The pervasiveness of wearable technology has opened the market for products that analyse running biomechanics and provide feedback to the user. To improve running technique feedback should target specific running biomechanical key points and promote an external focus. Aim for this study was to define and empirically test tailored feedback requirements for optimal motor learning in four consumer available running wearables. First, based on desk research and observations of coaches, a screening protocol was developed. Second, four wearables were tested according to the protocol. Third, results were reviewed, and four experts identified future requirements. Testing and reviewing the selected wearables with the protocol revealed that only two less relevant running biomechanical key points were measured. Provided feedback promotes an external focus of the user. Tailoring was absent in all wearables. These findings indicate that consumer available running wearables have a potential for optimal motor learning but need improvements as well.
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Habitual behavior is often hard to change because of a lack of self-monitoring skills. Digital technologies offer an unprecedented chance to facilitate self-monitoring by delivering feedback on undesired habitual behavior. This review analyzed the results of 72 studies in which feedback from digital technology attempted to disrupt and change undesired habits. A vast majority of these studies found that feedback through digital technology is an effective way to disrupt habits, regardless of target behavior or feedback technology used.
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Background The plantar intrinsic foot muscles (PIFMs) have a role in dynamic functions, such as balance and propulsion, which are vital to walking. These muscles atrophy in older adults and therefore this population, which is at high risk to falling, may benefit from strengthening these muscles in order to improve or retain their gait performance. Therefore, the aim was to provide insight in the evidence for the effect of interventions anticipated to improve PIFM strength on dynamic balance control and foot function during gait in adults. Methods A systematic literature search was performed in five electronic databases. The eligibility of peer-reviewed papers, published between January 1, 2010 and July 8, 2020, reporting controlled trials and pre-post interventional studies was assessed by two reviewers independently. Results from moderate- and high-quality studies were extracted for data synthesis by summarizing the standardized mean differences (SMD). The GRADE approach was used to assess the certainty of evidence. Results Screening of 9199 records resulted in the inclusion of 11 articles of which five were included for data synthesis. Included studies were mainly performed in younger populations. Low-certainty evidence revealed the beneficial effect of PIFM strengthening exercises on vertical ground reaction force (SMD: − 0.31-0.37). Very low-certainty evidence showed that PIFM strength training improved the performance on dynamic balance testing (SMD: 0.41–1.43). There was no evidence for the effect of PIFM strengthening exercises on medial longitudinal foot arch kinematics. Conclusions This review revealed at best low-certainty evidence that PIFM strengthening exercises improve foot function during gait and very low-certainty evidence for its favorable effect on dynamic balance control. There is a need for high-quality studies that aim to investigate the effect of functional PIFM strengthening exercises in large samples of older adults. The outcome measures should be related to both fall risk and the role of the PIFMs such as propulsive forces and balance during locomotion in addition to PIFM strength measures.
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Understanding graphs representing dynamic events is a challenge for many students at all levels. And technological tools can provide support in overcoming some of these difficulties. In our research we developed a digital tool that enables students to create, modify and improve graphs from dynamic events using interactive animations and intrinsic feedback. In order to get insight about why the tool helped (or not), the students we conducted a qualitative study in which we interviewed nine students who used the tool. The results offer insight in students’ learning and thinking about dynamic graphs and how digital feedback can afford that. These results are useful for researchers, developers and teachers.
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Background: The importance of clarifying goals and providing process feedback for student learning has been widely acknowledged. From a Self-Determination Theory perspective, it is suggested that motivational and learning gains will be obtained because in well-structured learning environments, when goals and process feedback are provided, students will feel more effective (need for competence), more in charge over their own learning (need for autonomy) and experience a more positive classroom atmosphere (need for relatedness). Yet, in spite of the growing theoretical interest in goal clarification and process feedback in the context of physical education (PE), little experimental research is available about this topic. Purpose: The present study quasi-experimentally investigated whether the presence of goal clarification and process feedback positively affects students’ need satisfaction and frustration. Method: Twenty classes from five schools with 492 seventh grade PE students participated in this quasi-experimental study. Within each school, four classes were randomly assigned to one of the four experimental conditions (n = 121, n = 117, n = 126 and n = 128) in a 2 × 2 factorial design, in which goal clarification (absence vs. presence) and process feedback (absence vs. presence) were experimentally manipulated. The experimental lesson consisted of a PE lesson on handstand (a relatively new skill for seventh grade students), taught by one and the same teacher who went to the school of the students to teach the lesson. Depending on the experimental condition, the teacher either started the lesson explaining the goals, or refrained from explaining the goals. Throughout the lesson the teacher either provided process feedback, or refrained from providing process feedback. All other instructions were similar across conditions, with videos of exercises of differential levels of difficulty provided to the students. All experimental lessons were observed by a research-assistant to discern whether manipulations were provided according to a condition-specific script. One week prior to participating in the experimental lesson, data on students’ need-based experiences (i.e. quantitatively) were gathered. Directly after students’ participation in the experimental lesson, data on students’ perceptions of goal clarification and process feedback, need-based experiences (i.e. quantitatively) and experiences in general (i.e. qualitatively) were gathered. Results and discussion: The questionnaire data and observations revealed that manipulations were provided according to the lesson-scripts. Rejecting our hypothesis, quantitative analyses indicated no differences in need satisfaction across conditions, as students were equally satisfied in their need for competence, autonomy and relatedness regardless of whether the teacher provided goal clarification and process feedback, only goal clarification, only process feedback or none. Similar results were found for need frustration. Qualitative analyses indicated that, in all four conditions, aspects of the experimental lesson made students feel more effective, more in charge over their own learning and experience a more positive classroom atmosphere. Our results suggest that under certain conditions, lessons can be perceived as highly need-satisfying by students, even if the teacher does not verbally and explicitly clarify the goals and/ or provides process feedback. Perhaps, students were able to self-generate goals and feedback based on the instructional videos.
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Injuries and lack of motivation are common reasons for discontinuation of running. Real-time feedback from wearables can reduce discontinuation by reducing injury risk and improving performance and motivation. There are however several limitations and challenges with current real-time feedback approaches. We discuss these limitations and challenges and provide a framework to optimise real-time feedback for reducing injury risk and improving performance and motivation. We first discuss the reasons why individuals run and propose that feedback targeted to these reasons can improve motivation and compliance. Secondly, we review the association of running technique and running workload with injuries and performance and we elaborate how real-time feedback on running technique and workload can be applied to reduce injury risk and improve performance and motivation. We also review different feedback modalities and motor learning feedback strategies and their application to real-time feedback. Briefly, the most effective feedback modality and frequency differ between variables and individuals, but a combination of modalities and mixture of real-time and delayed feedback is most effective. Moreover, feedback promoting perceived competence, autonomy and an external focus can improve motivation, learning and performance. Although the focus is on wearables, the challenges and practical applications are also relevant for laboratory-based gait retraining.
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This study investigated to what degree lesson-to-lesson variability in teachers' goal clarification and process feedback explains variability in secondary students’ motivational correlates. Students (N=570, 24 classes) completed questionnaires at six occasions. Multilevel regression analyses showed that relations between perceived process feedback and experienced need satisfaction (i.e., competence, autonomy and relatedness) were conditional on perceived goal clarification. No such interaction effects between process feedback and goal clarification were found for need frustration (i.e., experiencing failure, feeling pushed to achieve goals, feeling rejected). In general, when students perceived more process feedback or goal clarification, students experienced more competence, autonomy and relatedness satisfaction. Yet, when perceiving very high levels of process feedback, additional benefits of goal clarification were no longer present (and vice versa). In lessons in which students perceived goals to be less clear, they experienced more need frustration. No associations were found between process feedback and need frustration.
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Background To gain insight into the role of plantar intrinsic foot muscles in fall-related gait parameters in older adults, it is fundamental to assess foot muscles separately. Ultrasonography is considered a promising instrument to quantify the strength capacity of individual muscles by assessing their morphology. The main goal of this study was to investigate the intra-assessor reliability and measurement error for ultrasound measures for the morphology of selected foot muscles and the plantar fascia in older adults using a tablet-based device. The secondary aim was to compare the measurement error between older and younger adults and between two different ultrasound machines. Methods Ultrasound images of selected foot muscles and the plantar fascia were collected in younger and older adults by a single operator, intensively trained in scanning the foot muscles, on two occasions, 1–8 days apart, using a tablet-based and a mainframe system. The intra-assessor reliability and standard error of measurement for the cross-sectional area and/or thickness were assessed by analysis of variance. The error variance was statistically compared across age groups and machines. Results Eighteen physically active older adults (mean age 73.8 (SD: 4.9) years) and ten younger adults (mean age 21.9 (SD: 1.8) years) participated in the study. In older adults, the standard error of measurement ranged from 2.8 to 11.9%. The ICC ranged from 0.57 to 0.97, but was excellent in most cases. The error variance for six morphology measures was statistically smaller in younger adults, but was small in older adults as well. When different error variances were observed across machines, overall, the tablet-based device showed superior repeatability. Conclusions This intra-assessor reliability study showed that a tablet-based ultrasound machine can be reliably used to assess the morphology of selected foot muscles in older adults, with the exception of plantar fascia thickness. Although the measurement errors were sometimes smaller in younger adults, they seem adequate in older adults to detect group mean hypertrophy as a response to training. A tablet-based ultrasound device seems to be a reliable alternative to a mainframe system. This advocates its use when foot muscle morphology in older adults is of interest.
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In het hoger onderwijs wordt het pedagogisch klimaat veronachtzaamd. Het concept wordt niet mee in beschouwing genomen bij onderwijsinnovatie en onderwijsonderzoek. Dit artikel definieert het concept voor het hbo en werkt het uit op basis van de Zelf-Determinatie Theorie van Ryan en Deci (2000). Zowel voor volwassen werknemers als voor jonge leerlingen geldt dat zij binnen een klimaat dat tegemoet komt aan hun psychologische basisbehoeften aan relatie, competentie en autonomie, beter presteren en een hogere mate van welbevinden ervaren. Belangrijke factor daarin is de stimulans van hun autonome motivatie. Verkennend onderzoek onder studenten en docenten van de Academie voor Sociale Professies wijst op toegevoegde waarde van het in beschouwing nemen van een pedagogisch klimaat bij het overwegen van maatregelen om studiesucces te verbeteren. Een heldere kijk op het pedagogisch klimaat kan het ondersteunen van de motivatie van studenten en zodoende het verbeteren van hun leren theoretisch en empirisch verankeren. ABSTRACT In Dutch Higher Education, no attention is being paid to the Pedagogical Climate in schools. The concept is omitted in educational research as well as in innovative practices. This article defines the concept for use in Higher Education, making use of Ryan and Deci's Self Determination Theory (2000). The performance and well-being of adult employees as well as schoolchildren improve when their basic needs of relation, competence and autonomy are satisfied. A Pedagogical Climate that does so facilitates autonomous motivation. Explorative research done among teachers and students of the Academy of Social Work indicates surplus value of taking into account the Pedagogical Climate when considering various policies aimed to improve study success. Having a clear theoretical and empirical view of the Pedagogical Climate can firmly root initiatives to support students' motivation and help their learning.
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Grounded in self-determination theory, the present study examines the explanatory role of students' perceived need satisfaction and need frustration in the relationship between performance grading (versus non-grading) and students' motivation and fear in a real-life educational physical education setting. Grading consisted of teacher judgments of students' performances through observations, based on pre-defined assessment criteria. Thirty-one classes with 409 students (Mage = 14.7) from twenty-seven Flemish (Belgian) secondary schools completed questionnaires measuring students' perceived motivation, fear and psychological need satisfaction and frustration, after two lessons: one with and one without performance grading. After lessons including performance grading, students reported less intrinsic motivation and identified regulation, and more external regulation, amotivation and fear. As expected, less need satisfaction accounted for (i.e., mediated) the relationship between performance grading and self-determined motivational outcomes. Need frustration explained the relationship between performance grading and intrinsic motivation, as well as less self-determined motivational outcomes. Theoretical and practical implications are discussed.
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