Fatigue, developed over the course of a run, may cause changes in running kinematics. Training status may influence the effect of fatigue on running kinematics, since well trained, competitive runners are used to running until exhaustion, whereas novice runners are not. This study aimed to determine changes in running kinematics during an exhaustive run in both novice (NOVICE) and competitive (COMP) long-distance runners. About 15 NOVICE and 15 COMP runners performed a treadmill run, until voluntary exhaustion at 3,200 m time trial pace. Joint angles and global trunk and pelvis angles were recorded at the beginning and at the end of the run. In both groups, peak pelvic anterior tilt, pelvic rotation range of motion (both during stance phase) and ankle plantar flexion during swing phase increased after the exhaustive run. There was a significant interaction effect between group and exhaustion for peak forward trunk lean, which increased only in the NOVICE group, and for hip abduction during mid-swing, which increased in NOVICE and decreased in COMP runners. In conclusion, NOVICE runners showed larger kinematic adjustments when exhausted than COMP runners. This may affect their running performance and should be taken into account when assessing a runner's injury risk.

As most of the life-threatening events, such as heart failure and trauma, occur out-of-hospital, first aid is considered crucial for a victim’s survival chances. Unfortunately, a substantial part of these psychomotor or consciously brain-controlled motor skills are executed poorly or incorrectly due to the inexperience of first aid attendants or low retention after training. Together with an enlarged demand over the past years for first aid skills within the business sector and, corresponding, the tremendous load in teaching hours, this high need for training sessions in first aid led to the development of an online learning environment for psychomotor skills within the domain of Health Sciences. Although online learning environments already exist for teaching cognitive skills, developing one for psychomotor skills is considered challenging as it has not been proven effective yet. What is considered important, however, is to avoid cognitive overload and to maintain learners’ motivation throughout the entire online learning environment. As such, to avoid cognitive overload, the designers used a cognitive instructional model, namely the 4C/ID model, and used it as a framework for their online learning environment. On top, choice options were added to the online learning environment to maintain motivation throughout the process of learning psychomotor skills. The ultimate goal lies in enabling the learner to perform the psychomotor skill fluently in practice. The design process of the online learning environment, the corresponding design challenges, failures, and how they were dealt with are described in detail.