Skill Acquisition and Training

Johnson, Addie; Proctor, Robert W.

doi:10.4324/9781315531656

Cited by 9 publications

(3 citation statements)

References 615 publications

(722 reference statements)

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“…Suggesting abductor hallucis, which has a prime role in maintaining the height of the medial longitudinal arch [37] is considerably resistant to fatigue [38]. The reduction in arch elevation range and, therefore reduced slope (angle of elevation) were most likely due to participants conscious attention to improving muscle control [39] and prioritising skill acquisition [40]. The use of a guidance line appeared to encourage participants to limit range in preference for control of arch movement with comments such as the guidance line “ made it harder to reach highest marker, while helps to recreate expected pattern ”.…”

Section: Discussionmentioning

confidence: 99%

Feasibility of the Archercise biofeedback device to strengthen foot musculature

Latey

Eisenhuth

McKay

et al. 2020

Journal of Foot and Ankle Research

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Background Foot muscle weakness can produce foot deformity, pain and disability. Toe flexor and foot arch exercises focused on intrinsic foot muscle strength and functional control may mitigate the progression of foot deformity and disability. Ensuring correct exercise technique is challenging due to the specificity of muscle activation required to complete some foot exercises. Biofeedback has been used to improve adherence, muscle activity and movement patterns. We investigated the feasibility of using a novel medical device, known as “Archercise”, to provide real-time biofeedback of correct arch movement via pressure change in an inflatable bladder, and foot location adherence via sensors embedded in a footplate during four-foot exercises. Methods Thirty adults (63% female, aged 23–68 years) performed four-foot exercises twice on the Archercise sensor footplate alone and then with biofeedback. One-way repeated measures ANOVA with pairwise comparisons were computed to assess the consistency of the exercise protocol between trial 1 and trial 2 (prior to biofeedback), and the effectiveness of the Archercise biofeedback device between trial 2 and trial 3 (with biofeedback). Outcome measures were: Arch movement exercises of arch elevation and lowering speed, controlled arch elevation, controlled arch lowering, endurance of arch elevation; Foot location adherence was determined by percentage of time the great toe, fifth toe and heel contacted footplate sensors during testing and were analysed with paired sample t-tests. Participant survey comments on the use of Archercise with biofeedback were reported thematically. Results Seventeen (89%) arch movement and foot location variables were collected consistently with Archercise during the foot exercises. Archercise with biofeedback improved foot location adherence for all exercises ( p = 0.003–0.008), coefficient of determination for controlled arch elevation ( p < 0.0001) and endurance area ratio ( p = 0.001). Twenty-nine (97%) participants reported Archercise with biofeedback, helped correct exercise performance. Conclusions Archercise is a feasible biofeedback device to assist healthy participants without foot pathologies perform foot doming exercises. Trial registration Australian New Zealand Clinical Trials Registry (ANZCTR): 12616001559404. Registered 11 November 2016, http://www.ANZCTR.org.au/ACTRN12616001559404p.aspx

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Section: Discussionmentioning

confidence: 99%

Feasibility of the Archercise biofeedback device to strengthen foot musculature

Latey

Eisenhuth

McKay

et al. 2020

Journal of Foot and Ankle Research

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“…Tacit knowledge is a type of practical knowledge that individuals usually do not obtain from formal training, which typically focusses on specialised knowledge (Bol et al , 2018; Vera-Muñ oz et al , 2006); it is attained from daily interactions and experiences (Bol et al , 2018; Johnson and Proctor, 2016). Tacit knowledge enables individuals to administer better tasks in the work environment across a range of professions; it assists individuals in how to plan, modify, obtain advice, assess plans and in convincing others of the value of one’s ideas ((Hedlund and Sternberg, 2000; Tan and Libby, 1997).…”

Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

Tacit knowledge sharing in small audit firms and audit quality inputs: the antecedent effect of auditors’ social capital

Albawwat

2021

JKM

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Purpose Drawing on the International Auditing and Assurance Standards Board (IAASB) audit quality framework and related knowledge management literature, this study aims to examine the influence of tacit knowledge sharing on audit quality inputs within small audit firms’ realm. It also investigated auditors’ social capital antecedent effect via tacit knowledge sharing on audit quality inputs. Design/methodology/approach An integrated model was developed to depict the study constructs’ relationships. The model was then tested using the partial least squares structural equation modelling based on data collected from auditors belonging to small audit firms in Jordan. Findings The results indicate that tacit knowledge sharing influences positively the auditors’ values, ethics, attitudes, experiences, skills and knowledge (i.e. audit quality inputs). This finding implies that active tacit knowledge sharing within a small audit firm is a strong driver for audit quality through improving its inputs. The results also demonstrate that structural, relational and cognitive social capital indirectly affect audit quality inputs through tacit knowledge sharing. Accordingly, social capital can be viewed as an audit firm resource that can smooth auditors’ tacit knowledge-sharing progress. Originality/value The IAASB encourages audit firms to explore ways to boost audit quality. This study offers empirical evidence on the influence of tacit knowledge sharing on audit quality inputs as a way to boost audit quality. It also offers insights into the value of social capital dimensions and indicates the driving forces to make auditors willing to engage in tacit knowledge sharing and, as a result, improve audit quality inputs.

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“…Cannice, (2013, p. 25) points out that many strategic and general concepts can be easily understood on a superficial level, but alternatively teaching methods can be used to include these concepts to students better. In this sense, as mentioned by Johnson and Proctor (2017), how skills and abilities are acquired and maintained, as well as the factors affecting qualified performance, are issues of high interest to both academia and the professional world. Although there are no conclusive results on which the best pedagogical methods for the acquisition of skills and abilities are, some authors, such as Farashahi and Tajeddin (2018), have recently demonstrated that students perceive the simulation method as the most effective compared to the case studies or lectures method.…”

Section: Introductionmentioning

confidence: 99%

Relationship Between University Education in Strategic Management and Chess in a Both Learning Process: An Approach Across Learning Paths

Moreno

2020

Business, Management and Education

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Purpose – In this work, a reflexive experiential learning process is collected, which relates concepts the strategic management and learning the game of chess in a flipped classroom and blending learning process for the 2017/18 and 2018/19 courses. Research methodology – The method followed has been the initial approach of the learning curves and the time series of the analysis of learning patterns in the game of chess. Also, for the study of the relationship between the game of chess and its analogy with strategic management, we used a questionnaire, and we apply cluster and network analysis. Findings – The main results reveal the existence of different learning patterns (linear, quadratic, random walk), associated with the various skills of the students. Likewise, different learning groups have been identified concerning the times and learning levels by activities. The underlying idea is the motivation that the game of chess exerts on students to foster greater understanding. Research limitations – The limitations are related to the size of the classroom and the different initial levels of chess knowledge, which have been a real challenge to carry out this work. Finally, the combination of activities, between chess and strategic management knowledge is complicated to handle, requiring large doses of planning. These limitations are perhaps challenging to solve, although possible help could be associated with more teachers being involved in the process. Practical implications – The simultaneous learning of chess with the consequent increase of cognitive skills and Strategic Management concepts could intensify the motivation of the student and generate a virtuous circle that drives both areas. Originality/Value – This new experience in Spain contributes to filling a perhaps significant gap in the literature. In parallel, the practice of chess in the classroom has corroborated a level of commitment and motivation of students in the knowledge of the concepts of strategic management. The results achieved could suggest the incorporation of chess practice as a motivating factor in management subjects.

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Skill Acquisition and Training

Cited by 9 publications

References 615 publications

Feasibility of the Archercise biofeedback device to strengthen foot musculature

Feasibility of the Archercise biofeedback device to strengthen foot musculature

Tacit knowledge sharing in small audit firms and audit quality inputs: the antecedent effect of auditors’ social capital

Relationship Between University Education in Strategic Management and Chess in a Both Learning Process: An Approach Across Learning Paths

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