ECSS Paris 2023: OP-SH15
Introduction Shotokan Karate (SK) is a martial art originally conceived to promote holistic (i.e. motor, affective and cognitive) human development. Cognitively enriched SK tasks may enhance executive functions (EFs), improving goal-directed behaviors, and transferring them to life skills [1] . However, scientific support for EFs parameters manipulation is scarce [2]. This study compared the effects of distinct parameters manipulation to cognitively enrich SK tasks on performance of a particular EF domain –working memory (WM). Methods Twenty-four neurotypical children (11 girls; mean age: 9.73 ± 1.27 years), with at least two years of practice of SK took part in three trials (AE – addition of elements; AS – alteration of sequences; CO – control condition). In each trial, they individually performed twelve bouts of the kata – i.e. a sequence of 21 blocks of SK techniques – manipulated according to AE and AS cognitive enrichment parameters focused on WM. The WM was ecologically assessed with the Behavior Rating Inventory of Executive Function (BRIEF). Acute effects of enriched tasks on WM were assessed with pre- and post-trials performance in the Corsi Block test. Real-time evaluation of WM demands of SK’s enriched tasks was analyzed through notational analysis, assessing executive errors such as intra- and inter-block errors, omissions/additions, and buffer episodes. Data notation occurred on four time points - bouts one (time 1), six (time 2), seven (time 3) and twelve (time 4) - of the 12 katas’ executions. A single observer (sports scientist, black belt SK coach) collected all data (reliability assessment - Cohen’s Kappa: 1.0). Generalized Estimating Equations (Tukey adjusted post-hoc) were used to compare WM performance within and between trials (alpha = 0.05). Results BRIEF scores were within acceptable range: WM Scale (54.39 ± 9.07), Metacognition Index (55.43 ± 10.46), and Global Executive Composite (54.52 ± 8.98). Corsi Block accuracy did not change across conditions (negative time effect, p < 0.05). WM manipulation during kata in AE, AS, and CO trials presented significant interactions among conditions, times, and error types (p < 0.05): i) AS had a lower performance than AE in time 1 for intra-block errors and buffers; ii) In AE, intra-block errors increased from times 1 to 3; iii) In AE, buffers increased from times 1 and 3-4, 2 and 3-4. Discussion This study cognitively enriched SK’s tasks with precise dose parameters. A main time effect in Corsi Block test indicated a general WM decline after trials. Enrichment strategies (AE and AS) differed in cognitive demands as indicated by error types and increment rates, particularly from time 1 to 3-4 since cognitive demands progressively increased [2]. Evidences should contribute to parameterization of cognitively enriched sportive tasks design by coaches and on-task performance evaluation approaches. References 1. Diamond, A., & Ling, D. S. (2020) 2. Tomporowski, P. D., & Pesce, C. (2019)
Read CV Leonardo SilvérioECSS Paris 2023: OP-SH15
Introduction: A key role of quality school physical education (PE) is to enable children to learn and control motor skills. The assessment of fundamental motor skills (FMS) therefore becomes essential. Limitations of existing measurement tools include being designed exclusively for clinical and sport contexts, having age restrictions (3 - 10 years old) and not emphasizing, as much as it should, the pedagogical purposes of PE learnings. Accordingly, we developed an original battery of 25 representative tests for the evaluation of students fundamental psychomotor (13) and sociomotor (4) skills. Objective: To assess the feasibility, validity and reliability of the battery’s 25 FMS tests. Methods: Following established standards of the psychomotor domain’s tests development, we identified the skills to be assessed, developed assessment parameters by focusing on the performance’s execution process (quality) rather than the product (quantity), and determined the tests procedures. Extensive testing took place in 9 schools (n = 4706 students, 5 to 14 years old). Each test was administered to targeted age groups students (in the last grade level of each learning cycle K-2, 3-5 and 6-8) to assess the test’s feasibility, content validity and to refine evaluation parameters. This process was repeated following modifications of testing procedures aimed at improving psychometric properties. Inter-rater reliability and construct validity (more precisely, concomitant validity) were assessed with Kendall’s W tests, Pearsons chi-squared and Kappa statistics, and Cramers V symmetric measurements. Results: After the first test administration and the first feedback from PE teachers on test parameters, we modified instructions to improve clarity and adjusted the estimated time of administration for some tests of certain grade levels and the training of raters. Following the 2nd and 3rd school’s visits and modifications of testing procedures, moderate to very good indices of inter-rater reliability (Kendall’s W = 0.596-0.935) and construct validity (Pearsons Khi-square χ2 = 124.732-186.631, likelihood ratio L2 = 120.592-178.090, linear by linear association χ2 = 78.047-106.214, Cohens Kappa = 0.696-0.798 and Cramers V symmetric = 0.703-0.850) were found for final versions of the tests. Conclusions: Our study shows that the development of this criteria-based test battery following a rigorous methodological process was complex and time intensive (over 7 years). Nevertheless, the statistical analyses led to an appropriate validity and intra-rater reliability. Also, a process of establishing standardized measuring procedures is already in place. This test battery could become a standard measuring tool for assessing the FMS related to the PE learning outcomes, either for diagnostic, formative or summative purposes, within different assessment-teaching-learning sequences (ATLS) for each learning cycle of the French school curricula in New Brunswick, Canada.
Read CV HORIA-DANIEL IANCUECSS Paris 2023: OP-SH15
Sports scientists are in high demand internationally and employment in the field continues to grow to satisfy the ever-increasing focus within the sporting world on optimising performance. In a number of countries, sports science practice is founded on a set of standards that outline base level knowledge, skills and competencies to define the roles and scope of practice for the profession. Standards additionally guide certification and accreditation frameworks. Despite the practice of sports science having many common features regardless of the country in which it is conveyed, and the workforce being highly internationalised, a harmonised set of international standards does not exist. PURPOSE: To systematically audit the professional standards that underpin a national certification system of the five countries identified through an environmental scan as having existing national certification systems for Sports Scientists. METHODS: The audit process was conducted using a modified scoping review protocol based on the documentation provided by British Association of Sport and Exercise Sciences (BASES), Canadian Society for Exercise Physiology (CSEP), Exercise & Sports Science Australia (ESSA), National Strength and Conditioning Association (NSCA), and Sports and Exercise Science New Zealand (SESNZ). Three reviewers independently extracted data from the standards documents and results were cross checked by relevant experts from each jurisdiction. RESULTS: There was commonality of themes for 43% for all content extracted. The overall coverage of themes was 22%, 27%, 38%, 54% and 76% from UK, US, Australia, NZ and Canada respectively. Two of the five sets of standards relied on a pre requisite foundational exercise science set of professional standards and this, in the US and Australia, accounted for an additional 3% and 38% of the elements respectively. CONCLUSION: There is a common core of themes covered by all current national standards for Sports Science across the five nations audited, but there is variable coverage in the remaining 57%. Whilst in some countries a portion of this can be attributed to a foundational set of exercise science professional standards, these findings are important for understanding the differences in current training and certification of Sports Science professionals, and how this might influence the internationalisation of the profession. It could be proposed that this audit of Sports Science standards sets the foundation for developing an international set of Sports Science professional standards that will promote harmonisation of the profession across jurisdictions.
Read CV Nathan ReevesECSS Paris 2023: OP-SH15