1,721,023 research outputs found
Heliyon - Sport Medice
No full texteliyon Sports Medicine is a section of Heliyon that is fully dedicated to publishing valuable output across the spectrum of sports medicine, including physical rehabilitation, physiotherapy, physical activity orthopaedics, the musculoskeletal system and sports sociology. The section is led by a team of Editors from a broad range of specialties, enabling the section to support both traditional and multidisciplinary sports medicine research. Heliyon Sports Medicine welcomes a variety of article types, including case reports, original research, negative results, incremental advances and preliminary findings, and replication studies
Heliyon - Psychology
No full textHeliyon Psychology is a section of Heliyon that is fully dedicated to publishing valuable research in the field of psychology. The section is led by a team of Editors from a broad range of specialties, enabling the section to support both traditional and multidisciplinary psychology research
Helyion - Clinical Research
No full textHeliyon is an all-science, open access journal that is part of the Cell Press family. Any paper reporting scientifically accurate and valuable research, which adheres to accepted ethical and scientific publishing standards, will be considered for publication. As such, the journal also publishes manuscripts reporting negative/null results, incremental advances, and replication studies
Gli sport da combattimento e le capacità percettivo cognitive: Una revisione della letteratura
No full textLa presente rassegna ha l’obiettivo di delineare le capacità percettivo-cognitive degli atleti di sport di combattimento
e tracciare linee guida per future ricerche. Nello specifico sono stati esaminati gli studi, fino ad oggi reperiti, sulle
capacità, percettivo-cognitive dei suddetti sport. L’analisi della letteratura è stata riportata in base ai protocolli utilizzati,
così da evidenziare come le capacità variano in funzione dell’esperienza acquisita e delle caratteristiche degli
stimoli presentati. In particolare, gli studi sono stati divisi in paradigmi realistici (video e/o immagini di laboratorio di
azioni di sport), reali (situazioni/scenari molto simili alla realtà) e generici (stimoli luminosi o compiti semplici). In aggiunta
un capitolo a parte tratterà l’allenamento delle capacità percettivo-cognitive. Attraverso una ricerca mediante
la combinazione delle parole chiave (perceptual-cognitive skill, anticipation skill, decision making, TMS, EEG, fMRI,
combat sports, fight sports, karate, boxing, judo, taekwondo, MMA) sono state reperite 15 ricerche. I risultati mettono
in evidenza le migliori capacità percettivo-cognitive degli esperti rispetto ai meno esperti e novizi sia attraverso la
presentazione di stimoli realistici che di quelli reali anche se sono presenti alcune eccezion nei compiti semplici. Per
quanto riguarda gli stimoli generici, i risultati confermano solo in parte le migliori abilità degli esperti rispetto ai meno
esperti.The aim of the review is to outline the perceptual-cognitive skills of combat sports and the future research in this
field. The literature analysis was reported on the basis of the protocol used, in order to highlight how the abilities can
vary according to expertise and stimuli. The research has been divided into: realistic scenarios (videos or pictures
presented in a laboratory setting), real scenarios (situations similar to reality) and generic stimuli (flash stimuli or
other simplistic stimuli). Furthermore, a chapter aside examines the perceptual-cognitive training in combat sport.
Through the combination of specific keywords (perceptual-cognitive skill, anticipation skill, decision making, TMS,
EEG, fMRI, combat sports, fight sports, karate, boxing, judo, taekwondo, MMA) 15 articles were found. The results
show better performance of experts than non-experts and novices in both realistic and real stimuli, except for some
less complex tasks. On general stimuli outcomes, instead, the findings are a bit controversial
ITALIAN VALIDATION OF MOTIVATION OF MARATHONERS SCALES
No full textPurpose
In sport activities, the link between the willingness and motivation is fundamental to reach the aim set.
Several reasons push people to do physical activity, one of them is health, also defined by the term positive addiction(1). For these reasons, since the 70's a lot of people began to run and both social and sport psychologist developed an interest of that phenomenon. One of the most important was developed by Carmack and Martens(2). Finally, Master and colleagues (1993,3) performed an analysis of the researchers that investigated the motivation to run in order to develop the “Motivation of Marathoners Scales (MoMS)” questionnaire that examined the motivation of the marathon runners to run.
Due to its excellent psychometric properties(3) we developed an Italian version of the MoMS (MoMS-it).
Method
Before starting the administration and the data collection we translated the items following the translational procedure (4).
Anonymously, 604 marathon runners (117 female and 487 male; age 47.32 ± 9.79) filled the italian version of the questionnaire.
Cronbach’ alpha was calculated to assess the internal consistency of MoMS-it. A series of confirmatory and exploratory factor analysis (CFA, ECA) were performed. Paired T.test was performed for each factor in order to verify the different expression of each motivation between the gender and or ages of participants using the media value of the sample..
Results
Cronbach’s alpha coefficient for the entire questionnaire was .91, as well as they were the consistencies of each scale.
The CFA showed results similar to what Master and colleagues reported(3).
Conclusion
The data analysis showed that the translation of the items we performed produced a reliable Italian form of the MoMS and the results were similar to another recent work(6)
Prima e oltre il COVID19. Corpo-movimento e Outdoor Education nella formazione degli insegnanti
No full textL’esperienza di formazione, nell’ambito del corpo-movimento e dell’outdoor education, soprattutto ora con la forte pressione positiva esercitata dal COVID19, fa emergere entusiasmi, timori, perplessità, ma anche slancio, verso strategie per le quali le/gli insegnanti si sentono attratte/ti ma non completamente pronte/i (Antonietti et al., 2020). Il continuo confronto con le/gli insegnanti di scuola dell’infanzia e di scuola primaria, ha fatto emergere la necessità di colmare un vuoto, soprattutto nell’ottica della continuità verticale, che valorizzi il corpo e movimento nel continuum indoor-outdoor (Ceciliani, 2018). Il coinvolgimento di una trentina di insegnanti, sia di scuola primaria sia di scuola dell’infanzia, l’osservazione dei bambini, e la riflessione sul proprio agire educativo, ha fatto emergere interessanti elementi che possono assurgere a linee-guida trasversali, buone prassi, nella formazione in servizio ma, anche, nella formazione universitaria. Termini come osservazione, ambiente destrutturato, flessibilità organizzativa, variabilità delle routine, esperienza di rischio (Negro, 2019. Farnè, 2014; Russel, 2007), emergono dalle riflessioni delle insegnanti, seppure con evidenti differenze tra scuola dell’infanzia e scuola primaria, e vengono accolti come importanti anche se non adeguatamente sviluppati nell’agire educativo. Il contributo presenta i evidenze emerse, attraverso questionari e focus group, durante il periodo pandemico che, al di la dei tanti aspetti negativi, ha anche sollecitato gli insegnanti a mettersi in gioco rivalutando l’agire del bambino e l’educazione all’aperto. Il fatto che sia stata la pandemia a riscoprire tali aspetti educativi, per altro più per aspetti sanitari, deve far riflettere sulla necessità di riconoscere loro maggiore importanza nella formazione iniziale degli insegnanti. L’osservazione condotta in questo studio cerca di fornire un contributo in tal senso, affinché certe strategie e strumenti educativi non siano legati alla straordinarietà o all’emergenza, ma siano strumenti ordinari nell’agire educativo
La modulazione della codifica degli stimoli in funzione della risposta e dell’esperienza: uno studio comportamentale
No full textDurante un incontro pugilistico, i due pugili devono codificare una gran numero di informazioni in modo da prendere la decisione più adeguata per rispondere ai colpi dell’avversario.
In questo studio abbiamo analizzato i meccanismi pre-attentivi alla base delle abilità degli atleti di pugilato nel reagire ai colpi dell’avversario.
Pugili esperti, pugili novizi e persone senza esperienza di pugilato hanno preso parte ad un compito Simon modificato ad–hoc.
Il compito dei partecipanti è stato quello di rispondere alla vista del colore dei guantoni da pugilato (rosso o blu) indossati da un atleta in posizione di attacco premendo dei pulsanti posti ai lati degli stimoli. I risultati hanno suggerito come i processi di simulazione mentale possano avere un ruolo significativo nella pianificazione delle risposte ad eventi critici.
Si sono verificate inoltre variazioni e modulazioni a seconda dell’esperienza/competenza dei soggetti. Le risposte date dai pugili meno esperti e dai non pugili sembrano simulare azioni di difesa (pugno sinistra - mano destra, pugno destra - mano sinistra).
Le risposte dei pugili esperti sembrano invece simulare azioni di contrattacco (pugno destro - mano destra, pugno sinistra - mano sinistra), impiegano un tempo statisticamente più lungo rispetto agli altri due gruppi. I dati sembrano suggerire che al crescere dell’esperienza si utilizzi più tempo per mettere in atto meccanismi di risposta basati sulla funzionalità finale della risposta motoria, che, nel pugilato, è colpire l’avversario dalla parte scoperta da difesa
Cognitive-motor inference in table tennis
No full textPurpose: In several sports, such as table tennis, athletes face high cognitive and physical demands concurrently, and this situation can impair performance via a phenomenon called cognitive-motor inter- ference (Le Mansec et al., 2012). This study investigated how table tennis athletes can manage single- and dual-task situations. Methods: Thirteen expert table tennis athletes with national and international experience were recruited (Mage = 20.4; SD = 5.3 y.o.). Participants performed three single-tasks and two dual-tasks. The single tasks
consisted in performing the Auditory Free-recall Memory Task (MT) and two table tennis tasks: Easy Task (ET) or Difficult Task (DT; Le Mansec et al., 2012). In ET and DT, participants had to return a series of throws from a robot machine. In the MT, participants just had to store 20 words and recall them at the end of the tasks. In the dual tasks, participants simultaneously performed either ET or DT with the MT (MT ? ET and MT ? DT). The NASA-TLX ques- tionnaire was filled up after each single or dual task to assess perceived physical (PD) and mental demands (MD).
Results: Significant differences were found among the different sessions (MT; MT ? ET; MT ? DT; p \ 0.001). MT performance was superior when compared with MT ? ET and MT ? DT. No significant differences between MT ? ET and MT ? DT were found. Considering only the first five words of MT, significant differences were found for the following task: MT vs MT ? ET; MT vs MT ? DT. Conversely, nonsignificant differences between MT ? ET and MT ? DT were found. However, when considering the last 5 words, MT performance was better when compared with MT ? ET and MT ? DT. Moreover, MT ? DT performance was better than MT ? ET performance. Mental demand was significantly different among the sessions (p \ 0.001). MT’s physical demand was signifi- cantly higher than all the sessions except the MT ? DT. Physical demand was also different across the sessions (p\0.001). MT’s physical demand was lower compared with all the other sessions. Moreover, the difference between MT ? ET and ET was nonsignif- icant. Whereas, DT’s and MT ? DT’s physical demands were higher compared with all the sessions. However, mental demand in DT and MT ? DT was not different.
Conclusions: Results indicate significant cognitive-motor interfer- ence even in expert table tennis players: the more difficult the
table tennis task becomes, the fewer words are remembered. These data are also supported by the higher PD and MD in MT ? DT compared to all the other sessions.
References: Le Mansec et al. (2018). J. Sports Sci
Chronic effects of regular exercise and physical activity on the cognitive functions
No full textINTRODUCTION
Recent findings showed how the cognitive function could be enhanced by the Physical Activities (PA). Through a Free Recall Memory Test (FRMT) it was highlighted how the acute exercise could improve the storage capacity of children's memory. The present investigation was run to understand whether PA has chronic impact both on physical and cognitive functions.
METHODS
93 middle school students (12.22y ± 0.93) were selected from a Rimini school. 47 female and 46 male students performed in three different days Motorfit physical Tests, International Physical Activity (IPAQ-C) and the self-esteem questionnaires and a Free Memory Recall Test. Students’ physical-skills has been related to the cognitive skills through a multivariate analysis of the variance (MANOVA). For each student we assigned values of 1 if they performed the test over the discreet value of the guide line, while 0 if they performed below of it. To evaluate the level of physical activity reported by the children, a linear regression was computed with IPAQ-C scores as dependent variable and gender and the dummy variables for each test as independent variables.
RESULTS
Significant effect emerged from IPAQ-C, gender, speed and endurance. The MANOVA analysis, instead, revealed a significant interaction for speed and sex for both the memory tasks (F = 4.92, p < .01). Specifically, the high-speed participants were able to storage more words than slower ones both in the first and second session of the FRMT. Moreover, differences between female and male were found. Males have better memory abilities in task 1 than females, while no differences emerged in memory task 2.
CONCLUSION
The present investigation revealed a chronic effect of the physical activity on speed capacities and on the storage capacity of children's memory, providing evidence that physical exercise could enhance some cognitive functions in children
CAN THE EXTRA PHYSICAL ACTIVITY ENHANCHE THE PSYCHOLOGICAL AND COGNITIVE FUNCTIONS?
No full textINTRODUCTION:This study aimed at investigating whether the Extra Physical Activity (EPA) has a chronic impact on the psychological
functions such as self-esteem and the ability to storage information. In the recent literature the acute effect of the intense cardiovascular
activity has been already shown as a mean to enhance the cognitive functions (e.g. memory capacity, 1).
METHODS: 4 classes of a Rimini school participated to the study. In total 76 students (12.86 y ± 0.62) were tested. 39 female and 37 male
students performed filled the self-esteem questionnaires (Rosemberg, 1960) and performed a Free Memory Recall Test (FMRT). The students
were divided according to gender, self-esteem and EPA. The EPA consisted in the participation, after school, in different activities
organised by the school such as frisbee and dancing. An ANOVA was performed to assess the differences between groups in selfesteem.
The MANOVA were run in order to test the memory skills (Memory Tasks 1, 2) for gender, self-esteem and EPA score
RESULTS: Data analysis revealed a significant triple interaction (Self-esteem X EPA X Gender, F=8.65, p<.01). EPA male participants reported
a higher score in self-esteem compared with EPA female students (31.3±3.4 vs 27.3±4.45, p=.03) and males who did not take part to
EPA (27.5±3.74, p= .04). The MANOVA for the two memory tasks highlighted significative interaction only for Self-esteem score (F=5.55,
V=.14, p=.006). Difference were also detected in the Gender (p = .72) and Gender X Self-esteem (p=.08), but they were not significant. The
post-hoc ANOVA in Memory task 1showed a significant interaction for Self-esteem (F=8.32, p<.01). No differences emerged from the posthoc
ANOVA for self-esteem (p=87) in Memory task 2. Students with high self-esteem performed memory 1 task better than low selfesteem
(11.6±3.1VS 9.86±2.3).
CONCLUSION: The male students who took part to the EPA seemed to have higher self-esteem scores than their counterpart that did not
participated to the extra activities. As well as differences emerged between males and female who practiced the EPA. The memory tests
results did not revealed differences between the EPA and non-EPA groups, but student with high Self-esteem were able to remember
more words than low self-esteem students. The results of self-esteem are in line with literature that supports a higher score in active
students (2). Moreover, the difference between males and females as already found by other researchers in similar investigation (3). The
FMRT was better performed by the higher self-esteem score’s students. While no difference emerged between who participated in EPA or
not, in FMRT results. This could probably due to the small sample size took into considerations by us. For future investigations the sample
size should be incremented, and the physical activity should be standardized differently.
1) Pesce et al., (2009) Mental Health Phys Activi; 2) Sluztzt & Simpkins, (,2009) Psyc of Sport and Exercise; 3)Thomas&Daubman, (2001) Sex
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