Objective assessment of an athlete’s performance is of importance in elite sports to facilitate detailed analysis. The implementation of automated detection and recognition of sport-specific moveme...

/pdf/machine-and-deep-learning-for-sport-specific-movement-4yjzoe8cro.pdf

Machine and deep learning for sport-specific movement recognition: a systematic review of model development and performance

European Resuscitation Council Guidelines 2021: Education for resuscitation

Anxiety in education

This paper surveyed the literature on the criteria of student performance in various educational domains in order to establish the coherent taxonomy and figure out the gap on this pivotal research area. The significant search for articles focused on: 1) student evaluation; 2) education-related; and 3) criteria and domain. The three reliable databases are the Web of Science, ScienceDirect, and IEEE Xplore. These databases are sufficiently broad to cover education and technical literature. The set comprised 178 articles. The biggest group (170/178) included various evaluation criteria and domains. Most domains (84/170) covered criteria, such as performance and skills. Another group (8/178) utilized surveys and reviews to characterize the evaluation criteria for specific specializations. Since 2012, researchers have investigated the process of student evaluation in several domains. Regardless of class, the challenges that prohibited the full adoption of evaluation criteria were the focus of articles and recommended mitigations. Although research areas on student evaluation differed, the results were evenly pivotal. This paper affirms the existing research and provides the supplemental areas for future work.

Comprehensive Insights Into the Criteria of Student Performance in Various Educational Domains

The development of divergent thinking (DT) in school-age children and adolescents has received considerable attention in the educational psychology literature since the 1970s. A body of research has outlined the existence of slumps (i.e., temporary declines) in this development with, however, conflicting findings concerning the magnitude and timing of these slumps. This study is the first to meta-analyze prior research findings regarding DT development from Grades 1 to 12, with a particular emphasis on the widely controversial fourth-grade slump. A total of 2139 standardized means from 41 studies involving 40,918 subjects were analyzed using a meta-analytic three-level model. The findings showed an overall upward developmental trend of DT across grade levels, with some discontinuities. Specifically, there was no evidence of a general fourth-grade slump; rather, evidences for a seventh-grade slump were found. Moderator analyses indicated that a fourth-grade slump might be observed depending on DT test, task content domain, intellectual giftedness, and country of study. The existence of the seventh-grade slump was also moderated by DT test, task content domain, and gender. Together, this study deciphers a longstanding debate regarding DT development, a prerequisite knowledge to support age-appropriate educational strategies that encourage creativity development. Implications of these findings for creativity research and practice are discussed.

/pdf/does-the-fourth-grade-slump-in-creativity-actually-exist-a-3y7g35ztn1.pdf

Does the Fourth-Grade Slump in Creativity Actually Exist? A Meta-analysis of the Development of Divergent Thinking in School-Age Children and Adolescents

The first aim of this study was to analyse performance self-efficacy as a predictor of music performance anxiety (MPA), and performance boost and self-rated performance as their outcomes in a sampl...

Music performance anxiety: Exploring structural relations with self-efficacy, boost, and self-rated performance

Musicians, postural quality and musculoskeletal health: A literature's review.

Automatic recognition and scoring of olympic rhythmic gymnastic movements.

A number of researchers have verified the possibility of enhancing motor creativity through specific physical education programmes. Nevertheless,little is known about the developmental pattern or the most critical stages in the acquisition of motor creativity. The broad objective of this study was to determine whether significant changes in motor creativity occur during primary education, and if so, when. A total of 84 Spanish girls and boys were evaluated using tests taken or adapted from the Thinking Creatively in Action and Movement tasks and Bertsch' Tests of Motor Creativity. In general, the results show that motor creativity – especially fluency and flexibility - increase with progression through school, though different aspects of creativity show different trends. In particular, motor fluency increased especially rapidly between ages 6 and 9 years, and the symbolic transformation of objects and movements between ages 8 and 11 years.

/pdf/the-evolution-of-motor-creativity-during-primary-education-2dhdf2wo97.pdf

M. Pino Díaz-Pereira

Papers

Music performance anxiety: Exploring structural relations with self-efficacy, boost, and self-rated performance

Musicians, postural quality and musculoskeletal health: A literature's review.

Automatic recognition and scoring of olympic rhythmic gymnastic movements.

The evolution of motor creativity during primary education

Common postural defects among music students.