Background & purpose: Afferent input from the sole affects postural stability. Cutaneous reflexes from the foot are important to posture and gait. Lower-limb afferents alone provide enough information to maintain upright stance and are critical in perceiving postural sway. Altered feedback from propreoceptive receptors alters gait and patterns of muscle activation. The position and posture of the foot and ankle may also play an important role in proprioceptive input.Therefore, the current research aims to compare static balance and ankle and knee proprioception in people with and without flexible flatfeet.Methodology: 91 female students between the ages of 18 and 25 voluntarily participated in this study, of which 24 were in the flexible flatfoot group and 67 were in the regular foot group after evaluating the longitudinal arch of the foot. The position sense of ankle and knee joints were measured using the active reconstruction test of the ankle and knee angle; Static balance was measured using the Sharpened Romberg test. Data were non-normally distributed. Accordingly, non-parametric tests were applied. The Kruskal-Wallis test was applied to compare differences between groups in variables.Result: Kruskal-Wallis test showed a significant difference between two groups of flat feet and normal feet in the variables of static balance and position sense of ankle plantarflexion, ankle dorsiflexion, and knee flexion (p ≤ 0.05). A significant correlation was found between static balance and sense of ankle and knee position in the group with normal feet. The analysis of the regression line also showed that ankle and knee position sense could predict the static balance score in the regular foot group (ankle dorsiflexion position sense 17% (R² = 0.17), ankle plantarflexion position sense 17% (R² = 0.17) and knee flexion position sense 46% (R² = 0.46) explain of changes in static balance).Discussion & conclusion: Flexible flatfoot soles can cause loss of balance and sense of joint position; therefore, according to this preliminary study, clinicians must be aware and should take into account this possible deficit in the management of these patients.

(1) Background: How to optimally promote the process of acquiring and learning a new motor skill is still one of the fundamental questions often raised in training and movement science, rehabilitation, and physical education. This study is aimed at investigating the effects of differential learning (DL) and the elements of OPTIMAL theory on learning a goal-kicking skill in futsal, especially under the conditions of external and internal foci. (2) Methods: A total of 40 female beginners were randomly assigned to, and equally distributed among, five different interventions. Within a pretest and post-test design, with retention and transfer tests, participants practiced for 12 weeks, involving two 20-min sessions per week. The tests involved a kicking skill test. Data were analyzed with a one-way ANOVA. (3) Results: Statistically significant differences with large effect sizes were found between differential learning (DL) with an external focus, DL with an internal focus, DL with no focus, traditional training with an external focus, and traditional training with control groups in the post-, retention, and transfer tests. (4) Conclusions: The results indicate the clear advantages of DL. It is well worth putting further efforts into investigating a more differentiated application of instructions combined with exercises for DL.

This study's purpose was to explore the relationship between emotional intelligence (EI) and motor competence (MC) in 540 children, adolescents, and young adults. Using the Schutte Self-Report Emotional Intelligence Scale (SSEIT), participants were divided in three groups of high, average, and low EI. The short form of Bruininks–Oseretsky Test for Motor Proficiency – 2 (BOTMP-2SF) evaluated MC. Within each age and sex group, associations between MC and a) EI as a global construct and b) the four subdomains of EI were overall significant (with p < .01 for 85 out of 90 correlations) and very strong (with 66 correlations > .60). A 3 (EI groups) x 3 (age groups) x 2 (sex) ANOVA on standardized overall MC scores revealed that in all age groups, participants with higher EI outperformed their peers with average and low EI with respect to MC (p < .001). Additionally, boys scored higher on MC tests compared to girls (p < .001). A third-order interaction effect (p < .001) revealed that boys’ superiority in MC generally decreased from childhood to adulthood, especially in the low EI group. The outcomes of this study show a robust relationship between EI and MC from childhood through early adulthood, suggesting a novel MC correlate throughout the lifespan.