Skill Performance Research Articles

Mental toughness and psychological performance skills in the operating room: Staff perceptions and implications for function and training.

The importance of psychological performance skills (mental toughness) is recognised in many mission-critical professions. Similar importance has been suggested for nursing. Survey data demonstrate that surgical staff believe that such skills exert significant influence on surgical excellence, surgical errors and on managing surgical emergencies. However, few surgical staff receive such training. It is suggested that models exist to easily meet this training need and opportunity.

Beyond the Classroom: Investigating the Relationship between Psychomotor Development and Academic Achievement in 4-12-Year-Olds.

The relevance of psychomotor skills in children's growth is being increasingly recognized. The transversal role of psychomotor skills in learning performance is described through a link between cognitive and motor functioning, promoting socio-affective-expressive competencies, but there is a scarcity of evidence from the field. A two-fold goal was defined: to investigate the relationship between psychomotor functions and academic performance and to examine the factors affecting children's academic performance. The Portuguese versions of the Neuropsychomotor Functions Assessment Battery for Children (NPmot.pt), Preschool Diagnostic Tasks (PRE), and School Learning Skills Battery (SLSB) were applied to 350 children (85.72 ± 24.23 months) with and without disabilities attending mainstream schools. Pearson correlations and regression analyses were used. NPmot.pt domains showed moderate to strong correlations with PRE domains (0.30 < r < 0.82) and weak ones with SLSB domains (r < 0.30). Psychomotor development is a stronger predictor (p < 0.001) of pre-academic performance outcomes: (βTonus = 0.67, βGross Motor Skills = 1.04, βSpatial Orientation = -1.44, βRhythm = -1.59 and βAuditory Attention = 3.68) than of academic performance above 7 years old (p > 0.05). Results strengthen the importance of psychomotor skills development from an early age, also at school, with implications for an early psychomotor assessment and intervention for children with and without disabilities. Tailor-fit interventions, including strategies to improve psychomotor skills, should be promoted during the school process of all children for a successful learning process.

Optimizing resident training in obstetrics and gynecology: a new perspective on the refined Peyton four-step teaching method

ObjectiveIn the surgery-focused field of obstetrics and gynecology (OB-GYN), the development of residents’ skills is paramount. This study aims to evaluate the impact of an enhanced Peyton Four-Step Teaching Model on the foundational skill training of first-year OB-GYN residents.MethodsUtilizing a cohort study design, we assessed 116 first-year residents from the OB-GYN residency program at Shengjing Hospital of China Medical University from June 2021 to June 2023. The 57 residents beginning their training in 2022 were part of the Refined Peyton (RP) group, introduced to the RP method; the 59 residents from 2021 served as the Traditional Teaching-mode (TTM) group, receiving conventional simulation-based instruction. Teaching effectiveness was assessed by comparing theoretical knowledge and skill performance assessments, National Medical Licensing Examination (NMLE) pass rates, direct observation of procedural skills (DOPS) one year post-training, and survey feedback.ResultsThe theoretical knowledge scores for both groups were comparable at 78.78 ± 4.08 and 78.70 ± 3.83, with no significant difference (P = 0.76). However, the experimental group demonstrated superior performance in skill operation assessments, first-time NMLE pass rates, and DOPS evaluations one year after training [(77.05 ± 5.39) vs. (84.60 ± 5.65), 100.0% (57/57) vs. 86.4% (51/59), and (75.22 ± 3.56) vs. (82.54 ± 3.43)], as well as higher teaching satisfaction scores [(4.63 ± 0.46) vs. (3.92 ± 0.62)], with all differences being statistically significant (P < 0.05).ConclusionThe refined Peyton Four-Step Teaching Model significantly improves the immediate acquisition and long-term retention of clinical basic skills among OB-GYN residents, enhancing both teaching efficacy and resident satisfaction.

Design-based learning in higher education: Its effects on students’ motivation, creativity and design skills

In art and design education, the roles of motivation and creative performance in design skills hold immense significance for design students. As such, the teachers’ instructional strategies are crucial. Among these strategies, design-based learning (DBL) is one of the important instructional processes that integrates design principles, problem-solving skills, and creative thinking to engage students in hands-on, authentic learning experiences. This study aimed to investigate the effects of DBL on the motivation, creativity, and design skills of students in art and design education. Pre- and post-test experimental research was conducted on 207 participants who specialize in art and design education at Kazan Federal University and the Kazan State Institute of Culture. Employing non-probability sampling, they were assigned to an experimental (treatment using DBL; 105 students) and a control (traditional instruction; 102 students) group. The findings demonstrated that the experimental group significantly outperformed the control group, while no significant interaction was observed between groups and sexes in the development of motivation, creativity, and design skills. Moreover, achievement motivation was found to significantly influence creative performance and design skills. This research serves as a valuable resource for educators and researchers, as it offers insights into fostering the creative performance of students within the field of art and design education.

Effects of virtual reality training on clinical skill performance in nursing students: A systematic review, meta-analysis and meta-regression.

This review examined the impact of virtual reality (VR) training on nursing students' clinical skill performance and identified essential features of VR training. VR provides immersive content, simulating real-life scenarios and preventing errors in clinical settings. This systematic review and meta-analysis followed the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines. Studies were obtained from Ovid-EMBASE, MEDLINE, CINAHL and PubMed. Studies related to VR training published from 1 January 2000 to 8 May 2024 were included. Comprehensive Meta-Analysis 4.0 software was used for meta-analysis and random effects meta-regression. The overall effect was assessed with Hedges' g and Z-statistics (p < 0.05). Heterogeneity was measured using I-squared (I2) statistics. Among the 31 476 studies, 11 randomized controlled trial studies were included. Meta-analysis demonstrated a significant improvement in clinical skill performance, with a medium to large effect (g = 0.61) in the VR group (Z = 3.80, p < 0.001). Subgroup analyses highlighted higher nursing skills in the VR training topic. Meta-regression revealed that the VR training topic (β = 1.23, p < 0.001) and method of VR training (β = -0.53, p = 0.05) were significant covariates influencing clinical skill performance. VR training improves nursing students' clinical skill performance, addressing shortcomings in the clinical practicum.

The distinctive speed-related strength of the arms and its relationship to the precision of completing the smashing skills in volleyball among the players of the Karbala Governorate Education Team for middle schools

The research was divided into four chapters, the first of which included an introduction and discussion of the research's significance. Speed is one of the most significant physical qualities for enhancing performance levels in various sports events and activities. In volleyball, the importance of research is stressed in how to increase strength defined by speed in volleyball players' arms. As one of the reasons for increasing the degree of performance in the precision of smash hits. The research topic focuses on players' weaknesses in the speed and accuracy of smash hit performance as a result of a deficiency in their arm power, which is defined by speed. As for the aim of the research, it is to identify the power characterized by speed for the arms and its relationship to the accuracy of the performance of the smash hit skill in volleyball. The researcher used the descriptive method and the research sample was selected from volleyball players for the Karbala Governorate Education Team for middle schools. To process the data, the researcher used statistical methods represented by the arithmetic mean, standard deviation, percentage and Pearson correlation coefficient. In the third chapter, the researcher presented and discussed the results, where the arithmetic mean and standard deviation of the research variables were extracted, and the researcher came out with the following conclusions, including: - There is a significant correlation between the crushing hit in volleyball by the front line players and the distinctive speed strength of the arms in the research sample. The most important recommendation was to provide special training to develop the distinctive speed strength of the arms of volleyball players.

The effect of safety modifications on head kinematics experienced during common skills in women’s artistic gymnastics

ABSTRACT The objective of this study was to evaluate the effect of skill modifications on head motion experienced during women’s artistic gymnastics skills. Nine gymnasts (four beginner and five advanced) completed three trials of up to 24 skill progressions, each consisting of a skill and two progressive safety modifications. Gymnasts were instrumented with mouthpiece sensors embedded with an accelerometer and gyroscope collecting motion data at 200, 300, and 500 Hz during each skill performance. Peak-to-peak linear and rotational kinematics during contact phases and peak rotational kinematics during non-contact phases were computed. A mixed-effects model was used to compare differences in modification status nested within skill categories. Timer skills (i.e. drills that simulate performance of a gymnastics skill) resulted in the highest median ΔLA and ΔRA of all skill categories, and 132 skill performances exceeded 10 g ΔLA during a contact phase. Modifications were associated with significant reductions in head kinematics during contact phases of timers, floor skills, bar releases, and vault skills. Gymnasts can be exposed to direct and indirect head accelerations at magnitudes consistent with other youth contact sports, and common safety modifications may be effective at reducing head motion during contact and non-contact phases of gymnastics skills.

Impact Of Medicine Ball Training On Physical Fitness, Body Composition, And Batting Performance In Female Cricketers

Background: The purpose of this research was to evaluate the impact of medicine ball training on body composition, physical fitness and batting performance of female cricketers in Bahawalpur City. Physical fitness and skill performance is crucial for cricketers, as it directly affects their gameplay. Medicine ball training, known for improving strength and power was utilized to explore its effects on the athletic performance of batswomen. Methodology: The study sample comprised 20 female cricketers (n=20) who were subjected to an 8-week medicine ball training program, conducted from Monday to Friday each week. Data collection tools included a stadiometer, weight machine, large and small sliding calipers, measuring tape, skinfold caliper, [1]dynamometer, sit and reach box, cricket ball, video camera and radar gun. Baseline data were recorded before the commencement of the training. Standardized tools and SPSS were used for data collection and analysis, with statistical significance set at p&lt;0.05. Results: The results indicated a significant positive effect of medicine ball training on the physical fitness of the participants. Notable improvements were observed in speed, power, flexibility, and agility. The training significantly enhanced the participants’ ability to perform cricket-specific batting techniques, demonstrating improved execution of shots like the half volley lofted shot, pull shot and cover drive. Conclusion: Medicine ball training effectively enhanced both physical fitness and batting performance in female cricketers. The training regimen’s focus on core strength and explosive movements translates directly into on-field performance. Coaches and trainers should consider incorporating such exercises into cricket training programs for female athletes to optimize performance.

The impact of cognitive apprenticeship strategy on students' ability to learn football handling and scoring skills

The cognitive apprenticeship technique attempts to develop students with strong thinking and performance skills. Encourage them to solidify their thoughts. In addition, it helps students to be more understanding when participating in educational activities. In addition to interacting in groups and completing real-world activities. In order to apply what they have learnt in school settings, particularly while mastering critical and challenging abilities. The study's significance is demonstrated by the function of the cognitive apprenticeship approach in learning how to handle and shoot a football. The research challenge is to overcome the problems that students have when completing the abilities of handling and shooting a football. In addition to breaking free of stereotypes and routines in the learning process. In addition, the concepts of a new cognitive technique are applied, which maximizes students' capacities and potential. As for the research problem, it lies in the fluctuations in the levels of some students, and difficulties in learning skills. Which requires the use of appropriate methods that lead to increasing the motivation of learners towards positive learning. The researcher used the curriculum and the research sample was fifth grade students in Al-Thawra Intermediate School / in Babylon Governorate.

The science of ladder drills and plyometrics: Enhancing neuromuscular efficiency in athletes

The objectives of this study are to determine whether there is any interaction between agility and athletic performance skills and plyometric training, ladder drill, and agility training; how different these effects are from one another; and how different the effects of low and high agility are from one another. The experimental methodology employed in this work uses a factorial analysis in 2x2. A population of 40 athletes, aged 15 to 17, were selected for the research sample using ordinal pairing. Devices that measure agility using the Illinois Agility Test. The following are the study's findings: The post-test indicates a significant value of p &lt; 0.05, indicating that the plyometric training technique, ladder drill, affects athletic performance skills (p &gt; 0.05). Because the significance value indicates p of 0.006 &lt; 0.05, there is a significant difference between the effects of low and high agility on athletic performance skills (p &lt; 0.05). There is a significant (p &gt; 0.05) interaction between agility (high and low), ladder drill training techniques, and plyometric training methods of athletic performance skills (p &lt; 0.05). The findings indicate that following training, there is a relationship between agility and athletic performance abilities. According to the study, there is a connection between agility (high and low) and athletic performance skills, and agility has a major impact on athletic performance. Training techniques such as plyometric training and ladder drills are also related to agility. Applying the ladder drill and plyometric training techniques affects athletes' performance abilities. It has been demonstrated that doing plyometric and ladder drills may enhance one's athlete's performance ability.

МУЗИКАТА В СВЕТА НА ДЕТЕТО

This publication describes an innovative pedagogical practice in the educational subject ‘Music’ on the topic ‘Spring and music’. The musical activities in it are aimed to improve children’s performance skills in five-year-old children in singing, playing with children’s musical instruments, motor reflection of music, as well as strengthening their ideas about the types of musical instruments in terms of appearance and way of sound extraction. Open pedagogical practice is part of the activities of the National Program ‘It’s good in kindergarten’. The use of modern digital educational tools such as an interactive board, an interactive fl oor, interactive tables, as well as web-based tools – contribute to the successful formation of children’s performance skills in singing, playing with children’s musical instruments and moving with music. Applying the approaches ‘learning by playing’, ‘learning by doing’ and ‘learning by experiencing’ enriched musical competence, emotional responsiveness and a positive evaluative attitude towards their own skills and the skills of others.

Effect of COVID-19 on Anxiety in College Students

Abstract Date Presented 03/23/24 This study examined the effects of COVID-19 on anxiety levels in college students in the United States. These results can lead to implementing interventions to increase college students’ performance skills, social participation, and mental health. Primary Author and Speaker: Megan A. Van Houten Additional Authors and Speakers: Jenna Falkenberg, Makenzie Wilkinson, Elizabeth Dennany Contributing Authors: Barbra Katerberg

Prospective control of steering through multiple waypoints.

Some locomotor tasks involve steering at high speeds through multiple waypoints within cluttered environments. Although in principle actors could treat each individual waypoint in isolation, skillful performance would seem to require them to adapt their trajectory to the most immediate waypoint in anticipation of subsequent waypoints. To date, there have been few studies of such behavior, and the evidence that does exist is inconclusive about whether steering is affected by multiple future waypoints. The present study was designed to address the need for a clearer understanding of how humans adapt their steering movements in anticipation of future goals. Subjects performed a simulated drone flying task in a forest-like virtual environment that was presented on a monitor while their eye movements were tracked. They were instructed to steer through a series of gates while the distance at which gates first became visible (i.e., lookahead distance) was manipulated between trials. When gates became visible at least 1-1/2 segments in advance, subjects successfully flew through a high percentage of gates, rarely collided with obstacles, and maintained a consistent speed. They also approached the most immediate gate in a way that depended on the angular position of the subsequent gate. However, when the lookahead distance was less than 1-1/2 segments, subjects followed longer paths and flew at slower, more variable speeds. The findings demonstrate that the control of steering through multiple waypoints does indeed depend on information from beyond the most immediate waypoint. Discussion focuses on the possible control strategies for steering through multiple waypoints.

Developing a Driving Simulator Protocol to Build the Driving Knowledge, Skills, &amp; Abilities of Novice Drivers With Autism Spectrum Disorder

Abstract Date Presented 03/22/24 Driving, as a complex instrumental activity of daily livng, uses integrated skills from all performance skills and client factors. As a gap in service, protocols for training novice drivers with autism spectrum disorder (ASD) on the DriveSafety Simulator is described along with results from a pretest-posttest. Primary Author and Speaker: Alexandra Woolverton Additional Authors and Speakers: Kaitlin Warren Contributing Authors: Anne E. Dickerson

Impact &amp; Experience of Directly Teaching About Executive Function to Second Graders on Their Understanding &amp; Performance of Executive Function Skills

Abstract Date Presented 03/22/24 Executive function (EF) skills are essential for children, but we often support them around students and not actively with them. This mixed-methods study looked at the impact of a 3-week curriculum directly teaching second graders about EF skills. Primary Author and Speaker: Lisa Raymond-Tolan Contributing Authors: Theresa Arcidiacono, Cassandra Panzarino, Amber Vazquez, Cj Letterese, Jennifer Sigler, Kelly Farah Khadam-Hir

Rise Up: A Person-Centered Planning Program to Improve Job Skill Performance for Individuals With Intellectual &amp; Developmental Disabilities

Abstract Date Presented 03/21/24 Individuals with intellectual and developmental disabilities (IDD) have increased need for support to maintain employment. This presentation will educate practitioners on a client-centered approach to improve skill performance for the population with IDD. Primary Author and Speaker: Rachel Dowell Contributing Authors: Retta Martin

A preliminary randomized controlled study of the PEERS® program for Taiwanese autistic adolescents: The effectiveness on reducing school bullying and enhancing social function.

Individuals with autism spectrum disorder (ASD) often experience lifelong social communication challenges and are more vulnerable to school bullying. Addressing their social difficulties and school bullying requires evidence-based interventions. PEERS® (Program for the Education and Enrichment of Relational Skills) was adapted and translated for Taiwanese adolescents. This randomized controlled study aimed to examine the effectiveness of the Taiwanese version of PEERS® in reducing school bullying and enhancing social function among autistic adolescents. Twenty-one autistic adolescents (mean age 14.29 ± 1.67 years; female n = 733.33%) were randomized to a treatment group (TG, n = 10) or a delayed treatment control group (DTG, n = 11). The outcome measures (school bullying, social challenges, social skills knowledge, and social skills performance) were assessed at baseline, post-treatment, and follow-up. The group and time interaction analyses revealed greater magnitudes of reduction in general school bullying (p < 0.001), victimization (p < 0.001), perpetration (p = 0.012), social challenges (p = 0.001), and peer conflicts (p < 0.001), and improvement in social knowledge (p < 0.001) in the TG group than the DTG group. The findings suggest that the PEERS® program tailored for Taiwanese adolescents is effective in reducing school bullying, decreasing social challenges, and enhancing social skills among autistic adolescents, with very large effect sizes (Cohen's d ranging from 1.19 to 2.88). Consequently, participation in the PEERS® program is recommended for adolescents with social difficulties to improve their social communication and interactions to offset school bullying and other social challenges related to adverse outcomes.

Comparative study of emotional intelligence of reserved category and unreserved category students at higher secondary level

The study of emotional intelligence of reserved and unreserved category students at higher secondary level makes it clear that social, economic, and cultural backgrounds have a significant impact on their emotional development. Emotional intelligence plays a vital role in the academic performance, psychological health, and development of social skills of students. It also strengthens moral and value-based education, leading to the holistic development of students. Recognizing and understanding the differences in emotional intelligence of reserved and unreserved category students is essential to promote equity and inclusiveness in the education system. It helps in providing equal opportunities and resources to all students. Students with high emotional intelligence are not only successful individually but also contribute positively to society. They are self-aware, self-controlled, and empathetic, thereby increasing harmony and peace in society. Based on the insights gained from the study of emotional intelligence, educational policies and programs can be formulated that ensure the emotional and social development of all students. This helps in making their academic and personal lives balanced and enriched. Emotional intelligence plays an important role in lifelong success. It prepares students to face various challenges of life, so that they can live a successful and satisfied life. The study of emotional intelligence is very important for students of higher secondary level. It not only improves their current academic and social life, but also ensures their future success and satisfaction. Therefore, educational institutions, teachers and policy makers should play an active role in this direction so that all students get proper opportunities and resources for the development of their emotional intelligence. Results of the research study - No significant difference was found in the emotional intelligence of students of reserved category and unreserved category, no significant difference was found in the emotional intelligence of girl students of reserved category and unreserved category.

The Impact of an Individual Approach on the Development of the Pianist’s Performance Skills at a Higher Educational Institution

Studying the impact of an individual approach to teaching students’ performance subjects is relevant because of the brightness and diversity of creative thinking, artistic interests, and orientation of future specialists in the field of piano art. The aim of the study is to determine the effectiveness of person-oriented music pedagogy. The research methods are: monitoring the process of training professional personnel and their activities after the completion of education; surveying students and young performers; comparison. The results of this study shed light on the problem of an individual approach to the development of musical performance as a whole multifaceted system — one of the modern pedagogical models consisting of several blocks: stages of training based on an individual approach; its components; principles. The prospects of research include the development of a modernized training programme oriented to student’s personality. This is determined by the need to create an individual method of mastering the profession of a performer in the current conditions, which contributes to the development of students’ unique abilities and serves as the basis for their successful realization as an artist. Keywords: Musical Pedagogy; Performance Skills; Methods and Principles of Education; Piano Teaching Techniques; Stage Performance.

The Influence of an Individual Teaching Method on the Development of Performing Skills of Musicians-Instrumentalists

The originality of instrumental musical interpretation is a distinctive feature of each musician, influencing and reflecting their artistic style and worldview ideas. The study aims to determine the peculiarities of the influence of an individual teaching method on the development of instrumental musicians’ performance skills. General theoretical analysis, comparison and observation techniques were used to achieve this goal. The final results were also based on the skill level coefficient, quality coefficient, and Mann-Whitney test calculations. The research process provided for developing individualized training for future instrumental musicians, focusing on developing interpretive and technical skills, artistic interpretation and improvisation. The practical significance of the work lies in the possibility of using the developed individual approaches to teaching musicians-instrumentalists, taking into account their capabilities. Prospects for further research can be to compare the effectiveness of an individual approach to teaching musicians-instrumentalists of primary school age and students. Keywords: students’ capabilities; interpretive and technical skills; musicians’ skills; piano improvisation; artistic expression; musical form