Search Results (340)

Background/Objectives: In interceptive sports like volleyball, the ability to accurately time an action relative to a moving object (Coincidence Anticipation Timing—CAT) is critical. This study investigated the effects of a structured 8-week deliberate practice intervention on CAT accuracy and its long-term retention in young female athletes. Methods: Thirty-two female volleyball players (aged 8–10 years) were randomly assigned to an Experimental Group (EG, n = 16) and a Control Group (CG, n = 16). The EG underwent a specialized 8-week training program focusing on progressive cognitive load and immediate knowledge of results, while the CG followed standard volleyball training. A single-blind assessor measured CAT at two velocities (5 mph and 10 mph) using the Bassin Anticipation Timer at three time points: pre-test, post-test, and a 2-month retention test. Results: ANCOVA revealed a significant group-by-time interaction (p < 0.001), with the EG demonstrating a substantial reduction in absolute timing error. The effect size was markedly higher at 10 mph (partial η² = 0.400) compared to 5 mph (partial η² = 0.197). Crucially, the EG maintained their performance gains during the retention test (p < 0.05), whereas the CG showed no significant improvement over time. Conclusions: Targeted deliberate practice effectively enhances temporal prediction accuracy in children, likely by facilitating a shift from reactive to predictive motor control. The robust retention of these skills underscores the significant neuroplasticity of the 8–10 age window, suggesting that early foundational timing interventions provide long-lasting benefits for athletic development. Full article

Background: Contextual interference (CI), defined as interleaved practice, improves motor skill learning in powerlifters. However, previous protocols lacked ecological validity. This study evaluated an alternative, highly specific CI exercise (the seal row) to provide a more practical approach for powerlifting routines. Methods: Fifteen powerlifters (10 males and 5 females, age: 23 ± 2 years, 1RM: 78 ± 32 kg) were randomized in a high CI group (HCI) and low CI group (LCI) undergoing a 6-week training intervention. Powerlifters were tested on their bench press exercise strength and technical execution. Technical execution was assessed using a 13-item Likert scale. Results: Strength significantly increased in both groups (F (3.32, 46.5) = 9.553, p < 0.05, pes = 0.42). Global technique analysis showed a group × time interaction (F (4, 952) = 2.547, p = 0.038). A significant group × time interaction occurred for scapular adduction/retraction (F (4, 52) = 3.753, p = 0.009), with the HCI group showing greater improvement. Conclusions: Alternating a primary task (bench press) with antagonist overloads (seal row) improves technical execution over six weeks without hindering strength gains. These findings support practical CI strategies in resistance training to optimize skill acquisition. Full article

Background/Objectives: Physically active play (PA-play) offers natural, self-directed, and varied opportunities for physical activity and motor skill development in children. It is often viewed as a rich context for learning, yet how PA-play systematically supports the core concepts and elements of motor learning (ML) requires a closer examination in typically developing (TD) children and those with neurodevelopmental disorders such as Developmental Coordination Disorder (DCD). Methods: A two-part integrative conceptual synthesis was conducted to explore how core ML concepts are reflected in children’s PA-play. Part 1 involved a synthesis of the play literature, analyzed through an ML lens in TD children. Part 2 involved synthesizing the literature on ML elements and characteristics of PA-play in children with DCD. Results: In Part 1, the conceptual synthesis highlighted that PA-play in TD children enables conditions supportive of ML, including both implicit and explicit learning, high-volume practice, task variability, progressive challenge, and feedback through verbal and non-verbal cues. In Part 2, the synthesis highlighted ML difficulties in children with DCD, such as slow, effortful learning with reduced adaptability and greater performance variability. Additionally, the synthesis highlighted limited DCD evidence using PA-play as an ecological context for ML. Conclusions: Overall, PA-play could offer environments consistent with ML elements in TD children, yet evidence for its effectiveness in children with DCD remains limited. Future research should explore how PA-play can be leveraged to address the specific ML challenges faced by children with DCD. Full article

Introduction: Declines in children’s fine motor skills (FMS) are increasingly reported across UK primary education, raising concerns for school readiness, independence, and long-term health. This study examined whether structured classroom-based cooking activities could enhance FMS in children aged 7–8 years. Methodology: Informed by physical literacy and experiential learning, a six-week intervention (n = 30) used progressive pizza-making sessions to target effective pincer grip, consistent hand-eye coordination, and control over hand and wrist motions, a mixed-methods design that combined curriculum-aligned observational assessments with qualitative field notes. Results: Statistically significant progressive increases were observed across effective pincer grip, consistent hand-eye coordination, and hand and wrist control (χ², p < 0.001), suggesting improvements in fine motor competence within this sample. Performance increased from 30–40% skill demonstration in session one to 70–85% by session five. Qualitative data indicated enhanced confidence, task persistence, and independence. Discussion: In this sample, authentic, goal-directed cooking tasks were associated with improvements in FMS, reinforcing links to cognitive and academic outcomes. Cooking offers a low-cost, inclusive approach that integrates movement, learning, and health priorities. Embedding structured cooking within the curriculum may provide a scalable strategy to support FMS development and health equity, establishing a strong foundation for future controlled research. Full article

Social and emotional learning (SEL) has become increasingly central to educational policy and lifelong development, while advances in robotics have opened new possibilities for supporting socio-emotional competencies through human–robot interaction. Despite the rapid growth of robot-assisted SEL research, this field remains fragmented, with limited understanding of its intellectual structure, thematic foci, and evolution. To address this gap, this study conducted a scientometric analysis of 241 publications indexed in Web of Science using bibliometric methods. Results indicate a steady growth trajectory, with research concentrated in a small number of core countries driving international collaboration. Influential publications and co-citation patterns reveal a strong foundation in autism-related interventions and child-centered social skill development. Thematic mapping shows that motor themes are dominated by soft skills, autism, and interaction design, while emotion recognition and affective computing form technically mature but specialized streams. Foundational concepts such as human–robot interaction and artificial intelligence remain central yet theoretically evolving. Emerging links between robotics, STEM, and project-based learning suggest ongoing pedagogical expansion. This study maps the intellectual and thematic structure of robot-assisted SEL, showing how robots are emerging as mediational agents in hybrid learning systems while revealing uneven integration and misalignments between technological capabilities and pedagogical foundations. Full article

Educational robotics (ER) and robotics competitions offer an effective context for developing STEM (Science, Technology, Engineering, and Mathematics) competencies, technical skills, and soft skills in engineering degrees. However, current platforms reveal a pedagogical and technical gap: closed commercial systems restrict access to hardware, while open solutions frequently lack a robust and structured architecture for educational settings. Moreover, in both cases, many platforms do not achieve the hardware requirements of the most demanding competitions. To address this issue, the present article presents the design, implementation, and validation of EASYbot, a modular open-hardware robotics platform based on Arduino. The system integrates a microcontroller, a dual USB–battery power supply, high-performance motor power stages, and a plug-and-play interface for input/output and communication peripherals, enabling its use in several competition categories such as mini-sumo or maze robots. The platform is complemented by a state-based programming model and supports libraries that facilitate a learning assessment. The platform provides a scalable ecosystem, enabling students to progress from initial prototyping to optimised hardware control. The validation process encompasses a range of assessments, including technical tests, usability, and adoption evaluation through surveys. Full article

Gentleness, defined as the ability to handle tissues delicately while minimizing unnecessary force, is a critical indicator of surgical proficiency. Objective and real-time assessment of gentleness in virtual reality (VR)-based training can improve the understanding of both psychomotor and cognitive components of surgical skill. This study evaluates and classifies participants’ gentleness during VR-based laparoscopic simulations using fNIRS-derived hemodynamic features. Twenty-three volunteers with no prior laparoscopic experience performed a VR-based double-grasper task while hemodynamic activity over frontal and motor cortical regions was recorded using eighteen fNIRS channels. In parallel, subjective workload (NASA-TLX), error counts, and gentleness performance score (GPS) were collected. Temporal features, including slope, root mean square, and standard deviation, were extracted from the fNIRS signals and used to train multiple machine learning classifiers. Performance labels were binarized into low and high groups using median splits of the gentleness performance score. Models were evaluated using stratified 5-fold cross-validation. Results revealed stronger right-frontal HbO activity and increased left-motor HbR responses in the low-performance group, suggesting higher cognitive effort and less efficient motor strategies. Across classifiers, slope-based features consistently outperformed variability- and amplitude-based metrics. The highest classification performance was achieved using HbR slope features with Random Forest classifiers (accuracy ≈ 0.85, AUC up to 0.93). These findings highlight the potential of fNIRS-based metrics for automated performance assessment in VR surgical training. Full article

Neurological injuries and disorders affecting hand motor control can severely impair the ability to perform activities of daily living and substantially reduce quality of life. Technologies such as virtual reality (VR) are increasingly used to address fundamental challenges in therapy, including motivation and engagement; further, programmable features of digital interfaces offer additional opportunities to personalize and optimize motor training. In this proof-of-concept study, we developed and evaluated a novel VR-based training framework to support improved dexterity and hand function using physiological (sensory-driven) and cognitive (memory) cues designed to promote greater task-relevant neural engagement. The proposed approach leverages the integration of augmented sensory feedback (ASF) with memory-anchored cues for motor learning of target hand gestures. Using a within-subjects design, thirteen neurotypical adults completed four training conditions: (1) control (baseline gesture-matching in VR), (2) visual ASF (enhanced visualization and feedback of gesture accuracy), (3) memory-anchored cues (associating gestures with semantically meaningful entities, loosely analogous to American Sign Language), and (4) hybrid multimodal (visual ASF + memory-anchored cues). Training with the hybrid condition produced the fastest skill acquisition (9.3 trials to reach an 80% accuracy threshold) and the steepest initial learning slope (1.86 ± 0.12%/trial), with all conditions differing significantly in initial slope (all p < 0.002). Post-training assessment showed that the hybrid condition achieved the highest gesture accuracy (95.2%), greatest normalized post-training accuracy gain (14.3% above baseline), fastest execution time to target gesture (1.14 s), and lowest variability in gestural kinematics (SD = 3.9%). Both ASF and memory-anchored cue conditions each also independently outperformed the control condition on gesture accuracy (both p ≤ 0.002), with omnibus ANOVAs indicating significant condition effects across metrics. Together, these findings suggest that pairing ASF cues with memory-based cognitive scaffolding can yield additive benefits for motor skill acquisition and stability. Pending validation in clinical populations, such approaches may inform the design of VR-based motor training frameworks for rehabilitation. Full article

Insomnia is the most prevalent sleep disorder worldwide, affecting up to 30% of the population, and is frequently accompanied by cognitive complaints and measurable cognitive impairments. Chronic insomnia is characterized by persistent hyperarousal across physiological, cognitive, and neurobiological domains, which may compromise multiple cognitive systems. This review synthesizes current evidence on the impact of insomnia on major cognitive domains, including attention, language, memory and learning, executive functions, perceptual–motor skills, and social cognition. We critically evaluate methodological factors contributing to heterogeneous findings across studies, such as variability in diagnostic criteria, insomnia phenotypes, cognitive assessments, and sample characteristics. Additionally, we summarize emerging evidence on neuroanatomical and molecular correlates of insomnia-related cognitive impairment, including alterations in hippocampal and prefrontal brain structures, amyloid-β accumulation, dysregulation of brain-derived neurotrophic factor, neurotransmitter imbalance, neuroinflammation, and disrupted signaling pathways. Insights from preclinical studies show mechanistic links between sleep loss, synaptic dysfunction, oxidative stress, and memory decline. Despite substantial advances, the precise pathophysiological mechanisms underlying cognitive dysfunction in insomnia remain incompletely understood, suggesting that cognitive impairment arises from the convergence of multiple biological processes rather than a single causal pathway. A deeper mechanistic understanding is essential for developing targeted interventions for preventing cognitive decline in individuals with insomnia. Full article

Background/Objectives: To study the hypothesis that cognitive functions and learning skills are impaired in child/adolescent childhood cancer survivors (CCS). Secondary outcomes included psychosocial parameters and quality of life. Methods: This case–control study was conducted over four years (2017–2021) at the largest pediatric Aghia Sophia Children’s Hospital, in Greece. Eligible participants were children and adolescents in Greece. For CCS, ≥1 year should have elapsed from completion of cancer treatment. Assessments of neurocognitive function, learning and psychosocial skills and health-related quality of life (HRQoL) were performed with validated instruments (WISC-III, LAMDA software, Achenbach CBCL/6-18 and YSR, KIDSCREEN-52, respectively). Results: In total, 219 participants (47.49% males, mean age ± SD 11.72 ± 2.32 years), 70 CCS and 149 controls (matched for age, sex, family income), were included. Cases were CCS of acute lymphoblastic leukemia (n = 25)/brain tumors (n = 19)/lymphoma (n = 17)/nephroblastoma (n = 5)/Ewing sarcoma (n = 3)/rhabdomyosarcoma (n = 1). CCS had worse scores in full-scale Intelligence Quotient (FSIQ) (p = 0.004), verbal IQ (VIQ) (p = 0.005) and all its subscales, performance IQ (PIQ) (p = 0.021), and almost all learning parameters than controls. Attention, working memory, writing/visual–motor coordination, processing accuracy/speed, language acquisition/expression, all psychosocial scales, and HRQoL domains of mood and emotions, were negatively affected in CCS. Female CCS demonstrated lower FSIQ (p = 0.019) and VIQ (p = 0.014) than control females, whereas male CCS retained their total IQ unaffected. Among CCS, those with non-central nervous system (CNS) tumors, higher parental educational level or higher family income had significantly higher IQ than those with CNS tumors, lower parental educational level or lower family income, respectively. Conclusions: CCS in Greece carry a significant burden of cognitive and psychological morbidity. Cognitive/educational and psychosocial support to CCS is imperative. Full article

Advances in consumer virtual reality (VR) and artificial intelligence (AI) have accelerated the use of immersive virtual learning environments (iVLEs) for skills training. Learner engagement is a critical determinant of training effectiveness, which can be shaped by VR system features (e.g., visual, auditory, and tactile immersion) coupled with interaction mechanics and instructional design integrated with the instructional behaviors of virtual human assistants (VHAs). Although visual and behavioral fidelity in VHAs have been extensively studied, functional fidelity (i.e., the extent to which the iVLE and/or VHAs support cognitive, perceptual, and motor processes required to perform a task regardless of visual realism), and particularly the temporal alignment of instructional guidance with learners’ cognitive and motor demands, remains underexamined. This article highlights research on VHAs in iVLEs with a special emphasis on temporal functional fidelity as an emerging requirement for synchronizing instructional support with user workload and task phases. By consolidating existing findings and highlighting gaps in current empirical work, this article outlines key implications for the design and evaluation of VHAs and identifies directions for future research aimed at optimizing instructional timing in iVLEs. The goal is to inform principled VHA design and clarify how fidelity dimensions should be integrated to support effective, pedagogically grounded immersive learning experiences. Full article

Self-controlled feedback promotes motor skills among patients with bodies altered by disease or injury. However, mechanisms underlying its effectiveness remain unexplored. This study determined whether metacognitive ability is involved in the learning benefits of self-controlled feedback during motor skill acquisition. Twenty-eight healthy adults (14 women; mean age = 21.6 ± 0.5 years), assigned to a self-control group (which received knowledge of the results only when requested) or a yoked group (which received knowledge of the results with the paired participants in the self-control group), performed a golf putting task. The experiment comprised a pre-test, practice trials, and a retention test administered 24 h after practice completion. Metacognitive ability was assessed after practice using the Adult Metacognition Scale. The self-control group showed greater improvement from the pre-test (V = 4.5, p < 0.01) and scored higher than the yoked group on the retention test (U = 51, p = 0.02). No between-group differences were found for any metacognitive subscale scores. Metacognitive monitoring was positively correlated with putting performance improvement only in the yoked group (p < 0.05, r = 0.56). The self-control group showed enhanced motor learning compared with the yoked group. Metacognitive monitoring was associated with learning only when feedback timing was externally determined, suggesting that self-control benefits learners with lower metacognitive monitoring. Full article

Background: Early childhood is a critical period for the development of motor competence, which is closely related to later physical activity, educational readiness, and broader developmental outcomes. However, the temporal dynamics of motor skill acquisition in preschool children, particularly the time required to reach initial and early refinement phases of learning, remain insufficiently described. The aim of this study was to examine whether different levels of previous participation experience in an organized kinesiology program are associated with differences in the speed and quality of novel motor skill acquisition in preschool children, and to explore the relationship between baseline motor proficiency and phase-based indicators of motor learning. Methods: A total of 161 preschool children aged 5–6 years participated in the study and were grouped according to their previous participation experience in an organized kinesiology program (0 h, ~120 h, ~350 h, and ~470 h). Following BOT-2 assessment, all participants completed a standardized 7-week motor learning program that included nine previously unfamiliar motor tasks. Using a phase-based video analysis protocol, three learning indicators were recorded: time to Phase 1 (F1; first successful execution), time to Phase 2 (F2; initial refinement of performance), and final performance quality (K). Group differences and associations were first examined descriptively and correlationally, after which additional multivariable regression models were performed to determine whether previous participation experience and baseline motor proficiency were independently associated with motor learning outcomes. Results: The findings showed consistent differences across groups, with children who had greater previous participation experience generally reaching F1 and F2 more rapidly and achieving higher final performance quality scores. Higher BOT-2 scores were also associated with shorter learning times and better final performance quality. In the multivariable models, both previous participation experience in an organized kinesiology program and BOT-2 total score were independently associated with Phase 1 attainment time and final performance quality, whereas only previous participation experience remained independently associated with Phase 2 attainment time. The applied phase-based observational protocol demonstrated good to excellent inter-rater reliability across the evaluated motor learning variables. Conclusions: These findings provide phase-based temporal indicators of motor learning progression in preschool children and suggest that previous participation experience in an organized kinesiology program and baseline motor competence are meaningfully associated with the speed and quality of acquiring new motor tasks. The findings also demonstrate the potential of phase-based approaches for quantifying motor learning dynamics in early childhood settings. Such indicators may offer useful reference information for instructional pacing and the planning of motor learning activities, while also serving as practically relevant predictors for adapting future kinesiology programs to children’s motor readiness. Future research should further examine these relationships using longitudinal and analytically expanded designs. Full article

Background: Sensorimotor differences have frequently been reported in children with developmental dyslexia, but are often considered secondary or comorbid to phonological deficits. Within an embodied cognition perspective, reading acquisition emerges from dynamic interactions between bodily regulation, multisensory integration, and learning-related neural plasticity. Proprioception contributes to spatial orientation, motor coordination, and perceptual stabilization, while sleep-dependent processes play a critical role in the consolidation and automatization of cognitive and motor skills. Objectives: Building on early clinical observations, including the hypothesis proposed by Martins da Cunha, this review explores whether variations in proprioceptive processing and sensorimotor regulation may influence multisensory stability and the conditions under which reading skills develop in some individuals with dyslexia. Methods: This narrative synthesis integrates clinical observations and experimental paradigms examining proprioceptive function in children with dyslexia, including studies conducted in our laboratory over the past two decades. These investigations address postural regulation under varying attentional demands, laboratory measures of proprioceptive acuity, visuospatial localization tasks, multisensory interactions, and exploratory observations concerning sleep–wake regulation. Results: Across studies, children with dyslexia often show differences in proprioceptive processing associated with variations in postural regulation, visuospatial stability, and multisensory tasks. Laboratory measurements suggest reduced proprioceptive acuity in some individuals, with moderate correlations observed between proprioceptive sensitivity and reading-related measures. Additional observations suggest that nocturnal physiological regulation—including respiratory dynamics and sleep architecture—may interact with daytime sensorimotor stability and attentional functioning. Conclusions: Taken together, these findings support the hypothesis that variations in sensorimotor regulation across the sleep–wake cycle may influence the stability of multisensory processing and attentional conditions relevant for reading acquisition. Within this perspective, proprioception is not proposed as an alternative explanation for dyslexia but as a complementary dimension that may contribute to the heterogeneity of dyslexic profiles. Further longitudinal and controlled studies are required to clarify the relationships between sensorimotor regulation, sleep-dependent plasticity, and learning processes. Full article

Anticipation allows individuals to prepare actions by predicting upcoming events, yet its influence on motor learning and its practical relevance for rehabilitation remain unclear. This study investigates how anticipation mechanisms shape motor learning and skill acquisition in a virtual leader–follower task and explores their potential for adaptive training. Forty-nine healthy adults performed a joystick-controlled tracking task in virtual reality, following a dynamic leader that was always visible (Control), became invisible at regular intervals (Deterministic Anticipation), or disappeared randomly (Stochastic Anticipation) to elicit anticipatory behavior. Kinematic and kinetic metrics and time-series analysis were used to evaluate synchrony, smoothness, and coordination. Performance improved from baseline to retention, with no distinct differences in final performance between the groups. However, slope-based analyses found that anticipation-based training accelerated learning, especially in the novice subgroup (baseline score < 35), with marked improvements in metrics such as score pause duration, temporal lag, and spatial error. Although participants reached similar final performance levels across protocols, the rate and pattern of learning differed across training protocols. Anticipation accelerates early-stage improvements, with the strongest effects observed in novice participants. The paradigm provides a high-resolution framework for adaptive motor training and assessment. Full article