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(1) Background: How to optimally promote the process of acquiring and learning a new motor skill is still one of the fundamental questions often raised in training and movement science, rehabilitation, and physical education. This study is aimed at investigating the effects of differential learning (DL) and the elements of OPTIMAL theory on learning a goal-kicking skill in futsal, especially under the conditions of external and internal foci. (2) Methods: A total of 40 female beginners were randomly assigned to, and equally distributed among, five different interventions. Within a pretest and post-test design, with retention and transfer tests, participants practiced for 12 weeks, involving two 20-min sessions per week. The tests involved a kicking skill test. Data were analyzed with a one-way ANOVA. (3) Results: Statistically significant differences with large effect sizes were found between differential learning (DL) with an external focus, DL with an internal focus, DL with no focus, traditional training with an external focus, and traditional training with control groups in the post-, retention, and transfer tests. (4) Conclusions: The results indicate the clear advantages of DL. It is well worth putting further efforts into investigating a more differentiated application of instructions combined with exercises for DL.

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PURPOSE: This study investigated the effects of the challenge point framework (CPF) to improve stepping reactions and enhance balance in children with hemiplegic cerebral palsy (HCP). The CPF relates practice variables to the skill level of the individual and task difficulty. METHODS: Nine children with HCP (age: 7.7±2.4 years) completed six weeks (12 sessions) of a CPF intervention which consisted of progressively fewer sets and repetitions of a stepping reaction task wherein participants sought to improve both step length and reaction rate. Stepping reaction (step length and reaction rate) to a balance perturbation in the anterior, posterior, and lateral directions and static and dynamic balance (via the Pediatric Balance Scale) were measured at baseline, a second baseline 3 weeks later, and post-intervention. Repeated measures ANOVAs determined within-group changes. Cohen’s d effect sizes were calculated. RESULTS: Participants improved balance (d = 0.948, p = 0.010), step length (forward d = 0.938, p = 0.002; backward d = 0.839, p = 0.001; and lateral d = 0.876, p = 0.002), and reaction rate (forward d = 0.249, p = 0.042; backward d = 0.21, p = 0.047; and lateral d = 0.198, p = 0.049). CONCLUSION: These findings indicate that children with HCP may benefit from completing a CPF program with a motor learning approach. This approach of retraining stepping reactions helped to improve static and dynamic balance. The CPF may aid progression of functional task training in children with HCP aged 4–12, though more studies with a long-term follow-up analysis are needed to confirm this result.

This study investigated the effect of aerobic rhythmic exercises with and without music on emotional intelligence (EI) and motor proficiency (MP). Method: Participants were 45 boys (Mage = 11.8 ±1.34) who volunteered for the study while attending summer programs. EI was accessed with the Schutte Self-Report Emotional Intelligence Scale, and MP was evaluated by the Bruininks-Oseretsky Test for Motor Proficiency-2. Participants were randomly divided into three groups: control (G1), aerobic exercise with (G2), and without music (G3). Experimental groups trained completed an eight-week program, three sessions per week, while the control group performed their normal activity. Analysis of covariance was used to compare post-testing outcomes among the groups. Results: Changes in EI in G2 group were significantly higher compared to the G1 group ( = 0.01), but there were no significant differences between G1 and G3 ( = 0.19), and between G2 and G3 ( = 0.21). In MP G2 was better than G1 ( = 0.00), and G3 ( = 0.02), and also G3 was better than G1 ( = 0.00). Conclusion:The results of this study show that combining aerobics with music can be effective in improving both EI and MP, which can be used to strengthen motor skills and intelligence in schools and clubs.

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