Always Pay Attention to Which Model of Motor Learning You Are Using

This critical review considers the epistemological and historical background of the theoretical construct of motor learning for a more differentiated understanding. More than simply reflecting critically on the models that are used to solve problems—whether they are applied in therapy, physical education, or training practice—this review seeks to respond constructively to the recent discussion caused by the replication crisis in life sciences. To this end, an in-depth review of contemporary motor learning approaches is provided, with a pragmatism-oriented clarification of the researcher’s intentions on fundamentals (what?), subjects (for whom?), time intervals (when?), and purpose (for what?). The complexity in which the processes of movement acquisition, learning, and refinement take place removes their predictable and linear character and therefore, from an applied point of view, invites a great deal of caution when trying to make generalization claims. Particularly when we attempt to understand and study these phenomena in unpredictable and dynamic contexts, it is recommended that scientists and practitioners seek to better understand the central role that the individual and their situatedness plays in the system. In this way, we will be closer to making a meaningful and authentic contribution to the advancement of knowledge, and not merely for the sake of renaming inventions.

Lifesaving Medications Use By Athletic Trainers

The athletic trainer's (AT) emergency management skill set requires competency in the delivery of basic lifesaving medications. Some lifesaving medications have been a part of athletic training practice for decades, but that list has grown as ATs' practice setting has expanded - increasing the types of em ergent conditions that the AT may have to treat. The 2020 CAATE curricular standards require athletic training students be trained to administer the following: supplemental oxygen, nitroglycerine, low dose aspirin, bronchodilators, epinephrine using automated injection device, glucagon, and naloxone. Clinically, the conditions treated by these medications can be categorized as follows: cardiac, respiratory, hypoglycemia, or anaphylaxis. All ATs should know the indications, contraindications, administration methods, and the details of patient monitoring for each medication. Generally, these medications are safe, have clear indications for use, and few contraindications. While ATs are trained to administer these medications, they must consider state laws and local policies.

Increasing the role of women's farmer groups in Tempursari Village, Candimulyo, Magelang, through a culinary business based on banana and taro processing

Banana and taro are two of the many plants that grow in Tempursari Village. These commodities will have a low selling value if traded directly. As a result, a processed food diversification strategy is required to increase the economic value of these plants, such as processed chips with flavor variants based on the intended target market. The mentoring activity was carried out with the participation of 20 participants, who were representatives from two hamlets. Outreach activities, training, practice, and mentoring are all part of the implementation process. Based on these activities, the outcomes of processed food products, particularly banana chips and taro chips, have the potential to provide an alternative method of increasing the economy by utilizing abundant natural resources.

Pedagogical conditions of professional readiness formation of future officers to the of the military (ship) economy maintenance in subdivisions of the State border service of Ukraine

The purpose of the article – substantiation of pedagogical conditions of readiness of future officers for conducting military (ship) economy in divisions of the State Penitentiary Service of Ukraine. Methodology. Analysis, conversation, observation, testing, comparison of practical experience and theoretical knowledge, independent characteristics. Results. The article defines and substantiates the pedagogical conditions of future officers to conduct military (ship) economy in the subvisions of the State Border Guard Service of Ukraine. The defined pedagogical conditions are able to provide high-quality preparation of cadets for conducting military (ship) economy in divisions of the State frontier service of Ukraine. The methods of observation, questionnaires, study of pedagogical documentation, independent characteristics were used in the work. Practical implications. Developed and substantiated pedagogical conditions for the formation of professional readiness of future officers for military (ship) economy in the subvisions of the State Border Guard Service of Ukraine create a set of ways to improve the process of training future officers for military (ship) economy. Substantiated pedagogical conditions lay the foundation for improving the training of future officers to conduct military (ship) economy in the units of the State Border Guard Service of Ukraine. Value. The pedagogical conditions of formation of professional readiness of future officers in the subvisions of the State Border Guard Service of Ukraine are defined and substantiated: activation of value-motivational attitude of cadets to studying of features and the organization of military (ship) economy in divisions of the State Border Guard Service of Ukraine; selection and structuring of the content of training material taking into account the current requirements for the military (ship) economy, reforming the organizational and staffing structure of the State Border Guard Service of Ukraine (changes in the structure of disciplines, training, special courses, electives, etc.) taking into account the experience of NATO countries; acquisition of skills and abilities by future officers on the basis of contextual training with the use of the potential of military internship and training practice; professional development/self-development of scientific and pedagogical workers on logistics, as well as – creation of information and educational environment for effective formation of cadets’ necessary skills and abilities for organization and management of military (ship) economy in the State Border Guard Service of Ukraine, motivation of in-depth study logistics of the border department. Key words: organization, military (ship) economy, subdivisions of the State Border Guard Service of Ukraine, pedagogical conditions, provision.

Survey of Occupational Therapy Driver Assessors’ Rehabilitation Interventions With Older Drivers

The rehabilitation strategies used by occupational therapy driver assessors with older drivers with age-related decline or health conditions are not well understood. The objective of the study was to describe driver rehabilitation interventions used by Australian driver assessors, identify factors that guide rehabilitation choices, and identify barriers and facilitators encountered. An online survey was emailed to 300 driver assessors. Descriptive statistics were used to summarize and to rank order participant responses. A total of 148 respondents selected from a combined total of 655 interventions. The four most common rehabilitation methods were (a) graded driving (18%, n = 118), (b) practicing specific maneuvers (17.7%, n = 116), (c) using a modified vehicle (16.9%, n = 111), and (d) graded driving in local areas only (15.1%, n = 99). The most common barrier limiting driver rehabilitation was cost ( M = 2.92, SD = 1.24). The most frequently used driver rehabilitation method was on-road training. Practice can be enhanced by collating and evaluating resources, and ensuring effective interventions are more accessible.

Supporting Black, Indigenous, and People of Color Counselors: Considerations for Counselor Skills Training and Practice

Black, Indigenous, and people of color (BIPOC) counselors require training, practice, and consultation strategies to address client-initiated microaggressions and racism in counseling. Utilizing critical race theory in counselor education, the authors offer a counseling skills model, based on Sue et al.’s microintervention concept, to support BIPOC counselor training and supervision. The authors describe strategies all counselors may use to address microaggressions and racism in counseling sessions with relevant ethical considerations. Implications for mental health counselors, counselor educators, and clinical supervisors are provided.