The aim of this study was to evaluate the effect of 11 additional soccer training sessions among youth soccer players according to their performance in a skill course. A total of 90 participants, aged 9 to 12, were randomly assigned to either an intervention group (IG) (n = 54) or a control group (CG) (n = 36) and have validated data. The trainings focused upon enhancing ball mastery and decision-making and included a combination of one vs. one situations and small-sided games (SSGs). Pre- and post-tests measured passing and dribbling skills through a skill course. The best time with additional time penalties for each dribbling and passing error was used for further analysis. An independent t-test revealed no significant differences in improvement between the two groups. However, paired t-tests revealed significant improvements for both the IG and the CG from pre- to post-test (7.9 and 3.9 s, respectively). Furthermore, no significant differences in the development of track time, cone touches, or passing errors between the groups were detected. These findings suggest that soccer players aged 9 to 12 improve their performance in a skill course through increased familiarity with the course and natural development of technical skills based on participation in soccer training and recreational soccer play. We argue that the lack of significant differences between the groups' performances can be attributed to the short duration and few sessions of the intervention, and a somehow low similarity between the skill course and the activities in the sessions.
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Sports (Basel)
December 2024
The Faculty of Teacher Education and Arts, Nord University, Høyskolevegen 27, 7600 Levanger, Norway.
The aim of this study was to evaluate the effect of 11 additional soccer training sessions among youth soccer players according to their performance in a skill course. A total of 90 participants, aged 9 to 12, were randomly assigned to either an intervention group (IG) (n = 54) or a control group (CG) (n = 36) and have validated data. The trainings focused upon enhancing ball mastery and decision-making and included a combination of one vs.
View Article and Find Full Text PDFMedEdPORTAL
December 2024
Associate Professor, Department of Academic Medical Education and Medicine, University of Kentucky College of Medicine and Lexington Veterans Affairs Health Care.
Introduction: A physician's first patient harm event oftentimes occurs during the intern year. Residents encounter and are responsible for medical errors, yet little training is offered in how to properly cope with these events. Earlier and more in-depth education about how to process patient harm events is needed.
View Article and Find Full Text PDFInt J Sports Phys Ther
November 2024
Department of Health Sciences, Faculty of Medicine Lund University.
Background: Rehabilitation following traumatic knee injury often focuses primarily on physical aspects. Lack of knowledge of psychological factors and appropriate strategies may be a barrier to meeting treatment recommendations to address these factors.
Purpose: The aim of this study was to investigate whether, and to what extent, Scandinavian physical therapists address psychological factors in treatment of physically active people with traumatic knee injury.
BMC Med Educ
December 2024
Pontificia Universidad Catolica de Chile, Vicuña Mackenna, Macul, Santiago, Chile.
Background: Therapy decision-making (TDM) is an essential medical skill. However, teaching therapeutic reasoning poses significant challenges. We present a comprehensive TDM course for medical students and report on student satisfaction with the educational strategies, their perceived importance of various TDM domains, and their self-efficacy in incorporating these elements into clinical decisions.
View Article and Find Full Text PDFCurr Pharm Teach Learn
December 2024
School of Pharmacy, Duquesne University, 600 Forbes Avenue, Pittsburgh, PA 15282, United States of America. Electronic address:
Introduction: Accreditation Council for Pharmacy Education's (ACPE) standards require pharmacy schools to assess Advanced Pharmacy Practice Experience (APPE) readiness. This paper describes the development and implementation of a Capstone Exam for assessing APPE-readiness and exploration of potential correlations between student performance on the Exam and performance measures within the didactic curriculum.
Methods: Faculty developed a Capstone examination aligned to the Pre-APPE Domains in Appendix A of the ACPE standards consisting of five stations assessing skills, which include: interviewing, counseling, prescription checking, professional communication, and inpatient order verification.
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