Performance Of Basic Skills Research Articles

Psychological Toughness and its Relationship to Some Coordination, Physical Abilities and Accuracy of Some Basic Skills Performance Among The Iraqi Junior National Handball Team Players

The purpose of this study was to identify the psychological toughness (PT) and its relationship to some coordination and physical abilities, and the accuracy of some basic performance skills of the Iraqi Junior National Handball Team players. The sample consisted of 14 players which constituted 88% of the research community (18) players. The descriptive approach was used to determine the correlation between PT and some coordination and physical abilities, and accuracy of some basic performance skills with single sample design. A questionare scale, consists of 32 items was applied. Coordinations tests included ability of differentiation, ability of suitable differentiation, and ability of connectivity. Physical tests included endurance of the muscules arms, endurance strength for arms, speed power of the leg musclues, the distinctive strength of the arms, endurance of speed, and transition speed. Skill tests included passing and receiving, dribbling, passing, shooting were also applied. The results shows that the players had a high PT and a significant coordination, physical and skill performance (P<.05). All values were found significant ( P<.05). The study concluded the need to pay a close attention to the psychological aspects of the team in order to improved the players acheveiments.

The effectiveness of special exercises in the development of some Kinetic skills and their Effect on performing some of the basic skills of young footballers

Football is one of the most popular sports games that require players to be on a high level of performance until the best achievements are achieved. The problem of research was determined by the lack of interest in the training of motor skills and the lack of training tools used by trainers in proportion to their importance in the development of the performance of the basic skills of footballers. The research objectives (use of special exercises to develop the motor abilities of footballers, The mobility of football players, the impact of the development of motor abilities in the performance of some basic skills of footballers). The researcher used the experimental method (design of the equal group) to suit the nature of the problem. The sample of the research included the 24 players who represent the Muqdadiya Sports Club. After the completion of the application of the training modules, the researcher reached, through the results, several conclusions, the most important of which are: (The trainer's program has a positive effect on the development of motor abilities and the performance of basic skills. Special exercises have a better effect in developing motor abilities. Developing the motor abilities of footballers, using special exercises in developing the motor abilities of footballers.

The Effect of Harmonic Exercises in Agility, Motor Compatibility and Accuracy of Striking Skill Volleyball Crusher for Young Players

Harmonic exercises are one of the requirements that the athlete needs at a high level, especially the abilities of compatibility and agility. Compatibility for the development of agility, motor compatibility, and accuracy of the skill of overwhelming volleyball. As for the problem of the research, through the researcher’s field experience, he noticed the lack of use of harmonic exercises in the training units for young players, as these exercises are important and interrelated with the performance of basic skills that lead to raising the level of performance, so the researcher sought to prepare harmonic exercises because the ability of compatibility is one of the main pillars in Building the correct motor and skill performance and cannot be ignored in all cases. What increased the importance of the research is the lack of research and scientific studies for these exercises The aim of the research is: preparing harmonic exercises, as well as identifying the effect of harmonic exercises in agility, motor compatibility, and the accuracy of the skill of crushing hitting the volleyball court for young players. As for the research hypothesis, there is an effect of harmonic exercises in agility, motor compatibility, and the accuracy of the skill of crushing hitting on the volleyball field for young players. As for the research methodology and field procedures, the researcher used the experimental method to solve the research problem, and the research community was identified with the 12 players of the Habbaniyah Sports Club and they were distributed to two groups equally by random method (the lottery) and after preparing the harmonic exercises and conducting exploratory experiments, then conducting The tribal tests on the experimental and control groups, after which the experimental group was subjected to the use of harmonic exercises, while the control group continued using the usual training method of the trainer, and after (8) weeks, the post tests were conducted, then the data was processed using the appropriate statistical means. As for the most important conclusions, they were: The harmonic exercises prepared by the researcher contributed to the development of agility and motor compatibility for young players in volleyball. The most important recommendations were: the necessity of using harmonic exercises when training young players because they contribute to the development of motor abilities and basic skills in volleyball, as well as the possibility of conducting similar studies on other activities and skills.

Laparoscopic simulator performance and learning curves under different optical angles

BackgroundDeviated optical angles create visuospatial and psychomotor challenges during laparoscopic procedures, resulting in delayed operative time and possibly adverse events. If it is possible to train the skills needed to work under these deviated optical angles, this could benefit procedure time and patient safety. This study investigates the influence of the optical angle on development of basic laparoscopic surgical skills.MethodsA total of 58 medical students performed a four-session laparoscopic training course on a Virtual Reality Simulator. During each session, they performed an identical task under optical angles of 0°, 45° and − 45°. Performance parameters of task duration and damage were compared between the optical angles to investigate the effect of optical angle on performance development. The 4th session performance was compared to the 2nd session performance for each angle to determine improvement.ResultsParticipants performed the task significantly faster under the 0° optical angle compared to the plus and minus 45° optical angles during the last three sessions (z between − 2.95 and − 2.09, p < .05). Participants improved significantly and similarly for task duration during the training course under all optical angles. At the end of the training course however significant performance differences between the zero and plus/minus 45 optical angles remained. Performance for damage did not improve and was not affected by optical angle throughout the course.ConclusionDedicated virtual reality training improves laparoscopic basic skills performance under deviated optical angles as it leads to shorter task duration, however a lasting performance impairment compared to the 0° optical angle remained. Training for performing under deviating optical angles can potentially shorter the learning curve in the operating room.

Attention Focus and its Relationship to some Basic Skills of the Diyala University Soccer Team Player for Futsal

The research aims to identify the relationship between attention focus and its relationship to some basic skills of the players of the Diyala University football team for futsal through attention focus as an indicator of the level of performance of basic skills. The researchers used the descriptive approach due to its suitability to the nature of this research. This research was conducted on a sample that was chosen by the intentional method and consisted of (20) players from the Diyala University futsal team, where the researchers used the attention focus test form (network test) to measure the quality of attention focus in the research sample. The researcher used the scoring and handling skills test, and after conducting the exploratory experiment on the university team players, who consisted of (5) players outside the research sample, and after processing the results, the research resulted in a positive correlation between the attention focus test and the handling and scoring skills. Attention focus (network test), using a training program to focus attention due to its great importance in some of the basic skills of futsal, conducted similar studies in games that require focus and accuracy to determine the players' ability.

The effect of harmonious exercises to development the sensory-kinesthetic perception and some forms of passing skill for the players of the specialized school in handball

Harmonious exercises are one of the requirements that the athlete needs at a high level, especially motor abilities exercises, and these abilities help the athlete to integrate several motor skills in an organized and sequential manner, as well as their awareness of the surroundings when performing movements under changing conditions, as happens in handball passing operations, and the importance lies research in the preparation of harmonic exercises to develop sensory-kinesthetic perception and some forms of passing skill for the players of the specialized school. As for the research problem, through the researcher's field experience, he noticed the lack of use of harmonic exercises in the training units for the players of the specialized school, as these exercises are considered important and interrelated with the performance of basic skills that lead to raising the level of performance. Therefore, the researcher sought to prepare harmonic exercises, since the ability of compatibility is one of the main pillars in building the motor program and helps the players to understand their surroundings as well as their correct motor and skill performance, and it cannot be ignored in all cases, and what increased the importance of the research is the lack of research and scientific studies for these exercises. The aim of the research is: Preparing harmonic exercises, as well as identifying the effect of harmonic exercises on sensory-kinesthetic perception and some forms of passing skill for the players of the specialized school. As for the hypothesis of the research, there is an effect of harmonic exercises on sensory-kinesthetic perception and some forms of passing skill for the players of the Specialized School. As for the research methodology and field procedures, the researcher used the experimental approach in solving the research problem, and the research community was determined by the players of the Specialized School in Kirkuk, who numbered (28) players, and they were distributed into two groups equally by random method (lottery) and after preparing harmonic exercises and conducting exploratory experiments. Then the pre-tests were conducted on the experimental and control research groups, and then the experimental group underwent harmonic exercises, while the control group continued to use the usual training curriculum for the trainer, and after (8) weeks had passed, the post-tests were conducted, and then the data were processed using the appropriate statistical methods. As for the most important conclusions, they were: The harmonic exercises prepared by the researchers contributed to the development of sensory perception - motor for the players of the specialized school in handball, as well as the harmonic exercises contributed effectively to developing the accuracy of some forms of passing skill for the players of the specialized school in handball. As for the most important recommendations, they were: the need to use harmonious exercises when training young players and specialized school players because they contribute to the development of mental, physical, motor abilities and basic handball skills, as well as the possibility of conducting similar studies on other activities and skills.

Simulation-based mastery learning in medical students: Skill retention at 1-year follow up

Context: Deficits in basic skill performance and long-term skill retention among medical students and novice doctors are a persistent problem. This controlled study tested whether the addition of a mastery learning component to simulation-based teaching is associated with long-term retention and performance of peripheral venous catheter insertion.Methods: Fourth-year medical students were assigned to receive either the control (simulation without mastery learning, n = 131) or the intervention (simulation + mastery learning, n = 133) instruction in peripheral venous catheter insertion. Performance was assessed at one year post-instruction. Eighty-four students from the control group and 71 from the intervention group participated in the assessment.Results: Students who received the mastery learning instruction achieved higher overall test scores than did controls (median mastery learning score: 20.0, IQR 2.0; median control score 19.0, IQR 3.0; Mann–Whitney U test, p < 0.001, effect size d = 0.82). Pass rates also differed significantly between the groups, with 74.5% (n = 53) of the intervention group passing compared with 33% (n = 28) of the control group (p < 0.001).Conclusions: Mastery learning is an effective means of teaching practical skills to medical students, and is associated with higher scores at a 1-year follow up.

MOTOR PERFORMANCE IN BASIC SKILLS OF CHILDREN PARTICIPANTS AND NONPARTICIPANTS OF ORIENTED SPORT PRACTICE

The present study aimed to analyze the motor performance in basic skills of children participants and nonparticipants of oriented sport practice. The sample consisted of 40 children of both sexes aged between 8 and 10 years, students from a private school in Belo Horizonte. The groups were set into children that participated in some additional oriented sport practice (PEA) and children who did not participate in any oriented practice of sport besides physical education classes (GC). Performance in basic skills was assessed by the Test of Gross Motor Development (TGMD-2). The used measures were gross motor quotient, raw score of locomotor and object control subtests, and descriptive ratings. An anamnesis was applied to parents with questions about children’s routine, kinds of places they go in their free time; time they play; time using electronic games; family socioeconomic level; and if the child participated or not in some oriented sport practice. A superiority of PEA group upon GC in all TGMD-2 measures was observed. In general, results show that the involvement of children with oriented sport practice can contribute to the motor development process.

Basic practical skills teaching and learning in undergraduate medical education - a review on methodological evidence.

Objective: Practical skills are an essential part of physicians’ daily routine. Nevertheless, medical graduates’ performance of basic skills is often below the expected level. This review aims to identify and summarize teaching approaches of basic practical skills in undergraduate medical education which provide evidence with respect to effective students’ learning of these skills.Methods: Basic practical skills were defined as basic physical examination skills, routine skills which get better with practice, and skills which are also performed by nurses. We searched PubMed with different terms describing these basic practical skills. In total, 3467 identified publications were screened and 205 articles were eventually reviewed for eligibility. Results: 43 studies that included at least one basic practical skill, a comparison of two groups of undergraduate medical students and effects on students’ performance were analyzed. Seven basic practical skills and 15 different teaching methods could be identified. The most consistent results with respect to effective teaching and acquisition of basic practical skills were found for structured skills training, feedback, and self-directed learning. Simulation was effective with specific teaching methods and in several studies no differences in teaching effects were detected between expert or peer instructors. Multimedia instruction, when used in the right setting, also showed beneficial effects for basic practical skills learning.Conclusion: A combination of voluntary or obligatory self-study with multimedia applications like video clips in combination with a structured program including the possibility for individual exercise with personal feedback by peers or teachers might provide a good learning opportunity for basic practical skills.

Cognitive Performance as a Predictor of Functional Capacity in Schizophrenia

Introduction: Schizophrenia is a severe mental illness characterized by cognitive deficits as well as vocational impairment and interpersonal difficulties. This study examined the link between Continues Performance and everyday living skills. Methodes: Sample was 20 Schizophrenia (11 male and 9 female) selected using convenience sampling among individual with Schizophrenia diagnostic and 20 (10 male and 10 female) were matched with them as control group considering sex, age, marriage and education . Instruments were used in this study include: UCSD Performance-Based Skills Assessment Test (UPSA) and Continues Performance Test (CPT). Results: MANOVA showed a significant main effect for five domain of UPSA and four domain of UPSA. CPT predicted UPSA in schizophrenia. Conclusions: Individuals with schizophrenia would perform significantly worse in everyday living skills and on CPT. In fact poorer performance in CPT predicted basic skills performance in schizophrenia. This will help to determine what specifically needs to be targeted in rehabilitation of cognitive symptoms for those with schizophrenia, and that may reveal remediation in functional capacity as well. DOI: 10.5901/mjss.2015.v6n2s1p141

Laparoscopic skills are improved with LapMentor training: results of a randomized, double-blinded study.

To determine if prior training on the LapMentor laparoscopic simulator leads to improved performance of basic laparoscopic skills in the animate operating room environment. Numerous influences have led to the development of computer-aided laparoscopic simulators: a need for greater efficiency in training, the unique and complex nature of laparoscopic surgery, and the increasing demand that surgeons demonstrate competence before proceeding to the operating room. The LapMentor simulator is expensive, however, and its use must be validated and justified prior to implementation into surgical training programs. Nineteen surgical interns were randomized to training on the LapMentor laparoscopic simulator (n = 10) or to a control group (no simulator training, n = 9). Subjects randomized to the LapMentor trained to expert criterion levels 2 consecutive times on 6 designated basic skills modules. All subjects then completed a series of laparoscopic exercises in a live porcine model, and performance was assessed independently by 2 blinded reviewers. Time, accuracy rates, and global assessments of performance were recorded with an interrater reliability between reviewers of 0.99. LapMentor trained interns completed the 30 degrees camera navigation exercise in significantly less time than control interns (166 +/- 52 vs. 220 +/- 39 seconds, P < 0.05); they also achieved higher accuracy rates in identifying the required objects with the laparoscope (96% +/- 8% vs. 82% +/- 15%, P < 0.05). Similarly, on the two-handed object transfer exercise, task completion time for LapMentor trained versus control interns was 130 +/- 23 versus 184 +/- 43 seconds (P < 0.01) with an accuracy rate of 98% +/- 5% versus 80% +/- 13% (P < 0.001). Additionally, LapMentor trained interns outperformed control subjects with regard to camera navigation skills, efficiency of motion, optimal instrument handling, perceptual ability, and performance of safe electrocautery. This study demonstrates that prior training on the LapMentor laparoscopic simulator leads to improved resident performance of basic skills in the animate operating room environment. This work marks the first prospective, randomized evaluation of the LapMentor simulator, and provides evidence that LapMentor training may lead to improved operating room performance.

An innovative approach to teaching resuscitation skills

We report the impact of a monthly educational exercise for residents that emphasized practical skills and equipment usage rather than knowledge of advanced cardiac life support (ACLS) protocols. Residents were divided into groups of approximately four that rotated through three stations. Each station included several objectives, most of which related to specific types of equipment. The exercise was held six times from July 2003 to June of 2004. Sixty-seven residents participated and completed a questionnaire prior to and following the exercise. The questionnaire elicited comfort level with basic tasks including using an automated external defibrillator (AED), attaching leads and paddles to read a cardiac rhythm, delivering unsynchronized shocks with monophasic and biphasic defibrillators and implementing the pacing function on a defibrillator. There were significant differences in the pre- and post-answers to each question. The largest difference was found in the question asking how comfortable participants were delivering unsynchronized shocks with a defibrillator. Importantly, responses for the question ‘How comfortable are you being a code leader?’ showed significant improvement. Simple skills such as attaching tubing to the oxygen tank, turning on the defibrillator and entering appropriate charge, or positioning paddles and monitor leads properly often caused significant difficulty. Cardiopulmonary arrests tend to generate anxiety among house staff, despite certification in ACLS and adequate knowledge of protocols. Exercises, such as the one presented here, will reduce anxiety by specifically addressing this skill. We conclude that residents benefit from additional teaching and practice in actual performance of basic skills used during cardiac arrests. Furthermore, our data demonstrate that comfort levels among house officers increase when they are given the opportunity to practice these skills.

Unsatisfactory basic skills performance by students in traditional medical curricula

Effectivity of basic clinical skills among students in their final year at two typically European medical schools was evaluated. The two schools rely heavily on clerkships to train basic clinical skills. Three groups of final-year students from two medical schools were studied in a 12-station, 13-minute OSCE. This OSCE was based on existing skill lists and was constructed in close consultation with faculty of both schools. Observers were senior faculty and experienced general practitioners. Students were rated unsatisfactory in any station when a mean score of 50% was given. Results show poor overall performance, indicating defective skills training, for skills of both the compulsory and the non-compulsory clerkships. Therefore curricula need revision and in the meantime basic clinical skills should receive ample attention in postgraduate education.

Variables Associated With Assigning Students to Behavioral Classrooms

The effects of gender, ethnicity, socioeconomic status (SES), and basic skills performance on (a) grade failure, (b) course failure, (c) Texas Assessment of Academic Skills (TAAS) test scores, and (d) attendance of middle school students assigned to behavioral classrooms were identified. Computerized data were collected from 2 middle schools located in 2 different El Paso school districts. Each middle school had 3 behavioral classrooms, which together included 85 students. The data were collected on 6th-, 7th-, and 8th-grade students who were enrolled during the 1992–93 and 1993–94 school years. Results of chi-square analyses indicated that SES had a significant impact on grade failure, course failure, TAAS test scores, and attendance (p < .001). In addition, basic skills performance was not related to grade failure but had a significant relationship with course failure, TAAS test scores, and attendance (p < .01). Gender and ethnicity were not related to any of the dependent variables. Implications for tracking “at risk” students with low SES or poor basic skills performance were suggested.

Can discrepancies between IQ and basic skills be explained by learning strategies?

Information on discrepancies between children's IQ and their attainments in various school subjects is important as such discrepancies may help to account for specific learning difficulties. The purpose of the reported study was to outline the frequencies and characteristics of discrepancies between children's IQ and their basic skill performance at two different grade levels (Problem 1). Assuming that the concept of learning strategy can be operationally defined and measured, data achieved in conjunction with Problem 1 may further inform whether a relationship exists between students' learning strategies and their discrepancies in basic skills (Problem 2).First, 110 third‐graders and 148 eight‐graders were randomly selected for observations (group tests in reading and spelling). Second, 32 students from each grade level were chosen and subjected to assessments of individual achievement in reading, writing, arithmetic, and intelligence. They were also assessed on six personality traits: attention, reflection, working speed, accuracy, feedback, and persistence.The concept of learning strategy was studied in two related fields: across‐domain and task‐specific strategies, and data analyses were carried out in accordance with this view. The results indicated that 18.7 per cent (grade 3) and 25.0 per cent (grade 8) discrepancies occurred. Clear indications were found regarding a general relationship between students' scoring on the six personality traits and the discrepancies. A similar relationship also seems to exist between task‐specific strategies and underachievement. Training programmes related to learning strategies should be developed and implemented, in particular for students with discrepancies between IQ and basic skill performances.

Mathematical Games: Antithesis or Assistance?

Mathematical thinking can be characterized as thinking intended to solve problems using mathematical knowledge, skills, and techniques. This thinking is often convergent, and the problems being solved may not be mathematical ones, even though mathemat ical knowledge is useful in their solutions. Since the recall of facts and imilar cognitive skill is usually de cribed as a knowledge-level kill (Bloom 1956), it may seem that mathematical thinking and playing mathematical instructional games are at odd with each other, especially if the only effect ive usc of mathematical games i drill and practice of low-level skills. Certainly, such use of mathematical games should not be neglected, since games can be effectively used (1) to retrain students in basic skills at the beginning of the school year (cf. Bright. Harvey, and Wheeler [1979]), (2) to help students retain and improve their performance of basic skills during the school year (cf. Bright, Harvey. and Wheeler [1980]), and (3) to assist students in developing those skill (cf. Bright. Harvey, and Wheeler [forthcoming]).

Analyzing Minimal Competency Test Performance

The impact of school district resources and policy changes on basic skills performance was examined in this study. An educational production function model was specified on the basis of prior research and estimated using two years of data from a state minimum competency test program and district characteristics. Survey data were also collected from district administrators and used to test whether specific policy changes in the districts’ curricula, testing programs, or teacher training, made as a result of the state- mandated test, had any influence on the percentage of students passing the test. Of the policy changes, only the pretesting of students had a significantly positive effect on performance over the period considered.

Social skills training with adolescent male offenders—II. Short-term, long-term and generalized effects

Seventy-six young, male offenders, attending a Community Home School, were randomly assigned to social skills training (SST) incorporating training in basic and more complex interpersonal skills, attention placebo (APC) and no treatment control (NTC) groups. Within subject changes in specific social skills were monitored in the SST group using a multiple baseline design. The results showed that SST led to definite improvements in some but not all the basic skills, and that these improvements were maintained at 3-month follow-up. In a between groups design SST was found to be significantly superior to APC and NTC groups on the performance of basic skills at posttest. Although the SST group reported significantly less social problems on a social problems questionnaire after training, a similar, though lesser reduction was found for the APC group and the NTC group. On a staff questionnaire of social problems, and independent ratings of social skills, friendliness, anxiety and employability. social workers' ratings of work, school and family relationships, self-reported offending and police convictions, there was no evidence that SST was differentially more effective than the comparison groups. The implications of these findings are discussed in terms both of current research into SST and the treatment of delinquency.

The Concurrent Validity and Factor Structure of Seventeen Structure-of-Intellect Measures Reflecting Behavioral Content

For a sample of 152 children (76 boys and 76 girls) in grades 2 to 6 without identifiable learning disabilities, interest centered upon whether measures of empathy and social sensitivity as conceptualized within the behavioral segment of Guilford's structure-of-intellect model would exhibit concurrent validities with a criterion measure represented by a standardized test of academic performance in basic skills and would provide identifiable factor dimensions within the behavioral domain. Although tests constructed to represent various hypothesized factors in cognition of behaviors tended to exhibit low correlations with measures devised to portray hypothesized factors of divergent production of behaviors, these cognition scales did display higher concurrent validity coefficients than those registered by divergent production measures. When heterogeneity associated with grade level (age) was statistically controlled, all six measures of cognition of behaviors continued to yield statistically significant validity coefficients (p &lt; .01), but only two of the ten tests of divergent production of behaviors that had revealed significant (zero-order) validity coefficients provided statistically reliable (first-order partial) validity coefficients (p &lt; .05). Factor analytic results afforded a separation of measures of cognition of behaviors from those of divergent production of behaviors.

Learning Fundamental Skills—A Promise for the Future

Abstract As a result of an extensive and detailed study of 177 subjects, the exploration of why, how, and where improvement in performance of basic skills occurs is discussed. The implications of this for work standards, training, and selection of personnel are considered.