Skills Training Methods Research Articles

Application of Intelligent Collaboration Technology in Skill Training and Job Docking of Data Tagger

With the rapid development of artificial intelligence and machine learning technology, the role of data tagger has become more and more important, responsible for providing high-quality annotated data for training algorithms, but traditional skills training and job docking methods cannot meet the needs of the rapid development of the industry. This paper studies the application of intelligent collaboration technology in improving the skill training efficiency of data taggers and promoting its effective docking with the post. By using the literature review method, in-depth interview method, and case analysis method, this paper analyzes the current challenges faced by data taggers, including skill gaps, insufficient training resources, and rapid changes in market demand. The results show that the application of intelligent collaboration technology can not only improve the skill training efficiency of data taggers but also promote effective docking between them and their positions, bringing a positive impact to the data tagging industry.

Comparative Analysis of Impact of Different Skill-training Methods among Medical Students: A Cross-sectional Study

Background: The development of practical skills is crucial in medical education, with various teaching-learning (T/L) methods such as Demonstration-Observation-Assistance-Performance (DOAP), Peyton’s four-step approach, and See One Do One Teach One (SO-DO-TO) being employed to enhance students’ competencies in handling medical devices. Objective: This study aimed to evaluate the efficacy of DOAP, Peyton’s approach and SO-DO-TO methods on skill performance of 1st-year MBBS students in using a sphygmomanometer, audiometer, and electrocardiogram (ECG). Methodology: A cross-sectional study was conducted among 126 1st-year MBBS students, who were randomly divided into three groups (n = 42). Each group was trained using one of the three T/L methods on specified competencies. Skill acquisition was assessed through an Objective Structured Practical Examination (OSPE), and perceptions were gauged through a Likert Scale questionnaire. Results: Students trained using Peyton’s method scored the highest in OSPE with a mean score of 7.35 (standard deviation [SD] = 2.19), compared to 5.72 (SD = 1.62) for DOAP and 5.83 (SD = 1.37) for SO-DO-TO. The differences in scores were statistically significant (P < 0.01) between the groups. Perception data indicated that both students and faculty rated Peyton’s method highest in overall satisfaction, effectiveness, and comfort, despite its slightly higher time consumption. Conclusion: Peyton’s four-step approach significantly enhances medical students’ skill acquisition and satisfaction compared to DOAP and SO-DO-TO methods. Integrating multiple teaching strategies, as seen in Peyton’s method, can offer a more comprehensive and effective learning experience. Future studies should investigate the long-term impacts and applicability of these methods across various medical disciplines.

Acquisition of key clinical communication skills through simulation-based education: findings from a program for postgraduate psychiatry trainees (ComPsych)

ObjectiveFew studies have investigated the maintenance of skills acquired in classroom-based clinician education. Using an advanced simulation-based clinical communication skill training program for postgraduate psychiatry education (ComPsych), we aimed to investigate skill acquisition through assessing changes in competence (abilities) and performance (practice).MethodsForty trainee psychiatrists (15 males; age range 26–48) participated. Video-recorded Standardized Patient Assessments (SPAs) were delivered twice pre- and post-training to assess learning. Skills were coded by independent psychologists using the Core Communication Skills (CCS) coding system. Simulated patients (SPs) rated trainees' communication performance using the Sim-Patient SPA checklist. Paired t-tests, linear mixed models and logistic mixed models assessed changes in communication skills over time.ResultsFor SPAs, reliability of coder ratings was deemed acceptable (ICC range 0.67 to 0.87). Mean post-training communication performance significantly increased for skills in agenda setting (p < 0.001), information organization (p < 0.001), empathic skills (p = 0.046), and overall skills performance (p = 0.001). Significant decreases for questioning skills were indicative of reduced reliance on these skills post-training. SPs rated all skillsets higher post-training. A modest relationship was detected between frequency (coded) and (SP-rated) quality of communication skills. Improvements in agenda setting and information organisation skills were retained ~ 6 weeks post-training.ConclusionsTraining improved patient-centered communication skills in psychiatry trainees, particularly skills in agenda setting and information organization, with skills retained ~ 6 weeks post-training. There was reduced reliance on questioning skills, which are well utilised generally. The study supports the benefits of this method of communication skills training into postgraduate psychiatry education.

A couple-based dyadic coping intervention for colorectal cancer patient-spousal caregiver dyads: A randomized controlled study

PurposeTo evaluate the clinical effects of a couple-focused dyadic coping intervention in colorectal cancer (CRC) couples. MethodsThe study was a single-blinded randomized controlled study which 226 CRC couples were recruited and randomized to either the intervention (N = 113) or the control (N = 113) group. All couples received usual care while the six-week dyadic coping intervention was provided to the intervened couples in psycho-education and skill training methods through face-to-face combined with telephone formats. Measurement data, including dyadic coping, marital satisfaction, quality of life and psychological well-being were collected at pre- and post-intervention periods. And multilevel model (MLM) was applied to analyze the effects of the intervention and the role tendency. ResultsA total of 173 couples completed the program and post-intervention evaluation. The retention rate was 76.5%. Results from MLM showed that the dyadic coping intervention is effective in promoting levels of dyadic coping (P < 0.001), marital satisfaction (P = 0.042), mental health (P = 0.006), and positive psychological well-being (P < 0.001), and alleviating depression (P = 0.015) in CRC couples. For role tendency, the intervention found to be more effective in CRC spousal caregivers’ positive psychological well-being compared to the patients (P = 0.037). ConclusionThe couple-based dyadic coping intervention is effective in promoting dyadic coping and improving psychological adjustment in CRC couples. More studies were needed to further evaluate the program and its long-term efficacy in the future. In addition, given the positive effects of the intervention, clinical nursing stuffs may consider implementing such intervention in their routine work while caring for CRC couples.

Al-Tahlīl fī Dirāsah Manhaj Tadrīs Mahārah al-Kalām fī Kitāb Ta’līm Aa-Lugah Al-‘Arabiyyah

This research is to (1) describe the application of the curriculum for teaching speaking skills in the Arabic language teaching book for the second intermediate grade of the Indonesian Ministry of Religious Affairs in 2020. (2) to describe the advantages and disadvantages of the curriculum for teaching speaking skills in the Arabic language teaching book for the second intermediate grade. (3) knowing how to analyze the curriculum for teaching speaking skills in the book on teaching the Arabic language for the second intermediate grade. This research is based on descriptive analysis methods. This research indicates that the book's approach to teaching speaking skills includes four elements: objectives, content, teaching methods, and evaluation. Data collection techniques used in this research include the collection of data sources, data collection, data analysis, and interpretation of results. As a consequence of this study, the book's speaking skill teaching methodology consists of four components: objectives, content, teaching strategies, and evaluation. These are the outcomes of the examination of the book's speaking skills training method: that the information is acceptable based on the criteria of excellent content, the listening, speaking, reading, and writing abilities are presented in a good order, Data analysis techniques used in this research: Data limitations, data display, and conclusions, and the core and fundamental competencies meet the requirements of good competence. With a disclaimer that neither at the middle nor after the semester does this book assess speaking abilities due to its usage of an intermediate language.

Understanding the psycho-social problems of vulnerable adolescent girls and effect of intervention through life skill training.

Children and adolescents are considered to be among the most vulnerable groups with respect to psychosocial issues who have been affected the most by this change in the family structure. The adolescent phase for girls is a critical period characterized by significant bio-psychosocial transformations. It is imperative to provide adolescents with the necessary tools and abilities to effectively confront these challenges which are provided by the members of the family. The implementation of life skill education is commonly acknowledged as an intervention mechanism for augmenting skills and abilities to manage the daily challenges of life, particularly among a distinct demographic such as adolescents. This study aims to examine the potential correlation between the growing incidence of mental health disorders among minors and the escalating levels of problematic smartphone and social media usage. It highlights the necessity of promoting health education in schools and investigating the impact of inadequate parenting on adolescent mental health. This paper is founded on a psychosocial intervention that employs life skill education to assist adolescents in managing the internal and external changes that arise during their developmental stage. This study employed qualitative research methods. The qualitative study findings were gathered from a variety of secondary sources, including media articles, academic journal articles, and past theses. A discourse analysis method was used throughout this study, and several case studies were gathered from news articles and journals to provide a brief overview of an Adolescent girl's current situation. Adolescence pressure and the consequences of this is a global issue. Adolescent stage is the most vulnerable group in the society. This paper attempts to study the psychological problems of the adolescence as they grow up and helps in understanding their problems and implementing life skill training methods to help them rejuvenate from trauma. In all, initiatives aimed at mitigating stressors in the lives of adolescents often commence with educating teenagers and adolescents about the potential hazards associated with these stressors. The implementation of certain strategies should be incorporated into guidelines aimed at promoting the safe and healthy use of social media by young individuals. Keeping track of their academic progress and dealing with any problems early on can help them avoid the negative effects of psychological problems in adolescence.

Does deliberate practice surpass didactic training in learning empathy skills? – A randomized controlled study

A large body of research identifies therapist expressed empathy as one of the most important predictors of psychotherapy outcome. Deliberate practice (DP) is an effective method to improve skills in many fields. We asked if DP also can be used to enhance the skill of expressing empathy. Objective: The aim was to compare the efficacy of DP to didactical learning methods (DLM) in enhancing the skill of empathic expression in students. Method: A repeated measures randomized controlled group design was used. Novice students (N = 36) from psychologist-, medicine-, social work-, and nursing programs received two training sessions of either DP (n = 21) or DLM (n = 15). Participants’ skills in empathic expression were assessed with the Measure of Expressed Empathy (MEE) on three occasions: before the first, between, and after the last training session. Results: Participants in the DP-group showed improved empathic expression, whereas participants in the DLM-group did not. Conclusions: These findings suggest that DP is an effective training method for therapeutic skills such as empathic expression and holds implications for the future development of educational practices to incorporate active skill training methods.

Upaya Guru IPS Dalam Meningkatkan Minat Belajar Siswa Pada Mata Pelajaran IPS Kelas Vlll Di SMP Negeri 3 Kedungwaru Tulungagung

The background of this research is the lack of interest in student learning in the social studies subject of SMPN 3 Kedungwaru Tulungagung students, where there is an unpreparedness in learning and a lack of support from the school environment and family environment. The existence of this background requires attention and motivation to learn from the school and family so that students have a high interest in learning. The focus of the research in this thesis are: 1) What are the social studies teacher's efforts to increase student learning interest in social science subjects for class VIII students at SMP 3 Kedungwaru Tulungagung, 2) What are the supporting factors of social science teachers in increasing student learning interest in the subject social science lessons for class VIII students at SMP 3 Kedungwaru Tulungagung, and 3) What are the obstacles and solutions for IPS teachers in increasing student learning interest in social science subjects for class VIII students at SMPN 3 Kedungwaru Tulungagung. The objectives of this research are 1) to explain how social studies efforts increase students' interest in learning in social studies subjects for class VIII students at SMP Negeri 3 Kedungwaru Tulungagung, 2) to find out the supporting factors for social studies teachers in increasing interest in learning students in Social Sciences class VIII students at SMP Negri 3 Kedungwaru Tulungagung and 3) To find out social studies teacher's obstacles and solutions in increasing student learning interest in Social Sciences class VIII students at SMP Negri 3 Kedungwaru Tulungagung. In this study used a qualitative descriptive research method. Data obtained through interviews, observation and documentation. Observations were made to find out more closely about the object being researched, interviews were used to find out or find problems openly at SMP Negeri 3 Kedungwaru Tulungagung, while documentation was used to collect data by investigating existing documents and was a place for prepare a number of data so that researchers get the maximum information that can correctly describe the condition of the object under study. The results of this study indicate that the social studies teacher's efforts to increase student learning interest in social studies class VII at SMP Negri 3 Kedungwaru Tulunggung use 3 techniques, namely: Using learning methods such as lecture methods, group discussions, diagnostic assessments and skills training methods. The second uses the map learning model, collaborative learning, contextual learning. Third Use learning media such as: Interactive PPT, audio media, picture media and map and globe media. Supporting factors for Social Studies teachers in increasing student learning interest in Social Sciences subject class VIII SMP Negeri 3 Kedungwaru Tulungagung namely: School programs, Facilities that support student learning include: Libraries, Classrooms, Laboratories and Classrooms. Obstacles and Social studies teachers' solutions in increasing student learning interest in social science subjects for class VIII SMP Negeri 3 Kedungwaru Tulungagung can be grouped into two factors, namely internal factors and external factors. Internal factors come from within the students themselves, external factors consist of teachers, parents, peers. The solution to overcome these obstacles is to provide motivation.

A Home-based Approach to Reduce Test Anxiety Using a Combination of Methods: A Randomized Controlled Trial

Increasing number of students struggle with test anxiety. Evidence based, online, affordable, and accessible solutions for test anxiety are scarce. The purpose of this study was to evaluate an online delivered, assisted intervention (REST-TA) in a randomized controlled trial.Participants (N = 178) were recruited through a university course and were randomized into a treatment group and waitlist control group. The treatment group completed an 8-week program which consisted of relaxation, skill training and cognitive behavioral methods. Both treatment and control group filled out a battery of questionnaires (TAMC-SF, STAI, DASS, MBI-SS, Resilience) pre and post-treatment.According to our results there was a significant reduction in test anxiety between pre and post intervention. We found a significant increase in trait anxiety, negative affectivity, and burnout in the control group, while no change or slight decrease in these scores in the treatment group. Our analyses also yielded a significant increase in resilience scores in the treatment group while resilience scores did not change for the control group.We conclude that REST-TA was successful at reducing test anxiety. Moreover, it helped to maintain the subjective well-being of students, while increasing resilience. Online solutions are a scalable option for universities to implement, therefore programs such as REST-TA could be of great help to improve the mental health of university students.

État des lieux des techniques d’intervention pour l’entraînement des habiletés sociales de travailleurs présentant un trouble neurodéveloppemental

ObjectivesPeople with disabilities and neurodevelopmental disorders, such as autistic people, often face unemployment or underemployment. This can be partly explained by their difficulties in social situations and in particular in the use of social skills. Obtaining and keeping a job has an important influence on the quality of life of individuals, which is why it is necessary to look at the possibilities of training these social skills. MethodsThe objective of this review is to examine the different methods of social skills training and to take into account the rise of new technologies in this type of intervention. ResultsThere are different methods to train social skills such as social stories, social scripts or video modeling. Some of these methods can be adapted specifically to the work environment. The development of new technologies represents a real opportunity by proposing more personalised and accessible interventions in people's daily lives, for example, through the use of digital tools such as tablets or virtual reality. ConclusionHelping people with disabilities find and keep a job is an important societal issue. The characteristics of the work environment increase the specific challenges of people with neurodevelopmental disorders in the sphere of social interactions. Providing social skills training to workers with disabilities is important to facilitate their integration. The use of new technologies can help to personalise even more the care of these people.

Osteopathic Manipulation Skills Training: Past, Present, and Future

Abstract This article reviews the methods used to teach osteopathic manipulative treatment (OMT) from the inception of the profession in the 19th century through the 21st century. Past and current osteopathic literature contains very few references to psychomotor skills training methods used in the OMM lab. Faced with this paucity of information, suggestions for improving the traditional demonstration/imitation model of instruction are given. These suggestions are derived from the science of learning (SL), Simulation-Based Medical Education (SBME), Evaluation Science (EV), and insights gleaned from sim lab student assessment research. The future of osteopathic pedagogy is discussed in relation to advances in neuroscience, technology, and the need to preserve the uniqueness of the osteopathic profession. Kirkpatrick’s method of training evaluation is suggested as a paradigm for assessing curriculum changes and measuring goals set on departmental, college and professional levels.

Robot-Assisted Immersive Kinematic Experience Transfer for Welding Training

Human motor skills are critical for executing a variety range of tasks in construction. Traditional hands-on training is resource and labor intensive, whereas virtual training, such as video demonstrations, cannot provide trainees with egocentric kinesthetic or proprioceptive experience such as muscular engagement. It is important to develop remote training methods that can provide rich sensory feedback and leverage the trainee’s proprioception. This paper proposes a novel remote motor skill training system that can transfer experts’ kinematic and kinesthetic experience, including both positional and force experience, to novice trainees by using virtual reality (VR) and a robot arm without the physical presence of the experts. The system uses VR to simulate virtual operation scenarios and interactions to provide an immersive operation experience. The robotic system records experts’ kinematic and kinesthetic patterns and trains novices with perceptual learning. The system design was demonstrated with a welding training task. A welding simulator was built with a Unity engine and a seven-degrees-of-freedom robot arm, which provided high-fidelity welding experience and could actively guide welding trainees. It was found that the welding simulator was resilient to external disturbance and provided accurate feedback and guidance. The proposed system contributes to the design of a more embodied remote motor skill training method.

Efficacy and influencing factors of the four-step approach combining the situational simulation teaching method in the clinical practice of standardized training for residents.

Background and AimsClinical skills practice is an essential component in standardized residency training. However, traditionally skill training methods are dogmatic and not all residents are exposed to such prescribed situations during their residency. The aims of this study were to evaluate the effectiveness and influence factors of a four‐step approach combining situational simulation teaching methods in clinical practice for residents.MethodsEnrolled all second‐year residents from the internal medicine base between May 2017 and May 2018 (n = 94), randomly divided into two groups. Forty‐eight residents were selected as experimental group, while the others 46 as the control group. Adopted traditional clinical practice method in the teaching and assessment of the control group, while used four‐step approach combining situational simulation teaching method in experimental group. We compared the theoretical and skill assessment scores in preclass and postclass. Conducted a satisfaction survey after class and analyzed the influencing factors of the teaching effect evaluation.ResultsThere were no significant differences in the theoretical and skill assessment scores between experimental group and control group at the beginning. After the class, both the average skill assessment and Direct Observation of Procedural Skills scores of the experimental group were higher than those of the control. Satisfaction survey findings identified that the experimental group expressed higher satisfaction. Logistic regression showed that educational background, “situational simulation mode helps to improve clinical skills training,” “helps to maintain attention during learning,” and “helps improve the ability to exercise analysis and solve problems” were the influencing factors of learners' satisfaction.ConclusionThe application of four‐step approach combining situational simulation teaching methods in the clinical practice of residents can significantly improve skills, thinking ability, decision‐making ability, and teaching satisfaction. Therefore, four‐step approach combining situational simulation teaching methods is worth promoting in teaching clinical skills for internal medicine residency training.

Skill Movement Trajectory Recognition of Freestyle Skiing U-Shaped Field Based on Deep Learning and Multitarget Tracking Algorithm.

Freestyle skiing U-shaped field is a snow sport that uses double boards to perform a series of action skills in a U-shaped pool, which requires very high skills for athletes. In this era of deep learning, in order to develop a more scientific training method, this paper combines multitarget tracking algorithm and deep learning to conduct research in freestyle skiing U-shaped venue skills motion capture. Therefore, this paper combines the convolutional neural network and multitarget tracking algorithm in deep learning to study the human action recognition technology, and then uses the LSTM module to study the freestyle skiing U-shaped venue skills. Finally, this paper designs the training method of the action recognition algorithm of the freestyle U-shaped skiing skills multitarget tracking algorithm based on deep learning. This paper also designs multitarget tracking dataset experiments and model updating experiments. Based on the data of experimental analysis, the training method designed in this paper is optimized, and finally compared with the traditional training method. Compared with the traditional freestyle U-shaped skiing skills training method, the experimental results show that the training method of the freestyle U-shaped skiing skills multitarget tracking algorithm action recognition algorithm is based on deep learning designed in this paper and this improves the skill score by 14.48%. Most professional students are very satisfied with the training method designed in this paper.

Simulation models for learning local skin flap design and execution: A systematic review of the literature.

IntroductionEarly exposure to practical skills in surgical training is essential in order to master technically demanding procedures such as the design and execution of local skin flaps. Changes in working patterns, increasing subspecializations, centralization of surgical services, and the publication of surgeon-specific outcomes have all made hands-on-training in a clinical environment increasingly difficult to achieve for the junior surgeon. This has been further compounded by the COVID-19 pandemic. This necessitates alternative methods of surgical skills training. To date, there are no standardized or ideal simulation models for local skin flap teaching.AimThis systematic review aims to summarize and evaluate local skin flap simulation and teaching models published in the literature.Materials and MethodsA systematic review protocol was developed and undertaken in accordance with PRISMA guidelines. Key search terms encompassed both “local skin flaps” and “models” or “surgical simulation”. These were combined using Boolean logic and used to search Embase, Medline, and the Cochrane Library. Studies were collected and screened according to the inclusion criteria. The final included articles were graded for their level of evidence and recommendation based on a modified educational Oxford Center for evidence-based medicine classification system and assessed according to the CRe-DEPTH tool for articles describing training interventions in healthcare professionals.ResultsA total of 549 articles were identified, resulting in the inclusion of 16 full-text papers. Four articles used 3D simulators for local flap teaching and training, while two articles described computer simulation as an alternative method for local flap practicing. Four models were silicone based, while gelatin, Allevyn dressings, foam rubber, and ethylene-vinyl acetate-based local flap simulators were also described. Animal models such as pigs head, porcine skin, chicken leg, and rat, as well as a training model based on fresh human skin excised from body-contouring procedures, were described. Each simulation and teaching method was assessed by a group of candidates via a questionnaire or evaluation survey grading system. Most of the studies were graded as level of evidence 3 or 4.ConclusionMany methods of simulation for the design and execution of local skin flaps have been described. However, most of these have been assessed only in small cohort numbers, and, therefore, larger candidate sizes and a standardized method for assessment are required. Moreover, some proposed simulators, although promising, are in a very preliminary stage of development. Further development and evaluation of promising high-fidelity models is required in order to improve training in such a complex area of surgery.

Optimalisasi Motivasi dan Hasil Belajar Peserta Didik pada Mata Pelajaran Prakarya dan Kewirausahaan KD 3.7/4.7 Materi Sistem Produksi Usaha Kerajinan dari Bahan Limbah Berbentuk Bangun Ruang Melalui Model Project Based Learning Metode Latihan Keterampila

This study aims to see and analyze the increase in motivation and learning outcomes of students in the Craft and Entrepreneurship subject on the topic of Craft Business Production Systems from Waste Materials in the Shape of Building Spaces through the Projects Based Learning model of Skills Training Method (Drill Method) in the Even Semester of the 2021/2022 Academic Year. in class XI.IPS.2 MAN 2 Payakumbuh City, West Sumatra. This research was conducted using the Classroom Action Research method which consisted of two cycles, in which each cycle consisted of: planning, action, reflection, and evaluation. This research was conducted from January s.d. March 2022. The data is processed in each cycle and then analyzed using percentages. The results obtained from this study are approaches, Projects Based Learning models, discussion methods, can increase students' motivation and learning outcomes. This is evident from the increase in students' motivation from 70.19% in Cycle I to 73.81% in Cycle II, while the learning outcomes for knowledge competence gained in Cycle I increased from 80.88 to 85.88 in Cycle II and learning outcomes for skill competence rose from 85.29 in Cycle I to 97.05 in Cycle II. The conclusion obtained from this study is that the use of the projects-based learning model approach to skills training methods can increase students' motivation and learning outcomes.

Human Resource Development Strategy As Preparation For The Industrial Revolution Era 5.0

This study aims to describe the Human Resource Development strategy as preparation for the Industrial Revolution Era 5.0. In the 5.0 era, the industry began to touch the virtual world, in the form of human, machine and data connectivity, all of which are already everywhere, known as the Internet of Things (IoT). Therefore, the Human Resource Development Strategy needs to be considered considering that Indonesia is a country with a high number of productive ages. This research uses descriptive qualitative research. In qualitative research, the formulation of the problem taken from the case study that will be examined in this context is the HR Development Strategy as Preparation for the Industrial Revolution Era 5.0. Qualitative data was collected by means of interviews, document analysis, literature study and direct observation. There are several methods of developing Human Resources that can be done, namely: 1) Skill Training Method; 2) Retraining Methods; 3) Cross-Functional Training Methods; 4) Team Training Methods; 5) Creativity Training Method. Curriculum development is also one of the things that can direct and shape the character of Indonesian people to be ready to face the industrial revolution 5.0.

Implementation of a Children's Safe Asthma Discharge Care Pathway Reduces the Risk of Future Asthma Attacks in Children-A Retrospective Quality Improvement Report.

BackgroundMany children attend Emergency Departments (ED) and Out of Hours (OoH) frequently for acute asthma. Follow up care is often suboptimal leaving these children at risk of a future attacks. We report on the development, implementation and evaluation of a safe asthma discharge care pathway (SADCP).MethodsThis is a retrospective report on the development, implementation and evaluation of outcomes of a SADCP. The pathway was based on the Teach-to-goal educational methodology that supported the mastery correct inhaler technique and ability to action the personalized asthma action plan (PAAP). Children with frequent asthma attacks were entered as they were discharged from the Emergency Department or ward. The first training session occurred within 1–3 weeks of the index asthma attack with 2 further sessions in the following 8 weeks. Children exiting the pathway were discharged either back to primary care or to a hospital clinic.Results81 children entered the pathway (median age 5 years) with 72 discharged from the ED and 9 from the medical wards of the Royal Belfast Hospital for Sick Children. At pathway entry 13% had correct inhaler technique, 10% had a Personalized Asthma Action Plan (PAAP), and 5% had >80% (45% >50%) repeat refill evidence of adherence to inhaled corticosteroid over the previous 12 months. On pathway exit all children demonstrated correct inhaler technique and were able to action their PAAP. One year later 51% and 95% had refill evidence of >80% and >50% adherence. Comparisons of the 12 months before and 12 months after exit from the pathway the median number of emergency ED or OoH asthma attendances and courses of oral corticosteroids reduced to zero with >75% having no attacks requiring this level of attention. Similar findings resulted when the SADCP was implemented in a district general hospital pediatric unit.ConclusionImplementing an asthma care pathway, using Teach-to-Goal skill training methods and frequent early reviews after an index asthma attack can reduce the future risk of asthma attacks in the next 6 to 12 months.

Analysis of the Correlation between Football Education Environment and Students' Psychology Health Based on Gauss Characteristics.

Campus football has become a core content of school physical education. Through football education, we can cultivate students' sound personality and promote students' all-round physical and mental development. At the same time, through psychological skills training methods, we can enrich the educational methods of football skills and provide theoretical reference for promoting educational reform. On the basis of Gaussian features, this paper combines the mixed Gaussian feature model to further describe the relationship between football education and students' psychology. At the same time, Apriori association rule algorithm in data mining is introduced, and Apriori algorithm is improved in parallel with Hadoop data processing platform. Several parallel association rule algorithms are emphatically studied and analyzed to strengthen the analysis of the relationship between football education and students' psychology. The results show that the average recognition rate of the correlation between football education and students' psychology based on Gaussian features is 17.91% higher than that of ordinary results, which obviously improves the correlation recognition result and has a good descriptive ability. Therefore, it has become an important issue for today's physical education workers to analyze the correlation between football education and students' psychology in order to cultivate students' sports and mental health.

Peculiarities of the Psychological Component in the Archery Long-Term Training System in Different Countries (Review)

The objective is analysis and evaluation of the psychological training component in the long-term archery training system in different countries at the present sport development stage. Materials and methods. Theoretical review of scientific and educational sources, their systematization, comparison, and results generalization were done. Through the Internet search engines Web of Science, Google Scholar and Google, scientific and educational publications were searched for "archery" and "psychological training" in different languages: Ukrainian, English, Korean, Italian, Russian, German, French. 90 sources were found, of which 65 were relevant to the subject. Results. Only in archery psychological training is not allocated to a separate type of long-term training for complex coordination sports in Ukraine. In all countries that were winners of the last Olympic Games, psychological training has been systematically introduced into the sport training of archers. Ukraine, where psychological training has not been implemented, was the last to win in 2008. Archery is a sport that differs significantly from others in monotony, subtle, slow, and low motor activity, as well as contradictions in physiological reserves management, including energy, which must be mobilized without a significant increase in heart rate and sweating. Archers face specific psychological problems, namely, "target panic". The key psychological qualities that are in demand in archery involve "4C" complex – Control, Challenge, Commitment and Confidence, and mastery of coping strategies to overcome aversive states in sports. Also important is the development of various attention types. Psychological assistance to an archer should include proven methods of cognitive and emotional control skills training. Conclusions. The development of psychological training component can help to improve results of Ukrainian national archery teams, and it is important to include it in the sport’s training plan at all stages of athlete’s long-term training.