Dietary Macronutrient and Micronutrient Intake over a 7-Day Period in Female Varsity Ice Hockey Players

This study examined the energy, macronutrient, and micronutrient intakes of female ice hockey players over a 7-d period including game, practice, and rest days. Twenty-three female varsity players (19.0 ± 1.1 yr, 167.1 ± 6.5 cm, 67.0 ± 8.0 kg) volunteered for the study. Average total daily energy expenditure (TDEE) was estimated over the 7-day period. Average 7-day energy intake (EI) and TDEE were 2354 ± 353 and 2304 ± 204 kcal. The majority (n = 19) of athletes had an EI ≥ 90% of their estimated TDEE. Macronutrient intake was 52% carbohydrate (CHO), 32% fat, and 16% protein of total EI, although CHO intake was slightly below recommendations (5 g/kg BM/d) on game and practice (4.8 ± 1.4 and 4.5 g/kg BM/d) days. Game day EI was greater than practice and rest days. Recommended micronutrient intakes were not met by most athletes for iron, calcium, vitamin D, and potassium, and intakes were similar between game, practice, and rest days. In summary, the average EI for female varsity ice hockey players appeared adequate to meet their energy needs over a weekly cycle of game, practice, and rest days. However, these female athletes would benefit from increasing CHO intake on game and practice days and selecting foods that are rich in vitamins and minerals.

Adaptive motor recreation in the structure of vacation training camps for goalball players

The training macrocycle of goalball players includes 52 weeks and in addition to group and individual training, theoretical classes, sports competitions, etc. implies training camps. This needs to achieve continuity of the educational and training process, preparation for competitions, active recreation and recovery of disabled athletes. At the initial training stage, only summer and winter training camps are organized for goalball players twice a year. Summer three-week training camps include morning and evening classes. Morning training sessions following the goals of the initial training stage were mainly aimed at developing physical fitness and developing the game practice of goalball players. Evening training sessions were recreational, the orientation of which was determined by the goals of this type of adaptive physical education. In the introductory part there are construction, greeting, warm-up (varieties of walking and running, jumping, complexes of general developmental exercises with synchronized eye movement), in the main part – specially selected outdoor games for children with visual deprivation aimed at correcting and developing coordination abilities and improving game actions in goalball, in the final part – exercises to prevent the progression of visual impairments. We believe that the inclusion of recreational activities in the structure of the summer training camps of goalball players will contribute to the improvement of technical and tactical game actions, improve their physical fitness in general, correct and develop certain types of coordination abilities, prevent visual impairments, as well as implement the socializing and integrative function of adaptive physical education following the principle of hedonism.

Axiological and Methodological Analysis of Folk Games

Play is defined as a special form of free activity according to the rules, that, unlike work, does not produce an alienable product. The socio-psychological mechanism of the influence of the conditions of the game on the participants is considered. Conceptual analysis of the game from the point of view of the key, meaning-forming experience in the game – happiness-joy, shows that this experience is due to the peculiarities of the relations of the participants: internal self-restraint (conscience) and conflict-free communication (the presence of sympathy, empathy, sympathy, assistance). These factors explain the corrective and preventive resources of play practice in the work of specialists with deviant behavior in children and adolescents (irresponsibility, aggression, violation of social norms...). Game practice simulates favorable social conditions for development. The semantic definition of the experience of happiness-joy is made based on a meaningful understanding of children's happiness by specialists in working with children as their professional target setting. The phases of the formation of the game are defined and shown using examples of folk games: formal adoption of the rules, individual self-realization within the framework of the rules, individual self-realization within the framework of the rules and the value of the gaming community.

The Practice of “The Power of Folk Game” as a Component of the Project “Ecosystem of Childhood”

Folklore game practice is considered as an integral part of the project “Ecosystem of childhood...” aimed at “rebooting” relations in the centers for the promotion of family education. The project focus-es on the problems of decision-making that determine the vital activity of the centers as a social sys-tem. The game practice is proposed as a special socio-cultural environment that promotes the es-tablishment of friendly, trusting, joyful relationships of participants, whose experience children trans-fer to other life situations. It is shown that the semantic core of the participants’ stay in the game is the experience of community, manifested in a sense of happiness-joy. The correctional and preven-tive possibilities of game practice in relation to many types of deviant behavior are noted. Methodo-logical recommendations are offered to the organizers of the game practice, paying attention to the peculiarities of the initiation and maintenance of the game, as a free activity of children and adoles-cents within the strict game rules.

Impact of video games on ultrasound-guided regional anesthesia skills

BackgroundThere is an association between video game practice and laparoscopic expertize in trainee surgeons. Ultrasound-guided regional anesthesia has many parallels with laparoscopic surgery. The aim of this study was to explore whether video game experience is associated with enhanced performance in a simulated ultrasound-guided task in novice operators.MethodsIn this prospective observational study, 60 medical student volunteers were recruited. Following characterization of video game experience, they underwent an assessment of visuospatial abilities. Following standardized teaching, the recruits’ technical performance of an ultrasound-guided needle task was assessed for overall quality by global rating scale (GRS).ResultsOut of a total possible GRS score of 35, gamers compared with non-gamers demonstrated 5.2 (95% CI 1.9 to 8.4) units of better performance. Gamers also performed better in mental rotation test scores (difference 4.1, 95% CI 1.2 to 7.0) .ConclusionVideo game practice is associated with increased mental rotation ability and enhanced technical performance in a simulated ultrasound-guided task.

ON THE READINESS OF FIRST-YEAR STUDENTS FOR PROJECT-ORIENTED TRAINING IN HIGHER EDUCATION

The training of a graduate with project thinking is one of the trends in modern higher education. Specialist with soft skills is in demand by society. The formation of soft skills is facilitated by using project technologies in training. In this regard, it seems important to identify the level of readiness of freshmen to project-oriented training.The purpose of this article is to analyze the readiness of first-year students of the Institute of Mathematical Modeling and Game Practice of Pskov State University for project-oriented study at a university. The research used the following methods: analysis of the scientific literature on the research problem, observation, expert evaluation, questioning, and statistical analysis of the results. In the process of research, (a) the need for an input assessment of freshmen readiness for project activities was substantiated, (b) the components of students' readiness for project-oriented training were identified, (c) the selected components were evaluated during the training project carried out by freshmen, (d) the results were analyzed.

Implementation Issues of Folklore Game Practice as a Corrective and Preventive Resource (Results and Potential of Experimental Work)

The folk game practice is proposed as a variant of execution of the idea of substituting sociogenesis. Game situations create conditions for intensive interaction, communication and allow solving the problem of correction and prevention of deviant behavior through the social and communicative development of children. In the context of the formative experiment when testing the game program, the influence of game practice on improving the sociometric status of children, on their ability to recognize, accept and comply with various rules, regulatory interaction and communication is demonstrated. The implementation issue of the game practice is the lack of game specialists. The presence of games presented in text descriptions and recommendations for organizing the game is not enough for the successful organization of real game situations. The experience of implementation and distribution of the game practice has shown that children easily and joyfully accept the game experience, but there is not enough space and time for its sustainability, as well as specialists of real game experience that would offer it to children. Game training of specialists is required. These are the main difficulties in implementing game practice as a tool of preventing and correcting deviant behavior.