Skill Performance Research Articles

Neurodevelopment at Age 9 Years Among Children Born at 32 to 36 Weeks’ Gestation

ImportanceAlthough children born moderate to late preterm (MLP; 32-36 weeks’ gestation) have more neurodevelopmental problems compared with children born early term or later (≥37 weeks’ gestation), detailed understanding of affected domains at school age is lacking. Little is known of risk factors for poorer development.ObjectiveTo examine whether being born MLP compared with being born early term or later is associated with neurodevelopmental outcomes at age 9 years and to describe factors associated with poorer neurodevelopment in children born MLP.Design, Setting, and ParticipantsThis prospective, longitudinal cohort study recruited children born MLP and children born early term or later with healthy birth weight (≥2500 g) at a single tertiary hospital in Melbourne, Victoria, Australia, between December 7, 2009, and March 26, 2014. Nine-year follow-up occurred between June 20, 2019, and February 27, 2024.ExposureModerate to late preterm birth.Main Outcomes and MeasuresCognitive ability, academic performance, motor function, behavior, and social communication skills, assessed at 9-year follow-up. Group differences were estimated using linear, logistic, or quantile regression adjusted for multiple birth and socioeconomic risk. Multiple imputation was used to account for missing data. Associations of antenatal and neonatal factors and developmental delay at 2 years with poorer 9-year neurodevelopment were explored using univariable regression.ResultsOf 201 recruited children born MLP and 201 born early term or later, 159 born MLP (79.1%; 72 [45.3%] male) and 137 born early term or later (68.2%; 75 [54.7%] male) were assessed. Compared with children born early term or later, children born MLP had lower mean (SD) full-scale IQ scores (105.2 [13.6] vs 110.1 [13.0]; adjusted mean difference, −4.4 [95% CI, −7.7 to −1.0]) and poorer performance for cognitive domains, including verbal comprehension, visuospatial, and working memory. They also had poorer academic performance: pseudoword decoding (mean [SD] score, 103.0 [11.3] vs 107.3 [10.5]; adjusted mean difference, −4.0 [95% CI, −7.0 to −1.1]) and mathematics (mean [SD] score, 96.6 [14.7] vs 101.5 [14.5]; adjusted mean difference, −5.0 [95% CI, −8.8 to −1.2]). Children born MLP had similar manual dexterity to those born early term or later (mean [SD] score, 8.4 [3.5] vs 9.1 [3.4]; adjusted mean difference, −0.9 [95% CI, −1.8 to 0.04]) but more behavioral difficulties (50 of 158 [31.7%] vs 29 of 135 [21.5%]; adjusted risk ratio, 1.57 [95% CI, 1.06-2.33]). Developmental delay at 2 years was associated with poorer 9-year neurodevelopment across multiple domains.Conclusions and RelevanceIn this longitudinal cohort study of children born MLP, neurodevelopmental challenges persisted into school age. An assessment at age 2 years may assist in identifying children born MLP who are at risk of school-age impairments.

Assessment of group formation methods on performance in group-based learning activities

Research on teaching and learning has demonstrated many benefits from team-and group-based learning for improving content comprehension and meeting learning outcomes in a wide range of disciplines. We help to expand on this research, by shedding additional light on the impact of group formation decisions on group performance during group learning activities in a higher education classroom setting. Our objective is to assess the impact of different group formation strategies, including random assignment, self-selection, and methods based on individual metrics, such as academic performance and individual skill levels. Using an experimental design approach, we find that GPA-based and math-ability based group formation strategies may provide some additional benefit to group performance on the margin when initially forming groups. Self-selection of groups may be more beneficial after students learn more about each other (e.g., skills sets and work ethic) during the progression of the course. Our study contributes to the literature by providing an assessment of different group formation strategies that are accessible to a wide range of instructors for small to large classes, as well as guidance on use of different group formation strategies within classes, specifically for classes with more quantitative and analytical tasks.

Psychological interventions for the self-regulated enhancement of music performance: A systematic review

Psychological interventions to enhance musicians’ self-regulation are increasingly being recognized as essential for supporting them in their development and optimization of performance skills. The aim of this review was to provide a synthesis of such interventions and examine their effects on expert-rated music performance quality. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) protocol, we initially identified 3,182 articles, of which we selected 89 studies. Using the theoretical framework of self-regulated learning, we present a comprehensive overview of experimental, quasi-experimental, and single-case studies published until April 2022 that tested how musicians can improve their performance through self-regulation strategies such as goal setting, imagery, attention focusing, relaxation, and self-evaluation. The results show mixed evidence with mostly positive or non-significant effects, indicating that expressive writing, external focus, feedback, combined electromyographic (EMG) and electroencephalographic (EEG) biofeedback, and imagery combined with physical practice can increase expert-rated music performance quality. The reported methodological quality, the applied performance task and evaluation, and potential mechanisms underlying the interventions should be considered when interpreting the results. We critically discuss possible improvements for future studies, as well as practical implications.

Study on the Emotional Expression and Playing Skills of Mozart's Piano Trio in B Flat Major

This paper focuses on the study of the emotional expression and playing skills of Mozart's piano trio in B flat Major (K.502), aiming to deeply analyze the artistic connotation and performance practice of this classical music masterpiece. Mozart played a role in establishing the "template" in the piano trio music genre. In his creation, the three instruments in the piano trio were truly independent and unique, and the theme of the three voices began to resonate and depend on each other, one after another. He also established the three-movement pattern of piano trio writing and the musical structure of the first and last movements. Through the detailed analysis of the emotional level and performance skills of the work, it provides a more abundant understanding and deductive perspective for music scholars, performers and lovers. The purpose of this study is to systematically explore the ways of emotional expression and the subtleties of performance skills through literature review, music score analysis and field performance experiments. The research process integrates the multi-disciplinary methods of music theory, emotional psychology and performance practice. The conclusion is that Mozart's piano trio in B flat major not only shows his outstanding creative talent, but also provides a broad stage for players to show their personal emotional understanding and technical level.

ChatGPT-4 Omni Performance in USMLE Disciplines and Clinical Skills: Comparative Analysis.

Recent studies, including those by the National Board of Medical Examiners, have highlighted the remarkable capabilities of recent large language models (LLMs) such as ChatGPT in passing the United States Medical Licensing Examination (USMLE). However, there is a gap in detailed analysis of LLM performance in specific medical content areas, thus limiting an assessment of their potential utility in medical education. This study aimed to assess and compare the accuracy of successive ChatGPT versions (GPT-3.5, GPT-4, and GPT-4 Omni) in USMLE disciplines, clinical clerkships, and the clinical skills of diagnostics and management. This study used 750 clinical vignette-based multiple-choice questions to characterize the performance of successive ChatGPT versions (ChatGPT 3.5 [GPT-3.5], ChatGPT 4 [GPT-4], and ChatGPT 4 Omni [GPT-4o]) across USMLE disciplines, clinical clerkships, and in clinical skills (diagnostics and management). Accuracy was assessed using a standardized protocol, with statistical analyses conducted to compare the models' performances. GPT-4o achieved the highest accuracy across 750 multiple-choice questions at 90.4%, outperforming GPT-4 and GPT-3.5, which scored 81.1% and 60.0%, respectively. GPT-4o's highest performances were in social sciences (95.5%), behavioral and neuroscience (94.2%), and pharmacology (93.2%). In clinical skills, GPT-4o's diagnostic accuracy was 92.7% and management accuracy was 88.8%, significantly higher than its predecessors. Notably, both GPT-4o and GPT-4 significantly outperformed the medical student average accuracy of 59.3% (95% CI 58.3-60.3). GPT-4o's performance in USMLE disciplines, clinical clerkships, and clinical skills indicates substantial improvements over its predecessors, suggesting significant potential for the use of this technology as an educational aid for medical students. These findings underscore the need for careful consideration when integrating LLMs into medical education, emphasizing the importance of structured curricula to guide their appropriate use and the need for ongoing critical analyses to ensure their reliability and effectiveness.

Fostering Cultural Awareness and Academic Engagement through Poetry Analysis in Kazakh Educational Contexts

This study investigated the effects of activity-based and traditional analysis methods on students’ attitudes toward poetry, academic achievement, and cultural identity. A pre-test-post-test control group experimental design—a quantitative research method—was employed. The class using activity-based analysis methods for poetry analysis was designated as the experimental group, while the class following the traditional analysis method served as the control group. Participants were second-year students from the Kazakh Literature Department at a university in Almaty, Kazakhstan. The study spanned eight weeks and involved 18 female and 15 male students in the experimental group, with 17 female and 15 male students in the control group. All students provided informed consent to participate voluntarily. The Scale of Attitude toward Poetry, Poetry Analysis Skills Academic Achievement Test, and Cultural Identity Perception Scale were administered to measure the study variables. The findings revealed that activity-based analysis methods positively impacted students’ attitudes toward poetry, with the experimental group demonstrating a more favorable approach than the control group. Additionally, students in the experimental group achieved higher academic performance in poetry analysis skills than those in the control group. Although both groups showed a general improvement in their cultural identity perception, no significant difference was found between them. These results support the potential of activity-based approaches in poetry education to increase student achievement and attitudes. Consequently, integrating such methods should be actively encouraged in future educational practices.

Decoding Motor Skills: Video Analysis Unveils Age-Specific Patterns in Childhood and Adolescent Movement

Motor skill development is crucial in human growth, evolving with the maturation of the nervous and musculoskeletal systems. Quantifying these skills, especially coordinative abilities, remains challenging. This study aimed to assess the performance of five motor tasks in children and adolescents using high-speed video analysis, providing data for movement and health professionals. Seventy-two volunteers were divided into three age groups: 27 first-grade primary school students (19 males and 8 females, aged 6.5 ± 0.5 years), 35 fourth-grade primary school students (16 males and 19 females, aged 9.2 ± 0.4 years), and 28 s-year middle school students (16 males and 12 females, aged 13.0 ± 0.3 years). Participants performed five motor tasks: standing long jump, running long jump, stationary ball throw, running ball throw, and sprint running. Each task was recorded at 120 frames per second and analyzed using specialized software to measure linear and angular kinematic parameters. Quantitative measurements were taken in the sagittal plane, while qualitative observations were made using a dichotomous approach. Statistical analysis was performed using the Kruskal–Wallis and Mann–Whitney tests with Bonferroni correction. Significant differences were observed across age groups in various parameters. In the standing long jump, older participants exhibited a longer time between initial movement and maximum loading. The running long jump revealed differences in the take-off angle, with fourth-grade students performing the best. Ball-throwing tests indicated improvements in the release angle with age, particularly in females. Sprint running demonstrated the expected improvements in time and stride length with age. Gender differences were notable in fourth-grade students during the running long jump, with females showing greater knee flexion, while males achieved better take-off angles. Video analysis effectively identified age-related and gender-specific differences in motor skill performance. The main differences were measured between first-grade primary school and second-year middle school students while gender differences were limited to all age groups. This method provides valuable insights into motor development trajectories and can be used by professionals to objectively assess and monitor the technical aspects of motor skills across different age groups.

The Synergistic Effect of Biomechanics and Psychological Feedback in Physical Education Teaching: Enhancing Motor Skills and Psychological Resilience

The combination of biomechanics and psychological feedback presents a unique approach to improving physical education outcomes. Biomechanics offers a detailed understanding of movement, allowing for the optimization of motor skills based on scientific principles. Meanwhile, psychological feedback helps students adapt mentally, fostering resilience and improving performance under pressure. This research explores how the dual application of biomechanical analysis and psychological feedback can enhance both physical and mental capacities in students during physical education. Through motion capture technology and real-time data analysis, motor skill performance is broken down into key components such as force, speed, and coordination. Students receive targeted feedback, allowing them to refine their techniques efficiently. Concurrently, psychological feedback mechanisms, such as self-reflection and stress management strategies, are introduced to help students build mental resilience and maintain focus. Results are a significant improvement in both motor skills and psychological well-being. Students displayed greater accuracy and efficiency in performing complex physical tasks and reported reduced anxiety and stress during physical education activities. The synergy between biomechanics and psychological feedback not only improved motor performance but also enhanced students' overall experience, making physical education more engaging and effective.

What Type of Self-Assessment Is Best for Your Educational Activity? A Review of Pre-Post, Now-Then, and Post-Only Designs.

In medical education, learner self-assessments are standard methods used to evaluate the impact of curricula and workshops. Due to the subjective nature of self-assessment, these measures are prone to known biases including framing, recall, social desirability, and response-shift bias. These biases can contribute to floor and ceiling effects of measurement, which can lead to false conclusions about whether the intended learning objectives were achieved. Ideal assessments of skills-based educational activities would include standardized tests and structured observations of learners demonstrating skill use before and after the educational intervention. However, educators often lack the necessary resources, time, and expertise to routinely conduct these appraisals and rely on self-assessment as a pragmatic approach to obtaining curriculum feedback and evaluation data. In this review, we describe three common designs for self-assessments: the pre-post, now-then, and post-only designs. We then give recommendations for choosing between each design to minimize bias. The choice of the best design is based on alignments with four considerations: (1) the educational objectives (e.g., demonstrate skill competency and/or change in skill level); (2) participants' prior experience and shared understanding of levels of skill performance; (3) the nature of the educational activity; and (4) available resources. For each design, we review strengths, weaknesses, and known biases and discuss examples to highlight trade-offs between options. We also discuss the use of control groups and follow-up surveys to measure retention over time as additional methods to address bias and related confounding. The guidance presented here is intended to raise educators' awareness of common pitfalls in self-assessment; minimize the impact of known biases when possible; provide evidence, examples, and rationales for optimal design choices; and increase the rigor of self-assessment evaluations.

Motor balance and its relationship to the performance of the round kick skill (Hajo-Jki) among junior Taekwondo players

The element of balance is a very important element in the work of a Taekwondo player, as he must maintain his balance to a great extent in performance because any imbalance results in the player falling and losing attack points. In particular, motor balance, in addition to its close connection to the motor performance of the Taekwondo player, Research problem: The researcher wanted to explain the relationship between the performance of the round kick (hajo-jiki) and motor balance because this skill requires great motor balance, and for this reason he chose this kick, to gain points and thus end the competition in his favor. The study aimed to identify the relationship between the performance of the round kick skill (Hajo-Jki) among junior Taekwondo players. The researcher used the descriptive method using the survey method, and determined the research sample using the intentional method, which included Baghdad clubs, as their number reached (50(Players support tools, devices, when testing the content, preparing the results, when testing or processing the results. The researcher concluded that the results of the research demonstrated the existence of a correlation and direct relationship between motor balance and the performance of the round kick (Hago-Jki) among members of the research sample. The researcher recommended that it is necessary to conduct a survey of all the unresearched skills and apply them to other motor abilities.

The Effect of Ischemic Preconditioning on Tennis Exercise Performance and the Recovery Subsequent to a Simulated Tennis Match: A Randomized Controlled Trial.

The purpose of this study was to investigate the effects of acute ischemic preconditioning (IPC) on tennis skill and physical exercise performance, as well as to explore whether 7-day repeated IPC (RIPC) accelerated fatigue recovery after a simulated tennis match. Twenty-nine male tennis-specific current students were randomly allocated into 1 of 2 groups: SHAM (n = 14, 3 × 5min at 20mm Hg) and IPC (n = 15, 3 × 5min at 220mm Hg). Participants in both groups engaged in acute IPC and RIPC interventions. After the first acute IPC intervention, assessments were conducted to evaluate tennis-specific skills and overall physical exercise capacity. Following completion of chronic RIPC interventions, all participants competed in a simulated tennis match specifically designed to induce fatigue. To evaluate recovery from this induced fatigue, physical exercise capacity tests were conducted at 24 and 48hours postmatch, allowing for an assessment of the participants' recovery capabilities over time. After the first acute intervention, notable differences were observed between the IPC and SHAM groups in their performance on the repeated-sprint ability test. Specifically, the total times recorded were significantly shorter in the IPC group compared with the SHAM group (IPC: 109.05 [2.70] vs SHAM: 114.57 [7.45]s, P = .012), and this trend was also reflected in their best times (IPC: 4.20 [0.18]s vs SHAM: 4.39 [0.30]s, P = .042), indicating an immediate benefit of the IPC intervention on sprint performance. After a 7-day RIPC intervention, significant changes were noted in the SHAM group's performance metrics postmatch. There was an increase (P < .001) in fatigue index from 22% (8%) to 30% (9%) during repeated-sprint ability test and a decrease in serve speed from 120.2 (17.5) to 106.7 (13.0)km/h (P = .002) and knee peek torque from 196.0 (49.0) to 162.7 (39)N (extension, 60°/s, P < .001) in the SHAM group 24hours postmatch, relative to the IPC group. Moreover, compared with the SHAM group, the IPC group showed a lower rate of perceived exertion during the match (P < .001) and a decrease in visual analog scale score (P = .026) 24hours postmatch, suggesting enhanced recovery and reduced perception of pain relative to the SHAM group. IPC could serve as a strategy to generate an ergogenic effect and recovery during training and competition.

Digital motor intervention effects on motor performance of individuals with developmental disabilities: a systematic review.

Individuals (i.e. children/young adults) with developmental disabilities (DDs) and intellectual disabilities (IDs) often display a variety of physical and motor impairments. It is well known that participation in motor activities can positively impact the development of children's cognitive and social skills. Recently, virtual and digital technologies (e.g. video conferencing applications, virtual reality and video gaming) have been increasingly used to promote better physical/motor outcomes. The efficacy of digital technologies in improving motor outcomes for those with DD/ID varies depending on the technology and population, and the comparative effects of various technologies are unknown. The aim of our study is to conduct a systematic review to comprehensively examine the quantitative and qualitative results of current studies reporting the efficacy of digitally based motor interventions on motor outcomes in individuals with DD/ID. Literature published from 1900 to 2024 was searched in four health sciences databases: PubMed, PsycINFO, Scopus and CINAHL. Articles that examined the effects of gross motor/physical activity training using technologies such as exergaming (i.e. exercise through video gaming such as the Wii and Xbox Kinect), virtual reality or telehealth video conferencing applications (i.e. Zoom, Webex or mobile health apps) on the standardised or game-specific gross motor performance of individuals with DD/ID diagnoses that do not typically experience significant walking challenges using experimental or quasi-experimental study designs were included. Thirty relevant articles were retrieved from a search of the databases PubMed (914), PsycINFO (1201), Scopus (1910) and CINAHL (948). Our quantitative synthesis of this published literature suggests strong and consistent evidence of small-to-large improvements in motor skill performance following digital movement interventions. Our review supports the use of digital motor interventions to support motor skill performance in individuals with DD without ID. Digital technologies can provide a more engaging option for therapists to promote motor skill development in individuals with DD or for caregivers to use as an adjunct to skilled therapy.

중등학교 기악 교육의 내용과 방법, 평가에 관한 실태 분석

This study aims to analyze the current state, perceptions, and demands related to instrumental education in secondary school music classes, which has been receiving increasing emphasis in recent years, in order to identify issues and discuss possible solutions. To achieve this, various literature on the content, methods, and assessment of instrumental education was reviewed. Based on this review, a survey tool was developed to examine the actual state and demands of instrumental education, and a survey was conducted among secondary school music teachers across the nation. Statistical analysis was performed on the responses from 63 participants. The analysis revealed that secondary school music teachers strongly recognized the necessity of instrumental education. As a result, it was found that the majority of class time in music lessons is devoted to instrumental education. Most teachers also perceived a high level of student participation in instrumental lessons and held a very positive view of instrumental education. However, instrumental education was mainly limited to solo instrument instruction, focusing on posture, techniques, and basic performance skills, while instrumental ensemble activities were not well implemented, despite teachers’ high awareness of their importance. The predominant teaching method involved teachers directly demonstrating through performance and using modeling as an instructional approach. However, teachers felt that their own performance skills were inadequate. In terms of assessment, it was found that the evaluation of artistic and creative expression was not being adequately conducted.

Factors influencing self-regulated learning ability among Medical undergraduates in China: a cross-sectional study

BackgroundSelf-regulated learning (SRL) is the core purpose of lifelong learning and the precondition for medical staff to continuously adapt to and excel in their current and future positions. Good SRL abilities positively impact the academic performance and clinical skills of medical students. Despite its importance, the factors influencing SRL among medical students in China remain under-explored. This study investigates these factors among Chinese medical undergraduates.MethodsThis cross-sectional survey was conducted among a convenience sample of undergraduate students at all four medical universities in Guangxi, using a questionnaire developed and tailored by Zude Zhu. Responses from 2,179 Chinese medical undergraduate students were included in the analyses. The data were collected using the College Student SRL Questionnaire which consisted of 69 items rated on a 6-point Likert scale, ranging from 1 (very inconsistent) to 6 (very consistent), and scored by calculating the mean and standard deviation. The data were analyzed using the Statistical Package for Social Sciences, version 22.0 (IBM SPSS Corp).ResultsUnivariate analysis showed that registered residence, specialty, educational system, parental educational background, parenting style, annual household income, parental occupation, grade point average (GPA), engagement in SRL activities, and participation in SRL training were significantly associated with SRL scores (p < 0.05 for all). The results of the multiple linear regression analysis revealed that educational system (“5 + 3”-year) (p < 0.001; 95% Confidence Interval (CI), 9.842 to 15.686), mother’s occupation (staff of government agency/institution) (p < 0.001; 95% CI, − 3.798 to − 2.081), GPA (p < 0.001; 95% CI, − 10.009 to − 5.712), engagement in SRL activities (p = 0.001; 95% CI, − 11.903 to − 3.162), and participation in SRL training (p < 0.001; 95% CI, − 15.966 to − 9.972) were positively related to SRL abilities in medical students.ConclusionsFurther studies are necessary to identify additional external (e.g., academic environment, parents’ expectations for their children) and internal factors (e.g., student cadres or not, interest in medicine or not, whether there is a clear career planning) affecting SRL abilities. Initiating relevant training early in the college career could enhance SRL capabilities in medical students.

Efficacy of Jigsaw learning in teaching volleyball skills to grade 12 students

Playing volleyball is one of the Physical Education courses in the Philippines. However, playing it is not mastered due to a lack of research-based strategies. This study determined the efficacy of Jigsaw learning in teaching Volleyball in Grade 12 at Biliran Province State University-Main Campus, Naval, Biliran during the academic year 2022–2023 as a basis for a proposed skills enhancement activity. The study used a quantitative descriptive-correlation research design. There were one hundred (100) respondents. The skills performance of the students was good after using jigsaw learning in teaching volleyball as to, serving, passing, setting, spiking/attacking, and blocking. The students’ skills performance before and after using jigsaw learning in teaching volleyball were significantly related. Jigsaw learning was efficient in teaching volleyball. Thus, the Jigsaw model is used to make the students more skillful and competent.

Designing tests for some motor abilities and predicting the level of performance skill for academic school football players aged (13-14) years

The study aims to design tests to measure some motor abilities in the study sample, to find standard grades and levels for some tests of motor abilities in the study sample, preparing equations to predict the level of performance skill of soccer players in terms of mobility tests in the research sample. The researcher used the descriptive approach, and the research community was selected from football academy players aged (13-14) years in Raparin. The research sample was selected intentionally, which included (260) players. So as to reach the results, the researcher used a set of statistical programs by using SPSS. It was concluded to find and determine the grades and standard levels modified for the research sample in the motor tests, determining an equation to predict the level of performance skill in terms of motor abilities. It is recommended that the prediction equation can be adopted as indicators through which the components of motor abilities are determined and the possibility of upgrading it according to the time period of the preparation stage to reach the level of competition.

Parental Involvement and Mental Well-Being of Chinese International Students

This research examines the impact of parental involvement during elementary school on the mental well-being of Chinese international college students. It aims to uncover how early parental support influences mental health as these students navigate the challenges of higher education abroad. The study highlights that while parental involvement can enhance academic performance, self-esteem, and social skills, its long-term effects on international students remain underexplored. By using a mixed-methods approach with data from 200 Chinese students at Johns Hopkins University and qualitative interviews, the study seeks to identify which forms of involvementsuch as direct academic support, emotional support, and extracurricular engagementare most beneficial or detrimental to mental well-being. The findings are expected to provide insights for educators, parents, and policymakers to develop culturally sensitive support systems that enhance both academic success and mental health for international students.

The Role of Visual Performance in Fine Motor Skills

The aim of this study was to analyse the relationship between fine motor skills (FMSs) and visual performance. Thirty young participants with normal binocular vision performed five fine motor tasks: Purdue, Grooved, and O’Connor pegboards, a needle threading task, and a water pouring task, which were characterised by the time taken to complete the task, the number of pegs inserted, the error made in pouring the water, and the volume spilled. To evaluate visual performance, near visual acuity, near contrast sensitivity (CS), and disability glare were assessed. Fine motor skills and visual performance were assessed under monocular and binocular viewing conditions. An overall visual performance score (OVPS) and an overall fine motor skills score (OFMSS) were calculated. All visual functions measured binocularly were better than in monocular conditions, and all FMSs tasks were performed worse monocularly than binocularly (p &lt; 0.001), except for the error made in the water pouring task (p = 0.024). There was a positive correlation between OVPS and OFMSS (rho = 0.329; p = 0.010). The regression model showed that the OFMSS can be predicted by age and CS at 21.3%. Individuals with normal binocular vision and better near visual function exhibit superior fine motor abilities. CS stands out as the visual function that has the greatest bearing on the performance of FMSs.

Factors Affecting Employee's Loyalty in Banking Sector: A Case of a Local Bank in Karachi, Pakistan

Employees' loyalty in the banking sector in Karachi, Pakistan remains a critical issue because less skilled employees' performances have declined its market share. Human resource (HR) management strives to create long-term relationships with employees by motivating them through salary plans, better supervision, increased motivation, and enhanced passion. This empirical study utilized qualitative phenomenology to investigate the phenomenon of loyalty and develop the model of factors stimulating loyalty among employees, enlightening the HR on employee retention, consequently. The data were accumulated through convenience sampling among employees at a local bank utilizing open-ended interviews and thematic analysis. The findings confirm that salary plans, supervision, financial rewards, and personal traits stimulate loyalty among employees while motivation and satisfaction moderate the phenomenon in consideration. The research is useful for the banking sector to keep employees loyal and build long-term relationships with them.

The effect of the Bilateral Integration exercise program on the cognitive functioning of pupils with moderate intellectual disabilities.

Children with intellectual disability tend to exhibit lower performance in fundamental movement skills, such as locomotor skills, object control skills, and balance, compared to their typically developing peers. Evidence suggests that physical activity programs tailored for individuals with intellectual disabilities can positively influence the development of their motor skills. Similar to typically developing children, physical activity in children with intellectual disabilities stimulates not only physical development, but also brain function, resulting in cognitive benefits. However, the extent of physical activity's impact on the cognitive functioning of this population remains insufficiently explored. The aim of our study was to assess the effectiveness of a motor exercise program based on the Bilateral Integration method implemented for pupils with moderate intellectual disabilities. The sample consisted of 27 pupils with moderate intellectual disability (13 in the intervention group and 14 in the control group) from two special schools in Poland. Pupils in the intervention group participated in a modified version of the Bilateral Integration School Program -a 26-week physical activity program that included both individual and group sessions. The assessment of cognitive functioning, using the Fifth Edition of the Stanford-Binet Intelligence Subtests, was conducted over three time points in both groups: a pre-test before the intervention (T1), a post-test after the intervention phase end (T2) and a follow-up assessment three months after the post-test (T3). Significant effects of the intervention compared to the control group were observed in certain cognitive variables. Repeated measures ANOVA revealed a significant group-by-time interaction for the Nonverbal Visual-Spatial Processing score, Nonverbal Working Memory score, as well as Verbal Fluid Reasoning. The original program based on the Bilateral Integration method proved effective for pupils with moderate intellectual disability. Preliminary results indicate improvements in cognition, particularly in working memory and visual-spatial processing. Further studies are necessary to assess the program's efficacy comprehensively.