No abstract

Selected kinematic variables of the foot segments and the metatarsophalangeal (MTP) joint were investigated in relation to sprinting performance among 100 m sprint athletes at the 2000 Summer Olympic Games. It was hypothesized that the kinematics of the MTP joint, and forefoot and rearfoot segments, are related to sprint performance for both male and female athletes. Kinematic sagittal plane data were collected using two digital video cameras recording at 120 fields per second. It was determined that faster male sprinters experienced higher maximal rates of MTP extension, and faster female sprinters touch down with higher posterior sole angles and take off with lower posterior sole angles.

Modernizing classroom pedagogical practice requires openness to revisiting previously held assumptions and theories about what constitutes authentic teaching/learning cycles. The ever‐growing gap between the number of stimuli that students are exposed to and their available attentional resources indicates that sustained attention may have increasing value transitioning into 21st‐century learning environments requiring self‐reflection, collaborative learning, and self‐directed decision‐making. Neurofeedback has shown promise in laboratory and clinical settings as a tool for building sustained attention, but little in situ research has been completed in bringing the technology into the school for empirical testing. Furthermore, attentional research lacks connections between neural network modeling and observable neuromarkers for attention. This article aims to bridge these distinct concepts to support an understanding of the potential impacts of neurofeedback training (NT) and to provide a framework for other Mind, Brain, and Education researchers planning in situ NT studies.

Objective: To determine whether in situ neurofeedback training can be used as a tool to build sustained attention in the general student population and whether gains in attention translate to more effective work habits and learning skills. Method: Students participated in attention training game-based neurofeedback in situ for a period of 35 sessions of 25 min each. The study was built as a one-group pretest-posttest quasi-experimental design. Results: This study supports that classroom-based neurofeedback may be an effective tool to build sustained attention and translate these gains into observable work habits and learning behaviors including planning and organization. Conclusion: Neurofeedback has shown specificity in the treatment of Attention Deficit Hyperactivity Disorder. Published research has not, however, focused on its efficacy in developing attentional capacities in the general population. The promising results of this exploratory investigation warrant further applied research.