Instructional Guidance Research Articles

Analysis and evaluation of the effectiveness of organizational and instructional guidance of teaching and learning in Russian within the Sri Lankan education system

Introduction. The article examines the problem of promoting Russian as a foreign language in educational institutions in Sri Lanka. The purpose of the study is to evaluate the effectiveness of organizational and instructional guidance of teaching and learning in Russian in the Sri Lankan education system. Materials and Methods. The main research methods are the analysis of the educational system of the Democratic Socialist Republic of Sri Lanka, the collection and generalization of data on the organizational and instructional support of teaching Russian as a foreign language in the schools of the country. At the diagnostic stage, questionnaires and interviews were conducted, which allowed to identify professional deficiencies and assess the professional level of Russian language teachers. Results. The authors identified key problems in the organization of Russian-language education in Sri Lanka. The results of the survey indicate the need to develop the material and technical equipment for teaching and learning at schools, develop effective organizational mechanisms, and provide instructional support for Russian language teachers. The analysis of existing methods of teaching Russian in Sri Lankan schools shows a low level of students’ language competencies, which is due to an insufficient number of qualified Russian teachers, the lack of a system for improving their qualifications and limited access to specialized teaching materials and educational resources. The expediency of updating the existing educational program for teaching the Russian language, taking into account the cultural and educational characteristics of the country, is substantiated. Conclusions. The research confirms the need to create a system of organizational and instructional support for teaching Russian as a foreign language in secondary schools in Sri Lanka, which will improve the quality of teaching and learning in the country and will contribute to strengthening bilateral humanitarian cooperation.

Conceptual understanding and cognitive patterns construction for physical education teaching based on deep learning algorithms

To improve students’ understanding of physical education teaching concepts and help teachers analyze students’ cognitive patterns, the study proposes an association learning-based method for understanding physical education teaching concepts using deep learning algorithms, which extracts image features related to teaching concepts using convolutional neural networks. Moreover, a neurocognitive diagnostic model based on hypergraph convolution is constructed to mine the data of students’ long-term learning sequences and identify students’ cognitive outcomes. The findings revealed that the highest accuracy of the association graph convolutional neural network was 0.84 when the number of training samples was 90,000. In each of the three datasets, the cognitive diagnostic model’s accuracy was 0.76, 0.77, and 0.75, respectively. The use of the association graph convolutional neural network model resulted in an increase of 29% in the mastery of students in the concepts and knowledge of sports. The predictive accuracy of the cognitive schema diagnostic model ranged from 0.6 to 1.0 with a mean value of 0.81. The study reveals that the model proposed in the study has high accuracy and stability in predicting cognitive patterns, which can better identify students’ cognitive states and provide strong support for instructional guidance and personalized learning.

From Technophobia to Techno confidence: Integration of iPad Software Applications in Teacher Training

The COVID-19 pandemic had a profound effect on higher education worldwide, underscoring the need for effective technology integration to enhance teaching and learning. This study aimed to address technophobia by introducing four iPad software applications to a group of 35 first-year Bachelor of Education preservice teachers specializing in the Intermediate phase at a private higher education institution in Westville, KwaZulu-Natal, South Africa. Conducted over six weeks in the second semester of 2024, the qualitative case study collected data through pre-intervention questionnaires, classroom use of Stop Motion, iMovie, Keynote and Plotogon in mathematics, natural science, and technology lessons, and a post-intervention focus group discussion. The findings demonstrated strong technological engagement under instructor guidance, with 91% of participants using at least one application during the intervention. The primary objective was to enhance preservice teachers' Technological Pedagogical Content Knowledge and reduce technophobia through hands-on experiences with iPad software applications. The findings revealed that preservice teachers envisioned using these four applications to create interactive, engaging, and student-centered classrooms, where learning is enriched through collaboration, creativity, and subject-specific tools for mathematics, natural science and technology. While many preservice teachers found the software applications easy to use, concerns about accessibility and teacher proficiency, especially due to socioeconomic disparities, highlighted the need for additional technology training. Stop-motion, Keynote and iMovie iPad software applications were believed to be crucial for developing technological pedagogical content knowledge, with Keynote particularly effective for blending abstract topics and concepts with innovative teaching strategies. It was recommended that Keynote be integrated into teacher training to create engaging worksheets and presentations. Stop Motion and iMovie could be used to create entertaining and interactive animations. Interestingly, the findings revealed that Plotagon was not used by the preservice teachers, possibly indicating technophobia or a lack of familiarity and confidence with the iPad software application. The study emphasized the importance of incorporating iPad software applications to assist primary school preservice teachers in overcoming technophobia and building confidence in technology integration. This integration of Stop Motion, Keynote, iMovie, and Plotogon could enhance teacher and learner experiences through creative and innovative instructional designs in mathematics, natural science, and technology.

Mindfulness's moderating role applied on online SEL education.

Mild to moderate depression, anxiety, and stress imbalances are prevalent emotional issues among college students and are primary factors leading to deficiencies in social-emotional skills within this population. Without timely intervention, these mild to moderate emotional issues may escalate into more severe conditions. Social-Emotional Learning (SEL) programs are effective for building social-emotional skills. However, current research on SEL programs has not adequately addressed the issue of high-quality teacher-student interactions for students who suffer emotional problems. To tackle this issue, this study proposes a curriculum approach that integrates mindfulness with rhythmic music? and evaluated the emotional changes of students after mindfulness with rhythmic music curriculum. This study adopted a pre-post experimental design. Two hundred and ninety-four firefighting universities students participated in a one-semester "online mindfulness combined with music rhythm SEL course". The study used the Beck Anxiety Inventory, Center for Epidemiologic Studies Depression Scale and Perceived Stress Scale to measure the anxiety, depression and stress levels of the participants before and after the course, and used the participants' self-reflection reports as a method to explore the students' emotional transformation patterns. The research findings indicate that: (1) eighth-note, quarter-note, and sixteenth-note rhythmic music significantly improve the emotional wellbeing of students with depression, anxiety, and stress imbalances, respectively. (2) The degree of emotional improvement has a certain impact on academic performance. (3) Students with anxiety require more instructional support focused on attention concentration during the early phases of the course; students with depression should not be scheduled for social skills learning modules in the short term and need long-term instructional guidance; individuals experiencing stress imbalances require attention to their personal music preferences and benefit from additional listening activities and exercise. These findings assist teachers in accurately identifying emotional changes among students with emotional problems and managing the patterns of these emotional transitions, thereby providing effective instructional support and promoting high-quality interactions between teachers and students.

The mediational role of ‘teacher guides’ in TESOL: teachers’ reported practices on scaffolding, appropriation, and self-regulation

ABSTRACT In the field of TESOL, teacher guides are widely used resources providing instructional support and guidance to English language teachers. Drawing upon Vygotskian sociocultural theory, this research explored how novice language teachers perceive the mediational roles of these artifacts in shaping their teaching practices and the affordances and constraints they attribute to them. Through examination of semi-structured interview data, this qualitative study uncovered that teacher guides function as potent scaffolding tools, providing teachers with procedural, instructional, and emotional support. However, despite these scaffolds, the teachers expressed their apprehensions regarding their excessive dependence on guides and their limited accommodation of diverse classroom dynamics and student needs. The teachers indicated their practice of appropriation, where they adapted teacher guide content to suit the sociocultural milieu of their classrooms and the diverse cognitive and affective needs of their students. Additionally, the teachers mentioned a gradual transition toward self-regulated teaching, where they rely more on personal expertise and creativity and less on teacher guides. This study contributes to our understanding of the complex dynamics and dual agency between teachers and teacher guides, emphasizing the need for more inclusive and reflective pedagogical resources to support teachers’ growth and autonomy.

National Health Education Standards: Model Guidance for Curriculum and Instruction (Third Edition).

Since the 1990s, national standards have been developed in K-12 subject areas. National standards in health education were first released in 1995 with a second set released in 2007. A third edition, the National Health Education Standards: Model Guidance for Curriculum and Instruction was developed in 2022 under the auspices of the National Consensus for School Health Education. The purpose of this article is to present an overview of the third edition including descriptions of the development process;the 8 standards and aligned performance expectations; considerations related to the translation, dissemination, and implementation of the standards; and projections for potential impact regarding teaching and student outcomes. To develop new standards, the National Consensus formed 3 groups: the Management, Development, and Expert Review Groups. These groups employed an iterative process that included the development of 3 drafts of the standards before finalization. This process included a review of each draft by the 3 groups. The second draft included additional qualitative feedback from over 500 school health education leaders, practitioners, and stakeholders. The third edition includes 8 standards with aligned performance expectations. A description and rationale are provided for each standard along with standard-specific teaching guidance. The third edition of the National Standards for School Health Education provides guidance to state departments of education and local schools in the development and implementation of health instruction that promotes meaningful learning to guide students in the promotion of their own health and the health of others.

Uncovering Reflections of Preclinical Medical Students from Clinical Shadowing: A Thematic Analysis

Purpose Clinical shadowing(CS) offers preclinical medical students the opportunity to observe certified physicians in practice. Analyzing the content of students’ reflective writings(RWs) to understand core competencies they perceived during CS, as well as stages of their reflections, can offer valuable insights for course design and instructor guidance. This study aimed to address this matter by employing a thematic analysis of students’ RWs to explore the learning outcomes derived from CS. Materials and methods The dataset of the thematic analysis comprised de-identified RWs from preclinical medical students who participated in the clinical shadowing program during the first semester of the 2019 academic year at National Taiwan University College of Medicine. Two researchers independently extracted and categorized pertinent content from the texts of RWs, aligning them with the six core competencies of ACGME and mapping them to the stages of Kolb’s learning cycle. Additionally, correlation with shadowing specialties and fields was investigated. Results In total, 155 RWs were analyzed. Patient care emerged as the most frequently reflected competency(30%), followed by systems-based practice(23%), and medical knowledge(21%). The shadowing specialties and fields had an impact on the core competencies students perceived. In terms of Kolb’s learning stages, concrete experience(66%) predominated in RWs, while abstract conceptualization(19%) and reflective observation(14%) were less prevalent. For each competency, concrete experience was the prevailing stage, with active experimentation being the least dominant one. Students exhibited varying proportions of reflections at different stages for each core competency. Conclusions Clinical shadowing experiences enable preclinical medical students to explore required clinical core competencies, with emphases depending on the shadowing specialties and fields. Currently, most reflections are concentrated at Kolb’s concrete experience stage. This study offers valuable insights for designing future CS programs and improving faculty development, aimed at helping students achieve deeper and more comprehensive reflective learning in relation to core competencies, and even professional identity.

Guidelines for Integrating actionable A-SMART Learning Outcomes into the Backward Design Process.

Learning outcomes are essential in education, guiding both educators and learners towards desired knowledge, skills, and competencies. The backward design process offers a structured approach to curriculum planning, but its integration with actionable, SMART (Specific, Measurable, Achievable, Relevant, Time-bound) learning outcomes needs further exploration. This guide aims to introduce the concept of "A-SMART" learning outcomes and demonstrate their integration into the backward design process, focusing on outcomes that begin with action verbs. The guide outlines a three-stage curriculum planning approach: (i) define desired results, (ii) determine acceptable evidence of learning, and (iii) plan learning activities. It emphasizes the importance of starting with action verbs in formulating learning outcomes, aligning with Stage 1 of backward design and facilitating the transition to Stage 2 (assessment development). By following this guide, educators will acquire tools to develop effective "A-SMART" learning outcomes. This approach immediately advances to Stage 2 of backward design, improving educational practices and ensuring alignment with assessment methods. The guide provides strategies for formulating outcomes that are Action-oriented, Specific, Measurable, Achievable, Relevant, and Time-based. The integration of A-SMART learning outcomes into the backward design process offers a more cohesive and effective educational framework. This approach enhances clarity for learners, provides guidance for instructors, enables more effective assessments, and improves overall learning experiences. The guide also addresses potential challenges in formulating A-SMART outcomes and suggests solutions, including the use of AI tools for inspiration and critical review.

Benefits of Virtual Reality Training for Cardiopulmonary Resuscitation Skill Acquisition and Maintenance

Objectives To investigate the benefits of virtual reality (VR) first-aid training in acquiring cardiopulmonary resuscitation (CPR) skills. Methods A total of 100 non-medical professional volunteers from Nanchang were selected in March 2021 using the convenience sampling method. They were randomly divided into two groups: the VR training group (VR group) and the traditional simulation scenario training group (traditional group). The VR Group underwent immersive virtual reality CPR training with interactive feedback, while the Traditional Group received standard simulation-based CPR training using mannequins and instructor guidance. After training, relevant data were collected for comparative analysis. Results The study revealed that the VR group consistently outperforming the traditional group in theoretical knowledge test (cardiac arrest recognition, chest compressions, airway management, and artificial respiration) scores at 1, 3, 6, and 12 months post-training (p < 0.05). Similarly, the VR group showed superior performance in overall skills test scores and individual CPR quality metrics at all post-training assessments. The VR group scored higher in total skills, assessment, post-resuscitation assessment, chest compressions (at 1, 3, and 6 months), airway opening, and artificial respiration compared to the traditional group (p < 0.05). Despite these findings, both groups exhibited a gradual decrease in skills test scores over time. Conclusions Virtual reality training can significantly improve non-medical professional volunteers’ CPR knowledge and skill levels, helping them master and maintain these competencies. However, a decrease in CPR knowledge and skills among the participants over time was observed after VR training, suggesting the need for further retraining sessions.

NexusGraph: NLP Innovation for Scientific Methodology Replication

Biomedical research emphasizes the reproducibility of scientific research by independent researchers, as the results have direct effects on human health. The increasing complexity of modern research, along with inadequate documentation, equipment and resource limitations, and environmental variability, has contributed to a “reproducibility crisis”. NexusGraph offers an advanced Natural Language Processing (NLP) solution to this crisis. It synthesizes a comprehensive, accessible inventory of reagents, equipment, and other materials to allow for standardization to replicate studies. Furthermore, NexusGraph extracts additional elements, including author and material suppliers, along with synthesizing instructional guidance to increase reproducibility.

Validation of Examination Maneuvers for Adolescent Idiopathic Scoliosis in the Telehealth Setting.

Telehealth visits (THVs) have made it essential to adopt innovative ways to evaluate patients virtually. This study validates a novel THV approach that uses educational videos and an instructional datasheet, enabling parents to use smartphones to measure their child's scoliosis at home or in telehealth settings. We identified a prospective cohort of patients with adolescent idiopathic scoliosis (AIS) scheduled for follow-up care from March to July 2021. The angle of trunk rotation (ATR) was first measured at home by patients' guardians using instructional video guidance and a smartphone application with internal accelerometer software. The second measurement was made during a THV examination performed by caregivers with supervision by trained associates via a telehealth appointment. Lastly, the clinician measured the child's ATR during an in-person clinic visit. Intraclass correlation coefficients (ICCs) and interrater reliability were compared between in-person clinic measurements and (1) at-home and (2) THV measurements. Shoulder, lower back, and pelvic asymmetry were observed and quantified at home and virtually, and then were compared with in-person clinic evaluations using kappa values. Surveys were used to evaluate the experience of the patient/caregiver with the at-home and telehealth assessment tools. Seventy-three patients were included (mean age, 14.1 years; 25% male). There was excellent agreement in the ATR measurements between THVs and in-person visits (ICC = 0.88; 95% confidence interval [CI] = 0.83 to 0.92). ATR agreement between at-home and in-person visits was also excellent, but slightly diminished (ICC = 0.76; 95% CI = 0.64 to 0.83). Agreement between THV and in-person measurements was significantly higher compared with that between at-home and in-person measurements (p = 0.04). There was poor agreement in lower back asymmetry between THV and in-person assessments (kappa = 0.37; 95% CI = 0.14 to 0.60); however, there was no significant agreement between at-home and in-person assessments (kappa = 0.06; 95% CI = -0.17 to 0.29). Patient/caregiver satisfaction surveys (n = 70) reported a median score of 4 ("good") for comfort with use of the technology, and a score of 3 ("neutral") for equivalence of THV and in-person evaluation. There was a high level of agreement between telehealth and in-person spine measurements, suggesting that THVs may be reliably used to evaluate AIS, thus improving access to specialized care. Diagnostic Level II . See Instructions for Authors for a complete description of levels of evidence.

Topic Mining and Sentiment Analysis based on the Online Review from MOOC Platform’s Logistics Course

In the context of ongoing curriculum teaching reform accelerated by the COVID-19 pandemic, evaluating online logistics courses from the learners’ perspectives and identifying strategies for improvement have become critical areas of inquiry. Despite the growing body of literature on online education, existing studies often overlook the specific topics of interest and emotional tendencies of online logistics course learners. This study addresses this gap by utilizing the push-pull-mooring (PPM) theory, originally developed for human migration studies, to elucidate the transition of learners from offline to online environments, while exploring the formation process and significance of online logistics course instruction. We employ the ROST Content Mining System (ROST CM) software to conduct word frequency analysis, semantic network analysis, and sentiment analysis on review text data from two logistics courses offered on the China University massive open online courses (MOOC) platform. Our findings indicate that online learners prioritize three key aspects: “teacher,”“course,” and “learning content,” with high-frequency words revealing a hierarchical structure of “topic → transition → emotion.” While most learners expressed positive and satisfactory sentiments, a minority conveyed neutral or negative emotions. Based on these insights, this paper proposes targeted recommendations focusing on instructor guidance, enhancing online interaction, and fostering reflective teaching practices.

Inquiry into Teachers' and Parents' Experiences of Radio-Based Instruction and Modular Distance Learning in Early Childhood Education

This study examines the perspectives and experiences of educators and caregivers regarding radio-based instruction (RBI) and modular distance learning (MDL) in early childhood education. Semi-structured interviews with 10 parents and 6 kindergarten teachers in the Bay Sub-Office, Laguna, Philippines revealed significant challenges in access to technology, parental involvement, and socio-emotional development of learners. The findings underscore the need for clear instructional guidance and accessible resources. The study concludes that guardians’ participation, engagement, instructional clarity, and material accessibility are crucial for effective remote learning. As a result, the RADIO model and a comprehensive course outline were developed to address these needs, emphasizing resilience, collaboration, and inclusivity. Recommendations include enhancing technological infrastructure to ensure equitable access, implementing customized parental education programs, integrating socio-emotional learning (SEL) into the curriculum, providing targeted professional development for educators, and establishing continuous research and evaluation mechanisms to adapt strategies effectively. These recommendations foster an inclusive and dynamic educational ecosystem, enhance early childhood education and ensure quality remote learning experiences.

Towards a critical co-construction of equity communities of practice in education

Students in Canada have unequal access to safe environments and learning in schools, which impacts their participation in education and their achievement of educational goals. Equity, diversity, and inclusion (EDI) courses for future educators are one way to help them see that the benefits of schooling are not equally available to all students. The authors describe how post-secondary students, who were members of equity-seeking communities and their allies, worked together with instructor guidance to co-create EDI courses. The students were already familiar with the fully online learning community model (FOLC) where student voice and agency feature prominently. As the students co-designed new EDI courses, the critical co-construction of equity model was developed. The model is anchored in human rights and relies on a shared spirit of equity humility. The model recognizes the need for student safety as well as the necessity of potentially uncomfortable conversations. While, in the past, equity teaching tended to focus on distinct aspects of oppression in society as individual topics, the co-construction of equity model relies, instead, on building bridges of equity concepts that cross oppressions. These cross-equity understandings can help future educators see the importance of dismantling oppression and rebuilding safer and more inclusive learning spaces in education.

Exploring the Development of Creative Imagination across Different School Grades

The development of creative imagination across different school grades involves examining that students’ ability to think creatively and imaginatively evolves as they progress through their education journey. This study examines the development of imaginative creativity across a range of students' grades, emphasizing the roles that various factors play in students' creative growth, such as parental engagement, creative competition participation, innovative problem-solving skills, guidance from teachers, and visualization abilities. Information has been gathered from 150 teachers and 150 students who took part in speech, storytelling, and art competitions. With the use of SPSS version 28, discriminant and factor analyses were carried out to examine how these variables differentiate students across grade levels and identify fundamental aspects of creativity. Also, the self-reported questionnaires were executed to explore the student's creative thinking level. The outcomes show that creative problem-solving skills and mentorship from trainers are important factors in enhancing students' creativity, parental involvement and visualization also have a significant impact. These results highlight the importance of parental and instructional guidance in supporting inventive growth throughout various school grades and provide insightful information about the elements influencing students' increased creativity.

Internet-based infrastructures and online architectural education on design studios: perceived instructional strategies and students engagement

The current study investigated the impact of perceived instructional strategies in online design studios on student engagement as a multidimensional construct. Given the rapid shift to online learning during the COVID-19 pandemic, understanding effective teaching strategies and their impacts on student engagement is crucial for enhancing overall student outcomes. The study also examined the role of learning motivation as a mediator in these relationships. A mixed-methods approach was employed, measuring a second-order construct of student engagement based on three reflective dimensions: cognitive, affective, and behavioral. Qualitative interviews with instructors revealed three main instructional strategies utilized in online design studios: learning by doing, learning with interaction, and learning from feedback. The present study analyzed self-report survey responses from 230 undergraduate architecture students across four major universities in Iran, utilizing partial least squares structural equation modeling (PLS-SEM). Based on the results, the perceived learning by doing (PLD) and learning with interaction (PLI) significantly improve student engagement. In contrast, the perceived learning from feedback (PLF) fails to influence student engagement directly. Additionally, intrinsic and extrinsic motivation mediated the impact of PLI and PLF on student engagement. These findings highlight the importance of effective instructional strategies in online design studios. Additionally, the results provide valuable insights for future pedagogical practices in online education, offering guidance for instructors aiming to enhance student outcomes in this dynamic learning environment.

A REVIEW OF THE ROLE OF SHARED LESSON OBJECTIVES IN SHAPING THE ACADEMIC ACHIEVEMENTS OF SENIOR SECONDARY SCHOOL STUDENTS.

Lesson objectives are germane parts of every lesson plan and its delivery. More important is the disclosure of these objectives. This paper reviews the role of shared lesson objectives in shaping academic achievements of senior secondary school students. Different views about lesson objectives are analysed, it also looks at how shared lesson objectives help to increase academic achievement of learners in schools. The framework of this review is premised on the cognitive load theory, which considers the intrinsic, germane and extraneous cognitive domains as keys to the formulation and disclosure of every learning objective. It also looks at key considerations for crafting lesson objectives- these are audience, behaviour, condition and degree. It finally, looks at the benefits of shared objectives- clarity, instructional guidance, motivation, alignment with assessment, feedback, collaboration and accountability were identified. It recommended that in developing and disclosure of lesson objectives, students’ capacity, maturity level and behaviour should be considered. This would help to effectively differentiate and make provisions for low ability learners while the high ability learners are further encouraged to do more.

Evaluating Student Satisfaction and Self-Confidence in Simulation-Based Anesthesiology Training among Final-Year Medical Students.

Simulation-based training (SBT) is increasingly recognized in medical education for enhancing clinical skills and confidence. This study evaluated the impact of SBT on satisfaction and self-confidence among final-year medical students at Jazan University, Saudi Arabia. A total of 117 students participated in a cross-sectional study after attending SBT sessions focused on anesthesiology. Data were collected via a questionnaire assessing satisfaction and self-confidence. Statistical analyses included descriptive and inferential statistics. Results showed mean satisfaction and self-confidence scores of 3.64 ± 0.79 and 3.70 ± 0.90, respectively, with no significant differences by gender or age. A strong association was noted between the learning experience ratings and both satisfaction and self-confidence (p < 0.001). The highest satisfaction was with the instructor's teaching style, whereas the lowest was with the motivation provided by teaching materials. For self-confidence, the highest scores related to the instructor's guidance, while the lowest concerned the application of SBT to critical skills learning. A strong positive correlation was found between satisfaction and self-confidence (R = 0.847, p < 0.001). The study concludes that SBT significantly enhances student satisfaction and self-confidence, emphasizing the importance of learner-centered methods and interactive learning in medical education.

Using Generative AI to Promote the APA's Five Goals for Undergraduate Majors

Introduction: Recent advancements in generative AI (GAI) platforms appear to mark an abrupt shift in higher education. Statement of the Problem: Instructors have a responsibility to teach students to use GAI, which is a promising tool for promoting personalized, student-centered, process-focused learning environments. Literature Review: Drawing on the explosion of publications outlining ways that instructors and students can use GAI and turning to ChatGPT itself for ideas, we provide guidance for psychology instructors to integrate GAI into their courses, using the APA's Guidelines for the Undergraduate Psychology Major as a framework. Teaching Implications: We outline four principles and provide practical suggestions to demonstrate GAI's potential for enhancing psychology education. Conclusion: Our goal is to empower psychology instructors to explore and experiment with GAI alongside their students.

Influence of tactile and verbal guidance on lateral weight-shifting in double-leg standing after total hip arthroplasty

IntroductionAnomalous gait after total hip arthroplasty (THA), marked by increased trunk lateral flexion during weight-bearing, is a noteworthy aspect to consider for enhancing ambulatory capacity. One potential training modality that is feasible in the early post-THA period is lateral weight shifting during double-leg standing. However, the influence of physical therapists’ instructional guidance on trunk lateral flexion and hip abductor muscle activity in this context remains unclear. PurposeTo investigate the influence of physical therapist's guidance directed towards reducing the trunk lateral flexion angle during lateral weight-shifting in double-leg standing post-THA. MethodsTwenty THA patients, assessed at 2 weeks postoperatively, performed lateral weight-shifting under two conditions: the normal condition and the instructed condition, for comparison. The latter involved tactile and verbal guidance guidance to minimize trunk lateral flexion. Patients were categorized based on trunk flexion direction for comparison, exploring the correlations between hip abductor muscle activity and kinematic parameters. ResultsIn the instructed condition, a significant reduction in trunk lateral flexion and increased hip lever arm length were observed compared to those in the normal condition. Patients with trunk flexion towards the operated side exhibited a notable reduction, while those on the non-operated side showed no significant changes. Gluteus medius muscle activity correlated with trunk lateral flexion, and tensor fasciae latae muscle activity correlated with body's center of mass lateral displacement and hip adduction angle. ConclusionsPhysical therapist's guidance influenced lateral weight-shifting in double-leg standing post-THA. Differences in the trunk lateral flexion direction may lead to different effects from the guidance.