physical education project on soccer

• Pete Charrette

PE Soccer Games: 6 Fun and Engaging Soccer Activities for Elementary PE Classes

For physical education teachers, the sport of soccer provides a perfect opportunity to get students active and engaged in their learning. Incorporating soccer lead-up games into your lesson plan is a fun way to help students improve their skills while keeping them active. These games and activities help break up the monotony of traditional PE class learning and get students moving and thinking in game-like situations.

In this blog post, I will provide 6 soccer lead-up game and soccer activity ideas that can be used in a soccer unit in your physical education classes. The benefits of incorporating soccer lead-up games into your Physical Education class will be explored, along with tips for implementation. Additionally, six different soccer games and activities that can achieve this goal will be presented.

What are the benefits of incorporating soccer lead-up games?

A good way to teach essential soccer skills is by practicing the skills using soccer drills or by utilizing stations. However, at some point, the students must use what they've learned in a more fun and game-like setting. In contrast to other sports, a game of soccer traditionally needs a large field with the regular-sized goals and specific markings on the pitch. Implementing only one soccer ball, students have fewer opportunities to develop their skills and practice game strategy. Soccer lead-up games are more efficient than regulation soccer or performing traditional soccer drills because they don't require a super-large space, multiple students at a time, or only one ball.

Soccer lead-up games and activities are designed to help students enhance both their soccer skills and their game strategy. They are usually played in small, medium, or large-sized groups and typically involve specific skills and strategies necessary for the game of soccer. These activities are designed to be stimulating, interactive, and enjoyable. Games that focus on honing skills such as dribbling, ball control, passing, goalkeeping, and shooting are great soccer lead-up games.

These games are valuable for physical education classes because they get students active and engaged in a soccer-specific activity. Not only this, but soccer lead-up games for PE are essential for developing positive personal and social traits such as teamwork, communication, and cooperation. By playing these games regularly, students will also be better prepared for traditional soccer games that they play in a sport or community setting.

In addition, the highlighted PE soccer games in this blog article directly match-up with SHAPE America Standard 2 which states: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance .*

Tips for incorporating soccer lead-up games into your lessons

Discuss and practice a variety of soccer skills earlier in the soccer unit (prior to lead-up games)

It is important that everyone understands the rules, regulations and boundaries for the game before beginning to play soccer

Break down soccer jargon to help your students understand the game better

Choose a few students to volunteer and demonstrate the activity for the class (or small groups) before you start

Encourage students to be active, play fair and enjoy themselves

Familiarize them with key terms early on in the unit.

It is important for students to have enough space around them so that they can move safely

Take breaks during the game to encourage good behavior or provide resting periods

Have a final discussion to discuss what went well and things to work on for next time

Now that we know just how crucial soccer lead-up games are, and have some useful tips on integrating them, here are six different games to use in your soccer lessons.

1. Soccer Croquet

Students (in partners or trios) travel around a playing field, kicking a soccer ball through the croquet “wickets” using the least number of “touches” through the entire course. Skill Focus: Dribbling and Kicking

1 soccer ball per player

14 – 20 cones (for wickets)- 2 cones make up each wicket

9 – 13 number markers (taped on cones)

Game Instructions and Rules

7 to 10 wickets (2 cones make up each wicket) are set around a large playing area or field- the distance and number of wickets depends upon the age and skill level of the students.

Students are paired and then placed at one of the wickets to start the game

Players follow the rules, strategy and etiquette of croquet but instead of hitting the ball with a mallet, they kick it

The goal is to get around the whole course and back to their starting wicket before their playing competitors do the same (1-7 down; 8-13 back)

Each player must kick their ball through the wickets (2 cones) before advancing the next wicket

Like in croquet, players can “knock” away the other players ball with their ball

A player is allowed to kick again once making it through the wicket, however players alternate kicks during regular play between the wickets

Pic by Kimberly Blitek @blitek_kblitek

2. Search and Capture

Students work in teams to collect soccer balls from another team's collection hoops and dribble them to their home collection hoop Skill Focus: Dribbling, Agility, and Ball Control

1 soccer ball for each player

4 large hula hoops in the corners

4 cones to mark the designated playing area

Four teams are formed and retreat to their home collection hoop. Soccer balls are evenly distributed in each team’s home collection hoop.

On a signal (whistle or music), the students from each team run to another hoop, steal a soccer ball and dribble it back to their home collection hoop

Any player can go to any other team’s hoop at any time

There is no defense in the game- students strictly “steal” and dribble soccer balls back to their home hoop

Players may not guard their home collection hoop

On a ending signal, the team that has the most soccer balls in their home collection hoop are declared the winning team

The teacher can vary the locomotor movement to each hoop (without the ball) at the start of each game

3. Capture the Pin

For one team of soccer players (kicking from an end line) to knock down more bowling pins than the other team Skill Focus: Kicking, Trapping, Ball Control, Passing, Accuracy

10 – 15 soccer balls

6 large cones and/or lines

2 hula hoops

10 – 20 bowling pins are spread out on the mid-line. Two teams of students spread out on each end line. Several soccer balls (10 – 15) are distributed to players. Two GOPHERS from each team start and play in the "No Kick Zone” between the end kicking lines.

On a “start” signal (whistle or music), the students on each end line (teams line) begin kicking balls toward the mid-line bowling pins attempting to knock them over and ultimately “capturing” them- balls are kicked for accuracy not velocity or height

The soccer balls must be kicked from on or behind the end “kicking lines

If a soccer ball gets “stuck” in the “no kicking” zone between the end “kicking” lines, one of the two GOPHERS can retrieve the ball and dribble or pass it back to one of their teammates who is on or behind the end line

If a player “knocks down” a pin, he/she may run to the center line and pick the bowling pin up and bring it over and put it in their team’s “collection” hula hoop

The team that collects the most pins after a set period of time (i.e. 3 to 5 minutes) is declared the “winning” team

The GOPHERS should be changed out after each game

Video by Heather Isler @IslerPE

4. Soccer Score Ball

To score a goal on another team by kicking a ball past their “scoring line” with the ball rolling or bouncing before it crosses the scoring line. Skill Focus: Kicking, Trapping, Goalkeeping, & Punting

3 to 5 soccer or foam (indoor) balls per group

4 cones to make up scoring lines- 2 cones at each end line

2 cones to make up mid-field lines

The game is played in groups of 12 - 24 players - A couple fields can be set up outside or

1 group in a gym. Set 2 cones up to make a scoring goal line on each end of a field (approx. 50 - 100 feet apart for each goal). Then set 2 cones up for a mid-field line.

Players start kicking the soccer balls and attempt to make the ball go between the other player’s home cones (their scoring line) from a bounce or roll

For a goal to count, the ball must bounce at least once first or roll across the scoring line

Players start the rally by kicking the ball from 10 yds. in front of their own goal but can then shoot from the place that they “trap” the ball or wherever the ball lands, rolls and comes to a complete stop. It must however, be in their own half to kick

One goalie is designated for each team- They are the only one allowed to use their hands to stop it and they can also punt the ball from that spot- Switch the designated goalies at the end of each game

The goal is to get as many balls to go past the opposing team's line as possible in a set amount of time

If a ball does not cross half on the kick or punt, the player/team that kicked can retrieve it again, take it back to 10 feet in front of their goal and kick or punt again

If the ball goes wide of the scoring line, the defending team can get it and bring it back to 10 ft. in front of the goal and shoot from there to start the “rally” again

5. Soccer Pin Ball

Teams attempt to knock their opponent team’s bowling pins over by dribbling, passing and kicking a soccer ball past their goalies into their “pin zone” Skill Focus: Kicking, Dribbling, Trapping, Ball Control, Passing, Accuracy, & Goalkeeping

One color basketball or playground ball for 80% of the students (players)

A different color basketball or playground ball for 20% of the students (Pac-Men)

Scrimmage vests can be used as an alternative

Mark the playing area with 5 sets of cones- Two sets mark the goalie zones, two mark the pin zones and one set marks the mid field (see diagram below). Five to ten bowling pins are spread out on in the “pin zones”. Two or three goalies spread out in each team’s goalie zone. Field players spread out in the playing area. Two or three soccer balls can be used at the same time.

Players spread out in the playing area and the game is started with each team kicking off from the mid-line or with the teacher rolling the soccer balls into play

Each team attempts to secure the ball and dribble, pass and shoot the ball with the intent to knock over the other team's pins (or 2 liter bottles)

Regular or modified soccer rules are used (see indoor soccer or micro soccer)

The goalies can use their hands but must make saves inside the “goalie zone”

The field players must only use their feet, legs, torso and/or heads to play

If a ball is shot into the “pin zone”, only the goalies of the defending team may go back in and “fetch” it but they must wait for it to stop rolling before they go in

If the ball knocks down a pin, a point is given to the offensive team (marked on the scoreboard). The pin is placed back upright and the game continues with the defending goalie kicking back out to one of their teammates

6. Soccer Golf

Students, in groups of 4, travel around a field kicking a soccer ball (using golf etiquette) attempting to “hole out” at each of the designated 9 - 18 holes (pre-set using hula hoops as target holes) Skill Focus: Kicking, Passing, Accuracy, Control, & Golf Etiquette

2 soccer balls per playing group of 4 (1 ball for each pair), 1 soccer ball if playing in pairs

9 – 18 cones (for tees)

9 – 18 number markers (taped on cones)

9 – 18 hula hoops (targets for each hole)

The game is played in groups of four players in teams of two vs. two or 2 at

each hole working together for a score. Nine to eighteen hula hoops (holes) are set around a large playing area or field- if possible holes can be clearly marked with a

number on a cone (by hoop). Each group of four begins at a designated hole (i.e. hole # 5) so that the entire class of students are spread out. Score cards can be dispersed prior to the activity (at the discretion of the teacher).

Students are paired and then put in foursomes (or play by themselves) and then sent to a starting hole somewhere out on the field or playing area

Pairs alternate kicking a soccer ball starting from the cone of the previous hole and working towards the next numbered hoop... i.e. students kicking toward hole number 6 begin at the cone that is placed beside hole # 5. They place the ball close to the cone for their first kick

The previous cones are used as the tee’s for the next hole to avoid having to put out extra equipment for the activity but it’s possible to set up separate tee lines

The team furthest away from the next hoop (hole) gets to kick first. A kick is taken on the “fairway” from the point that the ball stops rolling

Scorecards can be kept with partners helping each other keep up with scores

Video by Kyle Bragg @ElemPE1

Final thoughts

It's always great to have a variety of soccer lead-up games and activities in your physical education class repertoire. Not only do they help keep students engaged, but they also provide opportunities for skill and social development. In this blog post, I've highlighted six fun and challenging soccer lead-up games that will help improve your students' kicking, passing, shooting, and accuracy skills.

Before students start playing any game, check that they have the necessary equipment and know all the rules. As you keep an eye on each group, try to encourage collaboration and good sportsmanship while also providing corrective and encouraging comments. It's essential to change the games frequently so your students stay engaged. Remember, above all else, to have fun! A little pre-planning goes a long way. By spending a preparing for your physical education class, you can easily work these soccer games into your lesson plan and provide students with an enjoyable experience.

Thanks for reading! By using the provided games and following the tips, you can ensure that your next soccer game in PE class is a success! What's your favorite soccer lead-up game? Share it with me in the comments below.

*SHAPE America. (2013). National Standards for K-12 Physical Education. Reston, VA: Author.

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The PE Specialist

Awesome Resources for Physical Education Teachers

How to Teach a Soccer Unit in PE Class

What’s Up PE Fam!

In this post I want to share with you some of my favorite soccer activities and also share some awesome resources we’ve created to help you plan an awesome soccer unit yourself!

Why Soccer?

According to the internet (Dr. Google that is), Soccer is the most popular sport in the entire world.  It’s also super accessible for most kids regardless of economic status.  All you need is a patch of grass (or dirt) a ball and a couple objects to mark a couple of goals and boom, you can play a soccer game with your friends.

So if you’re considering what subjects to teach in your PE curriculum, I’d say for those 2 reasons (popularity and accessibility) Soccer should be up there on your list.

One of the main reasons I teach soccer each year is because we have 2 soccer goals on our recess playground and it’s a pretty popular sport in our area.  When planning my yearly curriculum I try to pick the subjects that I think will have the most “bang for their buck” with my students.

I ask myself what skills are most relevant and most likely be used by the students.  Because of the student interest in soccer, the global popularity, the accessibility and opportunity for my students to play daily at recess, I think it’s an important skill set to give my students.

Below you’ll find a few videos from one of my soccer units that I hope help you get a visual of some of the games and activities I use to teach my students the skills for soccer.

Soccer Unit vs Kicking Unit

If you’re in the “Kicking Unit” camp, over the “Soccer Unit” camp – I totally understand and respect that.

I honestly don’t really think it matters too much what you call it, but the reason I choose to brand my units with the sport name is explained in the post below:

  View this post on Instagram   A post shared by Ben Landers (@thepespecialist)

Soccer Unit Intro

We always kick things off by getting back to the why – as a student I always appreciate teachers explaining to me WHY we are learning something, so I do my best to explain that to students anytime we start a new unit.

I also go over my expectations on management and my start and stop signal so we can quickly transition between each task and not waste any time ?

*Sidenote: The follow the leader footwork video mentioned is one of the videos included in our FTL Soccer Pack which is linked up at the bottom of this post.

I also usually try to “Hook” my students at the beginning of the unit by showing them a super cool youtube video of a professional player so they will be motivated to do their best to improve their skills – there are tons on youtube, but below is an example:

Practicing Footwork

I throw in some Footwork Ladder Drills into our Daily Warmup Routine to kick things off for our soccer unit.

We start the unit by working on some stationary soccer skills using a Follow the Leader Style format to practice our footwork and try to keep our Eyes Up and Use Soft Touches and Close Control throughout the Soccer Unit.  I normally use my Soccer Follow the Leader Videos or Animated GIF Slideshow for this, but sometimes I just take the kids through it myself as well.

When everyone has had some practice and is warmed up, we start dribbling around in open space and work on staying inside the boundary lines and keeping the ballin control.

Teaching Shielding with Bumper Ball

With my older students I also teach them the concept of “Shielding” which is the term used to describe how you protect a ball in a soccer game.  After explaining it to them we practice shielding the ball with a fun game I call Bumper Ball, check it out below.

So to summarize, I usually go around myself and practice “warm defense” so students can work on shielding the ball from me.  I also sometimes pick a few students to help me out and become a “bumper” to play warm defense (especially with a large class or double classes, I would recommend getting some students to help)

If your soccer ball goes out of bounds in a game it’s a Turn Over (we are building in some of the actual rules of soccer into our modified games), so I tell students they need to earn their way back into the game by doing 5 exercises of their choice (Squats, Pushups or Curl ups).

The Partner Bridge Challenge (or “Meg Challenge”)

Another really fun activity and a great way to practice dribbling with control and also have some teachable moments with your students about goal setting and practice is a game I call the Partner Bridge Challenge or The Meg Challenge, you can check it out below:

As you can see this is a really great way to differentiate instruction for your students and challenge all kids no matter where their skill level is – in order to “Hit the Wow” ( related to our Daily Self Assessment ) kids have to beat their own score during the first round.

I love it watching kids get motivated to try and beat their score and then having a great discussion about practice, and how doing something twice will make it easier the second time around.  It’s also a great time to talk about the power of a goal – since kids had a specific goal in their mind during the 2nd round it really helps motivate them to give their 100% in order to beat their score.

You can see another example of the activity below:

Passing with the insides of our Feet

Nothing fancy here, we just work on passing a ball with control using the insides of our feet.  I explain to the kids that we should NEVER use our toes to kick the ball, since our toes are pointed that would cause us to lose control of the ball (and also possibly injure ourselves).

We get some practice using the insides of our feet to pass the ball with a partner

Soccer Noodle Tag

Once we’ve got the basics down we play some fun modified games to practice our skills in an open environment.

A fun game to work on foot dribbling and passing is soccer noodle tag, it’s a fun variation of Fire and Ice Tag that works great for practicing the skill of finding open space and also controlling the ball while dribbling and passing to a teammate, you can see me explain it below:

*Here’s an overview of Noodle Dance Tag if your interested

You might recognize this one, because I’ve blogged about this activity before – If you want to try it out you can check out more details and download a free lesson plan below:

Soccer Station Activities

If you’ve read many of my posts or follow me on social for a while, you’ll know I’m all about some station activities, especially for my K-1st Kiddos.

I always implement some station work with my younger students during our soccer unit to maximize the time they have to practice the skills and focus on improving so that hopefully when they get older we can play some fun modified games.

To see my thoughts and general tips on teaching with station activities (and to get our Free 15 Printable Station Signs) Check out this Blog Post

We’ve designed some really nice printable soccer station signs with custom illustrations and kid friendly language, which are linked up at the bottom of this post if you’re interested.

Here’s an example from a Kindy class of some of the soccer stations I do with my kiddos

Practicing Shooting

Everybody LOVES to shoot a goal.  So I try to work in some fun modified games in addition to the station activities with the soccer goals and we can usually get into some pretty decent gameplay by the end of the unit.

One of our favorite games is Soccer Spot Shot, which is a spin off of a game I play in our basketball unit , so my kids are pretty familiar with the rules already which is helpful.

Basically, you split up into teams and practice shooting the ball using your laces or the inside of your foot from different polyspots around the room.  If you make it – you get to keep the spot!

You can see an example of the game in the instagram post below :

More Soccer Resources

I hope that gives you a great start on planning your next soccer unit, if you’d like some more resources, you can check out two of our premium Membership Resources below:

The Soccer Unit Resource Pack includes the Unit Plan, Cues Poster, Soccer Golf Scorecards and Printable Station Signs.

While the Soccer Follow the Leader Pack comes with some great Follow the Leader Videos and Animated GIF Slideshows to give your students some awesome visuals during the unit.

Both of these resources are available in our membership ( info on the membership here ) and are also for sale on our Teachers Pay Teachers Page .

You can see a preview of each resource below:

The Soccer Unit Resource Pack

• A 4 Week Unit Plan with Additional Activities and over 20 fun soccer games and progressions
• The Soccer Cues Poster to give you a summary of what students should take away from the unit
• Soccer Golf Scorecards for a fun game of Soccer Golf
• Printable Station Signs with 28 fun Soccer Station Activities

Check out the Soccer Unit Resource Pack

The soccer follow the leader pack.

• 3 versions of the Basic Follow the Leader Video
• 3 versions of the Advanced Follow the Leader Video
• 2 Animated GIF Looping videos that show a review of all of the footwork challenges
• An Animated GIF Slideshow that includes all tricks in Animated GIF Form and can be used to edit and progress at your own pace through all of the different tricks

Check out the Soccer Follow the Leader Pack

That’s it friends!  I hope that was helpful – have an awesome day!

Have Fun and Teach On!

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Reader Interactions

September 3, 2023 at 5:21 pm

I’m super happy I found this resource. This is my second year teaching P.E., 5th, and 6th graders, and my district is putting together a PO to purchase your membership program!

Do you use indoor soccer balls for this unit or gopher dodgeballs? I already have gopher soft and hard shell balls, but my only soccer balls are outdoor. I wanted to extend my soccer unit and move it into the gym since I’m limited by the rainy weather here.

September 4, 2023 at 9:21 am

We use all types of soccer balls, giving the students choice and differentiation when using equipment.

We use gator skin, indoor, and outdoor balls.

April 13, 2021 at 4:25 pm

Hi there! I enjoyed reading your blog about teaching a soccer unit. You have many great ideas, as you have definitely considered the pandemic and how to keep students safe. I am actually a collegiate soccer player and I truly think you do well to cover all the fundamental skills. You have many activities that will help to keep learners engaged. I am sure they enjoyed and will continue to enjoy this unit in the future. Keep up the great work!

April 14, 2021 at 3:49 pm

Thanks for reaching out! Glad you’re enjoying the resources and feel they are authentic for young soccer players.

We really appreciate the kind words! Thank you!

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Soccer is the most popular game in the world. It’s a great way to build endurance, eye-foot coordination, teamwork and communication skills. We’ve compiled a list of soccer games and activities on PE Universe and shared our favorites below!

If you have a student favorite not on this list,  we encourage you to upload a video of your activity  and share it with the PE Universe community!

Soccer Maniac

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Around the World - Soccer Shooting

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About PE Universe

PE Universe is the only video library designed specifically for physical educators. Simply browse or search for over 2,000 PE activity and lesson plan videos and resources. You can also filter by grade level and SHAPE America National Standard to find exactly what you’re looking for. Below is a short sample of our favorite activities. Visit PE Universe for more ideas!

* PE Universe is powered by Gopher and is available as a free resource for you and your students.

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Are you an educator looking for a turnkey way to integrate soccer into your physical education program? The Soccer for Success School Curriculum was made for you! Powered by the U.S. Soccer Foundation and US Youth Soccer, the K-8 curriculum is aligned to national standards and flexible enough to fit into any physical education schedule.

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Physical Education Ideas

How to Teach the Essential Skills of Soccer

Planning on teaching soccer in your Physical Education class?  If you want to take your P.E. lessons to the next level, make sure you facilitate these key teaching points for soccer – you will be giving your students experience in developing their skill and create an engaging, fun P.E. class.

Passing - Look to where you want to pass - Step and kick the ball with the inside of the foot - Lean forward to keep ball on ground - It is about accuracy!

- Use small touches and keep the ball close to you - Keep your head up as often as possible to you know where to pass - Use different parts of your foot to touch (outside, inside, sole) - As you are dribbling, shield the ball with your body to stop someone from tackling you

Shooting - As you run up to kick the ball, plant your non-kicking

   foot next to the ball and bend the leg of your   kicking foot back before you kick - Swing and kick with the laces part of your foot through the middle of the ball - Follow through with your leg towards the target.

Soccer can be a great work out and lots of fun for everyone!  It is a sport that

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40 Facts About Elektrostal

Written by Lanette Mayes

Modified & Updated: 10 May 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

Elektrostal's fascinating history, vibrant culture, and promising future make it a city worth exploring. For more captivating facts about cities around the world, discover the unique characteristics that define each city . Uncover the hidden gems of Moscow Oblast through our in-depth look at Kolomna. Lastly, dive into the rich industrial heritage of Teesside, a thriving industrial center with its own story to tell.

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Assessment is essential and integral to effective teaching and learning in PE as it provides information on students’ strengths, weaknesses, and educational requirements, which informs future planning and teaching [ 1-9 ]. Assessment is also vital for the provision of grades (achieved and predicted), informing others of attainment (parents, teachers etc.), and is used to judge the effectiveness of teachers and the school [ 7, 10 ]. Moreover, feedback from assessment has been recognized for increasing pupil motivation and engagement, and helps create a positive learning environment [ 11, 12 ].

In PE there are many modes of assessment but for the purpose of this article we will focus on the most significant modes (formative and summative) and reference systems (criterion, norm, and ipsative).

Formative assessment has been described as ‘ongoing’ and takes place during teaching-learning situations in PE. It is important as it involves providing pupils with constructive feedback, diagnosing future learning needs, describing students’ progress, and determining their strengths and weaknesses [ 2, 3, 4, 13, 14 ]. It has also been closely related to ‘Assessment for Learning’ and has been commended for its emphasis on describing progress, identifying pupils’ needs, planning for next steps in learning, and providing vital information for summative assessment [ 1, 15, 16 ].

Summative assessment is an overall assessment which takes place at the end of an interval, unit, key stage or year. It has also been described as ‘Assessment of Learning’ as it provides a synopsis of students’ levels of attainment at the end of a specified interval, and is used to provide examination grades [ 1, 2, 7, 9, 15 ]. Summative assessment has been asserted as the ‘systematic recording of the pupil’s overall progress and achievement, and is made up of a series of formative assessments’ [ 3 ].

As previously mentioned, there are three reference systems that have been used for assessment in PE, these are: Norm Referenced; Criterion Referenced; and Ipsative Referenced assessment [ 1, 2, 7, 17, 18 ]. Norm Referenced assessment is when students are compared with one another [ 7, 18 ]. This form of assessment has been regarded as ‘group centred’, as comparisons within the group are made to establish how successful the pupil is in relation to others of the same age [ 2 ]. However, Norm Referencing assessment has been criticised, as the goal for learning is a moving target due to other pupils’ performances determining the standard of learning [ 18 ]. This can be detrimental to students’ self-esteem, as when pupils progress to ‘above average’, it is at the expense of others who become ‘below average’ [ 2 ]. Additionally, dependent upon the ability of the class determines the students’ attainment, as in a high calibre class pupils may receive on average a lower mark, compared to a mediocre class who receives on average a higher mark [ 17 ]. Notwithstanding, Norm Referencing has been deemed inevitable, as it is used in public grading systems, and for selecting pupils for school representation and teams [ 2 ].

Criterion Referenced assessment is comparing pupils performance to a predetermined criteria or standard [ 2, 7, 17, 18 ]. For example, in the UK the National Curriculum’s attainment targets/level descriptors, GCSE’s, A Levels, and other national governing body awards are all examples of Criterion Referenced assessment since students’ performances are judged based on established criteria [ 7 ]. Criterion Referencing is ‘activity centered’ assessment, as all students can potentially achieve the target, eliminating comparison with others, thus promoting collaborative learning as pupils are working together towards a common goal [ 18 ]. Criterion Referenced assessment should not to be viewed in conflict with the other referencing systems, but rather to be used in conjunction with them [ 2 ]. Therefore, the advantage of Criterion Referenced assessment and set standards is that it provides educators with a more accurate measuring stick to assess pupils learning, and provides details of the additional work students must complete to reach the next level of achievement [ 18 ].

Ipsative Referencing assessment compares a pupil’s current performance with their previous performance in the same activity [ 2, 7, 17 ]. Ipsative Referencing is regarded as ‘child centered’, as pupils focus on beating their previous achievement, which is useful for recording learning and progress [ 2, 7 ]. This form of referencing promotes a mastery climate, again eliminating comparison with others, which enhances pupils’ self-esteem, motivation, and accountability [2]. Furthermore, Ipsative Referencing provides a foundation for self and teacher assessments in Records of Achievement [ 2 ].

In conclusion, Norm, Criterion, and Ipsative referenced assessment should not be viewed as mutually exclusive, as they are all beneficial for supporting students’ learning when employed together. It is expected that all PE teachers implement a range of assessment methods in every lesson, as it helps teachers and pupils to progress in their teaching and learning. For assessments to be managed efficiently and effectively, it is important for the criteria to be precise, clearly identified, and related to each other [ 2 ]. Moreover, to develop appropriate and reliable assessment criteria calls for dedicated and devoted teachers, who possess strong observational skills, detailed knowledge of activities and their techniques, and can make sound judgements of pupils’ ability [ 2, 8, 19 ].

• Piotrowski, S. (2000) Assessment, Recording and Reporting. In, Bailey, R., and Macfadyen, T. (Eds) Teaching Physical Education 5-11. London: Continuum. pp. 49-61
• Carroll, B. (1994) Assessment in Physical Education. Burgess Science Press: Basingstoke.
• Mawer, M. (1995) The effective teaching of Physical Education. Essex: Pearson Education Limited. pp. 229-248
• Bailey, R. (2001) Teaching Physical Education: A handbook for primary and secondary school teachers. London: Kogan Page. pp. 137-152
• Coates, B (2001) Assessment Planning for KS3 PE. Cambridge: Pearson Publishing. pp. 1-13
• Walker, D., (2001) Assessment, Recording and Reporting of Pupil Attainment in Physical Education – A Voice form the Real World. The British Journal of Teaching Physical Education. 32(4): pp. 24-25
• Macfadyen, T., and Bailey, R. (2002) Teaching Physical Education 11-18. London: Continuum. Pp. 75-89
• Lockwood, A., and Newton, A. (2004) Assessment in PE. In Capel, S. (Eds) Learning to Teach Physical Education in the Secondary School: A companion to School Experience. Second Edition. Oxon: RoutledgeFalmer. pp.165
• O’Neill, J., and Ockmore, D. (2006) Assessing pupils’ learning. In Capel, S., Breckon, P., and O’neill, J. (Eds)A Practical Guide to Teaching Physical Education in the Secondary School. Oxon: Routledge. pp. 133-143
• Peach, S., and Bamforth, C. (2003) Tackling the problems of Assessment, Recording and Reporting in Physical Education and Initial Teacher Training 2: an update and evaluation of the project and recommendations for future good practive. The British Journal of Teaching Physical Education. 34(1): pp. 22-26
• James, A.R., Griffin, L., and Dodds, P. (2009) Perceptions of middle school assessment: an ecological view. Physical Education and Sport Pedagogy. 14(3): pp. 323-334
• Koka, A. and Hein, V. (2006) Perceptions of teachers’ positive feedback and perceived threat to sense of self in physical education: a longitudinal study. European Physical Education Review. 12(2): pp 165-179
• Morley, D. and Bailey, R. (2004) Talent Identification and provision in PE – A strategic approach. The British Journal of Teaching Physical Education. 35(1): pp. 41-44
• Strand, B.N., and Wilson, R. (1993) Assessing sport skills. Leeds: Human Kinetics
• Williams, A. (1988) Teaching Physical Education: A Guide for Mentors and Students. London: David Fulton Publishers Ltd. pp.67-78
• Giles-Brown, L. (2006) Physical Education Assessment Toolkit. Leeds: Human Kinetics.
• Piotrowski, S., & Capel, S. (2000) Formal and Informal Modes of Assessment in Physical Education. In: Capel, S., & Piotrowski, S. (Eds.) issues in physical education. London: RoutledgeFalmer. pp. 99-115

Google I/O 2024 announcements — all the big Gemini AI and Android 15 news

Get all the latest news from google i/o.

It's time for Google I/O once again, and this year Sundar Pichai and others from Google's leadership team announced all kinds of AI-powered goodies from the stage at Mountain View, Calif. With less fanfare, Google also detailed changes to upcoming versions of Android and Wear OS.

Not surprisingly, though, the focus on Tuesdy was almost entirely on software and AI, such as Google Gemini and its various applications, and what's coming to Android. Unlike previous Google I/O keynotes, this one didn't involve hardware announcements or teases of any kind. Previously, it was believed we could get an early look at the Pixel 9 series or the Pixel Fold 2 , which some are calling the Pixel 9 Pro Fold , but none of it happened.

A couple of Tom's Guide reporters were at Google I/O in person for the first day of the developer conference to relay what they saw and heard, while the rest of us watched along with Google's live feed of the I/O keynote , which got underway at 1 p.m. ET / 10 a.m. PT / 6 p.m. BST. You can read our reaction to what was announced below as well as scroll back through our live blog timeline to catch up on every moment of the keynote as it happened.

Biggest Google I/O Announcements

• Project Astra: Google just unveiled the AI assistant of the future with Project Astra, which uses video you capture with a phone and voice recognition to deliver contextual responses to your questions. One demo showed someone using Project Astra to help them solve a coding problem using a camera, while also tracking down where they left their glasses from earlier.
• Google Workspace: Gemini is being rolled out to even more popular Google services, like Gmail, which can summarize emails that are part of a longer email chains. There's also a smart reply feature that will allow Gemini to deliver more contextualized replies after analyzing your email conversations.
• More AI in Android: While Google didn't directly show off or mention features specifically about Android 15 , the company did share how more AI features are coming to Android. For example, there will be a broader roll out of Circle to Search . There's also an AI feature called TalkBack for Android that's more of an accessibility tool to announce descriptions of photos for those who are blind or have limited eyesight.
• Google Search: Searching with Google is getting a tremendous boost with new Gemini features such as faster answers with AI Overview, creating a travel itinerary, and the ability to use video to solve problems.
• Google Veo: Using generative AI, Google Veo can create realistic, detailed 1080p videos based on your request. Meanwhile, Imagen 3 can generate images based on text prompts.
• Android 15 : The second Android 15 beta is out, and Google has highlighted some of the features coming to your phone later this year. Top additions include Private Space, an area for hiding sensitive apps; Theft Detection Lock, which taps into AI to determine if your phone has been swiped; the ability to added passes to Google Wallet with a photo; and AR content in Google Maps. Here's more on Android 15 beta 2 , including how to get it on your Pixel phone.
• Wear OS 5 : The big story with Google's newly unveiled wearables software is improved efficiency. Google says that the new version will preserve 20% more battyer life when running a marathon than Wear OS 4 did. You'll also get new metrics such as Ground Contact Time, Stride Length, Vertical Oscillation, and Vertical Ratio.

Google I/O 2024 live stream

The Wear OS 5 announcement by Google today details some of the new health metrics coming to Google's smartwatch software. They've also been things that rival devices — namely the Apple Watch — have already been able to track. Senior writer for fitness Dan Bracaglia takes a look at how Google is trying to catch up to Apple and Garmin with Wear OS 5. 

While I was at Google I/O on Tuesday, I got the chance to sit in a Rivian R1S and watch videos on the EV's 15.6-inch infotainment system. No, I wasn't slacking off — rather, it was a demo of a newly announced Android feature that's going to add Google Cast support to cars with Android Automotive .

The idea is that when you're at a charging station and topping off the battery for your Rivian vehicle, you've got a lot of sitting around and waiting to do. So why not spend the time watching something? This Android update means you can now beam any of the 3,000 or so cast-enabled apps to the screen in your car.

Rivian will be the first automaker to gain this support, but others are coming, Google says.

One of the multitude of AI announcements from Google this week was Veo , an AI model that can generate high-def video using text prompts. A standout feature in Veo is its apparent ability to understand cinematic terms, so that you can tell it to do a time-lapse video or use an aerial shot and Veo will comply.

Google says that Veo can generate more than 1 minute of video footage, though how much more than 1 minute is unclear. We do have some Google Veo samples , though, to give us some idea of what the videos look like and how they compare to OpenAI's Sora video generator.

Wednesday's other big software announcement from Google involved Wear OS 5 , the software that supports a number of smartwatches, including Google's own Pixel Watches. The story here is power efficiency — as in, that's what Wear OS 5 offers. Run a marathon with the new software, Google says, and you'll have 20% more battery left compared to if you were using a Wear OS 4-powered watch.

Wear OS 5 also adds some metrics including Ground Contact Time, Stride Length, Vertical Oscillation, and Vertical Ratio. This is not exactly ground-breaking since, as my colleague Kate Kozuch points out, the Apple Watch has been able to monitor such things since 2022.

There's one other change to Wear OS 5 — it introduces a new version of Watch Face Format, which you use for customization purposes when creating a watch face.

Philip Michaels here, back from a day spent in Google's company at I/O. Day 2 is a much more low-key affair, so I'm watching from afar. And one of the first things Google did today was release Android 15 beta 2 .

What are the highlights of this new version? My colleague Tom Pritchard found 7 Android 15 changes to get excited about , such as Private Spaces for tucking away sensitive apps and the ability to added passes to Google Wallet with just a photo. There's also some security features including Theft Detection Lock, which taps into AI to determine if someone's swiped your phone. Because let no update at Google take place these days if it doesn't include AI.

What the competition is doing...

The reason Google is going so hard on AI surely has something to do with the looming spectre of OpenAI and ChatGPT. In case you missed it, OpenAI held its own event earlier in the week to reveal what it's been working on.

Headline news is the introduction of GPT-4o , a new model that's both much faster and more efficient than the current GPT-4. What's more, OpenAI is rolling it out to its free tier of users, meaning they'll get custom chatbots and access to the ChatGPT store which has models and tools built by users. All that without having to hand over $20 for the premium tier.

Given that Google built much of its empire on "free" tools like Photos, Docs and Drive — not to mention Search and YouTube — the news from OpenAI must have rattled some cages over at Mountain View.

Gemini Live vs ChatGPT-4o

Gemini Live was a big deal during the I/O keynote and clearly meant as a rival to OpenAI's ChatGPT Voice. So, how do the two compare ?

Both offer a conversational, natural language voice interface, both offer the potential for live video analysis through a smartphone camera and both seem to be fast enough for a truly natural conversation where you can interrupt the AI mid-flow.

However, ChatGPT Voice sounds more natural, can detect and respond to emotion and vocal tones and even adapt in real-time to how you ask it to speak. Our early verdict is that Google has a bit of catching up to do.

Soccer coaching courtesy of Gemini

My colleague, and Tom's Guide phone editor, Philip Michaels was at the I/O keynote yesterday. And while there wasn't any actual phone hardware to get his hands on, Phil did get a chance to enjoy a spot of AI-based coaching when it came to his soccer skills.

As Phil tells it: "My favorite demo at Google I/O allowed me to kick a soccer ball in anger and use AI analysis to pinpoint where my wayward penalty kicks had gone so wrong. I had three attempts to kick the ball at goal while cameras measured my form to produce scores for power, accuracy and style."

The impressive part was the data wasn't just fed back to him in numbers and graphs. Google used Gemini 1.5 Pro to interpret the data so an AI coach could vocalise the feedback directly, letting Phil know he probably shouldn't give up the day job.

Can AI save us from email?

It's fair to say, I rather dislike dealing with emails so any help I can get in sorting through the vast amounts of the things I receive on a daily basis is a win. The AI upgrades Google has planned for  Gmail are, therefore, my cup of tea.

During the keynote, Google showed a new Summarize Emails feature that I can't wait to get using. It lets you ask for something specific within the context of a long and probably boring email and, as the name suggests, will summarize those in neat and tidy bullet points.

Hallelujah.

@tomsguide ♬ original sound - Tom’s Guide

Get Google's "most capable AI model" for free

Everyone likes something for free, right? Well, Google is currently offering a two-month free trial of Gemini Advanced, the premium version of its Gemini chatbot. 

This gives you access to the newly-announced Gemini 1.5 Pro model as well as a few extra goodies like 2TB of storage for Google One and access to Gemini in Workspace. The latter means Gemini can help you craft emails or give your written reports in Docs a little extra polish.

If you're interested in giving it a try, the sign-up page is here . Although it's not yet available beyond the U.S. — so it's no bueno if you attempt to sign up from London, like I just tried to do. 

Playing with Project Astra

Project Astra was one of the eye-catching announcements from I/O and is, essentially, a real-time, camera-based AI that can do anything from identify an object in frame to craft an fictional story about said object.

While a public version is still a little way off, Managing Editor Kate Kozuch got to try a demo of the technology in person at I/O . For the purpose of the demo, Google hooked up a stationary top-down camera to a machine running Gemini 1.5.

When presented with an array of dinosaur figurines, Gemini not only named each's classification but came up with names and adventurous storylines that seemed surprisingly suitable.

The Next Google Glass?!

Was that, Google Glass? No, but Google did show off a pair of smart glasses as part of its demo of Project Astra . This new voice assistant, which is coming to Gemini Live on phones, can see the world around you and can do everything from identify landmarks to help solve equations. But a video demo during I/O showed a big surprise. This tech is coming to other form factors, including smart glasses. 

And that's a wrap folks! Unlike past Google I/O keynotes, there were no hardware announcements of any kind. Instead, the focus was strictly around Gemini and how this AI model is being integrated into more of Google's services.

Google is ensuring that its AI services will follow its principles to protect and safeguard how they're used. There will also be various watermarks stamped into images, audio, and video that are generated with the help of generative AI.

With learning and education, LearnLM is a new model that will make these AI experience more personal and engaging.

Pre-made Gems, like Learning Coach, will provide step-by-step guidance when it comes to teaching. Rather than giving you the direct answer to your question, Learning Coach will use guidance to help you understand how to get the answer.

Google's Josh Woodward details Gemini 1.5 Pro and Flash's pricing. Gemini 1.5 Flash is priced at 35 cents for 1 million tokens, which is very cheap compared to GPT-4o's rate of  $5 per 1 million tokens.

Gemini gets new features on Android

Gemini on Android is more context aware to provide helpful actions. It's also overlayed on top of whatever app you're using, so you don't have to switch back and forth. There's also a neat feature that lets you drop and drag images from the Gemini app to another one.

Another demo shows how Gemini can analyze a long PDF document for even better responses, rather than the user searching through the entire document to find an answer to their question.

More AI coming to your Android phone

Google's Sameer Samat is on stage to talk more about Android with AI at the core with three breakthroughs coming this year: better searching on your Android, Gemini is becoming you AI assistant, and on-device AI will unlock new experiences.

Circle to Search will be broadly rolled out to more Android phones, no longer limited to Samsung's Galaxy and Google's Pixel phones.

Gemini is becoming a personal assistant

Trip planning experience with Gemini advance can plan everything with search, shopping, and maps. It can generate an itinerary based on what you're looking to do.

Gemini AI Teammate shows how AI can take on a job

Virtual Gemini teammate can be used for collaboration among different people in Google Chat, much like having a new member on your team to track expenses and schedules. You can even give this virtual Gemini teammate its own name.

Gemini integrates more with Gmail

Gmail for mobile is getting a boost with Gemini that will overlay on top of emails when it's initiated on your phone. Another example shows how Gemini can search your email and even find shopping comparison for a roof repair. Gmail's smart replies will include responses that populate Gemini's recommendations, complete with links and prices to services that offer roof repairs.

Gemini can do even more complex tasks, like taking receipts you might have in different emails and can create a spreadsheet that organizes them in one place. Rather than tracking all of those emails and receipts, Gemini is doing all the work for you.

In this example of a receipts tracker, Gemini can also analyze the data and uncover things like where's the money being spent.

Here's how Google Search is getting a big upgrade with Gemini.

Ask Google with video search

Google's Rose Yao demos how she can fix a broken record player with the help of searching with video. She shows an example of how she's recording video and asks why the record player isn't working correctly. Google Search is able to search frame by frame to answer questions.

Google Search in the Gemini era

AI Overviews will make Google Search better with helpful search results. One way the company is going to do this is with Multi-step reasoning, which will let Google do all the research for you. For example, Gemini can research a yoga studio based on reviews.

Additionally, Gemini in Google Search can plan for meals by aggregating all your meals for a day with recipes for all the dishes. If making them yourself is too much, Google Search can also help you find where you can buy those meals with Gemini's help.

Your search result page will also change with Gemini's help, like finding restaurants that have live music and it can even pull recommendations based on the season — like restaurants with rooftops.

ML Compute Demand requires new hardware

Trilliium is the next-generation TPI, which will be available to Cloud customers in late 2024.

Axion Processor is a custom ARM-based CPU.

AI Hypercomputer is a groundbreaking supercomputer architecture, which is made possible with liquid cooling at Google's data centers.

Google is aiming to invest even more into the future with these announcements.

Veo is Google's generative video model

Veo is Google's generative video model, which creates 1080p video based on prompts. It can be used in a tool called VideoFX, giving video editors and creators a new way of making video. Filmmaker Donald Glover has used Veo to produce videos that will be coming soon. Generating video from scratch is helping to advance the frontier of AI.

When it comes to music, Music AI Sandbox is a YouTube tool to help creators make more music by mixing different styles and creating something original.

Imagen 3 brings more generative AI to media

Bringing creative ideas to live with new generative media models for photos and video. Google's Doug Eck explains the new image model that's been built from the ground up, Imagen 3, the company's most capable image model. It'll use generative AI to produce even more realistic, detailed images. It can also be used to render text.

Project Astra uses video for Gemini analysis

Project Astra aims to use video to better deliver relevant answers. For example, you'll be able to use your phone's camera to ask what it is you're looking at, including being able to analyze code and have it make it relevant changes. Additionally, it's intelligent enough to use context clues visually in video to even help you locate your belongings if you forget where you left it.

Making AI helpful for everyone

Gemini can be used for searching your phone, helping you to find receipts, scheduling a pickup window, and much more. With travel, Gemini can be used to search useful and fun activities if you're planning a trip. Pichai says that Google is "Making AI helpful for everyone."

Wondering how Gemini will make Google Photos better? Check out how it can offer better search results with the help of Gemini.

Google Workspace gets help with Gemini

Gemini's presence is being integrated into many of Google's Workspace, like Gmail, which you can use Gemini to search emails, get highlights from a Google Meeting, and much more.

Google Photos just got a big AI upgrade with Gemini

Google Photos is getting help with the power of Gemini to get more relevant searches, including how it can search and select photos based on contextual responses with a new feature called Ask Photos with Gemini.

Sundar Pichai is highlighting all of Google's work around Gemini. "We want everyone to benefit from what Gemini can do," said Pichai. He also teases how Gemini will be intertwined into many of Google's services.

People are using Google Search in more ways than ever before, with even longer keyword search. Also,  AI Overviews is rolling out to everyone in the US and coming soon worldwide.

Google I/O 2024 keynote has begun

Google I/O 2024 has officially started and the first order of business appears to center around artificial intelligence. A quick video right at the start highlights many of Google's work around Gemini, with Sundar Pichai the first to come out on stage.

For a bit more context on this rather bizarre warm-up act, the DJ Mode  in MusicFX gives you really granular control over the AI generated sound, reacting in real time to changes rather than generating a new sound every time.

MusicFX can’t generate songs with vocals and refuses any request to include tracks mentioning an artist. But other than that it can generate backing tracks for a video, music for a game or a just something to fill the space before Sundar Pichai walks on...

The pre-show has started

Well, the pre-show has started courtesy of a guy in a multicoloured bathrobe and some "pulsating" music. I'm not really sure what to make of this but I hope the folks in the audience are entertained.

He's currently DJing with Google's  MusicFX  artificial intelligence experiment that lets you create Live Loops and experiment with sound. Perhaps Google is coming after Suno and Udio when it comes to creating the best AI music generator ... 

Gemini's memory feature

One Gemini feature I think could sneak into the keynote today is "Memory". This was actually first rumored last year (back when Gemini was still called Bard) but news has been quiet of late. In a nutshell, the feature lets you save facts (or other things) you want Gemini to remember which can then factor into future conversations.

Google is preparing the release of "Memory", a feature allowing you to save facts about yourself, or stuff you just want Gemini to remember.This feature *may* be released in the next few days. pic.twitter.com/dlNjOTCCXe May 12, 2024

According to a post on X by Dylan Roussel over the weekend, the feature could be launching "in the next few days" with a new UI to boot. This would probably be the likely time for Google to provide us with an update. 

Dino crisis

Google's also currently promoting a generative AI version of the Chrome dinosaur game where you can swap your character and the obstacles for different things.

You can try it out for yourself here , but it looks like it'll only be available for another 30 minutes or so. If you hadn't twigged yet, there's going to be a lot of talk about AI today... 

Not long now!

People are taking their seats as the Google I/O keynote is scheduled to kick off in less than an hour!

You may be interested to know that while Wi-Fi is spotty for those of us in attendance (always ironic at a tech event), we are being treated to a soundtrack that includes Taylor Swift. So it's all good.

Gemini's multimodal features

Okay, that’s enough deviation from what’s going to be the real highlight of today’s show: AI. Last year’s I/O had its fair share of AI announcements but 2024 is going to turn it up to 11 — probably through more explanation of multimodal features. That means exploring what Gemini can do when it’s shown video, music or pictures.

A demo posted by Google yesterday showed this in action when a Pixel phone correctly identified the I/O stage being set up. It’s going to be like Google Lens on steroids and will surely offer up all manner of assistance based on what’s going on in your camera’s view. Imagine being able to record live video and having Gemini provide a flawless transcript or pull out relevant information based on what it's seeing. I expect we'll hear a lot more about this kind of functionality as the event progresses.

Desktop mode on Android?

This isn't something I'm really expecting to hear much about today, but it's cool so I'm going to talk about it here.

One feature on the best Samsung phones that doesn't often get talked about is DeX (pictured above), which turns the device into a pseudo desktop via a proprietary dock. It seems like Google is exploring this with the Pixel as, according to a report ( h/t Android Authority ), the company held a private event showing a Pixel 8 running Chromium OS, the open source version of ChromeOS, on an external monitor.

While Google isn't going to merge Android and Chrome anytime soon, ChromiumOS can run alongside Android in a virtual machine, thanks to the Android Virtualization Framework (AVF), which debuted in  Android 13 .

This feature seems a little too far off to make headline news at today's keynote but as someone always looking to streamline their kit, I'm intrigued to see if this gets a mention when Google unveils more about Android 15 today.    

Boots on the ground

Google I/O 2024 is officially kicking off in a couple of hours and, as you can see from the image above, we're ready and waiting in Mountain View to get started. Managing Editor Kate Kozuch will be live at the event to capture reaction to Google's announcements as they unfold.

Good morning from #GoogleIO2024! It’s going to be a jam-packed day ☀️ pic.twitter.com/NH9B1vokO0 May 14, 2024

A quick reminder the keynote gets underway at 1 p.m. ET / 10 a.m. PT / 6 p.m. BST and the leading topic will almost certainly be Gemini and Google's latest AI developments — aiming to steal the thunder from all the wonderful new features OpenAI announced at its own Spring Update yesterday .

Google Maps upgrades!

Shifting gears to Google Maps for a second, ahead of Google I/O two new Maps upgrades are starting to go live . The first new feature lets you apply a filter to show the charging stations of electric cars instead of gas stations. And the other allows the map to show the entire length of a road and highlight it in blue when you search for it. This will give you a better sense of the layout for sure.

Maps is a big part of Google's product portfolio and usually commands some good stage time. We'll see if there are any other new features waiting in the wings. In the meantime, here's 9 essential Maps tricks for your summer road trip .

Hi folks, it's Jeff Parsons taking over this live blog for a spell as we look ahead to what Google may show us over in Mountain View later today. One area I'd be interested to hear about is Wear OS. Google announced Wear OS 4 at last year's I/O and it brought with it a few nice-to-have upgrades like better battery life and some new watch face tools. But, overall, it feels Google's been coasting a little bit here.

While it's a fair bet we may hear about Wear OS 5 at today's announcement, I'm keen to hear more about exactly how Google can differentiate from watchOS 10 — which had a  redesigned home screen experience  driven by widgets and Smart Stacks when it was announced in September. Will we get Gemini integration? Will we learn more about Android Health, the replacement for Google Fit? Will Fitbit continue to be subsumed into the Google brand ? Bingo cards at the ready.

A recent post on X has shared two screenshots that seemingly reveal that Google will allow users to edit messages on their app , even after they’ve been sent.

According to the post, the feature will function similarly to WhatsApp and iMessage, with a 15-minute grace period to edit a sent message. It appears that some users have been allowed to test this new feature, although there is no indication of when it will officially be announced. It could be that we will hear more at Google I/O as one of its new features.

Google I/O 2023 was when we first got to see the Google Pixel Fold , the company's first ever foldable phone. So naturally we're wondering if we'll see the sequel announced, or at least teased, at this year's I/O.

There are some odd rumors that the Pixel Fold 2 , as we assumed it would be named, will actually be titled the Pixel 9 Pro Fold to tie it in with Google's other flagship Pixels. Otherwise, we're expecting a refined version of last year's foldable Pixel, perhaps with some new unique design elements and likely some upgraded internals too.

Google doesn't do it consistently, but we may see a teaser for the Pixel 9 series today, as a token gesture toward the company's hardware products among a keynote that's likely to be all about software.

The Pixel 9 series is believed to consist of three models this year, featuring a new smaller Pixel 9 Pro model alongside a Pro XL model and the standard version. All the phones should be running a new Tensor G4 chip, and will likely be packed with lots of new AI features to build on those added to the Pixel 8 series last year.

Circle to Search is not just a Galaxy S24 , Pixel 8 and Pixel 8a feature. You can also use it on your iPhone (kinda).

With a new shortcut, it's possible to instantly take a screen shot and search it through the iOS Google app. It's likely as close as iPhone users will ever get to sampling Circle to Search, at least for the time being while Google's being very particular about who gets to use it.

Everyone's favorite browser Google Chrome may get some attention today. And we may already know one upcoming feature for it.

Circle to Search , currently available on only a select few Android phones, could be appearing on Chrome via a Google Lens update . This would allow far more users to try out this handy search method, although given it's seemingly not finished yet, maybe Google needs some more time before it starts rolling out.

Our AI expert Ryan Morrison had some predictions about what AI announcements Google will have later today .

He believes we'll see new features come to the Gemini large language model and chatbots, both the developer-only and public versions, Gemini-based features in familiar Google apps like YouTube Music and Google Docs, and perhaps a demo of some advanced tech to show it can keep up with OpenAI and GPT4o.

Google's Project Starline is a very fancy-looking video conferencing tool that the company's been demoing for some time. But it recently announced that it'll finally launch in 2025 , with HP getting first dibs on the tech, so we expect it to be at least mentioned briefly today at I/O.

The basics of Starline are that it works just like a normal video call, but with a full 3D model of the person you're talking to that in theory allows for more natural conversation. The hardware required has gradually shrunk since Starline debuted, so hopefully it'll soon be small enough to fit in a dedicated camera or within another device, rather than requiring specialized multi-camera monitors or even dedicated rooms to use.

OpenAI clearly had its sights set on stealing some of the pre-Google I/O thunder by holding an event of its own Monday (May 13). And it’s easy to steer some of the attention away from Google when your announcements are as significant as what OpenAI had to say .

The highlights included:

The GPT-4o model is particularly significant in that it can analyze image, video and speech. It’s almost enough to make up for the fact that the event came and went without any sign of ChatGPT-5.

One more day until #GoogleIO! We’re feeling 🤩. See you tomorrow for the latest news about AI, Search and more. pic.twitter.com/QiS1G8GBf9 May 13, 2024

Maybe Google was always planning to tease some AI-powered feature ahead of Google I/O. Or maybe it was all those Open AI announcements 24 hours ahead of I/O that did the trick. But Google spent Monday afternoon showing off a new AI capability of the camera app on what appears to be a Pixel.

Using voice prompts, you would ask the camera what it sees in a conversational tone. And the AI can reply, describing what’s in its view finder with impressive accuracy. Watch the posted footage from Google to see for yourself.

At last year’s Google I/O, the Pixel Fold made its debut giving Google a foldable device that could take on the leading foldable from Samsung. Indeed, in our Pixel Fold review , we praised its thin, durable design and wide cover display. (A feature Samsung may adopt for the upcoming Galaxy Z Fold 6 , incidentally.)

We don’t expect to see the Pixel Fold 2 previewed at this year’s Google I/O, and not just because Google appears to want to keep the focus on AI. Rather, it’s because of a rumor that the next Pixel Fold might get folded into the Pixel 9 lineup and rebranded as the Pixel 9 Pro Fold . If so, that means a fall launch for the foldable follow-up.

Google had some news to announce in conjunction with Apple ahead of Google I/O. The two tech giants have teamed up to boost cross-platform protections against someone trying to monitor your location with a Bluetooth tracker. 

Should you be on the move with an unknown tracker along for the ride, you’re going to get an alert on your phone about that device, regardless of the platform its paired with. Previously, iPhone users would see alerts for Apple AirTags that were monitoring them without their knowledge, but not necessarily other trackers paired to Android devices.

The feature’s included on the just-released iOS 17.5 update for iPhones, while Google’s adding support for any Android device running Android 6 or later.

We expected to see the Pixel 8a debut at Google I/O today, but Google had other plans in mind. Instead, it announced the Pixel 8a last week — no doubt to clear the stage for all the AI talk we’re going to hear later today.

We may not have a Pixel 8a demo, but we’ve got the next best thing — a Pixel 8a review . And it sounds like this phone really impresses, thanks to its Tensor-powered AI features in a sub-$500 device along with Google’s extended software and security support.

• 2 Google I/O 2024 announcements — all the big Gemini AI and Android 15 news
• 3 Samsung Galaxy Book 4 Edge with Snapdragon X Elite leaked — what we know
• 4 'The Lord of the Rings: The Rings of Power' season 2 release date, trailer, cast and more
• 5 Microsoft just patched a ton of Windows security flaws including two dangerous zero-days — update your PC right now

• Open access
• Published: 11 May 2024

Occupational tasks associated with shoulder pain and upper extremity disability: a cross-sectional study in the Johnston County Osteoarthritis Project

• Elizabeth L. Yanik 1 ,
• Carolina Alvarez 2 ,
• Rebecca J. Cleveland 2 ,
• Amanda E. Nelson 2 &
• Yvonne M. Golightly 2 , 3  

BMC Musculoskeletal Disorders volume  25 , Article number:  374 ( 2024 ) Cite this article

72 Accesses

Metrics details

Shoulder pain is a leading cause of disability. Occupations requiring high upper extremity demands may put workers at greater risk of shoulder injury and resulting pain. We examined associations of occupation with shoulder pain and upper extremity disability in the Johnston County Osteoarthritis Project.

Work industry and occupational tasks for the longest job held were collected from participants. At follow-up ranging from 4–10 years later, participants were asked about shoulder symptoms (pain, aching, or stiffness occurring most days of 1 month in the last year) and given a 9-item, modified Disabilities Arm Shoulder and Hand (DASH) questionnaire to categorize disability from 0–4 (none-worst). Logistic regression and cumulative logit regression models were used to estimate associations with prevalent shoulder symptoms and with worse disability category, respectively. Models were adjusted for cohort, age, sex, race, education and time to follow-up. Sex- and race-stratified associations were evaluated.

Among 1560 included participants, mean age was 62 years (standard deviation ± 9 years); 32% were men, and 31% were Black. Compared to the managerial/professional industry, higher odds of both shoulder symptoms and worse upper extremity disability were seen for most industrial groups with physically demanding jobs, particularly the service industry. Work that often or always required lifting/moving > 10 lbs. was associated with higher odds of shoulder symptoms. Work that sometimes or always required heavy work while standing was associated with higher odds of shoulder symptoms, and this association was stronger among men and White workers.

Physically demanding occupations were associated with increased occurrence of shoulder pain and disability. Mitigating specific physical work demands may reduce shoulder-related disability.

Peer Review reports

Introduction

Shoulder injury and resulting pain is a leading cause of disability, with shoulder osteoarthritis (OA) and rotator cuff disease being two of the most frequent causes of shoulder disability. In the US, over 90,000 occupational shoulder injuries occur annually, with shoulder injuries leading to a higher median number of days away from work than any other body part (2015 median = 23 days) ( 1 ). Occupations that require high upper extremity demands may put individuals at greater risk of mechanical stresses and may be a key risk factor for shoulder disability.

Studies in European populations have shown that occupational upper extremity loads are associated with shoulder symptoms and risk of shoulder disorders [ 2 , 3 , 4 , 5 ]. A general population cohort of 883 people in Finland demonstrated associations of repetitive movements, lifting heavy loads, and working in awkward positions with chronic shoulder disorders [ 2 ]. In a study of over 30,000 people in Denmark, high occupational shoulder load was associated with significantly higher risk of surgery for subacromial impingement syndrome [ 3 ]. Few such studies have been conducted in the United States, where workers may be even more strongly impacted by physical work exposures due to weaker workplace protections as evidenced by higher rates of workplace accidents [ 6 ]. Additionally, some analyses have led to inconsistent findings across populations, such as the evaluation of differences in the effects of occupational exposures by sex [ 2 , 7 ].

We utilized data from the Johnston County Osteoarthritis Project (JoCoOA), a community-based prospective cohort in a mostly rural county in North Carolina that collected data on occupational exposures and measures of shoulder symptoms and upper extremity disability. A prior cross-sectional analysis of JoCoOA demonstrated that 26% of participants reported shoulder symptoms, but associations with occupational demands were not investigated [ 8 ]. JoCoOA captures a racially diverse population, as the cohort was developed to have adequate sample sizes to allow evaluation of differences in osteoarthritis development and progression by race. In the United States, physically-demanding jobs are more likely to be done by non-white workers [ 9 ], making it imperative to demonstrate that the occupational risks identified in primarily white, European populations generalize to non-white workers.

In the current study, we aimed to determine if occupation industry or occupational tasks involving the upper extremities are associated with prevalent shoulder symptoms or upper extremity disability. We also aimed to determine whether associations differed by race or sex.

Materials and methods

Study population.

JoCoOA is a community-based prospective cohort originally established to study knee and hip OA among men and women who identified as Black or White. Participants were recruited from the noninstitutionalized population of adults 45 years of age and older residing in Johnston County, North Carolina. Further details on recruitment methods and sampling strategies have been reported previously [ 10 ]. An initial round of enrollment occurred between 1991 and 1997 during which baseline information was collected through home interviews. For these participants a first follow-up visit (T1) was conducted between 1999 and 2004 during which occupational information was collected (N = 1733). New participants were enrolled in the cohort in 2003–2004 with the same occupational information collected at enrollment (N = 1015). The second round of recruitment aimed to enrich the sample for individuals who were Black and younger. We refer to this second group of enrolled participants as the enrichment cohort. A second follow-up visit (T2) was conducted during 2006–2010 at which information on shoulder symptoms and upper extremity disability were collected (Fig. 1 ).

Timeline of enrollment and study visits in the Johnston County Osteoarthritis Project

The study population for the present analysis included participants who completed both T1 and T2 follow-up visits (N = 1697). From this population, we excluded: 1) participants who did not respond to any of the questions about occupation at T1, 2) participants who did not respond to questions about shoulder symptoms or upper extremity disability, and 3) a small fraction of participants missing information on BMI or education (other demographic information was complete). With this population, we conducted a cross-sectional analysis of associations between occupational measures and shoulder disability measures.

Occupational exposures

Occupational information was self-reported via an interviewer-administered questionnaire [ 11 ]. Participants were only asked to provide occupational information if they reported having held a job outside of the home/farm for pay for more than one year. Participants were asked to report information about the longest job they had held during their life. For this job they were asked the job title and the frequency of performance of various tasks, including lifting/carrying/moving objects weighing > 10 lbs and heavy work while standing. Job titles were categorized into six industrial groups based on the 1990 Census of Population and Housing Alphabetical Index of Industries and Occupations: managerial and professional; technical, sales, and administrative support; service; farming, forestry, and fishing; precision production, craft, and repair; and operators, fabricators, and laborers [ 12 ]. In our analyses, jobs in the managerial and professional industry were used as the referent group. For occupational tasks, participants were asked to rate the frequency on a 5-point scale: 0 = never, 1 = seldom, 2 = sometimes, 3 = often, and 4 = always. In stratified analyses, occupational exposure categories were condensed due to decreased statistical power. Specifically, the frequency of lifting/carrying/moving tasks was condensed into three categories (never/seldom, sometimes, and often/always), the frequency of heavy work while standing was condensed into two categories (never/seldom and sometimes/often/always), and occupational industries were condensed into two categories: physical work (service; farming, forestry, and fishing; precision production, craft, and repair; and operators, fabricators, and laborers) and non-physical work (managerial and professional, and technical, sales, and administrative support).

At the T2 time point, several outcome measures relevant to shoulder disability were collected. Participants were asked whether they had pain, aching, or stiffness (PAS) in the left (or right) shoulder on most days of any one month in the last year. If a participant answered “Yes” to this question for either the left or right shoulder they were counted as someone with prevalent shoulder symptoms. Additionally, they were asked to rate their shoulder symptoms as mild, moderate, or severe. A modified 9-item Disabilities Arm Shoulder and Hand (DASH) questionnaire was administered to assess upper extremity disability on a scale from 0 (no disability) to 100 (worst disability) [ 13 ]. These scores were further classified into five categories of disability (0, 1–25, 26–50, 51–75, 76–100). Finally, a back scratch test was used to assess shoulder function [ 14 ]. Participants were asked to reach over the right shoulder with the right hand while reaching with the left hand up the middle of the back to attempt to touch their fingers together. This measure was categorized into six categories: fingers touching or overlapping, measurable distance between extended middle fingers (1-14 cm, 15-21 cm, 22-29 cm, 30 + cm) or unable to perform the test. This test was then repeated on the opposite side with the left hand reaching over the left shoulder. The worst measure from the two sides was used for analyses.

Other measurements

Other relevant variables collected by JoCoOA included self-reported sex (male/female), race (Black/White), and education (less than high school education/at least a high school education). Age was calculated based on self-reported birthdate. Height and weight were measured at both T1 and T2 follow-up visits allowing assessment of BMI and changes in BMI between follow-up time points. Data also included record of whether each participant was part of the original recruitment cohort, or the enrichment cohort.

Statistical analysis

Descriptive statistics were calculated for the study population including demographic characteristics, distribution of occupational industries, and frequency of upper extremity occupational tasks. For evaluating associations of occupation industry and occupational tasks with prevalent shoulder symptoms, logistic regression models were used to calculate odds ratios and 95% confidence intervals as measures of association. For evaluating associations of occupation industry and occupational tasks with upper extremity disability, cumulative logit regression models, under the proportional odds (PO) assumption, were used to estimate associations with worse modified-DASH category and worse back scratch test category [ 15 , 16 ]. The assumption of PO for these two polytomous outcomes was assessed using the Score test and, if significant at a 0.05 level, a partial PO model was assessed by testing for unequal slopes or effects across the number of levels of outcome, for each of the explanatory variables. If any of the contrast tests for a given variable was significant at 0.05, then that variable produced unequal slopes or effects for each level of outcome, otherwise the variable produced a proportional effect for worse outcome. For modified-DASH category a multinomial, partial PO model with cumulative logit regression was used, accounting for unequal slopes for covariates when indicated. For the back scratch test no evidence of violation of the PO assumption was found with the score test and a PO model was used with cumulative logit regression. All models were adjusted for age, sex, race, education, enrollment cohort, and time between follow-up visits T1 and T2. Primary analyses did not adjust for BMI as occupation may indirectly influence musculoskeletal problems through effects on obesity. Sensitivity analyses were run with adjustment for BMI to evaluate associations of occupational exposures independent of obesity. Associations stratified by sex and race, and corresponding interaction terms, were also calculated to evaluate effect measure modification. Interaction terms with a p-value < 0.10 were considered evidence of effect measure modification. For analyses of interaction terms, sensitivity analyses were run in which models additionally adjusted for length of time participants reported being employed in their ‘longest job held’, as differences in length of employment by sex or race might drive differences in associations.

Ethics approval and informed consent

All participants completed informed consent forms. The Institutional Review Board at the University of North Carolina, Chapel Hill has continuously approved JoCoOA.

Population selection and descriptive statistics

Out of 1625 JoCoOA participants that attended both T1 and T2 follow-up visits, 38 (2.3%) did not have data available on shoulder symptoms or the modified-DASH measure (Fig.  2 ). An additional 15 participants did not report any occupational information, and 12 were missing information on either BMI or education. After all exclusions, 1560 participants (96% of participants with T1 and T2 visits) remained for inclusion in the final analytic population with an average of 6.5 years between T1 and T2 visits (range = 4–10 years).

Flow chart of exclusion criteria applied to Johnston County Osteoarthritis Project participants to identify the analytic study population

In this population, 32% were men, 31% were Black, and the mean age at T1 visit was 62 years (standard deviation = 9 years) (Table  1 ). Among the 1487 people with information on occupational industry, 48% were in physical work industries (service; farming, forestry, and fishing; precision production, craft, and repair; and operators, fabricators, and laborers) (Table  1 ). Among the 1555 people reporting job requirements for lifting, carrying, or moving objects weighing > 10 lbs, 28% reported jobs that often required these tasks and 15% reported jobs that always required these tasks. Among the 1446 participants reporting job requirements for heavy work while standing, 7% reported jobs that often required these tasks and 3% reported jobs that always required these tasks.

At the T2 follow-up visit, 24% of people reported shoulder PAS on most days for at least one month during the last year (Table  2 ). Among these 379 people, 3% reported severe symptoms, 11% reported moderate symptoms, and 10% reported mild symptoms. The median modified-DASH score was 2.78, representing minimal upper extremity disability. When DASH scores were categorized into five levels of disability, 1% of people reported the worst category of disability (unable to perform tasks, scores > 75), 6% reported severe difficulty performing tasks (scores > 50 and ≤ 75), and 15% reported moderate difficulty performing tasks (scores > 25 and ≤ 50). For the back scratch test, 5% of people had fingers touching or overlapping on at least one side, while 14% of people were unable to perform the test (Table  2 ). Among the 1350 people able to perform the back scratch test, the mean distance between fingers was 22 cm (standard deviation = 11.7 cm).

Occupational exposure associations with measures of shoulder disability

Compared to workers in the managerial and professional industry, workers in both the operators/fabricators/laborers industry and service industry had statistically significantly worse outcomes for all measures of shoulder disability. Operators, fabricators, and laborers had 68% higher odds of reporting shoulder PAS, 71% higher odds of having a worse category of upper extremity disability as measured by the modified DASH score, and 137% higher odds of having a back scratch test measure in a worse category (Table  3 ). Service industry workers had 96% higher odds of reporting shoulder PAS, 123% higher odds of having a worse category of upper extremity disability as measured by the modified DASH score, and 127% higher odds of having a back scratch test measure in a worse category. Shoulder disability measures were also consistently worse in workers in the precision, production, craft, and repair industry, though the only statistically significant association was with worse back scratch test category (odds ratio [OR] = 1.68, 95%CI = 1.20–2.34).

People with jobs that often or always required lifting/carrying/moving > 10 lb. objects had significantly higher odds of reporting shoulder PAS compared to people with jobs that never required lifting/carrying/moving > 10 lb. objects (ORs of 1.83 for ‘Always’ and 1.86 for ‘Often’, Table  3 ). People with jobs that often or always required listing/carrying/moving > 10 lb. objects also had worse modified-DASH scores and worse performance on the back scratch test, though these associations did not reach statistical significance. Jobs that seldom required lifting/carrying/moving > 10 lb. objects were not associated with any increases in shoulder disability outcomes.

People with jobs that sometimes or always required heavy work while standing had significantly higher odds of reporting shoulder PAS compared to people with jobs that never required heavy work while standing (ORs of 2.86 for ‘Always’ and 1.80 for ‘Sometimes’ Table  3 ). People with jobs that ‘Sometimes’ required heavy work while standing also had significantly worse modified-DASH scores and worse performance on the back scratch test compared to people with jobs that never required heavy work while standing (modified-DASH OR = 1.39, 95%CI = 1.03–1.89; back scratch test OR = 1.37, 95%CI = 1.03–1.81). Jobs that ‘Always’ required heavy work while standing were associated with even higher odds of worse modified-DASH scores and back scratch test performance, but these associations were not statistically significant as these estimates were less precise (modified-DASH OR = 1.49, 95%CI = 0.79–2.81; back scratch test OR = 1.74, 95%CI = 0.97–3.11). Jobs that seldom required heavy work while standing were not associated with any increases in shoulder disability outcomes.

Results were similar in sensitivity analysis that additionally adjusted for BMI at the T1 time point and for change in BMI from the T1 to T2 time points (Table  4 ).

Associations stratified by sex and race

Employment in a physical work industry was associated with worse shoulder disability for both men and women across all outcome measures (Table  5 ). Interaction terms between sex and occupational industry did not indicate effect measure modification. Jobs that ‘often/always’ required lifting/carrying/moving > 10 lb. objects and jobs that sometimes/often/always required heavy work while standing were significantly associated with higher odds of shoulder PAS in both men and women. While the magnitude of the associations was larger in men, interaction terms did not indicate effect modification. Jobs that often/always required lifting/carrying/moving > 10 lb. objects and jobs that sometimes/often/always required heavy work while standing were significantly associated with higher odds of worse modified-DASH score category among men, but not women. This corresponded with a significant interaction between sex and frequency of heavy work while standing (interaction p-value = 0.06). However, the interaction term for sex and frequency of lifting/carrying/moving was not significant (interaction p-value = 0.34). For the back scratch test, no interactions with sex were identified.

Employment in a physical work industry was associated with worse shoulder disability for both Black and White participants across all outcome measures (Table  6 ), and interaction terms did not indicate effect measure modification. Similarly, no significant interactions were observed between race and job requirements for lifting/carrying/moving > 10 lb. objects, but the magnitude of associations did differ. For instance, among White participants, jobs that ‘sometimes’ or ‘often/always’ required lifting/carrying/moving > 10 lb. objects were associated with 52% higher odds and 96% higher odds of shoulder PAS, respectively, when compared to people in jobs that ‘never/rarely’ required those tasks. Among Black participants, no association was observed with jobs that ‘sometimes’ required lifting/carrying/moving > 10 lb. objects (OR = 0.99), while jobs that ‘often/always’ required lifting/carrying/moving > 10 lb. objects were only associated with 61% higher odds of shoulder PAS. Conversely, for the modified-DASH measure, jobs that ‘often/always’ required lifting/carrying/moving > 10 lb. objects had a stronger association with higher odds among Black participants than White participants (Table  6 ). Jobs that sometimes/often/always required heavy work while standing were significantly associated with higher odds of shoulder PAS in White participants, but not among Black participants. This corresponded with a significant interaction between race and frequency of heavy work while standing (interaction p-value = 0.05). For the back scratch test, no interactions with race were identified.

Results were similar in sensitivity analyses that additionally adjusted for the length of employment for “longest job held” with the same statistically significant interaction terms identified.

Function of the upper extremities, and specifically the shoulder, is essential to daily activities in both the home and the workplace. Occupational burdens are likely key contributors to the development of shoulder injuries and pathology that leads to pain and disability. In the JoCoOA, we found that compared to people employed in the managerial/professional industry, people in industries with physically demanding jobs had higher odds of both shoulder symptoms and worse upper extremity disability, particularly the service industry and operators, fabricators, and laborers. When examining specific occupational requirements, jobs that often or always required lifting/moving > 10 lb. objects and jobs that required heavy work while standing were associated with higher odds of shoulder symptoms. The association between heavy work while standing and shoulder symptoms was stronger among men and White workers. But overall, physically demanding occupations were associated with higher prevalence of shoulder pain and disability across populations, regardless of race or sex.

Consistent with our results, several European studies have shown that occupational upper extremity loads are associated with risk of shoulder pain and shoulder disorders broadly [ 2 , 3 , 4 , 17 , 18 , 19 ]. Recently, studies have started to identify occupational risk factors for specific shoulder disorders [ 20 , 21 , 22 ]. This includes work from our research team showing a doubling of risk for rotator cuff disease surgery with long-term exposure to physical work exposures in the UK [ 20 ]. In Denmark, an investigation of the relationships between cumulative occupational shoulder exposures and different diagnoses related to shoulder impingement surgery found particularly strong associations for patients with osteoarthritis diagnoses, including a doubling of risk for workers for long-term exposure to tasks requiring upper arm-elevation or repetitive shoulder movements [ 22 ]. A couple US studies have also provided preliminary evidence of associations between physical work exposures and shoulder disorders, though these studies had limited statistical power due to small sample sizes (case Ns of 55 and 18) [ 23 , 24 ].

Some studies have also evaluated sex-specific associations with mixed results. Another study by the Danish research group reported no differences in sex-specific associations of occupational exposures on subacromial impingement surgery [ 7 ]. But an earlier Finnish study demonstrated differences by sex in the associations of specific occupational tasks with chronic shoulder disorders [ 2 ]. For instance, lifting heavy loads had a stronger association with shoulder disorders among women, while repetitive movements had a stronger association with shoulder disorders among men [ 2 ]. In our study, the only significant difference in sex-stratified results was the association of heavy work while standing with shoulder function, which was significantly stronger in men. Differences in these associations may be due to the limited specificity of this measure. While we accounted for differences in length of time employed in the jobs reported, there may also be differences in the specific physical tasks being done. For instance, men may be doing more strenuous or more repetitive heavy work on average.

As prior large studies of the relationship between occupational exposures and risk of shoulder symptoms and disability have been conducted in European populations, these populations have all been predominantly White. And the few existing US occupational studies of shoulder disorders did not have sufficient sample sizes for evaluating associations by race [ 23 , 24 ]. By contrast, the JoCoOA population was recruited in the United States with a population-based sampling design that provided a large, diverse, representative sample of a mostly rural region of North Carolina in which > 30% of the population was Black. This allowed sufficient statistical power to estimate and compare race-stratified associations, which have not been evaluated in prior studies. In our study, most associations did not differ by race, but we did observe a stronger association between heavy work while standing and shoulder symptoms in White than Black participants. Similar to the effect measure modification observed by sex, these results may be explained by differences in the type of heavy work conducted. Of note, a prior JoCoOA study demonstrated that shoulder symptoms did not differ by sex or race overall [ 8 ], so differences in the relative odds do not appear to be driven by differences in the baseline prevalence between groups.

There were several limitations to this study. First, occupational measures were self-reported and it is possible that those who experienced upper extremity pain or disability may have over-reported the frequency of physical tasks at work. However, a prior study comparing self-reported upper extremity exposures to direct observation did not demonstrate such a bias among people with musculoskeletal symptoms [ 25 ]. Furthermore, it is less likely that occupational industry would be reported differentially based on symptoms or disability. We also did not have measures of shoulder-specific occupational exposures, such as arm elevation, which could be more strongly associated with shoulder disability than the general measures of lifting/moving objects and heavy work. Second, shoulder disability measures were only available at a single time point, so we could not evaluate incident disability or whether symptoms or function worsened over time while employed in a physically demanding job. Relatedly, if some participants had endured chronic shoulder symptoms for many years prior to our occupational assessment, this may have reduced the likelihood that they remained in a physically demanding job. If such a bias is present, then the true effects of occupational exposures on shoulder disability may be even stronger than the associations reported here. JoCoOA participants also did not have clinical examinations of their shoulders and so we cannot identify associations with particular shoulder injuries or pathologies. Prior evidence indicates that occupational shoulder demands may influence a myriad of shoulder disorders, including tendonitis, rotator cuff tears, and osteoarthritis [ 20 , 22 ]. Finally, as we did not have lifetime occupational histories we could not evaluate the cumulative impact of occupational exposures over time, and some differences in effects by sex and race may be driven by differences in total years of exposure. Given the older age of our study population, most participants have likely had numerous jobs over time.

In conclusion, we found that having a job in a physical work industry, or a job that specifically requires physically demanding tasks is associated with increased occurrence of shoulder pain and disability. While some associations differed by race or sex, significant associations between physical work and shoulder disability measures were observed across all populations that were examined. Mitigating specific physical work demands may reduce shoulder-related disability. Future prospective studies that capture more detailed occupational exposures along with follow-up for incident shoulder pain and disability will be key to informing appropriate mitigation measures. For example, devices such as exoskeletons are being developed to reduce biomechanical loading on the shoulder joint [ 26 ]. Evaluation of interventions such as these will be important to determine ways to reduce shoulder disability in the future.

Availability of data and materials

The data that support the findings of this study are available on request from the study authors. The data are not publicly available due to privacy or ethical restrictions.

Abbreviations

Body mass index

Confidence interval

Disabilities Arm Shoulder and Hand

Johnston County Osteoarthritis Project

Osteoarthritis

Pain, aching, or stiffness

First follow-up visit

Second follow-up visit

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ELY was funded by NIH K01-AR073318. Data for these analyses from the Johnston County Osteoarthritis Project were supported in part by cooperative agreements S043, S1734, and S3486 from the Centers for Disease Control and Prevention (CDC)/Association of Schools of Public Health; the NIAMS Multipurpose Arthritis and Musculoskeletal Disease Center grant 5-P60-AR30701; and the NIAMS Multidisciplinary Clinical Research Center grant 5-P60-AR49465.

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Carolina Alvarez, Rebecca J. Cleveland, Amanda E. Nelson & Yvonne M. Golightly

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ELY, CA, RJC, and YMG participated in the conception and design of the work. ELY, CA, RJC, AEN, and YMG participated in the acquisition, analysis, or interpretation of data for the work. ELY, CA, RJC, AEN, and YMG participated in drafting the work or revising it critically for important intellectual content.  ELY, CA, RJC, AEN, and YMG gave final approval of the version to be published and agree to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.

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Yanik, E.L., Alvarez, C., Cleveland, R.J. et al. Occupational tasks associated with shoulder pain and upper extremity disability: a cross-sectional study in the Johnston County Osteoarthritis Project. BMC Musculoskelet Disord 25 , 374 (2024). https://doi.org/10.1186/s12891-024-07487-x

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Received : 11 March 2024

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DOI : https://doi.org/10.1186/s12891-024-07487-x

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