Running-related limb asymmetries suggest specific sports injuries and recovery circumstances. It is debatable if running speed affected asymmetry, and more research is required to determine how longitudinal bending stiffness (LBS) affected asymmetry. The purpose of this study was to investigate the influence of running velocity and LBS on kinematic characteristics of the hip, knee, ankle, metatarsophalangeal joint (MTP) and the corresponding asymmetry. Kinematic (200 Hz) running stance phase data were collected bilaterally for 16 healthy male recreational runners (age: 23.13 ± 1.17, height: 175.2 ± 1.6 cm, body mass: 75.7 ± 3.6 kg, BMI: 24.7 ± 1.3 kg/m²) running on a force plate at three different velocities (10, 12 and 14 km/h) and three increasing-LBS shoes in a randomized order. The symmetry angle (SA) was calculated to quantify gait asymmetry magnitude at each running velocity and LBS. Changes in running velocity and LBS led to differences in kinematic variables between the hip, knee, ankle and MTP (p < 0.05). Significant changes in SA caused by running velocity were found in the knee flexion angle (p = 0.001) and flexion angle peak velocity (p < 0.001), ankle plantarflexion angle (p = 0.001) and plantarflexion angle peak velocity (p = 0.043) and MTP dorsiflexion angle (p = 0.001) and dorsiflexion angle peak velocity (p = 0.019). A significant change in the SA caused by LBS was found in the MTP dorsiflexion peak angle velocity (p = 0.014). There were interaction effects between running velocity and LBS on the MTP plantarflexion angle (p = 0.033) and plantarflexion angle peak velocity (p = 0.038). These findings indicate the existence of bilateral lower limb asymmetry. Meanwhile, it was proved that running velocity and LBS can influence the asymmetry of lower limb joints. Additionally, there was an interaction between running velocity and LBS on the asymmetry of the lower limb. These findings can provide some information for sports injuries, such as metatarsal stress fractures and anterior cruciate ligament injuries. They can also provide some useful information for running velocities and running shoes.

The fetus movements play an important role in fetal well-being. With the continuous advancement of real-time scanning machines, it is feasible to observe the fetus movement in detail. The characteristics of fetal lower limb movements in prenatal examination have not been systematically investigated. This review proposes the patterns of fetal lower limb movements, the maternal influence on fetal lower limb movements, and the application of fetal lower limb movements for the diagnosis of prenatal diseases. A systematic search of literature on the lower limb movements of the fetus in uterus was performed in the databases, namely, Web of Science and Scopus. Thirty-four publications were selected. This review demonstrates that isolated fetal lower limb movements are rare and always accompanied with the movements of other body segments. Detection of the presence of fetal leg movements seems to be of no diagnostic value for fetuses with prenatal diseases. The isolated lower limb movement was statistically significant different between fetuses of low- and high-risk pregnant women. The coordinated movements of the fetal lower limbs and other parts should be considered when analyzing fetal movements in the future study.

Active learning has gained recognition as an effective pedagogical approach in higher education, yet its application in physical education remains underexplored. This study addresses the gap by examining how active learning influences physical education undergraduates' skill development, particularly in problem-solving, communication, and critical thinking. The study aimed to investigate physical education students' perspectives on active learning integration in a specific course and assess its impact on their problem-solving abilities. From April to June 2025, semi-structured interviews were conducted with 10 physical education undergraduates (6 males, 4 females). Thematic analysis was applied to the interview transcripts to identify key patterns. Findings confirmed the effectiveness of active learning in physical education courses. Participants reported improvements in communication, critical thinking, and problem-solving skills, attributing these gains to interactive and student-centered teaching methods. The study concludes that active learning is a practical strategy for enhancing physical education undergraduates' problem-solving skills and overall academic performance, advocating for its broader adoption in physical education curricula.