Reading skills are widely recognized as fundamental abilities, crucial not only for academic success but also for participation in social activities and navigating interpersonal challenges. In the early formation of reading abilities, mastery of sight words is instrumental in effectively enhancing reading proficiency, particularly for individuals lacking foundational reading skills. In educational practice, flashcard intervention stands as a widely utilized instructional approach. When Kodak et al. (2020) first introduced the concept of stimulus set size and its impact on the efficiency of skill acquisition interventions, they examined differences in training efficiency among children with autism spectrum disorder (ASD) when exposed to four distinct stimulus set size conditions. Their findings suggested that larger stimulus set sizes tend to correlate with higher training efficiency. Expanding upon Kodak et al.'s research, the present study transitions this investigation into the context of general education settings, focusing on children's learning of sight words. By comparing the number of training trials, training time, and successful recognition rates among three participants across four different stimulus set size conditions, the study assesses the influence of stimulus set size on the efficiency of sight word training. The results indicate a positive correlation between larger stimulus set sizes and higher training efficiency. Nevertheless, it is imperative to acknowledge the potential constraints on the generalizability of these findings stemming from the homogeneity observed among participants. To fortify the relevance and resilience of the conclusions drawn, forthcoming research initiatives should seek to rectify these limitations by inclusively sampling diverse cohorts. By doing so, the resultant insights can be more effectively applied across various domains, thereby augmenting their broader utility and impact.

This review article examines previous weightlifting literature and provides a rationale for the use of weightlifting pulling derivatives that eliminate the catch phase for athletes who are not competitive weightlifters. Practitioners should emphasize the completion of the triple extension movement during the second pull phase that is characteristic of weightlifting movements as this is likely to have the greatest transference to athletic performance that is dependent on hip, knee, and ankle extension. The clean pull, snatch pull, hang high pull, jump shrug, and mid-thigh pull are weightlifting pulling derivatives that can be used in the teaching progression of the full weightlifting movements and are thus less complex with regard to exercise technique. Previous literature suggests that the clean pull, snatch pull, hang high pull, jump shrug, and mid-thigh pull may provide a training stimulus that is as good as, if not better than, weightlifting movements that include the catch phase. Weightlifting pulling derivatives can be implemented throughout the training year, but an emphasis and de-emphasis should be used in order to meet the goals of particular training phases. When implementing weightlifting pulling derivatives, athletes must make a maximum effort, understand that pulling derivatives can be used for both technique work and building strength–power characteristics, and be coached with proper exercise technique. Future research should consider examining the effect of various loads on kinetic and kinematic characteristics of weightlifting pulling derivatives, training with full weightlifting movements as compared to training with weightlifting pulling derivatives, and how kinetic and kinematic variables vary between derivatives of the snatch.