Skill Proficiency Research Articles

Fundamental Stability Skills: Reliability Analysis Using the Alfamov Assessment Tool.

Fundamental movement skills (FMS), considered as building blocks of movement, have received growing interest due to their significant impact on both present and future health. FMS are categorized into locomotor, object control and stability skills. While there has been extensive research on assessing the proficiency and reliability of locomotor and object control skills, stability skills have received comparatively less attention. For this reason, this study aimed to assess the test-retest, intrarater and interrater reliability of five stability skills included in the Alfamov app. The performance of eighty-four healthy primary school children (60.8% girls), aged 6 to 12 years (mean ± standard deviation of 8.7 ± 1.8 years), in five stability skills was evaluated and scored by four raters, including two experts and two novices. The Alfamov tool, integrating various process-oriented tests, was used for the assessment. Reliability analyses were conducted through the computation of the intraclass correlation coefficient (ICC) along with the corresponding 95% confidence intervals. Good-to-excellent intrarater reliability, excellent interrater reliability and moderate-to-good reliability in the test-retest were achieved. The results proved that Alfamov is a robust test for evaluating stability skills and can be suitable for use by different professionals with less experience in assessing children's motor competence.

Digital Competencies in Verifying Fake News: Assessing the Knowledge and Abilities of Journalism Students

The surge of disinformation in the digital sphere following the COVID-19 pandemic presents a considerable threat to democratic principles in contemporary societies. In response, multiple fact-checking platforms and citizen media literacy initiatives have been promoted. The fact checker has indeed become a new professional profile demanded by the sector. In this context, this research delves into the study of digital skills applied to information verification by journalism students. Adopting a comprehensive understanding of digital skills that extends beyond technical proficiency to encompass a shift in mindset, journalism students’ perceptions of their verification abilities are examined using a quantitative survey technique. This examination is based on an original list of competencies prepared specifically for this study. The results indicate that journalism students demonstrate awareness of the implications of disinformation, exhibiting scepticism towards content from unfamiliar sources or displaying clear signs of deceptive intent. Furthermore, they emphasise the importance of verification and fact-checking practices and express confidence in their proficiency in analysis, critical thinking, and social skills. However, their confidence in handling computer applications for verification and specialisation in data journalism is comparatively lower. Notably, significant gender disparities were observed in these areas, with women exhibiting greater confidence in social skills, collaborative work, and innovation, while men displayed a heightened proficiency in computer applications. Consequently, there is a need for improvements in teaching practices, which could potentially create new job opportunities for journalism students.

Enhancing technical proficiency through small-sided basketball games: A strategic approach for students athletes

Background Problems: Due to the intricate nature of the game and the requirement for proficiency in core skills like dribbling, passing, shooting, and defensive positioning, basketball players frequently have difficulties developing their technical abilities. Traditional training approaches may not focus enough on these skills, leaving room for growth. Research Objective: This study investigates how well basketball players' technical skills may be improved through game-based instruction, particularly small-sided basketball games. The study aims to address the need for a more focused approach to technical elements by highlighting the value of focused practice in pertinent game scenarios. Methods: The type of research used was quantitative research with a sample of 12 amateur athletes. The instrument used is the game performance evaluation tool (GPET). Quantitative data from pre- and post-assessments were examined using the appropriate statistical techniques, such as paired t-tests or analysis of variance (ANOVA). For the study, basketball players with various skill levels were listed. Small groups of participants received specialised training to develop their technical abilities. Findings and Results: Participants' technical proficiency significantly improved after strategically focused practice using small-sided basketball games. The outcomes show that this game-based method works well for improving basic abilities, including passing, dribbling, shooting, and positioning defensively. The results highlight how effective it is to use small-sided games to help basketball players enhance their skills. Conclusion: The study concludes that small-sided basketball games are an effective strategy for improving basketball players' technical proficiency. Notwithstanding several constraints, such as a comparatively limited sample size and consistency in participant skill levels, the findings indicate that focused practice in pertinent gaming environments produces notable enhancements. To better understand the potential of this strategy for players of different skill levels, future studies should include additional variables like training amounts and differences in small-sided game structures.

Psychological factors enhanced heterogeneous learning interactive graph knowledge tracing for understanding the learning process.

With the rapid expansion of online education, there is a burgeoning interest within the EdTech space to offer tailored learning experiences that cater to individual student's abilities and needs. Within this framework, knowledge tracing tasks have garnered considerable attention. The primary objective of knowledge tracing is to develop a model that assesses a student's proficiency in a particular skill based on their historical performance in exercises, enabling predictions regarding the likelihood of correct responses in future exercises. While existing knowledge tracing models often incorporate information such as students' exercise answering history and skill mastery level, they frequently overlook the students' mental states during the learning process. This paper addresses this gap by introducing a novel psychological factors-enhanced heterogeneous learning interactive graph knowledge tracing model (Psy-KT). This model delineates the interactions among students, exercises, and skills through a heterogeneous graph, supplementing it with four psychological factors that capture students' mental states during the learning process: frustration level, confusion level, concentration level, and boredom level. In the modeling of students' learning processes, we incorporate the forgetting curve and construct relevant cognitive parameters from the features. Additionally, we employ the Item Response Theory (IRT) model to predict students' performance in answering exercises at the subsequent time step. This model not only delves into the psychological aspects of students during the learning process but also integrates the simulation of forgetting, a natural phenomenon in the learning journey. The inclusion of cognitive parameters enhances the description of changes in students' abilities throughout the learning process. This dual focus allows for a more comprehensive understanding of students' learning behaviors while providing a high level of interpretability for the model. Empirical validation of the Psy-KT model is conducted using four publicly available datasets, demonstrating its superior performance in predicting students' future performance. Through rigorous experimentation, the integration of psychological and forgetting factors in the Psy-KT model not only improves predictive accuracy but also enables educators to offer more targeted tutoring and advice, enhancing the overall efficacy of the learning experience.

Simulation Based Teaching and Learning in Clinical Education

Medical education is undergoing significant changes each day in different corners of the world. Calls from different stakeholders for a change in the instructional methods have resulted in innovative medical curriculum. The new curriculum stresses the importance of proficiency in several clinical skills by medical students rather than mere acquisition of knowledge. Teaching and training using simulation technique is very powerful. It provides valuable opportunities to learn and practice the key competencies in medical education, such as communication, problem-solving, teamwork, and leadership as well as management skills such as physical examination, diagnostic and surgical procedures. Pedagogical innovations like simulation-based teaching needs to be brought to the forefront in clinical education in our country. Simulation programs may function well from a technical point of view, but they are often difficult to fit into a curriculum, especially in low-resource settings, where money and technical-know-how are the main limitations. Medical educators have been pushed inevitably to rely on such technology-based learning looking at the future of medical education. However, they should not only embrace it but also develop and evaluate its sustainability and application in preclinical and clinical settings. If well-designed, learning how to operate a simulation program generally requires little effort for them and their students. A short introduction by the teacher is often sufficient to enable the student to work with the program. Bang. J Neurosurgery 2023; 13(1): 24-28

Positive effects of a 9-week programme on fundamental movement skills of rural school children

Background: Motor development of many children in rural areas of South Africa is compromised because of various socio-economic factors, hence, the need to address these developmental needs.Aim: To examine the immediate and sustainable effects of a 9-week movement programme on fundamental movement skills (FMS) of school children.Setting: Seven to eight years old school children in Raymond Mhlaba Municipality, Eastern Cape province.Methods: A two-group, pre-post-re-test research design was used. Fundamental movement skills (FMS) proficiency was assessed using the Test of Gross Motor Development-Third Edition (TGMD-3) at pre-test, post-test and re-test after 6 months. Ninety-three school children (intervention group [IG] = 57) and (control group = 36), with a mean age of 7.12 (± 0.71) participated in the study. The twice-a-week FMS programme of 30 min was conducted during school hours. Statistical analysis included an ANOVA type of hierarchical linear model (HLM) (mixed models) procedure to test for intervention effects with school, time, sex and group as covariants. Cohen’s effect size was calculated to assess the practical significance of changes.Results: Immediate and sustainable effects were found on locomotor (p 0.05; d 1.7, p 0.05; d 2.0), ball skills (p 0.05; d 0.7, p 0.05; d 1.5) and the gross motor index (GMI) of the IG (p 0.05; d 1.0, p 0.05; d 2.0).Conclusions: A short-duration FMS intervention significantly improve locomotor, ball skills, and GMI of school children in rural areas.Contributions: Interventions of this nature are encouraged to improve the FMS development of school children, especially in rural areas, as it can enhance the building blocks required in the future development of these children.

Kontribusi Keseimbangan dan Koordinasi Mata Kaki Terhadap Sepak Sila dalam Permainan Sepak Takraw pada Atlet Kota Sungai Penuh

The problem addressed in this research is the low proficiency in the sepak sila skills among athletes in the city of Sungai Penuh. The objective of this study is to determine the contribution of balance and eye-foot coordination to sepak sila takraw performance among athletes in the city of Sungai Penuh in the year 2023. The research design employed in this study is correlational genfa. The sample size for this research consisted of 16 individuals. The research instruments used included balance tests, eye-foot coordination tests, and sepak sila tests. The data analysis technique utilized correlation tests and calculation of contribution values. The findings of the research lead to the following conclusions: (1) There is a 90% contribution of balance to sepak sila performance among sepak takraw athletes in the city of Sungai Penuh in the year 2023. (2) There is a 91% contribution of eye-foot coordination to sepak sila performance among sepak takraw athletes in the city of Sungai Penuh in the year 2023. (3) There is a 96% contribution of both balance and eye-foot coordination to sepak sila performance among sepak takraw athletes in the city of Sungai Penuh in the year 2023.

Blended Learning in EFL Classrooms at a Vietnamese University from Students’ Perspectives

The utilization of blended learning in the field of English language instruction has shown a notable rise in recent times. Blended learning has the ability to provide an optimal setting for language education, enabling a transition from conventional instructional approaches to more progressive ways through the integration of technology. Nevertheless, several unresolved issues remain in relation to this methodology. This paper examines the perceptions of students regarding the potential benefits and obstacles associated with the implementation of blended learning in English language courses at a university in Vietnam. Additionally, the study proposes many solutions with the objective of enhancing the current situation and establishing a solid foundation for the future growth of blended learning. The study involved a sample of 165 first-year students, with online surveys and interviews being utilized as the primary methods of data collection The results of the study indicate that contemporary students can be classified as digital natives. While they demonstrate proficiency in various technical skills, have easy access to technology, and exhibit a propensity for self-directed learning, their inclination towards traditional classroom environments is evident when it comes to their attitudes regarding online engagement with instructors and peers in English courses.

Inquiry-based astronomy in West Java secondary schools

This study investigates the presence and utilisation of inquiry-based activities in astronomy education within secondary science and physics classrooms. Employing document analysis, surveys, classroom observations, and interviews, the study comprehensively assesses the nature of inquiry activities, teachers’ experiences, integration of astronomy into curriculum, resources availability and science teachers’ perceived proficiency in astronomical observation skills. Findings from 50 secondary science and senior high physics teachers reveal coverage of the Solar System and Earth–Moon–Sun motion in secondary science, and integration of astronomy concepts like universal gravitation and Kepler’s laws into physics classrooms. However, inquiry-based astronomy teaching is limited, with only 10% of educators feeling proficient in telescope use and low adoption of virtual laboratories and simulations. The study underscores the necessity for adaptive inquiry-based activities in astronomy education to enhance science and physics classrooms, proposing direct and indirect celestial object observation, virtual inquiries, and hands-on simulations to bridge skill gaps and resource utilisation shortcomings, thus enriching astronomy education at the secondary level.

Enhancing neonatal thoracoscopic surgical training with rabbit model

BackgroundThoracoscopy, which has an increasing role in the treatment of indexed neonatal surgical conditions, requires adequate training. To support this, the current study aimed to evaluate the feasibility and effectiveness of using live rabbit models in neonatal thoracoscopic skills training among paediatric surgeons. MethodsFollowing didactic lectures and demonstrations, the participants were given hands-on opportunities to perform thoracoscopic procedures. The feasibility and effectiveness of using live rabbit models in neonatal thoracoscopic skills training among paediatric surgeons were evaluated with pre-/post-course procedural confidence scores and a questionnaire. ResultsThis study included 13 paediatric surgeons—2 (15 %) males and 11 (85 %) females—who were evenly distributed. There were four basic surgical trainees, five higher surgical trainees and four fellows in paediatric surgery (mean surgical practice experience: 4.5 ± 3.7 years). Most had experience assisting paediatric (70 %) and neonatal (62 %) thoracoscopic surgery. Only 30 % had experience as the chief surgeon of paediatric thoracoscopic surgery, with none on neonates. Significant improvement was seen in procedural confidence as the assistant and chief surgeon of all procedures post-workshop. The surgeons rated the model positively. ConclusionThe procedural confidence level of paediatric surgeons improved significantly after workshop participation. This realistic and easily reproducible model can help perfect thoracoscopic skills. Therefore, its integration into paediatric surgical training would promote surgical skill proficiency and could improve surgeons’ confidence in neonate operations.

Blended Learning for Aviation School

Blended learning has been identified as a highly promising instructional approach within vocational education institutions. The objective of this study is to examine the disparities in speaking skills learning strategies between traditional (face-to-face) instruction and blended learning. Additionally, the study seeks to ascertain the impact of these learning strategies on students' speaking abilities in both traditional and blended learning environments. The present study employs a quantitative research approach, utilizing an experimental design. The sample for this study comprised 120 cadets, with 24 cadets representing the Medan Aviation Polytechnic and 96 cadets representing the Surabaya Aviation Polytechnic. The results of this study suggest that the mere adoption of technology and the removal of the traditional classroom setting do not suffice in establishing an optimal learning environment for individuals learning a second or foreign language. Nevertheless, there exists a considerable opportunity to amalgamate conventional educational settings with contemporary technological advancements in order to enhance students' academic achievements across various abilities and sub-skills, with a particular emphasis on oral communication proficiency. Based on the results obtained from the study, it is possible to draw the following conclusions: 1) A statistically significant disparity exists in the proficiency of English speaking skills when employing the blended learning approach. 2) A statistically significant discrepancy is observed in the proficiency of English speaking skills for the experimental group, thereby corroborating the efficacy of post-implementation learning strategies.

Needs Analysis of English for Specific Purposes (ESP) in Students’ Speaking Materials

Needs analysis is crucial in the development of speaking material and serves as a valuable tool for teachers to create materials that align with the specific requirements and learning goals of the learners. This study aims to investigate needs analysis of English for Specific Purposes (ESP) in students’ speaking materials. This study was conducted in accounting students of Universitas Kristen Indonesia (UKI) Paulus Makassar. The data analysis revealed valuable information regarding the instruction of the ESP course. The study found that ESP classes mostly emphasized speaking skills for accounting students. Furthermore, it has been observed that the ability to talk was deemed more essential compared to other skills. The data analysis facilitated the identification of the fundamental language-related duties within the realm of accounting studies. As conclusion states that accounting students demonstrate a higher level of confidence in their speaking skill when it comes to English, compared to their proficiency in other skills.

Implication of Reading Skills Proficiency in First Year Students of UM Digos College: An in Depth Perception of First Year College students

Reading remains a fundamental pillar of education, beyond mere text decoding, proficient reading unlocks the doors to critical thinking, analytical reasoning, and the ability to navigate a world saturated with information. This study explored the implications of reading skills proficiency among first-year students of UM Digos College. The study used a phenomenological descriptive research design and thematic analysis to explore the perceptions of first-year students regarding the implication of reading skills proficiency in the school, their self-assessment of reading skill proficiency, and the difficulties they experience in reading. The result found that first-year students perceive reading skills proficiency as having a positive impact on their self-efficacy, knowledge, and ability to think critically. They also reported that reading skills proficiency helps them to improve their fluency and pronunciation. However, students also reported experiencing difficulties with reading, such as time management and encountering unfamiliar words. The findings of this study suggest that it is important to promote reading skills proficiency among first-year college students. This can be done by providing students with opportunities to practice their reading skills, teaching them strategies for dealing with difficulties, and helping them to build their background knowledge.

Enhancing Students’ Speaking Skill through the Show and Tell Technique

Speaking is critical for junior high school students alongside listening, reading, and writing. However, problems in teaching speaking, such as limited vocabulary and low participation rates, expectedly emerged as observed at an Islamic junior high school. This study explores the effectiveness of the "Show and Tell" method in improving students' speaking abilities through classroom action research (CAR). The research shows significant improvement in speaking skills across two cycles. In the first cycle, scores increased from 57.47 to 70.42, highlighting progress despite the initial challenges. Several modifications were done in the second cycle, such as using pictures instead of objects. This further boosted engagement and comprehension and raising the scores to 86.02. Based on the finding, this study underscores the value of innovative teaching methods like "Show and Tell" which has proven its effectiveness in enhancing students’ speaking proficiency. It provides insights for educators who seek to improve language learning outcomes through student-centered approaches, fostering confidence and proficiency in communication skills.

Proficiency Skills Needed by Teachers for Optimal Performances in Motor Vehicle Mechanics Work in Technical Colleges in Adamawa and Taraba States

The main purpose of the study was to determine the proficiency skills needed by teachers for optimal performances in motor vehicle mechanics work in technical colleges in Adamawa and Taraba States. The study was guided by two research questions and two null hypotheses. The study which adopted descriptive survey research design was conducted in Adamawa and Taraba States. The population of the study was 123 respondents comprising 81 MVMW teachers and 42 instructors from all the 21 BEST Centres and Government Science and Technical colleges in Adamawa and Taraba States, Nigeria. There was no sampling as the entire population was used because it was manageable. A structured questionnaire tagged: Proficiency Skills Needs of Motor Vehicle Mechanics Works Teachers Questionnaire (PSNMVMWTQ) was validated by three experts. The Instrument was trial tested in Gombe State and the Cronbach Alpha reliability method was used to test the reliability of the instrument and a 0.84 reliability coefficient was obtained. Data collected for the study was analyzed using Statistical Package for Social Sciences (SPSS) version 27.0. Mean statistics was used to answer the two research questions while a t-test was used to test the null hypotheses at a 0.05 level of significance. The findings of the study revealed among others that 35 technical skills were considered needed by MVMW teachers. Similarly, 25 ICT skills were considered as ‘needed’. Importantly, there were no significant differences between instructors and MVMW teachers regarding the perceived importance of these skills. It is recommended that to address the technical skills gaps identified, particularly in the use of diagnostic tools and performing necessary repairs, it is recommended that the Technical College Management Board should organize workshops and practical training sessions. These initiatives should emphasize hands-on experience with diagnostic equipment, connecting tools appropriately, and interpreting trouble codes.

Effects of age and flight experience on prefrontal cortex activity in airline pilots: An fNIRS study

It is essential for airlines to have a deep understanding of the cognitive impact of aging among pilots. The current literature on executive function indicates that compensatory mechanisms in the brain may counteract age-related cognitive decline, at least up to certain task load levels. However, few studies have been administered to evaluate changes in aircrew competence as they age. The present study focuses on dorsolateral prefrontal cortex (DLPFC) activity as it is implicated in cognitive performance and working memory, which are associated with skill proficiency. We measured the DLPFC activity for airline pilots, including trainees, during maneuvering using a flight simulator. Our preliminary results indicated that only expert (aged) pilots demonstrated higher activity of the left DLPFC than the right one. However, for youth trainees, not only was the error rate high while using the flight simulator, but the activity of the DLFPC was also lower than that of the expert pilots, and there was no statistically significant difference between the left and right DLPFC. Although these findings partially differ from those reported in previous studies on age-related changes, it is evident that training as an airline pilot for over 20 years may affect such results. We believe that this noninvasive approach to objective quantification of skill will facilitate the development of effective assessment competence in aging.

Shaoxia: a web-based interactive analysis platform for single cell RNA sequencing data

BackgroundIn recent years, Single-cell RNA sequencing (scRNA-seq) is increasingly accessible to researchers of many fields. However, interpreting its data demands proficiency in multiple programming languages and bioinformatic skills, which limited researchers, without such expertise, exploring information from scRNA-seq data. Therefore, there is a tremendous need to develop easy-to-use software, covering all the aspects of scRNA-seq data analysis.ResultsWe proposed a clear analysis framework for scRNA-seq data, which emphasized the fundamental and crucial roles of cell identity annotation, abstracting the analysis process into three stages: upstream analysis, cell annotation and downstream analysis. The framework can equip researchers with a comprehensive understanding of the analysis procedure and facilitate effective data interpretation. Leveraging the developed framework, we engineered Shaoxia, an analysis platform designed to democratize scRNA-seq analysis by accelerating processing through high-performance computing capabilities and offering a user-friendly interface accessible even to wet-lab researchers without programming expertise.ConclusionShaoxia stands as a powerful and user-friendly open-source software for automated scRNA-seq analysis, offering comprehensive functionality for streamlined functional genomics studies. Shaoxia is freely accessible at http://www.shaoxia.cloud, and its source code is publicly available at https://github.com/WiedenWei/shaoxia.

An Integrative Approach to STEM Workforce Preparation in a Biomedical Science Course [Quality Improvement

Successful retention of STEM majors that then successfully transition into the U.S. STEM workforce is a major challenge for institutions of higher education. The present work represents a quality improvement study of a custom-designed professional development course for undergraduate students characterized by an innovative integration of workforce preparation activities into a STEM content knowledge course. The QI study investigated the student-perceived impact of participation in goal setting and skill assessment utilizing an individual development plan and whether participation in the custom-designed training course increased student proficiency in STEM workforce-relevant skills. Program evaluation data was used to address the professional development needs of undergraduate STEM students, who are members of underrepresented groups in biomedical science. Evaluation data was used to design the professional development course to target and customize structures to support student success planning and goal attainment. Analysis of reported outcomes indicates that most students benefited from participation in the course and experienced a positive impact on their proficiency in workforce relevant skills and goal setting. This integrated approach to workforce preparation in STEM may address some of the persistence and retention challenges that threaten the size and diversity of the future STEM workforce within the U.S.

EXPLORING ASPECTS OF INCLUSION TO ENHANCE ORAL PROFICIENCY IN HIGHER EDUCATION EFL CLASSROOMS

Knowing English in today’s world is no longer an added advantage, but rather a necessity. At a time when globalization is increasingly leading to an interdependence among the world’s economies, cultures and populations, the status of English as a lingua franca on the global stage is inevitably strengthened. As such, there is a growing need to equip EFL learners with essential skills that will enable them to successfully navigate life outside the academic context. Hence, the importance of EFL communicative competence is further highlighted, as it becomes more and more evident that a more inclusive approach is necessary in line with the current global contexts. It is essential that learners receive proper guidance, support and scaffolding to help them improve their oral communicative skills as a vital segment of their communicative proficiency. Thus, we may need to rethink the way in which this is dealt with in the tertiary EFL classroom in terms of how it is presented, taught and evaluated, as higher education is essentially learners’ last step in the academic environment. Furthermore, care ought to be taken so that it is done in a more inclusive fashion to correspond to the new attitudes and expectations of the diverse ‘global village’ we are living in. This paper takes a closer look at various aspects related to inclusion for the purpose of enhancing EFL learners’ oral skills proficiency, addressing the potential need of materials development, and the importance of establishing and promoting clear and objective criteria.

Is there an association between proficiency in fundamental movement skills and mderate-to-vigorous physical activity in childhood on weekdays and weekends? The REACT project.

The present study probes into the association between children's fundamental movement skills (FMS) and moderate-to-vigorous physical activity (MVPA) during weekdays and weekends. This cross-sectional sample included 1014 children aged 6-10 years from the REACT project. Physical activity was assessed with accelerometry, and five FMS (stationary dribble, kick, catch, overhand throw, and underhand roll) were assessed with the digital platform Meu Educativo®. Three groups were formed based on the frequency of FMS that each child mastered: group 1 (wizard level in four or five FMS); group 2 (wizard level in two or three FMS); and group 3 (wizard level in at most one skill). Multilevel models were used to analyze the data treating children (level-1) nested within schools (level-2). Compared to group 1, groups 2 (-12.9 ± 2.3 min day-1) and 3 (-23.9 ± 2.4 min day-1) were less physically active during weekdays and weekends (group 2: -14.7 ± 2.7 min day-1 and group 3: -22.4 ± 2.9 min day-1), independent of age and sex. There was a decline in MVPA during the weekend. Further, on average, boys were more active than girls, and with increasing age, children were less active. On average, children with higher FMS levels are generally more physically active than their peers with lower FMS levels. Even though MVPA tends to decline on weekends, FMS proficiency is a significant factor in maintaining 60 min of MVPA on weekends.