@article{MaassKuehnePoltzetal.2022,
  author    = {Maaß, Ulrike and K{\"u}hne, Franziska and Poltz, Nadine and Lorenz, Anna and Ay-Bryson, Destina Sevde and Weck, Florian},
  title     = {Live supervision in psychotherapy training},
  series = {Training and education in professional psychology},
  volume    = {16},
  journal   = {Training and education in professional psychology},
  number    = {2},
  publisher = {American Psychological Association},
  address   = {Washington},
  issn      = {1931-3918},
  doi       = {10.1037/tep0000390},
  pages     = {130 -- 142},
  year      = {2022},
  abstract  = {There is increasing interest in improving psychotherapy training using evidence-based supervision. One approach is live supervision (LS), in which the supervisor offers immediate feedback to the trainee (e.g., via microphone, text messages) during the session. This review summarizes the research on LS and its main results. The databases Web of Science Core Collection, PsycArticles, PsycBooks, PsycInfo, PSYNDEX, Psychology and Behavioral Sciences Collection, and PubMed were searched from inception to January 23, 2020 (including a backward search) and updated November 15, 2020. The inclusion criteria (i.e., main focus on LS, immediate feedback from a present supervisor, psychological setting) were met by k = 138 publications, including k = 8 randomized controlled trials (RCTs; N = 339). Two reviewers independently evaluated the RCTs' risk of bias using the revised Cochrane Risk-of-Bias Tool. Most publications had a family therapy background (59\%), were categorized as nonempirical (55\%), aimed primarily at describing or comparing specific LS methods (35\%), and displayed positive views on LS (87\%). Based on the RCTs, LS was superior to no-supervision in 78\% of all comparisons, but only in 13\% of the cases compared to a delayed supervision (DS) condition (i.e., regarding trainee skills, patient outcomes, or other variables). These results somewhat contradict the overall favorable views in the literature. However, the generalizability is limited due to a lack of high-quality studies and substantial heterogeneity in terms of LS methods, concepts, outcomes, and measurements. Ideas for more systematic research on LS regarding objectives and methods are proposed. <br /> Public Significance Statement This review summarizes research on live supervision (LS). LS is a form of supervision in psychotherapy training in which the supervisor observes the trainee's therapy session and provides immediate feedback. The review concludes that LS is probably as effective as delayed supervision (DS), although more high-quality research is needed.},
  language  = {en}
}
@article{HuangRichterKleickmannetal.2022,
  author    = {Huang, Yizhen and Richter, Eric and Kleickmann, Thilo and Richter, Dirk},
  title     = {Comparing video and virtual reality as tools for fostering interest and self-efficacy in classroom management},
  series = {British journal of educational technology / British Educational Communications and Technology Agency},
  volume    = {54},
  journal   = {British journal of educational technology / British Educational Communications and Technology Agency},
  number    = {2},
  publisher = {Wiley-Blackwell},
  address   = {Oxford},
  issn      = {0007-1013},
  doi       = {10.1111/bjet.13254},
  pages     = {467 -- 488},
  year      = {2022},
  abstract  = {Video is a widely used medium in teacher training for situating student teachers in classroom scenarios. Although the emerging technology of virtual reality (VR) provides similar, and arguably more powerful, capabilities for immersing teachers in lifelike situations, its benefits and risks relative to video formats have received little attention in the research to date. The current study used a randomized pretest-posttest experimental design to examine the influence of a video- versus VR-based task on changing situational interest and self-efficacy in classroom management. Results from 49 student teachers revealed that the VR simulation led to higher increments in self-reported triggered interest and self-efficacy in classroom management, but also invoked higher extraneous cognitive load than a video viewing task. We discussed the implications of these results for pre-service teacher education and the design of VR environments for professional training purposes. Practitioner notes What is already known about this topic Video is a popular teacher training medium given its ability to display classroom situations. Virtual reality (VR) also immerses users in lifelike situations and has gained popularity in recent years. Situational interest and self-efficacy in classroom management is vital for student teachers' professional development. What this paper adds VR outperforms video in promoting student teachers' triggered interest in classroom management. Student teachers felt more efficacious in classroom management after participating in VR. VR also invoked higher extraneous cognitive load than the video. Implications for practice and/or policy VR provides an authentic teacher training environment for classroom management. The design of the VR training environment needs to ensure a low extraneous cognitive load.},
  language  = {en}
}
@article{CaliendoMahlstedtvandenBergetal.2022,
  author    = {Caliendo, Marco and Mahlstedt, Robert and van den Berg, Gerard J. and Vikstr{\"o}m, Johan},
  title     = {Side effects of labor market policies},
  series = {The Scandinavian journal of economics},
  volume    = {125},
  journal   = {The Scandinavian journal of economics},
  number    = {2},
  publisher = {Wiley-Blackwell},
  address   = {Oxford},
  issn      = {0347-0520},
  doi       = {10.1111/sjoe.12514},
  pages     = {339 -- 375},
  year      = {2022},
  abstract  = {Labor market policies, such as training and sanctions, are commonly used to bring workers back to work. By analogy to medical treatments, exposure to these tools can have side effects. We study the effects on health using individual-level population registers on labor market outcomes, drug prescriptions, and sickness absence, comparing outcomes before and after exposure to training and sanctions. Training improves cardiovascular and mental health, and lowers sickness absence. This is likely to be the result of the instantaneous features of participation, such as the adoption of a more rigorous daily routine, rather than improved employment prospects. Benefits sanctions cause a short-run deterioration of mental health.},
  language  = {en}
}
@article{WotschackVladovadePaivaLareiroetal.2022,
  author    = {Wotschack, Philip and Vladova, Gergana and de Paiva Lareiro, Patricia and Thim, Christof},
  title     = {Learning via assistance systems in industrial manufacturing},
  series = {Journal of workplace learning},
  volume    = {35},
  journal   = {Journal of workplace learning},
  number    = {9},
  publisher = {Emerald},
  address   = {Bradford},
  issn      = {1366-5626},
  doi       = {10.1108/JWL-09-2022-0119},
  pages     = {235 -- 258},
  year      = {2022},
  abstract  = {Purpose The purpose of this paper is to investigate how learning solely via an assistance system influences work performance compared with learning with a combination of an assistance system and additional training. While the training literature has widely emphasised the positive role of on-the-job training, particularly for groups that are often underrepresented in formalised learning situations, organisational studies have stressed the risks that emerge when holistic process knowledge is lacking and how this negatively affects work performance. This study aims at testing these negative effects within an experimental design. Design/methodology/approach This paper uses a laboratory experimental design to investigate how assistance-system-guided learning influences the individuals' work performance and work satisfaction compared with assistance-system-guided learning combined with theoretical learning of holistic process knowledge. Subjects were divided into two groups and assigned to two different settings. In the first setting, the participants used the assistance systems as an orientation and support tool right at the beginning and learned the production steps exclusively in this way. In the second setting, subjects received an additional 10-min introduction (treatment) at the beginning of the experiment, including detailed information regarding the entire work process. Findings This study provides evidence that learners provided with prior process knowledge achieve a better understanding of the work process leading to higher levels of productivity, quality and work satisfaction. At the same time, the authors found evidence for differences among workers' ability to process and apply this additional information. Subjects with lower productivity levels faced more difficulties processing and applying additional process information. Research limitations/implications Methodologically, this study goes beyond existing research on assistance systems by using a laboratory experimental design. Though the external validity of this method is limited by the artificial setting, it is a solid way of studying the impact of different usages of digital assistance systems in terms of training. Further research is required, however, including laboratory experiments with larger case numbers, company-level case studies and analyses of survey data, to further confirm the external validity of the findings of this study for the workplace. Practical implications This study provides some first evidence that holistic process knowledge, even in low-skill tasks, has an added value for the production process. This study contributes to firms' training policies by exploring new, digitalised ways of guided on-the-job training and demonstrates possible training benefits for people with lower levels of (initial) abilities and motivation. Social implications This study indicates the advantage for companies and societies to invest in additional skills and training and points at the limitations of assistance systems. This paper also contributes to training policies by exploring new, digitalised ways of guided on-the-job training and demonstrates possible training benefits for people with lower levels of (initial) abilities and motivation. Originality/value This study extends existing research on digital assistance systems by investigating their role in job-related-training. This paper contributes to labour sociology and organisational research by confirming the importance of holistic process knowledge as opposed to a solely task-oriented digital introduction.},
  language  = {en}
}
@article{JafarnezhadgeroFatollahiGranacher2022,
  author    = {Jafarnezhadgero, Amir Ali and Fatollahi, Amir and Granacher, Urs},
  title     = {Eight weeks of exercising on sand has positive effects on biomechanics of walking and muscle activities in individuals with pronated feet},
  series = {Sports : open access journal},
  volume    = {10},
  journal   = {Sports : open access journal},
  number    = {5},
  publisher = {MDPI},
  address   = {Basel},
  issn      = {2075-4663},
  doi       = {10.3390/sports10050070},
  pages     = {16},
  year      = {2022},
  abstract  = {This study aimed to investigate the effects of eight weeks of barefoot running exercise on sand versus control on measures of walking kinetics and muscle activities in individuals with diagnosed pronated feet. Sixty physically active male adults with pronated feet were randomly allocated into an intervention or a waiting control group. The intervention group conducted an 8-weeks progressive barefoot running exercise program on sand (e.g., short sprints) with three weekly sessions. Pre and post intervention, participants walked at a constant speed of 1.3 m/s +/- 5\% on a 18 m walkway with a force plate embedded in the middle of the walkway. Results showed significant group-by-time interactions for peak impact vertical and lateral ground reaction forces. Training but not control resulted in significantly lower peak impact vertical and lateral ground reaction forces. Significant group-by-time interactions were observed for vastus lateralis activity during the loading phase. Training-induced increases were found for the vastus lateralis in the intervention but not in the control group. This study revealed that the applied exercise program is a suitable means to absorb ground reaction forces (e.g., lower impact vertical and lateral peaks) and increase activities of selected lower limb muscles (e.g., vastus lateralis) when walking on stable ground.},
  language  = {en}
}
@article{SaidiZouhalBoullosaetal.2022,
  author    = {Saidi, Karim and Zouhal, Hassane and Boullosa, Daniel and Dupont, Gregory and Hackney, Anthony C. and Bideau, Benoit and Granacher, Urs and Ben Abderrahman, Abderraouf},
  title     = {Biochemical markers and wellness status during a congested match play period in elite soccer players},
  series = {International journal of sports physiology and performance : IJSSP},
  volume    = {17},
  journal   = {International journal of sports physiology and performance : IJSSP},
  number    = {4},
  publisher = {Human Kinetics Publ.},
  address   = {Champaign},
  issn      = {1555-0265},
  doi       = {10.1123/ijspp.2020-0914},
  pages     = {605 -- 620},
  year      = {2022},
  abstract  = {Objectives: To analyze biochemical markers, wellness status, and physical fitness in elite soccer players in relation to changes in training and match exposure during a congested period of match play. Methods: Fourteen elite soccer players were evaluated 3 times (T1, T2, and T3) over 12 weeks (T1-T2: 6-wk regular period of match play and T2-T3: 6-wk congested period of match play). Players performed vertical jump tests, repeated shuttle sprint ability test, and the Yo-Yo Intermittent Recovery Test at T1, T2, and T3. Plasma C-reactive protein, creatinine, and creatine kinase were analyzed at T1, T2, and T3. Wellness status was measured daily using the Hopper questionnaire (delayed onset of muscle soreness, stress, fatigue, and sleep quality). Training session rating of perceived exertion was also recorded on a daily basis. Results: A significant increase was found in stress, fatigue, delayed onset of muscle soreness scores, and Hopper index during the congested period (between T2 and T3) compared with the regular period (between T1 and T2) (.001 < P < .008, 0.8 < ES < 2.3). Between T2 and T3, significant relationships were found between the percentage variations (Delta\%) of C-reactive protein, and Delta\% of creatine kinase with the Hopper Index, and the Delta\% of fatigue score. In addition, the Delta\% of fatigue score and Delta\% of delayed onset of muscle soreness score correlated with Delta\% Yo-Yo Intermittent Recovery Test and Delta\% best of repeated shuttle sprint ability test (.49 < r < P < .01). Conclusions: An intensive period of congested match play significantly compromised elite soccer players' physical fitness and wellness status. Elite soccer players' wellness status reflects declines in physical fitness during this period while biochemical changes do not.},
  language  = {en}
}
@article{KuehneMaassWeck2021,
  author    = {K{\"u}hne, Franziska and Maaß, Ulrike and Weck, Florian},
  title     = {Einsatz standardisierter Patienten im Psychologiestudium},
  series = {Verhaltenstherapie : Praxis, Forschung, Perspektiven},
  volume    = {31},
  journal   = {Verhaltenstherapie : Praxis, Forschung, Perspektiven},
  number    = {2},
  publisher = {Karger},
  address   = {Basel},
  issn      = {1016-6262},
  doi       = {10.1159/000509249},
  pages     = {152 -- 160},
  year      = {2021},
  abstract  = {Hintergrund: Im Rahmen des reformierten Psychotherapeutengesetzes wird eine starkere Praxisorientierung in der klinisch-psychologischen Lehre und in der Prufung psychotherapeutischer Kompetenzen verankert. Hierbei sollen Studierende durch die Interaktion mit standardisierten Patient*innen (SP) therapeutische Kompetenzen erwerben und demonstrieren. Fragestellung: Das Ziel des vorliegenden Beitrags ist es, eine evidenzbasierte Umsetzung dieser neuen Lehr- und Prufungsformate zu unterstutzen, indem bisherige Forschungsbefunde zum Einsatz von SP dargestellt und Bereiche, in denen weitere Forschung notwendig ist, aufgezeigt werden. Ergebnisse: Empirische Befunde zeigen, dass SP psychische Storungen authentisch darstellen konnen. Voraussetzung dafur sind beispielsweise die Auswahl geeigneter SP, detaillierte Rollenanleitungen, spezifisches Training, Feedback und Nachschulungen. Auch wenn einige Forschungsfragen, wie zur vergleichenden Wirksamkeit des Einsatzes von SP, noch unbeantwortet sind, lassen sich praktische Implikationen fur SP-Programme in Lehre, Prufung und Forschung ableiten, die in einem Ablaufschema dargestellt werden. Schlussfolgerungen: Der Einsatz von SP bietet gro ss es Potenzial fur die klinisch-psychologische Lehre und Ausbildungsforschung. Um den Einsatz von SP an anderen Standorten zu unterstutzen, werden Beispielmaterialien (z.B. Rollenanleitung) in den elektronischen Supplementen (siehe www.karger.com/doi/10.1159/000509249 fur alle Supplemente) zum Artikel zur Verfugung gestellt.},
  language  = {de}
}
@article{UllrichTeichmannGronau2021,
  author    = {Ullrich, Andr{\´e} and Teichmann, Malte and Gronau, Norbert},
  title     = {Fast trainable capabilities in software engineering-skill development in learning factories},
  series = {Ji suan ji jiao yu = Computer Education / Qing hua da xue},
  journal   = {Ji suan ji jiao yu = Computer Education / Qing hua da xue},
  number    = {12},
  publisher = {[Verlag nicht ermittelbar]},
  address   = {Bei jing shi},
  issn      = {1672-5913},
  doi       = {10.16512/j.cnki.jsjjy.2020.12.002},
  pages     = {2 -- 10},
  year      = {2021},
  abstract  = {The increasing demand for software engineers cannot completely be fulfilled by university education and conventional training approaches due to limited capacities. Accordingly, an alternative approach is necessary where potential software engineers are being educated in software engineering skills using new methods. We suggest micro tasks combined with theoretical lessons to overcome existing skill deficits and acquire fast trainable capabilities. This paper addresses the gap between demand and supply of software engineers by introducing an actionoriented and scenario-based didactical approach, which enables non-computer scientists to code. Therein, the learning content is provided in small tasks and embedded in learning factory scenarios. Therefore, different requirements for software engineers from the market side and from an academic viewpoint are analyzed and synthesized into an integrated, yet condensed skills catalogue. This enables the development of training and education units that focus on the most important skills demanded on the market. To achieve this objective, individual learning scenarios are developed. Of course, proper basic skills in coding cannot be learned over night but software programming is also no sorcery.},
  language  = {en}
}
@article{KasmiZouhalHammamietal.2021,
  author    = {Kasmi, Sofien and Zouhal, Hassane and Hammami, Raouf and Clark, Cain Craig Truman and Hackney, Anthony C. and Hammami, Amri and Chtara, Moktar and Chortane, Sabri Gaied and Ben Salah, Fatma Zohra and Granacher, Urs and Ben Ounis, Omar},
  title     = {The Effects of Eccentric and Plyometric Training Programs and Their Combination on Stability and the Functional Performance in the Post-ACL-Surgical Rehabilitation Period of Elite Female Athletes},
  series = {Frontiers in physiology},
  volume    = {12},
  journal   = {Frontiers in physiology},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne, Schweiz},
  issn      = {1664-042X},
  doi       = {10.3389/fphys.2021.688385},
  pages     = {1 -- 11},
  year      = {2021},
  abstract  = {Background: The standard method to treat physically active patients with anterior cruciate ligament (ACL) rupture is ligament reconstruction surgery. The rehabilitation training program is very important to improve functional performance in recreational athletes following ACL reconstruction. Objectives: The aims of this study were to compare the effects of three different training programs, eccentric training (ECC), plyometric training (PLYO), or combined eccentric and plyometric training (COMB), on dynamic balance (Y-BAL), the Lysholm Knee Scale (LKS), the return to sport index (RSI), and the leg symmetry index (LSI) for the single leg hop test for distance in elite female athletes after ACL surgery. Materials and Methods: Fourteen weeks after rehabilitation from surgery, 40 elite female athletes (20.3 ± 3.2 years), who had undergone an ACL reconstruction, participated in a short-term (6 weeks; two times a week) training study. All participants received the same rehabilitation protocol prior to the training study. Athletes were randomly assigned to three experimental groups, ECC (n = 10), PLYO (n = 10), and COMB (n = 10), and to a control group (CON: n = 10). Testing was conducted before and after the 6-week training programs and included the Y-BAL, LKS, and RSI. LSI was assessed after the 6-week training programs only. Results: Adherence rate was 100\% across all groups and no training or test-related injuries were reported. No significant between-group baseline differences (pre-6-week training) were observed for any of the parameters. Significant group-by-time interactions were found for Y-BAL (p < 0.001, ES = 1.73), LKS (p < 0.001, ES = 0.76), and RSI (p < 0.001, ES = 1.39). Contrast analysis demonstrated that COMB yielded significantly greater improvements in Y-BAL, LKS, and RSI (all p < 0.001), in addition to significantly better performances in LSI (all p < 0.001), than CON, PLYO, and ECC, respectively. Conclusion: In conclusion, combined (eccentric/plyometric) training seems to represent the most effective training method as it exerts positive effects on both stability and functional performance in the post-ACL-surgical rehabilitation period of elite female athletes.},
  language  = {en}
}
@article{PhilippKristonKuehneetal.2020,
  author    = {Philipp, Rebecca and Kriston, Levente and K{\"u}hne, Franziska and Harter, Martin and Meister, Ramona},
  title     = {Concepts of metacognition in the treatment of patients with mental disorders},
  series = {Journal of rational emotive and cognitive behavior therapy},
  volume    = {38},
  journal   = {Journal of rational emotive and cognitive behavior therapy},
  number    = {2},
  publisher = {Springer},
  address   = {New York, NY},
  issn      = {0894-9085},
  doi       = {10.1007/s10942-019-00333-3},
  pages     = {173 -- 183},
  year      = {2020},
  abstract  = {While metacognitive interventions are gaining attention in the treatment of various mental disorders, a review of the literature showed that the term is often defined poorly and used for a variety of psychotherapeutic approaches that do not necessarily pursue the same goal. We give a summary of three metacognitive interventions which were developed within a sound theoretical framework-metacognitive therapy, metacognitive training, and metacognitively-oriented integrative psychotherapies-and discuss their similarities and distinctive features. We then offer an integrative operational definition of metacognitive interventions as goal-oriented treatments that target metacognitive content, which is characterized by the awareness and understanding of one's own thoughts and feelings as well as the thoughts and feelings of others. They aim to alleviate disorder-specific and individual symptoms by gaining more flexibility in cognitive processing.},
  language  = {en}
}