Explore the vast range of titles available.

Studies on how sports are taught to children and young people point out that the traditional model, based on the execution and repetition of movements, usually with tasks without decision-making or with an excess of formal games, is still widely used by coaches. Considering the criticisms given to this approach perspective in invasion sports, it is pertinent to produce investigations that seek to help coaches to qualify the teaching of these modalities aiming at the development of young people. In this context, this study sought to verify to what extent participation in an action-research on the use of tasks for teaching invasion sports, allows coaches to improve the proposition of activities considering the objective of training centered on tactical intentions. Methodologically, from a qualitative study, an action research was constituted by a study group formed by five coaches who work with the teaching of invasion sports and a researcher who is the author of this work. After holding eight meetings, the results indicate that there was a refinement in the ability to propose tasks to teach/train invasion sports. Specifically, three coaches who, before the study, had difficulties in selecting tasks that allowed developing tactical intentions, began to indicate activities consistent with the training objective.

\" Public school systems are central to a flourishing democracy, where children learn how to solve problems together, build shared identities, and come to value justice and liberty for all. However, as citizen support for public schools steadily declines, our democratic way of life is increasingly at risk. Often, we hear about the poor performances of students and teachers in the public school system, but as author Sarah M. Stitzlein asserts in her compelling new volume, the current educational crisis is not about accountability, but rather citizen responsibility. Now, more than ever, citizens increasingly do not feel as though public schools are our schools, forgetting that we have influence over their outcomes and are responsible for their success. In effect, accountability becomes more and more about finding failure and casting blame on our school administrators and teachers, rather than taking responsibility as citizens for shaping our expectations of the classroom, determining the criteria we use to measure its success, and supporting our public schools as they nurture our children for the future. American Public Education and the Responsibility of its Citizens sheds an important light on recent shifts in the link between education and citizenship, helping readers to understand not only how schools now work, but also how citizens can take an active and influential role in shaping them. Moving from philosophical critique of these changes to practical suggestions for action, Stitzlein provides readers with the tools, habits, practices, and knowledge necessary to support public education. Further, by sharing examples of citizens and successful communities that are effectively working with their school systems, Stitzlein offers a torch of hope to sustain citizens through this difficult work in order to keep our democracy strong. \"-- Provided by publisher.

Objectives To support the paediatric trainees, thrive with the Paediatric assessment unit (PAU) referrals through targeted training and support.Methodology A questionnaire survey was performed to identify the non-technical skills that the junior doctors wanted support to improve. ‘Handling referrals to Paediatric Assessment unit’ and ‘communicating effectively’ were identified as the highest priority.Five cycles of interventions were implemented:Consultant led discussion on managing PAU referralsDeveloping a standard template for the PAU referralsTeaching sessions which identified the need for conducting simulationsSimulation sessions with case scenariosIntroduction of a referral triaging pathway and ISBAR template for Paediatric referrals (ISBAR- Introducing self and identifying the referrer and patient, situation, background, assessment, and recommendation by both the referrer and the doctor accepting the referral).Based on the feedback received the simulation sessions were extended to the new batch of junior doctors in their first month of placement with us.Results Managing Paediatric assessment unit referrals and effective communication were identified as high priority areas on the initial survey. Initial discussions, the standard PAU referral template and teaching were well received. Simulation sessions with real case scenarios, introduction of customised PAU- ISBAR and the triaging pathway were reported to have significantly increased the confidence, communication skills and ability to effectively manage the referrals. Post-simulation sessions100% of the participants reported improved confidence and communication skills, compared to 57% and 64.3%% respectively before the simulation session. Additionally, 100% of the participants reported to be fully aware of the local referral pathways compared to 42.9% pre- session. All the participant rated their clinical decision-making skills while managing PAU referrals as good, compared to only 50% prior to the session.The feedback indicated the simulation sessions were extremely helpful, with suggestions to include them in the regular training sessions for all the new doctors.Abstract 8065 Figure 1[Image Omitted. See PDF.]Conclusion Identifying the trainees’ needs in non-clinical skills and providing tailored targeted interventions, improved the confidence and clinical decision making skills among the trainees in managing PAU referrals.

ObjectivesThe annual London School of Paediatrics(LSP) trainee survey, of on average 950 trainees, year on year shows variation in overall training placement satisfaction amongst the 31 Trusts. The 2022 LSP survey showed that 78% of trainees rated their placement as good/excellent, which leaves a quarter of trainees experiencing training which is average, below average and poor. To ensure a high standard of training is available to all trainees across Trusts and the variation in trainee placement satisfaction is minimised, Excellence Exchanges (‘EEs’) have been developed. The ‘EEs’ provide an opportunity for Trusts to showcase their ‘Excellence’ and share how they have resolved challenges faced in providing training. The Exchanges also ascertain using the LSP survey which areas of training to improve locally and develop solutions with support from the LSP and Deanery.MethodThe ‘EEs’ are widely advertised and individual Trusts voluntarily sign up to participate. The ‘EE’ is organised by the LSP Trainee Committee and supported by HEE/London Deanery (Head of School and TPDs) and LSP (College Tutors and Trust Reps). Integrated working between the Deanery, LSP and at the Trust level locally by the Trainees and Consultants is key to the execution and success of the ‘Exchange’. There is a preparation pack and the ‘Exchange’ follows a set structure with a Powerpoint to ensure the process is standardised and each ‘EE’ discusses; the LSP survey data, The Excellence (what and how maintained) and Improvements (what and plan). Exchange posters are completed and a local ‘EE’ champion supervises QI work and feedback. All excellence and learning from the Exchange is collated and shared on the LSP website and Bulletin.ResultsTo date, six Trusts have participated in an ‘EE’ of which 2 were Tertiary centres and 4 District General Hospitals. Four exchanges occurred in person and 2 virtually. Three further Trusts have been scheduled. The feedback has been overwhelmingly positive. One college tutor commented ‘such a buzz and great to have your insights. Work afoot to start our action plan’. Another College Tutor commented on ‘the relaxed, friendly and non-threatening nature of the Exchange’.ConclusionThe ‘Excellence Exchanges’ are a welcomed initiative by trainees and trainers to ensure high quality training is provided and maintained in Trusts across the LSP. The Exchanges are a structured and non-judgemental way for shared learning and improvement work to take place locally with support from the Deanery.

ObjectivesPaediatric training aims to produce doctors who understand the variable conditions facing children, and the application of this to both acute and outpatient settings.1 However, with greater workforce demands influenced by admission rates,2 morbidity,3 and staff recruitment and retention issues,4 exposing trainees to adequate learning opportunities is becoming more difficult. One particular concern is the exposure to paediatric outpatient experience, ranging from opportunistic at best to non- existent at worst. The result is a generation of trainees with less hands-on paediatric outpatient experience, yet a patient cohort that demands a greater skill set for effective management. Striking the balance between service-need and training to prepare future consultants has never been more important.5 We outline a simulation initiative that aims to readjust this balance, preparing trainees for issues arising in the outpatient setting.MethodsWe created four outpatient simulated scenarios around different themes; explaining a diagnosis, difficult communication, conflict resolution, and safeguarding. These themes were identified iteratively through a panel of experts as being most relevant to paediatric trainees.All paediatricians in speciality training years 4–5 were invited to attend the half-day of simulations. This cohort was chosen because stepping up to the middle grade rota can be daunting with minimal time for outpatient clinics.The sessions consisted of four scenarios, each led by a different trainee. A simulated patient played the part of the primary caregiver and there were two senior facilitators co-ordinating. Once the trainee had brought their consultation to a close, a facilitator led debrief utilising advocacy-enquiry6 helped to promote critical reflection.The content was shared region-wide to enable different trusts to provide the training.ResultsA total of 7 sessions were provided across 3 trusts providing the outpatient simulation to 28 trainees. 100% of the candidates rated the simulation as ‘excellent’, with comments such as ‘innovative session with practical and relevant scenarios’, and ‘the way the scenarios and debrief was conducted helped me a lot’.ConclusionPaediatric training faces significant challenges in the context of attending outpatient clinics. Our innovative approach using outpatient simulation scenarios has helped to bridge this gap in training, providing paediatric trainees with increased confidence and skill when managing these patients. Our approach using centrally developed content which was then distributed to educators further afield allowed multiple trusts and trainees in the region to benefit from the resource.ReferencesRCPCH Progress+, RCPCH, Aug 2023.Dick, et al. Interventions to reduce acute paediatric hospital admissions, Archives of Disease in Childhood, 2022.State of child health: England, RCPCH, 2020.RCPCH Workforce census report, RCPCH, 2022Training time and learning opportunities, Hodgson, 2022. www.rcpch.ac.uk/resources/training-principle-7Cheng, et al. Debriefing: The state of the art and science in healthcare simulation, 2017.

Immersive Virtual Reality (iVR) technologies can enrich teaching and learning environments, but their use is often technology-driven and instructional con-cepts are missing. The design of iVR-technology-supported learning environ-ments should base on both, an evidence-based educational model as well as on features specific to iVR. Therefore, the article provides a framework for the use of iVR in learning environments based on the Cognitive Theory of Multi-media Learning (CTML). It outlines how iVR learning environments could and should be designed based on current knowledge from research on Multimedia Learning.

The core refers to a group of muscles that allow optimal force transfer along the body’s kinetic chain and is critical for movement. The goal of this quasi-experimental study was to investigate the relationship between the experience level of Pilates participants and abdominal wall thickness. For this, we compared the thickness of four abdominal muscles—transversus abdominis (TrA), internal oblique (IO), external oblique (EO), and rectus abdominis (RA)—as measured before and after 8 weeks of Pilates training in three conditions, namely, relaxation, abdominal hollowing, and plank exercise. Eighteen participants were distributed into three groups with different levels of Pilates practice—experienced (EG; n=6), inexperienced (IG; n=7), and control (CG; n=5) groups. The RA showed a tendency to increase post-intervention in the EG (all conditions: p=0,002, p=0,006, and p=0,002, respectively for relaxation condition, abdominal hollowing and standing plank). Additionally, significant differences were found in relaxation (p=0.003, d=−0.744) and plank (p=0.009, d=−0.630) conditions in the IG. Significant differences were also registered in the EO muscle in the IG (all conditions: p=0.046, p=0.013, and p=0.008, respectively; d=0.464, d=−0.596, and d=−0.637, respectively). IO muscle thickness tended to increase in the CG in all conditions (p=0.044, p=0.006, and p<0.001, respectively) and the EG in relaxation and plank conditions (p=0.009 and p=0.007, respectively). Within groups, the effects of Pilates practice were more significant post-intervention, with the exceptions being under the contraction condition in the deepest muscles (IO: p=0.109, d=0.083; TrA: p=0.194, d=0.062). Our hypothesis was partially confirmed because 8 weeks of Pilates practice have improved significantly the thickness of the RA and EO muscles in the IG.

ObjectiveTo improve the recognition ,early intervention and management of the acutely unwell child.BackgroundPaediatric survival after in-hospital cardiac arrest is 54% in the UK (Skellett, 2020). The importance of early intervention in an acutely unwell child to prevent deterioration to cardiac arrest is well recognised to improve outcomes and is the basis for the national training courses in resuscitation. JIC training aims to improve recognition and management of the acutely unwell child so that further deterioration is avoided and or the child is transferred safely to an ICU. The JIC reinforces annual training, by delivering refresher preparatory resus training at the bed side at the point of care where greater staff performance is required thus promoting a confident and responsive workforce.MethodsResuscitation team identified from EPR and walk rounds, those clinical areas with high acuity patients, reduced staffing levels, PEWS >9, staff/parental concern or Clinical Site Practitioner’s (CSP) concern.Success led to an extension of the initiative and collaboration with the CSP team and clinical staff, identifying JIC opportunities, including a refresher of the skills of effective bag-valve-mask ventilation, application of defibrillator pads and quality CPR. Furthermore, expertise within the team encourages the staff to explore clinical conditions of patients, giving context to the disease process including support for modified approaches to resuscitation. Increased visibility in the clinical areas, has resulted in increased requests from staff for this training to develop their confidence, supporting the complex and progressive clinical needs of the child requiring a higher dependency.ConclusionInitial result has identified that JIC training resulted in earlier escalation for support. Refreshing staff resuscitation skills at the bed side at a point in time when they needed it resulted in a decrease in ‘2222’ due to early interventions of essential skills.

During the workshop, the following content will be shown: (a) training control in mini-football (eFUNiño) with the help of LED equipment; (b) driving of different game scenarios without external verbal advice; and (c) presentation of complex training goals with different light scenarios throughout the vests and goals (e.g., diagonal play, training with spatial restrictions).