Many studies have shown that self-controlled feedback is beneficial for learning motor tasks, andthat learners prefer to receive feedback after supposedly good trials. However, to date all studiesconducted on self-controlled learning have used individual tasks and mainly relatively simpleskills. Therefore, the aim of this study was to examine self-controlled feedback on tactical skills insmall-sided soccer games. Highly talented youth soccer players were assigned to a self-control oryoked group and received video feedback on their o ffensive performance in 3 vs. 2 small-sidedgames. The results showed that the self-control group requested feedback mostly after good trials,that is, after they scored a goal. In addition, the perceived performance of the self-control groupwas higher on feedback than on no-feedback trials. Analyses of the conversations around thevideo feedback revealed that the players and coach discussed good and poor elements of per-formance and how to improve it. Although the coach had a major role in these conversations, theplayers of the self-control group spoke more and showed more initiative compared to the yokedgroup. The results revealed no significant beneficial effect of self-controlled feedback on per-formance as judged by the coach. Overall, the findings suggest that in such a complex situation assmall-sided soccer games, self-controlled feedback is used both to confirm correct performanceelements and to determine and correct errors, and that self-controlled learning stimulates theinvolvement of the learner in the learning process.
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PurposeYoung soccer players need excellent tactical skills to reach the top. Tactical behavior emerges through interactions between opposing teams. However, few studies have focused on on-field tactical behavior of teams with talented soccer players. Therefore, this study aimed to determine teams’ tactical behavior during small-sided games in two age categories, Under-17 and Under-19.MethodsPositional data of thirty-nine elite-standard soccer players were collected during twenty-four small-sided games to calculate longitudinal and lateral inter-team distances, stretch indices and length per width ratios. Corresponding interaction patterns and game-to-game variability were also determined.ResultsUnder-19 showed a significantly larger lateral stretch index and a significantly lower length per width ratio compared with Under-17. Furthermore, teams of both age groups showed similar large proportions of in-phase behavior. Variability of tactical performance measures within and between games was similar for Under-17 and Under-19.ConclusionsVariability within games seems to be functional for attacking teams for creating goal-scoring opportunities. In conclusion, the main difference was that Under-19 adopted a wider pitch dispersion than Under-17, represented by a larger lateral stretch index and smaller length per width ratio. Coach instructions and training exercises should be directed at exploiting pitch width to increase the pursuit of goal-scoring.
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The present study examined whether performance characteristics discriminated between selected and deselected players in talent development programmes. This examination was carried out in talented soccer players, aged 16-18 years using objective measurement instruments. Four domains of multidimensional performance characteristics (physiological, technical, tactical and psychological) were assessed by using a test battery consisting of soccer-specific field tests and questionnaires. Multivariate analyses of covariance revealed that the physiological characteristics peak and repeated shuttle sprint, the technical characteristics of peak and repeated shuttle dribble and the tactical characteristic of 'positioning and deciding', significantly differed between the selected (n=76) and deselected players (n=37), with selected players performing better (P<0.05). Discriminant function analysis showed that the combination of the technical characteristic 'peak dribbling', the tactical characteristic 'positioning and deciding' and the physiological characteristic of 'peak sprinting' classified 69% of talented players correctly. In conclusion, the decisions made by the investigated clubs to either select or deselect players in their talent development programme, whom were aged 16-18 years, were mostly discriminated by aspects of the players' technical, tactical and physiological skill performances. Sports research can play an essential role in investigating the club's perception of important performance characteristics in talented players.
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Introduction: Nursing education traditionally teaches skill acquisition in isolated practice drills and guided by step-by-step protocols. While these approaches may seem to provide a solid foundation, they do not adequately bridge the gap between a controlled learning environment and the reality of nursing practice. The constraints-led approach (CLA) is an applied theory, which explains that skill acquisition is a process of adjusting to the characteristics of a situation, instead of reproducing isolated, “ideal” movements out of context. Given that CLA has gained recognition as an effective learning method in various fields, it is worth investigating how CLA can be implemented for skill acquisition in nursing education. Methods: To gain insight into student experiences of several CLA-exercises, an explorative qualitative design was used. Ten longitudinal focus groups with nursing students (n = 11) were performed to gain deeper understanding of students’ experiences with an education course in which several “CLA-exercises” were integrated. In addition, the teachers (n = 3) involved were interviewed after the course was completed. Results: The students experienced the education course as enjoyable, challenging and reality-based. Also, the exercises motivated students to keep practicing. The students further appreciated the room for autonomy and self-organization. The teachers expressed enthusiasm for CLA-inspired education, noting the benefits of varied methods and the need for expert feedback and well-working practice materials. Conclusion: Both students and teachers felt confident that the students who completed this course were ready to apply the learned skills under supervision in clinical practice.
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Het ontwerpen en realiseren van spelonderwijs dat voor iedere leerling betekenisvol en uitdagend is, is een complexe opgave. In dit proces kan een vakdidactisch model de leraar de nodige structuur, houvast en richting bieden. In dit artikel wordt ingegaan op spelgecentreerde modellen die zowel in de sport als het bewegingsonderwijs bruikbaar zijn.
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More people voted in 2024 than any other year in human history, while often relying on the internet for political information. This combination resulted in critical challenges for democracy. To address these concerns, we designed an exhibition that applied interactive experiences to help visitors understand the impact of digitization on democracy. This late-breaking work addresses the research questions: 1) What do participants, exposed to playful interventions, think about these topics? and 2) How do people estimate their skills and knowledge about countering misinformation? We collected data in 5 countries through showcases held within weeks of relevant 2024 elections. During visits, participants completed a survey detailing their experiences and emotional responses. Participants expressed high levels of self-confidence regarding the detection of misinformation and spotting AI-generated content. This paper contributes to addressing digital literacy needs by fostering engaging interactions with AI and politically relevant issues surrounding campaigning and misinformation.
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Biodiversity preservation is often viewed in utilitarian terms that render non-human species as ecosystem services or natural resources. The economic capture approach may be inadequate in addressing biodiversity loss because extinction of some species could conceivably come to pass without jeopardizing the survival of the humans. People might be materially sustained by a technological biora made to yield services and products required for human life. The failure to address biodiversity loss calls for an exploration of alternative paradigms. It is proposed that the failure to address biodiversity loss stems from the fact that ecocentric value holders are politically marginalized and underrepresented in the most powerful strata of society. While anthropocentric concerns with environment and private expressions of biophilia are acceptable in the wider society, the more pronounced publicly expressed deep ecology position is discouraged. “Radical environmentalists” are among the least understood of all contemporary opposition movements, not only in tactical terms, but also ethically. The article argues in favor of the inclusion of deep ecology perspective as an alternative to the current anthropocentric paradigm. https://doi.org/10.1080/1943815X.2012.742914 https://www.linkedin.com/in/helenkopnina/
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Worldwide there is a lack of well-educated and experienced information security specialists. The first step to address this issue is arranging enough people with a well-known and acceptable basic level of information security competences. However, there might be a lot of information security education and training, but there is anything but a well-defined outflow level with a known and acceptable basic level of information security competences. There exists a chaotic situation in respect of the qualification of information security professionals, with the emergence of a large number of difficult to compare certificates and job titles. Apparently the information security field requires uniform qualifications that are internationally recognized. Such qualifications could be an excellent way of unambiguously clarifying the knowledge and skills of information security professionals. Furthermore it gives educational institutions a framework which facilitates the development of appropriate information security education and training.
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We investigated the effects of reflex-based self-defence training on police performance in simulated high-pressure arrest situations. Police officers received this training as well as a regular police arrest and self-defence skills training (control training) in a crossover design. Officers' performance was tested on several variables in six reality-based scenarios before and after each training intervention. Results showed improved performance after the reflex-based training, while there was no such effect of the regular police training. Improved performance could be attributed to better communication, situational awareness (scanning area, alertness), assertiveness, resolution, proportionality, control and converting primary responses into tactical movements. As officers trained complete violent situations (and not just physical skills), they learned to use their actions before physical contact for de-escalation but also for anticipation on possible attacks. Furthermore, they learned to respond against attacks with skills based on their primary reflexes. The results of this study seem to suggest that reflex-based self-defence training better prepares officers for performing in high-pressure arrest situations than the current form of police arrest and self-defence skills training. Practitioner Summary: Police officers' performance in high-pressure arrest situations improved after a reflex-based self-defence training, while there was no such effect of a regular police training. As officers learned to anticipate on possible attacks and to respond with skills based on their primary reflexes, they were better able to perform effectively.
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In soccer, critical match events like goal attempts can be preceded by periods of instability in the balance between the two teams' behaviours. Therefore, we determined periods of high variability in the distance between the teams' centroid positions longitudinally and laterally in an international-standard soccer match and evaluated corresponding match events. Position data were collected with AMISCO Pro®. Inter-team distance variability was calculated over a 3-s moving window. Out of the 242 match periods that exceeded the variability criterion, 51 were dead-ball situations. Match events identified through longitudinal inter-team distance primarily related to defending players moving forward-backward after a longitudinal pass. Match events identified through lateral inter-team distance mainly corresponded with defending players moving laterally following sideways passing. One of two goals and two of fourteen goal-attempts were preceded by a period of high variability. Together, periods of highly variable inter-team distance were associated with collective defensive actions and team reorganisation in dead-ball moments rather than goals or goal attempts. Inter-team dynamics quantified (mutual) reorganisation of the teams and marked teams' collective defensive ability to respond to attacking explorations. doi: 10.1080/02640414.2012.703783
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