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Problem: The problem of this study was the low basic skills of playing sepak takraw, including sepak sila, passing, and kedeng smash. Basic skills in playing sepak takraw need to be mastered by players, but the research investigated what physical abilities that supply these skills to be widely done. This study aimed to see the contribution of flexibility and eye-foot coordination to the basic skills of playing sepak takraw. Method: This research was quantitative research using a correlational approach. The study population was West Sumatran sepak takraw athletes, which were 45 people consisting of 30 male and 15 female athletes. Sampling was carried out by purposive sampling technique so that the number of samples in this study was 30 male sepak takraw athletes. Data collection techniques were carried out using several tests: (1) Flexibility test with flexiometer, (2) Eye-foot coordination test by punting the ball against the wall 20 times, 10 times each with the right foot and 10 times with the left foot (3) The basic skill test of playing sepak takraw consists of sepak sila, passing and smash kedeng. Results: The results of the study found that (1) flexibility contributed to basic skills of playing sepak takraw by 19%, (2) eye-foot coordination contributed to basic skills of playing sepak takraw by 22%, (3) flexibility and eye-foot coordination contributed to basic skills of playing sepak takraw by 44%. Conclusion: Thus, it is recommended that coaches and athletes be able to pay attention to these two factors so that basic skills in playing sepak takraw can be improved.

This study aimed to measure the effects of video media on kindergarten children basic movement skills. Educators use many strategies to assist their children in acquiring basic movement skills in kindergartens; The style of teaching encompasses the style of guided discovery, with a component and entire method approach supported by visual medias. This research used an experimental design with convenience sampling of 40 children from two classes in kindergarten. The experimental study is an investigation into the effects of video media in children’s and other supervised subjects on fundamental movement abilities. Twenty children assigned to an experimental treatment, in which the researchers studied findings on children development on basic movement skills. Other children (N = 20) were assigned to a control group. Instrumentation for the Research-based on observation to gather data, the observation made by a researcher to find items that are needed. Moreover, The Bruininks-Oseretsky Second Edition Motor Capability Test ((Bruiniks and Bruiniks, Bruininks-Oseretsky Test of Motor Proficiency> Second (Edition manual), Pearson Assessment, 2005)) and The Test of Gross Motor Development (TGMD) used in this research. Blinding teaching methods in kindergarten physical education using visual media showed increase the basic mobility skills of the kindergarten sample. Physical Education teachers using blinding methods in classroom provide their special children with more effective learning skills in the Basic Movement Skills in the kindergarten. In addition, video media tools showed improvement in basic movement skills of school lay-up children. The outcome of this research provided advice to practitioners and researchers on how to incorporate video in their teaching with a view to promoting the development of important motor skills in children.

Learning media is quite important to be used by teachers in learning process. Through the media, teacher can easily deliver lessons, and in the other hand the media helps student comprehend lessons easily. Even more, media encourages student’s independence in learning. This research aims to produce a multimedia-based learning media, lectora, for basic skill of teaching lesson. The research is conducted to students of Social Science Ed-ucation Major who joined Social Studies Micro Teaching Class in June-September 2019. In developing the product, researcher used ADDIE develop-ing model. Data in this research is quantitative, in form of assessment by validator. Meanwhile, qualitative data is in the form of suggestion and comments by material and media expert validator. The result of all validation is a multimedia-based learning media, lectora, for basic skill of teaching les-son, which is appropriate and interesting to use and share to others

Digital competence is a basic skill for citizens and should be systematically assessed, taking into account characteristics such as knowledge, skills and attitudes. However, measuring and identifying the digital competence of students is still a major challenge. To this end, the indicator model (INCODIES) has been developed and validated following the structure of the DIGCOMP model, which can be used to create assessment tests that measure student digital competence when they have completed their compulsory education. This article presents the results of a process of content validation carried out by 77 experts, in both the school and the university context. The analysis of the experts’ assessments and the level of agreement among those rating them were carried out following an original method which consists of determining a quantitative index for the validity of content called the Content Validity Ratio (CVR). The results obtained allowed us to confirm that the competences included in the reference framework DIGCOMP are correctly represented in the items formulated for the INCODIES model, which obtained high content validity. The model can serve as a structure and basis for the designing of specific evaluation tests on this topic.

Embodied trainings allowing children to move their whole body in space have recently been shown to foster the acquisition of basic numerical competencies (e.g. magnitude understanding, addition performance). Following a brief summary of recent embodied training studies, we integrate the different results into a unified model framework to elucidate the working mechanisms of embodied trainings: Mapping processes, interaction between different regions of personal space, and the integration of different spatial frames of reference are addressed as potential factors underlying the effectiveness of embodied numerical trainings. In the concluding section, we elaborate on the practical applications of embodied numerical trainings in educational setting. We discuss under which circumstances embodied trainings work best, that is, for which age group and/or which numerical content embodied trainings should be most beneficial and which aspects need to be considered when aiming at applying embodied numerical trainings in formal educational settings like kindergartens or schools.

Objective There were serious problems in the implementation process of basic medical experimental teaching, such as simple content and low innovation of experimental projects, which affected the cultivation of students’ basic medical experimental skills and innovative abilities. Regarding the existing issues, we constructed the research feedback experimental teaching model (RFETM) and evaluated its teaching effectiveness. Method We reformed the traditional experimental teaching mode (TETM) and constructed RFETM. Undergraduate students from six classes of the 2023 clinical major of integrated traditional Chinese and Western medicine at Anhui University of Chinese Medicine were included in this study and divided into a control group (Classes 1–3, 197 students) and an experimental group (Classes 4–6, 193 students). The control group adopted the TETM, while the experimental group adopted the newly constructed RFETM. The teaching effectiveness of RFETM were evaluated through basic medical experimental skills assessment (BMESA) and questionnaire survey. Result We constructed RFETM from the teaching syllabus, experimental teaching projects (derived from the research results of our institution), teaching assessment, teaching conditions, and textbook compilation. There was no difference in the population composition and experimental technical background between the two groups of students, which did not interfere with the statistical results of this study. The experimental group’s students scored significantly higher than the control group in the BMESA and RFETM questionnaire surveys. Open-ended comments showed that students have high evaluations of RFETM and believed that the RFETM reform was successful. Conclusion This study indicated that RFETM significantly improved the basic medical experimental skills of medical undergraduate students and promoted their innovation ability. Clinical trial number Not applicable.

The purpose of this study is to discover the main themes and categories of the research studies regarding digital literacy. To serve this purpose, the databases of WoS/Clarivate Analytics, Proquest Central, Emerald Management Journals, Jstor Business College Collections and Scopus/Elsevier were searched with four keyword-combinations and final forty-three articles were included in the dataset. The researchers applied a systematic literature review method to the dataset. The preliminary findings demonstrated that there is a growing prevalence of digital literacy articles starting from the year 2013. The dominant research methodology of the reviewed articles is qualitative. The four major themes revealed from the qualitative content analysis are: digital literacy, digital competencies, digital skills and digital thinking. Under each theme, the categories and their frequencies are analysed. Recommendations for further research and for real life implementations are generated.

Bringing Up Girls in Science (BUGS) was an afterschool program for 4th and 5th grade girls that provided authentic learning experiences in environmental science as well as valuable female mentoring opportunities in an effort to increase participants' academic achievement in science. BUGS participants demonstrated significantly greater amounts of gain in science knowledge as measured by the Iowa Test of Basic Skills in Science (ITBS-S). The original BUGS participants and contrasts have now completed high school and entered college, allowing researchers to assess the long-term impact of the BUGS program. Fourteen former BUGS participants completed two instruments to assess their perceptions of science and science, technology, engineering, and mathematics (STEM) careers. Their results were compared to four contrast groups composed entirely of females: 12 former BUGS contrasts, 10 college science majors, 10 non-science majors, and 9 current STEM professionals. Results indicate that BUGS participants have higher perceptions of science careers than BUGS contrasts. There were no significant differences between BUGS participants, Science Majors, and STEM professionals in their perceptions of science and STEM careers, whereas the BUGS contrast group was significantly lower than BUGS participants, Science Majors, and STEM Professionals. Additional results and implications are discussed within.

Citations are increasingly used as performance indicators in research policy and within the research system. Usually, citations are assumed to reflect the impact of the research or its quality. What is the justification for these assumptions and how do citations relate to research quality? These and similar issues have been addressed through several decades of scientometric research. This article provides an overview of some of the main issues at stake, including theories of citation and the interpretation and validity of citations as performance measures. Research quality is a multidimensional concept, where plausibility/soundness, originality, scientific value, and societal value commonly are perceived as key characteristics. The article investigates how citations may relate to these various research quality dimensions. It is argued that citations reflect aspects related to scientific impact and relevance, although with important limitations. On the contrary, there is no evidence that citations reflect other key dimensions of research quality. Hence, an increased use of citation indicators in research evaluation and funding may imply less attention to these other research quality dimensions, such as solidity/plausibility, originality, and societal value.

In 2006, Graddol predicted that numbers of 'English as a foreign language' learners would begin to decline through the second decade of this century, as global English achieves basic skill status for children entering education in more societies across the world. As he further noted, having skills in additional languages may thus offer a competitive edge in a global job market where English skills have become commonplace, and where monolingual and even bilingual English speakers may lose out to multilingual competitors. As yet, however, the extent to which the spread of global English may motivate individuals to diversify their language skills beyond English seems limited. Rather, both empirical evidence and commonly held perceptions would seem to endorse the view that global English tends to impact negatively on motivation to learn other languages, despite the growing linguistic and cultural diversity of today's societies. This article critically analyses this impact on motivation from two perspectives. First, from a macro-sociological perspective, it explores the tensions among language globalization, multiculturalism, and multilingualism in today's changing social world and examines the mixed messages communicated for language education in general and for language learners in particular. In so doing, it considers the socially distributed nature of motivation at the level of societal multilingualism and educational policy and practice, and the impact of the social on the individual. Second, from a theoretical perspective, the article considers whether the impact of global English on motivation to learn other languages might be more positively construed by shifting away from SLA frames of reference (concerned with progression toward proficiency in a particular language) in favour of a 'linguistic multi-competence' framework, defined by Cook (2016) as the overall system of a mind or community that uses more than one language. As the article concludes, an important pedagogical implication would be a focus on multilingual (rather than L2) speakers as the normative model of communication and instruction, and the associated promotion of ideal multilingual selves.