The Effectiveness of Google Classroom as Asynchronous Learning Media in Civics Learning

Learning through asynchronous google classroom media is considered a learning solution during a pandemic. Unlike learning through synchronous media, the limitations of accessing technological devices such as laptops and smartphones can be overcome in asynchronous learning in google classroom. The purpose of this study is to see the effectiveness of google classroom as an asynchronous medium that is still used by teachers in Civics learning.This study uses a quantitative approach.Descriptive statistics are used to measure the distribution of respondents' responses to the research questionnaire. The questionnaire was distributed within a span of 7 days via google form and 30 teachers were selected as respondents in this study. The results of this study indicate that google classroom as an asynchronous media tends to be used by teachers and is considered effective in learning Citizenship Education (Civics). This research has implications as a scientific reference so as to encourage the extensification of e-learning learning theory, and can be used as material for evaluation and formulation of policies in the scope of learning.

INTRODUCTION
Covid-19 brings a multidimensional crisis, especially in the field of education. Concerns from various parties about the new cluster of covid-19 transmission in schools, forcing various elements of education to limit interactions (Lestari dan Gunawan 2020). One of the limitations of interaction is the provision of distance learning. This type of learning builds a learning management system (LMS) using technological devices (Rabiman, Nurtanto, dan Kholifah 2020). Elearning learning methods, such as synchronous and asynchronous learning, are becoming a new trend of distance learning solutions (Brady dan Pradhan 2020).
Learning that uses synchronous and asynchronous learning media, utilizing the network as the main element of learning. Synchronous media facilitates teachers and students to interact at the same time, while asynchronous media utilizes the network as a medium for storing subject matter (Nieuwoudt 2020). Through asynchronous media, teachers and students can access the material anytime and anywhere (Amiti 2017).
Although distance learning uses media such as synchronous and asynchronous, in essence, distance learning has various kinds of obstacles (Insyiroh, Hariani, dan Mubaroq 2020). One of the main obstacles for teachers and students, they do not have devices to facilitate distance learning such as laptops and smartphones (Insyiroh et al. 2020).
Besides, internet networks are needed in e-learning (Radha, Kumar, dan Saravanakumar 2020). Meanwhile, internet network facilitation has not been evenly distributed in various parts of the region, so that distance learning has not been implemented in an inclusive and social class manner (Syah 2020).
In answering these challenges, asynchronous learning media is the most likely medium to be selected as a learning facility. Because students who do not have devices and networks can access learning materials anytime and anywhere (Supriyanto et al 2020). Teachers and students do not need to interact at the same time.
Asynchronous media is indeed a possible solution for conducting distance learning. However, this asynchronous media also has various disadvantages. The absence of interaction between teachers and students can cause misconceptions and miscommunication so that learning is not delivered optimally (Mojica-Nava, Yanguas-Rojas, dan Uribe 2020).  In some of the studies above, it has not emphasized the main urgency of asynchronous learning, namely how the internet network is used as a medium for storing learning content. So that students and teachers can access these learning resources whenever they are able.
In addition to strengthening the variables that support the effectiveness of distance learning using google classroom, the novelty raised in this study is to see how teachers maintain google classrooms as an alternative to asynchronous media used in Civics learning. Through this novelty, it is hoped that it will be able to open an extensification of theory, not only for the provision of civic education, but also for learning other subjects through the asynchronous learning media google classroom.

METHOD
This study uses a quantitative approach. This approach was chosen to measure the perception of the sample in the population (Silalahi 2015). The population in this study were Civics teachers in Bandung, meanwhile, the sample in this study were 30 Civics teachers using asynchronous google classroom media who were selected through simple random sampling. The determination of respondents is based on the minimum limit of respondents in parametric statistics.
Meanwhile, data was obtained through google form which was distributed online between 23-31 December 2020. Data analysis used descriptive statistics to see the average distribution of perceptions (Muhson 2006). The research questionnaire was elaborated based on Hrastinski's research "A study of asynchronous and synchronous e-learning methods discovered that each supports different purposes" (Hrastinski 2008).
The researcher then chooses the related content to be tested. Because, content related is related to how teachers organize learning, interact with students, and express ideas through asynchronous media (Hrastinski 2008). In this article, the researcher brings class VIII Civics subject matter to positive attitudes towards the Indonesian government system as one of the aspects to be analyzed.

RESULTS AND DISCUSSION
Asynchronous as a learning media. There are various options for organizing learning through asynchronous media. Such as google classroom, Whatsapp, and WEB. To see the distribution of asynchronous media used by respondents, it can be visualized as follows.   Google classroom can still be used properly to deliver Citizenship Education subject matter.This is following the statement that lesson content can still be delivered attractively even though it is through google classroom as an asynchronous medium. This depends on how the teacher's ability to innovate and compile subject matter (Japar, Fadhilah, dan Syarifa 2020).

| T h e J o u r n a l o f S o c i e t y and M e d i a 5 ( 1 )
Besides, google classroom as an asynchronous media used by the majority of respondents has been proven to increase students' independence in learning.
There is a significant increase in increasing students' critical thinking (Zuriah 2020). This can also be influenced by the google classroom which has been seen as a formal medium in learning (Sobaih, Hasanein, dan Elnasr 2020).
Civics online learning through google classroom is still able to increase the learning participation of students (Sadiah 2020). Regarding Citizenship Education material in grade VIII on positive attitudes towards the Indonesian government system, it can also be conveyed properly through google classroom.
This is closely related to the teacher's ability to make the material more interesting. Because, through asynchronous learning media such as google classrooms, teachers must compile teaching materials properly because the network is used as a storage medium for learning materials (Brady dan Pradhan 2020).
Citizenship Education materials in grade VIII on positive attitudes towards the Indonesian government system can be arranged in such a way by utilizing various features of the google classroom. Like replying to comments, using emojis as social support, and being able to compile task plans (Wong 2020). This asynchronous media google classroom can personalize learning needs for both students and teachers (Kumar 2020).
Interaction between teacher and student through asynchronous media. The interaction between teachers and students is an important factor in learning.
Without interaction, the learning process cannot be implemented. Because interaction is a reciprocal relationship that demands a response between two individuals accompanied by the same meaning and interpretation (Setiadi 2020).
Communication in education is absolutely necessary to reduce the level of tension and separation between students and teachers (Bolotnikov, Imangulov, dan Gimadeev 2020).
In google classroom media, the interaction between teachers and students is carried out through a technology intermediary (Computer Mediate Communication) or CMC (Meier dan Reinecke 2020). Even though using technology intermediaries, teachers and students still interact.In fact, the presence of media can increase the connectedness of social interactions between teachers and students (Hill, Bennett, dan Hunter 2021).  The reason google classroom is widely used as an asynchronous media is correlated with its various features. Google Classroom is easy to use, saves time because it is integrated with various Google features such as formative assessments and so on. Google Classroom is also flexible, can be used for free, and has a large storage media (Wong 2020) (Zakaria et al. 2021). These various features and conveniences, support teachers to compile learning materials through google classrooms (Wong 2020) (Sholah 2020).

CONCLUSION
Google classroom as an asynchronous learning medium is effectively used in Civics learning. Through google classroom media, teachers can still innovate in designing learning and conveying subject matter well. Teachers can also interact with students. Google classroom as an asynchronous learning medium is effectively used in Civics learning. Through google classroom media, teachers can still innovate in designing learning and conveying subject matter well. Teachers also can still interact with students.


extfieldsofstudy:
Physics
Environmental Science

text:
Research Status and Hotspot Analysis of Mine Wasteland Reclamation Based on Bibliometric Method

In order to reveal the research status and hot spots in the field of mine wasteland reclamation, this study uses the bibliometric method, uses CNKI database to retrieve the related literatures in the field of mine wasteland reclamation from 2000 to 2020, and makes a systematic analysis from the aspects of literature type, number of papers, keywords, main research institutions, fund projects and subject distribution. The results show that 856 papers were published from 2000 to 2020, and the number of papers increased from 2000 to 2014, reaching the highest in 2014. Colleges and universities play an important role in the research in this field. This paper analyzes the fund projects in this field. Most of them are funded by the state, and the state has given great support and attention to the research in this field.

Introduction
Mining wasteland refers to the land that is destroyed by mining activities and cannot be used without treatment. According to its nature and form, the mining wasteland mainly includes: ① the dump wasteland formed by the accumulation of stripped topsoil; ② the waste rock dump wasteland formed by the accumulation of mined rock fragments and low-grade ores; ② the waste rock dump wasteland formed by the accumulation of mined rock fragments and low-grade ores; ③ Mining pit wasteland formed by mined out area and collapse area after ore body mining; 4. Tailings wasteland formed by tailings accumulation after ore concentrate is selected; 5. Land occupied first and then abandoned by mining working face, mechanical facilities, mine auxiliary buildings and road traffic; 6. Land that cannot be used and developed due to mining influence [1]. In the 1980s, China's mine environmental protection work has made great progress, but on the whole, the trend of mine environmental deterioration has not been effectively curbed. There are more than 8000 state-owned mining enterprises and 230000 individual mines in China. The damage to land and environment caused by such a large number of mining is quite amazing. According to statistics, the total damaged land area of mining areas in China is 2.88 million Hm2, and the annual growth rate is about 4.67 million hm 2 [2]. According to statistics, 16.2 million hectares of land have been completely damaged in medium-sized coal mines. In terms of iron ore, the output of iron ore has reached 100 million open-pit mines, and the annual amount of stripped soil and rock is more than 200 million tons. Nonferrous metal industry discharges more than 60 million tons of solid waste every year, and the accumulated stock has reached 1 billion tons, occupying more than 70000 hm 2 of land [3]. The distribution of various types of land occupation in mining industry is 59% of mining activities, 20% of dump, 13% of tailings, 5% of waste rock heap and 3% of collapse area [4]. The ecological restoration of mining wasteland has become one of the urgent tasks in China, and also one of the priority issues in the implementation of sustainable development strategy. With the development and prosperity of mining industry, a series of problems such as ecological damage, environmental pollution and so on caused people's great attention, especially the development of nonferrous metal industry makes the continuous discharge of toxic mining waste, which seriously pollutes the environment, and forms a large number of mining wasteland, causing serious and lasting pollution sources [5]. With the rapid development of China's national economy, the government and all sectors of the society pay more attention to the ecological environment protection, and the rapid growth of the demand for land resources. The pressure of environmental damage and shortage of land resources is increasing, which has become an important factor restricting China's social and economic development. The research on land reclamation and ecological reconstruction in mining areas has become an important research topic for the sustainable development of social economy in mining cities [6]. Bibliometrics is a method that takes the literature system and characteristics as the research object, adopts quantitative research methods such as statistics and Philology, studies the distribution structure, quantitative relationship and change law of the literature in the subject field, and then discusses the internal structure, characteristics and law of science and technology research. Through this method, we can not only understand the development status, laws and trends of the discipline to a certain extent, but also see through the structure of various fields in the huge knowledge system, predict the latest trends of the discipline, and evaluate the research situation and influence of scholars in the field [7]. In view of the growing concern in the field of mine wasteland reclamation, but the research results from the bibliometric point of view are less, this study makes a bibliometric analysis on the mine wasteland reclamation in wenen County, in order to help scientific researchers accurately grasp the research status and frontier dynamics in this field.

Data sources and research methods
The literature data used in this study comes from CNKI "China journal full text database". In the "Journal", the keywords are "mine wasteland" + "reclamation". The retrieval time span is from January 1, 2000 to January 1, 2020. The analysis function and bibliometric method of CNKI database are used for analysis, and the visualization analysis software CiteSpace is used to draw the map of scientific knowledge In order to show the research status and hot issues in the field of mine wasteland reclamation from 2000 to 2020 with more scientific and intuitive images.

Basic characteristics of literature
3.1.1. Types of literature. After searching, CNKI database collected 856 papers on the subject of "mine wasteland reclamation" from 2000 to 2020, which were classified according to the types of literature (some papers belong to two or more types, and repeated calculation method was adopted), including 376 journal articles, 416 academic papers (76 doctoral theses, 340 master theses), 24 conferences, newspapers, achievements, etc 40 other characteristic journals.

Annual number of papers.
According to the theory of bibliometrics, we can analyze the development of the research in this field and reflect the degree of attention of the scientific community in this field by making chronological statistics on the literature of a certain discipline and a certain topic from the time scale. Figure 1 shows the annual distribution of literatures published in the field of mine

Word frequency analysis.
CiteSpace is used to count the top 20 keywords of word frequency, as shown in Table 1. In addition to the three core words of mine wasteland, land reclamation and wasteland, the frequency of ecological restoration, ecological restoration and vegetation restoration is high, which indicates that the ecological restoration of mine wasteland has been widely concerned by scholars.

Research status and trends
The analysis of emergent subject terms is mainly to detect the subject words with high frequency change rate by investigating the time distribution of keyword frequency. Compared with the traditional analysis of high-frequency subject terms, it is more suitable to detect the emerging trends and sudden changes of subject development by highlighting subject terms. The analysis shows that most of the key words appear in 2011-2014, and these two years are also the important nodes of the amount of related literature on mine wasteland reclamation. Since then, the number of related research literature has shown a decreasing trend year by year. Among the key words that have emerged since 2014, the word "vegetation restoration" has the strongest emergence intensity; vegetation restoration is to make full use of the function of soil plant complex system to improve local environment, improve soil physical and chemical properties, and promote the formation of biological species diversity. Vegetation restoration is the core of ecological reconstruction of mine wasteland.

Main research institutions and journals
According to the statistics of the publishing organizations of mine wasteland reclamation papers, the data shows that there are 30 publishing organizations in total. Table 2   China is in a slow development period, and most of the research is concentrated in Colleges and universities, and the research institute has less research in this area.

Fund project analysis
According to the statistics of CNKI, there are 856 research articles on mine wasteland reclamation, involving 39 fund projects. The top 10 fund types are listed in Table 3, which are National Natural Science Foundation, international science and technology support plan, national key research and development plan, national high technology research and development plan (863 plan), Heilongjiang Science and technology research plan, Liaoning science and Technology Fund and Inner Mongolia Science and technology research and development plan Science and technology plan of ancient autonomous region, special scientific research fund for doctoral program of colleges and universities, science and technology research plan project of Anhui Province, land and resources investigation project. Among them, the National Natural Science Foundation of China accounts for 41.79% of the total number of funds. The international science and technology support program, the national key R & D program, and the national high technology research and development program (863 Program) account for 14.18%, 3.73%, and 2.99% of the total number of funds, respectively. The rest of the funds account for a small proportion. This further shows that there are many projects funded by the state, and the state has given great support and attention to this aspect of research.  Science and technology foundation of Liaoning Province 3 7 Science and technology plan of Inner Mongolia Autonomous Region 2 8 Special research fund for doctoral programs in Colleges and Universities 2 9 Anhui Science and technology project 2 10 Land and resources survey project 2

Analysis of subject distribution
A total of 856 articles on mine wasteland reclamation were retrieved, involving 30 disciplines. As can be seen from Figure 2, the top 10 disciplines are mining engineering, environmental science and resource utilization, agricultural economy, basic agricultural science, architectural science and engineering, agronomy, biology, industrial economy, physical geography and surveying and mapping, and agricultural engineering.

Conclusion and discussion
This study uses bibliometric method to make statistical analysis on the research papers related to mine wasteland reclamation in the past 10 years from 2000 to 2020. The contents involved in the study include literature type, annual number of papers, research status, fund project distribution and discipline distribution. In the research process, there are the following problems worthy of attention.
(1) The reason analysis of the change trend of the number of papers. In the past decade, the number of published literatures on mine wasteland reclamation reached the highest in 2014, and then gradually decreased. The number of articles downloaded has shown a decreasing trend in recent three years. On the one hand, it may be due to more and more reviews, less citations and downloads; on the other hand, it may be due to the continuous refinement of disciplines, which leads to the decline of the attention of the subject literature. (2) Analysis of the results of issuing institutions and fund projects. According to the statistics of the research and analysis institutions of mine wasteland reclamation, most of the papers are published by colleges and universities, and the number of papers in this field by the research institutes is relatively short; the analysis results of fund projects show that the projects funded by the state level occupy the main position. In this study, CNKI database is selected, which has high authority and limited the time range. We hope to accurately study the research status and hot spots in the field of wasteland reclamation at this stage. But this study also has some limitations, such as the lack of comprehensive analysis in the research process, can not accurately summarize the relationship between keywords, authors, institutions and so on. The literature database is constantly updated, but the bibliometric research in a certain field needs to lock in a specific time range, because although this research method can not cover all the literature, it can also objectively reflect the development situation and trend of this field.


extfieldsofstudy: Business Medicine

text:
Needs‐driven talent and competency development for the next generation of regulatory scientists in Africa

Capacity building programmes for African regulators should link education, training and research with career development in an approach that combines an academic base and experiential learning aligned within a competency framework. A regulatory ecosystem that engages with a broad range of stakeholders will mean that expertise in the ever‐expanding field of regulatory science filters into teaching and research in a symbiotic way. In this way capacity development interventions will be a collaborative approach between the learning context (academic and training institutions) and the performance context (regulatory agencies and industry), which will ultimately best serve the patients. Monitoring and evaluation of capacity development interventions will be essential to show value of investments and ultimately guide continued funding and sustainability. This paper reviews the skills and human capacity gaps, reports on regulatory assessment pathways used in Ghana, South Africa and Zimbabwe and outlines a staged tactical approach for Africa that builds on previous efforts to strengthen African regulatory ecosystems.

| INTRODUCTION
There is a critical skills gap on the African continent in regulatory sciences, and an acknowledged need to develop a long-term strategy for training and professional development of African regulatory personnel. [1][2][3][4] Due to multiple factors including the low presence of research-based pharmaceutical industries on the African continent, the available clinical pharmacology and regulatory sciences skills and expertise are extremely underutilized, often resulting in the flight of this talent to other parts of the world. The increase in new biotechnological products and advances in medical device technology as well as the evolving digital health landscape have challenged regulators across the world to stay updated with the development, manufacture and the use of these products in clinical settings. 5 In Africa, regulators contend with the new challenges while still remaining au fait with regulations required for a generics-dominated health care setting.
Addressing these challenges requires an understanding of the regulatory environment to ensure effective and responsive regulation avoiding under-regulation as well as over-regulation. As resolved at the 67th World Health Assembly, effective regulatory systems are an essential component of health system strengthening, and inefficient regulatory systems can be a barrier to access safe, effective and quality medical products. 6 In addition, effective regulation contributes towards promotion of public health.
Fortunately, the continent is home to several regulatory agencies that drive a science-based agenda. This can be expanded and agencies can be strengthened if their current human capacity could be further developed. Several international initiatives have been established to define competency frameworks for medicines development and to harmonize education and training. The World Health Organization's (WHO) draft competency framework for regulators, 7 education and training curricula in pharmaceutical medicine 8

and the
African Medicines Regulatory Harmonization initiative 9 could be used to guide development of African training programmes for regulators.
In June 2020, the South African Health Products Regulatory Authority (SAHPRA) hosted a virtual meeting to share experiences, inspire local regulators, build networks and develop a programme of action on the development of capacity and capabilities in African regulatory agencies. The meeting comprised 40 senior level participants from African and non-African regulatory authorities, the WHO, African Union Development Agency (New Partnership for Africa's Development) as well as local and international academics. Following a few short contextual presentations by regulatory experts and academics, a longer facilitated open discussion ensued. A full report on the meeting, including summaries of the presentations is available on the SAHPRA website. 2 The outputs from that meeting, and a review of the regulatory assessment pathways used in Africa were combined with a targeted literature search to contextualize the authors' collective experiences on the need for education and training in regulatory sciences in Africa. The purpose of this paper is to invite comment, critique and offers of collaboration.

| THE REGULATORY ASSESSMENT PATHWAYS USED IN AFRICA
Most national regulatory agencies in Africa have regulatory guidances and procedures in place for review of medicinal products. 1,3,10 The regulatory assessment pathways involve full independent reviews, work-sharing or joint reviews, reliance, or recognition of outcomes conducted by other agencies based on well-defined regulatory processes. The proportion of dossiers handled via the first 3 assessment pathways is shown for Ghana, South Africa and Zimbabwe in 1 Full review: a complete independent review by the agency of the pharmaceutical quality via chemistry, manufacture and controls, assessment of safety and efficacy of preclinical and clinical data or bioequivalence assessment for generics. 2 Collaboration: involves a complete review but uses information or work sharing among participating organizations-either within regional collaborating groups such as ZAZIBONA in Africa or with selected international partners. 3 Reliance: is employed for products already approved by other stringent regulatory agencies and involves either a verification review process to validate that the product conforms to the previously authorized specifications or an abridged evaluation that takes into consideration local factors and environment. 4 SAHPRA inherited medical products dossiers from its predecessor, the Medicines Control Council that dates back to 1992, which is being cleared via a detailed separate strategy from the business as usual (current) dossiers.
agencies. Table 1 shows that in South Africa, the transition from the Medicines Control Council to the new agency, SAHPRA has resulted in an increase in the use of reliance procedures compared to the past, 11 and also provides data on a special project to clear an inherited backlog of dossiers. 12 The full independent review pathway involves a complete review by the agency of the pharmaceutical quality via chemistry, manufacture and controls as well as safety and efficacy assessment of preclinical and clinical data.
Work-sharing or joint reviews involves the participation of 2 or more regulatory agencies such as the Southern African Development Community (SADC) 13  Reliance involves either a verification or an abridged review 17,18 and takes into account, either partly or fully, the assessment done by other agencies. The collaborative procedures for WHO-prequalified products or products approved by stringent regulatory authorities are examples of established reliance or recognition mechanisms as applicable to individual participating authorities. 19,20 Recognition is the acceptance of the regulatory decision of another regulator or trusted institution, and could be unilateral or mutual. Mutual recognition is based on treaties or equivalent agreements, providing maximal benefits but partial loss of sovereignty concerning decision-making. 21 To our knowledge, recognition, whether unilateral or mutual, is less practiced on the African continent.
It is worth noting that challenges, often due to the lack of or limited expertise to conduct preclinical and clinical assessment, are mostly encountered with the full independent review or reliance on agencies for which context or populations are different. This is of particular concern when dealing with medicinal products that might be affected by differences due to intrinsic e.g. genetic makeup or extrinsic factors as defined in the ICH-E5 guidance. 22 This has implications when sponsors extrapolate data from clinical trials where African patients are underrepresented. Regulatory agencies on the continent are presented with the daunting task of assessing benefit-risk based on incomplete safety and efficacy data in the African population.

| AFRICAN REGULATORY AGENCIES HAVE A SKILLS AND HUMAN CAPACITY GAP
Most of the African regulatory agencies have persistent human resource gaps leading to perennial backlogs, lengthy review timelines 11 and challenges in meeting the best practices defined by stringent regulatory agencies across all areas of regulatory sciences. 3 The human resource gaps are multifaceted-ranging from inadequate staffing numbers (too much work for too few staff), job descriptions that do not adequately specify the competencies required for the positions, 3 inadequate human resource supply from academic programmes, low diversity of scientific expertise, and the inability of the health agencies to attract and retain qualified and experienced staff. 2 Some of the issues are more prominent in some agencies than others; for example, in some countries, retention may be high but the required skill-sets are not available or the staffing levels are not aligned with the workload demands.

| Staffing numbers and vacancies
There are low staff numbers relative to the high workload in African settings compared to well-resourced agencies outside Africa. This is the starting point of the problem. In a report on human resource

| Staff retention
Most agencies hire recent graduates who undergo in-house or onthe-job training, 23 often taking years to reach a level at which they start to be productive in terms of quality and quantity of outputs.
However, due to the demand for skilled people especially those with experience gained at a regulatory agency, there is a struggle to retain staff with agencies finding themselves in a perpetual circle of training young graduates who move to the private sector just when they are beginning to become productive regulators. In many countries, the health authorities' financial rewards are not comparable with private sector, resulting in high rates of staff attrition and vacancies. 2

| Competency requirements
A contextual competency driven approach will help regulatory agencies not only to clearly define their human resource needs in terms of skills, knowledge and behaviours but also to monitor effectiveness of any capacity development interventions. Without clearly defined competency requirements that are aligned with the agency's needs and strategic plans and consistent with international best practices, African regulatory agencies lack the frameworks and data to support evidence-based human resource development.
This has led to application backlogs at many agencies 11 as well as use of external evaluators, 10

| BUILDING FROM EXISTING PROGRAMMES AND EXPERIENCES
Recognizing that even the well-established international regulatory agencies continue to invest heavily in on-going professional development of their own staff, any new programme developed for African regulators should build from the baseline that exists by accessing content from international, regional and local programmes that are already at a sophisticated level of development. Some of these programmes have been described in the literature. 8,24,25 The need for capacity building in clinical research has been recognised in a guidance documented published by SAHPRA. 26 Accredited programmes should be integrated, as appropriate, with innovative and relevant teaching and training approaches as recommended by several thinktank reports. [27][28][29] When coupled with career pathways as illustrated in Table 2, this could be especially powerful. The model presented in Table 2 is an example that shows the skills progression in a discipline from foundation to expert level based on Dreyfus' 5-stage model of adult skill acquisition. 30 The model will need to be adjusted based on local agency specificities e.g., combining job titles and discipline specific expertise depending on institutional context.

| CONCEPTUAL FRAMEWORKS FOR AN AFRICAN REGULATORY EDUCATION AND TRAINING SYSTEM
The preferred approach would be an over-arching structure, e.g. a competency framework along the lines of that set up by the WHO. This will allow for specifying different levels of proficiency for different roles as well as establishment of competency-related benchmarking tools (see Table 2 for an illustrative example).
The home for such a competency framework might take the form of a Regional Institute (or Academy) of Regulatory Sciences in Africa with an inclusive membership. Inclusivity will allow for minimal compromise of the sovereignty of regulatory agencies in African member states and should ensure involvement of academia for postgraduate accreditation.
The concept of reliance as a mechanism to increase efficiency has been promoted in Africa, 17 but implementation varies widely (Table 1). Regulatory reliance is defined by the WHO as "The act whereby the regulatory authority in one jurisdiction may take into account and give significant weight to-i.e. totally or partially rely upon-evaluations performed by another regulatory authority or trusted institution in reaching its own decision. The relying authority remains responsible and accountable for decisions taken, even when it relies on the decisions and information of others. 33 Reliance is a mechanism that can reduce the human resources workload while still accounting for the specific competency requirements for regulation of innovative products in Africa. 17 It would be prudent to reiterate here that national agencies will always retain responsibility for pharmacovigilance since this is pursued nationally.

| IMPLEMENTATION TACTICS
An African education and training solution for regulators might be implemented by learning from others' experiences and involvement in international guideline development. Historically, many low-and middle-income countries have not been involved in the actual decision making around the creation of guidelines and the building of regulatory (systems) guidelines. 2 The iterative cycles involved in developing guidelines are a way to build capacity since expertise is cultivated when one is engaging with the thought processes of how to develop the standards that one is required to apply.
Short-, medium-and long-term tactics should be considered. In well-resourced regulatory agency settings, instruments for training are tailored towards the role in the agency that the staff member plays, e.g. a programme for clinical assessors will be very different to that of a regulator who assesses quality aspects of a biological. In African settings, where the currently limited staff are expected to cover multiple roles, this level of specialization should be an aspirational goal contingent on practicalities.
Fees charged by regulatory agencies are not related to the true cost of the pharmaceutical regulatory process. 34 The potential revenues generated by the African market, coupled with revenues from agency fees, could provide resources to finance efforts to build capacity and capability of regulators. While regulatory agencies in larger markets are able to charge higher fees that are channelled towards building staff capacity and capabilities, this might not be easily implementable in Africa.
Regarding on-the-job training, local and international regulators have often hired subject matter experts (e.g. clinical specialists) into their agencies. These new staff then undertook internal training courses to learn regulation and regulatory processes. Arguably, this is a more efficient process than training a technically competent regulator on pharmaceutical or clinical subject matter specificities.
6.1 | Short-term tactics (within 6 mo) • Conduct a detailed gap analysis using multiple sources of information including published reports, feedback from agency staff, industry and other stakeholders of the African regulatory ecosystem.
• Strive for Africa-centricity in terms of local needs, training content and faculty.
• Apply modern methods of vocational education and training, especially those that use technology to increase efficiency and flexibility for educating professionals who are in full-time employment.
• Execute at least 1 training event that fills an urgent need and could also help to illustrate aspects of the longer-term plan and test out how trainings link certification to career paths as illustrated in Table 2.
6.2 | Medium-term tactics (within 2 y) • Establish a quality assurance process for courses and training centres and a monitoring and evaluation programme for all interventions using metrics/tools that have been established for assessing similar programmes.
• Set up a close working relationship between regulatory agencies and academia that could simultaneously provide local accreditation and higher qualifications to agency staff who acquire advanced skills to execute their roles. This will naturally entrench the system of regulatory reliance where agencies consider each other's assessments. Consider regular (e.g. bimonthly) formal (virtual) meetings between the key stakeholders.
• Commence advocacy programmes to attract staff from a more multidisciplinary background e.g. engineering and allied quantitative sciences, in addition to pharmacy and the clinical sciences that have traditionally attracted regulatory professionals.
• Implement additional, nonmonetary incentives such as an African research agenda for regulatory sciences to attract and retain young scientists in the field.

| Long-term tactics (3-5 y)
• Develop a long-term strategic plan for strengthening African regulatory sciences and capabilities, including standard setting for competency domains, learning outcomes and syllabus, creating an enabling workplace to encourage training, mentoring and assessments. This should involve compiling an inventory of available education and training programmes/platforms that already operate in Africa.
• Seek out, align with and form collaborations with other global initiatives that have similar objectives.
• Identify compliant mechanisms to partner with the pharmaceutical industry for combined training of industry and agency regulatory scientists • Conduct contextual research into the regulatory sciences by existing regulatory staff, complemented by capacity and skills development to fulfil this research role.
The authors remain committed to implementing on the tactics listed in this section and reiterate the call for potential collaborators to contact the corresponding author directly or via the Journal. This represents a major goal with publishing this manuscript.

| MEASURING IMPACT AND ENSURING SUSTAINABILITY
Prospective monitoring and evaluation of programmes as described here should be undertaken. Logic frames should be established for the projects/programmes, including measures for input, reach, output, outcome and impact representing the increasing levels of change management envisaged. Accompanying evaluations of programmes, and particularly assessment of (long-term) impact is not an easy exercise, but nevertheless is needed to show value of investments and will ultimately guide continued funding and help sustainability.

| CONCLUSIONS
Capacity building programmes for African regulators should link education, training and research with career development in an approach that combines an academic base and experiential learning aligned within a competency framework. A regulatory ecosystem that engages with a broad range of stakeholders will mean that expertise in the ever-expanding field of regulatory science filters into teaching and research in a symbiotic way. In this way, capacity development interventions will be a collaborative approach between the learning context (academic and training institutions) and the performance context (regulatory agencies and industry), which will ultimately best serve the patients.


extfieldsofstudy: Physics Psychology

text:
Profile of students’ critical thinking, creativity, and collaboration skills on environmental pollution material

This research was conducted to describe the profile of students’ critical thinking, creativity, and collaboration skills in science learning on environmental pollution material. This research uses a descriptive quantitative research method. The population in this study was all students of class VII, 300 students in total. The sample was taken by using purposive sampling technique with a total of 30 students. The instruments used in this study were a test (multiple choice questions and essays) and a non-test in the form of a questionnaire. The results showed that the critical thinking skill of students is in the low class in average, the creative thinking skill of students is in the low class, and the collaboration skill of students in the low class. The results of this study can be used as material for teacher evaluation, especially science teachers so that they can pay attention to the learning process and facilitate students with the use of appropriate models and strategies and the availability of teaching materials and media that can practice these three skills.

Introduction
The National Education System in the 21st century faces very complex challenges in preparing the quality of Human Resources (HR) who can compete in society 5.0 [1,2]. The right effort to prepare quality Human Resources (HR) and the only place that can be viewed and functioned as a tool for building high-quality HR is education. The world of education plays a vital role in the survival of a nation. In regard to teaching in Indonesia, the preparation of a capable and skilled future generation to face the challenges of the 21 st century is needed [3][4][5]. Students will experience obstacles in facing the challenges of the 21st century if only focusing on mastering knowledge. In fact, the 21st century skills are essential skills that everyone must master to succeed in meeting the challenges, problems, life and careers of the 21st century [6,7].
The National Education Association has identified 21st-century skills as "The 4Cs" skills. "The 4Cs" covers critical thinking, creativity, communication, and collaboration. In this study, it focuses on critical thinking skills, creative thinking and collaboration skills. Critical thinking skills are skills to perform various analysis, assessment, evaluation, and reconstruction, decision making that lead to rational and logical actions. Activities to think about the subject, content, and problems are carried out through analysis, assessment, and reconstruction activities [8][9][10][11]. Creative skills are skills to find new things which have not existed before, are original, develop new solutions to each problem, and involve the ability to generate new, varied, and unique ideas [12][13][14]. Collaboration skills are skills to work together effectively and show respect to diverse team members, train fluency and willingness to make decisions needed to achieve common goals [15][16][17]. Critical thinking skills must be mastered because critical thinking skills are involved in social and interpersonal conditions in everyday life, such as in decision making and problem-solving [18,19]. This skill is also very much needed in the field of education because it allows students to store not only information but also students to process the information presented to get a more complex understanding [20]. The level of students' critical thinking skills is significant to be analyzed because according to the 2013 curriculum critical thinking is one of the abilities that must be trained in students. Before practising these abilities, teachers must understand the causes of students' low essential thinking skills [21].
Creative thinking skills are also fundamental for students to possess because they are included in the divergent thinking category; these thoughts produce various solutions to individual problems. Creative thinking skills are used to apply the four concepts; as fluency, flexibility, originality and elaboration. Creative thinking skills are the key to all competencies because, with creative thinking skills, a person can make something better, even new [22,23]. Creative thinking is a style of thinking that allows individuals to produce new and authentic products, find new solutions, and achieve synthesis. Critical thinking skills also mean being critical in thinking and being able to propose new ideas [24,25].
In addition to critical and creative thinking skills, students also need to have collaboration skill because it is important for the growth of enthusiasm for business and a sense of care and not giving up when facing difficult assignments or problems. Collaboration skills include (1) being able to work effectively and rewarding different team members, (2) demonstrating flexibility and a desire to be useful in making compromises to achieve common goals, and (3) taking responsibility for collaborative work and rewarding contributions of each team member [26,27].
Critical, creative and collaborative thinking skills are fundamental for students to prepare a generation who are thinkers, superior, and never give up in dealing with very complex problems. These three skills are also the demands of the 21st century to prepare human resources to be able to compete in society 5.0. Before equipping students with these three skills, it is necessary to analyze and evaluate the extent to which students possess these skills in order to determine the strategy and the most appropriate way to equip these three skills to students. This is supported by the lack of references regarding the analysis and evaluation of critical thinking skills, creatives and collaboration related to the concept of environmental pollution concepts.

Method
This research uses a descriptive method, which aims to describe the profile of critical thinking skills, creative thinking skills and student collaboration in science learning environmental pollution material. The population of this study was all students of the seventh grade in SMPN 6 Banjarmasin, which in total amounted to 300 people. The research sample was students of VII A class, totalling 30 people in the even semester of the 2019/2020 academic year, which was determined by purposive sampling technique.
There are two research instruments, namely test and non-test. The test questions are in the form of multiple-choice questions and descriptions to collect data on critical and creative thinking skills. In contrast, the non-test in the form of a questionnaire aims to determine the level of student collaboration. The critical thinking test instrument used refers to according to Ennis (2011) which consists of 5 indicators, namely providing simple explanations, building necessary skills, summarizing, providing a further explanation, and developing strategies and tactics [28]. Hands of creative thinking skills test instruments are fluency (number of ideas generated, flexibility (various categories of ideas generated), originality (oddity or oddity of an idea), and elaboration (jewellery and idea development) [29,30]. Indicators of collaboration skills are productive work, respect, compromise, and shared responsibility [31].
Data on critical thinking skills, creative thinking skills, and collaboration skills were analyzed quantitatively to determine the level of critical thinking skills and collaboration skills. Critical thinking skills and collaboration skills refer to Table 1 and creative thinking skills in Table 2.

Result and Discussion
The results obtained from this study are critical thinking skills, creative thinking skills, and collaboration skills on environmental pollution material in class VII students of SMPN 6 Banjarmasin. Below is a Table 3 results of students' critical thinking skills as a whole and a table of 4 indicators of critical thinking skills. Provide an explanation about 62.07 Low 5 Set up a strategy and tactics 54.83 Low Based on Table 4, it is known that the overall critical thinking skills are in the average percentage of 60.81% or in the low category. Of the 30 students, 3 were in the very high category, 5 were in the high class, 13 were in the medium category, 5 were in a low class, and 4 were very low. Below is a table of 5 results of students' creative thinking skills as a whole and a table of 9 indicators of creative thinking skills. Based on the table above, it can see that of the 30 students only 4 students or 13.33% are in the high class, 16 students or 53.33% are in the medium class and 10 students or 33.33% are in the low class. So that the average score of students' creative thinking skills is 51.17%, including in the low class. The results of the analysis showed that the students' critical thinking skills in grade VII were in a low category, namely 60.81%. Several factors cause the low critical thinking skills during the learning process, only some students actively ask questions, provide solutions, solve problems, and have low curiosity. Most of the students do not want to ask about what is not being done that confuses students and the lack of teaching materials that facilitate students to develop students' critical thinking skills. Most students are also not used to solving questions because the questions given are usually at the C1, C2, C3. However there are also some questions at the C4, C5 and C6 levels, but they did not show maximum effort in solving the items [32][33][34].
The results of the analysis showed that the average score of the VII grade students' creative thinking skills test was soft, with a score of 51.17%. The results of this study are in line with previous research that the creative thinking skills of students are low because they still tend not to be able to create new ideas or innovative ways to solve the problems they face. Students only tend to follow the stages given by the teacher, and answer improperly and do not understand the problem completely. Most students only provide solutions but are not supported by answers related to the material being studied [35][36][37].
Based on the results of the analysis, the average collaboration skills of class VII students were 60.21% in the low class. This is in line with previous research which shows that the collaboration performance of participants is in a low category because students are still not free to work together to achieve their main goals, only focus on certain parts of completing the task. Students also did not contribute optimally in completing their assignments, and the student collaboration process is limited to learning time at school. Another thing that causes the low ability to collaborate is the lack of media or teaching materials that can accommodate students' needs to develop collaborative skills [33,38,39].
Based on the results of this study it is necessary to pay attention to the use of models and strategies in the learning process so that these three skills can develop. In other words, students can develop critical thinking skills, creative thinking skills and collaboration skills to face the 5.0 community and be able to compete in the century. Another thing that needs to be paid attention to is the use of teaching materials that can facilitate the development of these skills.

Conclusion
The profile of critical thinking skills, creative and collaborative thinking of the seventh grade students at SMPN 6 Banjarmasin on environmental pollution material can be concluded as follows. The overall profile of students' critical thinking skills is 60.81% with a low category. Meanwhile, the creative thinking skills got a percentage of 51.17% with a low category, and the collaboration skills obtained a rate of 60.21% with a low category. The results of the research can be used as an evaluation to improve the learning process, especially in natural science learning.


EFFECTS OF MATURITY STATUS ON ANTHROPOMETRIC MEASURES, PHYSICAL FITNESS, AND TRAINING LOAD IN YOUNG BRAZILIAN SOCCER PLAYERS

Purpose. the study aimed to (1) verify maturity status effects on training performance indicators in young soccer players; (2) compare the anthropometric, physical fitness, and training performance indicators before and after 10-week training; (3) investigate relationships between anthropometric measures, maturity status, and performance indicators. Methods. the study involved 34 male soccer players (aged 17 ± 2 years). Biological maturation was determined by skeletal age, with left hand radiology. Body height, mass, and adiposity were determined. Physical fitness was measured with field tests, including intermittent aerobic fitness, repeated sprint ability, and lower limb power. the participants were monitored daily over 10 weeks (preseason) through rating of perceived exertion. Results. Average maturity players showed greater training load ( p = 0.04) and physical training volume ( p = 0.04) than early maturity players. Mature players presented higher physical training volume than early maturity players ( p = 0.04). We verified better performances in intermittent aerobic fitness ( p < 0.001, d = 1.086), vertical jump ( p = 0.007, d = 0.584), best sprint time ( p = 0.003, d = 0.661), average sprint time ( p = 0.002, d = 0.676), and sum of the sprint times ( p = 0.002, d = 0.675) after the 10-week preseason. Physical and technical-tactical training volumes were moderately-largely related to best sprint time ( r = –0.48, r = –0.55, respectively). technical-tactical training volume was largely related to intermittent aerobic fitness ( r = 0.54). Conclusions. Advanced maturity and mature players presented greater training load and physical training volume than early maturity subjects. Players exhibited improved physical fitness after the 10-week preseason. technical-tactical training volume showed a large association with the intermittent aerobic fitness test.

Introduction
Anthropometric, physical fitness, and maturity status indicators have previously been employed during the talent identification process, when players move up across age groups [1,2], and to monitor the training effect in soccer players [3]. in addition, coaches and researchers report concerns related to differences in morphology, physical fitness, and maturity status of young athletes belonging to the same age group [4]. thus, to ensure a long sports career of young athletes, coaches and practitioners should monitor training loads considering the maturity status to verify the training-related effects on physical fitness, fatigue symp-toms, and recovery time-course over the season [5,6]. therefore, the analysis of the maturation stage is fundamental during youth soccer development [7,8]. in fact, players in the same age group may be at different levels of biological development, which will provide a significant advantage in physical fitness for those who are in the highest stages of maturation [9,10]. Furthermore, maturation stage assessment is necessary for the organization and prescription of training content, considering the training load prescribed in accordance with the biological age and individual physiological capacity [11], reducing the risk of injury, and improving performance [10,12].
internal (e.g., rating of perceived exertion [RPE], visual analogue scale [VAS]) and external (e.g., total distance covered, accelerations/decelerations) load measures are fundamental to elicit peak performance and reduce the risk of injury over the season [13][14][15][16][17][18]. However, the effects of biological maturity on the training load have not been fully investigated in youth soccer. this information may encourage coaches to adjust training loads considering the maturity status of the players over the competitive season. in addition, few studies have investigated the load distribution over the season in young soccer players with the purpose of identifying the training-related effects on physical fitness [14,19,20].
A recent systematic review showed 2 studies investigating the internal load (RPE, VAS) of Portuguese and English young players, in which the oldest athletes accumulated greater perceived exertion than younger ones (U18 > U17 > U16 > U14) [21]. in addition, 1-match weekly internal load varied considerably between young soccer teams (ca. 35%), with the match accounting for 20-23% of the total internal load [21]. in fact, these studies provided important insights into player monitoring; however, other training-related measures should be better determined during the season (e.g., physical and technical-tactical training volume, the number of matches) to organize and distribute the training loads over the season [5,22]. Deeper understanding of the training effect on these parameters, as well as their interactions, could be essential to guide coaches and practitioners during schedule planning over the season. therefore, the aim of this study was threefold: (1) to verify the effects of maturity status on training performance indicators in young soccer players; (2) to compare anthropometric variables and physical fitness before and after 10 weeks of training (preseason); and (3) to investigate the relationships between anthropometric measures, maturity status, and performance in-dicators. We expected that advanced maturity players would report higher training load and perceive lower intensity during the sessions compared with their counterparts [20]. in addition, we expected morphology and physical fitness to improve after the 10 weeks of the preseason [23,24]. Finally, we awaited moderate to large associations between maturity status and performance indicators [16,25].

Participants
A total of 34 male young soccer players (age: 17 ± 2 years; height: 173 ± 8 cm; body mass: 64 ± 13 kg) belonging to a professional club of the Northeast region of Brazil participated in this study. the inclusion criteria were: (1) being a soccer player aged 15-18 years; (2) training routine of 5-6 times a week. the goalkeepers were excluded, as well as any outfield players who presented injuries and/or health problems (according to the medical report) that prevented them from participation in training for a period of 7 days. the player's chronological age (CA) was defined by using the decimal age, calculated with the date of the anthropometric measurements (AD) and the date of birth (BD) of the players [26]: Procedures the present study was conducted in nonexperimental conditions in which the research problem was embedded [27]. the players were investigated during the 10 weeks of the preseason. Before beginning the training sessions, all participants were in an inactive period (ca. 40 days -transition phase between the seasons).
Multidimensional variables were considered: the anthropometric profile, maturity status, physical fitness, and training performance indicators. the evaluations were performed at the club's professional soccer training centre (at the measurement and evaluation laboratory and on the natural grass field). the initial evaluations were carried out in the first week of the soccer players' training; they were repeated in the final week of the preparation period. training load indicators (volume and intensity variables) were collected daily in all training sessions, throughout the preparation period.
in the first week, before the start of the training session, the athletes underwent assessment of body mass, height, and subcutaneous skinfolds in the measurement and evaluation laboratory. Next, after a 3-minute warm-up, the participants were submitted to a vertical impulse test and then to a horizontal impulse test. Subsequently, already on the training field, the soccer players were divided into groups of 5-6 individuals, to perform an intermittent performance test. A total of 24 hours after the intermittent test, the athletes completed an anaerobic power test. this evaluation routine was repeated at the end of the preparation period.
All evaluations were carried out at the same time of day, from 8 a.m. to 10 a.m. the ambient temperature recorded in the field during the tests ranged between 28° and 31°, on average, in accordance with the Agricultural Research Corporation of Rio Grande do Norte (www.emparn.rn.gov.br). in the laboratory, a temperature of 24° was recorded.
the month prior to the start of data collection was dedicated to the training of 3 evaluators (teachers graduated in Physical Education in the state of Rio Grande do Norte). the evaluators' work consisted of organizing tasks for the evaluated groups, arranging the equipment necessary to collect and record data, and measuring and testing aerobic and anaerobic performance. in all cases, the research coordinator was present at the evaluation sites. the evaluators' training ended with the determination of the technical error of measurement and reliability coefficient, through the evaluation of approximately 15 soccer players in one week. Reliability was established with an analysis of replicates of the measurements obtained in a short period of time, expressed as a function of the proportion between the error variance and the inter-individual variance [28]. the reliability coefficients were estimated with the following formula: the technical error of measurement was determined by using the formula proposed by Malina et al. [29]: Regarding the determination of skeletal age, all radiographs were evaluated by the same examiner, and inter-observer reliability was indicated in previous studies [30].

Anthropometric profile
Player height was assessed with a portable stadiometer with an accuracy of 1 mm (Sanny ® , Brazil). Body mass was obtained with electronic scales with a 0.1 kg precision (Welmy ® , Brazil), and skinfolds (tricipital, subscapular, suprailiac, thigh, geminal, and abdominal) with a scientific adipometer with an accuracy of 1 mm (Cescorf ® , Brazil). All the procedures followed the protocols by Lohman et al. [31].
Physical fitness the total distance covered during the Brazilian Soccer test (BSt) was determined to assess the intermittent endurance fitness [32]. For this, a 15-m long and 1.5-m wide course was built at the test site, marked by cones. the test consists of 4 runs of 15 m (60 m), with a passive recovery interval of 10 seconds. the aim of the test is for the subject to perform as many repetitions as possible. the speed of the test is controlled by means of sound signals (beeps) recorded on a CD, so that the individual reaches the mark determined exactly at the time of the sound signal. For the sound reproduction in this protocol, a Sony VAio computer was used and connected to an amplifier box (Mondial MC0-02 Mult conect power bivolt 40W). For every 240 m (16 × 15 m) of distance covered, one stage is completed, with an increase of 1 km/h in running speed in the next stage. the test starts (stage 1) at a speed of 9 km/h and ends (stage 11) at 19 km/h, which corresponds to the maximum distance covered of 2880 m. Prior to the test, there is a period (3 minutes and 30 seconds) of adaptation and warm-up performed at 8 km/h. the test ends when the subject, for the second consecutive time, is unable to reach the line in time, in accordance with the speed established by the audible signal (objective evaluation), or the subject feels unable (gives up) to continue at the established speed (subjective evaluation). thus, the total distance covered by the subject is recorded, including the distance covered during the warm-up.
the anaerobic power was assessed with the Running Anaerobic Sprint test [14]. After a 10-minute warm-up, the test was started. the test consists of 6 sprints at a distance of 35 m. At the end of each run, there is a 10-second recovery interval when the practitioner runs slowly to the starting location for the next sprint. the time obtained in each repetition was recorded by a stopwatch attached to 2 pairs of photoelectric cells (Multisprint -Hidrofit, Belo Horizonte, Brazil). the use of this protocol allows the following information to be recorded: best sprint of the first 2 attempts (also used as a speed measure), the worst sprint of the last 2 attempts, mean time spent on the 6 sprints, and the fatigue index (subtraction of the worst sprint from the best sprint divided by the sum of 6). the test was required to respect the following conditions: the start of any of the sprints must be performed in a static way; the runner's recovery rate cannot exceed 10 seconds between the end of the sprint course and the start of the next sprint; at the end of each sprint, the runner is required to maintain the same direction during a space of 10 m that serves to decelerate; the timekeeper who is recording the runner's recovery time should inform them, at 5-second intervals, of the time left before the start of the next sprint. this performance test was used recently in a study by de oliveira Matta et al. [10] among young soccer players.
For the evaluation of lower limb power, the vertical impulse protocol was used (countermovement jump, CMJ), widely reported in the literature [30,31]. For this, we used a force platform (Jump test 2.0, Belo Horizonte, Brazil). Before the test, the subject performed a 3-minute warm-up, which included muscle-joint mobility and stability exercises and simulating the motor gesture required in the jump protocol. After the warm-up, the participant stood upright, with their hands on their pelvic girdle, passed through the semi-flexed position, and then jumped at maximum height without removing their hands from their waist. From its beginning to end, the movement is continuous, assuming an eccentric and concentric phase before the aerial trajectory. Each player performed 3 attempts, with a 2-minute interval between them, and the best value was recorded (the greatest height achieved).
in addition, to determine the power of lower limbs, the Standing Long Jump protocol was used. Before starting the test, the subject conducted a 3-minute warm-up, through the performance of muscle-joint mobility and stability exercises and simulation of the motor gesture required in the jump protocol. For this test, the athlete initially stood close behind the starting line, perpendicular to a measuring tape (Vonder) fixed on the playing field, with feet parallel to the width of the shoulders, being able to move the arms freely and flex the knees before the jumps. the subject was instructed to jump as far as possible and land on their feet. Each player performed 3 attempts, with a recovery interval of 2 minutes between the jumps, and the longest distance achieved in centimetres was recorded. the distance reached was measured from the starting line to the landing location, defined by the back of the heel of the foot closest to the starting line.

Maturity status
Biological maturation was determined by skeletal age, on the basis of the radiological examination of the left hand-wrist, with the procedures of the Fels method [33]. the radiological examination was performed only in the first week of the preparation period, in a medical clinic, in the afternoon. Skeletal maturation was diagnosed by an expert, and the categorization of athletes by maturation status was conducted in accordance with Malina et al. [26] considerations. thus, the following skeletal maturation stages were defined: delayed (delayed/late maturing) -players with a skeletal age below the chronological age by more than 1 year; normomature (on time/average) -players with a skeletal age within the range of ± 1 year in relation to the chronological age; advanced (advanced/early mature) -soccer players with a skeletal age above the chronological age by more than 1 year; and matureadult or skeletally mature players. in our sample, no individuals with late maturity were identified.
training performance indicators the training indicators used over the 10 weeks were the training volume (minutes), physical training volume (minutes), technical-tactical training volume (minutes), number of matches, RPE, and training load.
the training volume included the games and all training sessions, whether physical or technical-tactical, during the preparation period (10 weeks). the volume of technical-tactical training counted not only the specific technical and tactical activities implemented by the coach, but also the training games. the volume of physical training comprised all the specific activities included by the team's physical trainer aimed at physical qualities (strength, endurance, speed, etc.).
the training load was determined in accordance with the session RPE, i.e., through the product of the total training session volume by the RPE scores (CR10) (training load = session volume × RPE) [34]. RPE was recorded ca. 30 minutes after each training session and match during the 10 weeks. the process of familiarizing athletes with the RPE scale was carried out before the start of the evaluations and training, in order to standardize the low and high subjective perception of effort. We used the maximum effort made by the soccer players in the intermittent performance test as a reference of the 'maximum' (value 10), and the athlete's state of rest as a reference of the 'minimum' (RPE = 0), so that this measure reflected the global assessment of training.
Statistical analysis the data distribution and homogeneity of variance were checked and confirmed by using the Shapiro-Wilk and Levene's tests, respectively. the analysis of covariance (ANCoVA -chronological age as covariable) and Bonferroni's post-hoc test were applied to verify the effects of the maturation stage on training indicators. the effect size was defined with the eta squared value ( 2 ). the magnitude of the effect size followed the classification proposed by Cohen [35]. Student's t-test for dependent samples served to verify the effects of the 10-week training on anthropometric and physical fitness data. the effect size was defined by using Cohen's d [35]. the relationships between training performance indicators, anthropometric data, and physical fitness were obtained with the Pearson correlation coefficient (r). Correlations were determined by verifying the association between training load indicators and alterations (mean post-pre change) in morphology and physical fitness performance. the magnitude of correlation coefficients was defined in accordance with Hopkins [36]. All analyses were performed with the SPSS ® software, version 20.0 (Chicago, USA). Statistical significance was set at p < 0.05.

Ethical approval
the research related to human use has complied with all the relevant national regulations and institutional policies, has followed the tenets of the Declaration of Helsinki, and has been approved by the University of Coimbra, Portugal (Faculty of Sports Sciences and Physical Education) Scientific Committee.

Informed consent
informed consent has been obtained from the directors of the club, the players' legal guardians, and the players included in this study. table 1 shows the results of covariance analysis with chronological age as a covariate. the analysed indicators -training load and volume, volume of physical training and technical-tactical training, and number of games -corresponded to the sum of the entire preparation period (10 weeks). RPE refers to the mean value obtained in the 10 weeks. We found large significant effects of maturity status on training load and physical training volume. the average maturity players showed greater training load (p = 0.04) and physical training volume (p = 0.04) than early maturity players. in addition, the mature players presented higher values of physical training volume than early maturity players (p = 0.04). the maturity status did not exert significant effects on RPE, training volume, technical-tactical training volume, or the number of matches. table 2 presents the effects of 10 weeks of training on anthropometric and physical fitness data. Anthropometric measures did not exhibit significant effects between the pre-and post-training status. However, we observed better performance in BSt, CMJ, best sprint time, average sprint time, and sum of the sprint times after the training protocol. table 3 illustrates the relationships between anthropometric measures, physical fitness, and training performance indicators. training volume presented large associations with best sprint time (r = -0.52, p = 0.03). in addition, best sprint time exhibited moderate and high associations with physical training volume (r = -0.48, p = 0.04) and technicaltactical training volume (r = -0.55, p = 0.02), respectively. Finally, there was a large correlation between technical-tactical training volume and BSt (r = 0.54, p = 0.02). No significant correlations were revealed of RPE or training load with anthropometric or functional performance variables. Discussion this study investigated the effects of maturity status on training performance indicators in young soccer players. Furthermore, we compared the anthropometric measures, physical fitness, and training performance indicators before and after 10 weeks of training. Additionally, we verified the relationships between anthropometric data, maturity status, and training performance indicators. the main findings were as follows: (1) average maturity players showed greater training load and physical training volume than early maturity players; mature players presented higher values of physical training volume than early maturity players; (2) we demonstrated trainingrelated effects on BSt, CMJ, best sprint time, average sprint time, and sum of the sprint times; (3) there were moderate and high correlations of best sprint time with physical and technical-tactical training time, respectively; technical-tactical training volume was also largely related to BSt.

Results
Here, mature and average maturity players demonstrated higher training load and training volume compared with early maturity players. Wrigley et al. [20] identified greater response in the training load among the older category (U18) than in the lower age categories. Additionally, an increased training load was observed in the older age group (U18 > U17 > U16 > U14) [20]. this reflects the combined input from both the coaches and sports science team to adhere to the training principles advocated for long-term youth soccer development. thus, the training load should be structured in relation to the maturity status of the players in order to achieve athletic development whilst minimizing the risk of injuries [20,37].
in the current study, there was no significant effect of youth maturation stage on the RPE training indicator. in spite of this, it seems that there was a tendency for average maturity and mature players to perceive a greater effort to support the same external load imposed. Brink et al. [14] believe that the dissimilarity related to RPE in the same category is due to the physical differences between the players and the sudden increase in the load in the transition of soccer players from one category to another. Similarly, maturity effects were not identified for the number of matches, contrasting previous findings that coaches preferred to select mature young soccer players [38,39]. in addition, a superior maturity status and anthropometric and fitness measures were verified in young players (U15, U16) who were successful in attaining international or professional level compared with players who remained amateur [40]. Furthermore, athletes advanced in age and/or maturation, and/ or presenting greater body size exhibited systematically greater physical fitness and match running performances than their younger, less mature, and/or smaller teammates [41]. therefore, these findings confirm the importance of coaches and practitioners considering the maturation status when assessing young soccer players on the basis of anthropometric measures, physical fitness, and training performance indicators.
Concerning the training effects, we verified superior performance in intermittent endurance fitness, sprint time, repeated sprint ability, and lower limb power after 10 weeks of training (total training load: 12,655 ± 2614 arbitrary units [AU]; total training volume: 3596.5 ± 654 minutes; mean RPE scores: 3 ± 0.2). Miranda et al. [42] also showed positive changes in anthropometric measures and physical fitness after 10 weeks of soccer training in a group of players aged 15-18 years (total training load: 15,341 AU; total training volume: 4110 minutes; mean RPE scores: 3). in Brazilian U16 soccer players, 22 weeks of periodization training focused on technical-tactical actions (mean training volume: 110 minutes; mean RPE scores: 6) promoted positive changes in match physical and tactical performance [23]. Recently, Aquino et al. [24] observed that short-term pre-season (6-week) training with an emphasis on small-sided games and strength training contributed to benefits in several physical fitness measures and match performance. these findings corroborate the present study, suggesting that appropriate load monitoring and training content distribution are essential to optimize player physical and technical-tactical adaptation.
the current study found moderate and high associations between the best sprint time and the volume of physical and technical-tactical training, respectively. in addition, technical-tactical training volume was largely associated with intermittent aerobic fitness (e.g., distance covered during BSt). in contrast, training load and RPE scores were not correlated with indicators of physical fitness or anthropometric data. in Spanish U18 players, training volume (mean: 360 minutes) and training load (mean: 1500 AU) were largely related to changes in aerobic fitness [25]. in addition, Brink et al. [19] showed that weekly training volume presented a large association with intermittent aerobic fitness in Dutch elite U19 players. Gómez-Díaz et al. [16] identified a large association between perceived exertion over the week (mean RPE scores: 4) and high-speed (> 19.8 km/h) distance covered during matches. this study has some limitations that should be acknowledged. We did not monitor the players throughout the full season, and the consistency of the reported relationships and training effects may change over the competitive period. Moreover, the training load was obtained by using a subjective internal measure (i.e., RPE scores). Some confounding variables, such as temperature and humidity, were not controlled in all training sessions.
Additional studies should be carried out throughout the season and in younger training categories, verifying the effects of skeletal maturation stages on these and other training indicators (external and internal load), such as technical and tactical aspects (e.g., decision-making). We also suggest studies that use regression analysis to understand which physical parameters can best predict training load. the analysis of the maturation, performance, and training dimensions in different training categories has decisive practical implications in the prescription and evaluation of the training effect. the variables analysed in the current study may contribute to the systematization, monitoring, and transition of young soccer players throughout the training process. Finally, the results reported in this article may contribute to training planning, as well as to developing scientific knowledge in the area of sports training.

Conclusions
in summary, the advanced maturity and mature young players presented greater training load and physical training volume compared with early maturity players. in addition, the athletes exhibited improved physical fitness after the 10 weeks of preseason (i.e., intermittent endurance fitness, sprint time, repeated sprint ability, and vertical lower limb power). A moderate to large association was observed between the best time during the sprint test and physical and technical-tactical training volume. Finally, the technical-tactical training volume showed a large association with the intermittent aerobic fitness test.