Fundamental Skills Research Articles

Acquiring Fundamental Swimming Techniques on Fear Reduction among University Physical Education Students

This study examined a cohort of 30 novice students devoid of any prior swimming experience, with a six-week curriculum focusing on fundamental aquatic skills such as water-walking, breathing techniques, floating, and body balance exercises. Utilizing a Likert scale, the researchers gauged participants’ fear levels both pre and post the training program. The results of the study showed that in various scenarios related to the teaching of swimming in water, the participants’ fear level was significantly reduced. These outcomes underscore the significance of imparting basic swimming skills to students, fostering improved aquatic learning experiences while mitigating apprehension towards water. This study’s recommendations seek to influence educational practices and stimulate further research in this field. By specifically addressing the psychological fear associated with swimming, educators can establish a more supportive and fear-free environment, enabling students to cultivate their swimming prowess.

Application of α-bromination reaction on acetophenone derivatives in experimental teaching: a chemical innovation experiment engaging junior undergraduates

The α-bromination reaction of carbonyl compounds is a significant topic in the field of organic chemistry. However, due to the lack of suitable brominating reagents, the application of this reaction in undergraduate organic chemistry experiments is limited. In this study, three junior undergraduates successfully conducted an innovative experiment under the guidance of teachers. The bromination of various acetophenone derivatives was investigated by employing pyridine hydrobromide perbromide as the brominating agent, with a focus on exploring the effects of reaction time, reaction temperature, and dosage of the brominating agent. The results demonstrated that 4-chloro-α-bromo-acetophenone could be synthesized at 90 ℃ using 4-chloroacetophenone as a substrate and acetic acid as a solvent with a molar ratio of substrate to brominator being 1.0:1.1. Through the experimental teaching of 18 junior undergraduates, it was observed that all the students successfully completed the experiment within a time frame of 4–5 h, with a notable achievement yield exceeding 80% observed in 14 students. This innovative experiment exhibits significant advantages in terms of safety, high yield, cost-effectiveness, and repeatability. Furthermore, while reinforcing fundamental skills in chemistry experimentation among students, it enhances their scientific literacy levels and fosters innovation consciousness as well as practical aptitude. Consequently, this approach is highly suitable for widespread implementation and integration into undergraduate experimental pedagogy.

Learning activities used for reading literacy instruction in selected Namibian primary schools

Background: The need to examine teachers’ learning activities in reading literacy instruction arises from concerns about reading proficiency levels in the Namibian Junior Primary phase, where reading literacy is a fundamental skill crucial for academic success.Aim: The study examined the learning activities used for reading literacy instruction in selected Namibian Junior Primary (JP) schools focused on Grade 3 teachers.Setting: The study was conducted in selected Oshana region JP schools focused in three diverse classroom settings.Methods: The study used secondary qualitative data that were collected by the Oshana Regional Directorate of Education through interviews and classroom observations to examine the teaching practices Grade 3 teachers were using for reading literacy instruction. The study explores the reading literacy practices of teachers that they have adapted from continuous professional development programs and ministerial policies.Results: The findings indicate that the participants in this study were utilising a variety of learning activities to enhance reading literacy skills. These activities are phonological activities (phonics, phonological awareness activities, and the Jolly Phonics programme) and interactive activities (shared reading and reading corner activities) for reading literacy instruction.Conclusion: In conclusion, participants employed a range of methods to enhance reading instruction. They utilised phonological strategies like phonics and the Jolly Phonics programme to develop language skills, alongside interactive practices such as shared reading to improve fluency and foster a love for reading.Contribution: The findings can inform educational policies, curriculum development, and initial teacher education programmes, ultimately improving reading literacy outcomes for learners in Namibia and beyond.

Psychological Barriers to Speaking Abilities of the English as a Foreign Language (EFL) Students at Global Village Sumbawa, Indonesia

Speaking is considered as one of the most fundamental skills which every student learning English aims at improving in order to be communicatively competent. Despite the outstanding effort of the encouragement made by teachers, the majority of the Indonesian students learning English still lack abilities to express ideas in a classroom regardless of their understanding about linguistic features of the target language. They also tend to defend themselves against producing utterances or expressing their ideas. Therefore, this study attempted to figure out what challenges which students encountered psychologically. It is a descriptive qualitative study and uses observation and interview as the methods for gathering data. The results then revealed that the students had difficulty actively speaking in the classroom because they were inhibited by anxiety, shyness, and lack of motivation. The study was finally expected to provide significant pedagogical implications for EFL teachers to raise their awareness of these issues in the EFL classrooms and to formulate applicable strategies to help their students cope with the obstacles.

The Effect of Sports Game Intervention on Children's Fundamental Motor Skills: A Systematic Review and Meta-Analysis.

The purpose of the present study was to carry out a systematic review and a meta-analysis determining the effects of sports game intervention on fundamental motor skills in children. This paper presented a systematic review from 2001 to 2020, including the databases of Web of Science, EBSCO, Science, PubMed and Springer. (1) Participants comprised 1701 children age 3-12 years; (2) sports game interventions were investigated; (3) only studies using a Test of Gross Motor Skills assessment were included; (4) RCT were chosen as the study design to assess the impact of sports game interventions on children's motor skills; (5) only culture-based sports game studies in the English and Chinese language were included. Two researchers independently reviewed and assessed the eligibility criteria. Out of the initial 1826 references, 12 studies with a total of 1608 participants were included in the meta-analysis. All interventions were implemented in preschool (kindergarten) or primary school populations, and all studies followed a randomized controlled trial design. The results demonstrated significantly superior development of fundamental motor skills in the intervention groups compared to the control groups (standardized mean difference = 0.30, p < 0.0001). The methodological quality of the included studies ranged from fair to excellent, and no evidence of publication bias was observed. Among them, the 12-week sports game intervention of 35 min each time three to four times a week had a better intervention effect, promoting children's physical health and fundamental motor skills.

The Role of Fundamental Movement Skills and Spatial Abilities in the Relationship between Physical Activity and Mathematics Achievement in Primary School Children.

Research has demonstrated positive relationships between fundamental movement skills (FMS) and mathematics achievement in children, and this relationship may be mediated by spatial ability. Engaging in physical activity (PA) may also have positive outcomes on mathematics achievement; however, no study has investigated this network of relationships together. This study aimed to examine the relationship between PA and mathematics achievement, and the mediating effects of FMS and spatial abilities, in primary school children. Using a cross-sectional design, data were collected from 182 children (aged 7 to 8 years old) across four schools in England. Objective moderate-to-vigorous PA (MVPA) levels and subjective parental reports of their children's PA participation were collected. Children's FMS were assessed, along with their performance on four spatial ability tasks and a mathematics test. Mediation analyses revealed no significant mediation effects of FMS and spatial abilities on the positive significant relationship between MVPA and mathematics achievement; however, spatial ability partially mediated the relationship between FMS and mathematics achievement. These results suggest that FMS and spatial ability may not be related to MVPA in this network of relationships, but children with more mature FMS perform better in mathematics due to them performing better on specific spatial ability tasks.

The necessity and challenge of family-school cooperation in developing fundamental motor skills for children with autism: the perspective of Chinese teachers and parents

Objectives Children with autism spectrum disorders (ASD) often show delayed development of fundamental motor skills (FMS). This group needs more attention and guidance to master FMS. It is very important to find out how parents can be involved in FMS intervention to improve the impact. The aim of this study is to explore the views of teachers and parents of children with ASD on the current situation of FMS teaching and the relationship between family and school in physical education in special schools in China. Methods Teachers (n = 10) and parents (n = 10) who met the inclusion criteria were recruited for semi-structured interviews and NVivo 12.0 was used for analysis. Results Two themes were highlighted: (1) The necessity of systematizing FMS courses for children with ASD; and (2) The challenges affecting the development of FMS for children with ASD. Conclusions This study provided a foundation for future research and practical activities, aimed at perfecting intervention measures and ensuring a holistic approach to the FMS development of children with ASD.

The validity and reliability of school-based fundamental movement skills screening to identify children with motor difficulties.

Assess whether school-based teacher-led screening is effective at identifying children with motor difficulties. Teachers tested 217 children aged between 5 and 11 years old, after a one hour training session, using a freely available tool (FUNMOVES). Four classes (n = 91) were scored by both researchers and teachers to evaluate inter-rater reliability. Researchers assessed 22 children using the Movement Assessment Battery for Children (MABC-2; considered to be the 'gold standard' in Europe for use as part of the diagnostic process for Developmental Coordination Disorder) to assess concurrent and predictive validity. Inter-rater reliability for all individual activities within FUNMOVES ranged from 0.85-0.97 (unweighted Kappa; with 95%CI ranging from 0.77-1). For total score this was lower (κ = 0.76, 95%CI = 0.68-0.84), however when incorporating linear weighting, this improved (κ = 0.94, 95%CI = 0.89-0.99). When evaluating FUNMOVES total score against the MABC-2 total score, the specificity (1, 95%CI = 0.63-1) and positive predictive value (1; 95%CI = 0.68-1) of FUNMOVES were high, whereas sensitivity (0.57, 95%CI = 0.29-0.82) and negative predictive values (0.57, 95%CI = 0.42-0.71) were moderate. Evaluating only MABC-2 subscales which are directly related to fundamental movement skills (Aiming & Catching, and Balance) improved these values to 0.89 (95%CI = 0.52-1) and 0.93 (95%CI = 0.67-0.99) respectively. Teacher-led screening of fundamental movement skills (via FUNMOVES) is an effective method of identifying children with motor difficulties. Such universal screening in schools has the potential to identify movement difficulties and enable earlier intervention than the current norm.

Critical Task Need Analysis of English for Room Division Department of Hospitality Industry: Internship Students’ Reflection

English for hospitality workers is mostly used in the room division where this section is directly related to guests that includes the realm of housekeeping and front office work. In this study, it will be discussed how the needs analysis of the use of English is taken from the learner approach to the task approach. The purpose of the study is for ensuring that language instruction is relevant, efficient, and tailored to the specific requirements of the hospitality industry, ultimately contributing to the success of both employees and the hotel itself. This research is a mixed method research that uses 74 internship students and 5 hotel workers in the field of human resources as research samples. In this study, it was found that the needs of learners that are important to consider at the beginning are subjective and objective needs, related to their attitudes towards English and their own needs. In the task approach, the learning level is divided according to the target task and task type (basic user, intermediate user, and proficient user) and then the pedagogical aspects are analyzed where students in getting learning should be with authentic and communicative materials and student-centered. In addition, from interview of hotel worker, hotel workers recognize English language proficiency as a fundamental skill that enhances their effectiveness, job satisfaction, and career prospects in the dynamic and diverse hospitality industry

Novel and Advanced Ultrasound Techniques for Thyroid Thermal Ablation.

Thyroid radiofrequency ablation and microwave ablation are widely adopted minimally invasive treatments for diverse thyroid conditions worldwide. Fundamental skills such as the trans-isthmic approach and the moving shot technique are crucial for performing thyroid ablation, and advanced techniques, including hydrodissection and vascular ablation, improve safety and efficacy and reduce complications. Given the learning curve associated with ultrasound-guided therapeutic procedures, operators need training and experience. While training models exist, limited attention has been given to ultrasound maneuvers in ablation needle manipulation. This article introduces two essential maneuvers, the zigzag moving technique and the alienate maneuver, while also reviewing the latest ultrasound techniques in thyroid ablation, contributing valuable insights into this evolving field.

The Effect Of Vitamin B Plus With Special Exercises On Some Physiological Variables, Skill and Physical Abilities In Volleyball

&#x0D; The importance of the research lies in using B vitamin with special exercises as well as identifying their effect on some physiological, skill and physical variables in volleyball. The problem of the research was the lack of using vitamins for athletes in addition to weakness in training programs. The research aimed at identifying the effect of using vitamin B with special exercises on physiological variables ( Hb – Pcv, systolic and diastolic blood pressure and pulse), physical abilities (legs and arms explosive power – power defined by speed, speed of reaction and agility), and fundamental skills (underarm and overhead pass, blocking and spike).The researcher hypothesized statistical difference between pre and posttests in both groups in physiological, skill and physical abilities in volleyball. In addition to that she hypothesized significant differences in favor of the posttests for the experimental group. The results showed a positive effect for using vitamin B with special exercises on physiological, skill and physical variables in volleyball. Finally the researcher recommended using different types of vitamins with other spcial exercises to develop these abilities.&#x0D; &#x0D;

Parent Support for Physical Activity and Motor Skills During Early Childhood: A Mixed-Methods Application of the Multi-process Action Control Framework.

Promoting physical activity (PA) and fundamental movement skills (FMS) in early childhood is necessary to address the high rates of inactivity in children. Parent support is a determinant of PA in children, however, parental intentions to support are not always translated into behavior resulting in an intention-behavior gap. Positioned within the multi-process action control (M-PAC) framework, this study used an explanatory concurrent mixed-methods design to explore parents' intentions and support of PA and FMS during early childhood. Parents (N=124) of children aged 3-4 years completed an online survey consisting of items assessing reflective (e.g., attitudes), regulatory (e.g., planning), and reflexive (e.g., habit) processes of M-PAC and intentions and support for child PA and FMS. A subset of parents (n=20) completed a semi-structured online interview guided by the M-PAC framework. Significantly more parents intended to support PA (71%) compared with FMS (44%; p<0.001) and successfully translated intentions into action for PA (57%) compared with FMS (27%; p<0.001). Discriminant function analysis showed parent behavior profiles for PA and FMS support were associated with a combination of reflective, regulatory, and reflexive processes, however, these differed based on support behavior. Qualitative findings highlighted parents' differential views on PA and FMS support and contextualized the psychological processes associated with each. Parent PA support interventions during early childhood should include strategies for supporting FMS. Interventions should prioritize fostering a combination of reflective, regulatory, and reflexive behaviors to translate intentions to support PA and FMS into behavior among parents of young children.

Towards Sustainable Early Education Practices: A Quasi-Experimental Study on the Effects of Kindergarten Physical Education Programs on Fundamental Movement Skills and Self-Regulation in Haikou City, China

Acquiring fundamental movement skills (FMS) in early childhood is linked to long-term engagement in physical activity, promoting lifelong health. Concurrently, the development of self-regulation contributes to fostering socially responsible and empathetic individuals. This study aims to contribute to the sustainable development goals of Good Health and Well-being (Goal 3) and Quality Education (Goal 4) by promoting early education practices that enhance children’s physical and socio-emotional development. This quasi-experimental study, employing a pre/post-test control design, examined the influence of different kindergarten physical education programs on FMS and self-regulation. Participants from a sports-themed kindergarten, ordinary public kindergarten, and non-profit private kindergarten were equally divided into three groups. The “Hello Sunshine” (HS) group followed a ball game-based program; the ordinary physical education (OPE) group’s curriculum had multi-themed physical activities; and the free-play (FP) group as a comparison group (free play) spent their activity time freely playing. Data from a total of 239 children were analyzed, all of whom received identical assessments of fundamental movement skills and self-regulation by the Test of Gross Motor Development-3 (TGMD-3) and the head–toes–knees–shoulders (HTKS) test at baseline and after 10 weeks of the PE curriculum. There was a significant effect of grouping on TGMD-3 composite scores after controlling for the pre-test score (F(2, 235) = 65.232, p &lt; 0.001, Partial η2 = 0.357). The composite score of the HS group was clearly higher than that of the OPE (95% CI:10.72~16.45) and FP (95% CI: 4.16~9.98) groups. A significant group time effect was observed for self-regulation (F(2, 236) = 4.588, p = 0.011, Partial η2 = 0.037). After 10 weeks, the HS group displayed a more significant increase in self-regulation (14.8%) than that in the OPE (9.7%) and FP (14.6%) groups. The ball game-based program exhibited more advantages in promoting fundamental movement skills and self-regulation among the kindergarteners. Overall, this study’s findings highlight the potential benefits of kindergarten physical education programs and underscore the importance of early childhood development, emphasizing its potential to contribute to holistic child development and align with sustainability goals.

A Phenomenological Exploration on Three Skill Area for Employment: Industry Practitioners’ Insights

Career readiness among graduates has become an intense focus for higher learning institutions. With the increasing reliance on technology, digital literacy cannot be the only skill that matters in the workplace. Employers and industry leaders became more vocal in highlighting the inability of graduates to confront the skill mismatch and imbalance between the university and fundamental work skills. Along with declining labour markets and the devaluation of degree qualifications as among the impacts of the COVID-19 slump and digitalization, universities are pressured to enhance their graduates’ employability. The study aims to explore the debatable work skills through the lived experiences of industry practitioners. The exploration provides a possible framework for work-demand-driven education. A descriptive phenomenological research design was employed to gain an in-depth understanding of the practical skills at work as demanded by the practitioners. A two-tiered method of interviews was employed to establish the context, relay specific details of the participants’ experiences, and contemplate the meaning of their experiences. Results show that a mainstream discourse describes human skills (communication), technical skills, and conceptual skills that help employees thrive in their careers in the brittle, anxious, nonlinear, and incomprehensible (BANI-world) new age of work. Finally, a suggested framework to promote future work skills-related learning is provided for higher staff and learners of higher education.

Research Center and Olympics as a strategy for science education in the centers Educates More of Maranhão

This article addresses the implementation of the Research and Olympics Center (NPO) in the Educa Mais Centers in the State of Maranhão, part of the Full-Time Public Education Networks. The main objective was to analyze the results obtained by students and teachers after the introduction of the Center, focusing on participation and awards in knowledge olympiads and scientific events. The data collected revealed a significant increase in the engagement of Educa Mais Centers in challenging academic activities after the implementation of the NPO. The significant participation of students and teachers in Olympiads and scientific events indicated a clear interest in deepening knowledge and expanding educational horizons. Also noteworthy is the considerable increase in the number of awards, indicating not only recognition of merit, but also encouraging participation in other activities, with different methodologies. This positive scenario suggests that the Research and Olympics Center not only introduces an innovative approach to teaching, but also promotes a school culture that values academic excellence. The focus on research and participation in Olympiads not only challenges students intellectually, but also develops fundamental skills and competencies such as critical thinking, problem solving, networking and teamwork. When considering the longevity and effectiveness of this implementation, constant monitoring of results is essential, identifying areas for improvement and necessary adjustments. The dissemination of these positive results not only celebrates the success of the initiative, but also serves as an inspiring model for other educational institutions seeking to improve educational standards and encourage student participation in enriching activities beyond the conventional curriculum. This study highlights the importance of innovative pedagogical strategies to promote the academic and scientific development of students, contributing to the formation of a more capable generation to face future challenges.

Analysing arterial blood gas results using the RoMe technique.

Arterial blood gas (ABG) analysis is a fundamental skill in healthcare practice, particularly when caring for acutely unwell or deteriorating patients. It can be useful in the assessment of patients' acid-base balance and gas exchange, thereby informing appropriate care and management. However, many nurses find interpreting ABG results challenging. This article outlines a simplified approach to ABG analysis using three main values - pH, partial pressure of carbon dioxide and bicarbonate - and applying the RoMe ('Respiratory opposite, Metabolic equal') technique. It also provides brief descriptions of selected acid-base imbalances and explains how to identify whether these are uncompensated, partially compensated or fully compensated.

Proficiency Barrier in Track and Field: Adaptation and Generalization Processes

The literature on motor development and training assumes a hierarchy for learning skills—learning the “fundamentals”—that has yet to be empirically demonstrated. The present study addressed this issue by verifying (1) whether this strong hierarchy (i.e., the proficiency barrier) holds between three fundamental skills and three sport skills and (2) considering different transfer processes (generalization/adaptation) that would occur as a result of the existence of this strong hierarchy. Twenty-seven children/adolescents participated in performing the countermovement jump, standing long jump, leap, high jump, long jump, and hurdle transposition. We identified the proficiency barrier in two pairs of tasks (between the countermovement jump and high jump and between the standing long jump and long jump). Nonetheless, the transfer processes were not related to the proficiency barrier. We conclude that the proposed learning hierarchy holds for some tasks. The underlying reason for this is still unknown.

The Impact of an Acute Active Reading Intervention on Physical Activity Levels in Preschoolers: A Comparative Analysis.

The purpose of this study was to examine the acute effects of an active reading intervention on physical activity (PA) levels in preschoolers. Participants were recruited from the 3-5-year-old classes at two preschools. A total of six classrooms and 37 children participated in three conditions: an active reading book read by a researcher (Act_R) trained in active play techniques, an active reading book read by a preschool classroom teacher (Act_T), and a book about health behavior read by both the researcher and the teacher (Sed_H). The order in which classes received each condition was randomized. The Actigraph accelerometer assessed PA. Motor skills were assessed with the Peabody Motor Development Scale, 2nd Edition. Participants spent significantly more time in sedentary behavior during the Sed_H condition compared to Act_R (p < 0.000) and Act_T (p < 0.008). Participants spent significantly more time in MVPA during Act_R compared to Act_T (p = 0.030), Act_T compared to Sed_H (p < 0.001), and Act_R compared to Sed_H (p < 0.001). The amount of MVPA participation within the active reading sessions was not dependent upon the level of fundamental motor skill competence. Active reading books may provide a feasible method to incorporate physical activity and active play into the preschool day.

Doing the locomotion

What are fundamental movement skills? By Caroline Vollans

Pharmacy Students' Perspectives on Human Resource Management: An Examination of Knowledge and Attitudes.

(1) Background: This study aims to examine pharmacy students' perceptions of their knowledge and competencies in human resource management (HRM) while also investigating their attitudes toward the educational content provided in a didactic HRM course. (2) Methods: A survey evaluating both course knowledge (pre and post) and attitudes was administered to students enrolled in an HRM class. Data were analyzed using descriptive statistics and measures of associations. (3) Results: All 98 course enrollees completed the survey (N = 98), revealing statistically significant knowledge growth across HRM topics from pre- to post-survey (p < 0.05). Notably, emotional intelligence, workforce diversity, conflict resolution, and recruitment strategies exhibited the most substantial increases. The expert panel session proved highly effective, with 71% reporting it as the most knowledge-enhancing activity. "Global and cultural effectiveness" emerged as the most valued competency, reflecting a positive overall attitude towards HRM. (4) Conclusions: HRM competency is one of the most fundamental skills for pharmacists, as many problems faced by pharmacy organizations and their solutions stem from the workforce. Pharmacy schools should therefore assess their curriculum to ensure that HRM is adequately addressed to meet accreditation standards and to prepare students to navigate HRM challenges in their workplaces post-graduation.