The serial reaction time task (SRTT) is commonly used to study motor learning and memory. The task is traditionally administered in a lab setting with participants responding via button box or keyboard to targets on a screen. By comparing response times of sequential versus random trials and accuracy across sequential trials, different forms of learning can be studied. The present study utilized an online version of the SRTT to study the effects of instructions on learning. Participants were randomly assigned to an explicit learning condition (with instructions to learn the visual sequence and associated tone) or an implicit learning condition (without instructions). Stimuli in both learning conditions were presented in two phases: auditory and visual (training phase), followed by auditory only (testing phase). Results indicated that learning occurred in both training and testing phases, as shown by a significant decrease in response times. There was no significant main effect of learning condition (explicit or implicit) on sequence learning. This suggests that providing explicit instructions does not seem to influence sequence learning in the SRTT learning paradigm. Future online studies utilizing the SRTT should explore varying task instructions in a parametric manner to better understand cognitive processes that underlie sequence learning.
{"title":"Sequence Learning in an Online Serial Reaction Time Task: The Effect of Task Instructions","authors":"Jaskanwaljeet Kaur, R. Balasubramaniam","doi":"10.1123/jmld.2021-0064","DOIUrl":"https://doi.org/10.1123/jmld.2021-0064","url":null,"abstract":"The serial reaction time task (SRTT) is commonly used to study motor learning and memory. The task is traditionally administered in a lab setting with participants responding via button box or keyboard to targets on a screen. By comparing response times of sequential versus random trials and accuracy across sequential trials, different forms of learning can be studied. The present study utilized an online version of the SRTT to study the effects of instructions on learning. Participants were randomly assigned to an explicit learning condition (with instructions to learn the visual sequence and associated tone) or an implicit learning condition (without instructions). Stimuli in both learning conditions were presented in two phases: auditory and visual (training phase), followed by auditory only (testing phase). Results indicated that learning occurred in both training and testing phases, as shown by a significant decrease in response times. There was no significant main effect of learning condition (explicit or implicit) on sequence learning. This suggests that providing explicit instructions does not seem to influence sequence learning in the SRTT learning paradigm. Future online studies utilizing the SRTT should explore varying task instructions in a parametric manner to better understand cognitive processes that underlie sequence learning.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"34 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90181789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Balancing performance can be affected by regular and high-level athletic training, which has not been fully explored in synchronized ice skaters. This study aimed to analyze the dynamic balancing performance by assessing the principal and compensatory movements performed during the sudden provocation tests and evaluating the parameters that characterize the platform’s motion. Method: Twelve young female synchronized ice skaters and 12 female age-matched controls participated. Sudden provocation tests were completed three times in bipedal stance and in single-leg stances, and sport-specific fatigue session was inserted between the repetitions. Results: Significantly more time was necessary to recover balance for both groups after the fatiguing sessions (p < .05). Interestingly, skaters performed less effectively in the simplest condition (bipedal stance) than the control group (p < .05). The principal component analysis showed that the first principal movement was the same for both groups. The skater group used the upper body and arms more often to compensate, while the control group’s recovery strategy consisted mainly of abduction of the elevated leg. The damping ratio and the relative variance of the first principal movement showed a negative correlation (p < .05), suggesting that those with superior balancing effectiveness recruited more compensatory movements.
{"title":"Assessment of Dynamic Balancing Performance of Synchronized Ice Skaters With Sudden Provocation Test via Principal Component Analysis","authors":"Zsófia Pálya, B. Petró, R. Kiss","doi":"10.1123/jmld.2021-0059","DOIUrl":"https://doi.org/10.1123/jmld.2021-0059","url":null,"abstract":"Background: Balancing performance can be affected by regular and high-level athletic training, which has not been fully explored in synchronized ice skaters. This study aimed to analyze the dynamic balancing performance by assessing the principal and compensatory movements performed during the sudden provocation tests and evaluating the parameters that characterize the platform’s motion. Method: Twelve young female synchronized ice skaters and 12 female age-matched controls participated. Sudden provocation tests were completed three times in bipedal stance and in single-leg stances, and sport-specific fatigue session was inserted between the repetitions. Results: Significantly more time was necessary to recover balance for both groups after the fatiguing sessions (p < .05). Interestingly, skaters performed less effectively in the simplest condition (bipedal stance) than the control group (p < .05). The principal component analysis showed that the first principal movement was the same for both groups. The skater group used the upper body and arms more often to compensate, while the control group’s recovery strategy consisted mainly of abduction of the elevated leg. The damping ratio and the relative variance of the first principal movement showed a negative correlation (p < .05), suggesting that those with superior balancing effectiveness recruited more compensatory movements.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"108 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87602376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Bradley Beseler, Christopher Mesagno, M. Spittle, N. Johnson, Jack Harvey, S. Talpey, Mandy S. Plumb
Background: The purpose of this study was to examine the effect of the follow-through on thrown ball velocity, potentially justifying inclusion of the follow-through in Roberton’s five critical components. Method: Seventy-eight University students participated in the overarm, dominant hand, throwing task, which involved throwing a standard tennis ball with maximum force three times. Each throw was filmed by two cameras placed behind and to the open side of the thrower to assess the throwing technique. The velocity of the throws was recorded with a radar gun. Results: Results indicated that, after accounting for the effects of gender, age, and throwing experience, there was a significant effect of follow-through level on throw velocity. Analysis of covariance also revealed a significant gender effect, with males throwing significantly faster than females. Results indicated the follow-through had the second largest impact on thrown ball velocity of all six components. Discussion: These findings provide preliminary support that the follow-through should be added to Roberton’s developmental levels. The inclusion of the follow-through component could assist teachers and coaches to facilitate learner and athlete development and could also improve the accuracy of throwing development assessment.
{"title":"Validation of a Follow-Through Developmental Sequence for the Overarm Throw for Force in University Students","authors":"Bradley Beseler, Christopher Mesagno, M. Spittle, N. Johnson, Jack Harvey, S. Talpey, Mandy S. Plumb","doi":"10.1123/jmld.2022-0010","DOIUrl":"https://doi.org/10.1123/jmld.2022-0010","url":null,"abstract":"Background: The purpose of this study was to examine the effect of the follow-through on thrown ball velocity, potentially justifying inclusion of the follow-through in Roberton’s five critical components. Method: Seventy-eight University students participated in the overarm, dominant hand, throwing task, which involved throwing a standard tennis ball with maximum force three times. Each throw was filmed by two cameras placed behind and to the open side of the thrower to assess the throwing technique. The velocity of the throws was recorded with a radar gun. Results: Results indicated that, after accounting for the effects of gender, age, and throwing experience, there was a significant effect of follow-through level on throw velocity. Analysis of covariance also revealed a significant gender effect, with males throwing significantly faster than females. Results indicated the follow-through had the second largest impact on thrown ball velocity of all six components. Discussion: These findings provide preliminary support that the follow-through should be added to Roberton’s developmental levels. The inclusion of the follow-through component could assist teachers and coaches to facilitate learner and athlete development and could also improve the accuracy of throwing development assessment.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"118 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77428585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sarah Taylor, B. Fawver, Joseph L. Thomas, A. M. Williams, K. Lohse
Contextual interference is an established phenomenon in learning research; random practice schedules are associated with poorer performance, but superior learning, compared with blocked practice schedules. We present a secondary analysis of N = 84 healthy young adults, replicating the contextual interference effect in a time estimation task. We used the determinant of a correlation matrix to measure the amount of order in participant responses. We calculated this determinant in different phase spaces: trial space, the determinant of the previous five trials (lagged constant error 0–4); and target space, the determinant of the previous five trials of the same target. In trial space, there was no significant difference between groups (p = .98) and no Group × Lag interaction (p = .54), although there was an effect of Lag (p < .01). In target space, there were effects of Group (p = .02), Lag (p < .01), and a Group × Lag interaction (p = .03). Ultimately, randomly scheduled practice was associated with adaptive corrections but positive correlations between errors from trial to trial (e.g., overshoots followed by smaller overshoots). Blocked practice was associated with more adaptive corrections but uncorrelated responses. Our findings suggest that random practice leads to the retrieval and updating of the target from memory, facilitating long-term retention and transfer.
{"title":"Practice Schedules Affect How Learners Correct Their Errors: Secondary Analysis From a Contextual Interference Study","authors":"Sarah Taylor, B. Fawver, Joseph L. Thomas, A. M. Williams, K. Lohse","doi":"10.1123/jmld.2022-0021","DOIUrl":"https://doi.org/10.1123/jmld.2022-0021","url":null,"abstract":"Contextual interference is an established phenomenon in learning research; random practice schedules are associated with poorer performance, but superior learning, compared with blocked practice schedules. We present a secondary analysis of N = 84 healthy young adults, replicating the contextual interference effect in a time estimation task. We used the determinant of a correlation matrix to measure the amount of order in participant responses. We calculated this determinant in different phase spaces: trial space, the determinant of the previous five trials (lagged constant error 0–4); and target space, the determinant of the previous five trials of the same target. In trial space, there was no significant difference between groups (p = .98) and no Group × Lag interaction (p = .54), although there was an effect of Lag (p < .01). In target space, there were effects of Group (p = .02), Lag (p < .01), and a Group × Lag interaction (p = .03). Ultimately, randomly scheduled practice was associated with adaptive corrections but positive correlations between errors from trial to trial (e.g., overshoots followed by smaller overshoots). Blocked practice was associated with more adaptive corrections but uncorrelated responses. Our findings suggest that random practice leads to the retrieval and updating of the target from memory, facilitating long-term retention and transfer.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"3 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76107457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A New Cover Signals a New Decade for JMLD","authors":"M. Immink","doi":"10.1123/jmld.2022-0075","DOIUrl":"https://doi.org/10.1123/jmld.2022-0075","url":null,"abstract":"","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"56 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77870711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Laetitia Jeancolas, L. Rat-Fischer, J. O'Regan, J. Fagard
Infants start to use a spoon for self-feeding at the end of the first year of life, but usually do not use unfamiliar tools to solve problems before the age of 2 years. We investigated to what extent 18-month-old infants who are familiar with using a spoon for self-feeding are able to generalize this tool-use ability to retrieve a distant object. We tested 46 infants with different retrieval tasks, varying the tool (rake or spoon) and the target (toy or food). The tasks were presented in a priori descending order of difficulty: rake–toy condition, then either spoon–toy or rake–food, and finally spoon–food. Then, the same conditions were presented in reverse order to assess the transfer abilities from the easiest condition to the most difficult retrieval task. Spontaneously, 18-month-old infants performed the retrieval tasks better with the familiar tool, the easiest task being when the spoon was associated with food. Moreover, the transfer results show that being able to use a familiar tool in an unusual context seems necessary and sufficient for subsequent transfer to an unfamiliar tool in the unusual context, and that early and repetitive training of self-feeding with a spoon plays a positive role in later tool use.
{"title":"Can Infants Generalize Tool Use From Spoon to Rake at 18 Months?","authors":"Laetitia Jeancolas, L. Rat-Fischer, J. O'Regan, J. Fagard","doi":"10.1123/jmld.2022-0006","DOIUrl":"https://doi.org/10.1123/jmld.2022-0006","url":null,"abstract":"Infants start to use a spoon for self-feeding at the end of the first year of life, but usually do not use unfamiliar tools to solve problems before the age of 2 years. We investigated to what extent 18-month-old infants who are familiar with using a spoon for self-feeding are able to generalize this tool-use ability to retrieve a distant object. We tested 46 infants with different retrieval tasks, varying the tool (rake or spoon) and the target (toy or food). The tasks were presented in a priori descending order of difficulty: rake–toy condition, then either spoon–toy or rake–food, and finally spoon–food. Then, the same conditions were presented in reverse order to assess the transfer abilities from the easiest condition to the most difficult retrieval task. Spontaneously, 18-month-old infants performed the retrieval tasks better with the familiar tool, the easiest task being when the spoon was associated with food. Moreover, the transfer results show that being able to use a familiar tool in an unusual context seems necessary and sufficient for subsequent transfer to an unfamiliar tool in the unusual context, and that early and repetitive training of self-feeding with a spoon plays a positive role in later tool use.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"51 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73586589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Katherine Q Scott-Andrews, Rebecca E. Hasson, Alison L. Miller, T. Templin, L. Robinson
This study examines the associations of physical activity and gross motor skills in parent–child dyads. Parent–child dyads (N = 61, 84% mothers, children aged 8–11 years) participated in this study. Anthropometrics were self-reported through Qualtrics. Physical activity was assessed using accelerometers. Motor skills were measured through four skills: catch, kick, throw, and jump. These skills were assessed using process (i.e., performance criteria of the Test of Gross Motor Development-3) and product (i.e., catch percentage and jump distance) measures. A complete motor skill score was computed by standardizing both process and product scores and summing them. Correlation coefficients and ordinary least square regressions were computed to examine the associations of physical activity and motor skills. Parents’ and children’s moderate to vigorous physical activity were significantly associated (β = 0.30 ± 0.11; p = .008). Parents’ and children’s motor skills were significantly associated (β = 0.46 ± 0.18; p = .012). Understanding parent determinants can support effective interventions targeting children’s low physical activity levels and improving motor competence. Our results highlight the importance of parents’ physical activity and motor skills, which are significantly associated with those of their children. These parent factors may be a key consideration for effective family-based physical activity interventions.
{"title":"Associations Between Physical Activity and Gross Motor Skills in Parent–Child Dyads","authors":"Katherine Q Scott-Andrews, Rebecca E. Hasson, Alison L. Miller, T. Templin, L. Robinson","doi":"10.1123/jmld.2022-0030","DOIUrl":"https://doi.org/10.1123/jmld.2022-0030","url":null,"abstract":"This study examines the associations of physical activity and gross motor skills in parent–child dyads. Parent–child dyads (N = 61, 84% mothers, children aged 8–11 years) participated in this study. Anthropometrics were self-reported through Qualtrics. Physical activity was assessed using accelerometers. Motor skills were measured through four skills: catch, kick, throw, and jump. These skills were assessed using process (i.e., performance criteria of the Test of Gross Motor Development-3) and product (i.e., catch percentage and jump distance) measures. A complete motor skill score was computed by standardizing both process and product scores and summing them. Correlation coefficients and ordinary least square regressions were computed to examine the associations of physical activity and motor skills. Parents’ and children’s moderate to vigorous physical activity were significantly associated (β = 0.30 ± 0.11; p = .008). Parents’ and children’s motor skills were significantly associated (β = 0.46 ± 0.18; p = .012). Understanding parent determinants can support effective interventions targeting children’s low physical activity levels and improving motor competence. Our results highlight the importance of parents’ physical activity and motor skills, which are significantly associated with those of their children. These parent factors may be a key consideration for effective family-based physical activity interventions.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"53 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87235011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Adrià López-Ferrer, A. Marco-Ahulló, Gonzalo Monfort-Torres, Jesús Ramón-Llín, Joao Alves de Moraes Filho,, X. García-Massó
Objective: To determine which type of feedback (visual, verbal, or both combined) facilitates to a greater extent the learning of a specific skill (passing in volleyball). Methods: Three groups of students between 14 and 15 years of age belonging to the third year of Compulsory Secondary Education in a Spanish public high school (n = 58) were randomly assigned a type of feedback implemented in the part of the syllabus dedicated to volleyball. The students’ knowledge, motor performance, accuracy, and self-perception about the action were evaluated before and after the intervention and enjoyment afterwards. Results: All the groups obtained improvements in all the variables studied (p < .05); the verbal and visual feedback group was the one that obtained greater improvements, showing also a greater enjoyment than the visual feedback group. Conclusions: It has been found that the use of the combination of verbal and visual feedback is most recommended for learning a specific skill, such as passing in volleyball.
{"title":"Effectiveness of the Type of Feedback on Learning to Pass in Volleyball","authors":"Adrià López-Ferrer, A. Marco-Ahulló, Gonzalo Monfort-Torres, Jesús Ramón-Llín, Joao Alves de Moraes Filho,, X. García-Massó","doi":"10.1123/jmld.2021-0033","DOIUrl":"https://doi.org/10.1123/jmld.2021-0033","url":null,"abstract":"Objective: To determine which type of feedback (visual, verbal, or both combined) facilitates to a greater extent the learning of a specific skill (passing in volleyball). Methods: Three groups of students between 14 and 15 years of age belonging to the third year of Compulsory Secondary Education in a Spanish public high school (n = 58) were randomly assigned a type of feedback implemented in the part of the syllabus dedicated to volleyball. The students’ knowledge, motor performance, accuracy, and self-perception about the action were evaluated before and after the intervention and enjoyment afterwards. Results: All the groups obtained improvements in all the variables studied (p < .05); the verbal and visual feedback group was the one that obtained greater improvements, showing also a greater enjoyment than the visual feedback group. Conclusions: It has been found that the use of the combination of verbal and visual feedback is most recommended for learning a specific skill, such as passing in volleyball.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"116 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85365774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The theory of reinvestment in experimental psychology suggested that automated performance could be degraded if attention was internally diverted to the process of skill execution. This study examined the role of attentional focus instructions on real-time conscious motor processing (i.e., reinvestment) during tandem walking. Thirty-six young adults (mean age = 20.94, SD = 1.43 years) participated; their electroencephalography T3–Fz coherence (i.e., real-time reinvestment) was measured during three walking conditions with different attentional focus instructions: external focus, internal focus, and control conditions. The results suggested that attentional focus instructions did not significantly affect real-time conscious motor processing during tandem walking in young adults, possibly due to the low level of motor task complexity of walking by young adults. The Movement-Specific Reinvestment Scale appears to be not sensitive enough to reflect the real-time reinvestment during gait-related movements in young adults.
{"title":"The Effect of Attentional Focus on Real-Time Conscious Motor Processing During Tandem Walking in Young Adults","authors":"Shamoon S. Shahzada, T. C. Mak, T. Wong","doi":"10.1123/jmld.2022-0032","DOIUrl":"https://doi.org/10.1123/jmld.2022-0032","url":null,"abstract":"The theory of reinvestment in experimental psychology suggested that automated performance could be degraded if attention was internally diverted to the process of skill execution. This study examined the role of attentional focus instructions on real-time conscious motor processing (i.e., reinvestment) during tandem walking. Thirty-six young adults (mean age = 20.94, SD = 1.43 years) participated; their electroencephalography T3–Fz coherence (i.e., real-time reinvestment) was measured during three walking conditions with different attentional focus instructions: external focus, internal focus, and control conditions. The results suggested that attentional focus instructions did not significantly affect real-time conscious motor processing during tandem walking in young adults, possibly due to the low level of motor task complexity of walking by young adults. The Movement-Specific Reinvestment Scale appears to be not sensitive enough to reflect the real-time reinvestment during gait-related movements in young adults.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"25 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91054238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Anne R. Lindsay, C. Coughenour, Layne Case, Jacob Bevell, Victoria A Fryer, A. Brian
The purpose of this study was to examine state-level early learning standards specific to physical development, including fundamental motor skills and gross motor development for preschool-aged children in the United States. All standards related to motor development and specific to children ages 3–5 years were extracted from publicly available online documents from all 50 states. Upon initial review, 961 standards were extracted from all documents. Through aggregation of similar skills and elimination of duplicates across states, 48 unique skills were identified. Frequencies and proportions of states that included each skill in their standards were calculated. Descriptive results indicate that none of the 48 skills were included as a standard across all 50 states. Only three skills, running, jumping, and throwing a ball overhand were a standard in over 75% of states. Most of the skills were standards in less than 50% of states. Trends from these data show that a wide range of motor skills are included within preschool physical development standards within the United States, with large variability among states. Considering this variability, and currently low levels of motor competence among young children, additional evaluation, and future creation of best practice preschool physical development standards are warranted.
{"title":"A Review of Motor Skill Development in State-Level Early Learning Standards for Preschoolers in the United States","authors":"Anne R. Lindsay, C. Coughenour, Layne Case, Jacob Bevell, Victoria A Fryer, A. Brian","doi":"10.1123/jmld.2021-0067","DOIUrl":"https://doi.org/10.1123/jmld.2021-0067","url":null,"abstract":"The purpose of this study was to examine state-level early learning standards specific to physical development, including fundamental motor skills and gross motor development for preschool-aged children in the United States. All standards related to motor development and specific to children ages 3–5 years were extracted from publicly available online documents from all 50 states. Upon initial review, 961 standards were extracted from all documents. Through aggregation of similar skills and elimination of duplicates across states, 48 unique skills were identified. Frequencies and proportions of states that included each skill in their standards were calculated. Descriptive results indicate that none of the 48 skills were included as a standard across all 50 states. Only three skills, running, jumping, and throwing a ball overhand were a standard in over 75% of states. Most of the skills were standards in less than 50% of states. Trends from these data show that a wide range of motor skills are included within preschool physical development standards within the United States, with large variability among states. Considering this variability, and currently low levels of motor competence among young children, additional evaluation, and future creation of best practice preschool physical development standards are warranted.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"46 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88168934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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