Game Nexus

Early swimming talent detection in youth athletes remains challenging because commonly used approaches are resource-heavy, technique judgments are often subjective, and prediction models may not generalize well across clubs, pools, and populations. Although physiological testing can explain swimming performance, many informative measures (e.g., laboratory VO₂max, controlled lactate profiling, repeated maximal protocols with advanced monitoring) are impractical for large-scale screening in community settings. Evidence from youth swimming indicates that performance is more consistently associated with strength/power and lean-mass–related traits than with body fat percentage, which shows weaker and more variable relationships. Longitudinal modeling studies further suggest that a compact set of feasible anthropometric and physiological indicators can provide meaningful predictive signal, and that explainable machine-learning methods can improve coach-facing transparency by clarifying which features drive model outputs. Technique remains central in a technique-dominant sport such as swimming; however, unstructured observation is vulnerable to rater bias and inconsistency. Standardized video-based tools such as Tec Pa demonstrate high inter-rater agreement, supporting the feasibility of structured technique checkpoints for early screening. Beyond physical and technical factors, talent-development scholarship highlights the risks of early exclusion and maturation bias, emphasizing that youth screening should be developmentally appropriate, repeatable over time, and fair. Psychological and cognitive indicators (e.g., motivation, self-regulation, goal orientation) may therefore be used as supportive signals to guide development rather than as strict selection thresholds. Building on this evidence, this short review proposes “From Pool to Play,” a game-based screening concept that converts field-friendly physical proxies, structured technique checkpoints, and age-appropriate psychosocial measures into engaging, repeatable poolside and in-water “missions.” The goal is to reduce assessment burden, enhance motivation and adherence, standardize data capture across contexts, and enable transparent, explainable profiling of early talent signals in youth swimmers.

One of the spinal disorders is adolescent idiopathic scoliosis. The purpose of this study was to examine the effects of two Schroth and modified Schroth exercise programs on the Cobb angle, spinal mobility, and pain in adolescents with idiopathic scoliosis. The study was applied in terms of purpose. The statistical population consisted of boys aged 10 to 15 years with scoliosis, from whom 40 participants were selected using stratified block randomization. The participants were allocated into three groups (two intervention groups and one control group). To assess spinal mobility and pain intensity (VAS), X-ray radiography and a grid board, and the Visual Analog Scale (VAS) questionnaire were used, respectively. The exercise programs were performed for 45 minutes per day, 5 days per week, over a period of 12 weeks by the exercise groups. The results showed that Schroth and modified Schroth exercises had a significant effect on the Cobb angle (P = 0.000), that Schroth and modified Schroth exercises had a significant effect on spinal mobility (P = 0.000), and that Schroth and modified Schroth exercises significantly affected pain intensity in adolescents (P = 0.000). Moreover, the effect of modified Schroth exercises on reducing the Cobb angle (P = 0.001) and reducing spinal pain (P = 0.004) was greater than that of the Schroth exercise group, while the effects of modified Schroth and Schroth exercises on spinal mobility were similar (P = 0.789). It is recommended that corrective exercise specialists, therapeutic exercise professionals, and physiotherapists use specialized Schroth exercises and related modified Schroth exercises to correct scoliosis and reduce the complications associated with this deformity. 

This study aimed to evaluate the effectiveness of an eight-session sport video game intervention with biofeedback on improving emotional awareness and emotional regulation in young adults. A randomized controlled trial was conducted with 30 participants recruited from universities and community centers in Morocco. Participants were randomly assigned to an intervention group (n = 15) or a control group (n = 15). The intervention group completed eight 75-minute sessions of sport video games integrated with biofeedback over four weeks, while the control group engaged in standard physical activities without biofeedback. Emotional awareness and emotion regulation were measured at baseline, immediately post-intervention, and at a four-month follow-up using validated self-report instruments. Data analysis was conducted using repeated-measures analysis of variance (ANOVA) with Bonferroni post-hoc tests in SPSS-27. Repeated-measures ANOVA revealed significant main effects of time, group, and their interaction for both emotional awareness (F(2,48) = 38.42, p < .001, η² = .58; F(1,28) = 31.55, p < .001, η² = .54; F(2,48) = 33.71, p < .001, η² = .56) and emotional regulation (F(2,48) = 42.61, p < .001, η² = .61; F(1,28) = 34.08, p < .001, η² = .55; F(2,48) = 36.21, p < .001, η² = .57). Bonferroni post-hoc tests indicated that the intervention group showed significant improvements from pre-test to post-test and sustained gains at the four-month follow-up (all p < .001), while the control group demonstrated no significant changes across time points. The findings suggest that sport video games integrated with biofeedback are effective in enhancing emotional awareness and emotion regulation, with benefits persisting beyond the intervention period. This approach offers a cost-effective, engaging, and scalable method to support emotional competencies in young adult populations.

This study aimed to investigate the effects of a mobile fitness game application on motivation and readiness for lifestyle change among adults using a randomized controlled trial design. Thirty participants from Slovakia (18 women, 12 men; mean age = 27.63 years, SD = 5.42) were randomly assigned to an intervention group (n = 15) or a control group (n = 15). The intervention group engaged in a 15-session structured exergame program delivered via a mobile fitness game app over three months, while the control group received only general health education materials. Motivation was assessed with the Behavioral Regulation in Exercise Questionnaire-2 (BREQ-2) and readiness for lifestyle change with the University of Rhode Island Change Assessment (URICA). Data were collected at baseline, post-intervention, and three-month follow-up. Repeated-measures ANOVA with Bonferroni post hoc tests was conducted using SPSS-27. Significant time × group interaction effects were found for both motivation (F(2, 54) = 25.61, p < .001, η² = .49) and lifestyle change readiness (F(2, 54) = 25.41, p < .001, η² = .49). In the intervention group, motivation increased significantly from baseline (M = 2.96, SD = 0.51) to post-intervention (M = 3.87, SD = 0.46; p < .001) and was maintained at follow-up (M = 3.79, SD = 0.48). Similarly, readiness improved from baseline (M = 2.88, SD = 0.54) to post-intervention (M = 3.78, SD = 0.47; p < .001) and remained stable at follow-up (M = 3.70, SD = 0.45). No significant changes were observed in the control group. The findings suggest that mobile fitness game apps can effectively enhance motivation and readiness for lifestyle change, with improvements sustained for at least three months. These results underscore the potential of gamified mobile interventions as accessible and engaging tools for health promotion.

This study aimed to investigate the effects of a cooperative exergame intervention on social support and quality of life in patients with disabilities. A randomized controlled trial was conducted with 30 participants recruited from rehabilitation centers in Iraq. Participants were randomly assigned to an intervention group (n = 15) receiving a 12-session cooperative exergame program or to a control group (n = 15) placed on a waitlist. Standardized instruments, the Multidimensional Scale of Perceived Social Support (MSPSS) and the WHOQOL-BREF, were administered at pre-test, post-test, and a five-month follow-up. Data analysis was performed using SPSS-27, employing repeated measures analysis of variance (ANOVA) with Bonferroni post hoc tests to examine group differences across time points. Repeated measures ANOVA revealed significant main effects of time and group, as well as significant time × group interaction effects for both social support (F(2,56) = 40.60, p < .001, η² = .59) and quality of life (F(2,56) = 45.00, p < .001, η² = .62). Bonferroni post hoc tests showed that the intervention group demonstrated substantial improvements from pre-test to post-test in social support (mean difference = −15.44, p < .001) and quality of life (mean difference = −15.47, p < .001), with effects maintained at follow-up. No significant changes were observed in the control group across any measurement points. The cooperative exergame intervention significantly enhanced both social support and quality of life in patients with disabilities, with improvements sustained over five months. These findings suggest that integrating cooperative exergames into rehabilitation programs can address both physical and psychosocial aspects of disability management, offering a promising, accessible, and engaging therapeutic approach.

This study examined the effectiveness of gamified motor-skill drills on enhancing self-efficacy and academic engagement among secondary school students. A randomized controlled trial design was employed with 30 participants from Hungary, randomly assigned to either an intervention group (n = 15) receiving eight sessions of gamified motor-skill drills or a control group (n = 15) receiving no structured intervention. Outcomes were assessed at baseline, post-intervention, and four-month follow-up using validated self-report instruments for self-efficacy and academic engagement. Data analysis was conducted using repeated-measures analysis of variance (ANOVA) with Bonferroni post hoc tests in SPSS-27. Inferential analysis revealed significant main effects of time and group, as well as strong time × group interaction effects for both self-efficacy (F(2,56) = 41.46, p < .001, η² = .59) and academic engagement (F(2,56) = 54.54, p < .001, η² = .66). Post hoc comparisons indicated that self-efficacy scores in the intervention group increased significantly from pre-test to post-test (Mean Diff. = -7.11, p < .001) and remained elevated at the four-month follow-up (Mean Diff. = -6.16, p < .001), while no significant differences emerged in the control group. Similarly, academic engagement improved significantly in the intervention group from pre-test to post-test (Mean Diff. = -11.97, p < .001) and from pre-test to follow-up (Mean Diff. = -10.53, p < .001), with no significant differences observed between post-test and follow-up or across time points in the control group. Gamified motor-skill drills produced significant and lasting improvements in students’ self-efficacy and academic engagement, supporting their integration into physical education programs as a dual-purpose intervention targeting both motor competence and academic outcomes.

This study examined the effects of a virtual reality (VR) exergame intervention on exercise motivation and self-efficacy among healthy adults in Nigeria through a randomized controlled trial design. Thirty participants (aged 19–33 years) were recruited from community fitness centers and universities in Lagos, Nigeria, and randomly assigned to either a VR exergame group (n = 15) or a control group (n = 15). The intervention consisted of eight structured VR exergame sessions, each lasting 75–90 minutes. Assessments of exercise motivation and self-efficacy were conducted at baseline, post-intervention, and at a five-month follow-up. Data were analyzed using repeated-measures analysis of variance (ANOVA) with Bonferroni-adjusted post-hoc tests, employing SPSS version 27. Assumptions of normality, homogeneity, and sphericity were confirmed prior to analysis. Results demonstrated significant time × group interactions for both exercise motivation, F(2,54) = 22.61, p < .001, η² = .45, and self-efficacy, F(2,54) = 21.42, p < .001, η² = .44. Post-hoc tests revealed that the VR group showed significant improvements in motivation from baseline to post-intervention (Mdiff = 1.17, p < .001) and baseline to follow-up (Mdiff = 1.01, p < .001), with no significant decline between post-intervention and follow-up (p = .26). Self-efficacy followed a similar pattern, with significant increases from baseline to post-intervention (Mdiff = 1.18, p < .001) and baseline to follow-up (Mdiff = 1.05, p < .001), with no significant decline at follow-up (p = .38). The control group demonstrated no significant changes across time for either variable. The findings indicate that VR exergames are effective in significantly enhancing exercise motivation and self-efficacy, with sustained effects observed at five-month follow-up. VR-based interventions may offer a powerful and engaging strategy to promote exercise adherence and long-term behavioral change.

This study aimed to explore how athletes cognitively and emotionally appraise stress during high-intensity mini-games, with a focus on their lived experiences of challenge and threat profiles. A qualitative design was adopted, drawing on a phenomenological approach to capture athletes’ subjective experiences. Twenty-five athletes (14 males, 11 females) from diverse sporting backgrounds in South Africa participated, all with at least three years of competitive experience. Semi-structured, in-depth interviews were conducted until theoretical saturation was reached. Each interview lasted 45–70 minutes, was audio-recorded, and transcribed verbatim. Data were analyzed thematically using NVivo 14 software. Themes were developed through iterative coding, review, and consensus discussions to ensure credibility and rigor. Four overarching themes emerged. First, cognitive appraisal of stress reflected athletes’ interpretations of demands, resources, and situational awareness, with fluctuations between challenge and threat orientations. Second, emotional and physiological responses revealed both energizing states such as excitement and maladaptive states such as anxiety, with athletes also reporting physiological markers like accelerated heart rate or fatigue. Third, social and contextual influences underscored the roles of teammates, coaches, spectators, and cultural identity in shaping stress appraisals. Finally, coping and adaptation strategies included problem-focused approaches (e.g., tactical adjustments), emotion-focused strategies (e.g., self-talk, humor), and long-term resilience-building, with many athletes reframing stress as an opportunity for growth. Collectively, these findings confirm that stress appraisal in mini-games is a dynamic, socially embedded, and meaning-laden process. The study extends the challenge–threat framework by demonstrating how athletes’ lived experiences integrate physiological, emotional, social, and cultural dimensions of stress appraisal. Insights highlight the need for interventions that not only enhance physiological conditioning but also address appraisal processes, resilience, and context-sensitive coping strategies.