21 research outputs found
Multiteaching style and active reflection for swimming
No full textA student-centred approach is widely used in team sports, but less so in swimming. A proper dosage of stimuli and a multiteaching approach, where games can link understanding and motor competence, could lead to educational success. This study investigated the didactical, methodological, and personal competencies of swimming instructors (SI) and their relationships with children's actual and perceived aquatic competencies. Two hundred children and 44 SI participated in the study. The Teaching Styles Questionnaire (TSQ) assessed the instructors' self-reported awareness of the teaching styles they use, which was compared with the experimenters' observations (as recorded by IESPES, System for Observing Fitness Instruction Time, and Instrument for Identifying Teaching Styles tools). The instructors' empathy and self-control were further evaluated, while two pictorial scales assessed the children's actual and perceived aquatic competence. TSQ confirmed the instructors' predominant use of monoteaching pedagogy, primarily characterized by linear (command and practice) styles (p < 0.001; W = 0.71). Even if SI exhibited general positive personal skills (empathy and self-control), a discrepancy between children's actual and perceived aquatic competence was found (p < 0.001; r = −0.83), with the latter overestimating the former. Conversely, the multiteaching approach of instructors directly correlated with didactic effectiveness (r = 0.64), empathy (r = 0.75), and children's actual (r = 0.63) and perceived aquatic competence (r = 0.65), suggesting that a multiteaching approach should also be used in swimming
Relationship Between Multi-Teaching Styles and Didactics Effectiveness on Rugby Instructors and Minirugby Players
No full textBackground/Objectives: The concept of educational systems thinking shows the rugby educational system as a network of multiple interactive and interconnected elements. However, the frameworks presented in the literature for developing sports practice through an educational vision and multisport engagement do not always have direct transferability to instructors’ training courses. The study aims to evaluate the correlation between rugby instructors’ methodological and didactical competencies and compare them with children’s motor competence and psychological aspects. Methods: Two hundred twenty children (9.6 ± 1.1 years) and 50 instructors (39.0 ± 13.6 years) were enrolled. Instructors’ competencies were investigated during the internship through evaluation sheets, questionnaires, and video analysis. Children’s motor competence and psychological aspects were investigated through motor tests, questionnaires, and video analysis. Results: The correlation between methodological competencies and didactical-communicative competencies showed a positive significance, especially regarding production styles. Motor competence and play skills in children showed poor results. The group of instructors with more methodological competencies (a greater number of teaching styles used) showed a strong correlation between motor competence and psychological aspects. Conclusions: For successful teaching, knowledge of specific technical skills is not enough, and it is important to consider all the factors (in particular, the teaching-communicative and methodological skills) that contribute most to instructors’ skills
Multisport-Integrated Training for Rugby Instructors: Success and Effects on Minirugby Players
No full textBackground/Objectives: The educational system thinking approach (ST) takes a holistic vision of instructors/teachers and learners’ relationships, making sports pivotal for reflection on education. This study evaluated the efficacy of a multisport ST-based course on minirugby instructors’ teaching competence and children players’ motor conduct. Methods: The twenty-five rugby instructors (IAC) attended the 25 h course and the children of their teams (n = 109, Ch-IAC) participated in this study as experimental groups. Twenty-five rugby instructors who were not attending the course (I-CON) and their pupils (n = 111, Ch-CON) acted as control groups. Changes in instructors’ teaching competence (by the Instrument for Identifying the Teaching Style and the System for Observing Fitness Instruction Time) and children’s motor conduct (by the Körperkoordinationtest für Kinder test, the Game Performance Assessment Instrument, the Physical Activity Enjoyment Scale, and the physical self-efficacy scale for children) were assessed. Results: Thanks to the education received, IAC improved in didactics and methodological competence. They learned to use more production teaching styles than CON (10.5 ± 9.3% vs. 0% of the lesson time, p < 0.05), reduce children’s inactive lesson time for management (−5.1 ± 3.3% vs. 1.1 ± 3.1%, p < 0.05) and promote more outside lesson topics (4.4 ± 3.2% vs. 0%, p < 0.05). In addition, compared to Ch-CON, Ch-IAC significantly improved motor coordination, game performance, enjoyment, and self-efficacy (p < 0.05). Conclusions: Children’s enjoyment and self-efficacy acted as mediators that amplified the effects of the multisport training course. At the same time, the instructor’s didactical and methodological competence were moderators directly favoring or worsening children’s motor competence. Such an integrated multisport model is applicable and suggested for improving sports performance and education processes
Circulating endothelial cells in COVID-19
No full textOverall these data add a supplemental element to support the role of endothelial damage in COVID-19. The presence of concomi- tant comorbidities known to be related to CECs elevation, such as car- diovascular and rheumatic diseases, diabetes and malignancies might exert a confounding effect on CEC assessment
I reggitori di Novara, memorie / di Giuseppe Garone.
No full textFrom the library of Conte Antonio Cavagna Sangiuliani di Gualdana."Correzioni," p. 276.Includes transcriptions of documents, with listings up to 1865.Seal of the author on verso of t.p. as proof of legitimate edition.Includes bibliographical references.I duchi -- I conti -- I messi regii ed imperiali -- I vescovi- signori -- I consoli e podestà -- Consoli -- Podestà ed altri primati.Mode of access: Internet
A 45-Second Self-Test for Cardiorespiratory Fitness: Heart Rate-Based Estimation in Healthy Individuals.
No full textCardio-respiratory fitness (CRF) is a widespread essential indicator in Sports Science as well as in Sports Medicine. This study aimed to develop and validate a prediction model for CRF based on a 45 second self-test, which can be conducted anywhere. Criterion validity, test re-test study was set up to accomplish our objectives. Data from 81 healthy volunteers (age: 29 ± 8 years, BMI: 24.0 ± 2.9), 18 of whom females, were used to validate this test against gold standard. Nineteen volunteers repeated this test twice in order to evaluate its repeatability. CRF estimation models were developed using heart rate (HR) features extracted from the resting, exercise, and the recovery phase. The most predictive HR feature was the intercept of the linear equation fitting the HR values during the recovery phase normalized for the height2 (r2 = 0.30). The Ruffier-Dickson Index (RDI), which was originally developed for this squat test, showed a negative significant correlation with CRF (r = -0.40), but explained only 15% of the variability in CRF. A multivariate model based on RDI and sex, age and height increased the explained variability up to 53% with a cross validation (CV) error of 0.532 L ∙ min-1 and substantial repeatability (ICC = 0.91). The best predictive multivariate model made use of the linear intercept of HR at the beginning of the recovery normalized for height2 and age2; this had an adjusted r2 = 0. 59, a CV error of 0.495 L·min-1 and substantial repeatability (ICC = 0.93). It also had a higher agreement in classifying CRF levels (κ = 0.42) than RDI-based model (κ = 0.29). In conclusion, this simple 45 s self-test can be used to estimate and classify CRF in healthy individuals with moderate accuracy and large repeatability when HR recovery features are included
Clonal hematopoiesis in patients with autoimmune thrombocytopenia: an international multicenter study
No full textDiagnostic boundaries between immune thrombocytopenia (ITP) and other thrombocytopenic states, such as thrombocytopenic myelodysplastic syndromes, may be difficult to establish, and the detection of somatic mutations by next-generation sequencing (NGS) may be of aid. Here, we aimed at characterizing the prevalence and clinical significance of clonal hematopoiesis in ITP. In this multicentric retrospective observational study, we enrolled 167 adult patients with ITP, followed at 13 centers in Italy, United Kingdom, and the United States. Patients underwent NGS evaluation after a median of 3.6 years from ITP onset, and 83% had received at least 1 therapy line, for a median of 2 lines (range, 0-9); 51 of 167 patients (30%) had at least 1 mutation. After exclusion of germ line variants and polymorphisms, 31 of 167 (18.5%) were defined as having clonal hemopoiesis. Most commonly mutated genes were TET2, DNMT3A, SRSF2, and ASXL1 (median variant allele frequency, 29%); 19 of 31 patients (68%) had high-risk variants, and 8 had multiple mutations. Mutated patients were more frequently older males and showed a shorter time from first to second-line therapy, particularly with thrombopoietin receptor agonist (TPO-RA). Additionally, clonal hematopoiesis was associated with increased thrombotic risk (26% vs 8% in NGS-negative cases; P = .01), independently from TPO-RA exposure, though with an age effect. These data demonstrated the prevalence of clonal hematopoiesis in 18% of adult patients with ITP, which is associated with older age, relapsed/refractory disease, and high risk of thrombotic complications
