Clinical Research Directory

TuJuggling: Comparing Two Juggling Learning Methods in College Students

This study will compare two ways of learning juggling in university students during a regular practical course: (A) juggling based on throwing the balls in the air and (B) juggling based on bouncing the balls off the floor. The study will also examine whether the order in which students learn these methods (A then B vs. B then A) influences how their performance improves over time. Students will follow two 4-week practice periods separated by a 1-week break, and juggling performance will be assessed at three time points (baseline, after period 1, and after period 2). Performance will be scored from video recordings using anonymized study identifiers. Questionnaires about mood and flow experience will be collected at each assessment, and handgrip strength and brief computerized cognitive tasks will be assessed at baseline and the final evaluation in an exploratory manner. The main comparison of training methods will focus on results after the first period to reduce the influence of prior practice, while results after the second period will be used to describe learning trajectories, order effects, and transfer to different execution conditions.

Effects of Action Observation and Motor Imagery on PNF Skill Learning in Physiotherapy Students

his randomized controlled trial aims to investigate the effects of action observation and motor imagery on short- and long-term learning of Proprioceptive Neuromuscular Facilitation (PNF) skills, perceived mental fatigue, and task difficulty in physiotherapy students. A total of 24 second-year physiotherapy students will be randomly allocated to three groups: motor imagery, action observation, and conventional learning (control). PNF performance will be assessed using performance scores and task completion time immediately after the intervention, 1 hour later, and 24 hours later.

The Effect of Brain Endurance Training on Motor Skill Learning in Adolescents With Mild Mental Fatigue

Objective: To investigate the effects of brain endurance training on improving motor skill learning in adolescents with mild mental fatigue. Methods: Fifty-eight adolescents experiencing mild mental fatigue were recruited. A 6-week training program was conducted using a 2 (BET group, control group) × 2 (pre- and post-Stroop task) × 3 (0, 3, 6 weeks) mixed-design experimental design. Assessments included basketball free throws, the Visual Analog Scale (VAS-MF), the 3-minute Psychomotor Vigilance Test (PVT-B), the Borg Rating of Perceived Exertion (RPE) to assess performance before and after a 30-minute Stroop task.