Background. The COVID-19 lockdown could engender disruption to lifestyle behaviors, thus impairing mental wellbeing in the general population. This study investigated whether sociodemographic variables, changes in physical activity, and sleep quality from pre- to during lockdown were predictors of change in mental wellbeing in quarantined older adults. Methods. A 12-week international online survey was launched in 14 languages on 6 April 2020. Forty-one research institutions from Europe, Western-Asia, North-Africa, and the Americas, promoted the survey. The survey was presented in a differential format with questions related to responses “pre” and “during” the lockdown period. Participants responded to the Short Warwick–Edinburgh Mental Wellbeing Scale, the Pittsburgh Sleep Quality Index (PSQI) questionnaire, and the short form of the International Physical Activity Questionnaire. Results. Replies from older adults (aged >55 years, n = 517), mainly from Europe (50.1%), Western-Asia (6.8%), America (30%), and North-Africa (9.3%) were analyzed. The COVID-19 lockdown led to significantly decreased mental wellbeing, sleep quality, and total physical activity energy expenditure levels (all p < 0.001). Regression analysis showed that the change in total PSQI score and total physical activity energy expenditure (F(2, 514) = 66.41 p < 0.001) were significant predictors of the decrease in mental wellbeing from pre- to during lockdown (p < 0.001, R2: 0.20). Conclusion. COVID-19 lockdown deleteriously affected physical activity and sleep patterns. Furthermore, change in the total PSQI score and total physical activity energy expenditure were significant predictors for the decrease in mental wellbeing.

The effects of three corrections strategies of errors on the snatch technique in 10-12-year-old children: A randomized controlled trial. J Strength Cond Res 37(6): 1218-1224, 2023-Sports movement correction is one of the major problems for motor control and learning. Therefore, the purpose of the present study was to determine which of the 3 strategies, i.e., the self-observation method with direct instructions (SO-DI), self-observation alone (SO), or the direct instruction (DI), would be useful for correcting errors during the snatch technique. Forty-eight children with 2 months of experience were randomly assigned to one of 4 training conditions: SO-DI, SO, DI, or control. In this study, the experience lasted 15 sessions. Subjects completed the test sessions before (T 0 ) and after (T 1 ) 12 training sessions and a retention test session after 2 weeks (T 2 ). The Kinovea version 0.8.15 software was used to measure the kinematic parameters of weightlifting performance. After the training intervention, the data showed that the SO-DI group registered a greater improvement in all kinematic parameters compared with the SO, DI, and control groups, and this benefit was present 2 weeks later in the retention test (e.g., the horizontal displacement of the bar in the first pull with respect to the starting position [T1 vs. T0: +32.57 6 6.69%, d 5 1.87, p , 0.001; T2 vs. T0: 25.07 6 11.55%, d 5 1.32, p , 0.001] and the horizontal displacement of the bar between the receiving position and the reference line [T1 vs. T0: 24.34 6 29%, d 5 1.17, p , 0.01; T2 vs. T0: 25.53 6 30.4%, d 5 0.99, p , 0.01]). The results of the present study could have practical implications for physical education teachers because, even if practice is required to improve the technique, the effectiveness of the learning process is essential to enhance learner self-efficacy and motivation.

While augmented feedback (AF) is widely acknowledged to affect motor learning, the effects of mode of feedback on motor learning acquisition, retention, and perceived competence has rarely been studied. The present investigation analyzes the effects of verbal, haptic, and combined (verbal and haptic) feedback when learning a novel gymnastic parallel bars task. Forty-eight physical education students and four expert gymnastics teachers participated in the study. We divided the students into three AF groups (verbal, haptic, and combined) and a no-feedback control group (CG). One gymnastics teacher led the learning sessions, while the others evaluated student performances following familiarization, acquisition, and retention learning phases. All sessions were video recoded, and the experts gave blind assessments according to an adapted gymnastic point code. We recorded task perceived difficulty (PD) and students' perceived self-competency throughout the sessions. A repeated measures analysis of variance revealed a significant effect of AF mode on acquisition and retention such that combined AF was best for learning stability and retention (19.1% improvement for combined vs. 9.9% for haptic and 6.9% for verbal). Similarly, participants in the combined AF group, relative to the verbal and haptic AF groups, also reported lower perceived difficulty and higher perceived self-competency after the retention phase. PE teachers are encouraged to combine verbal and haptic AF when teaching new motor skills.

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