Barriers to initiating and maintaining participation in parkrun

Interventions that increase population physical activity are required to promote health and wellbeing. parkrun delivers community-based, 5 km events worldwide yet 43% who register never participate in a parkrun event. This research had two objectives; i) explore the demographics of people who register for parkrun in United Kingdom, Australia, Ireland, and don’t initiate or maintain participation ii) understand the barriers to participating in parkrun amongst these people. Mandatory data at parkrun registration provided demographic characteristics of parkrun registrants. A bespoke online survey distributed across the three countries captured the reasons for not participating or only participating once. Of 680,255 parkrun registrants between 2017 and 19, 293,542 (43%) did not participate in any parkrun events and 147,148 (22%) only participated in one parkrun event. Females, 16–34 years and physically inactive were more likely to not participate or not return to parkrun. Inconvenient start time was the most frequently reported barrier to participating, with females more likely than males to report the psychological barrier of feeling too unfit to participate. Co-creating strategies with and for people living with a chronic disease, women, young adults, and physically inactive people, could increase physical activity participation within parkrun.

ACTUAL PROBLEMS OF OVERCOMING OF PSYCHOLOGICAL BARRIERS ON THE EXAMPLE OF STUDENTS OF MEDICAL EDUCATIONAL INSTITUTIONS

В статье рассмотрены условия преодоления психологических барьеров в обучении студентов медиков. Преодоление психологического барьера это сложный и многогранный процесс, который сопровождается изменениями жизненных условий, статуса вчерашнего школьника, определения своего места в новом коллективе, отношениями с преподавателями, изменениями в организации своего рабочего времени, осознании причастности к будущей профессии врача. Психологический барьер представляет собой определенную внутриличностную преграду, преодоление которой ведет к качественному преобразованию, как деятельности личности, так и самой личности. Кроме этого в статье раскрываются основные причины возникновения психологических барьеров в процессе обучения, где проблема преодоления психологических барьеров учебной деятельности изучалась как в педагогических, так и в психологических исследованиях и оказывает негативное влияние на учебную деятельность студентов. The article considers the conditions for overcoming psychological barriers in the training of medical students. Overcoming the psychological barrier is a complex and multifaceted process that is accompanied by changes in living conditions, the status of yesterday's student, determining their place in the new team, relationships with teachers, changes in the organization of their working hours, awareness of involvement in the future profession of a doctor. The psychological barrier is a certain intrapersonal barrier, the overcoming of which leads to a qualitative transformation of both the activity of the individual and the personality itself. In addition, the article reveals the main reasons for the emergence of psychological barriers in the learning process, where the problem of overcoming psychological barriers to educational activity has been studied both in pedagogical and psychological studies and has a negative impact on the educational activities of students.

Improvisational Dance-Based Psychological Training of College Students’ Dance Improvement

Dance creation involves complex psychological activities. Although previous studies have conducted extensive investigations on the psychological aspects of choreographers’ creations, little is known regarding the psychological barrier of choreographers in terms of creativity. The study aims to explore the psychological barrier of innovation in dance choreography, which is a kind of situation between mental illness and mental problems. The research shows that improvisational dance is a free dance with the human body as a material carrier, and it is a dance form that the dancer’s thinking is transformed into dance action to express their inner thoughts. The improvement of the potential creative thinking of dance creators through the improvisational dance movement and structure are explored. Meanwhile, the theoretical ideas of psychologists have been applied to the cultivation and improvement of improvisational dance creativity, which has made full certification and supplement. Moreover, through psychological experiments, it is proved that improvisational dance is an important way to release and develop creativity. Based on the theory of psychology, feasible suggestions are given to improve students’ creative ability in the process of improvisational dance teaching.

FEATURES OF ORTHODONTIC TREATMENT USING LINGUAL BRACES

Malocclusion and imperfect placement of teeth can have a big impact on the smile, well-being and quality of life. As a result of the treatment of pathological and abnormal bite, many children and adults are forced to use braces to improve their bite. The consequences of treatment are different: inflammation and itching, edema of the oral mucosa and maxillary sinuses, headaches, fever. All this depends on the human physiological characteristics, as well as adaptation to this artificial structure, which actually shifts the teeth from a pathological position to a physiological one. Correcting the bite with lingual braces has a key advantage. The main thing is the ability to cope with the psychological barrier that inevitably arises when wearing vestibular braces. But there is also a disadvantage that manifests itself in a short-term speech disorder for 2-3 months. This article discusses the procedure for making lingual braces, the stages and principles of installing lingual braces, recommendations for the care and wearing of the structure, as well as the impact of these braces on the speech apparatus and articulation of speech sounds and the possible development of logoneurosis due to treatment with lingual braces.

Overcoming psychological barriers in discourse interaction in the era of information

The article deals with the types of communicative competence in different types of discourse. Communicative competence refers to the ability to predict a communicative situation in a specific area of communication which becomes important in the era of information, to manage the process of communication in a certain situational environment. Levels of language personality formation are distinguished. The concept of a psychological barrier arising in the process of communication is given. Psychological barrier refers to a condition that impedes full development and manifestation of a personality. Multilevel character of communicative competence is shown, levels of its formation are distinguished; such types as lexical, textual and discourse competence are considered. As a person enters discourse space and develops communicative competence, his emotional state changes – from negative or neutral emotions to positive emotions. The question is raised about the possibility of communicative failures caused by communication barriers arising during communication. Types of communicative barriers, their characteristics and ways to overcome them are considered; besides, barriers related to insufficient proficiency in a particular level of language (phonetic, lexical, stylistic) are considered. Among the reasons for communicative barriers are: features of communicants’ intelligence; difference in interpreting concepts; difference in vocabulary; misunderstanding of communicative situation; psychological characteristics of partners; social, political, professional, religious differences.Many of these barriers appear in modern society which overcomes specific changes in the era of information. Significance of psychological factor as well as level of formation of emotional competence to overcome emerging communicative barriers is shown.