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Introduction It is widely demonstrated that high frequency (HF) repetitive transcranial magnetic stimulation (rTMS) has facilitative effects and is therefore capable to inducing changes in motor responses. One of the most investigated areas is the dorsolateral prefrontal cortex (DLPFC) as it plays a special executive attention role in actively preserving access to stimulus representations and objectives in environments with plenty of distraction such as those of team sports. Volleyball is a team sport in which the attention and coordination components are essential for achieving performance. Thus, the aim of this study was to investigate if HF rTMS at DLPFC in volleyball players can improve homolateral motor coordination and cortical excitability. Results This study was a double-blinded (participant and evaluator) matched-pair experimental design. Twenty right-handed female volleyball players were recruited for the study and were randomly assigned either the active rTMS (n = 10) or the sham stimulation group (n = 10). The stimulation was performed in one session with 10 Hz, 80% of the resting motor threshold (RMT) of the right first dorsal interosseous muscle, 5 s of stimulation, and 15 s of rest, for a total of 1500 pulses. Before and after stimulation, the coordination and the cortical excitability were evaluated. The significant finding of this paper was that HF-rTMS of the DLPFC improved performance in terms of the homolateral interlimb coordination, with a significantly decreased in resting motor threshold and MEP latency of the ipsilateral motor cortex. It seem that HF-rTMS could increase coordination performances when the velocity of the execution is higher (120 bpm and 180 bpm). Conclusion Moreover, in active rTMS group significant differences emerged after stimulation in RMT and in MEP latency, while no differences emerged after stimulation in MEP amplitude. In conclusion we believe that these results may be of great interest to the scientific community and may also have practical implications in the future.

Written text production remains a relatively under-explored area in the child development literature, not only for typically developing (TD) children, but also for children with Developmental Language Disorder (DLD), despite its important role for academic performance and life success. The present study attempts the combined investigation of written text production (productivity, accuracy, and complexity) in relation to oral language, cognitive, visual-motor coordination, and handwriting skills, among 60 Greek-speaking school-age children with and without DLD (N = 30 in each group). Participants were given a battery of tasks measuring oral language (phonological awareness, receptive and expressive grammar), cognitive (rapid automatized naming, verbal working memory, visual memory—immediate and delayed), visual-motor coordination, and handwriting skills (alphabet writing fluency and copying shapes). They were also asked to write a story, given a prompt, with their productions evaluated according to productivity, accuracy and complexity. As expected, children with DLD were outperformed by TD children across all oral language measures, in most cognitive measures, on visual-motor coordination and handwriting, as well as in written text production. Results also demonstrated the contribution of oral language skills to the prediction of writing productivity and complexity among TD children, as well as that of rapid automatized naming, visual-motor coordination and alphabet writing fluency in the case of spelling accuracy among peers with DLD. Particularly, the present study highlights the importance of oral language skills, not explicitly incorporated in relevant developmental models, along with other underexplored factors, such as rapid automatized naming ability and visual motor coordination. The results are discussed in relation to research evidence emphasizing the need for comprehensive assessments of written text production determinants in languages other than English.

Pedagogy in physical education (PE) has traditionally been characterized by drill-style teaching. While this traditional approach influences the range of skills developed in school learning contexts, it does not adequately demonstrate students' competencies in applying these skills in complex game situations. Therefore, educators should consider implementing educational theoretical models that support more effective pedagogical approaches. This study investigated the impactof a Game-Based Motor Coordination (GBMC) learning model on improving motor coordination in 9-year-old Indonesian children. A pretest and posttest were used to investigate the effectiveness and feasibility of an 8-week intervention program using the four subtests of the Korperkoordinationstest für Kinder (KTK3+), where 60 children were tested in two groups, intervention and control, for motor coordination skills. One school was designated as the control group (32 students, aged eight years), and the other was designated as the intervention group (28 students, aged eight years). The scores from each of the four subtests were summed into the KTK total raw score (RS). Children in the intervention group showed significantly higher RS scores than children in the control group (192.54 + 21.82 vs 187.75 + 25.10). Boys from the intervention group performed better than children in the control group in moving sideways and eye-hand coordination (p < 0.05). The improvement in the balance beam and jumping sideways was similar between boys and girls. The findings of this study indicate that teachers should use game-based models to enhance enjoyable and efficient learning environments that support practical pedagogical approaches, foster early talent development, and ensure effective learning within the PE domain.

Introduction: this research is a pilot study and will evaluate the impact of a new approach to early childhood development, Game-Based Motor Coordination (GBMC), on children's cognitive, affective, physical activity habits and motor coordination. Objective: a GBMC approach was used to evaluate the efficacy of an eight-week intervention. Methodology: A total of 112 students (aged 7 to 8 years) from two public schools participated. One school served as the intervention group (53 students: 27 boys and 26 girls) and one school served as the control group (59 students, 29 boys and 30 girls). Motor coordination was assessed using standardized tests (KTK3+) before and after the intervention. Results: further analysis of the group-by-gender interaction on hand-eye coordination skills (p = 0.01) revealed a significant improvement among boys in the GBMC intervention group compared to boys in the control group who received regular learning. Children in the intervention group showed more significant improvements in motor coordination compared to the control group in balance beam (ηp² = 0.16), jumping sideways (ηp² = 0.19), moving sideways (ηp² = 0.14), and eye-hand coordination (ηp² = 0.16). Discussion: Given the importance of well-developed motor coordination, early childhood education and physical education teachers in schools should be taught how to implement a GBMC model into their classes. Conclusions: The GBMC model effectively enhances motor coordination and is positively received by teachers involved in this study as an innovative method for supporting meaningful and structured physical education for low-grade students in Indonesia (ages 7–9). Introducción: esta investigación es un estudio piloto y evaluará el impacto de un nuevo enfoque del desarrollo en la primera infancia, la coordinación motora basada en el juego (GBMC, por sus siglas en inglés), en los hábitos cognitivos, afectivos y de actividad física y en la coordinación motora de los niños. Objetivo: Se utilizó un enfoque GBMC para evaluar la eficacia de una intervención de ocho semanas. Metodología: Participaron un total de 112 alumnos (de entre 7 y 8 años) de dos escuelas públicas. Una escuela sirvió como grupo de intervención (53 alumnos: 27 niños y 26 niñas) y otra como grupo de control (59 alumnos, 29 niños y 30 niñas). La coordinación motora se evaluó mediante pruebas estandarizadas (KTK3+) antes y después de la intervención. Resultados: un análisis más detallado de la interacción entre los grupos por sexo en las habilidades de coordinación mano-ojo (p = 0,01) reveló una mejora significativa entre los niños del grupo de intervención GBMC en comparación con los niños del grupo de control que recibieron un aprendizaje regular. Los niños del grupo de intervención mostraron mejoras más significativas en la coordinación motora en comparación con el grupo de control en la barra de equilibrio (ηp² = 0,16), los saltos laterales (ηp² = 0,19), los movimientos laterales (ηp² = 0,14) y la coordinación ojo-mano (ηp² = 0,16). Discusión: Dada la importancia de una coordinación motora bien desarrollada, los profesores de educación infantil y educación física en las escuelas deberían recibir formación sobre cómo implementar un modelo GBMC en sus clases. Conclusiones: El modelo GBMC mejora eficazmente la coordinación motora y ha sido acogido positivamente por los profesores que participaron en este estudio como un método innovador para apoyar una educación física significativa y estructurada para los alumnos de primaria de Indonesia (de 7 a 9 años). Introdução: esta investigação é um estudo piloto e irá avaliar o impacto de uma nova abordagem de desenvolvimento na primeira infância, na coordenação motora baseada no jogo (GBMC, pelas suas siglas em inglês), nos hábitos cognitivos, afetivos e de atividade física e na coordenação motora dos rapazes.Objectivo: Foi utilizada uma abordagem GBMC para avaliar a eficácia de uma intervenção de outras semanas.Metodologia: Participação de um total de 112 ex-alunos (de entre os 7 e os 8 anos) de escolas públicas. Uma escola senhorial como grupo de intervenção (53 ex-alunos: 27 crianças e 26 crianças) e outra como grupo de controlo (59 ex-alunos, 29 crianças e 30 crianças). A coordenação motora foi avaliada através de testes padronizados (KTK3+) antes e depois da intervenção.Resultados: uma análise mais detalhada da interação entre os grupos de sexo nas competências de coordenação mano-ojo (p = 0,01) revelou uma melhoria significativa entre as crianças do grupo de intervenção GBMC em comparação com as crianças do grupo de controlo que receberam uma aprendizagem regular. As crianças do grupo de intervenção apresentam melhores resultados na coordenação motora em comparação com o grupo de controlo na barra de equilíbrio (ηp² = 0,16), os saltos laterais (ηp² = 0,19), os movimentos laterais (ηp² = 0,14) e a coordenação olho-mano (ηp² = 0,16).Discussão: Dada a importância de uma coordenação motora bem desenvolvida, os professores de educação pré-escolar e de educação física nas escolas deveriam receber formação sobre como implementar um modelo GBMC nas suas aulas.Conclusões: O modelo GBMC melhorou eficazmente a coordenação motora e foi adotado positivamente pelos professores que participam neste estúdio como um método inovador para apoiar uma educação física significativa e estruturada para os antigos alunos do ensino primário da Indonésia (dos 7 aos 9 anos).

Adenosine diphosphate ribosylation (ADP-ribosylation; ADPr), the addition of ADP-ribose moieties onto proteins and nucleic acids, is a highly conserved modification involved in a wide range of cellular functions, from viral defence, DNA damage response (DDR), metabolism, carcinogenesis and neurobiology. Here we study MACROD1 and MACROD2 (mono-ADP-ribosylhydrolases 1 and 2), two of the least well-understood ADPr-mono-hydrolases. MACROD1 has been reported to be largely localized to the mitochondria, while the MACROD2 genomic locus has been associated with various neurological conditions such as autism, attention deficit hyperactivity disorder (ADHD) and schizophrenia; yet the potential significance of disrupting these proteins in the context of mammalian behaviour is unknown. Therefore, here we analysed both Macrod1 and Macrod2 gene knockout (KO) mouse models in a battery of well-defined, spontaneous behavioural testing paradigms. Loss of Macrod1 resulted in a female-specific motor-coordination defect, whereas Macrod2 disruption was associated with hyperactivity that became more pronounced with age, in combination with a bradykinesia-like gait. These data reveal new insights into the importance of ADPr-mono-hydrolases in aspects of behaviour associated with both mitochondrial and neuropsychiatric disorders.

Background: Inconsistencies are found regarding the relationship between academic achievement and visual-motor integration (VMI), gender and socio-economic status (SES). Aim: The study examined the associations between academic achievement in different compulsory learning areas and VMI skills, and what role gender and SES play. Setting: A total of 863 participants (n = 538, low SES group; n = 325, high SES group) from 20 schools in four school districts in the North West province of South Africa were randomly selected to participate. Methods: The Beery Visual-Motor Integration Test, 4th edition (VMI-4) was used to evaluate the VMI, visual perception and motor coordination skills; and the June mid-year school assessment (JMSA) and the Annual National Assessment (ANA) marks were used to examine their academic achievements. Spearman rank-order correlations and stepwise regression analyses were used to, examine significant associations and unique contributors, respectively. Results: Small-to-moderate significant correlations were found between all the learning areas assessed during the JMSA and the ANA examinations and the VMI-4. The strongest correlations occurred between visual perception and most of the learning areas. Socio-economic status had the greatest predictive association with most of the academic learning areas. The largest contributions (≥ 10% moderate, ≥ 25% great) of SES were found during the JMSA in English, life orientation, mathematics, natural science, social sciences and in the grade point averages. During the ANA, SES had the highest predictive contribution to English and mathematics. Conclusion: The overall academic achievement of learners could be negatively affected by their SES and visual perception skills, that suggest timeously prevention strategies to counter these effects.

AbstractSudirman, R., Mashud, M., Aprial. M, B.., Tahapary, J. M., Gunawan, G., Samodra, Y. T. J.., Wati, I. D. P., Suryadi, D., Arifin, R., & Nawir, N. (2024). Entrenamiento pliométrico y entrenamiento en circuito en términos de coordinación mano-ojo: ¿cómo afecta la potencia explosiva de los ataques con hoz? (Plyometric training and circuit training in terms of eye-hand coordination: how it affects the explosive power of sickle attacks?). Retos, 52, 131–137. https://doi.org/10.47197/retos.v52.101330Retraction of the article by the editor of the journal. There has been several clear and conclusive proofs that there has been a manipulation of the authorship of the article. The accepted Word document was sent with the names of the authors that appeared in the “Corrections for the edition” message so that they could only make the orthographical corrections that were necessary. The corresponding author (or whoever hurt him) changed the authors of the aforementioned Word document that was sent to them, returning a document together with these corrections made with new authors, all without any express notification, without any document explaining the changes made accepted by all the authors and, of course, without express authorization from the journal Retos between both moments. With this fraudulent document the galleys were made and the article was definitively published, assigning it the corresponding DOI.Autores en el Word del artículo enviado a revisión: 7Autores en el PDF publicado con los autores modificados: 10Diferencia de los autores entre ambos momentos: +4 y -1 (Añadidos: Ridwan Sudirman, Isti Dwi Puspita Wati, Ramadhan Arifin, Nukhrawi Nawir. Eliminado: Yati)

IntroductionSafe driving constantly challenges the driver’s ability to respond to the dynamic traffic scene under space and time constraints. It is of particular importance for older drivers to perform sufficient visual and motor actions with effective coordination due to the fact of age-related cognitive decline. However, few studies have been able to integrate drivers’ visual-motor behaviours with environmental information in a spatial-temporal context and link to the cognitive conditions of individual drivers. Little is known about the mechanisms that underpin the deterioration in visual-motor coordination of older drivers.DevelopmentBased on a review of driving-related cognitive decline in older adults and the context of driver-vehicle-environment interactions, this paper established a conceptual framework to identify the parameters of driver’s visual and motor behaviour, and reveal the cognitive process from visual search to vehicle control in driving. The framework led to a psycho-geoinformatics approach to measure older drivers’ driving behaviours and investigate the underlying cognitive mechanisms. The proposed data collection protocol and the analysis and assessments depicted the psycho-geoinformatics approach on obtaining quantified variables and the key means of analysis, as well as outcome measures.ConclusionsRecordings of the driver and their interactions with the vehicle and environment at a detailed scale give a closer assessment of the driver’s behaviours. Using geoinformatics tools in driving behaviours assessment opens a new era of research with many possible analytical options, which do not have to rely on human observations. Instead, it receives clear indicators of the individual drivers’ interactions with the vehicle and the traffic environment. This approach should make it possible to identify lower-performing older drivers and problematic visual and motor behaviours, and the cognitive predictors of risky driving behaviours. A better targeted regulation and tailored intervention programs for older can be developed by further research.

Lack of physical activity is a global public health problem causing not only morbidity and premature mortality, but it is also a major economic burden worldwide. One of the cornerstones of a physically active lifestyle is Motor Competence (MC). MC is a complex biocultural attribute and therefore, its study requires a multi-sectoral, multi-, inter- and transdisciplinary approach. MC is a growing area of research, especially in children and adolescents due to its positive association with a plethora of health and developmental outcomes. Many questions, however, remain to be answered in this field of research, with regard to: (i) Health and Developmental-related Associations of MC; (ii) Assessment of MC; (iii) Prevalence and Trends of MC; (iv) Correlates and Determinants of MC; (v) MC Interventions, and (vi) Translating MC Research into Practice and Policy. This paper presents a narrative review of the literature, summarizing current knowledge, identifying key research gaps and presenting questions for future investigation on MC in children and adolescents. This is a collaborative effort from the International Motor Competence Network (IMCNetwork) a network of academics and researchers aiming to promote international collaborative research and knowledge translation in the expansive field of MC. The knowledge and deliverables generated by addressing and answering the aforementioned research questions on MC presented in this review have the potential to shape the ways in which researchers and practitioners promote MC and physical activity in children and adolescents across the world.