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This study investigated whether performance of an interceptive skill requires an intact visual-perception-action cycle. Eleven skilled male Australian rules football athletes (M age  = 17.54, SD = 0.15) were recruited from an elite developmental pathway squad for a within-subject study. Participants were required to kick a ball directly at a goal from a 20-meter distance while wearing a pair of stroboscopic glasses. The glasses were used to create four vision conditions. Condition one kept intact the visual-perception-action cycle with uninterrupted vision of the motor skill. Three other conditions included stroboscopic vision that presented temporal samples of vision, which interrupted the perception-action cycle through progressive increases to intermittent vision occlusion of the motor skill. Goal kick error of ball position relative to a central target line within the goal and number of successful goals kicked were measured. Written report of internal and external focus of attention was also measured after each vision condition. Generalized estimating equation analysis did not reveal a significant decrement in kick target error, nor accuracy of goals scored, across normal to stroboscopic vision conditions. Performance was maintained despite a shift in attention focus from external to internal across normal to stroboscopic vision conditions. These findings have theoretical and practical implications for the visual regulation of skilled interceptive actions., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. The author(s) declared that they were an editorial board member of Frontiers, at the time of submission. This had no impact on the peer review process and the final decision., (Copyright © 2024 Müller, Beseler, Morris-Binelli and Mesagno.)

An important role of a Physical Education (PE) teacher is to assist students to develop the fundamental motor skills (FMS) that will allow them to participate in physical activities with competence and confidence. Thus, PE teachers require the knowledge and skills to carry out this crucial task. In the crowded curricula of Physical Education Teacher Education (PETE) programs, there are limited opportunities for pre-service PE teachers to learn how to analyze and perform a large list of motor skills. Our purposes in this study were to determine whether a single session peer-teaching intervention could improve pre-service PE teachers' short-term non-dominant hand overarm throwing performances and to examine these students' perceptions of the interventions. We allocated 47 pre-service PE teaching students (24 males; 23 females) to one of three experimental groups: a Video Analysis Group (VAG; n = 17), a Verbal Group (VG; n = 19), and a Control Group (CG; n = 11), based on the class in which they were enrolled. VAG and VG participants worked with a partner of their choice in reciprocal peer-teaching to improve each other's non-dominant hand throwing technique. VAG and VG interventions were identical except that VAG participants accessed video analysis technology. CG participants completed unrelated course work that involved no overarm throwing activities. A single 20-minute session of peer teaching with video analysis feedback during practice led to rapid enhancements in non-dominant hand overarm throwing skills. While all three groups improved their performance by retention testing, participants in the VAG group improved most quickly. Participants in both the VAG and VG groups reported that their respective interventions improved their throwing and Qualitative Movement Diagnosis (QMD) skills. Based on these results, we suggest that PETE programs integrate peer-teaching and video analysis sessions into fundamental movement courses to accelerate students' motor skill acquisitions., Competing Interests: Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Talpey, SW, Young, WB, and Beseler, B. Effect of instructions on selected jump squat variables. J Strength Cond Res 30(9): 2508-2513, 2016-The purpose of this study was to compare 2 instructions on the performance of selected variables in a jump squat (JS) exercise. The second purpose was to determine the relationships between JS variables and sprint performance. Eighteen male subjects with resistance training experience performed 2 sets of 4 JS with no extra load with the instructions to concentrate on (a) jumping for maximum height and (b) extending the legs as fast as possible to maximize explosive force. Sprint performance was assessed at 0- to 10-m and 10- to 20-m distances. From the JS jump height, peak power, relative peak power, peak force, peak velocity, and countermovement distance were measured from a force platform and position transducer system. The JS variables under the 2 instructions were compared with paired t-tests, and the relationships between these variables and sprint performance were determined with Pearson's correlations. The jump height instruction produced greater mean jump height and peak velocity (p < 0.05), but the fast leg extension instruction produced greater (p < 0.05) peak force (3.7%). There was a trivial difference between the instructions for peak power output (p > 0.05). Jump height was the variable that correlated most strongly with 10-m time and 10- to 20-m time under both instructions. The height instruction produced a stronger correlation with 10-m time (r = -0.455), but the fast leg extension JS produced a greater correlation with 10-20 time (r = -0.545). The results indicate that instructions have a meaningful influence on JS variables and therefore need to be taken into consideration when assessing or training athletes.

We describe three patients, from two Spanish families, with 2-methyl-3-hydroxybutyryl-CoA dehydrogenase (MHBD) deficiency, a recently described X-linked neurodegenerative inborn error of isoleucine metabolism. Two of them are males with severe lactic acidosis suggestive of a mitochondrial encephalopathy, and the third is a female who was less severely affected, suggesting skewed X-inactivation. Molecular studies revealed a new missense mutation, 740A-->G, in one family and a previously described mutation, 388C-->T, in the other, causing the amino acid substitutions N247S and R130C, respectively. Both male patients died, one of them despite treatment with an isoleucine-restricted diet, but the disease has remained stable in the female patient after 1 y of treatment.