Participants In Experimental Group Research Articles

The Effect of Real-World Evaluation on Self-Controlled Learning, Independence, and Self-effectiveness Among EFL Learners with Some Psychological Implications

Through authentic evaluation, the current study attempted to foster self-controlled learning, independence, and self-effectiveness among some Saudi EFL students. Sixty EFL students were chosen for this research study and split equally into an experimental group (EG) and a control group (CG). The respondents' self-controlled learning (SCL), independence (I), and self-effectiveness (SE) were then evaluated using three questionnaires before the treatment. The control group received the treatment using non-real-world evaluations, whereas the experimental group participants received instruction using real-world evaluations. Three post-tests were given to both groups after they had been taught 16 English passages to assess how the treatment had affected their capacity for self-controlled learning, independence, and self-effectiveness. The experimental group students were given an attitude survey to gauge their opinions on using real-world evaluations inside EFL classes. According to the ANCOVA results, significant differences existed between the control group and experimental group post-tests. The findings showed that the experimental group significantly outperformed the control group in the self-controlled learning, independence, and self-effectiveness post-treatment tests. The outcomes also demonstrated that the experimental group had a favorable attitude toward the use of real-world evaluation in EFL programs. The study concluded that integrating real-world evaluation into EFL instruction may benefit EFL students positively. The results of the study have some implications for EFL instructors and curriculum developers because if they take into consideration the effects of real-world evaluations, they can increase the students’ self-control, autonomy, and self-effectiveness.

Investigation of pre-service TESOL teachers’ perceptions towards multimedia– based textbook development and usage

The purpose of the study is to present the results of investigating pre-service teachers’ perceptions of their readiness to develop and use multimedia-based English language training textbooks. The dimensional structure of the designed readiness is regarded as a complex personal integrative quality. A corresponding survey questionnaire is compiled to determine its content. The study included 81 senior students from the foreign language faculty at Karaganda Buketov University. The research's methodology included statistical analysis of quantitative data, experimental training and participant self-assessment questionnaires. Preliminary tests were conducted in both the experimental and control groups aimed at identifying participants’ perceptions of their initial level of readiness for the development and use of multimedia-based textbooks. Participants in the experimental group participated in an experimental course on technology development and the use of multimedia-based textbooks with the presentation of their final project. When the teaching period was over, the post-test was taken. The results demonstrated the efficiency of the complex assessment of readiness in the mentioned area enabling the definition and correction of gaps in its structural content. The designed course proved its effectiveness in practice as asserted by the post-test scores.

Data‐Driven Learning for Pronunciation: Perception and Production of Lexical Stress and Prominence in Academic English

AbstractIssues of intelligibility may arise amongst English learners when acquiring new words and phrases in North American academic settings, perhaps in part due to limited linguistic data available to the learner for understanding language use patterns. To this end, this paper examines the effects of Data‐Driven Learning for Pronunciation (DDLfP) on lexical stress and prominence in the US academic context. 65 L2 English learners in North American universities completed a diagnostic and pretest with listening and speaking items before completing four online lessons and a posttest on academic words and formulas (i.e., multi‐word sequences). Experimental group participants (n = 40) practiced using an audio corpus of highly proficient L2 speakers while comparison group participants (n = 25) were given teacher‐created pronunciation materials. Logistic regression results indicated that the group who used the corpus significantly increased their recognition of prominence in academic formulas. In the spoken tasks, both groups improved in their lexical stress pronunciation, but only the DDLfP learners improved their production of prominence in academic formulas. Learners reported that they valued DDLfP efforts for pronunciation learning across contexts and speakers. Findings have implications for teachers of L2 pronunciation and support the use of corpora for language teaching and learning.

Enhancing Intrinsic Motivation in Academic Settings: The Role of Self-Regulation Skills Interventions

This study aimed to investigate the effects of self-regulation skills (SRS) training on the intrinsic motivation of secondary school students. The primary objective was to determine whether an intervention focused on enhancing SRS skills could lead to significant improvements in students' intrinsic motivation over time. The study utilized a quasi-experimental design with a control group, involving 30 students (15 in the experimental group and 15 in the control group) from a secondary school. The experimental group underwent an 8-week intervention program designed to improve their SRS training, while the control group received no such intervention. Intrinsic motivation was measured at three points: before the intervention (pre-test), immediately after (post-test), and four weeks following the intervention (follow-up), using a validated intrinsic motivation inventory. Descriptive statistics and analysis of variance with repeated measurements indicated significant increases in intrinsic motivation scores from pre-test to post-test and from pre-test to follow-up in the experimental group. The control group, however, showed no significant changes over time. The interaction between time and group was also significant, suggesting that the intervention had a positive effect on enhancing intrinsic motivation among the experimental group participants. The findings suggest that interventions aimed at enhancing self-regulated learning strategies can have a positive impact on secondary school students' intrinsic motivation. The sustained improvement from post-test to follow-up indicates that the benefits of such interventions are not only immediate but also enduring.

Effectiveness of teachers' direct and indirect written corrective feedback provision strategies on enhancing students’ writing achievement: Ethiopian university entrants in focus

Written corrective feedback (hereafter WCF) has gained great emphasis from a considerable number of studies in second language (L2) writing history; however, an increasing number of previous studies have stressed its importance in helping learners develop their L2 writing abilities there are unresolved controversies regarding the significance and efficacy of various forms of written corrective feedback. Thus, this study was initiated to see the effects of teachers' written corrective feedback on university-entrant students' English language writing achievement. A quasi-experimental research design involving a test as a data-gathering tool was used. To that end, three intact freshman classes were selected and assigned into two experimental groups and one comparison group from a university in northwest Ethiopia. Test scores from self-descriptive paragraph writing were analyzed using a one-way ANCOVA, and the results showed that WCF has an influential role in improving university entrat learners' writing performance. Therefore, the findings from the study showed that both experimental groups performed better than the participants in the control group, indicating that both WCF provision strategies play vital roles in enhancing English language learners' writing performance as university entrants. Nevertheless, the study's findings revealed that statistically significant improvements in the writing proficiency of the study participants in both experimental groups were found the results confirmed that learners who received direct WCF along with metalinguistic explanations performed better than their peers in the indirect group who received indirect WCF. Consequently, it can be concluded that both direct and indirect WCF are crucial pedagogical strategies in improving learners' writing abilities, even though it was still found that direct WCF with a metalinguistic explanation was the most effective strategy in assisting EFL university entrants in improving their writing skills.

Ab. No. 85 Effectiveness of Practice of Stroop Test on Selective Attention and Processing Speed in Individuals With Stroke

Introduction: To identify the effectiveness of practice of Stroop test on selective attention and processing speed in the individuals diagnosed with stroke. To determine the significance of the Stroop test in cognitive rehabilitation for stroke survivors. Methods: Survivors of unilateral stroke with their first stroke episode between time frame of 3-18 months and age ranged between 30- 65 years were included in the study. Methods: Twenty-five participants were randomly assigned into two groups using computerized randomization list. Experimental group participants intervened with 30 minutes session of practicing of the Stroop test along with conventional physiotherapy for consecutive 10 days and control group participants received conventional physiotherapy for consecutive 10 days. Mann Whitney U test and independent sample t test were used for inter-group analysis. Wilcoxon test and dependent sample t test were used for pre-test and post-test group analysis. Results: Experimental group showed significant improvement in Stroop Test Card A (p= 0.03), Stroop Test Card B (p= 0.00), Stroop Test Card C (p= 0.00), Trail Making Test A (p= 0.00) and Trail Making Test B (p= 0.00) when compared pre and post intervention and significant difference was observed in Stroop Test Card A (p= 0.05), Stroop Test Card B (p= 0.00), Stroop Test Card C (p= 0.00), Trail Making Test A (p= 0.00) and Trail Making Test B (p= 0.00) when compared to the control group. Conclusion: Stroop test practicing was found to be efficient in improving selective attention and processing speed in individuals with stroke. Implications: Stroop test practicing can be a simple, convenient way of improving the parameters of the cognitive functions and thus could be added with regular treatment protocols of stroke survivors.

Effectiveness of an Occupational Therapy Memory Strategy Education Group Intervention on Memory Difficulties and Activities of Daily Living Performance among the Geriatric Population: A Quasi-experimental Study

Introduction: Memory deficits are one of the common indications of cognitive aging, and they are an essential component for completing day-to-day activities in an effective, timely, and safe manner. Disturbances in memory can have a major impact on an individual’s performance in all areas of occupation. Memory alterations have a substantial influence on numerous elements of everyday living, including sentiments and conceptions of self, connections with others, participation in Activities of Daily Living (ADL), and engagement in leisure activities. Aim: To determine the effectiveness of an occupational therapy Memory Strategy Education Group (MSEG) intervention on memory difficulties and its impact on ADL performance among the geriatric population. Materials and Methods: The present quasi-experimental pre-post-test pilot study was conducted at Department of Occupational Therapy, SRM Institute of Science and Technology, Kattankulathur, Tamil Nadu, India. A total of 10 participants aged 60 years and above were recruited from a community setting through convenience sampling and were divided into an experimental group (n=5) and a control group (n=5). The experimental group participants received MSEG intervention, while the control group participants received conventional occupational therapy memory intervention for three weeks. The Canadian Occupational Performance Measure (COPM), Contextual Memory Test (CMT), and Functional Independence Measure (FIM) were used to measure occupational performance, memory, and ADL. The outcome measure scores within groups were analysed using the Wilcoxon signed-rank test, and the comparison of outcome measures between the groups was analysed using the MannWhitney U test. An alpha level of p=0.05 was considered to be statistically significant. Statistical Package for Social Sciences (SPSS) 24.0 version was used to analyse the data. Results: In the present study, a total of 10 participants from the age group of 60-75 years (mean age=67.4 years) were included, and each group (control and experimental) consisted of five participants (3 males and 2 females). The results showed that there was a significant difference (p<0.05) between the post-test scores of the experimental and control groups in COPM-Performance and CMT (p=0.032; p=0.018, respectively). However, there was no statistically significant difference (p>0.05) in the post-test scores of the experimental and control groups in FIM (p=0.347). Further analysis revealed a clinically significant difference between the control and experimental groups in post-test scores. Conclusion: The results of the study concluded that the MSEG intervention is effective in improving memory difficulties in the geriatric population but had a lesser effect on improving ADL performance.

A longitudinal study of the effect of visuomotor learning on functional brain connectivity.

Neural adaptation in the frontoparietal and motor cortex-sensorimotor circuits is crucial for acquiring visuomotor skills. However, the specific nature of highly dynamic neural connectivity in these circuits during the acquisition of visuomotor skills remains unclear. To achieve a more comprehensive understanding of the relationship between acquisition of visuomotor skills and neural connectivity, we used electroencephalographic coherence to capture highly dynamic nature of neural connectivity. We recruited 60 male novices who were randomly assigned to either the experimental group (EG) or the control group (CG). Participants in EG were asked to engage in repeated putting practice, but CG did not engage in golf practice. In addition, we analyzed the connectivity by using 8-13 Hz imaginary inter-site phase coherence in the frontoparietal networks (Fz-P3 and Fz-P4) and the motor cortex-sensorimotor networks (Cz-C3 and Cz-C4) during a golf putting task. To gain a deeper understanding of the dynamic nature of learning trajectories, we compared data at three time points: baseline (T1), 50% improvement from baseline (T2), and 100% improvement from baseline (T3). The results primarily focused on EG, an inverted U-shaped coherence curve was observed in the connectivity of the left motor cortex-sensorimotor circuit, whereas an increase in the connectivity of the right frontoparietal circuit from T2 to T3 was revealed. These results imply that the dynamics of cortico-cortical communication, particularly involving the left motor cortex-sensorimotor and frontal-left parietal circuits. In addition, our findings partially support Hikosaka etal.'s model and provide additional insight into the specific role of these circuits in visuomotor learning.

EL EFECTO DE UN PROGRAMA COMBINADO DE EJERCICIO Y FIJACIÓN DE OBJETIVOS SOBRE LA MEJORA EN LA CALIDAD DE VIDA Y LA REDUCCIÓN DE LA ANSIEDAD Y LA DEPRESIÓN EN PACIENTES CON ESCLEROSIS MÚLTIPLE

The purpose of the study was to examine the effect of a combined exercise and goal-setting program of Greek patients with multiple sclerosis (MS) on improving quality of life, reducing anxiety and avoiding depression through physical activity. The sample consisted of 30 patients with MS (15 men & 15 women), aged 23 to 65 years, randomly assigned into an experimental and a control group. The experimental group (N = 15) participated in an 8-week exercise program combined with self-selected goal-setting strategies. The control group (N = 15) did not participate in any intervention procedure. Pre and post intervention, both groups completed instruments measuring their quality of life (SF-36), anxiety and depression (HADS). Comparison between pre and post-intervention results showed an improvement on quality of life features and a reduction of depression and anxiety levels only for the experimental group participants compared to control group individuals. Based on these findings, further recommendations were made concerning the effect of a combined physical activity and goal-setting program on improving quality of life of patients with multiple sclerosis.

THE EFFECTIVENESS OF A CASE MANAGEMENT PROGRAM FOR FAMILY CAREGIVERS OF PERSONS WITH MCI OR EARLY STAGE DEMENTIA

Abstract This study examined the effectiveness of a case management program for family caregivers of persons with mild cognitive impairment, early to mild dementia. Using a quasi-experimental study design, we recruited family caregiver and care recipient dyads from memory clinics in Taiwan. We randomly assigned the dyads into experimental groups (n= 38 dyads) or control groups (n= 33 dyads). The experimental group participants received case manager services over a four-month period, while those in the control group received general health education. Data were collected at three time points: baseline, the 4th and 6th months for both groups. The results of the generalized estimating equation revealed that in the fourth month, the experimental group exhibited a declined depression (β = −3.74, p < .001) and increased use of social resources (β = 1.014, p = .045). In the sixth month, the depression of caregivers declined further (β = −3.186, p = .002), whereas their use of social resources showed no significant difference. This study illuminates the feasibility and efficacy of using a case management model to support caregivers encountered in memory clinics. Findings are promising to suggest the need to call for more education and supports available at clinics to prepare and assist caregivers who have a relative of at the early stage of cognitive impairment or dementia.

Effects of Cohesion Analysis-Based Instructions (CABI) on English as Foreign Language (TEFL) Students’ Reading Comprehension and Self-Efficacy

This study examined effects of CABI on grade 11 EFL students’ reading comprehension and self-efficacy using reading self-efficacy as mediating variable at Azezo Secondary School, Gondar City Administration. The study employed a quasi-experimental design with quantitative approach. Thus, intact groups were selected using simple random sampling technique, and one out of these groups was assigned as an experimental group (n=52) while the other as a control group (=52) by lot; both of them were selected using lot method. Then, the experimental group was taught using CABI, whereas the control one was taught using conventional way of teaching reading. In order to collect the data, reading comprehension test and reading self-efficacy questionnaire were used as data collecting instruments. The data were analyzed using chi square, independent samples t-test and SEM. The results of the study indicated that there was a direct significant difference (B = 1.781, CR = 5.844 (>±1.96), p < .05) between the control and experimental group students’ reading comprehension posttest scores in favor of the experimental group participants. Besides, the result showed that there is significant effect (β = .533, CR = 4.630 (>±1.96), p < .05) of CABI on experimental group students’ reading self-efficacy beliefs posttest score in comparison to the control one. In the same vein, the result (β = .825, CR = 3.855(>±1.96), p < .05) unveil that CABI had positive effect on experimental group participants’ reading comprehension posttest score through reading self-efficacy compared to the control group students. Hence, the instruction has a positive effect on reading comprehension both directly and indirectly (through reading self-efficacy). This implies that reading self-efficacy partially mediates the causal relationship between CABI and reading comprehension.

The effect of vocabulary learning strategy training on vocabulary strategy use

Nowadays, it is recommended to train students on how to learn vocabulary, for it is not practicable to teach all the English language words. The purpose of this article was to find out the effect of vocabulary learning strategy training on vocabulary learning strategy use of university students. The research design used in this study was experimental. 40 students (20 students in each group) from both experimental and control groups completed the adapted Schmitt’s (1997) Vocabulary Learning Strategies Questionnaire (VLSQ) before and after the vocabulary learning strategy training. After the students completed the pre-training questionnaire, only the experimental group learners received vocabulary learning strategy training for 16 hours. The researcher prepared the vocabulary strategy training material by integrating the vocabulary lessons incorporated from different books. Paired samples t-test was computed on SPSS version 24 to find out if there was a statistically significant difference between the experimental and control groups regarding vocabulary learning strategy use. The study found that the experimental group participants improved their vocabulary usage significantly better than the control group participants in the five among six major categories of vocabulary learning strategies (less than the p-value of 0.05). Future researchers can study the effect of training in learning strategies of other language skills and sub-skills and can improve their strategy usage. One of the significance contributions of this study could be curriculum designers might employ this article as an input to incorporate vocabulary learning strategies into English language training materials and improve students’ vocabulary strategy use.

Sublingual immunotherapy adherence in patients with allergic rhinitis: Effects of an intervention based on the information-motivation-behavioral skills model

ObjectiveThis study aimed to confirm the efficacy of an intervention based on the information-motivation-behavior skills (IMB) model in improving the sublingual immunotherapy adherence score, medication beliefs score, self-efficacy score, and medication knowledge score of patients with allergic rhinitis. MethodsA total of 120 patients with allergic rhinitis from an otorhinolaryngology clinic were divided into the control group (n = 60) and experimental group (n = 60); the study was conducted from August 2021 to March 2022. The control group received routine intervention, whereas the experimental group received intervention based on the IMB model. The medication adherence, medication beliefs, self-efficacy, and medication knowledge levels of the two groups were evaluated at baseline, post-intervention, at 1-month follow-up, and at 3-month follow-up. ResultsAfter intervention, a total of 116 patients completed the trial in the experimental and control groups (58 cases each). The results revealed differences in the scores of medication adherence, belief, self-efficacy, and knowledge between the two groups post-intervention, at 1-month follow-up, and at 3-month follow-up (P < 0.05). Further, the scores of the four indexes of the two groups were different with time, and better changes were noted among experimental group participants. ConclusionImplementing interventions based on the IMB model for people receiving sublingual immunotherapy for allergic rhinitis can effectively improve patients' medication beliefs, self-efficacy, and knowledge of medication, thereby improving their medication adherence, ensuring efficacy, and providing medication care for outpatients.

Failure of Digital Device Performance in Monitoring Physical Exercise in a Pilot Study in Sedentary Persons with HIV.

Digital devices have gained popularity in the last 10 years as a tool for exercise prescription, the monitoring of daily physical activity, and nutrition for the management of a health-related parameter. Therefore, the aim of this study was to assess the effectiveness of the use of digital devices to monitor exercise data in sedentary persons with HIV who exercise following an individualized activity pacing (AP) protocol on cardiorespiratory fitness body composition, blood lipid profile, and psychological parameters. Twenty-four PLWH were enrolled in an 18-week randomized, open-label, pilot AP exercise protocol. All participants were monitored by a Health Band connected to a mobile app that transmitted the data to a server. At week 3, they were randomized either in an experimental group (EG), in which an open device configuration enabled them to receive training data feedback (n = 12), or continued with no data feedback (control group, n = 12). The primary endpoint was improvement from the baseline of 15% of steady-state oxygen consumption (V˙O2) during a 6-min walking test. Technical issues occurred when pairing the health band with the app, which prevented EG participants from regularly receiving data feedback, and with data transmission to the server, which enabled only 40% monitoring of the total training days. Consequently, the study outcomes could not be compared between the two groups, and participants also lost confidence in the study. However, 19 out of 24 participants completed the AP program. Overall, only 6 (32%) improved steady-state V˙O2, with no significant changes at W18 from the baseline. Significant reductions were observed of BMI (p = 0.040), hip circumference (p = 0.027), and total-(p = 0.049) and HDL-cholesterol (p = 0.045). The failure of digital device performance substantially affected study procedures, monitoring, and participants' engagement, and likely limited the potential benefits of the AP exercise program.

Social Expectancy Increases Skin Conductance Response in Mobile Instant Messaging Users.

Society is witnessing two parallel phenomena: an increase in the number of mobile phone users worldwide and a growing concern about problematic smartphone use. Leading explanatory models suggest that social reward may explain some problematic smartphone use. Given that experimental evidence about the impact of social variables on problematic smartphone use is scarce, the impact of social expectancy on emotional arousal measured with skin conductance response (SCR) was analysed during instant messaging. A sample of 86 undergraduate students were randomly assigned to two groups. Experimental group participants were instructed to send a social expectation-generating message to their more active contacts in their preferred social network. After experiencing a virtual reality distraction environment, participants’ SCR was measured when they were allowed to use the smartphone and when it was withdrawn. Participants in the experimental group showed a higher SCR response than the control group. Peaks analysis also showed that peak amplitude was higher in experimental participants when their smartphones were used and withdrawn. Experimental participants also showed a longer half recovery time when using the smartphone. Social expectancy is a critical variable in understanding problematic smartphone use and it should be considered in clinical contexts.

Does a consumer co-designed infographic increase knowledge of physical activity after total knee joint replacement? A randomised controlled trial.

To determine if a consumer co-designed infographic increased knowledge of physical activity and self-efficacy for exercise after total knee joint replacement surgery. Forty-four adults with primary knee joint replacement surgery were recruited from a public and a private hospital in Melbourne, Australia. Participants were randomly allocated to an experimental or control group. The experimental group received a consumer co-designed infographic. All participants received usual care. Primary outcome measures were knowledge of physical activity and self-efficacy for exercise. Outcomes were administered at baseline, week 1 and week 6. Semi-structured interviews with experimental group participants explored the acceptability, implementation and efficacy of the infographic. There were no between-group differences for knowledge of physical activity at week 1 (MD -0.02units, 95% CI -0.9 to 0.9) or week 6 (MD 0.01units, 95% CI -0.9 to 0.9). Self-efficacy for exercise increased at week 1 (MD 14.2units, 95% CI 2.9-25.4) but was not sustained. Qualitative data showed that the infographic was embraced by some participants but not by others. A consumer co-designed infographic did not improve knowledge of physical activity but may have had a short-term positive effect on self-efficacy for exercise after knee joint replacement. Trial registration ACTRN12621000910808.

Neuromuscular Response during Different Side-Cutting Maneuvers and Its Influence on the Risk of Knee Injuries.

The objective of this study was to investigate the impact of a customized exercise program on electromyographic (EMG) variables during side-cutting maneuvers. Fifty-seven physically active volunteers were recruited and randomized into two groups: a control group (CG) and an experimental group (EG). The CG maintained their regular physical activity, while the EG followed an individualized, integrated exercise regimen that included strength, neuromuscular, proprioceptive, eccentric training, and whole-body vibration (WBV) exercises, lasting for 12 weeks. EMG-Root Means Square (RMS) values for the quadriceps (Q) and hamstrings (H) were measured immediately following initial foot contact at 50, 100, 150, and 200 milliseconds. Changes in EMG activity were evaluated before and after a twelve-week intervention, and the effect size (ES, 90% confidence limit [90%CL]) was calculated. The results showed that the EG participants exhibited enhanced co-contraction as measured by the hamstring/quadriceps ratio (H/Q ratio) during both open and cross-cutting side maneuvers after the twelve-week intervention. Furthermore, the customized, integrated exercise program that combined strength, neuromuscular, proprioceptive, eccentric training, and WBV exercises were could potentially serve as a beneficial neuromuscular and biomechanical strategy for addressing knee injury risk in non-professional, physically active populations at high risk for such injuries.

A study to evaluate sensorimotor function of the upper and lower extremities of hospitalized cardiovascular accident patients by using mirror therapy as an intervention

Abstract Background: Cerebrovascular accidents (CVAs) represent a substantial public health concern due to their high prevalence and associated mortality. Reports indicate that 85% of CVA survivors experience hemiplegia, with 69% suffering from limitations in their upper limb functionality. Despite the existing standard therapeutic approaches, achieving active recovery in the upper extremities remains a challenge. Mirror therapy is an uncomplicated, cost-effective, and patient-centered approach to stroke management. Materials and Methods: This study is a prospective observational study with a quasi-experimental design, with two groups, namely interventional and control groups. Patients who had been provisionally diagnosed and hospitalized with unilateral ischemic stroke and had upper and lower weakness or both on one side and were willing to participate in the study were included. Patients who are bedridden, ventilated, unconscious, and psychologically unstable are excluded from the study. A total of 60 patients were included in the study, 30 each in the case and control groups. Results: In total, 60 patients were included in the study, 30 each in the case and control groups. Most of the study participants belong to the age group of over 55 years (66.66% in the experiment group and 53.33% in the control group). Overall, 80% (n = 24) of the experiment group participants and 66.6% (n = 20) of the control group participants were males. Conclusion: The observations of this study depict a significant improvement in the sensorimotor function after receiving mirror therapy, which validates the findings of the previous studies and hypotheses.

The effect of TRX, combined with vibration training, on BMI, the body fat percentage, myostatin and follistatin, the strength endurance and layup shot skills of female basketball players

IntroductionTrx Vibration Training (TVT) focuses on using the entire body weight in combination with vibration. While research has separately examined TRX training and vibration training, there is limited literature on the combined effects of these two methods specifically for female individuals. Therefore, the objective of this study was to examine the impact of combining TRX and vibration training (TVT) on various factors including body mass index (BMI), body fat percentage (BFP), myostatin (MSTN), follistatin (FLST), endurance, and Lay up shooting skills of female basketball players. By addressing this research gap, we aim to shed light on the potential benefits of incorporating TRX and vibration exercises into the training regimen of female basketball players. MethodThe study sample comprised 24 female players who were divided into two groups of equal size, with each group consisting of 12 female players: the experimental group (n = 12, age = 19.17 ± 0.68 years, height = 168.33 ± 0.89 cm, weight = 67.00 ± 2.17 kg, training age = 4.54 ± 0.45 years) and the control group (n = 12, age = 19.33 ± 0.78 years, height = 168.08 ± 2.02 cm, weight = 67.33 ± 1.50 kg, training age = 4.58 ± 0.52 years). The experimental method was employed in the study. For eight weeks, the program was used (TVT), with the experimental group participants completing three training sessions each week. The TVT training lasted between 30 and 45 min, out of the overall training session time, which ranged from 90 to 120 min. The control group used a conventional program without Trx Vibration training. Study variables were evaluated before and after the intervention, and a two-way ANOVA was used for repeated measures. ResultsThe results of the study showed the superiority of the experimental group over the control group in BMI (p = 0.037, [d] = 0.64), BFP (p = 0.001, [d] = 2.97), FLST levels (p = 0.029, [d] = 0.68), MSTN (p = 0.001, [d] = 2.04), endurance (CMS) (p = 0.001, [d] = 4.56), and Lay up skill Y (s) (p = 0.001, [d] = 4.27), Y (sc) (p = 0.012, [d] = 4.27). ConclusionThe results showed that, when comparing the two groups, the TVT program significantly improved the study's variables. Basketball players' motor abilities and skill performance improved after eight weeks of training, and coaches are advised to take this into account when developing seasonal training plans.

Inheritance and development of ethnic dance culture on anxiety disorders in college students

BackgroundAnxiety disorder is one of the common psychological problems faced by college students, which has a negative impact on their studies and lives. As a traditional cultural form, folk dance not only carries the essence of national culture, but also has potential mental health benefits by means of body movement, music, and emotional expression. Therefore, it is of great significance to explore the efficacy of the inheritance and development of folk-dance culture on the anxiety disorder of college students.Subjects and MethodsThe study first involved a subset of participants receiving anxiety disorders treated with a folk-dance intervention. The intervention can be conducted through classroom teaching, group activities and other forms. It mainly includes personalized exercise, key training, emotional regulation, etc. In the traditional drug treatment of the control group, the effect of the folk dance was analyzed during the experiment.ResultsThe analysis found that the incidence of anxiety disorders decreased by 65.87% after the experimental group participants received the folk-dance intervention 83.23% of the patients showed significant disease improvement. Among the participants in the control group, only 62.36% of the patients with anxiety disorders had improved. It was 20.87% lower than the experimental group.ConclusionsThe experiment found that by participating in folk dance activities, college students can release tension through body movement while experiencing traditional culture, and adjust their emotional state with the help of the rhythm and expression form of music. Therefore, participating in the inheritance and development of folk-dance culture can produce positive effects on the intervention of college students.