0.09). Phenomenological interviews (n=30) exposed three transformative processes: (1) peer bonding and collective identity formation, (2) coach mentorship and the establishment of trust and resilience, and (3) transferable life skills that bridge the athletic and academic fields. Applying Sen’s Capability Approach, findings suggest that sports serve as catalysts to turn available resources into capabilities when opportunities are equitably available. The study identifies structural and cultural barriers that sustain inequities and outlines policy solutions, mandatory inclusive curricula that address Sustainable Development Goals (SDG) 4.7 and trauma-informed coach training. Results reposition school sports as agents for holistic development and social justice in school systems.

Abstract Endocrine therapy is the backbone of hormone receptor-positive, HER2-negative (HRpos/HER2neg) early breast cancer (eBC) treatment, yet early discontinuation rates are high, compromising long-term outcomes. With ribociclib plus a non-steroidal aromatase inhibitor (NSAI) now approved by the FDA and EMA for eBC at risk of recurrence, it is expected to be widely used in the adjuvant setting. Adjuvant CDK4/6 inhibitor trials show discontinuation in 30-35% of patients. Thus, adherence and persistence are crucial for an effective management of adjuvant ribociclib therapy. Recent studies have highlighted the positive impact of supportive care programs provided by qualified nurses for patients with cancer. Patient-focused motivation techniques and education performed by nurses could strengthen patients’ understanding of the risks and benefits of anticancer treatments. Personalized coaching and structured tools like the “Multinational Association of Supportive Care in Cancer (MASCC) Oral Agent Teaching Tool” (MOATT) may strengthen patient engagement and optimize therapy management. TYPER (EU Clinical Trials Number: 2024-520290-12-00) is a prospective, multicenter, randomized, controlled, phase IV study with the objective of investigating the effect of personalized patient coaching on therapy persistence in patients with HRpos/HER2neg eBC receiving adjuvant ribociclib plus NSAI according to the summary of product characteristics (SmPC). In total, 548 patients will be enrolled across 50 study sites in Germany and randomized 1:1 to receive either local routine (control arm) or continuous personalized coaching utilizing the MOATT tool (study arm) during the first 12 months of adjuvant ribociclib therapy. A patient classification model organizes individuals into four distinct groups based on responses to a typology questionnaire. It is based on the idea that personal acceptance of and perceived control over the illness determine the type of support that is most helpful for each individual. The different patient groups therefore call for varied approaches to patient support. Personalized patient coaching will be tailored to individual patient profiles based on patient typology and use the MOATT tool and must be performed by trained (TYPER) coaches. As part of the study, healthcare professionals will be trained to become TYPER coaches. The primary objective is to evaluate the effect of patient education and patient typology-based coaching on persistence, with the primary endpoint being time to permanent ribociclib discontinuation. Secondary endpoints include persistence rates at month 6, 12 and 36, side effect management, and unplanned therapy interruptions. A biomarker program will explore correlations with clinical outcomes. Participants will remain in the study until completion or death, with a maximum individual participation period of 60 months, comprising a 24-month enrollment phase and 36-month follow-up phase. Patient recruitment is planned between Q2/2025 and Q2/2027, with overall study completion expected by Q2/2030. Citation Format: M. Welslau, C. Zeder-Goess, R. Haidinger, B. Welter, B. Aktas, P. Wimberger, P. A. Fasching, H. Kolberg, J. C. Radosa, C. Rudlowski, A. Hein, S. Seitz, D. Fischer, C. Iuliano, C. Mann, M. Braun, V. Mueller, E. Stickeler, M. Thill, N. Ditsch. Typer—A randomized controlled trial evaluating the effect of typology-based coaching on therapy management for patients with hr+/her2- early breast cancer under adjuvant ribociclib treatment [abstract]. In: Proceedings of the San Antonio Breast Cancer Symposium 2025; 2025 Dec 9-12; San Antonio, TX. Philadelphia (PA): AACR; Clin Cancer Res 2026;32(4 Suppl):Abstract nr PS3-08-14.

Abstract Background: Obesity is a poor prognostic factor in early breast cancer (BC). The BWEL trial (Alliance A011401; NCT02750826) is a phase 3 randomized trial testing the impact of a weight loss intervention (WLI) on invasive disease-free survival in women with stage II-III BC and a body mass index (BMI) ≥27 kg/m2. Here we report trajectories of weight change in BWEL WLI participants (pts). Methods: Eligible pts were within 16 months of diagnosis of stage II-III HER2-negative BC, had completed chemotherapy (chemo) and radiation (if given), and were randomized 1:1 to a telephone-based WLI, focused on caloric restriction and exercise, plus health education (HE) or to an HE-alone control group. WLI pts were assigned a trained coach at the BWEL call center and received 42 phone calls over the 2-year (yr) WLI period. Weight and height at baseline, 6 and 24 months were collected by study staff. All WLI pts were provided with a Fitbit wireless scale. Fitbit weight records (FWRs) were automatically imported to the BWEL portal for pts with wireless access and self-reported in the portal for pts without wireless access. FWRs were averaged (avg) by week (wk) from the WLI start date up to 104 wks. Baseline pt factors were self-reported; treatment history was abstracted from the medical record. Linear mixed-effect models were used to evaluate trajectories of weight change over the 104-wk WLI. Principal component analysis and multinomial models were used to examine distinct clusters of weight trajectories. Results: 3180 pts were enrolled from 637 sites between 8/2016 and 2/2021. FWRs were available from 1508 of 1591 WLI pts, with a total of 366,294 FWRs collected during the 2-yr WLI period. In pts with FWRs, mean baseline BMI was 34.4 ± 5.6 kg/m2, mean age was 53.2 ± 10.3 yrs, 10.8% self-identified as Non-Hispanic (NH) Black and 6.1% as Hispanic, 81.1% received chemo and 56.9% were postmenopausal. No statistically significant differences in baseline factors were observed between pts with and without FWRs. Intraclass correlation coefficient of baseline weights collected by study staff and by Fitbit scales was 0.99. In the WLI cohort, avg weekly weight (kg) decreased from 91.4 (95% CI: 90.6-92.3) at baseline to 85.6 (95% CI: 84.8-86.5) by wk 40, corresponding to a peak loss of 6.1% (95% CI: 5.7-6.4) of baseline weight. Weight remained stable until wk 52 and then gradually increased to 87.0 kg (95% CI: 86.2-87.9) at wk 104, corresponding to a 4.4% (95% CI: 4.0-4.8) loss at wk 104 vs. baseline. Principal component analysis identified 3 distinct weight trajectories: 67.6% of pts experienced peak weight loss of 6.6% (95% CI: 6.3-6.9) of baseline weight, 10.0% experienced peak loss of 17.5% (95% CI: 16.8-18.2) of baseline weight, and 22.4% did not achieve weight loss, gaining on avg 2.2% (95% CI: 1.7-2.6) of baseline weight. Pts with college (relative risk ratio [RRR]=1.41, 95% CI: 1.03-1.92) and post-graduate education (RRR= 1.58, 95% CI: 1.13-2.20) and those who were premenopausal (RRR=1.70, 95% CI: 1.28-2.26) were more likely to be in the cluster that did not lose weight. Pts who were NH White (RRR=3.60, 95% CI: 1.95-6.68), postmenopausal (RRR=1.94, 95% CI: 1.28-2.95), had no alcohol use (RRR=1.49, 95% CI: 1.03-2.16), had not received chemo (RRR=1.76, 95% CI: 1.15-2.72), and had <3 chronic conditions (RRR: 2.12, 95% CI: 1.23-3.66) were more likely to be in the cluster with the highest weight loss. Conclusion: Longitudinal weight data from BWEL demonstrate peak weight loss of 6.1% in the WLI cohort at 40 wks, with distinct trajectories indicating differential responses to the WLI. This work demonstrates the feasibility of using digital health tools to track outcomes in the setting of a large-scale weight loss intervention study and informs future precision behavioral interventions in oncology. Support: U10CA180821, U10CA180882, UG1CA189823; U10CA180863. https://acknowledgments.alliancefound.org. Citation Format: C. Cao, K. Ballman, L. McCall, C. Alfano, V. Bernstein, T. Crane, L. Delahanty, L. Frank, P. Goodwin, O. Hahn, D. Hershman, J. Hopkins, M. Irwin, E. Mayer, L. Minasian, L. Nebeling, M. Neuhouser, E. Paskett, P. Spears, V. Stearns, C. Thomson, T. Wadden, A. Weiss, J. White, C. Hudis, E. Winer, A. Partridge, L. Carey, J. Ligibel. Weight Trajectories in the Breast Cancer Weight Loss (BWEL) Trial (Alliance) [abstract]. In: Proceedings of the San Antonio Breast Cancer Symposium 2025; 2025 Dec 9-12; San Antonio, TX. Philadelphia (PA): AACR; Clin Cancer Res 2026;32(4 Suppl):Abstract nr PD8-01.

Purpose. To present and provide a scientific rationale for a comprehensive model of gamified athletics instruction for future martial arts coaches as an innovative instrument for the professionalization of higher sports education. Material and Methods. The methodological framework of the study was based on an integration of theoretical, analytical, and statistical methods. Analysis, synthesis, generalization, and systematization of scholarly sources on gamification, digital technologies, and education were employed. A design-oriented approach and an author-developed questionnaire were used to verify the proposed framework. The study involved 10 academic staff members from higher education institutions specializing in sport sciences. Internal consistency (Cronbach’s alpha), content validity (I-CVI, S-CVI/Ave), and inter-expert agreement (Cohen’s Kappa) were assessed. Results: a comprehensive framework for implementing a gamified approach to teaching athletics to future martial arts coaches in higher education is substantiated. The proposed framework is grounded in self-determination theory, flow theory, and constructivist learning approaches, and emphasizes the interrelationship between motivation, self-regulation, and the development of professional competencies. It integrates motivational mechanics (missions, levels, badges, experience points, quests, and leaderboards) with digital learning environments, learning management systems, mobile applications, and Internet of Things technologies, thereby ensuring formative assessment and continuous monitoring of learning progress. The results of the expert survey indicate an overall positive perception of the proposed framework, with mean values corresponding to moderate to high levels of agreement with the assessed statements. The questionnaire demonstrated high internal consistency (Cronbach’s α=0,88) and substantial inter-rater agreement (Cohen’s κ=0,78), confirming its reliability and stability. Overall, the findings suggest that the proposed gamified learning framework is theoretically grounded and methodologically suitable for the initial verification of gamified athletics instruction within the professional training system of future martial arts coaches. Conclusions. The proposed gamification model is a theoretically grounded and methodologically sound tool for improving the quality of professional training of future martial arts coaches. Its implementation is oriented toward fostering intrinsic motivation, self-regulation, and the formation of professional identity.

To explore how sexuality and sexual boundary violations are perceived and experienced in healthcare teams and organisations. Qualitative focus group study. Mental health and disability care. In total, 56 people participated across 15 focus groups in three healthcare organisations. Participants included client experts (former clients), healthcare professionals such as a psychologist, speech therapist, sexologist and personal coach, team leaders, managers and directors. We identified 14 different types of situations in which sexuality and sexual boundary violations play a role on four different levels: between clients, between clients and healthcare professionals, between healthcare professionals and on the management level. Situations ranged from attraction and intimacy between clients and/or professionals, promoting sexual health of clients, gut feelings and speaking up, transgressive behaviour from clients and professionals, false accusations and investigations into allegations. Situations regarding sexuality and sexual boundary violations are varied and complex. They unfold at different levels of interaction within the organisation. To deal with this and come to practical approaches, it is important that clients, professionals and managers engage in reflection and dialogue about their experiences, opinions and perspectives.

The field of speech and language pathology (SLP) expanded to a wide range of specialities, leading to a global trend to decrease the time spent on specific courses on children with cleft palate, with or without cleft lip (CP±L) in SLP education programmes. The lack of CP±L courses has resulted in a global shortage of well-trained SLPs to deliver high-quality services to this population. Therefore, alternative training formats are needed. This study aimed to assess the training needs of Flemish speech and language pathologists (SLPs) working with children with CP±L by examining: (1) their current employment situation, experience and perceived competence regarding CP±L; (2) their preferences for the content, sources and organisation of continuing education on CP±L and (3) potential incentives and barriers to attend continuing education on CP±L. A self-constructed online survey in QualtricsXM, based on existing literature, was utilised. The study employed a descriptive, quantitative approach, supplemented with open-ended questions to enrich and deepen the quantitative data. The 158 respondents had a mean work experience of 10 years, a median of 7 years and a mode (most frequently occurring value) of 5 years. Of these 158 respondents, 132 (83.5%) were young SLPs with professional experience ranging from 0 to 15 years. Of these, 53.8% (85/158) had previously treated one or more children with CP±L, of whom 71 (83.5%) had a caseload of 0-3 children within the last 5 years. The mean caseload for the 85 SLPs with experience was 4.74 cases, with a median of one child and a mode of one. Of the 85 respondents with experience, 9.4% (8/85) felt highly competent in treating feeding problems, while 58.8% (50/85) felt highly capable in treating speech and language problems. However, 60% (95/158) of the SLPs would refer children with CP±L, especially when having feeding problems or severe speech and language problems, such as compensatory articulation disorders (CADs) or submucosal cleft, as they feel a lack of competence. Two-thirds (63.6%, 96/151) of the respondents who answered this question expressed a desire for continuing education in the assessment and treatment of children with CP±L. Although many Flemish SLPs perceived themselves as highly competent in treating speech and language problems in children with CP±L, they reported a lack of competence in treating complex or severe cases. They expressed a strong demand for specific, highly practical continuing education on CP±L, taught by experts in the field and with personal guidance. Based on the existing literature, our experience with CP±L and the results of this survey, we developed a continuing education programme on CP±L as an alternative educational format, tailored to the needs of Flemish community SLPs. What is already known on the subject Treating children with CP±L is complex and requires high-quality care from specialised SLPs with sufficient clinical experience. However, there is a global trend to reduce dedicated coursework on CP±L in SLP training programmes. Instead, the subject is often briefly covered in general courses or offered as an elective. As a result, there is a shortage of well-trained SLPs, creating an urgent need for alternative training formats. What this paper adds to the existing knowledge This study reveals that Flemish Community SLPs feel insufficiently trained to assess and treat children with CP±L who exhibit complex or severe problems, such as feeding problems, compensatory articulation disorders (CAD), velopharyngeal insufficiency or submucosal cleft palate. They have a strong need for theoretical knowledge and practical continuing education, preferably provided by experts in CP±L. They want a 1-day or multi-day training course that utilises extensive video footage, personal coaching, opportunities to observe experts and even an internship. Additionally, they want an online platform to collect and disseminate all knowledge and expertise. What are the potential or actual clinical implications of this work? Given the global decline in specific CP±L courses in SLP programmes, SLPs feel inadequately prepared to assess and treat these children correctly. This increases the risk that no results will be achieved or that undesirable results will occur. To prevent this, alternative training formats are needed. Based on this needs analysis, a training programme was developed for community SLPs, tailored to their needs to enable them to provide high-quality speech therapy services.

Abstract Background Irritable bowel syndrome (IBS) is a disorder of the gut-brain interaction that benefits from personalized self-management approaches combining dietary, behavioral, and psychological strategies for optimal symptom control. However, current health care systems lack the capacity and resources to deliver such comprehensive approaches. Mobile health (mHealth) interventions offer a promising avenue to fill this gap. Aims This study explored patient experiences with LyfeMD + (LyfeMD app plus health coaching (HC)) to identify mechanisms that facilitate user engagement and to assess perceived impacts on self-management, symptom control, and overall well-being. Methods Following a 12-week LyfeMD+ intervention, semi-structured interviews were analyzed using NVivo 15. LyfeMD is an app that provides evidence-based education and self-management programs on diet, physical activity, yoga-breathing-mindfulness, and behaviour change skills. HC included four remote calls and on-demand ability to communicate via the app or email. A thematic approach combining deductive coding from a predefined codebook with inductive theme development. Two coders iteratively compared and refined themes to enhance analytic rigor. Results Interviews with 13 participants (Table 1.) revealed five overarching themes (Figure 1.): (1) Interest in expanding the IBS Management Toolkit - participants were hoping to broaden their IBS knowledge, acquire practical skills, and achieve symptom relief; (2) The app as a double-edged sword - while users valued the variety of educational content and the ease of use of the application, they also noted technical limitations, overwhelming amount of information, and lack of tracking tools; (3) HC as a knowledgeable accountability partner - coaching enhanced motivation, self-efficacy, and adherence through personalized, relational support; (4) Tangible health gains - participants described improvements in gastrointestinal symptoms and sleep, which contributed to a sense of empowerment and control over their condition; (5) Waning Engagement - use declined over time due to knowledge saturation and competing demands. Conclusions Participants perceived LyfeMD+ as a useful adjunct to IBS care, valuing personalized coaching, structured education and a variety in available tools. Future enhancements should focus on improving app functionality, expanded tracking abilities, and supporting flexible engagement to optimize the user experience. Funding Agencies None

Adolescents and young adults (AYAs) with cancer experience deficits in social connection that persist into survivorship; currently, few interventions target this unmet need. The current article describes the protocol for a pilot, parallel-group randomized controlled trial of a psychosocial intervention [Promoting Resilience in Stress Management (PRISM)] that includes a new skill-based module targeting AYA social needs (SN). The aims are to (1) establish the feasibility and acceptability of the PRISM-SN-adapted program; and (2) demonstrate proof-of-concept via clinically meaningful improvements in patient-reported outcomes (PROs). We anticipate 70 AYAs will enroll and complete data collection at two sites: Seattle Children's Hospital and UPMC Children's Hospital of Pittsburgh. Eligible AYAs are ages 12-25years old; diagnosed with a new malignancy < 6months; treatment plan includes chemotherapy and/or radiation; and are English-speaking. Enrolled AYAs are randomized 1:1 to receive PRISM-SN or usual care and complete surveys at baseline and 12-week follow-up. PRISM-SN includes 5 sessions (4 standard PRISM modules + new SN module) teaching behavioral skills associated with psychosocial wellbeing. Sessions are delivered 1:1 by a trained coach, in person or virtually, 1-2weeks apart. Feasibility will be defined based on uptake, retention, and patient-reported intervention acceptability. Proof-of-concept will be defined based on clinically meaningful change and detectable differences in PROs at 12weeks, including social relationship coping efficacy (primary PRO of interest), social support, quality of life, resilience, anxiety, depression, and hope. Descriptive statistics and covariate-adjusted regression models will be used to assess feasibility outcomes and examine trends and between-group differences in PROs across study arms. This pilot trial will determine feasibility of PRISM-SN in the context of a multi-site trial; provide proof-of-concept via effects of PRISM-SN on social connection outcomes; and represent an important step toward addressing an unmet need in AYA cancer care. Future directions include testing efficacy and effectiveness via larger multicenter trials. ClinicalTrials.gov Identifier NCT06242964.

Background and purpose The correct choice of the information and educational environment base for teaching natural science subjects in distance learning conditions is an important issue for higher education institutions, especially for students of the Faculty of Physical Education and Sports, whose health and life depend on physiological literacy, and those who are actively involved in sports. The purpose of the study is to analyse the effectiveness of using the Moodle system in blended and distance learning for teaching physiological subjects and its impact on the success, quality of knowledge and professional competence of students, future physical education specialists. Material and methods The methodology used in the article includes theoretical and empirical research: observation, measurement, comparison, description, survey and communication with Faculty of Physical Education and Sports students; analysis, synthesis and generalization of results. Comparison of performance indicators and quality of knowledge in different forms of education was carried out, namely: the discipline "Physiological foundations of adaptation to muscular activity" (FOAMD) - analysis of learning outcomes in 124 students (55 + 44 + 25) for three academic years; "Psychophysiology" - in 182 students (58 + 39 + 85) for three academic years; "Human Physiology" for nine academic years (2018 - 2025 academic year), a total of 497 students. Success takes into account all grades higher than unsatisfactory (3, 4, 5), and reflects the overall level of mastery of the material. Quality takes into account only high grades (4, 5), which shows the depth and strength of knowledge, and not just the fact of passing the exam. Results Based on the study of materials from scientific conferences and primary sources, as well as the search for digital platforms suitable for the implementation of blended and distance education formats, it was found that for teaching natural science subjects at the higher education institution of the T.H. Shevchenko National University «Chernihiv Colehium», it is most appropriate to use the Moodle system. It meets the criteria of e-learning, covers all components of the educational process and satisfies its requirements: it has a high level of customization (adaptation to a specific audience) and scalability (ability to expand without loss of quality). Conclusions The development of the ENC and the successful integration of the Moodle system for the purpose of teaching natural science subjects contributed to the adaptation of students to distance learning. The Moodle platform is an effective tool in the professional training of future coaches and physical education teachers in distance learning. Its use contributes to the formation of motivation, self-learning, productive thinking of students, their physiological literacy and professional competence. An increase in the quality of education indicators was recorded for master’s students, and an increase in success rates for bachelor’s students. The largest number of visits to the Moodle platform by students was recorded during testing.

Background: Prediabetes significantly increases risk for type 2 diabetes mellitus (DM) and cardiovascular disease. Lifestyle modification represents the most effective preventive approach but requires strong health literacy and self-management skills for sustainable implementation in community settings. Objectives: To develop and evaluate an integrated training program combining lifestyle medicine and health literacy for DM coaches in managing prediabetes within Thai communities. This evaluated whether intensive coach training could produce superior outcomes and assessed peer coaches' effectiveness in delivering lifestyle interventions. Methods: This 12-month research and development study following the ADDIE framework was conducted across 7 provinces in northeastern Thailand. A total of 4998 participants with prediabetes were enrolled: 1127 trained as DM coaches through an intensive 2-day training which integrated lifestyle medicine, health literacy, and coaching techniques while implementing personal lifestyle modifications. The other 3871 received peer coaching from trained coaches. Primary outcomes included fasting blood glucose (FBG), blood pressure (BP), anthropometrics, body composition, knowledge, and lifestyle medicine scores. Linear mixed model (LMM) analysis assessed within-group changes and between-group differences as rates of change over time. Results: Both groups demonstrated significant improvements in all parameters (P &lt; .001). The DM coach group achieved substantial reductions in FBG (-8.4 mg/dL), body weight (-0.8 kg), systolic BP (-1.5 mmHg), and diastolic BP (-2.0 mmHg). LMM analysis revealed superior daily improvements in diastolic BP (-0.012 mmHg/day, P = .020) in the coach group. Knowledge scores improved by 4.5 points and coaching skills by 1.6 points in the coach group. Conclusions: The integrated DM coach training program effectively improved clinical outcomes, knowledge, and lifestyle practices. This community-based approach offers a promising, scalable strategy for DM prevention in resource-limited settings.

This study examines the influence of the coaching system on the history, growth and development in the game of Basketball, which is an extremely demanding profession as a tool for poverty Alleviation in Nigeria. Through a traditional qualitative literature review method, the study proposed that good coaching could provide a platform that can develop the game of Basketball for players to be provided with the professional skill to play a very high level of competition both nationally and internationally to take up jobs that will earned them enough to live above the international poverty line there by reducing hunger, eradicating poverty, and to make an individual fit to live long. However, lack of adequate and trained coaches in the field of Basketball has not provided the most needed support and development for Basketball to succeed.

This study was motivated by the importance of teachers' pedagogical competenceas a key pillar of educational quality, which is often hampered by the implementationof supervision that is merely an administrative formality. This study aims to exploreand analyze the supervision management of the principal at SMPN 3 Cipatat inimproving teachers' pedagogical competence, which includes aspects of planning,organizing, implementing, evaluating, and following up. The research method usedwas a qualitative approach with a case study design. Data were collected throughin-depth interviews, participatory observation, and documentation studies. The maininstrument of the study was the researcher himself, with data analysis techniquesfrom Miles, Huberman, and Saldaña, which included data reduction, datapresentation, and conclusion drawing. Data validity was ensured through sourceand technique triangulation. The results showed that supervision management atSMPN 3 Cipatat had been implemented as a systematic and continuous managerialprocess. Planning was carried out collaboratively by developing annual programsbased on teachers' needs. Organization involved the vice principal and seniorteachers to create a friendly professional atmosphere. Implementation follows aclinical supervision cycle consisting of pre-observation, classroom observation, andpost-observation stages through reflective discussion. Evaluation and follow-up arecarried out in the form of individual coaching and internal training. The researchfindings show an increase in the variety of learning methods, improvements ininstructional tools, and the growth of a culture of reflection among teachers. Theconclusion of this study confirms that professionally and humanistically managedsupervision is effective in improving teachers' pedagogical competence and creatinga conducive academic climate.

BackgroundWith type 2 diabetes rates escalating worldwide, including in Australia, effective, acceptable, sustainable, and scalable diabetes prevention programs are needed. Small Steps for Big Changes (SSBC) is a Canadian-developed, community-delivered diet and exercise counseling intervention for individuals at risk of type 2 diabetes. The 3- to 6-week intervention can be delivered by trained non–health professionals, with all SSBC coaches receiving training in the delivery of the program, including motivational interviewing. However, the suitability and feasibility of the program in the Australian context are unknown. To address this gap, funding has been secured to adapt, implement, and evaluate SSBC in Australia (SSBC Australia), providing evidence on its effectiveness, acceptability, and implementation in this context.ObjectiveThe aim of the study is to describe the protocol for the type 2 cluster nonrandomized single-arm hybrid effectiveness-implementation trial of SSBC Australia.MethodsSSBC Australia will be delivered and evaluated in 5 community-based sites across 2 organizations in South-East Queensland, Australia. One organization (1 site) will trial training students on clinical and project placements as coaches. The evaluation period is 4 years. For the first 2 years, sites receive funding for program delivery, after which, ongoing delivery will be self-funded. The recruitment target is 500 participants completing the 6-session intervention across the 5 sites within 2 years, with approximately 50 coaches trained. Data will be collected from the organization, site, coach, and client using a variety of methods (surveys, objective assessments, interviews, site audits, website analytics, meeting minutes, and project tracking). The integrated Practical, Robust, Implementation Sustainability Model and Reach, Effectiveness, Adoption, Implementation, Maintenance framework and the Affordability, Practicality, Effectiveness and Cost-Effectiveness, Acceptability, Side-Effects/Safety, and Equity criteria will guide implementation and evaluation and inform iterative adaptations as required. Data will be collected on the context for delivery; adoption and reach (number of coaches and clients and their characteristics); effectiveness of the coach training and the intervention (client pre- and post changes in measured clinical indicators [body composition, cardiorespiratory fitness, strength, and balance], self-reported health behaviors [movement behaviors, healthy eating, and program behaviors], psychosocial indicators [self-efficacy and social supports], quality of life, diabetes status, and health care use); implementation of the coach training and program delivery (fidelity and acceptability); and maintenance of program delivery (sites) and client outcomes at 3, 6, and 12 months post end-of-program.ResultsEthics approval and trial registration were completed. All 5 sites have been recruited and undergone preimplementation evaluation, with SSBC Australia coach training underway. Client recruitment started in September 2025.ConclusionsThis study will provide evidence whether the contextually adapted SSBC diabetes prevention program can be successfully implemented and is effective within an Australian context. Findings will inform potential expansion to additional community sites and health service contexts.Trial RegistrationAustralian and New Zealand Clinical Trials Registry ACTRN12624001194550; https://tinyurl.com/588jkmvaInternational Registered Report Identifier (IRRID)DERR1-10.2196/81195

Tourette syndrome is a common, disabling childhood-onset condition. Exposure and response prevention (ERP) is an effective treatment for tics, yet access remains limited due to a shortage of trained therapists and uneven geographical distribution of services. The ORBIT trial demonstrated that internet-delivered ERP is both clinically and cost-effective, but was developed on a university research platform, not suitable for widescale roll-out. To enable adoption by the National Health Service (NHS) in England, ORBIT has been redeveloped on an NHS compliant platform. This study will evaluate the usability, acceptability and preliminary outcomes of ORBIT on the new platform within an NHS tic disorder service. This single-cohort usability study will recruit 20 children and young people (aged 9-17) with tics and their chosen supporters (parents/carers). Participants will receive a 10-week online ERP intervention supported by trained coaches. Outcomes include uptake, adherence, system usability, satisfaction and clinical measures such as the Yale Global Tic Severity Scale, Parent Tic Questionnaire and Goal-Based Outcomes. Qualitative feedback will be collected via semi-structured exit interviews. Usability metrics and adverse events will be monitored throughout. The study has received ethical approval from North West Greater Manchester Research Ethics Committee (ref: 25/NW/0107). The findings from the study will inform future NHS adoption. The results will be submitted for publication in peer-reviewed journals. ISRCTN82718960. Registered 10 July 2025. https://doi.org/10.1186/ISRCTN82718960.