The impact of two different passive recovery durations, two and three minutes, between sets of repeated sprint skating ability (RSSA) test on skating speed, speed decrement (S_dec), and heart rate (HR) response of ice hockey forwards (n = 12) and defensemen (n = 7) were determined. Six sets of 3 × 80 m sprint, with two-minute passive recovery between two consecutive sets, were performed in RSSA-2. A three-minute passive recovery period between two consecutive sets was allowed in RSSA-3. Skating speed, S_dec, and HR were measured in all tests. Subjects skated faster (p < 0.05) in most of the RSSA-3 sets than the corresponding set of RSSA-2. Defensemen were slower (p < 0.05) than forwards in most of the cases. The S_dec was higher in defensemen than in forwards, although the difference was significant occasionally. No difference in peak HR and minimum HR between forwards and defensemen was found. RSSA-3 is beneficial over RSSA-2 in both forwards and defensemen by increasing speed. Defensemen are slower and show early fatigability than forwards, and no difference in HR response was noted between forwards and defensemen. This study concludes that three-minute recovery is beneficial over two-minute recovery by increasing skating speed, although S_dec and HR response neither vary significantly between RSSA-2 and RSSA-3, nor between forwards and defensemen.

This study evaluates the anatomical profiles, jump, sprint, power outputs, endurance, and peak blood lactate levels ([LA]_peak) of handball players of two age groups—U17 (n = 77) and U19 (n = 46)—and analyses the role of training in their physical abilities. Vertical jump performance was determined by counter movement jump (CMJ) and counter movement jump with free arms (CMJFA) tests. A running-based anaerobic sprint test (RAST) determined the relative power output (watts/kg body weight) and absolute power output (watts) of the players. Sprint performance over 5 m, 10 m, and 30 m distances was evaluated. An incremental shuttle run test (40 m) was designed to determine aerobic threshold (AeT), anaerobic threshold (AnT), and [LA]_peak. All parameters were measured for pivots, wingers, backs, and goalkeepers of each group. The U19 players were significantly heavier than the U17 group, but both the groups were nearly equal in height. The U19 group jumped higher than the U17 members, although the only significant difference (p = 0.032) was observed between the wingers of the groups in CMJ. Sprint performance varied marginally between the groups and only U19 pivots were found to be significantly (for distances of 5, 10, and 30 m: p = 0.047, p = 0.018, and p = 0.021, respectively) faster than U17 pivots. No difference in relative power output between the groups was noted, although the U19 players recorded higher absolute power outputs. Maximal velocity and velocities at the AeT and AnT were almost similar in the groups. Distance covered by the groups at the intensities of AeT and AnT varied only little. Higher [LA]_peak was observed in the U19 players. U19 players failed to convert their superior power into speed and jump. The training pattern of the handball players needs to be revised so that U19 players may develop faster and be more enduring than the U17 group.

Background: Nurses are essential members of the healthcare workforce and were among the first-line carers for patients in community and hospital settings during the COVID-19 pandemic. As a result, they were at a heightened risk of infection, resulting in several reported deaths among nursing staff. Several preventive measures were adopted to contain the spread of the COVID-19 virus. This study aims to explore the knowledge, attitudes, and practices (KAP) of nurses regarding hand hygiene, mask wearing, and social distancing measures in healthcare settings in Barbados during the COVID-19 pandemic. Method: An online survey of nurses working in public hospitals and polyclinics (public primary care clinics) in Barbados from March 2021 to December 2021 was conducted. A nonsystematic convenience sampling method was employed to recruit nurses who were readily available and willing to participate. A questionnaire captured the sociodemographic information and knowledge and practices related to hand hygiene, the use of face masks, and social distancing. Each correct response received one mark. Overall knowledge scores were categorized as poor (80–100%). Results: Of the 192 participants, the majority were female (82.8%) and had >5 years of experience (82%). The findings revealed that 45.8% had poor knowledge of hand hygiene, and that the knowledge of 43.8% of respondents was average. Multivariable logistic regression showed that, after adjustment for age and gender, registered nurses had 2.1 times increased odds (95% confidence interval 1.0, 4.2) of having good knowledge compared to other nursing categories. Regarding mask wearing, 53.6% of nurses had average knowledge, and 27.1% had good knowledge. Multivariable logistic regression showed that, after adjustment for age and gender, registered nurses had 3.3 times increased odds (95% confidence interval 1.5, 7.4) of having good knowledge compared to nursing assistants. A total of 68.6% of respondents followed the correct steps of handwashing every time, and 98.3% wore a mask in public places. More than half of the nurses (51.2%) kept a safe distance from others to avoid spreading SARS-CoV-2; one-third were in a crowded place(s) in the past three months, and 55.8% usually followed guidelines for social isolation as recommended by the WHO. Conclusions: The study identified knowledge deficiencies related to hand hygiene and wearing masks among nurses. It is imperative to provide additional training on infection control measures.

The aim of this study was to determine the effects of two different rest periods, 2 min and 3 min, between consecutive sets of a repeated sprint skating ability (RSSA) test, on the skating ability of ice hockey players. Two RSSA tests, RSSA-2 and RSSA-3, were assessed on 24 ice hockey players. In RSSA-2, six sets of 3 × 80 m sprint skating, with 2 min passive recovery between two consecutive sets was allowed. In RSSA-3, the recovery period between the sets was 3 min. Average speed, average heart rate (HR_aver), peak heart rate (HR_peak), blood lactate concentration ([BLa]), and rate of perceived exertion (RPE) were measured in both RSSA-2 and RSSA-3 tests. In all the sets, except set 1, the average speed of the subjects was significantly (p < 0.05) higher in RSSA-3 than the respective set in RSSA-2. Average HR and RPE were higher in RSSA-2 than RSSA-3 in most of the sets. For any given set, no difference in HR_peak was noted between RSSA-2 and RSSA-3. Post-sprint (Set 6) [BLa] was significantly (p < 0.05) higher in RSSA-3 than RSSA-2. This study concludes that the 3 min rest period is more beneficial than the 2 min rest period, for (1) increasing skating speed and (2) reducing overall cardiac workload and perceived fatigue.

Introduction: the objective of this study was to assess the impact of physique on the stride pattern and performance of elite male 400-m hurdles runners. Materials and Methods: this study is based on the analysis of the performance of 297 male 400-m hurdlers in 13 Olympic games, 16 world championships, and 15 European championships. The hurdlers were divided into 4 groups, based on their height and body mass index (BMI) – taller and heavier (TH), taller and lighter (TL), shorter and heavier (SH), and shorter and lighter (SL). Times taken to complete various phases of the 400-m hurdles race – H0-1 (from starting line to hurdle 1), H1-3 (from hurdle 1 to hurdle 3), H3-5, H6-8, H8-10, and H10-F (from hurdle 10 to the finishing line) – were noted. Similarly, the number of strides to complete 3 inter-hurdle phases (H1-4, H4-7, and H7-10) was recorded. Results: The technical index (TI = time for 400m hurdles run – time for 400m flat run) was the lowest in TH, followed by TL, SL, and SH. The stride number increased from H1-4 to H7-10. Taller hurdlers took fewer strides than shorter ones. Only 8.5% of the hurdlers followed a uniform stride number (13 or 15). Conclusions: the physique of elite 400-m men hurdlers can vary widely. Taller hurdlers fly over hurdles more efficiently; a uniform stride pattern is independent of height and BMI, and is followed by a few hurdlers only, and physique has a significant impact on running performance at a few phases of the 400-m hurdles run.

Digital learning technologies have transformed medical education, with artificial intelligence (AI) and gamification emerging as two of the most active areas of innovation. While each has demonstrated value independently, their integration offers distinctive potential to personalise learning, sustain engagement, and produce durable educational outcomes. Yet the convergence remains empirically disjointed and theoretically underdeveloped. This pedagogically grounded critical review synthesises the evidence at the crossroads of AI and gamification in medical and health professional education, drawing on randomised trials, scoping reviews, meta-analyses, and case studies from PubMed, DOAJ, ERIC, and Web of Science. We propose an operational definition of AI-enhanced gamification and introduce an integration matrix linking five AI methods (reinforcement learning, Bayesian learner modelling, natural language processing, computer vision, recommender systems) to specific gamification elements and to learning mechanisms grounded in Self-Determination Theory, Flow Theory, constructivism, Vygotsky's Zone of Proximal Development, connectivism, the TPACK model, and the Behaviour Change Technique taxonomy. We map applications across health literacy, mental health psychoeducation, rehabilitation, and medical education, supported by ten real-world examples. We identify challenges in theoretical grounding, outcome measurement, validation, algorithmic bias, reproducibility, equity, and regulation, and close with a prioritised, feasibility-tagged research agenda for advancing AI-enhanced gamification as a credible digital learning innovation in medical education.