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Petanque, as a sport, requires proficiency in shooting techniques and pointing kinematic movements. Understanding the distinctions between these two skills is crucial for novice athletes to excel in the sport. This study aimed to assess the kinematic motion of children practicing petanque pointing and shooting techniques. Employing a quantitative approach with a comparative design, the study utilized purposive sampling to select 21 male novice petanque athletes. Kinematic analysis using Kinovea Software 0.9.4 was conducted to observe throwing success in the sagittal plane. The kinematic data collected for both pointing and shooting techniques were categorized into four stages: backswing, zero position, release, and advanced throwing position. Results indicated significant differences in the backswing phase, particularly in shoulder extension and ball height (α < 0.05). Several variables differed significantly between the two techniques across various phases. Shooting exhibited higher speed (10.94 ± 13.34 m/s) compared to pointing (5.290 ± 0.44 m/s). At the release stage, variables such as ball height, speed, and release angle differed significantly (α < 0.05), with pointing generally resulting in higher ball height (92.53 ± 9.69 m) but slower speed (6.46 ± 0.43 m/s) compared to shooting (80.19 ± 10.74 m and 16.09 ± 5.18 m/s, respectively). Moreover, pointing involved a wider release angle (42.38 ± 5.85 o) compared to shooting (35.31 ± 7.26 o). Significant differences in body and knee flexion, maximum ball height, and ball speed were observed during the follow-through phase (α < 0.05). Notably, ball speed during pointing was slower (4.90 ± 2.35 m/s) than shooting (13.01 ± 5.36 m/s). The study suggests that specific techniques in shooting and pointing can be tailored to enhance training methods for children, thereby improving their performance outcomes. Deep comprehension of the disparities between these techniques enables novice athletes to develop their skills effectively in petanque. Further research exploring various age groups and genders could provide additional insights into petanque throwing techniques.

Petanque, as a sport, requires proficiency in shooting techniques and pointing kinematic movements. Understanding the distinctions between these two skills is crucial for novice athletes to excel in the sport. This study aimed to assess the kinematic motion of children practicing petanque pointing and shooting techniques. Employing a quantitative approach with a comparative design, the study utilized purposive sampling to select 21 male novice petanque athletes. Kinematic analysis using Kinovea Software 0.9.4 was conducted to observe throwing success in the sagittal plane. The kinematic data collected for both pointing and shooting techniques were categorized into four stages: backswing, zero position, release, and advanced throwing position. Results indicated significant differences in the backswing phase, particularly in shoulder extension and ball height (α < 0.05). Several variables differed significantly between the two techniques across various phases. Shooting exhibited higher speed (10.94 ± 13.34 m/s) compared to pointing (5.290 ± 0.44 m/s). At the release stage, variables such as ball height, speed, and release angle differed significantly (α < 0.05), with pointing generally resulting in higher ball height (92.53 ± 9.69 m) but slower speed (6.46 ± 0.43 m/s) compared to shooting (80.19 ± 10.74 m and 16.09 ± 5.18 m/s, respectively). Moreover, pointing involved a wider release angle (42.38 ± 5.85 o) compared to shooting (35.31 ± 7.26 o). Significant differences in body and knee flexion, maximum ball height, and ball speed were observed during the follow-through phase (α < 0.05). Notably, ball speed during pointing was slower (4.90 ± 2.35 m/s) than shooting (13.01 ± 5.36 m/s). The study suggests that specific techniques in shooting and pointing can be tailored to enhance training methods for children, thereby improving their performance outcomes. Deep comprehension of the disparities between these techniques enables novice athletes to develop their skills effectively in petanque. Further research exploring various age groups and genders could provide additional insights into petanque throwing techniques.

El objetivo fue determinar las diferencias en la calidad del control postural entre gimnastas rítmicas con diferente experiencia en la realización de habilidades propias de la disciplina. Las habilidades evaluadas fueron Espagat lateral con ayuda (ELCA), el Círculo con ayuda (CCA) y Espagat atrás sin ayuda (EASA), consideradas las que generan mayor activación muscular y cambios en el centro de presión (CDP). El estudio involucró 19 gimnastas rítmicas, 9 del grupo novatas, (menos de 4 años de experiencia), y 10 del grupo expertas (más de 4 años de experiencia). La ejecución de las habilidades deportivas, se realizó sobre una plataforma de fuerza (modelo: BP5050. Bertec, USA), donde se evaluó el área y velocidad de desplazamiento del centro de presión. El área de desplazamiento del centro de presión, fue mayor para todas las habilidades en las gimnastas novatas, en comparación con las experimentadas, siendo estadísticamente significativa, en la habilidad ELCA. La habilidad que presentó mayor desplazamiento del centro de presión en gimnastas novatas fue ELCA, y para las expertas el EASA. Según los resultados, la experiencia influye en un mejor control postural, por lo tanto se debe comenzar desde edades temprana a enfocar trabajos destinados a mejorar esta variable, permitiendo mayor eficacia y eficiencia en este deporte, optimizar la elaboración de los entrenamientos y disminuir el riesgo de lesiones. Palabras Claves: Gimnasia Rítmica, Equilibrio Postural, Experiencia, Centro de Presión, Deporte. Abstract. The objective was to determine the differences in the quality of postural control between rhythmic gymnasts with different experience in performing skills specific to the discipline. The skills evaluated were Assisted Lateral Split (ELCA), Assisted Circle (CCA) and Unaided Back Split (EASA), considered those that generate the greatest muscle activation and changes in the center of pressure (CDP). The study involved 19 rhythmic gymnasts, 9 from the novice group (less than 4 years of experience), and 10 from the expert group (more than 4 years of experience). The execution of the sports skills was carried out on a force platform (model: BP5050. Bertec, USA), where the area and displacement speed of the center of pressure were evaluated. The area of displacement of ​​the center of pressure was greater for all skill in novice gymnasts, compared to the experienced gymnasts, being statistically significant, in the ELCA skill. The skill that presented the greatest displacement of the center of pressure in novice gymnasts was ELCA, and for experts it was EASA. According to the results, experience influences better postural control, therefore we should start from an early age to focus on work aimed at improving this variable, allowing greater effectiveness and efficiency in this sport, optimizing the development of training and reducing the risk of injuries. Keywords: Rhythmic Gymnastics, Postural Balance, Experience, Pressure Center, Sport.      

Design thinking is generally defined as an analytic and creative process that engages a person in opportunities to experiment, create and prototype models, gather feedback, and redesign. Several characteristics (e.g., visualization, creativity) that a good design thinker should possess have been identified from the literature. The primary purpose of this article is to summarize and synthesize the research on design thinking to (a) better understand its characteristics and processes, as well as the differences between novice and expert design thinkers, and (b) apply the findings from the literature regarding the application of design thinking to our educational system. The authors' overarching goal is to identify the features and characteristics of design thinking and discuss its importance in promoting students' problem-solving skills in the 21st century.

Shortages in the nursing profession are increasing. It is, therefore, imperative to understand why novice nurses are leaving the profession. This qualitative study explores Dutch novice nurses’ motives for leaving the profession. Individual semi-structured interviews were held with seventeen former novice nurses who had decided to leave nursing within two years after graduation. Data was collected and analysed following the principles of Thematic Analysis, leading to six themes; 1) Lack of challenge; ambitious to progress further in management or research roles. 2) Lack of passion; no feeling of passion for patient care. 3) Lack of perceived competence; not feeling “up to the challenge”. 4) Lack of job satisfaction due to heavy workload; work-life imbalance and inability to deliver high-quality care. 5) Lack of work capacity due to non-work-related health conditions; unmet requirements for job or work environment adjustment. 6) Lack of feeling of belonging; suffering from a negative attitude of colleagues to one another. To prevent novice nurse professional turnover, measures such as capacity building, supervisor support and a tailored personal development plan could be taken. To make novice nurses feel safe and reassured, support from colleagues and supervisors is important. Such measures require thoughtful implementation and evaluation. •This study addresses reasons for professional turnover of Dutch novice nurses.•Six core themes emerged as motives for leaving the profession in novice nurses.•No single motive for leaving the profession dominates.•To retain novice nurses, supervisor support and personal development are important.

Visual problem-solving is an essential skill for professionals in various visual domains. Novices in these domains acquire such skills through interactions with experts (e.g., apprenticeships). Experts guide novice visual problem-solving with scaffolding behaviours. However, there is little consensus about the description and classification of scaffolding behaviours in practice, and to our knowledge, no framework connects scaffolding to underlying cognitive mechanisms. Understanding effective scaffolding is particularly relevant to domain-specific expert-novice research regarding visual problem-solving, where in-person scaffolding by an expert is a primary teaching method. Scaffolding regulates the flow of information within the learner’s working memory, thereby reducing cognitive load. By examining scaffolding research from the perspective of cognitive load theory, we aspire to classify scaffolding behaviours as cognitive behaviours of cueing (which involves attention allocation) and chunking (the practice of grouping information, often in conjunction with prior knowledge), into a cohesive and unified framework. In this scoping review, 6533 articles were considered, from which 18 were included. From these 18 articles, 164 excerpts describing expert-novice interaction were examined and categorised based on cognitive strategy (cueing or chunking) and method of expression (verbal or nonverbal). An inductive category (active or passive) was also identified and coded. Most scaffolding behaviours were categorised as active verbal cueing and active verbal chunking. Qualitative patterns in excerpts were collated into 12 findings. Our framework may help to integrate existing and new scaffolding research, form the basis for future expert-novice interaction research, and provide insights into the fine-grained processes that comprise scaffolded visual problem-solving.

Effectuation theory offers new ways of understanding entrepreneurial decisions and it is opposed to the traditional, rational, and so-called causal approach. A significant portion of the effectuation literature is rooted in the idea of entrepreneurial experience and expertise, with conclusions suggesting that novice and expert entrepreneurs apply effectual and causal logics differently when making decisions about their ventures. Further, resources are seen as critical to deployment of effectual vs. causal behaviors. The main goal of this paper is thus to evaluate whether the roles of effectuation and causation in performance differ for experts and novices, and how these logics interact with resource availability. Based on data from a sample composed of 178 new technology-based firms (NTBFs), our analyses show that causation seems to be determinant of firm performance in experts’ ventures only, whereas effectuation is relevant for both experts and novices. Moreover, the availability of resources seems to interact only with causation in their relationship to performance.

Visual expertise has been explored in numerous professions, but research on teachers' vision remains limited. Teachers' visual expertise is an important professional skill, particularly the ability to simultaneously perceive and interpret classroom situations for effective classroom management. This skill is complex and relies on an awareness of classroom events. Using eye tracking measurements and verbal think aloud, we investigated differences in how expert and novice teachers perceive problematic classroom scenes. Sixty-seven teachers participated, 35 experienced secondary school teachers (experts) and 32 teachers-in-training (novices). Participants viewed videos of authentic lessons and their eye movements were recorded as they verbalized thoughts about what they had seen in the lesson and how it was relevant to classroom management. Two different types of videos were viewed: lesson fragments showing (1) multiple events depicting disengaged students with no overt disruptions and (2) multiple events that included a prominent disruptive event affecting the class. Analysis of eye movements showed that novices' viewing was more dispersed whereas experts' was more focused. Irrespective of the video type, expert teachers focused their attention on areas where relevant information was available, while novice teachers' attention was more scattered across the classroom. Experts' perception appears to be more knowledge-driven whereas novices' appears more image-driven. Experts monitored more areas than novices, while novices skipped more areas than experts. Word usage also differed, showing that expertise was associated with a higher frequency of words referencing cognition, perception, and events than novices.