My diploma work is aimed at verifying the methodology for assessing basic motor skills (running, long jump, overarm throwing and catching) at elementary schools according to Ms K. M. Haywood. It is a set of laboratory activities which help us assess a pupil's level of his or her motor skills. My task was either to confirm or to contradict the before mentioned methodology leading towards the level evaluation. My research took place in the third, fourth, and fifth class forms at the 3rd Elementary School in Jindřichův Hradec. The total number of participating pupils was 60. the result of my laboratory activities can serve some teachers (with regard to their personal knowledge) as a guideline for planning a sort of meaningful and appropriate teaching lessons aimed at improving pupils' skills.\\

Orientador: Antonio Augusto Fasolo Quevedo / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Engenharia Eletrica e de Computação / Made available in DSpace on 2018-08-14T05:51:27Z (GMT). No. of bitstreams: 1 Nunes_LigiaChristinaBorsatoGuimaraes_D.pdf: 5683432 bytes, checksum: b411bd5190e5d51df43c3c3b6a743ed8 (MD5) Previous issue date: 2008 / Resumo: Instrumentos de avaliação sistematizados em paralisia cerebral (PC) são fundamentais em avaliação, tratamento e pesquisa. O questionário de qualidade de vida pediátrico PedsQL tem por objetivo verificar o impacto de enfermidades na qualidade de vida. O PedsQL para PC aborda questões específicas relacionadas à condição. O Gross Motor Function Measure (GMFM) é um instrumento que visa quantificar a função motora grossa e é amplamente utilizado no mundo, inclusive no Brasil. A alteração dos padrões de marcha é comum em PCs. O padrão-ouro para avaliar marcha é a análise tridimensional; entretanto, é improvável torná-la rotina na prática clínica. Tendo em vista estas dificuldades, foi desenvolvida a escala visual de marcha de Edimburgo. Embora a importância desses instrumentos seja indiscutível e alguns estarem sendo utilizados no Brasil, não há tradução oficial, validação, nem adaptação cultural deles. Também faltam estudos de fidedignidade e da influência do treinamento na utilização de escalas de marcha visuais. Este trabalho tem como objetivos traduzir, validar, adaptar culturalmente os três instrumentos, verificar a correlação da escala de Edimburgo com a análise tridimensional e verificar a influência do treinamento na fidedignidade intra e inter-observadores e na concordância com o padrão-ouro. 64 pais e 36 crianças com paralisia cerebral participaram do estudo de validação do PedsQL PC brasileiro; 10 crianças foram filmadas e avaliadas através da versão brasileira do GMFM e duas crianças inglesas submeteram-se à avaliação de marcha em laboratório e através de vídeo convencional. Oito fisioterapeutas avaliaram os vídeos e conferiram escores às avaliações motoras de GMFM e 22 fisioterapeutas avaliaram os vídeos de marcha, segundo a Escala de Edimburgo. Verificou-se que as versões Brasileiras do PedsQL (primeira versão e modificada) apresentaram boa consistência interna, sensitividade e as duas versões, embora demonstrem resultados estatisticamente diferentes, apresentam uma correlação quase perfeita (0,998). É necessária uma investigação com maior número de crianças de variadas classificações funcionais. Quanto ao GMFM, a fidedignidade inter-avaliadores foi substancial (medianas de kappa= 0,69 e 0,71) e a fidedignidade intra-avaliadores foi quase perfeita (mediana de kappa =0,976), o que torna a versão da escala relativamente confiável, mesmo sem o auxílio do manual. Entretanto, os resultados de fidedignidade observados são menores que em trabalhos que utilizaram o manual, ainda não traduzido para o Brasil. Foi desenvolvido um pacote de treinamento para a Escala Visual de Marcha de Edimburgo em CD, com versões em inglês e português, de fácil manuseio e boa interatividade, embora em linguagem simples. A versão brasileira da escala de Edimburgo obteve índices substanciais de fidedignidade intra-avaliador e modestos entre avaliadores. A concordância com a avaliação instrumentada geral foi menor que 50%, para os grupos treinado e não treinado. O treinamento através do CD melhorou a fidedignidade intra e inter-avaliador e a concordância com a avaliação instrumentada. Estudos com maior número de pacientes são necessários para verificação das fidedignidades da Escala de Edimburgo, bem como a avaliação da versão em inglês do pacote de treinamento e a verificação de outras formas de treinamento. A disponibilização dos três instrumentos de avaliação em PC contribui para estudos futuros no Brasil. / Abstract: Systematized evaluation tools for children with Cerebral Palsy is very important in evaluation, treatment and research. The pediatrics Quality of Life Questionnaire PedsQL has the purpose of verify the diseases impact in quality of life. Its Cerebral Palsy version encompasses more specific questions regarding motor damage due to CP. The Gross Motor Function Measure GMFM) is a tool that aims to quantify Gross Motor Function. It is widely used around the world, including Brasil. Changes on the gait patterns are common in CP. The golden standard to evaluate gait is three-dimensional gait analysis, although it is not possible to perform this evaluation as a routine in clinics. The Edimburgh Visual Gait Scale was developed based on video. Although the importance of these tools is incontestable and some are being used in Brazil, there is no official translation, nor validation nor cultural adaptation of them. There is still a lack of intra and inter rater reliability studies of the three tools and the training effects on observational gait scales. The purposes of this work are to translate, validate and culturally adapt the above mentioned tools, to verify the correlation between the Edinburgh gait scale and 3D gait analysis as well as to study the training influence on inter and intrarater reliability and on agreement with golden standard. 64 parents and 36 children with CP took part of the PedsQL study; 10 children were filmed and evaluated trough the Brazilian version of GMFM and two English children undergone to laboratorial and video gait evaluation. Eight Physical Therapists evaluated the GMFM videos and 22 Physical Therapists evaluated the gait videos, according to the Edinburgh gait scale. The Brazilian versions of PedsQL (first and modified) show good internal consistency, sensitivity and, although the two brazilian versions returned different scores, they show an almost perfect correlation. Further investigation with more children of all functional classifications is needed. Regarding GMFM, the global inter rater reliability was substantial and the intrarater reliability was almost perfect, which makes the Brazilian scale feasible even without the manual. However, the reliability found on this work was smaller than works that used the GMFM manual, still not translated to Brazil. It was developed a training package to the Edinburgh Visual Gait Scale in a simple, easy handling and interactive CD, with versions in English and Portuguese. The Brazilian version of the Edinburgh Visual Gait Scale had substantial intra rater reliability and modest inter rater reliability. The mean agreement with 3D gait analysis was less than 50% for trained and untrained groups. Training with CD has improved intra and inter rater reliability as well as agreement with 3D analysis. Reliability studies with more volunteers as well as studies with the English version training package and other training approaches are needed. The three evaluation tools available now in Portuguese will contribute with more studies in Cerebral Palsy in Brazil. / Doutorado / Engenharia Biomedica / Doutor em Engenharia Elétrica

Made available in DSpace on 2014-08-20T13:49:06Z (GMT). No. of bitstreams: 1 Daniela Hollweg Gonzalez.pdf: 639381 bytes, checksum: 44ed837c53c17bf83c5a8d54e920324e (MD5) Previous issue date: 2012-03-26 / This study investigated the effects of both self-controlled practice and the giving of information that induces a perceived affection (relatedness) on aquatic motor skill learning. Forty recreational swimmers of both sexes participated. They performed a swimming task at different intensities. The swimmers wee divided into four groups. Two groups received a self-controlled knowledge of results (KR), one having a positive feeling of relatedness (SKP) and the other a neutral feeling of relatedness (SKN). The other two groups received an equivalent KR, one having a positive feeling of relatedness (EKP) and the other a neutral feeling of relatedness (EKN). The varied perception of relatedness was also manipulated in the groups. Through the analysis of the data with ANOVA, using the statistical package SPSS, it was concluded that the SKP group obtained better results in all the phases. / O objetivo estudo foi investigar os efeitos da prática autocontrolada e do fornecimento de informações induzindo percepções de relacionamento social na aprendizagem de uma tarefa motora aquática. Espera-se que sujeitos que pratiquem de forma autocontrolada e recebam informações induzindo percepções positivas de afetividade ou relacionamento social apresentem maior aprendizagem de uma tarefa motora aquática do que sujeitos que recebam prática externamente controlada e/ou não recebam tais informações. Participaram como sujeitos da pesquisa 40 nadadores recreacionais de ambos os gêneros, os quais realizaram uma tarefa de nadar em diferentes intensidades. Estes foram divididos em quatro grupos, dois que receberam CR de forma autocontrolada, um com indução à percepção positiva de relacionamento social, o ACP (Autocontrolado Positivo), e outro com percepção neutra, o ACN (Autocontrolado Neutro); e outros dois que receberam CR de forma equiparada, externamente controlada, também um com indução à percepção positiva, o ECP (Externamente Controlado Positivo) e outro com indução à percepção neutra de relacionamento social, o ECN (Externamente Controlado Neutro). Foram realizadas Análises de Variância (ANOVA) para verificar as eventuais diferenças entre tentativas e grupos para todas as fases, separadamente para cada fase. O teste de Tukey foi utilizado para verificar as diferenças específicas. Os dados foram analisados através do programa estatístico SPSS, versão 13.0. Através da análise dos dados, realizada através da ANOVA, pôde-se concluir que os grupos que receberam prática autocontrolada e indução a percepção positiva de relacionamento social obtiveram maior aprendizagem que os outros grupos.

Sport has become a very competitive business and focus has been placed on reaching ones full potential. Visual involvement in a sport varies according to environmental demands associated with that sport. These environmental demands are matched by a task specific motor response. The primary aim of this study was to determine if visual skills training programmes could produce beneficial performance results for cricket and soccer players. In order to measure the athletic ability of a cricket and soccer player it is important not only to measure the hardware visual skills of the player, but also the player’s hand-eye co-ordination ability and software visual skills. Thus, aspects of the nervous system such as perceptual motor co-ordination, reaction time and anticipation ability should also be measured to get an indication of the player’s performance ability. In this study highly skilled cricket players and highly skilled soccer academy players, who were actively participating at a provincial level of competition, served as subjects. Due to professional reasons, the soccer academy players had to withdraw from this study. The provincial cricket players continued for the duration of the programme. Thus, due to the abovementioned the aim of this study was two fold, to determine whether statistically significant differences exist between the pre and post-training measurements of cricket players on several visual skills tests and secondly to determine whether statistically significant differences exist between the pre-training measurements of cricket and soccer players on the various visual skills measurements. The data of the variables tested were coded in computer format and statistically evaluated. Since the sample is relatively small non-parametric statistics were used to analyse the data. Two different Non-parametric t-tests were used: the Wilcoxon test is the distribution-free analogue of the t-test for related samples and the Mann-Whitney test is the distribution-free alternative to the independent samples t-test and was used for testing the differences between the means of the cricket players and the soccer players. After the initial testing the cricket players participated in an eight-week visual skill and performance skills programme for 60 minutes a day, once a week. The programme included sports vision activities, speed and agility activities and ball skills activities. Hereafter a retest was done. The pre-training and post-training values of the cricket players were recorded and significance of difference was determined by using the Wilcoxon signed-ranks test. The experimental research revealed that the visual skills programme did have a significant influence on most of the tested variables (ball handling skills, co-ordination, visual awareness, eye tracking skills, accuracy, peripheral awareness, pro-action – reaction skills and visual concentration). For some variables that were tested on the experimental group (the cricket players) improvements were found, which indicates that the improvements can be ascribed to the visual skills programme. The results indicated that more than half of the variables tested improved. It can thus be concluded that the hypothesis that was set for this paper has been proven right. Statistics indicated that there was an increase in most of the variables tested (ball handling skills, co-ordination, visual awareness, eye tracking skills, accuracy, peripheral awareness, proaction – reaction skills and visual concentration), which prove then that visual skills training will result in an increase in the players’ visual fields resulting to an increase in the visual skills on and off the cricket fields. Visual skills training programmes are beneficial to competitive sports performance. Copyright / Dissertation (MA)--University of Pretoria, 2009. / Biokinetics, Sport and Leisure Sciences / unrestricted

Parlebas (1970) affirmait déjà, il y a plus de quarante ans, « l’affectivité est la clef des conduites motrices ». De nombreux travaux se sont concentrés sur la verbalisation des émotions en contexte sportif. A priori ou a posteriori, c’est le sportif qui détermine ce qu’il ressent. Est-il possible de proposer une approche qui viendrait s’adjoindre à celles existantes afin de s’intéresser aux émotions qui naissent durant l’action motrice? L’objet de ce travail porte sur la mise en œuvre d’une méthodologie d’observation qui permet de préserver le caractère écologique de l’émotion sportive. Nous l’envisageons à partir du décryptage des mimiques émotionnelles et des actions du joueur. À l’appui des travaux de Frijda et Tcherkassof (1997), Tcherkassof (2008), Parlebas (1999), Collard (2004), Oboeuf (2010) nous décryptons les émotions et les sous-rôles moteurs actualisés par le joueur en utilisant les expressions faciales et les tendances à l’action. Dans un premier temps, nous créons un test de reconnaissance des expressions faciales sportives. Nous le soumettons à des étudiants STAPS afin d’objectiver des capacités de décodage des visages. Nous constatons que la spécialité sportive a un impact sur la performance. Les résultats suggèrent que les spécialistes des activités de coopération sont de bons décodeurs. Les spécialistes de l’opposition « avec agressivité motrice limitée » sont assez bons. Les combattants sont de piètres décodeurs malgré qu’ils reconnaissent parfaitement la peur. Les spécialistes des activités psychomotrices sont plutôt mauvais mais peu en lien avec cette habileté de décodage. Dans un second temps, nous utilisons les excellents décodeurs sélectionnés grâce à notre test afin qu’ils analysent des vidéos de sportifs en action motrice. Grâce à une caméra embarquée, les visages de chaque joueur peuvent être recensés et analysés dans deux jeux sociomoteurs : la balle assise et l’ours et son gardien. Les observateurs formés et sélectionnés retranscrivent dans une grille d’analyse situationnelle les expressions faciales prototypiques d’une émotion et les sous-rôles sociomoteurs que le joueur actualise (Oboeuf, 2010). Cette grille est un ludogramme émotionnel (Parlebas, 1999). Les seconds types de résultats ainsi recueillis nous invitent à penser qu’il y a des émotions typiques de certaines actions. Lorsqu’elle précède un sous-rôle, la colère est celle de la frappe ou du tir puissant tandis que la peur est celle de l’esquive. Lorsqu’elle succède un replacement ou une interaction de marque favorable, la joie est un retour sur l’objectif du jeu et la douleur est consentie par le contrat ludique. En tant que processus, l’émotion permet au sportif de choisir la conduite motrice qu’il doit mettre en œuvre. En tant que résultat de l’action, l’émotion est une information sur l’atteinte du but du jeu. L’ensemble de nos résultats nous invite à valider cette méthodologie. Il sera désormais nécessaire de reproduire ce type d’étude dans de nombreux sports. / More than forty years ago, Parlebas (1970) affirmed: « affectivity is the key to motor skill ». Many studies have concentrated on the verbalization of emotions in sports context? Before the game or after the game, the sportsman determines what he feels. Is it possible to suggest an approach that would come in line with existing ones in order to be interested in the emotions that arises during motor action? The aim of this work is to implement an observational methodology that preserves the ecological character of sport’s emotion. We consider it from the deciphering of the emotional mimics and the actions of the player. In support of the work of Frijda and Tcherkassof (1997), Tcherkassof (2008), Parlebas (1999), Collard (2004), Oboeuf (2010), we decrypt the emotions and the motor sub-role of player using facial expressions and tendency to action. As a first step, we create a test for recognition of sport’s facial expressions. We submit it to sport students in order to objectify capacities of decoding the faces. We see that the sporting specialty has an impact on performance. The results suggest that specialists in cooperative activities are good decoders. The opposition specialists "with limited motor aggressiveness" are quite good. The fighters are poor decoders despite they fully recognize the fear. Specialists in psychomotor activities are rather bad but not very much related to this skill of decoding. In a second step, we use the excellent decoders selected by our test so that they analyze videos of sportsmen in motor action. Thanks to an embedded camera, the faces of each player can be recorded and analyzed in two sociomotor games: the seated ball and the bear and his keeper. In a situational analysis grid, trained and selected observers retranscribe the prototypical facial expressions of an emotion and the sociomotor sub-roles that the player updates (Oboeuf, 2010). This grid is an emotional ludogram (Parlebas, 1999). The second type of results collected thought that method invite us to think that there are typical emotions inherent to certain actions. Before a sub-role, anger is related to powerful striking or shooting, while fear is interconnected with dodging. Following a replacement or a favorable brand interaction, the joy is a return on the game’s aim and the pain is consented by the play contract. As a process, the emotion allows the athlete to choose the driving behavior that he must implement. As a result of action, emotions are information about reaching the goal of the game. All of our results invite us to validate this methodology. It will now be necessary to repeat this type of study in many sports.

Background: Due to the deficit of knowledge on fine motor skill far transfer from one domain of expertise to another, piano performance and surgical training serve as a relevant, interdisciplinary context in which to study the transfer of motor skills given both have relatively well-established levels of performance and require complex fine motor skills. Musicians tend to demonstrate greater ease in all aspects of procedural knowledge which are known to contribute to the early stages of motor learning. Previous research in the Piano Pedagogy Research Laboratory (PPRL) found that extensive piano training was correlated with faster learning of surgical knot-tying skills. However, the short-term two-day timeline was a limitation of the study. Objective: Our project has built on previous work in the PPRL to address the short-term nature of previous studies by measuring a long-term performance curve as well as retention of surgical training and also expanded on the previous project by focussing this time on laparoscopic tasks. This study compared performance curves of two participant groups (pianists and controls) over five consecutive days and retention one week later, as measured by speed and accuracy of task completion. Laparoscopic training consisted of six tasks repeated at every session. Since laparoscopy involves a variety of abilities concurrently, we also administered a battery of ten psychometric tests to isolate and measure specific aspects of non-motor and fine motor skills. Results: There was no statistical difference between participant groups on the majority of laparoscopic training and psychomotor assessments based on two-way mixed ANOVA and Mann-Whitney U test analysis, respectively. There were also little to no significant correlations between abilities and laparoscopic performance. The only significant confounding variable was that the control group was significantly more interested in surgery than the musician group (p = .037). Conclusion: Overall, these results demonstrate that piano performance training did not far transfer to laparoscopic surgery. This is relevant to the debate on far transfer of motor skills given this study’s robust design which addressed previous shortcomings by including a longer timeline and more specifications of musicians’ characteristics. Our findings indicate that fine motor skills are domain specific to music and surgery, respectively.

Inom en idrott och hälsa (IDH)-miljö, är syftet med denna studie (1) att fastställa effekten av motorisk träning på barn; (2) identifiera korrelerade prediktorer för motorik. Genom en systematisk informationssökning tillhandahålls en omfattande bakgrund som beskriver en uppsjö av framgångar inom motoriska inteventionsstudier och påverkade områden. Genom en hypotetiskt-deduktiv ansats, influerad av ett konstruktivistiskt perspektiv, med specifikt fokus på Piagets teorier om kognitiv utveckling och lek, problematiseras lärande och motorisk utveckling genom genomförandet av en interventionsstudie. Deltagarna (n=19, medelålder 7,16 SD 0,37 år), genomgick en fem veckor lång intervention. Motoriska färdigheter utvärderades före och efter intervention med tillämpning av MUGI Observationsschema. En poweranalys kunde inte utföras på grund av saknade parametrar och studien föll därför under ett typ II-fel, följaktligen omdöpt till en deskriptiv pilotstudie. Resultaten, som visar en förbättring av ett medelvärde på 1,65, SD 0,92, indikerar att motorisk utveckling kan förbättras genom medveten riktad träning. Korrelationer mellan variabler var icke-signifikanta, sannolikt till följd av en otillräcklig urvalsstorlek. Andra resultat, exv. deltagarnas entusiasm och undervisningsmetoder beskrivs tillika. Slutligen diskuteras motorisk träning, idrottspedagogens avgörande roll och stark betoning vid utveckling av kroppslig kompetens, utifrån tillämpningen av Piagets konstruktivism. Dessutom möjliggör det piagetiska perspektivet problematiseringar av avgörande pedagogiska aspekter av innehållet i idrott och hälsa relaterade till motoriska färdigheter och barns utveckling. / Within a physical education (PE) ambience, the objective of this research is (1) determine the effect of motor training on children; (2) identify correlating predictors for motor skills. Through a systematic information retrieval an extensive background is provided, outlining a plethora of success in motor interventions, and affected areas. Utilizing a hypothetic-deductive onset, influenced by a constructivist perspective, with specific focus on Piaget’s theories of cognitive development and play, learning and motor development are problematized through the conduction of an intervention study. The participants (n= 19, mean age 7.16 SD 0.37 years), underwent a five-week intervention. Motor skills were evaluated pre and post intervention applying MUGI Observationsschema. Unable to execute a power analysis due to missing parameters, the study concluded a type II error, therefore renamed a descriptive pilot study. The findings, displaying a mean improvement of 1.65, SD 0.92, indicate motor development can be improved through deliberate aimed training. Correlations between variables were insignificant, presumably from an inadequate sample size. Other findings, e.g., participants’ enthusiasm and teaching methods are detailed, too. Lastly applying the Piagetian aspect, motor skills training, the necessity of the PE teacher and heavily emphasizing development of physical literacy, are discussed. Furthermore, the Piagetian perspective additionally enables problematizations of crucial educational aspects of PE content related to motor skills and child development.

<p>Two studies were conducted to examine the effects of learner-adapted practice on the self-efficacy beliefs, acquisition and retention of a motor task. Through a discovery process all participants learned to perform several keypress patterns, with the goal of completing each sequence as fast and accurate as possible. The first experiment had learners practice the keypress sequences in one of two adaptive schedules, which utilized either a ‘WinSwitch’ or ‘WinRepeat’ task switching algorithm, or follow a pre-determined order of tasks (two yoked-control groups). The purpose of this experiment was to determine if adaptive schedules were effective because they were tailored to a learner’s performance characteristics or due to the nature of the contextual interference employed by the switching algorithm when the 'winning' criterion was satisfied. To examine the psychological factors involved in adaptive practice, the second experiment had all groups practice in a ‘WinSwitch Adaptive’ schedule and manipulated the social-comparative feedback that was provided (positive, negative or control). Together these studies revealed that the effectiveness of adaptive schedules may not necessarily be due to the fact that they are tailored to a learner's performance characteristics. They also suggest that learning is facilitated by a switching algorithm that involves some blocked practice towards the beginning and mostly random practice towards the end of acquisition (WinRepeat schedule). However, providing positive social-comparative feedback can override the negative effects of the opposite schedule (WinSwitch) and result in more effective learning and increases in self-efficacy beliefs. These findings are discussed in reference to contextual interference effects and the self-efficacy framework.</p> / Master of Science in Kinesiology

Tidigare forskning har visat att hög contextual interference försämrar den omedelbara prestationen vid ackvisitionen av en färdighet, men främjar inlärning jämfört med låg contextual interference. Resultaten från tillämpad forskning är dock mångtydig och det råder oklarhet i när och i vilka sammanhang effekten uppstår. Syftet med denna positivistiska studie var att jämföra två övningsstrategier med olika grad av contextual interference vid inlärning av rudiments för trumspel. Vuxna musikhögskolestudenter (N=17) med begränsad erfarenhet av trumspel delades in i två grupper – seriell (n=8) och blockindelad (n=9). Uppgiften var att lära sig spela tre rudiment. Den blockindelade gruppen övade sex minuter på varje rudiment en gång, medan den seriella gruppen övade en minut på varje rudiment sex gånger. Deltagarnas retention testades direkt efter och 48 timmar efter övningen. Båda grupperna spelade signifikant snabbare mellan förtest och retentionstesten (p&lt;.01) men det fanns ingen signifikant interaktion mellan grupp och mättillfälle (p=.96) vilket betyder att båda grupper blev lika mycket bättre. I diskussionen redovisas ett antal möjliga förklaringar till varför effekten inte visade sig i denna studie. / Previous research has found that high contextual interference hinders performance at acquisition but promotes learning compared to low contextual interference. The findings in applied research is however ambiguous and there’s uncertainty of when and in which contexts the effect occurs. The purpose of this study was to compare two practice strategies with different levels of contextual interference. Adult college music students (N=17) with limited experience playing drums were divided in to two treatment groups – serial (n=8) and blocked (n=9). The task was to learn to play three drum rudiments. The blocked group practiced each rudiment for six minutes one time while the serial group practice each rudiment for one minute six times. Retention tests were performed immediately after and 48 hours after acquisition. Both groups played significantly faster at retention compared to pre-test (p&lt;.01) but there was no significant interaction between group and test (Pre-test to retention) (p=.96) meaning both groups improved equally. In the discussion a number possible of explanations as to why the effect wasn’t observed are presented.

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