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Purpose: To explore the influencing factors that restrict the exercise behavior of children and adolescents, investigate the effect of subjective exercise experience on exercise behavior, and reveal the mediating effect of exercise commitment between subjective exercise experience and exercise behavior so as to promote children and adolescents to maintain good health exercise habits and improve their physical and mental health. Methods: The Subjective Exercise Experience Scale (SEES), Exercise Commitment Scale (ECC), and Physical Exercise Rating Scale (PARS-3) were used to conduct a questionnaire survey on 600 children and adolescents in Chongqing, China, and SPSS21.0 and AMOS21.0 statistical analysis software was used to carry out statistics and analyses on the questionnaires. Results: (1) Among children and adolescents, boys’ exercise commitment and exercise behavior were significantly higher than girls’, and there was no significant gender difference in subjective exercise experience. The exercise behavior of children and adolescents aged 9–12 was significantly higher than that of children and adolescents aged 13–15, and there was no significant age difference in subjective exercise experience and exercise commitment. (2) There was a significant correlation between the subjective exercise experience, exercise commitment, and exercise behavior of children and adolescents, and subjective exercise experience could directly and positively predict exercise commitment (β = 0.63) and exercise behavior (β = 0.57)—exercise commitment could also directly and positively predict exercise behavior (β = 0.52). (3) The exercise commitment of children and adolescents has a partial mediating effect between subjective exercise experience and exercise behavior (accounting for 37.50% of the total effect), and has a mediating effect between different exercise amounts, with the strongest mediating effect being on high exercise amount (32.10% of the total effect). Conclusions: The exercise behavior of children and adolescents was not only directly affected by subjective exercise experience, but also affected by the mediating effect of exercise commitment, and maintaining a good exercise experience and commitment was an effective way to effectively improve exercise behavior and amount of exercise in children and adolescents.

On the most fundamental level the clarinet is an extension of your body. The clarinet works as a sort of amplifier for the musical ideas within you, and consequently, the embouchure forms around the face and then the clarinet is inserted into that formation. EXERCISE 2: BALANCING THE CLARINET1 While holding the clarinet only with the right thumb at the thumbrest, place the mouthpiece against the top teeth like you are going to play, but do not allow the lips to contact the mouthpiece (Fig. 1). [...]I always try to stay as relaxed as possible while holding the jaw open.

For success and retention, like any athlete, we must condition and prepare the mind and body for every practice session and rehearsal. SELECTING YOUR REED For the beginning of a practice session, particularly early in the day, I will choose a slightly softer reed until my muscles warm up, especially if my practice follows an intense performance or practice in the days prior. Here are a few I have enjoyed using in my practice: * Tonal Energy includes a chromatic tuner and a sounding pitch wheel, grid, or keyboard; tuning analysis during an activity; and a metronome with mixed meter and accent options * Tunable includes a chromatic tuner, a sounding pitch wheel or keyboard, metronome and recording function * Metronome+ includes an array of subdivisions, meters, and accents; a visual tuner; tone generator and sounding pitch; option to program measure looping * InsTuner is a chromatic tuner and tone generator * ForScore is a music reading app for iPad users that includes a visual and audio metronome and tuner * Nkoda, Piascore or Newsik are alternatives to ForScore * Mobile Sheets is a music reading app for Galaxy View 2 NO DISTRACTIONS Have you ever been in perfect practice flow, things are going great, and then the phone rings, you receive a notification or text, or someone knocks at the door? In discussing why the student felt this way, they mentioned feeling less self-conscious at home, knowing that no one is listening or would interrupt their practice session. In discussing solutions, some that came to mind were: considering different times to practice such as off peak hours-early in the day, finding rooms in a quieter area, using a large rehearsal room, covering the window so no one can see into the room-and a longer term goal of aiming to block out distractions during practice. * TIPS FOR CREATING A DISTRACTION-FREE ENVIRONMENT: * Turn all devices to \"do not disturb\" or \"airplane mode\" to not receive calls or notifications * Situate your chair so you cannot see any windows, particularly of a practice room door * If there is a window in your practice room, cover the window so no one can look in Put a \"Do not disturb\" note on the practice room door (college students: your colleagues will respect your wishes to have an interruption-free practice session) * Have a journal where you can write down thoughts during and following practice to keep focus; make an assignment for yourself, or a checklist of goals Minimizing distractions allows us to accomplish and retain more with the instrument.

Practical skills training is an essential part of medical education. An important example is the training of Basic Life Support (BLS) skills, which are key to improve patient outcomes in life-threatening situations. However, despite practical training, BLS performance is often sub-optimal even among healthcare professionals and medical students. Finding more effective training methods is therefore of high importance. A promising method to enhance learning outcomes is reflective practice. The goal of the present study was to evaluate whether a short reflective practice intervention following standard BLS training (Peyton's 4-step approach) improves BLS training outcomes, reflected in higher BLS performance and higher self-confidence to perform BLS. 287 first-year medical students were randomly assigned to one of two BLS training conditions: 1) standard BLS training (ST), 2) ST followed by a 15-minute reflective practice exercise. Outcome parameters included objective BLS performance data assessed by a resuscitation manikin, and students' self-reported confidence in their BLS skills. Outcomes were assessed directly after the training (T0) and re-assessed one week later (T1). A two-way mixed model analysis of variance (ANOVA) was conducted to examine the effect of the intervention on BLS performance and self-reported confidence. Significance was determined by two-sided 95% confidence intervals. The intervention group performed significantly more effective compressions at T1 and began significantly faster with performing their first chest compression at T0 and T1, in comparison to the control group. No significant differences between study groups regarding their self-reported confidence to perform BLS were observed. This research shows that standard BLS training accompanied with a simple, cost-effective reflective practice exercise can improve learners' BLS skill acquisition and retention. This shows that reflective practice has the potential to enhance practical skills training in medicine; yet, more empirical studies are needed to examine its broader applicability.

Background Primary Progressive Aphasia (PPA) is a clinical dementia syndrome characterized by progressive language decline. Access to care for individuals living with PPA is limited by a shortage of evidence‐based interventions and qualified clinicians. While technology‐supported approaches show promise in improving access to care, there has been no systematic exploration of the factors affecting web application use in this population. This study evaluated the usage and feasibility of an app‐based intervention through quantitative application engagement data and qualitative insights from semi‐structured post‐study interviews. Method Participants enrolled in Communication Bridge‐2 (NCT03371706, n = 95), a 12‐month NIH stage 2 randomized controlled trial of speech‐language therapy for PPA, were encouraged to complete app‐based home practice exercises five days per week for 30 minutes per day. Usage was measured by weekly logins and completed home practice exercises. Feasibility was assessed through semi‐structured post‐study interviews (PSI; n = 79). Multi‐methods analysis incorporated descriptive statistics and thematic coding of qualitative data. Result On average, participants logged into the app 5.88 times per week (SD=1.29, range 1.29‐18.90) to access exercises and educational materials across the ∼12‐month duration of the intervention. On average, users completed 13.7 home practice exercises (SD=5.95) across 3.99 days per week (SD=1.19). PSI dyadic reports indicated few technical challenges with the application (n = 76, 85%) with the most common issues including software updates (n = 12) or connectivity problems (n = 10). Most (n = 80, 90%) found the computer‐based format helpful, and many (n = 26, 29%) described the app as user‐friendly and intuitive after initial training. Participants highlighted the app's role in fostering confidence and motivation for home communication practice. Conclusion This study demonstrates high usage and feasibility of web applications to support communication and language intervention in PPA. Importantly, all participants logged into the app and completed home practice exercises at least weekly. Most participants experienced minimal technical challenges and found the web‐based format easy to use following a brief technology orientation. These findings challenge assumptions about technology use in older adults with cognitive‐communication impairments and provide support for web applications as viable tools for supporting evidence‐based speech‐language home practice exercises and educational videos to individuals with PPA and their communication partners.

Background Primary Progressive Aphasia (PPA) is a clinical dementia syndrome characterized by progressive language decline. Access to care for individuals living with PPA is limited by a shortage of evidence‐based interventions and qualified clinicians. While technology‐supported approaches show promise in improving access to care, there has been no systematic exploration of the factors affecting web application use in this population. This study evaluated the usage and feasibility of an app‐based intervention through quantitative application engagement data and qualitative insights from semi‐structured post‐study interviews. Method Participants enrolled in Communication Bridge‐2 (NCT03371706, N = 95), a 12‐month NIH stage 2 randomized controlled trial of speech‐language therapy for PPA, were encouraged to complete app‐based home practice exercises five days per week for 30 minutes per day. Usage was measured by weekly logins and completed home practice exercises. Feasibility was assessed through semi‐structured post‐study interviews (PSI; N = 79). Multi‐methods analysis incorporated descriptive statistics and thematic coding of qualitative data. Result On average, participants logged into the app 5.88 times per week (SD=1.29, range 1.29‐18.90) to access exercises and educational materials across the ∼12‐month duration of the intervention. On average, users completed 13.7 home practice exercises (SD=5.95) across 3.99 days per week (SD=1.19). PSI dyadic reports indicated few technical challenges with the application (n = 76, 85%) with the most common issues including software updates (n = 12) or connectivity problems (n = 10). Most (n = 80, 90%) found the computer‐based format helpful, and many (n = 26, 29%) described the app as user‐friendly and intuitive after initial training. Participants highlighted the app's role in fostering confidence and motivation for home communication practice. Conclusion This study demonstrates high usage and feasibility of web applications to support communication and language intervention in PPA. Importantly, all participants logged into the app and completed home practice exercises at least weekly. Most participants experienced minimal technical challenges and found the web‐based format easy to use following a brief technology orientation. These findings challenge assumptions about technology use in older adults with cognitive‐communication impairments and provide support for web applications as viable tools for supporting evidence‐based speech‐language home practice exercises and educational videos to individuals with PPA and their communication partners.

Background Primary Progressive Aphasia (PPA) is a clinical dementia syndrome characterized by progressive language decline. Access to care for individuals living with PPA is limited by a shortage of evidence‐based interventions and qualified clinicians. While technology‐supported approaches show promise in improving access to care, there has been no systematic exploration of the factors affecting web application use in this population. This study evaluated the usage and feasibility of an app‐based intervention through quantitative application engagement data and qualitative insights from semi‐structured post‐study interviews. Method Participants enrolled in Communication Bridge‐2 (NCT03371706, n = 95), a 12‐month NIH stage 2 randomized controlled trial of speech‐language therapy for PPA, were encouraged to complete app‐based home practice exercises five days per week for 30 minutes per day. Usage was measured by weekly logins and completed home practice exercises. Feasibility was assessed through semi‐structured post‐study interviews (PSI; n = 79). Multi‐methods analysis incorporated descriptive statistics and thematic coding of qualitative data. Result On average, participants logged into the app 5.88 times per week (SD=1.29, range 1.29‐18.90) to access exercises and educational materials across the ∼12‐month duration of the intervention. On average, users completed 13.7 home practice exercises (SD=5.95) across 3.99 days per week (SD=1.19). PSI dyadic reports indicated few technical challenges with the application (n = 76, 85%) with the most common issues including software updates (n = 12) or connectivity problems (n = 10). Most (n = 80, 90%) found the computer‐based format helpful, and many (n = 26, 29%) described the app as user‐friendly and intuitive after initial training. Participants highlighted the app's role in fostering confidence and motivation for home communication practice. Conclusion This study demonstrates high usage and feasibility of web applications to support communication and language intervention in PPA. Importantly, all participants logged into the app and completed home practice exercises at least weekly. Most participants experienced minimal technical challenges and found the web‐based format easy to use following a brief technology orientation. These findings challenge assumptions about technology use in older adults with cognitive‐communication impairments and provide support for web applications as viable tools for supporting evidence‐based speech‐language home practice exercises and educational videos to individuals with PPA and their communication partners.

Learning games that are based on current scientific concepts are underutilized in dental education. This paper explores the relevant science of learning and discusses several principles that are conducive to learning and teaching in an educational setting, namely retrieval practice, feedback, motivation, and engagement. A discussion of learning games in health professional education ensues, followed by a description of relevant best practices in game design for learning. This paper concludes by presenting Dealodontics©, a card game developed at New York University College of Dentistry with the goal of helping second-year dental students review, practice, and apply basic skills relevant to their orthodontics competency requirements.