This website is using a security service to protect itself from online attacks The action you just performed triggered the security solution There are several actions that could trigger this block including submitting a certain word or phrase You can email the site owner to let them know you were blocked Please include what you were doing when this page came up and the Cloudflare Ray ID found at the bottom of this page Yard Properties Editorial Team 26 November 2024 9:00After successfully promoting and completing the Outubro 355 project in Entrecampos the real estate developer Yard Properties has announced a new residential project in the historic town centre of Funchal The luxurious Ferreiros Residences will comprise 14 apartments with one-bedroom units ranging from 70.90 to 85.90 square metres (m²) and two-bedroom units spanning 118.30 to 208.85 m² The project will proceed thanks to a €7 million investment The development is expected to be completed within two years with apartment deliveries planned for late 2026 or early 2027 Official sales will commence on 15 January 2025 Yard PropertiesSix apartments have already been reserved These are “loyal clients of Yard Properties who are familiar with the company’s standards allowing them to benefit from the best pre-sale prices available,” stated David Rabi The company’s founder and manager noted that “the steady growth in property values in Madeira and its appeal as a lifestyle destination have drawn the attention of both local and international investors.” He added demand for premium residential spaces in Funchal remains robust.” the architectural approach of the development focuses on the “harmonious coexistence between the restoration of the historic façades of the pre-existing buildings and the contemporary modernity reflected in the apartment interiors.” Residents of Ferreiros Residences will enjoy various amenities All of this is located “within walking distance of Funchal’s restaurants Yard PropertiesMadeira is "simply a dream"David Rabi expresses his enthusiasm for the project describing himself as a passionate admirer of Madeira an island he considers “simply a dream.” “Our company focuses on prime locations where demand remains strong from both local and international buyers Our approach is centred on creating high-quality residences and these apartments will be built to the highest standards,” he assures On the topic of Madeira being on the radar of property investors, Rabi highlights that it has long been a sought-after destination for British and Western European buyers He notes a “recent wave of interest from North American investors in recent years “The recent announcement by United Airlines of direct flights from Newark to Cristiano Ronaldo Airport in Funchal is a significant milestone We believe that the best is yet to come for Madeira,” he states adding that “Madeira is no longer just a holiday destination.” The island “is evolving into a highly attractive place to live and work offering a quality of life that is hard to match elsewhere.” Volume 9 - 2024 | https://doi.org/10.3389/feduc.2024.1346739 This study presents the improvement generated in simultaneous processing by the application of metacognitive instruction to 3rd grade primary education students The sample consisted of 30 students from one classroom Two groups were formed; an intervention group comprising students in the classroom who presented difficulties in simultaneous processing showing a cognitive weakness that compromises reading comprehension and a comparison group comprising the rest of the students in the class The instruments used were the Das-Naglieri Cognitive Assessment System (DN CAS) Assessment of Reading Comprehension (ACL) test and the Reading Awareness Scale (ESCOLA) The groups were equivalent in socioeconomic and cultural status and in successive processing Reading and study variables were used as differentiators: simultaneous processing and reading awareness A metacognitive training program based on the Planning Facilitation method was applied to the intervention group The comparison group followed the usual curricular activities of the classroom and for the education level according to the traditional teaching model The program was implemented in 48 sessions over 12 weeks the group with weakness improved significantly in simultaneous processing and reading awareness; the comparison group did not show any change in their initial scores The metacognitive instruction that facilitates discussion between students and reflective verbalization about reading tasks promotes improvement in reading awareness and in the simultaneous processing necessary for reading comprehension To extract meaning from a sentence, reading comprehension must go beyond the sentence that was provided. Semantic processes (García-Madruga, 2006) require integrating ideas of sentences with each other and previous ideas of the reader about the phrase, constructing a mental or referential model. Understanding meaning is essential for reading (Nation, 2019) which is responsible for maintaining levels of alertness and excitement and ensuring focus on relevant stimuli The third system is an information processing system that uses the simultaneous and/or successive process to encode Planning allows the adoption of appropriate strategies to read and understand text and use the information at the right time (Gayo et al., 2014). Different levels of planning determine different levels of reading comprehension (Georgiou and Das, 2015; Das and Georgiou, 2016) Attention helps the reader to focus on relevant information and opens the way for efficient coding of information that can be simultaneous Two types of methods have been developed based on the PASS model (Naglieri and Gottling, 1995, 1997; Das, 1999) Both encourage discovery learning instead of direct instruction and both seek explicit knowledge of specific reading strategies their progressive control and transfer of learning to new situations examining the effects that strategic facilitation had on tasks of pairing numbers in good and poor planners The participants were asked to verbalize the strategies used to complete the tasks and explain why they were chosen The researchers encouraged the participants to talk about what they did and why that poor planners improved their strategic performance more than the good planners in this process it seems appropriate to evaluate the effect of this facilitation of planning on improving the cognitive activity of simultaneous processing that underlies the tasks of initial reading comprehension to articulate the meaning of a phrase The PASS theory (Georgiou and Das, 2014) has shown that a weakness in simultaneous processing is related to difficulty in reading comprehension The explanation of the difficulty in reading comprehension is due to the deficit in the process of integrating information into larger units for the extraction of meaning the prescription best suited to the educational needs is that reading comprehension difficulties are produced by a cognitive weakness in simultaneous processing making improvement in the process necessary for reading improvement and for transfer of what was learned Planning controls the use of strategies employed to solve reading tasks and cognitive activity This control requires a certain awareness of the value of the use of strategies to solve tasks and the reflexive verbalization offered by instruction with Planning Facilitation When this method is used to solve reading tasks planning aims to integrate meanings of words into a specific or general idea using a simultaneous cognitive activity to determine the meaning Planning Facilitation in early reading comprehension should produce an improvement in awareness of the value of the use of strategies and simultaneous cognitive activity to control strategic cognitive reading activity The first objective of this study is to analyze the effect of the instructional method Planning Facilitation (independent variable) on improving the cognitive activity of simultaneous CAS (dependent variable) which underlies the initial reading comprehension of texts It is expected that the groups of participants who in the preintervention measure differ in their simultaneous processing cognitive activity will not be different from the postintervention or follow-up measures The second objective is to establish the effect of planning facilitation on the improvement in reading awareness It is expected that the intervention group will show an increase in their metacognitive awareness (ESCOLA) as a result of the intervention and that there will be no significant differences in their scores postintervention or at follow-up with respect to the comparison group If intervention training is generalized to the improvement of reading awareness (ESCOLA) and simultaneous processes (CAS) then the processes used for this training will have been effective This would show a transfer of learning to improve reading awareness and simultaneous processing providing evidence of “far” transfer The present study expands the results of previous research with the Planning Facilitation strategy in the context of metacognitive instruction in reading in several ways: (i) it is carried out in a primary education setting; (ii) it is applied to 3rd grade primary education students; (iii) it extends the effects of improvement to the simultaneous processing of the PASS theory of intelligence and to the reading awareness of those students at risk of reading difficulty who progressively are differentiated from their peer group in reading performance; and (iv) the results are obtained using a pre-post intervention and follow-up design Their ages ranged from 7 years and 5 months to 8 years and 4 months (Mdn = 8 years) The sample was divided into two groups. One of the criteria used for the division was the level of reading delay that some students were acquiring in relation to the other student in the classroom, according to the classroom teacher. The other criterion was the low results obtained from standardized reading tests [The Assessment of Reading Comprehension (ACL) test by Català et al., 2001] A group (n = 8) was formed with the students who had difficulty in reading comprehension The other students in the classroom (n = 22) formed the comparison group Both groups were equivalent regarding the socioeconomic and cultural backgrounds of the parents These were students of urban origin and families of middle socioeconomic status No significant differences were found by sex or group [χ2(1) = 0.454; p = 0.501] The sample had homogenous characteristics in terms of social The groups were also homogenous regarding scores for successive cognitive processing [F(1,29) =0.871 p = 0.359] and in the subtests that evaluate it: series of words [F(1,29) =0.505 p = 0.483]; repetition of phrases [F(1,29) = 1.888 p = 0.180]; and questions about phrases [F(1,29) = 1.335 the intervention and comparison groups were significantly different; the comparison group had a significantly higher mean score than did the intervention group in simultaneous processing [F(1,29) = 12.991 p = 0.001]; nonverbal matrices [F(1,29) = 6.818 p = 0.014]; spatio-verbal relations [F(1,29) = 5.029 p = 0.033]; and figure memory [F(1,29) = 8.113 The groups also initially differed in their scores for awareness [F(1,29) = 4.037 p = 0.047] and reading comprehension [F(1,29) = 9.501 where the comparison group had a significantly higher mean score than did the intervention group For the measurement of cognitive processes, the Das-Naglieri Cognitive Assessment System (DN CAS; Naglieri and Das, 1997, Spanish adaptation by Deaño, 2005) battery was used This battery comprises four Scales: Planning The Simultaneous and Successive Processing scales were used The Assessment of Reading Comprehension (ACL) test by Català et al. (2001) was used corresponding to each of the six courses of primary education The ACL 3 was used for the evaluation of this study Each text is composed of several multiple-choice questions They are aimed at broadly assessing reading comprehension and data interpretation) and with topics related to the different curricular subjects These tests collect information on four relevant dimensions of reading comprehension: literal which focuses on the ideas and information that are explicit in the text; reorganization synthesize and/or organize the ideas explicitly expressed in the text; inferential which is executed when the student is able to simultaneously use the information specified in the text and the prior knowledge he or she possesses for developing conjectures and hypotheses; and critical in which the student must issue answers that indicate that he or she has made an evaluative judgment confronting the ideas expressed in the text with an internal (personal) or external criterion (the teacher The evaluation of reading comprehension of the text is always provided to the evaluated student The reliabilities of the test for each of the levels established from 1st to 6th grade To evaluate reading awareness, the Reading Awareness Scale (Escola; Puente et al., 2009) regulation and assessment processes that children from 8 to 13 years of age perform when reading situations posed as dilemmas Planning is measured through items related to the process of seeking information the selection of appropriate strategies for reading tasks according to the objective to be achieved the effort of the task itself and the type of text Regulation is assessed with items related to the attention and cognitive effort made by the student when faced with a reading task the use of strategies to select the relevant information from the text and the perseverance and self-efficacy of the reader to achieve the proposed goal Assessment involves the control executed by the reader when faced with a reading task verifying the use and adequacy of the strategies used in the task and identifying the results achieved The described processes are evaluated according to three variables: person The person variable responds to the knowledge that the student has about his/her own abilities to face a reading task The task variable has to do with the knowledge that the reader has about the importance of the reading task and its degree or level of difficulty The text variable refers to the characteristics of the text presented to the reader obtaining the corresponding percentile according to age and subject year Its reliability index calculated using Cronbach’s alpha is 0.81 It was explained to each student what was to be done before beginning the individual administration of the DN CAS battery It was applied according to the rules of administration and recording outlined in the manual The duration was approximately 40 min per participant The evaluator was trained in applying this battery and the same evaluator administered the battery for all participants The administration of the test was performed in an appropriate room of the school and in a relaxed environment Administration of the ESCOLA was as a group and adjusted to group rules of application and recording The approximate duration of the test was 30 min This group application was performed by an evaluator different from the previous one trained in the use of this test and in group administration The tests were performed in different sessions and days in the order described Appropriate permits were granted for its implementation and with the collaboration of teachers for both group and individual application The program consisted of texts for reading These texts were used to answer questions directed to students about each of the texts at a given level The levels of the texts used for this program were ACL-1 ACL-3 texts were excluded from the intervention because they were used for the evaluation The program consists of eight to ten texts per level The level at which the program for 3rd grad students began was ACL-2 The intervention was conducted in a small-group setting. Each group was composed of four participants. The tasks of the reading program were implemented using the Naglieri and Gottling (1995, 1997) Planning Facilitation method In Moment 1, the teacher gives the students an ACL text (levels 2, 1, 4 and 5) with five questions that they have to answer individually, after reading it, in ten minutes. In Moment 2, with the questions answered by the students in view, the mediator starts a debate by asking questions such as (Das, 1999 159): Can someone tell me something about this problem The mediator does not exhaust the repertoire of questions about the chosen text or ask the questions for all students The text allows contextualizing the dialog If this happens through the initiative of the group the mediator stops asking questions; if the group initiative runs out the mediator continues to foster the discussion with new questions The mediator collects the completed pages of all students and hands the students the same text and the same questions (moment 1) so that they solve the task for ten minutes resulted in 12 weeks of intervention for each group A total of 48 sessions were conducted throughout the second trimester of school The four participants per session who were in the program left the classroom to work with a mediator Leaving the classroom was scheduled in advance ensuring that the participants did not miss the same subject during the two weekly sessions The working groups were fixed except for exceptions of schedule attendance or other inconveniences that arose for any of the participants of the program The comparison group continued their learning of reading in a conventional manner They read a text with conceptual notions about language syntax and spelling and resolved conceptual questions raised in the text A pre/intervention/post/follow-up design was used contrasting the intervention and comparison groups for each measure The intervention program was implemented three weeks after the pretest Three months passed between these two measures To evaluate the effectiveness of the training program in 3rd grade students one-way repeated measures multivariate analysis of variance (MANOVA) was performed for simultaneous processing figure memory; DN CAS) and reading awareness (ESCOLA) The analysis was conducted based on the results of the Box test which ensured that the observed covariance matrices of the dependent variables were equal across all groups FBox (75 which contrasts the univariate variance for each of the variables across the groups The only variable that did not meet this assumption was figure memory [Fnonverbalmatrices (5,84) = 0.369 p = 0.868; Fspatio-verbal relations (5,84) = 0.506 p = 0.771; Ffigurememory (5,84) = 2.862 p < 0.05; Fsimultaneous (5,84) = 0.849 p = 0.519; Freadingawareness (5,84) = 1.174 Greenhouse–Geisser correction was used for degrees of freedom given the violation of the sphericity assumption (Mauchly test) The analyses were performed using the Statistical Package for the Social Sciences (SPSS) version 18.0 The results obtained showed a main effect of the measures for simultaneous processing its subtest and reading awareness [F(4.63,194.564) = 8.469 In the posttest and follow-up measures with respect to the pretest there was a significant increase in the mean scores for simultaneous cognitive process [Mpre = 97.34 Mfollow-up = 108.52; F(2,84) = 5.367 η2partial = 0.113; SRMpre-post = 0.93 SRMpre-follow = 0.77] and for the figure memory subtest [Mpre = 7.68 Mfollow-up = 10.71; F(2,84) = 4.719 η2partial = 0.101; SRMpre-post = 0.87 SRMpre-follow = 0.81] and a substantial significant increase in the mean scores for reading awareness [Mpre = 62.17 Mfollow-up = 79.13; F(2,84) = 23.244 η2partial = 0.356; SRMpre-post = 1.84 A large main effect of group size on simultaneous processing its subtest and reading awareness was also observed [F(2.32,194.564) = 15.350 The comparison group showed higher mean scores than those for the intervention group for all of the variables involved in the study: simultaneous [Mintervention = 95.04 Mcomparison = 111.34; F(1,84) = 33.976 nonverbal matrices [Mintervention = 10.20 Mcomparison = 13.39; F(1,84) = 15.653 spatio-verbal relations [Mintervention = 9.05 Mcomparison = 11.90; F(1,84) = 17.505 figure memory [Mintervention = 8.21 Mcomparison = 10.72; F(1,84) = 8.899 η2partial = 0.096] and reading awareness [Mintervention = 70.31 Mcomparison = 74.77; F(1,84) = 4.184 The evolution demonstrated by each group from pretest to follow-up showed that the intervention had a modest significant effect on simultaneous processing [ΔM = 15.125 p = 0.035; F(2,84) = 3.508 η2partial = 0.077; SRMpre-follow = 0.90] the improvement in the mean score from the pretest to the posttest (ΔM = 16.750 p = 0.001; SRMpre-follow = 2.45) and the pretest to follow-up (ΔM = 19.438 p < 0.001; SRMpre-follow = 3.10) was also significant with a large effect size [F(2,84) = 10.642 The comparison group had no significant increase in mean score for any of the study variables from one measure to another The first objective of the study was to analyze the effect of Planning Facilitation on improving the simultaneous processing of information underlying reading comprehension The significant main effect that was obtained for the follow-up measurement on simultaneous processing and its subtests means that the scores for simultaneous processing and subtests varied from the pretest to the follow-up with sensitivity to change in the moderate-character measure The other significant main effect on simultaneous processing and its subtests obtained for the group means that the scores that varied significantly were those of the intervention group which were matched to those of the comparison group that there were no statistically significant differences in the scores for simultaneous processing in the follow-up measure in the intervention group compared to the comparison group Planning Facilitation improved simultaneous processing in the group that followed the program which did not benefit from the instruction barely changed its average scores from the pretest to the follow-up The improvement seems to arise from the metacognitive control (planning) of cognitive activity (simultaneous) in reading comprehension tasks The second objective was to analyze the effect of metacognitive instruction on improvements in reading awareness A significant main effect of the measure for reading awareness from pretest to posttest was produced with a large sensitivity to change in the measure There was also a significant main effect for the group in reading awareness which means that the scores that varied significantly were those of the intervention group which were matched to those of the comparison group in the posttest Planning Facilitation improved reading awareness in the group that followed the intervention program with a large sensitivity to change in the measure barely modified its average scores from the pretest to the follow-up The improvement occurs in the awareness of the strategies used (metacognitive knowledge) to understand the text The benefit arises from the metacognitive knowledge of cognitive activity in reading tasks that there were no statistically significant differences in reading awareness scores in the posttest measure or follow-up of the intervention group compared to the comparison group The intervention group improved their reading awareness and simultaneous processing to match the comparison group The improvement obtained by the intervention group occurred at different measurement moments with a large sensitivity to change in the measure The sequence of effects seems to indicate that awareness of cognitive reading strategies favors the control of underlying reading tasks Reading awareness and simultaneous processing were improved with questions directed and guided by mediated intervention and student collaboration to learn to solve Planning Facilitation led participants to become aware of the effectiveness of their strategies and to use or modify them is awareness of the use of the strategies and then the use of the strategies The program produced a transfer of learning, which can be interpreted as far transfer achieved by the effects of training. The program produced a transfer of what was learned to improvement in the PASS simultaneous process, as well as in reading awareness, showing far transfer (Perkins and Salomon, 1989; Schunk, 2013) The procedures used by the students in the training program were transferred to improving the variables analyzed The knowledge and metacognitive control of the strategies seems to be favored by an instruction not direct from the teacher but collaborative mediated and guided toward the transfer and control of the competence These results show that the skills that were used in the instruction were effective; therefore these results can be interpreted as supporting the validity of the program This result is important because it is difficult to show improvement in cognitive functioning in tasks in which the participants have not received training (Das et al., 1995) This result is also important because it shows the maintenance of improved reading awareness it is important because it shows improvement in the control of simultaneous cognitive activity The results obtained expand those of Haddad et al. (2003) in the sense that 3rd grade is a good time to address emerging difficulties in learning to read that have not manifested in previous grades resulting from weakened simultaneous processing Planning facilitation benefits not only poor planners but also poor simultaneous processors Its manifestation in 3rd grade seems to be presented by the new academic requirements (complex reading comprehension) and by the activity required for the simultaneous process and the participation of complex cognitive skills (thinking Metacognitive instruction has been useful for students who have followed it to solve their reading difficulties The mental activity performed by the students and the transfer of knowledge need to be manifested with evidence Follow-up measurement seems to be essential to demonstrate outcomes This necessary automation seems contrary to the need for conscious control at the time of awareness after which the effective performance of simultaneous cognitive activity was manifested it would be necessary to increase the sample size to improve the internal validity of the study This would be done by trying to achieve greater reliability in the tests used as well as greater consistency and reliability in the results obtained by trying to minimize type I and II errors In addition to increasing the number of participants the randomization of the sample and its random assignment to groups would have a positive impact on the internal and external validity of the study so that the results could be generalized to other samples of students with reading difficulties with cognitive weakness in simultaneous processing and low reading comprehension should be trained with the Planning Facilitation strategy and contrasted with the results obtained from several comparison groups to demonstrate the validity of effectiveness of this method Planning Facilitation has proven to be especially effective in helping 3rd grade students who were at risk of reading difficulty when they were unable to cope successfully with age-appropriate reading tasks The help provided produced a significant improvement in the students who implemented the instructional strategy in reading awareness and in the simultaneous cognitive process This allowed them to finish 3rd grade at the expected level of reading performance The improvement in reading awareness has manifested itself in the postintervention measure and continued in the follow-up measurement The improvement in simultaneous processing required more time to manifest in the student’s knowledge and in their metacognitive control of the cognitive activity which was observed in the follow-up measurement All this has allowed students to continue subsequent courses with typical functioning and performance The raw data supporting the conclusions of this article will be made available by the authors The author(s) declare that no financial support was received for the research The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher Andrés Contexto alfabetizador familiar: relaciones con la adquisición de habilidades prelectoras y desempeño lector Ares-Ferreirós Programa de lectura de facilitación de la planificación en estudiantes típicos con dificultad de comprensión lectora In Temas actuales de investigación en las áreas de la salud y la educación (pp Google Scholar Google Scholar Berglund-Barraza Word frequency is associated with cognitive effort during verbal working memory: a functional near infrared spectroscopy (fNIRS) study Matthew effects in young readers: reading comprehension and reading experience aid vocabulary development Català Evaluación de la comprensión lectora Google Scholar Statistical power analysis for the behavioral sciences Google Scholar Conroy, R. 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This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) distribution or reproduction in other forums is permitted provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited in accordance with accepted academic practice distribution or reproduction is permitted which does not comply with these terms *Correspondence: Martina Ares Ferreirós, bWFyZXNAdXZpZ28uZ2Fs Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher 94% of researchers rate our articles as excellent or goodLearn more about the work of our research integrity team to safeguard the quality of each article we publish 2024 at 11:36 am ET.css-79elbk{position:relative;}Helena (Luis) Coelho passed away peacefully surrounded by family on Monday (Cornell Memorial Home)Information and Photo Courtesy Cornell Memorial Home the daughter of the late Antonio and Leonor (Mendes) Luis Survived by her cherished husband of 41 years Helena will be remembered fondly by her children Visitation will be held at the Cornell Memorial Home A Mass of Christian Burial is scheduled for Tuesday memorial contributions may be made in Helena’s memory to St Get more local news delivered straight to your inbox. 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Volume 10 - 2019 | https://doi.org/10.3389/fpsyg.2019.01496 This article is part of the Research TopicPerformance Analysis in SportView all 67 articles The performance evolution in rhythmic gymnastics depends on changes in code of points At the beginning of each Olympic cycle the code of points changes and therefore This study aimed to analyze – for each apparatus – the evolution of number of technical elements and final score over the last two decades (last 13 world championships) how they have been affected by changed code of points and how the final score relates to the number of technical elements performed The sample consisted of 416 exercises in five apparatus: ball (96) The following variables were gathered: code of points Linear mixed-effects models were used to examine the effects on the number of elements and final score in each apparatus The number of technical elements increased in all apparatus There were mixed evolutions of final score between the different apparatus between -6.3 and 14% over a 10-year period There is small increase in number of elements in hoop and a small decrease in rope after a code change There was a small decrease in final score in championships after a code change in hoop There was a negative relationship between number of elements performed and final score in clubs the code change generally effects the final score negatively but there were apparatus specific effects of code change on number of elements and relationship between number of elements and final score Rhythmic gymnastics is a sport that combines technical, aesthetic, and artistic parameters with the aim of reproducing an optimal execution model, both in matter of form and execution (Díaz- Pereira et al., 2014) When a gymnast performs her competition routine she coordinates her body movements with handling of an apparatus (ball hoop or rope) in a choreographic composition accompanied by music In the last 20 years, the International Gymnastics Federation has made numerous changes to the code of points aiming to increase the objectivity of the judges scoring, and to stimulate the development of the sport. These code changes have resulted in structural changes to the competition routines. For example, Ávila-Carvalho et al. (2011) have shown that the compositions of the routines have evolved toward increasing the difficulty and variety in body movements and toward a higher technical mastery and enrichment in the apparatus handling Given the limitations in earlier studies, there is a need for longitudinal studies analyzing the evolution of competition routine compositions and performance over time, which would provide valuable new information on the factors affecting the performance in rhythmic gymnastics (Ávila-Carvalho et al., 2012b; Leandro et al., 2017) it could provide new insight into the effects of changes to the code of points on the performance it would provide valuable insights for rhythmic gymnastics coaches enabling them to make more informed decisions when planning practices and learning activities to improve the skills in each apparatus This study aims to analyze – for each apparatus – the evolution of number of technical elements and final score over the last two decades (last 13 world championships) The study did not require an ethical committee approval Video recordings of all routines were obtained from the International Gymnastics Federation website1 All recordings were checked to ensure that the entire surface of the floor and the gymnast’s performance were visible throughout the routine Two international rhythmic gymnastics judges (Ph.D in sports science and rhythmic gymnastics) with at least of 15 years of international judging experience observed the recordings and counted the number of elements performed in each routine The final score was taken from the official records on the International Gymnastics Federation website and final score was registered for each routine Each apparatus has a number of technical groups determined by the code of points (Table 2) The judges recorded the elements performed within each technical group of the apparatus used for the routine The sum of elements in all technical groups was then considered as the total number of elements in the routine 10 randomly chosen routines (two for each apparatus) were observed by both judges All statistical analyses and graphics were produced using R 3.5.1 The mean and standard deviation (SD) for each apparatus and championship are presented graphically together with the occurrence of code change Linear mixed-effects models were used to assess the evolution over time and the effects of code change on the number of elements performed A linear model was fitted to predict the number of elements for each apparatus and code change as dichotomous fixed effects The models included random intercepts for the individual gymnasts linear mixed-effects models were also used to assess the evolution over time effect of code change and of number of elements on the final score A linear model was fitted to predict the final score for each apparatus and number of elements as continuous fixed effects it is possible to assess the specific effects of each variable accounting for the influence of the other ones As each apparatus comprise its own independent competition a model was fitted to each of them in both cases To account for repeated measures of the same gymnast in several championships gymnast was included as a random factor in the model To account for the potential influence of different maximum scores in the championships on final score and number of elements all two-way interactions were included in the model the interaction between year and number of elements had no effect on the final score and was therefore excluded from the final models The assumptions of normality and homoscedasticity of residuals were checked by inspecting qq-plots predictors and SDs for the different levels of the predictors The inspection did not reveal violations of the assumptions The mean and SD of number of elements and final score for each championship and apparatus are presented in Figures 1, 2. The evolution over time, together with indications of when code changes occurred are presented graphically for number of elements (Figure 1) and final score (Figure 2) Evolution of average number of elements with standard deviation for each apparatus Evolution of average final score with standard deviation for each apparatus The estimated means of number of elements and final score for championships with and without code change, when accounting for change over time and number of elements, are presented in Table 3 together with the raw and standardized difference There is no clear general difference in number of elements between championships with and without code change The final score is generally lower in championships after a code change Estimated means with and without code change for number of elements and final score The estimated evolution over a 10-year period of number of elements and final score, when accounting for all other effects, are presented in Table 4. Moreover, the estimated evolution for championships with and without code change, as well as difference are also presented in Table 4 The number of elements has increased for all apparatus The final score seems to have increased in ball and decreased in clubs and rope with and without code change for number of elements and final score The estimated standardized effect of number of elements on the final score, when accounting for all other effects, are presented in Table 5 together with the separate effects for championships with and without code change and the difference The effects are reported as the amount of change in final score produced by a change of 2 SD in number of elements There is no clear general relationship between number of elements performed and final score The only clear relationship is a negative one in clubs with a negative relationship in championships without rule change and a positive relationship in championships with code change with a positive relationship in championships without rule change and a negative relationship in championships with code change Estimated effect of two standard deviation change in number of elements on final score overall care should be taken when interpreting the results for rope as it has not been present in any world championship since 2010 either through an increase in number of elements or the degree of coordination difficulty The characteristics of the specific apparatus might affect the amount of possible ways for the gymnasts to interact with the apparatus are considered by the judges to be less objective to evaluate The work with the apparatus sometimes demands an extraordinary coordination perfect technical control and specificity that hinder the work of the judge Each new code change requires a search by the coaches for skilful interaction (gymnast-apparatus) and the increase of technical elements of the apparatus in the compositions with the aim of improving the performance in competition for the judges it requires the definition of new objective criteria that allows a correct and precise evaluation of the performance As for the relationship between number of elements and final score the only clear findings were that higher number of elements relates to lower final score in clubs the specific characteristics of each apparatus affects the relationship between number of elements and final score There seem to be a more positive relationship between number of elements and final score in competitions with rule change in ball and a negative one in rope the characteristics of the ball and the rope would allow us to understand this relationship the lack of data related to rope does not allow us to have an objective assessment (it has not been in competition for the last 8 years) The present study has some limitations that should be considered The analysis of competition routines should also focus on qualitative aspects of the technical elements of each apparatus These aspects are determining factors in the quality and richness of the compositions and they contribute to the development and evolution of the sport an evaluation of judges and coaches on the changes that the code of points makes both in the training models and in the evaluation criteria would increase the perspective of analysis of the presented data the number of technical elements of the apparatus that the gymnasts perform in their competition routines has increased although each time the code of points change the performance of the gymnasts decreases With each Olympic cycle new forms of coordination between gymnast and apparatus must be developed which has increased the repercussion of the technical elements of the apparatus in the score of the competition routines and the complexity of the compositions This type of analysis provides information about the performance indicators as well as knowing how they are affected by the changes in the code of points This information can be used by coaches to improve the composition strategies of the exercises both increasing the complexity of the technical elements and the interaction between gymnast and apparatus It also provides information to the judges for the definition of new evaluation criteria that allows a better adjustment of the evaluation in competition The datasets generated for this study are available on request to the corresponding author All authors participated in the study design Analysis of the body movement difficulties of individual elite rhythmic gymnastics at London 2012 Olympic games finals Google Scholar Ávila-Carvalho catches and collaborations in elite group rhythmic gymnastics Google Scholar Ávila-Carvalho Analysis of the technical content of elite rhythmic gymnastics group routines CrossRef Full Text | Google Scholar Ávila-Carvalho Estudio del valor artístico de los ejercicios de conjunto de Gimnasia Rítmica de la Copa del Mundo de Portimao 2017 y 2008 The teaching-learning-training process in rhythmic gymnastics supported by the ecological theory Is the quality of judging in women artistic gymnastics equivalent at major competitions of different levels Modeling the final score in artistic gymnastics by different weights of difficulty and execution Google Scholar Díaz- Pereira Automatic recognition and scoring of olympic rythmic gymnastic movements Ethical standards in sport and exercise science research Hökelmann “Changes in performance structure during group competitions in rhythmic gymnastics,” in Book of Abstracts of the World Congress of the Performance Analysis of Sport IX Ďonoghue (Worcester: University of Worcester) Google Scholar Progressive statistics for studies in sports medicine and exercise science Accuracyin judgment the difficulty score in elite rhythmic gymnastics individual routines Google Scholar Judging in rhythmic gymnastics at diferente levels of performance Technical principles for the new framework Switzerland: International Federation of Gymnastics Scientific Commission Variability of competitive performance of elite athletes: a systematic review Performance scores and standings during the 43rd artistic gymnastics world championships Studies regarding the rhythmic gymnastics from the olympic games PubMed Abstract | CrossRef Full Text | Google Scholar The structure of difficulties in the routines of the best world and serbian rhythmic gymnastics CrossRef Full Text The effect of different teaching system in learning rhythmic gymnastics apparatus motor skills Google Scholar Statistical power and optimal design in experiments in which samples of participants respond to samples of stimuli Pérez-Ferreirós A and Fernández-Villarino MA (2019) Longitudinal Study of Individual Exercises in Elite Rhythmic Gymnastics Copyright © 2019 Sierra-Palmeiro, Bobo-Arce, Pérez-Ferreirós and Fernández-Villarino. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) *Correspondence: Elena Sierra-Palmeiro, ZWxlbmEuc2llcnJhQHVkYy5lcw== Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher. 94% of researchers rate our articles as excellent or goodLearn more about the work of our research integrity team to safeguard the quality of each article we publish. Volume 12 - 2021 | https://doi.org/10.3389/fpsyg.2021.666839 This article is part of the Research TopicTalent Identification and Development in Sports PerformanceView all 29 articles There is limited knowledge of the talent selection strategies used by national sporting organizations to identify and develop talented players in basketball we aimed to explore differences in selection strategies between European youth basketball national team (NT) programs and how they relate to the program’s success we examined differences in the number of youth NT players and within-country variance in the 1988–1999 generations between 38 countries (n men = 38 we tested if the number of youth NT players and within-country variance was related to the NTs senior ranking using generalized Bayesian multilevel models We further checked the moderating effect of the amount of licensed basketball players in each country 15.6 ± 2.0 male and 12.4 ± 1.8 female players were selected per generation Over a third of the NTs consistently selected a higher or lower number of players than the average with a difference of 8.1 players (95% CI [5.8 10.8]) for men and 7.6 players (95% CI [5.4 10.0]) for women between the countries with the highest and lowest average When licensed players were used as moderator the differences decreased but did not disappear There was an above 99.3% probability that a higher number of players was positively related to higher men’s senior and youth rankings generations with a higher number of youth players generated more senior players with a probability of 98.4% on the men’s the probabilities for these relationships remained largely unaffected the selection strategy in basketball NT programs varies between European countries and selecting a higher number of players possibly relates to better long-term performance and more players promoted to the senior NTs These findings show that talent development programs should make conscious decisions about their selection strategies as it can affect their success Nations, through sporting organizations, are making increasingly large investments to achieve sporting success (De Bosscher et al., 2015). An important part is the investment in talent development and pathways to increase the performance at the senior level (De Bosscher and De Rycke, 2017; De Bosscher et al., 2018) one of the main talent development programs organized by the national federations are the youth national team (NT) programs which aim at developing better senior NT players there is little knowledge of how much the selection strategies differ between different programs or countries within the same sport possible that there exists an association between countries’ selection strategies and their performance over time While this difference probably can be explained in part by differences in study methodology it does suggest that there may be differences between different countries in the proportion of players that do reach senior NTs investigating the moderating effect of the number of licensed players could give an initial indication of how much the strategies might be influenced by factors outside the programs Given the differences in selection strategies more detailed studies are needed to better understand selection strategies used in different sports and countries it is of interest to explore how effective different strategies are at generating sporting success to explore talent strategies used in European basketball NT programs and how they might relate to the success of the NT programs The specific aims were: (a) Examine if selection strategies for youth NTs differ between countries (b) Examine if the selection strategy is associated with the success of the NT program (c) Examine to what degree the number of licensed players in each country moderates the effects for aims (a) and (b) (d) We also aimed to evaluate the senior NT debut age and the proportion of senior NT players that have played in the youth NTs For the analysis of differences in selection strategy and its effect on country ranking the participation history of all players from the 1988 to 1999 generations that had played at least one youth championship was used – corresponding to championships played 2004–2019 We refer to a generation as all players born in the same calendar year (i.e. from 38 countries and 408 country-generation combinations were included 4,433 players from 38 countries and 254 country-generation combinations were included Only players from countries in which a minimum of five of the twelve generations participated in youth championships were included the senior debut analysis confirms that 89–90% of senior NT players that played youth NT had debuted at age 25 (see section 3.4) For the analysis of the proportion of senior NT players with youth NT experience and their senior debut age the participation history of all players who had participated in a senior NT championship since 2017 was used 348 players who had participated in the 2019 World Cup or 2017 Eurobasket were included 293 players who had participated in the 2019 Eurobasket we first counted the number of players that had played at least one youth championship in each generation and country (Nr Youth Players) we then calculated the average number of youth NT players per generation as well as the coefficient of variation (CV) between the generations The CV was expressed as the percentage of the mean and calculated as 100 × country standard deviation/country mean Based on the goals of talent programs discussed in the introduction we used three different measures of NT program success: (1) senior ranking points which indicates how well the senior NT has performed over time; (2) youth ranking points which indicates how well the youth NTs have performed over time; and (3) the number of youth NT players that reach the senior NT indicating how successful the youth NT program is at promoting players to the senior NT (youth-to-senior NT promotion) To quantify the youth-to-senior promotion success we counted the number of players in each of the 1988–1995 generations that had played at least one youth championship and one official game with the senior NT before or at the age of 25 (Nr Senior Players) we then calculated the average number of youth-to-senior NT players per generation We used the reported number of licensed basketball players for each gender in the country as a potential moderating variable on the relationship between programs’ strategy and success Visual inspection of the data revealed the number of licensed players per country to be approximately log normal transformed using a natural logarithmic transformation to avoid problem with skewness we classified players as “played youth” or “senior only” depending on if they had participated in at least one youth championship or not The players’ senior debut age was calculated by subtracting their birth year from the year in which they played their first official senior NT game (championship or championship qualification) To analyze the difference in selection strategy between countries, as well as the general difference between genders, we fitted a Bayesian linear multilevel model (Gelman and Hill, 2007) and generations were nested within country The posterior predictive distribution of specific countries’ means and CV of nr youth players were compared to the overall mean and CV within each gender to determine which countries had a diverging selection strategy diverging CV was computed by dividing the estimated standard deviation by the estimated mean within each posterior draw the posterior predictive distribution of the difference between the country with the highest and lowest number of players A moderator model was fitted by updating the original model with a separate effect for the number of licensed players within each gender This allowed us to test to what degree potential differences in selection strategies are driven by the number of licensed players in each country To analyze the effect of selection strategy on the senior and youth ranking points, we fitted a multivariate Bayesian beta regression (Smithson and Verkuilen, 2006) with the senior and youth ranking points of each country as outcomes We used a beta-regression as the ranking points have a lower and upper bound as well as separate effects for mean and CV of nr youth players within each gender A moderator model was fitted by updating the original model with an effect for the number of licensed players within each gender This allowed us to test to what degree the relationship between selection strategy and country ranking is explained by the number of licensed players in each country We present the posterior predictive distribution of the relationship visually together with the observed values for each country We used a Poisson regression as nr senior players is a count variable and the model included an effect for gender as well as a separate effect for nr youth players for each gender a moderator model was fitted by updating the original model with effects for the number of licensed players and senior ranking points within each gender This allowed us to test to what degree the relationship between selection strategy and nr senior players is explained by the number of licensed players in each country and the countries long-term performance together with the observed values for each country in the country-level analysis and posterior prediction for each country in the within-country analysis Descriptive statistics for each country can be found in Supplementary Tables 1, 2 Average number of youth players per generation for each country with colors indicating differences from overall average Relationship between countries’ reported number of licensed players (on log scale) and mean number of youth players per generation and 95% CI of posterior predicted distribution countries had an average of 15.6 ± 2.0 players per generation that had played youth championships The average CV for the number of players between generations within each country was 15.0 ± 4.3% The median number of reported licensed male players per country was 11,651 (IQR = 3,411–25,360) Six countries had a higher, and seven a lower-than-average number of players per generation (PD > 0.950), indicated by color in Figure 2 When the number of licensed players was used as moderator and two had a lower-than-average number of players per generation The estimated difference between the highest and lowest countries was 8.1 players (95% CI [5.8 and in the moderation model for the number of licensed players 6.9 players (95% CI [4.6 No country differs from the overall average CV In the moderation model one country showed a lower-than-average CV countries had an average of 12.4 ± 1.8 players per generation that had played youth championships The average CV for number of players between generations within each country was 20.1 ± 6.1% The median number of reported licensed female players per country was 5,221 (IQR = 2,099–11,158) Five countries had a higher, and five a lower-than-average number of players per generation (PD > 0.950), indicated by color in Figure 2 one country had a higher-than-average number of players per generation The estimated difference between the highest and lowest countries was 7.6 players (95% CI [5.4 and in the moderation model for the number of licensed players 6.2 players (95% CI [4.1 There was an average of 3.2 more male than female players per generation The within-country variation was 5.1 percentage points lower in men compared to women the difference in the average number of players diminished to 2.9 and the difference in within-country variation remained largely unaffected (4.7 Result for the relationship between countries’ selection and ranking points, together with the moderating effect of nr licensed players is shown in Table 1. The moderator model did not show better predictive performance (ELDP diff = −5.0, SE = 5.8). The relationship between the average number of youth players per generation and ranking points is shown in Figure 4 Multivariate Beta-regression estimates for influence of countries’ mean and CV of youth players per generation on youth and senior ranking points Relationship between countries’ mean number of youth players per generation and ranking points controlled for number of licensed players a higher number of youth players per generation positively related to both senior and youth ranking (PD > 0.999 and PD = 0.998) When the number of licensed players was used as moderator the positive relations held (PD = 0.989 for senior; PD = 0.968 for youth) a higher number of youth players per generation positively related to both senior and youth ranking with a probability of 0.907 and 0.993 when licensed players were used as moderator the positive relations became weaker (PD = 0.706 for senior; PD = 0.805 for youth) There was a 0.873 probability that a higher CV related to lower youth ranking points on the women’s side When the number of licensed players was used as moderator this relation decreased (PD = 0.800) There was a < 0.650 probability of relationships between the CV and the men’s and women’s senior ranking both with and without including moderation effect for the number of licensed players Linear regression estimates for influence of countries’ mean and CV of youth players per generation on mean number of youth players that reach senior Relationship between countries’ average number of youth players per generation and the number of players that reach senior controlled for number of licensed players a higher number of youth players per generation was possibly related to a higher number of players reaching the senior NT (PD = 0.833) when licensed players and senior ranking were used as moderators the probability of a positive relationship decreased (PD = 0.706) a higher number of youth players was possibly related to a lower number of players reaching the senior NT (PD = 0.833) the probability of a negative relationship decreased (PD = 0.738) The probability of the relationship between the CV and the number of players reaching the senior NT was ≤ 0.800 for both genders both with and without including moderation effect for the number of licensed players and senior ranking Multilevel Poisson regression estimates for within-country influence of number of youth players on number of players that reach senior per generation Within-country relationship between number of youth players and number of players that reach senior in a generation controlled for number of licensed players and senior ranking Lines indicate posterior prediction for each country On both the men’s and women’s side a higher number of youth players in a generation was related to a higher number of the youth players reaching the senior NT for both men and women (men PD = 0.984; women PD = 0.973) When licensed players and senior ranking were used as moderators the probability of a positive relationship increased (men PD = 0.989; women PD = 0.992) In the last two men’s senior championships, 303 of the 348 (87%) participating players had played in the youth NTs. The median senior debut age was 22 years (IQR = 20–24 years) for players who had played in youth NTs, and 25 years (IQL = 24–27 years) for players without youth NT experience. Of the players that had played in youth NTs, 269 (89%) had debuted at age 25. The distribution of debut age is shown in Figure 7 Distribution of senior national team (NT) debut age by gender and if player had played in youth NTs or not In the last three women’s senior championships, 268 of the 293 (91%) participating players had played in the youth NTs. The median senior debut age was 20 years (IQR = 19–23 years) for players who had played in youth NTs, and 26 years (IQL = 23–27 years) for players who only had played in the senior NT. Of the players that had played in youth NTs, 243 (91%) had debuted at age 25. The distribution of debut age is shown in Figure 7 we aimed to explore differences in selection strategies between youth basketball NT programs of European countries and how they relate to the programs’ success The main findings of this study were: (a) countries select an average of 15.6 males and 12.4 female players per generation with individual generations differing 15.4% from the male and 20.1% from female average; (b) countries differed considerably between each other in the average number of youth players selected per generation but with great similarities in amount of variations between generations; (c) higher number of youth players per generation was related with a better youth and senior NT ranking in both genders; (d) there was no clear relationship between the within-country variation and NT ranking; (e) within countries generations with a higher number of selected youth players had a higher youth-to senior NT promotion; and (f) the number of licensed basketball players in each country explain part of but not all of the difference in selection strategies and its effect on the performance These observed differences between sports could probably be related to the sport’s popularity within specific countries which might increase the number of licensed players in these sports and the number of players available to be selected that found differences in the type of support services given in talent development programs between different countries one central goal of the youth NT programs is to promote youth NT players to the senior NT We measured how many players debuted with the senior NT in the different countries as well as within-county differences between generations but there is very limited evidence on the influence of organizations selection strategies A possible explanation for the lack of a clear relationship between selection strategy and long-term performance on the women’s side is the low number of players selected and the small spread between countries in comparison with the men’s side considerably fewer countries participate in each championship on the women’s side which affects the distribution of ranking points the lack of relationship between the number of youth players and the number of players promoted to the senior NT on a country level could be expected as each country has a more or less fixed number of spots on the senior NT roster seem to suggest that the proportion of senior NT players that are promoted from the youth NT program is relatively stable between countries Given the small number of players who are involved in the NT programs it would be of interest to study selection strategies and success including both NTs and clubs considering both reaching senior NT and becoming a professional athlete as outcomes More studies looking at the organizational stability of youth NT programs are therefore needed before we should draw any conclusions from these results We further analyzed the proportion of senior NT players that had previously played in the youth NTs and their senior NT debut age. Nine of ten senior NT players had played in the youth NTs, which is similar to earlier reports in Norwegian handball (Bjørndal et al., 2018). This is, however, higher than six and seven of ten in Portuguese volleyball and soccer, respectively (Barreiros and Fonseca, 2012) These differences are likely to be the result of differences both in culture between countries players with youth NT experience generally debuted at an earlier age and about 90% of youth NT experienced players had debuted at age 25 Even though our results do not give conclusive evidence of what selection strategy is the best they do suggest that the selection strategy potentially influences the possibility for long-term success make sure that their selection strategies are the result of conscious and explicit decisions It is unclear to what extent the selection strategies reflect conscious strategic decisions or result from factors outside the NT programs It is also unclear to what extent the higher success of programs selecting a higher number of players is a result of the selection strategies used and how much is explained by other factors further studies are needed to more thoroughly study how to explain actual strategies and their outcomes using more holistic and deeper research methods and longitudinal studies – potentially with interventions A limitation of the current study is that we only included the total number of licensed players in the country as a potential reason behind differences in selection strategy and its effect on success as it was the only one available across all included countries future studies should address the influence of more detailed influences Examples of interesting measures to include in future studies are the number of available players at the specific moment of selection in different generations and the number of professional youth coaches in the country As many of these measures are hard to reliably attain across all European countries and detailed information on surrounding influences would add valuable knowledge on the area the number of licensed players was self-reported by each national federation and there might be discrepancies in how these values were obtained Another limitation is the summary view that the number of selected players (and re-selection proportion) gives of selection strategy long-term involved players that reach the senior NT combined with a high turnover of the other players would in these analyses be a more collectivistic approach Although this should probably be considered an individualistic approach More studies using person-centered approaches to look at players’ pathways would provide more detailed views of selection strategies We can highlight four findings from this study of selection strategies in European basketball NT programs there are considerable differences in selection strategies between European basketball youth NT programs with a difference of eight players per generation between countries that select the highest and lowest number of youth players NT programs that select a higher number of youth players seem to perform better differences in the number of licensed basketball players explain part of the difference in selection strategy between countries; it explains almost none of the relationship between selection strategy and success on the men’s side but a small part of the relationship on the women’s side generations with a higher number of selected youth NT players produce a higher number of senior NT players The original contributions presented in the study are publicly available. This data can be found here: https://doi.org/10.17605/OSF.IO/ZHVDS AK and AP-C wrote the original manuscript draft All authors contributed to the article and approved the submitted version AK worked as a youth national team assistant coach for Sweden during some of the seasons included in the current study The Swedish Basketball Federation was not involved in any way in the conception of the study and interpretation of the data and results The remaining authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fpsyg.2021.666839/full#supplementary-material run faster: effects of diversified sport participation on talent identification and selection in youth basketball Maturity timing and performance in a youth national basketball team: do early-maturing players 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Relationship With Success in European Basketball National Team Programs Copyright © 2021 Kalén, Padrón-Cabo, Lundkvist, Rey and Pérez-Ferreirós. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) *Correspondence: Erik Lundkvist, ZXJpay5sdW5ka3Zpc3RAdW11LnNl Your Ads Privacy ChoicesIMDb, an Amazon company© 1990-2025 by IMDb.com, Inc.  My NewsSign Out Sign InCreate your free profileSections news Alerts You are using an outdated browser. Please upgrade your browser to improve your experience. St Colman’s College students recently completed a 100km Camino from Ferreiros to Santiago de Compostela in Spain. Picture from: St Colman’s College - Facebook St Colman’s College students recently completed a 100km Camino from Ferreiros to Santiago de Compostela in Spain. They said it was a wonderful experience for all. A thank you was extended to three past pupils - Fr Shane Costello, David Corless and Cormac Henry - who made the five-day trek with the students. Western news delivered directly to your inbox The Nata 7 brand opened today the first custard tart shop on the island of Madeira freshness and a traditional pastel de nata Natas tend to unite the Madeiran and the tourist who visit us The value of the cake best known by the Portuguese is 1€ while the tart and a coffee cost 1.5€ in a Soft Opening regime for a week the brand promises to sweeten the Christmas of the thousands of visitors to the street daily From Jornal Madeira Call me cynical but does ‘7’ have any significance as there are loads of really good cafes serving these in Funchal Our favourite is café Indiana near the cathedral Perhaps this ‘new’ venture is designed for the cruise passengers I wonder if the quality is the same as in Lisbon Had some wonderful pastel de nata tarts on holiday in Funchal and I’m sure this business will keep up the quality Don’t you mean the first Nata 7 shop opens in Madeira Is there something wrong with pricing here Very reasonable price for cafe e pasteis de natas where I live in England normally be over £5 and they are not as good and tasty like my home town Madeira put them on,and your right,missed the SMALL DOT.whoops🤣 Well the only thing missing around where is Danny comment saying that this is another place to sell drugs since all the island is high Enter your email address to subscribe to this blog and receive notifications of new posts by email AFA Real Estate Frederico Gonçalves 13 January 2025 9:00AFA Real Estate has launched a new brand for the premium segment It is called Lodge and is "characterised by functional and modern architecture without neglecting its foundations: location and comfort," according to a statement from the Madeira-based company is located in the centre of Funchal and represents an investment of over 40 million euros It will consist of 106 apartments and is expected to be completed by the end of 2026 “The Lodge brand was designed to meet the needs of young professionals standing out for its combination of contemporary design and comfort at competitive prices This new housing concept merges innovation with a practical ideal for those who value proximity to the urban centre,” the company states in the release highlighting that the Lodge brand enables the developer to diversify its property offering and target a distinct segment will also mark a milestone in the development of the surrounding area offering a perfect balance between aesthetics and functionality," he adds AFA Real EstateLodge | Torrinha offers panoramic views of the city and seaLocated in the Santa Luzia area Lodge | Torrinha consists of 106 apartments spread across two six-storey buildings "All apartments include balconies and planters They also include fully equipped kitchens and laundries and the bedrooms are en-suite (with a full bathroom) The common areas of each building feature a rooftop with a solarium and swimming pool offering panoramic views of the city and the sea," states AFA Real Estate "The more than 3,000 m² of landscaped areas complement the living experience in the apartments providing residents with the ideal setting for moments of leisure and relaxation in a sophisticated and tranquil environment," it adds AFA Real EstateAccording to the company ensuring a durable construction while highlighting the contemporary aesthetics of the development combined with eco-efficient construction practices reflects the brand's commitment to sustainability," the developer adds emphasising that the project integrates photovoltaic panels and heat pumps for energy and hot water production "Each apartment has covered parking with independent electric charging providing one parking space per bedroom (and up to two spaces in the one-bedroom units)," it states Lodge | Torrinha was designed by the architectural firm RH+ Arquitectos and the construction is being carried out by AFAVIAS Estoril Woods: exclusive new villas offering privacy, comfort, and natural beauty Estoril Woods is an exclusive new development on the Cascais Line this project has been meticulously designed to provide residents with exceptional comfort and privacy while offering a strong connection to nature.