![]() ![]() To enhance working memory, one of the activities we have consists of ordering a sequence of moving numbers, which becomes more difficult as more numbers are added. NeuronUP activities for the rehabilitation of executive functioning Executive functions are necessary when we have to modify plans on the go due to unforeseen events, or in case some new task we were not expecting needs performing. For example, executive functions are crucial to planning the day when we wake up in the morning: we think about what has to be done, in which order, how long it will take us, etc. In our daily life we need executive functioning to navigate our environment and to achieve our goals. Branching (Multitasking): the ability to organize and effectively perform multiple concurrent tasks by combining them, while keeping in mind the goal of each task.Dual-task: the ability to perform two different-modality tasks simultaneously while directing constant attention to both.Time estimation: the ability to estimate the passage of time and duration of a task or event.Decision making: the ability to select between possible alternatives, after weighing the outcomes and consequences of all available options.Inhibition: the ability to ignore impulses or irrelevant information–both internal and external–when performing a task.Flexibility: the ability to adjust behavior to changing environmental circumstances.Reasoning: the ability to consciously solve problems of all kinds by establishing causal relationships between them.Planning: the ability to set goals, develop action plans to achieve those goals, and to choose the most appropriate actions based on the anticipation of consequences.It is a workspace in which specific information is available for its manipulation and transformation during a limited period of time. Working memory: a limited capacity system that allows the temporary storage and processing of information.For suggestions on teacher training, we particularly emphasize the relevance of implementing (declarative) knowledge about kinematic features of the tasks and student errors into real-life scenarios resembling the complex skill of making accurate judgments in the physical education classroom.Executive functioning involves abilities and processes vital for daily life such as: We discuss these findings in context of the teachers’ task to perform accurate judgments. When explaining their ratings, trainers referenced to kinematic features that were relevant for structuring the tasks more often than teachers. Agreement about the temporal structuring of the tasks from event segmentation was lower among teachers than among trainers (p < 0.05). Moreover, agreement on the ratings among teachers was lower than among trainers. Judgment accuracy (with reference to judgments made by expert trainers) was found to be significantly lower in teachers compared to trainers (p < 0.001). All teachers and trainers had experience in working with prepuberal children similar to those they observed in this experiment, and the teachers completed a gymnastics class containing of the three tasks during their studies. To investigate cognitive processes of judgment formation, participants were asked to structure the movements via event segmentation as well as to explain their judgments. Teachers and trainers judged performance of prepuberal students in gymnastics, namely students exercising squat vault, underswing, and handstand. We investigated judgment accuracy and cognitive processes underlying judgment formation in physical education teachers who observed tasks in gymnastics, and compared teachers with gymnastics trainers as a reference group. You just subscribed to receive the final version of the articleĭiagnostics is an essential part of teachers’ profession.
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