Repetitive Practice Research Articles

Using Songs to Enhance Thai EFL Primary Learners’ Pronunciation of Verb With the /ing/ Ending Sound

Pronunciation is a crucial component of language acquisition, vital for achieving clarity and fluency in communication. This study, utilizing cycles of action research, aimed to evaluate the impact of songs on the pronunciation skills of Thai EFL learners. Additionally, this study explored the participants’ perceptions of using songs in their English class and employing a cyclical action research process. The study involved 25 third-grade students with poor pronunciation skills. Data was collected through song-based lessons, pronunciation pretest and posttest, and a semi-structured interview. Quantitative data were analyzed using descriptive and inferential statistics, including means, standard deviations, and paired-sample t-tests. Qualitative data were examined using content analysis. The findings revealed that songs significantly enhanced the pronunciation skills of the participants at the 0.05 significance level, with a mean score of 76%. Participants viewed song-based lessons positively, noting improved learning environments and emotional and functional benefits. These lessons made the classroom more engaging and enjoyable while helping reduce anxiety and boost motivation. Functionally, songs aided in improving pronunciation through repetitive and rhythmic practice. The study’s findings suggest that incorporating songs into the curriculum can be an effective strategy for enhancing pronunciation skills in Thai EFL learners, providing significant pedagogical advantages and fostering a more dynamic and supportive classroom atmosphere.

Effect of standardized patient simulation with BCG vaccination on nursing students' skills, knowledge and satisfaction, and self-confidence: A randomized controlled study

AimTo examine the effect of standardised patient simulation training on nursing students' skills and knowledge in administering the Bacillus Calmette-Guérin vaccine, as well as their satisfaction and self-confidence. BackgroundThe Bacillus Calmette-Guérin vaccine is administered by nurses to prevent tuberculosis. However, there have been reports of complications arising from inadequate knowledge and skills related to Bacillus Calmette-Guérin vaccine administration. DesignA randomised controlled experimental design. MethodThis experimental study was conducted between October 2022 and January 2023 at a university, Medical Training and Simulation Centre. The fourth-year nursing students enrolled in their intern term were asked to participate in this experimental study. Participants were allocated to the intervention group (n=45) and the control group (n=45). The control group received only theoretical training and then BCG application on the model. The socio-demographic survey was conducted to collect demographic data. The Bacillus Calmette-Guérin Vaccine Knowledge Form, Bacillus Calmette-Guérin Vaccine Administration Checklist, and the student satisfaction and self-confidence scale in learning were used. The intervention group received simulation training using a standardized patient. All students' knowledge and skills were measured before and 3 months after the theoretical training. ResultsSimulation training using standardized patients significantly increased nursing students' Bacillus Calmette-Guérin vaccine knowledge (intervention group=21.57±5.12; control group=15.33±5.61), skills (intervention group=20.88±4.29; control group=10.22±4.56), confidence and satisfaction (intervention group=4.61±0.30; control group=4.17±0.3) compared with the control group (p < 0.05). ConclusionTraining with standardized patient techniques provides students the opportunity to practice realistically in a safe environment, enabling repetitive practice, which enhances self-confidence and satisfaction.

Unyielding Tenacity: The Power of Establishing Occupational Legitimacy

ABSTRACT This study examines the pursuit of occupational legitimacy by Korean tattooists, a profession considered illegal in South Korea. Based on in-depth interviews with 10 Korean tattooists, it explores how they navigate legal and cultural challenges, developing their skills and identities through practice. The process of professional specialization among institutionally marginalized tattooists manifests itself in an unusual form of professional skill development that inevitably requires the relentless refinement of manual skills. The author introduces the concept of unyielding tenacity, which refers to the tattooists’ attitude of persistent practice in the face of harsh conditions created by social constraints. Repetitive practice immerses them in their actions, helping them understand their work, address shortcomings, and question the injustice of the social constraints they face. This points out that before tattooists can adopt the strategy of gaining occupational legitimacy through the artification of their work, a prerequisite is the repetitive performance of their craft.

Evaluating the Impact of Direct, Direct Video, and Indirect Video Laryngoscopy Training on the Proficiency of Medical Students in Performing Direct Laryngoscopy: A High-Fidelity Manikin-Based Assessment.

Endotracheal intubation (ETI), a potentially lifesaving intervention employed frequently in the emergent setting, is a manual skill that improves with repetitive practice and high-quality feedback. Classically, ETI centered around Direct Laryngoscopy (DL); however, with the advent and recent availability of Indirect Video Laryngoscopy (IVL) and Direct Video Laryngoscopy (DVL), studies have demonstrated varying results on the benefit of Video Laryngoscopy (VL) in training. We hypothesize that a training program centered on DVL, allowing students to visualize the anatomy and simultaneously receive instructor feedback via a real-time video feed, will practically improve student performance in DL. Our study of first-year medical students from the Edward Via College of Osteopathic Medicine (n = 21) randomized participants to one of three cohorts: DL, IVL, and DVL in a manikin-based simulation laboratory evaluated on successful intubation, time to successful intubation, dental injury, Numeric Rating Scale (NRS) to assess the trainee's perception of their performance and confidence level of performing intubation in a real-life scenario. Our results did not demonstrate a statistically significant difference between the three training modalities based on the outcomes assessed. Although IVL and DVL cohorts achieved 100% success following training, compared to 71% in the DL cohort, the results were not statistically significant. This is potentially due to our limited sample size, as our sample did not meet the calculated 162 participants for 80% power. These findings suggest that a larger sample size may be required to determine if there is a significant difference in outcomes for these training modalities.

Gamified Practice Improves Paretic Arm Motor Behavior in Individuals With Stroke

Background Stroke is a heterogeneous condition, making choice of treatment, and determination of how to structure rehabilitation outcomes difficult. Individualized goal-directed and repetitive physical practice is an important determinant of motor learning. Yet, many investigations of motor learning after stroke deliver task practice without consideration of individual capability of the learner. Objective We developed a gamified arm rehabilitation task for people with stroke that is personalized to individual capacity for paretic arm movement, provides a high dose of practice, progresses through increasingly difficulty levels that are dependent on the performance of the individual, and is practiced in an engaging environment. The objectives of the current study were to determine if 10 days of gamified, object intercept training using the paretic arm would improve arm movement speed and clinical outcome measures of impairment or function. Methods Individuals with chronic stroke and age-matched controls engaged in 10 days of gamified, skilled motor practice of a semi-immersive virtual reality-based intercept and release task. The paretic arm was assessed using the Fugl-Meyer Assessment (motor impairment) and Wolf Motor Function Test (motor function) before and after training. Results Both groups showed faster arm movement speed with practice; individuals with stroke demonstrated reduced paretic arm motor impairment and increased function after the intervention. Age and sex (for both groups), and time post-stroke were not related to changes in movement speed. Conclusions Findings indicate that gamified motor training positively affects paretic arm motor behavior in individuals with mild to severe chronic stroke.

B - 92 Memory Rehabilitation Following Stroke and Traumatic Brain Injury

Abstract Objective Several Meta analyses suggest mixed but objective support for internal strategies. Typically, successful rehabilitation involves at least 8 hour of memory training and often results in 0.25 to 0.50 standard deviation (SD) improvements depending on how long post injury. Intervention dose, strategies, level of impairment, and patient self-awareness and motivation all appear relevant. Methods Data is taken from 21 continuous referrals. Three individuals did not want to work on memory strategies, so their data was separated from the rest. Participants: 18 individuals with acquired brain injuries, with an average age of 51.6 and about 15 years of education, who were 76.6 days post brain injury. Intervention: Each individual was involved in 8 weeks of transdisciplinary rehabilitation. Many goals were addressed and memory rehabilitation was treated via 1 or 2 weekly sessions with a neuropsychologist. Internal and external strategy use was taught. Individuals received 8 to 10 hours of memory rehabilitation involving repetitive practice of clustering, semantic clustering, organizing information into sentences or stories, rhyming, and acronyms. Results Delayed List Recall significantly improved from standard scores of 73.5 to 89.7 and the delayed Story Recall improved from 75 to 90. The mean improvement was nearly 1 standard deviation across measures. Conclusions Individuals showed significant improvement in immediate and delayed recall memory scores. These individuals showed more than 0.5 SD short-term memory (STM) gain and also self-reported improved STM. Durability of gains was not measured in follow-ups. These interventions improve memory skills, but not all patients choose to participate in this type of treatment.

F-words ingredients of non-invasive interventions for young ambulant children with cerebral palsy: A scoping review.

To map the ingredients of non-invasive interventions provided to young ambulant children with cerebral palsy. Articles were screened and each study's characteristics extracted. The intervention ingredients were described in terms of the Rehabilitation Treatment Specification System and linked to the 'F-words'. Results were interpreted and validated by a patient and public involvement group. Sixty-one papers were included, of which 55.5% were classified as randomized controlled trial design studies. The selected studies included a total of 2187 children (mean age range 3 months to 5 years 11 months), most from high-income countries. The included studies investigated a total of 27 interventions, which together presented ingredients representing all F-words, in the following order of frequency: 'fitness' (e.g. strength and endurance training), 'functioning' (e.g. active and repetitive practice of a task), 'family' (e.g. context-focused therapy), 'fun' (e.g. inclusion of child-friendly activities), 'friends' (e.g. group activities), and 'future' (e.g. didactic information sharing). Thus, ingredients related to the F-word 'future' were the most infrequently reported. Therapists and families need to be aware of the most appropriate match between the F-word goals, ingredients, and targets. Finally, 'fun', 'friends', and 'future' should be addressed as potential outcomes in future studies.

Combining Cyproheptadine Hydrochloride With Targeted Muscle Activation Training to Treat Upper Extremity Stroke: A Randomized, Placebo-Controlled Trial

ObjectiveTo examine a treatment for upper extremity impairment in stroke survivors that combines administration of cyproheptadine hydrochloride with repetitive practice focused on control of muscle activation patterns. DesignDouble-blind, randomized controlled trial. SettingsLaboratory within a free-standing rehabilitation hospital. ParticipantsA total of 94 stroke survivors with severe, chronic hand impairment were randomly assigned to 1 of 4 treatment groups. InterventionsParticipants received either a placebo or cyproheptadine hydrochloride in identical pill form. The daily dosage of cyproheptadine/placebo was gradually increased from 8 to 24 mg/d over 3 weeks and then maintained over the next 6 weeks while participants completed 18 therapy sessions. Therapy consisted of either (1) active practice of muscle activation patterns to play “serious” computer games or control a custom hand exoskeleton or (2) passive, cyclical finger stretching imposed by the exoskeleton. Main Outcome MeasuresHand control was evaluated with the primary outcome measure of time to complete the Graded Wolf Motor Function Test (GWMFT) and secondary outcome measures including finger strength and spasticity. ResultsAcross the 88 participants who completed the study, a repeated-measures analysis of variance revealed a significant effect of GroupxEvaluation interaction on GWMFT (F=1.996, P=.026). The 3 groups receiving cyproheptadine and/or actively practicing muscle activation pattern control exhibited significant reduction in mean time to complete the GWMFT tasks; roughly one-third of these participants experienced at least a 10% reduction in completion time. Gains were maintained at the 1-month follow-up evaluation. The group receiving placebo and passive stretching did not show improvement. No significant differences among groups were observed in terms of changes in strength or spasticity. ConclusionsDespite chronic, severe impairment, stroke survivors were able to complete the therapy focused on muscle activations and achieved statistically significant improvement in hand motor control. Cyproheptadine hydrochloride is a potential complementary treatment modality for stroke survivors with hand impairment.

Can Guided Discovery Instruction Be Detrimental to Children with Different Levels of Aquatic Competence in Infancy?

Repetitive practice can become an exploratory activity where instruction and discovery are linked, allowing instruction and guidance through tasks that help to construct and acquire the knowledge and skills that make up the content. (1) Background: The aim of the study was to show how a teaching method based on guided discovery would affect the teaching of children's aquatic competence in schoolchildren with different levels of competence. (2) Methods: An observational study was conducted with 385 schoolchildren (195 boys and 189 girls) aged 3-5 years belonging to a charter kindergarten, using an Instrument for the Measurement of Aquatic Competence in Children (SMACC) consisting of 17 items grouped into three dimensions: socio-affective, cognitive, and motor. (3) Results: After measuring aquatic competence, all age groups and all variables (motor, cognitive, and socio-affective) showed differences between pre- and post-scores and a high magnitude of effect size. When the teaching intervention was analyzed according to the level of aquatic competence of the age group, improvements were found in all variables in both the low and high-competence groups. (4) Conclusions: This study describes how guided discovery instruction has equal effects at different levels of proficiency. Furthermore, when this type of instruction was used, aquatic competence was explained not only by the motor and socio-affective dimensions but also by the cognitive variable.

An Efficient Immersive Self-Training System for Hip-Hop Dance Performance with Automatic Evaluation Features

As a significant form of physical expression, dance demands ongoing training for skill enhancement, particularly in expressiveness. However, such training often faces restrictions related to location and time. Moreover, the evaluation of dance performance tends to be subjective, which necessitates the development of effective training methods and objective evaluation techniques. In this research, we introduce a self-training system for dance that employs VR technology to create an immersive training environment that facilitates a comprehensive understanding of three-dimensional dance movements. Furthermore, the system incorporates markerless motion capture technology to accurately record dancers’ movements in real time and translate them into the VR avatar. Additionally, the use of deep learning enables multi-perspective dance performance assessment, providing feedback to users to aid their repetitive practice. To enable deep learning-based dance evaluations, we established a dataset that incorporates data from beginner-level dances along with expert evaluations of those dances. This dataset was specifically curated for practitioners in a dance studio setting by using a total of four cameras to record dances. Expert annotations were obtained from various perspectives to provide a comprehensive evaluation. This study also proposes three unique automatic evaluation models. A comparative analysis of the models, particularly contrastive learning (and autoencoder)-based expression learning and a reference-guided model (where a model dancer’s performance serves as a reference), revealed that the reference-guided model achieved superior accuracy. The proposed method was able to predict dance performance ratings with an accuracy of approximately ±1 point on a 10-point scale, compared to ratings by professional coaches. Our findings open up novel possibilities for future dance training and evaluation systems.

Tecnodiscursos subversivos. Militantismo digital no contexto da pandemia da covid-19

In the framework of the coronavirus pandemic, aroused different activisms crossed by the digital in a relationship of support/conflict with the mass media in the face of government measures to control the outbreaks. When investigating the new modes of socio-political participation, the study focuses on a practice of urban activism attached to the logic of techno-discourse (Paveau, 2021a) to understand the functioning of a subversive discourse materialized in militant posters with the sayings #YoMeQuedoSinCasa (Barcelona, May/2020). The case was analyzed in relation to the techno-discourses that it subverts: the government propaganda #QuedaTeEnCasa and the massive response, #YoMeQuedoEnCasa, a virtuous techno-discourses (Paveau, 2015). Based on the theory of resignification (Paveau, 2021a) —about the technodiscursive practices of subversive repetition via web 2.0— the study reflects on the militantism of the hybrid world (Castells, 2017) and analyzes the aspects of pragmatic, interactional, enunciative, semantic-axiological, discursive, socio-semantic and political pragmatic of that discourse. It is concluded that the case of activism is anchored in techno-discourses (Paveau, 2021b) to produce a resignified discourse with revolutionary features, because by subverting massive techno-discourses, it strips its virtuosity, exposing a social wound of state negligence and allows it to produce both resistance and demands repair.

Motor Learning and the Interactions Between Working Memory and Practice Schedule

The benefits of less repetitive practice schedules on motor learning are usually described in terms of greater demand for memory processes. The present study aimed to investigate the interactions between working memory and practice schedule and their effects on motor learning. Forty female participants had their WMC evaluated by the N-back test and were randomly allocated to either the variable random (VP) or the constant practice (CP) groups. In the acquisition phase, participants practiced 120 trials of a sequential key-pressing task with two goals: learning the relative and the absolute timing. Delayed retention and transfer tests occurred 24 h after the acquisition phase. Participants performed 12 trials of the motor task. Results showed that in the CP, learners with a high level of WMC presented better motor performance in the transfer test than learners with a low level of WMC. In the RP, no difference between WMC levels was found. Learners with a high level of WMC in the CP presented the same motor performance as learners in the RP regardless of the WMC level in the transfer test. In conclusion, learners with a high WMC could compensate for the poor working memory stimulation of a more repetitive practice schedule. The high WMC did not seem to exert an additional benefit when learners were well stimulated by a less repetitive practice schedule.

Activities of daily living interventions on activity performance of inpatients post-stroke: A systematic review and meta-analysis

Introduction: Inpatient rehabilitation is the best time window to improve patient performance post-stroke. Little is known about the type and effectiveness of activity interventions. This study aims to review activities of daily living interventions and evaluate their effectiveness on activity performance for stroke inpatients. Method: MEDLINE, Embase, CINAHL and Web of Science were searched. Randomised controlled trials investigating the effects of activities of daily living interventions for stroke inpatients were included. Two reviewers independently selected the studies and extracted data. Meta-analysis was conducted on relevant data with a random effect model with 95% CI. Results: Fourteen randomised controlled trials involving 602 stroke inpatients, were included. Both experimental and control groups offered activities of daily living interventions. Thirteen experimental groups offered added components, such as imagery and repetitive practice. Five studies reported significant improvement in activity performance within experimental and control groups. A meta-analysis of 12 randomised controlled trials with 512 participants revealed non-significant results for activity performance between the two groups. Conclusion: Both experimental and control groups in the included studies provided activities of daily living interventions. Added components were included in 13 out of 14 experimental groups. Meta-analysis revealed no significant difference between the two groups as they both offered activities of daily living interventions.

상담실습 수업을 통한 석사생들의 상담 전문성 발달 경험 연구

Objectives This study is a qualitative study to explore the experience of developing counseling competencies in counseling practice classes conducted in the classroom of master counseling students. Methods The participants were 10 enrolled and graduates who had taken counseling practice classes within the master's curriculum, and the counseling practice class is a class where students can experience counseling practice in the form of counseling skills practice and mock counseling within the class. The interview was conducted via Zoom, and two researchers participated in pairs. The collected data were analyzed using Colaizzi's phenomenological research method. Results As a result of the data analysis, 3 theme groups, 6 topics, and 24 compositions were derived. The 3 theme groups appeared as ‘desperate for practice classes’, ‘the practice course of overcoming fear and cyclical experience’, and ‘qualitative maturity as counseling experts’. The 6 topics are in the following: ‘want to fill in insufficient counseling skills’, ‘want to have counseling expertise’, ‘practice classes that are anxious and afraid that insufficient counseling capabilities will be revealed’, ‘community learning process that deepens through repetitive cyclical experiences’, ‘qualitative change in counseling techniques through embodiment’ and ‘internal growth of counseling attitudes’. In particular, through feedback and interactions that occurred in the practice class process, the participants experienced repetitive and cyclical counseling practice with colleagues, deepened their insight into their inner selves, and learned and embodied counseling techniques, and applied them back to counseling, and they experienced learning and improved counseling expertise. Conclusions This study is significant in that it sheds light on the experience of developing specific professional counseling competencies and providing basic data in the process aspect of improving the quality of counseling practice classes by revealing the in-depth reality that counseling majors actually experience in counseling practice classes.

Effects of Single-Session Practice Structure on Motor Skill Acquisition and Alpha and Beta EEG Oscillations

Background: Although it is known that practicing a motor skill updates the associated internal model, it is still unclear as to how cortical oscillations linked with the motor skill change under differing practice schedules. The current study investigated α- and β-power changes associated with motor skill acquisition. Objectives: Firstly, we investigated the behavioral effects of practice on motor learning and retention during repetitive (RP) and variable (VP) practice schedules on an anticipation timing task. Secondly, we investigated changes in cortical α (10 - 13 Hz) and β (15 - 30 Hz) event-related synchronization and desynchronization (ERS/ERD) under RP and VP during early (EP) and late (LP) stages of practice. Methods: To investigate the behavioral effects of practice on learning and retention, participants were pretested, post-tested at 5 min (retention), and tested twice at 30 min (one for longer retention, one for transfer to a novel velocity). To investigate electroencephalography (EEG) α and β power changes, data were collected from electrode sites T7, T8, C3, C4, CP3, CP4, FCz, AFz, and Pz. Results: Based on a 2 × 4 (practice group × test block) ANOVA, results indicated a significant learning effect for both group participants, with VP participants performing better on the 30-min transfer test. To investigate EEG α and β power changes, data were analyzed using separate, 2 × 2 repeated measures ANOVA (group [RP and VP] × practice trial blocks [EP and LP]). Power analyses revealed (1) attenuated α ERD at T7 (cognitive/verbal rehearsal), C3 (motor cortex), CP3, CP4, and FCz (pooled data representing premotor cortices), and AFz (frontal cortex and attentional processes) during LP, with greater changes observed in premotor activity (PMA), T7, and AFz electrode sites in RP participants. β frequency analysis, using beta modulation depth (BMD), revealed that participants in both groups had increased BMD at premotor, motor, and frontal electrode sites at LP, with RP participants exhibiting greater changes. Conclusions: Results are in accordance with previous research indicating that practicing under a VP schedule leads to superior motor skill transfer than practicing under an RP schedule. Moreover, lesser changes in α ERD along and lower BMD observed in VP participants might be responsible for a more adaptable and flexible motor program, allowing for greater skill retention and transfer in individuals practicing under VP conditions.

Adoption of Augmented Reality in Educational Programs for Nurses in Intensive Care Units of Tertiary Academic Hospitals: Mixed Methods Study.

In the wake of challenges brought by the COVID-19 pandemic to conventional medical education, the demand for innovative teaching methods has surged. Nurse training, with its focus on hands-on practice and self-directed learning, encountered significant hurdles with conventional approaches. Augmented reality (AR) offers a potential solution to addressing this issue. The aim of this study was to develop, introduce, and evaluate an AR-based educational program designed for nurses, focusing on its potential to facilitate hands-on practice and self-directed learning. An AR-based educational program for nursing was developed anchored by the Kern six-step framework. First, we identified challenges in conventional teaching methods through interviews and literature reviews. Interviews highlighted the need for hands-on practice and on-site self-directed learning with feedback from a remote site. The training goals of the platform were established by expert trainers and researchers, focusing on the utilization of a ventilator and extracorporeal membrane oxygenation system. Intensive care nurses were enrolled to evaluate AR education. We then assessed usability and acceptability of the AR training using the System Usability Scale and Technology Acceptance Model with intensive care nurses who agreed to test the new platform. Additionally, selected participants provided deeper insights through semistructured interviews. This study highlights feasibility and key considerations for implementing an AR-based educational program for intensive care unit nurses, focusing on training objectives of the platform. Implemented over 2 months using Microsoft Dynamics 365 Guides and HoloLens 2, 28 participants were trained. Feedback gathered through interviews with the trainers and trainees indicated a positive reception. In particular, the trainees mentioned finding AR particularly useful for hands-on learning, appreciating its realism and the ability for repetitive practice. However, some challenges such as difficulty in adapting to the new technology were expressed. Overall, AR exhibits potential as a supplementary tool in nurse education. To our knowledge, this is the first study to substitute conventional methods with AR in this specific area of critical care nursing. These results indicate the multiple principal factors to take into consideration when adopting AR education in hospitals. AR is effective in promoting self-directed learning and hands-on practice, with participants displaying active engagement and enhanced skill acquisition. ClinicalTrials.gov NCT05629663; https://clinicaltrials.gov/study/NCT05629663.

Improvements in motor control are associated with improved quality of life following an at-home muscle biofeedback program for chronic stroke.

Chronic stroke survivors with severe arm impairment have limited options for effective rehabilitation. High intensity, repetitive task practice (RTP) is known to improve upper limb function among stroke survivors who have some volitional muscle activation. However, clients without volitional movement of their arm are ineligible for RTP-based interventions and require hands-on facilitation from a clinician or robotic therapy to simulate task practice. Such approaches can be expensive, burdensome, and have marginal effects. Alternatively, supervised at-home telerehabilitation using muscle biofeedback may provide a more accessible, affordable, and effective rehabilitation option for stroke survivors with severe arm impairment, and could potentially help people with severe stroke regain enough volitional activation to be eligible for RTP-types of therapies. Feedback of muscle activity via electromyography (EMG) has been previously used with clients who have minimal or no movement to improve functional performance. Specifically, training to reduce unintended co-contractions of the impaired hand using EMG biofeedback may modestly improve motor control in people with limited movement. Importantly, these modest and covert functional changes may influence the perceived impact of stroke-related disability in daily life. In this manuscript, we examine whether physical changes following use of a portable EMG biofeedback system (Tele-REINVENT) for severe upper limb hemiparesis also relate to perceived quality of life improvements. Secondarily, we examined the effects of Tele-REINVENT, which uses EMG to quantify antagonistic muscle activity during movement attempt trials and transform individuated action into computer game control, on several different domains of stroke recovery. For this pilot study, nine stroke survivors (age = 37-73 years) with chronic impairment (Fugl-Meyer = 14-40/66) completed 30 1-hour sessions of home-based training, consisting of six weeks of gaming that reinforced wrist extensor muscle activity while attenuating coactivation of flexor muscles. To assess motor control and performance, we measured changes in active wrist ranges of motion, the Fugl-Meyer Assessment, and Action Research Arm Test. We also collected an EMG-based test of muscle control to examine more subtle changes. To examine changes in perceived quality of life, we utilized the Stroke Impact Scale along with participant feedback. Results from our pilot data suggest that 30 sessions of remote training can induce modest changes on clinical and functional assessments, showing a statistically significant improvement of active wrist ranges of motion at the group level, changes that could allow some people with severe stroke to be eligible for other therapeutic approaches, such as RTP. Additionally, changes in motor control were correlated with the perceived impact of stroke on participation and impairment after training. We also report changes in corticomuscular coherence, which showed a laterality change from the ipsilesional motor cortex towards the contralesional hemisphere during wrist extension attempts. Finally, all participants showed high adherence to the protocol and reported enjoying using the system. Overall, Tele-REINVENT represents a promising telerehabilitation intervention that might improve sensorimotor outcomes in severe chronic stroke, and that improving sensorimotor abilities even modestly may improve quality of life. We propose that Tele-REINVENT may be used as a precursor to help participants gain enough active movement to participate other occupational therapy interventions, such as RTP. Future work is needed to examine if home-based telerehabilitation to provide feedback of individuated muscle activity could increase meaningful rehabilitation accessibility and outcomes for underserved populations.

Effect of positive social comparative feedback on the resting state connectivity of dopaminergic neural pathways: A preliminary investigation

Positive social comparative feedback is hypothesized to generate a dopamine response in the brain, similar to reward, by enhancing expectancies to support motor skill learning. However, no studies have utilized neuroimaging to examine this hypothesized dopaminergic mechanism. Therefore, the aim of this preliminary study was to investigate the effect of positive social comparative feedback on dopaminergic neural pathways measured by resting state connectivity. Thirty individuals practiced an implicit, motor sequence learning task and were assigned to groups that differed in feedback type. One group received feedback about their actual response time to complete the task (RT ONLY), while the other group received feedback about their response time with positive social comparison (RT + POS). Magnetic resonance imaging was acquired at the beginning and end of repetitive motor practice with feedback to measure practice-dependent changes in resting state brain connectivity. While both groups showed improvements in task performance and increases in performance expectancies, ventral tegmental area and the left nucleus accumbens (mesolimbic dopamine pathway) resting state connectivity increased in the RT + POS group but not in the RT ONLY group. Instead, the RT ONLY group showed increased connectivity between ventral tegmental area and primary motor cortex. Positive social comparative feedback during practice of a motor sequence task may induce a dopaminergic response in the brain along the mesolimbic pathway. However, given that absence of effects on expectancies and motor learning, more robust and individualized approaches may be needed to provide beneficial psychological and behavioral effects.

Golfers' Performance Is Improved More by Combining Foam Rolling and Dynamic Stretch to the Lead Hip Than Practice Golf Swinging.

Hamada, Y, Akasaka, K, Otsudo, T, Sawada, Y, Hattori, H, Kikuchi, Y, and Hall, T. Golfers' performance is improved more by combining foam rolling and dynamic stretch to the lead hip than practice golf swinging. J Strength Cond Res 38(7): e391-e397, 2024-Warming up is considered effective in improving performance and preventing injury. Despite this, there have been few studies investigating warm-up programs in golf and whether specific factors contribute to improved performance. The purpose of this study was to examine the immediate effects of combined foam rolling and dynamic stretch (FR + DS) to the lead hip on golf swing performance, hip range of motion (ROM), and muscle strength in amateur golfers using a randomized crossover design. The study sample comprised 22 men (mean ± SD ; age, 32.6 ± 8.5 years, body mass index (BMI), 23.4 ± 2.7 kg·m -2 ). Subjects were assigned to receive either FR + DS or repetitive golf swing practice (SW) before crossing over to the other intervention for another day. Measurements included golf swing performance (ball speed, club head speed, flight distance ["carry"], spin rate, and launch angle), hip internal rotation (IR), and external rotation (ER) ROM, as well as hip IR and ER muscle strength. Comparisons between groups were made before and after each intervention. For golf swing performance, FR + DS improved "carry" significantly more than SW ( p < 0.05). No significant differences in golf swing performance other than "carry" were found. In addition, IR ROM and IR muscle strength of the lead hip were significantly increased in the FR + DS group ( p < 0.05). FR + DS has effects on improving lead hip IR ROM and IR muscle strength, which may facilitate golfers' swing and "carry." FR + DS shows promise as a warm-up method for amateur golfers who want to improve golf performance.

A Review of Interlanguage Fossilization in English Learning

The phenomenon of interlanguage fossilization, which is commonly observed during the process of acquiring a foreign language, signifies a barrier to further progress in language proficiency. This paper presents a comprehensive review and analysis of the phenomenon of interlanguage fossilization in the context of second language acquisition. Interlanguage fossilization refers to the stagnation of language learning progress, hindering further linguistic development in foreign language acquisition. The paper explores the defining characteristics, various types, and current research status related to interlanguage fossilization. It investigates the specific causes and manifestations of this phenomenon in second language acquisition, focusing on English language learning. The study further proposes practical measures to address interlanguage fossilization and enhance learners' proficiency. These measures include continual upgrading of teachers' knowledge base in fundamental English concepts, communicative skills, linguistic understanding, and knowledge of Anglo-American cultural backgrounds. Additionally, learners are encouraged to adopt a correct mindset, recognizing language learning as a long-term, continuous process requiring consistency and systematicity. The paper emphasizes the importance of vocabulary memorization, progressive learning approaches, repetition, and extensive practice to internalize the language and achieve effective and accurate language output. By implementing these strategies, learners can overcome interlanguage fossilization and make significant progress in their English language proficiency.