Post-test Sessions Research Articles

When Random Practice Makes you More Skilled: Applying the Contextual Interference Principle to a Simple Aiming Task Learning

Abstract Contextual interference (CI)—the practice of tasks in a random rather than blocked order—is known to impair immediate performance while enhancing long-term learning and transfer. In simple aiming tasks, CI has been shown to improve movement accuracy. However, whether these greater improvements extend to unpracticed parameters, such as novel distances or the contralateral hand—a relationship informed by schema theory—remains unexplored. Additionally, in non-sequential tasks, CI has been shown to affect processes that are preprogrammed before movement initiation, leaving reaction time and speed unaffected, yet this has not been empirically tested in simple aiming tasks. To address these gaps, we trained thirty-six participants over nine sessions on a computer-based aiming task involving three target distances. Participants were assigned to either a High Contextual Interference (HCI) group, practicing distances in random order, or a Low Contextual Interference (LCI) group, practicing in a blocked order. Performance was assessed in pretest, posttest, and retention sessions under both conditions, with evaluations extending to untrained parameters, including new distances and the contralateral hand. Despite reduced accuracy during training, the HCI group demonstrated significantly higher accuracy in retention and transfer tests compared to the LCI group across both trained and untrained parameters. Consistent with our hypothesis, no differences were observed in reaction time or movement speed, supporting that in simple aiming tasks, CI primarily affects pre-movement initiation processes. These findings confirm the robustness of CI effects in parameterization learning and extend its benefits to unpracticed motor parameters in simple aiming tasks.

Personalized Instruction for Reading Comprehension (PIRC) as an Effective Reading Intervention Tool among Grade 7 Learners

This quasi-experimental action research aimed to determine the effectiveness of a Personalized Instruction for Reading Comprehension (PIRC) reading intervention tool among a select group of Grade 7 learners enrolled at a public local high school in Sta. Cruz, Zambales for the Academic School Year 2022-2023. Through a quasi-experimental approach, 35 students from the STE class were explicitly selected as respondents. A one-group pretest and posttest design was utilized to determine the changes in the reading comprehension abilities of the respondents. Students' common reading comprehension difficulties included difficulty in identifying the meanings of unfamiliar words, focusing on long texts, answering follow-up questions, and understanding instructions; impatience, short attention span, negative thinking, and difficulty in following instructions. Based on the recorded results, the selected students improved their reading comprehension skills during the posttest session. The PIRC tool is highly recommended for future use by educators and teachers handling reading classes, with suggestions for prolonging the time allotted for the tool, designating certain days for breakout sessions, conducting a pretest to carefully identify the target weaknesses of the students, applying more ICT-based activities and tools, and conducting daily meetings for the group sessions.

Midwifery-led brief counseling on the severity of posttraumatic stress symptoms of postpartum hemorrhage: quasi-experimental study

BackgroundPostpartum hemorrhage is a preventable cause of maternal mortality all over the world and a significant contributor to post-traumatic stress among women.MethodsThis quasi-experimental study was conducted in 2023 on 60 primiparous women with postpartum hemorrhage in Zahedan, Iran. The participants were identified and randomly assigned to two groups. The intervention group received face-to-face individual counseling based on Gamble’s counseling model, conducted by a midwife. The counseling lasted from 40 to 60 min and took place over two sessions; one within the first 48 to 72 h in the ward, and a follow-up telephone session two weeks postpartum. Assessments were made using the Post-Traumatic Stress Disorder (PTSD) Checklist for DSM-5 (PCL-5) and the Perinatal Post-Traumatic Stress Disorder Questionnaire-II (PPQ-II) before the intervention and four weeks after the last post-test session for the two groups, either in person or by phone.ResultsFollowing the intervention, the post-traumatic stress score (PCL-5) in the intervention group significantly decreased compared to the control group (P < 0.001). Moreover, the perinatal post-traumatic stress disorder score (PPQ-II) after midwife-led brief counseling in the intervention group was significantly lower than in the control group, as determined by an analysis of covariance (ANCOVA), controlling for pre-test effects (p =0.05).ConclusionsMidwife-led brief counseling may be effectively implemented by developing a localized clinical guideline based on midwifery recommendations following traumatic births caused by postpartum hemorrhage.

Exploring the Effects of Augmented Reality on the Emotion Recognition Skills of Autistic Children

Autistic children have significant difficulties in recognizing and labeling emotions, difficulties which may hinder the natural development of their ability to express and regulate further emotions. The purpose of this study was to evaluate the effect of an augmented reality emotion recognition program (ARERP) delivered in a group format on the emotion recognition of young autistic children. This study employed a concurrent multiple probe design across behaviors to evaluate the effects of the training on children’s emotion recognition. The target behavior was recognizing three emotion sets: positive, negative, and complex. The sequence of conditions included pre-test, baseline, training, post-test, and follow-up sessions. Positive results were found across all four children who all achieved 100% accuracy in identifying emotions during the training. Further, the emotion recognition skills were successfully maintained for 4–7 weeks post-training, with observed generalization to untrained still pictures and GIFs. This study provides preliminary evidence supporting the effectiveness of AR-based group training for young autistic children.

The effect of a neuromuscular-cognitive training program on postural stability, hop performance, and agility in Division-I Women's Tennis athletes: A pilot study

BackgroundSituational awareness and cognitive function are often discounted in sports training programs, potentially limiting their effectiveness. ObjectiveThis research aimed to examine the effect of a six-week neuromuscular-cognitive training program on postural stability, hop performance, and agility with and without perceptual-cognitive challenge in a tennis team. DesignDouble baseline, quasi-experimental pretest-posttest. MethodsTen collegiate female tennis athletes volunteered to participate in this study. Participants completed two baseline testing sessions, a six-week training program, and a post-test session one week after the training program. Participants completed the neuromuscular-cognitive training twice a week for six weeks. The training integrated cognitive load (e.g., working memory and inhibitory control) during exercise (e.g., balance and shuffling). At each data collection session, subjects completed a single-limb stance on a force plate with and without an upper extremity reaction test, single-leg hop, single-leg memory hop, reactive agility, and a lower extremity reaction task. Pre-to post-intervention changes were analyzed using t-tests with corresponding Hedge's g effect sizes. Results were considered significant when p ≤ 0.05 and Hedge's g effect sizes were moderate to strong. ResultsStatistically significant improvements were identified for single and dual-task anteroposterior mean center of pressure velocity (g = −0.684–0.803), single-task time-to-boundary mediolateral mean minima (g = 0.921), and single and dual-task time-to-boundary anteroposterior mean minima (0.708–0.830). Additionally, significant improvements were identified in the upper extremity reaction task during the dual-task static balance (g = −0.795). ConclusionNeuromuscular-cognitive training may be beneficial in improving postural stability outcomes; however, more research is needed to develop this type of training further.

No Post-Activation Performance Enhancement Following a Single Set of Plyometric or Flywheel Exercises in National Team Rugby Players

Post-activation performance enhancement (PAPE) is a key objective following regular warm-up routines, especially in sports that rely heavily on sprinting speed and power. Rugby is a team sport characterized by a range of repeated high-intensity efforts, irrespective of positional roles or match demands. In this study, we examined and compared the effects of two different conditioning activities (CAs) on the power- and speed-related abilities of National Team rugby players. Thirteen male rugby union players sequentially performed countermovement jump (CMJ), 30 m sprint, and change-of-direction (COD) tests (pre-testing session) 5 min before executing either one set of six repetitions of 45 cm drop jumps or one set of six repetitions of flywheel eccentric-overload squats. In addition to the sport-specific tests, the muscle mechanical properties of the athletes were also assessed through the use of tensiomyography (TMG). At post-testing sessions conducted 5 and 10 min after the PAPE protocols, no significant changes were observed in any of the assessed variables, either in positions as backs or forwards. However, some meaningful variations were detected at the individual level when using the “true-changes” analysis. Despite some positive individual changes, it can be concluded that these specific protocols did not elicit the expected responses typically observed in other team-sport athletes. Practitioners are encouraged to implement more comprehensive (but not exhaustive) and tailored PAPE interventions prior to training sessions and competitions.

Comparison of Virtual Reality Exergames and Nature Videos on Attentional Performance: A Single-Session Study.

This study aimed to investigate the acute effects of a single session of a VR exergame (Beat Saber) and a VR nature video (Ireland 4K) on attentional performance, using the Flanker and Attentional Blink (AB) tasks. The objective was to assess whether these VR interventions could enhance attentional control, as measured by improvements in response times and accuracy. A total of 39 psychology students, aged 19-25, were randomly assigned to one of three groups: VR exergame, VR nature video, or control. Participants completed the Flanker and AB tasks before and after the intervention. A repeated measures design was employed to analyze changes in response times and accuracy across pre- and post-test sessions. The study revealed significant improvements in response times and accuracy across all groups in the post-test measures, indicating a strong training effect. In the AB task, shorter stimulus onset asynchrony (SOA) led to decreased accuracy and slower response times, emphasizing the difficulty in processing closely spaced targets. The interaction between Type and Group in response times for target stimuli suggested that the intervention types differentially influenced processing speed in specific conditions. The findings suggest that while brief VR interventions did not produce significant differences between groups, the training effect observed highlights the influence of task-specific factors such as SOA and target presence. Further research is needed to explore whether longer or repeated VR sessions, as well as the optimization of task-specific parameters, might lead to more pronounced cognitive benefits.

The Effectiveness of Positive Parenting Training on Feelings of Shame in Children of Divorce

Introduction: The separation of parents from each other will bring a lot of damage and consequences to children, and it will also affect their growth and development and communication, which will lead to a feeling of shame in these children. The present study was conducted with the aim of investigating the effectiveness of positive parenting education on feelings of shame in children of divorce. methods: The method of the current research was a semi-experimental type with a pre-test-post-test design, a control group, and a three-month follow-up. The statistical population of the research included all the divorced mothers with children (7 to 12 years old) who visited Trust Counseling Center of Sari city in 2022-2023, among whom 30 people were selected randomly through convenience sampling and were replaced in two experimental and control groups. Ferguson's internalized shame questionnaire was used to collect data. Positive parenting training was conducted for 8 2-hour sessions for the experimental group, and the control group did not receive any intervention. Before and after the implementation of the pre-test and post-test sessions, both groups were taken, and after three months, both groups were followed up again. To analyze data, analysis of variance with repeated measurements was used through SPSS version 26 software. Results: The results of the present study showed that there was a significant difference between the mean of the shame variable and its component in the pre-test-post-test and pre-test-follow-up stages (p&lt;0/05). Conclusion: Based on the findings, it can be concluded that positive parenting training has been able to reduce the feeling of shame in divorced children; therefore, positive parenting training is suggested to reduce the feeling of shame in children.

Implicit Versus Explicit Learning a Novel Skill for High School Students

The aim of the study was to compare the effects of implicit learning using dual task-paradigm, with explicit learning on learning a novel skill, and if the performance is maintained over a prolonged period of time. Twenty-six high school adolescents (n = 26, boys n = 15, girls n = 11, age: 16 ± 0.66 years) performed a four-week front-flip learning program, where participants underwent two hours front flip practice in total between the pre- and post-test session followed by two tests; three and six months after the post-test, in which the front-flip was not practiced. Performance was evaluated by two independent gymnastics judges. Both groups increased performance at the post test, with significantly higher scores in the explicit group compared with the implicit group. Probably benefiting from error correction to select positive action outcomes and avoid negative ones consciously. However, the explicit group was also the only group that significantly decreased performance again at first retention test, suggesting that their reliance on the retrieval of declarative knowledge from working memory was subject to decay. While it seems that performance learned via implicit learning may deteriorate more slowly, but also continuously throughout six months suggesting that the directly accumulated procedural knowledge may need for proper reinforcement and practice.

Evaluating the Influence of the ACTN3 rs1815739 Gene Polymorphism on the Performance of Physically Active Adult Males in the Arrowhead Agility Drill Test

The alpha actinin-3 gene (ACTN3) is a significant candidate gene among genetic markers that determine athletic ability. The ACTN3 gene is responsible for the creation of the actin protein in fast-twitch muscle fibers, which is associated with muscle power and speed. The objective of this study was to analyze the changes in performance of the arrowhead agility drill test and the distribution of genotype variants in the ACTN3 rs1815739 gene polymorphism in physically active adult males after a 6- week training period. The research will focus on a cohort of 58 male students, aged 19-24, who are enrolled in the Faculty of Sports Sciences and participate in swimming activities. Genomic DNA was extracted from swab samples obtained from participants using the Buccalyse DNA Extraction Kit from Isohelix, following the manufacturer's supplied technique. The study findings revealed that there was no statistically significant difference between all three genotypes when comparing the pre-test and post-test values of the sample group in terms of left and right foot characteristics. Within this framework, it is acknowledged that the outcomes derived from our investigation could potentially influence the research findings. These aspects include the restricted sample size and the incapacity to regulate individual variances such as concentration and motivation during the pre-test and post-test sessions. Nevertheless, it is believed that the results obtained from our study could potentially enhance future research and literary works in the same field.

The Effect of Using Read Cover Remember Retell (RCRR) Strategy Towards Students’ Reading Comprehension on Narrative Text in UPT SMP Negeri 1 Padang Gelugur

This research was aimed at finding out the effect of using (RCRR) strategy towards student’s reading comprehension on narrative text at the ninth grade of UPT SMP Negri 1 Padang Gelugur. The rationality of this research was based on the students’ problems in reading comprehension. Firstly, the students’ achievements on reading comprehension narrative text was still low. Secondly, the strategy taken by the teacher in class was monotonous. Thirdly, the srtudents had difficulties on comprehending the detailed information on narrative text. This research employed quantitative method. In this research, the researcher used purposive sampling. The population of this research was the IX grade students at UPT SMP Negeri 1 Padang Gelugur. The research instrument of this research was reading test, which were tested for pre-test and post-test session. In this research, the researcher used descriptive and inferential statistic to analyzed the data. The result of the research indicated that was significant effect of using RCRR strategy towards students’ redading comprehension. It can be seen from p-value which was smaller than the alpha value(0,000&lt;0,05). It is concluded that, using RCRR strategy gave significant effect towards students’ reading comprehension on narrative text.

Cochlear-implant listeners benefit from training with time-compressed speech, even at advanced ages.

This study evaluated whether adaptive training with time-compressed speech produces an age-dependent improvement in speech recognition in 14 adult cochlear-implant users. The protocol consisted of a pretest, 5 h of training, and a posttest using time-compressed speech and an adaptive procedure. There were significant improvements in time-compressed speech recognition at the posttest session following training (>5% in the average time-compressed speech recognition threshold) but no effects of age. These results are promising for the use of adaptive training in aural rehabilitation strategies for cochlear-implant users across the adult lifespan and possibly using speech signals, such as time-compressed speech, to train temporal processing.

Body Water Compartment and Sympathovagal Balance: Association with Visuomotor Retention in Young Adults

Cognitive functions are important for visuomotor learning and are associated with physiological factors such as body fluid compartment and cardiovascular reactivity. Previous studies found that body fluid compartment is associated with brain blood flow, which is regulated via sympathovagal balance. However, more evidence is needed to determine whether body fluid compartment and cardiovascular reactivity are associated with visuomotor learning. The purpose of this study was to explore the relationship of body fluid compartment and cardiovascular reactivity to visuomotor learning. We hypothesized that these physiological factors are associated with overall learning retention using upper extremity (including feedforward, volitional, and feedback conditions). Methods: Thirty young adults (12 males, 24.6 ± 3.9 years, right hand dominant) participated in this study. Participants tracked a sinusoidal wave with left arm at pre-test, learning, and post-test sessions on the first visit and at retention test session on the second visit seven days later. Participants performed one set of nine trials during each test and five sets of three trials during learning. Resistance and wave velocity were different in each trial. Learning error was calculated by the averaged absolute distance between the tracking line and the target line. Heart rate (HR), systolic blood pressure (SBP), and low to high frequency power ratio of heart rate variability (LF/HF) were continuously recorded during baseline before pre-test and during tests and learning. We analyzed participants’ extracellular to intracellular body water ratio (ECW/ICW) using an InBody body composition analyzer and tested their cognitive function with Picture Sequence Memory (PSMT), Pattern Comparison Processing Speed, Dimensional Change Card Sort, Flanker Inhibitory Control and Attention, and List Sorting Working Memory Tests from NIH Cognitive Toolbox. Data were statistically analyzed using linear regression analysis and quartile analysis. Results: ECW/ICW was associated with young adults’ ability to retain visuomotor learning after one week (R2 = 0.138, p = 0.043), whereas HR, SBP, and LF/HF at each session were not significantly associated with visuomotor retention. No differences were found in pre-test error among quartiles of five cognitive tests. Significant differences in retention error among quartiles were only found in PSMT, with participants scoring in the highest quartile of PSMT having lower SBP during the first visit and lower retention error compared to the lowest quartile. This finding suggests that young adults with better episodic memory were less stressed during learning and had better visuomotor retention. Conclusion: These findings support that ECW/ICW is associated with not only cognitive function but also visuomotor retention. In addition, cardiovascular reactivity during visuomotor learning may provide information for retention behavior. Relationship of body water compartment and sympathovagal balance to feedforward and feedback conditions in learning will be further discussed. Research Support: This study was funded by the Eunice Kennedy Shriver National Institute of Child Health and Human Development: R01HD084645, R01HD082109. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Involvement of primary somatosensory cortex in motor learning and task execution

The primary somatosensory cortex (S1) is responsible for processing information related to tactile stimulation, motor learning and control. Despite its significance, the connection between S1 and the primary motor cortex (M1), as well as its role in motor learning, remains a topic of ongoing exploration. In the present study, we silenced S1 by the GABA receptor agonist muscimol to study the potential roles of S1 in motor learning and task execution. Our results show that the inhibition of S1 leads to an immediate impairment in performance during the training session and also a substantial reduction in performance improvement during post-test session on the subsequent day. To understand the underlying mechanism, we used intravital two-photon imaging to investigate the dynamics of dendritic spines of layer V pyramidal neurons and the calcium activities of pyramidal neurons in M1 after inhibition of S1. Notably, S1 inhibition reduces motor training-induced spine formation and facilitates the elimination of existing spines of layer V pyramidal neurons in M1. The calcium activities in M1 exhibit a significant decrease during both resting and running periods following S1 inhibition. Furthermore, inhibition of S1, but not M1, significantly impairs the execution of the acquired motor task in the well-trained animals. Together, these findings reveal that S1 plays important roles in motor learning and task execution.

Education and Screening on Non-Communicable Diseases in Simokerto District, Surabaya, Indonesia

Non-communicable diseases (NCDs) are one of the leading causes of death in the world. Indonesia is one of the countries facing the problem of both communicable diseases and non-communicable diseases (NCDs). Non-communicable diseases are usually asymptomatic and do not show certain clinical signs, so most people are not aware of the dangers of non-communicable diseases. Non-communicable diseases (NCDs) are one of the health problems in society that has increased every year, and is the largest contributor to the incidence of death in Indonesia. Non-communicable diseases can be triggered by a lack of physical activity, smoking, ineffective diet, stress, which can lead to increased pressure, increased blood sugar, and increased blood fat. The purpose of this community service is to increase community knowledge and carry out health screening on non-communicable diseases in residents in RT 01 and RT 02 RW 04 Tambakrejo Village, Simokerto District, Surabaya City. The method of the community service are lectures on hypertension and diabetes mellitus followed by discussion and questions and answers. Furthermore, a demonstration on health screening in non-communicable diseases was conducted. To determine the benefits of this activity, the participants' knowledge was tested using questions in the pre-test and post-test sessions. Assessment of the participants' knowledge by counting the correct answers to the questions on the test sheet.There is an 80% increase in knowledge of residents about the management of hypertension and diabetes mellitus. The results of the screening identification obtained data that the body mass index of the community is as follows 45.2% of people with obese conditions; 41% of residents have grade 1 hypertension with blood pressure between 140- 159/90-99 mmHg; the results of random blood sugar checks are normal (79%); uric acid checks on residents have normal results (82%); and cholesterol levels in the body range normal, namely 52 people (71%). It is important to support residents' activities in improving healthy living behaviour through joint exercises.. It is expected that the cadres will maintain the performance that has been achieved, and form working groups in their respective neighbourhoods to share the health information in improving the level of health..

Educational Blog: Teacher Assistance In Creating Learning Media

The development of information and communication technology through the Internet has a significant impact on people's lifestyles, including the practice of blogging as an expression of Internet use. Blogging has penetrated into various aspects of life, one of which is in the context of education. In the world of education, blogs have a very important role as a tool to store and disseminate information online. Its use can be personal, such as for teachers who want to share teaching materials, learning reflections, or personal experiences in the teaching process. On the other hand, educational institutions also utilize it as a platform to provide information to students, parents, and the general public. The main advantage of blogs in education is their ability to present information easily and quickly, without being bound by space and time constraints. In essence, blogs open up wide access to knowledge. The purpose of this activity is to introduce students to basic knowledge and skills in creating blogs that support interaction, in accordance with their respective fields of knowledge. One-day blogging training has proven to be quite effective for teaching the technical details of creating a blog as well as how to load material to be interactive and engaging. More than just technical training, it is the first step towards achieving a larger goal in education. A total of 14 participants from teachers and learning staff of SMPN 2 Jember have taken blogging insight tests before and after the training to support their learning process. The test results showed that before the training, knowledge about blogging was still lacking. However, after the training, participants were able to significantly improve their comprehension, as seen from the increase in the number of questions that can be answered and the higher level of accuracy in the post-test session. Thus, future follow-up activities related to the introduction of blogging for teachers and staff will focus on increasing understanding and knowledge of the role of blogging in creating dynamic learning materials for the improvement of education quality

Student Experiential Activities: A Novel Strategy to Teach Neuroanatomy in Lectures.

Introduction Activity-based teaching is a widely used pedagogical tool for enhancing anatomy learning. However, involving the learner in experiential activities in lectures is an unexplored area in medical research. The present study aims to determine whether incorporating student experiential activities into lectures impacts student's learning of neuroanatomy. Materials and methods We used a pre-test/post-test experimental study design to compare the learning outcome between the experiential activity based lecture and traditional lectures. We divided 150 students into control (75 students) and intervention groups (75 students). To assess the baseline knowledge on the subject, the students attended 20 clinical scenario-based multiple-choice questions two weeks before the lectures. Then, both groups attended two lecture sessions on the functional areas of the brain. In the control group, the students drew the boundaries of a particular cerebral area and labeled its function and clinical symptoms. In the intervention group, the learners participated in experiential activities while following the instructions. The lecturer used their response as a scaffold to explain the function and clinical correlation of a specific part of the cerebral cortex. The same test questions were given to the students one week after the final lecture session to evaluate their level of understanding. We analyzed the scores of 111 students (57 students in the control group and 54 students in the interventional group) who attended the two lectures and pre- and post-test sessions. Students also completed a validated 10-item feedback questionnaire regarding their perception of the teaching sessions. Results The mean score improvement for the control and intervention groups was 4.86 ± 1.53 and 6.39 ± 2.93, respectively. The score improvement of the activity group was significantly higher than that of the control group (p = 0.006; d = 0.65). The perception scores of interest, knowledge attainment, and satisfaction were significantly higher in the intervention group compared to the control group. Conclusion The findings of this study suggest that experiential activities facilitate better comprehension of abstract neuroanatomical concepts as compared to traditional didactic teaching.

Sosialisasi Tingkat Pengetahuan Remaja Terkait Kecukupan Gizi Harian Anak Usia Remaja

Indonesia, as a developing country, generally has more people who are active or work primarily as farmers with middle to lower family economic status and low levels of knowledge. In particular, knowledge of the importance of daily nutritional needs is not very good. Increasing knowledge of daily nutritional needs is very necessary in order to make people aware of the importance of adequate nutrition for the development of the next generation. Various nutritional sources that can be used to increase nutritional intake, and have relatively cheap prices and can be reached by all groups. It is common knowledge that livestock products have complete nutritional content and high levels of nutrition. Among the livestock products that have quite high quality at affordable prices are eggs. Eggs can be used as a complementary source of nutrition, because eggs are an animal product that is rich in nutrients and easily digested by the human body. This community service is carried out in high school with the target of students so that they gain knowledge regarding the importance of nutritional needs for their physical and non-physical development. The results of implementing community service at SMK N 7 Southwest Maluku school went well in accordance with the strategy that had been prepared by the service team. The implementation of community service is generally divided into four sessions, namely the pretest session, the session providing service materials, the posttest session, and the awarding session.

Excellence Service Training For Members Of The West Manggarai Homestay Association (Asihom Mabar)

Currently, Labuan Bajo is a premium tourist destination. The status as a premium tourist destination has increased the tourism industry in Labuan Bajo. Tourism development in Labuan Bajo needs to be followed by the quality of tourism industry services, including accommodation services. One form of accommodation service is homestay. One of the obstacles homestays face is the inability to provide quality services to guests. Therefore, homestay managers in Labuan Bajo need excellent service training for homestay management. The implementation of this community service activity consists of three stages, namely preparation, implementation, and evaluation. At the implementation stage, the method used is lectures and discussions about service quality (SERVQUAL) and the five components of SERVQUAL. The pre-test and post-test methods were also used to measure the increase in understanding. There are six questions for the pre-test and post-test sessions. The pre-test results showed that the average level of correctness of the answers reached 89%, and the post-test results reached 93%. The correctness of the answers in the pre-test and post-test sessions showed that the participants experienced an increased understanding of quality services. Based on the results of the implementation of this excellent service training activity, it is recommended that homestay managers need training activities to improve their ability and understanding of homestay managers. In addition, training with the theme of optimizing social media as a digital promotion channel is also needed by homestay managers in Labuan Bajo.

Acute effects of sprint training for hamstrings injury prevention on male college soccer players

In soccer, the hamstring is one of the most common injury portions. Among the various interventions, it can be assumed that modification of sprinting movement is directly helpful in hamstring injuries. The acute effects of sprinting interventions would be useful for pre-match interventions if they were immediate. The present study aimed to clarify the acute effects of sprint training for hamstring injury prevention on a collegiate soccer player. A total of twenty–seven male collegiate soccer players participated in the present study. Participants performed a 30 m sprint test as a pre-test after warming up. Subsequently, an hour-long sprint training session, targeting the modification of movements associated with hamstring injuries, was conducted, followed by a post-test involving a 30 m sprint. From these trials, 30 m time and kinematic variables associated with a hamstring injury; trunk angle, thigh angle and shank angle, were computed. The results revealed a significant positive modification in the trunk angle between the pre-test and post-test sessions. However, no marked differences were observed in 30 m time and other kinematic data. Therefore, sprinting modification was shown to have an acute effect on improving trunk angle without affecting the running speed.