Suchergebnisse - Motor control

Schröder, S. “… The present study (N = 35, mean age: 17.06) suggests a negative correlation between stress load and self-control (r = -.517, p < .001). Concurrently, a positive correlation was identified between self-control and willpower (r = .433, p < .005), with willpower also exerting an influence on motor learning, although not significantly (d = .358).  …”

Zebrowska, A., Sikora, M., Mikolajczyk, R., Gerasimuk, D., Thuany, M., Weiss, K., Knechtle, B., Hall, B. “… In addition, the study aimed to assess the impact of training in hypoxia on the mechanisms of exercise-induced motor performance fatigue. In a randomized, controlled crossover study twelve athletes (age 15.7 ± 1.0 years) completed a HIIT in normobaric hypoxia (hypoxia training) (fraction of inspired oxygen, FiO2 = 15.2%) and normoxia (normoxia training) in a randomized order.  …”

Arede, J., Zhou, R., Shang, X., Leite, N., Schöllhorn, W. “… This decline suggests that the DL-based training programme may have helped reduce injury risk among adolescent basketball players, enhancing neuromuscular control and motor adaptability. Future research should further investigate the long-term effects of DL and its broader application across different sports and populations. …”

Gutiérrez-Capote, A., Jiménez-Martínez, J., Madinabeitia, I., Torre, E., Leicht, A. S., Botía, M., Alarcón, F., Cárdenas, D. “… Additionally, it examines the moderating role of inhibitory control (IC) on these effects. Methods Thirty-nine youth basketball athletes (26 males and 13 females; age 14.9 ± 1.3 years) participated in two experimental sessions with varying levels of environmental manipulation: Low Environmental Manipulation (LEM) and High Environmental Manipulation (HEM), differing in the cognitive-motor complexity of the task and the consequences associated with performance outcomes.  …”

Khraibet, R. M. “… Introduction: Neuromotor exercises, which enhance motor control and muscular coordination, play a crucial role in optimizing the performance of soccer players, particularly in skills such as passing and dribbling.  …”

Badau, D., Steff, S., Badau, A., Stoica, M.

Trabelsi, O., Romdhani, A., Ghorbel, A., Bouchiba, M., Souissi, M. A., Scharenberg, S., Gharbi, A. “… They also highlight strategies for optimizing VM, including integrating complementary pedagogical tools, considering motor skill complexity, scheduling sessions based on learner chronotype, enhancing self-regulated learning, and ensuring optimal video playback features (slow-motion and self-control).  …”

Eshiev, A., Romanova, E., Kudryavtsev, M., Osipov, A., Galimova, A., Melnichuk, A., Vorozheikin, A., Bakayev, V., Suldin, P., Tyupa, P., Van, O., Nepanov, A., Stolonogova, E. “… Enhancing endurance motor skills is a key focus of training sessions for skiers.  …”

Shelgacheva, A. M., Bezhentseva, L. M., Kim, D. S. “… The results of testing the special motor readiness of young acrobats from the EG and CG made it possible to establish reliable intergroup differences during the experiment in indicators assessing flexibility, jumping ability, and maintaining static balance. …”

Makarov, I. V., Borovaya, V. A., Vrublevskiy, E. P.

Bandeira, P. F. R., Lemos, L. F., Estevan, I., Kipling Webster, E., Clark, C. T., Duncan, M. J., Mota, J. A., Martins, C. L. “… Motor competence (MC) is conceptually defined as a multidimensional latent construct that covers the proficient performance in motor skills and its underlying mechanisms This study aimed to statistically provide arguments that MC is a network of interconnected constructs, such as FMS, coordination, and its underlying mechanisms, which are responsible for preschoolers` proficiency in motor tasks.  …”

Kolokythas, N., Metsios, G. S., Galloway, S. M., Allen, N., Wyon, M. A. “… Introduction: The use of neuromuscular interventions in sports induce meaningful motor performance in strength, sprint and power.  …”

Spieszny, M., Wasacz, W., Kamys, Z., Ambrozy, T., Kasicki, K., Kapuscinski, P., Rydzik, L. “… Results: The experimental group demonstrated a significant improvement in the examined components of motor performance (p = 0.038 - 0.001), compared to the control group.  …”

Boichuk, R., Iermakov, S., Vypasniak, I., Nosko, M., Nosko, Y., Harkusha, S., Vaskan, I., Grashchenkova, Z., Ivanyshyn, I. “… Fifty of them were girls, and forty-two were boys. Motor tests were used to determine the level of coordination preparedness of the volleyball players.  …”

Pundzevicius, V., Paulauskas, R. “… The control group followed the usual training program without elastic bands.  …”

Nakayama, S., Trejo-Silva, A., Gomez-Ruano, M. A., Aida, H.

Çagin, M., Çimen Polat, S., Sarol, H., García Ramos, A., Çeviker, A. “… The participants were divided in experimental and control groups. Reaction performances were determined using the ÇAGIN Hand and Foot Reaction Tests, selective attention performances were evaluated using the Flanker Test and academic achievement was determined using the e-Okul system.  …”

Meha, R., Obërtinca, R., aus der Fünten, K., Leisge, K., Schaefer, S. “… The youth football injury prevention program `FUNBALL` contains exercises requiring high cognitive demands, which are performed concurrently to the training of the respective motor task. This study evaluates whether the program increases cognitive performances of young football players. 1253 football players (aged 13-19 years old) were randomly assigned to either a control (CON) or an intervention (INT) group.  …”

Abramova, T. F., Nikitina, T. M., Polfuntikova, A. V., Yakutovich, N. M. “… The greatest difference between athletes and untrained children is inherent in cognitive development, which reflects the leading role of consciousness in the development of skills of various properties and characteristics of learning. Motor and psychomotor abilities, which differ in the manifestation of the strength of the nervous system and the quality of coordination, are consistent with the priority of the importance of the development of movement control structures in accordance with the characteristics of motor activity and learning.  …”

Vona, M., de Guise, É., Leclerc, S., Deslauriers, J., Romeas, T. “… Males performed significantly faster than females on motor reaction time measures of attention and inhibition (all p < 0.001).  …”