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}
Much research has been executed to investigate how altering focus of attention impacts performance and feelings of fatigue. Using a within-participant design, the present study examined how an associative and dissociative attentional in addition to an internal and external attentional dimension influenced the running economy of nonprofessional runners. Twelve women (aged 18–30 years old) ran on a treadmill at 70% of their predetermined maximum velocity. Participants ran in four counterbalanced conditions (dissociative-external, dissociative-internal, associative-external, and associative-internal). Average oxygen volume, respiration volume and breathing frequency, heart rate, blood lactate level, and Borg rating of perceived exertion were measured. Our findings revealed when participants adopted a dissociative-external focus of attention, they consumed less oxygen, had lower blood lactate, and a lower rating of perceived exertion compared with trials completed using an associative attention strategy. The findings of this study demonstrate that running economy is improved and feelings of fatigue are lowest when using a combination of a dissociative-external focus of attention.
{"title":"The Effects of an Associative, Dissociative, Internal, and External Focus of Attention on Running Economy","authors":"M. Aghdaei, A. Farsi, M. Khalaji, J. Porter","doi":"10.1123/jmld.2020-0067","DOIUrl":"https://doi.org/10.1123/jmld.2020-0067","url":null,"abstract":"Much research has been executed to investigate how altering focus of attention impacts performance and feelings of fatigue. Using a within-participant design, the present study examined how an associative and dissociative attentional in addition to an internal and external attentional dimension influenced the running economy of nonprofessional runners. Twelve women (aged 18–30 years old) ran on a treadmill at 70% of their predetermined maximum velocity. Participants ran in four counterbalanced conditions (dissociative-external, dissociative-internal, associative-external, and associative-internal). Average oxygen volume, respiration volume and breathing frequency, heart rate, blood lactate level, and Borg rating of perceived exertion were measured. Our findings revealed when participants adopted a dissociative-external focus of attention, they consumed less oxygen, had lower blood lactate, and a lower rating of perceived exertion compared with trials completed using an associative attention strategy. The findings of this study demonstrate that running economy is improved and feelings of fatigue are lowest when using a combination of a dissociative-external focus of attention.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"49 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86548046","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}
Post-training meditation has been shown to promote wakeful motor memory stabilization in experienced meditators. We investigated the effect of single-session mindfulness meditation on wakeful and sleep-dependent forms of implicit motor memory consolidation in mediation naïve adults. Immediately after implicit sequence training, participants (N = 20, 8 females, Mage = 23.9 years ± 3.3) completed either a 10-minute focused attention meditation (N = 10), aiming to direct and sustain attention to breathing, or a control listening task. They were then exposed to interference through novel sequence training. Trained sequence performance was tested following a 5-hour wakeful period and again after a 15-hour period, which included sleep. Bayesian inference was applied to group comparison of mean reaction time (MRT) changes across training, interference, wakeful and post-sleep time points. Relative to control conditions, post-training meditation reduced novel sequence interference (BF10 = 6.61) and improved wakeful motor memory consolidation (BF10 = 8.34). No group differences in sleep consolidation were evident (BF10 = 0.38). These findings illustrate that post-training mindfulness meditation expedites wakeful offline learning of an implicit motor sequence in meditation naïve adults. Interleaving mindfulness meditation between acquisition of a target motor sequence and exposure to an interfering motor sequence reduced proactive and retroactive inference. Post-training mindfulness meditation did not enhance nor inhibit sleep-dependent offline learning of a target implicit motor sequence. Previous meditation training is not required to obtain wakeful consolidation gains from post-training mindfulness meditation.
{"title":"A single-session of mindfulness meditation expedites immediate motor memory consolidation to improve wakeful offline learning","authors":"James Brown, A. Chatburn, David Wright, M. Immink","doi":"10.31234/osf.io/9yvw7","DOIUrl":"https://doi.org/10.31234/osf.io/9yvw7","url":null,"abstract":"Post-training meditation has been shown to promote wakeful motor memory stabilization in experienced meditators. We investigated the effect of single-session mindfulness meditation on wakeful and sleep-dependent forms of implicit motor memory consolidation in mediation naïve adults. Immediately after implicit sequence training, participants (N = 20, 8 females, Mage = 23.9 years ± 3.3) completed either a 10-minute focused attention meditation (N = 10), aiming to direct and sustain attention to breathing, or a control listening task. They were then exposed to interference through novel sequence training. Trained sequence performance was tested following a 5-hour wakeful period and again after a 15-hour period, which included sleep. Bayesian inference was applied to group comparison of mean reaction time (MRT) changes across training, interference, wakeful and post-sleep time points. Relative to control conditions, post-training meditation reduced novel sequence interference (BF10 = 6.61) and improved wakeful motor memory consolidation (BF10 = 8.34). No group differences in sleep consolidation were evident (BF10 = 0.38). These findings illustrate that post-training mindfulness meditation expedites wakeful offline learning of an implicit motor sequence in meditation naïve adults. Interleaving mindfulness meditation between acquisition of a target motor sequence and exposure to an interfering motor sequence reduced proactive and retroactive inference. Post-training mindfulness meditation did not enhance nor inhibit sleep-dependent offline learning of a target implicit motor sequence. Previous meditation training is not required to obtain wakeful consolidation gains from post-training mindfulness meditation.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"55 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74623930","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}
N. Valentini, G. Nobre, Larissa Wagner Zanella, K. Pereira, M. Albuquerque, M. Rudisill
Background: The Test of Gross Motor Development–3 (TGMD-3) is used to assess locomotor (LOCS) and ball (BS) skills in children. This test provides relevant information for evaluating learning and determining teaching efficacy. However, conducting and coding the test is time consuming. A screening form may improve its usage in specific settings and populations. Purpose: This study aimed to develop a screening form for the TGMD-3-SF and examine its validity and reliability. Method: We assessed 1,192 3-to-10-year-old children; 772 children completed the TGMD-3 and 420 the TGMD-3-SF; 114 children were retested for temporal stability and 300 for criterion validity. Results: We found appropriate results for the two-factors model, LOCS (gallop, hop, and skip) and BS (one-hand strike, kick, and overhand throw), RMSEA = .025, comparative-fit index = .99, and Tukey–Lewis index = .99; internal consistency (LOCS, α = .60; BS, α = .71); item validity (LOCS, r = .43, p < .001; BS, r = .47, p < .001); interrater (ICC = .86–.99), intrarater (ICC = .61–.92), test–retest (LOCS, ICC =.87; BS, ICC = .78) reliability, and concurrent validity (LOCS, r = .89, p < .01; BS, r = .90, p < .001). Conclusions: The TGMD-3-SF is valid and reliable for assessing children’s gross motor development.
背景:大肌肉运动发展测试-3 (TGMD-3)用于评估儿童的运动(LOCS)和球(BS)技能。该测试为评价学习和确定教学效果提供了相关信息。然而，执行和编码测试是非常耗时的。一种筛查形式可以提高其在特定环境和人群中的使用率。目的:本研究旨在建立TGMD-3-SF的筛选表，并检验其效度和信度。方法:我们评估了1,192名3- 10岁儿童;772名儿童完成TGMD-3, 420名儿童完成TGMD-3- sf;114名儿童重测时间稳定性，300名重测标准效度。结果:我们找到了适合的双因素模型，LOCS(飞奔、跳跃和跳跃)和BS(单手打击、踢腿和上手投掷)，RMSEA =。[25]比较拟合指数=。99, Tukey-Lewis指数= .99;内部一致性(los， α = 0.60;b， α = 0.71);项目效度(LOCS, r =。43, p < .001;b, r =。47, p < .001);inter - ater (ICC = 0.86 - 0.99)， intrarater (ICC = 0.61 - 0.92)， test-retest (LOCS, ICC = 0.87;BS, ICC = .78)信度，同时效度(LOCS, r =。89, p < 0.01;b, r =。90, p < 0.001)。结论:TGMD-3-SF量表用于评估儿童大动作发展是有效可靠的。
{"title":"Test of Gross Motor Development–3 Validity and Reliability: A Screening Form","authors":"N. Valentini, G. Nobre, Larissa Wagner Zanella, K. Pereira, M. Albuquerque, M. Rudisill","doi":"10.1123/jmld.2020-0061","DOIUrl":"https://doi.org/10.1123/jmld.2020-0061","url":null,"abstract":"Background: The Test of Gross Motor Development–3 (TGMD-3) is used to assess locomotor (LOCS) and ball (BS) skills in children. This test provides relevant information for evaluating learning and determining teaching efficacy. However, conducting and coding the test is time consuming. A screening form may improve its usage in specific settings and populations. Purpose: This study aimed to develop a screening form for the TGMD-3-SF and examine its validity and reliability. Method: We assessed 1,192 3-to-10-year-old children; 772 children completed the TGMD-3 and 420 the TGMD-3-SF; 114 children were retested for temporal stability and 300 for criterion validity. Results: We found appropriate results for the two-factors model, LOCS (gallop, hop, and skip) and BS (one-hand strike, kick, and overhand throw), RMSEA = .025, comparative-fit index = .99, and Tukey–Lewis index = .99; internal consistency (LOCS, α = .60; BS, α = .71); item validity (LOCS, r = .43, p < .001; BS, r = .47, p < .001); interrater (ICC = .86–.99), intrarater (ICC = .61–.92), test–retest (LOCS, ICC =.87; BS, ICC = .78) reliability, and concurrent validity (LOCS, r = .89, p < .01; BS, r = .90, p < .001). Conclusions: The TGMD-3-SF is valid and reliable for assessing children’s gross motor development.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89558405","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}
Alexandra V. Carroll, Shelby J. Foote, C. Wirth, S. Brock, D. Wadsworth
Physical fitness is associated with decreased weight in children, which helps improve youth obesity rates. Family programs can provide practical approaches to improving physical fitness for children. The purpose of this study was to assess the influence of a family-based fitness intervention on changes in body composition, fitness status, and perceptions of obese children. Families attended exercise and education sessions for 60–90 min once per week for 10 weeks. Participants consisted of 10 children who participated in semi-structured interviews, body composition, and fitness assessments at pre- and posttest. Following the intervention, results showed that children had a significant increase in sit-ups (p = .03, effect size = 0.79), lean mass (p < .001, Cohen’s d = 1.95), and bone mineral content (p < .001, Cohen’s d = 0.46). Using thematic analysis, four main themes emerged from the pre- and postintervention interviews: an increase in after-school and weekend intentional physical fitness, rules regarding sedentary behavior and screen time, more prevalent physical fitness reinforcements, and a shift in perception of exercise. Results from this study indicate a family-based intervention had an influence on children’s appreciation for and engagement in physical fitness, as well as healthy body composition and fitness outcomes.
身体健康与儿童体重减轻有关，这有助于提高青少年肥胖率。家庭项目可以提供切实可行的方法来提高儿童的身体素质。本研究的目的是评估以家庭为基础的健身干预对肥胖儿童身体成分、健康状况和认知变化的影响。家庭每周参加一次60-90分钟的锻炼和教育课程，持续10周。参与者包括10名儿童，他们在测试前和测试后参加了半结构化访谈、身体组成和健康评估。干预后，结果显示儿童的仰卧起坐显著增加(p =。03，效应值= 0.79)，瘦肉质量(p <。0.001, Cohen’s d = 1.95)，骨矿物质含量(p < 0.05)。0.001, Cohen’s d = 0.46)。通过主题分析，干预前和干预后的访谈中出现了四个主要主题:课后和周末有意识的身体健康的增加，关于久坐行为和屏幕时间的规则，更普遍的身体健康强化，以及锻炼观念的转变。本研究结果表明，家庭干预对儿童对体育锻炼的欣赏和参与，以及健康的身体成分和健身结果有影响。
{"title":"Children’s Changes in Perceptions and Body Composition Following a Family-Based Fitness Intervention","authors":"Alexandra V. Carroll, Shelby J. Foote, C. Wirth, S. Brock, D. Wadsworth","doi":"10.1123/jmld.2020-0051","DOIUrl":"https://doi.org/10.1123/jmld.2020-0051","url":null,"abstract":"Physical fitness is associated with decreased weight in children, which helps improve youth obesity rates. Family programs can provide practical approaches to improving physical fitness for children. The purpose of this study was to assess the influence of a family-based fitness intervention on changes in body composition, fitness status, and perceptions of obese children. Families attended exercise and education sessions for 60–90 min once per week for 10 weeks. Participants consisted of 10 children who participated in semi-structured interviews, body composition, and fitness assessments at pre- and posttest. Following the intervention, results showed that children had a significant increase in sit-ups (p = .03, effect size = 0.79), lean mass (p < .001, Cohen’s d = 1.95), and bone mineral content (p < .001, Cohen’s d = 0.46). Using thematic analysis, four main themes emerged from the pre- and postintervention interviews: an increase in after-school and weekend intentional physical fitness, rules regarding sedentary behavior and screen time, more prevalent physical fitness reinforcements, and a shift in perception of exercise. Results from this study indicate a family-based intervention had an influence on children’s appreciation for and engagement in physical fitness, as well as healthy body composition and fitness outcomes.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"40 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79786233","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: Roberton’s movement components are used to assess fundamental motor skills as segmental developmental sequences. In 1991, Haywood, Williams and VanSant determined that original developmental sequences proposed for the backswing levels of the overarm throw did not encompass all ages. Their study of older throwers identified two new qualitatively different levels, with half the participants categorized at two new levels. This investigation extended the initial validation across a wider age range. Method: Two hundred and twenty-eight primary, high school, university students, and adults were instructed to make five throws for maximum force using their dominant hand. Throws were recorded with side and rear cameras synchronized for analysis. Prelongitudinal screening was used to analyze the Haywood et al. revisions of the Langendorfer developmental sequence. Results: Five of the six levels of Haywood’s sequence were suitable for assessing throwers 8 years of age through to adulthood. More study is needed of one less advanced pattern. Lower level throws corresponded to lower velocities; higher level throws were faster, suggesting the sequence was properly ordered. More males than females were classified at higher levels, demonstrating typical gender differences. Discussion: The categories hypothesized for the backswing action of the overarm throw were valid descriptors of differences observed across ages, from childhood to adulthood. Additional study of Levels 3 and 4 is warranted to clarify their order.
{"title":"Validation of a Backswing Developmental Sequence for the Overarm Throw for Force","authors":"Bradley Beseler, K. Williams, Mandy S. Plumb","doi":"10.1123/jmld.2020-0064","DOIUrl":"https://doi.org/10.1123/jmld.2020-0064","url":null,"abstract":"Background: Roberton’s movement components are used to assess fundamental motor skills as segmental developmental sequences. In 1991, Haywood, Williams and VanSant determined that original developmental sequences proposed for the backswing levels of the overarm throw did not encompass all ages. Their study of older throwers identified two new qualitatively different levels, with half the participants categorized at two new levels. This investigation extended the initial validation across a wider age range. Method: Two hundred and twenty-eight primary, high school, university students, and adults were instructed to make five throws for maximum force using their dominant hand. Throws were recorded with side and rear cameras synchronized for analysis. Prelongitudinal screening was used to analyze the Haywood et al. revisions of the Langendorfer developmental sequence. Results: Five of the six levels of Haywood’s sequence were suitable for assessing throwers 8 years of age through to adulthood. More study is needed of one less advanced pattern. Lower level throws corresponded to lower velocities; higher level throws were faster, suggesting the sequence was properly ordered. More males than females were classified at higher levels, demonstrating typical gender differences. Discussion: The categories hypothesized for the backswing action of the overarm throw were valid descriptors of differences observed across ages, from childhood to adulthood. Additional study of Levels 3 and 4 is warranted to clarify their order.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"50 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90667386","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}
Understanding the mechanisms associated with engaging in physical activity (PA) is crucial for its promotion. The aim was to analyze the relationship between motor competence (MC) and PA and the role of physical fitness (PF). Participants were N = 1,064 children of both sexes (n = 530 girls) and 7.87 ± 1.17 years of age. MC was assessed with KörperkoordinationTest für Kinder. PF was assessed with 50-yard dash, 1-mile run/walk, and standing long jump. PA was assessed with a questionnaire. Mediation and moderation were determined according to Baron and Kenny using Sobel test for indirect effect and using PROCESS (version 3.4). Mediation results showed perfect mediation in girls but not in boys and not when all participants were included in the analysis. The linear moderation was significant for all participants and for boys and girls apart. However, the results of conditional effects of MC at the 16th, 50th, and 84th percentile of the PF, which became significant at the 50th percentile for all participants and for boys, were not significant in girls. In conclusion, perfect mediation seems to exist in girls but not in boys. In boys, the relationship between MC and PA seems conditioned by the PF levels.
了解参与体育活动(PA)的相关机制对于促进其发展至关重要。目的是分析运动能力(MC)和运动能力(PA)之间的关系以及身体素质(PF)的作用。研究对象为1064名男女儿童(530名女孩)，年龄为7.87±1.17岁。用KörperkoordinationTest f r Kinder评估MC。对PF进行了50码短跑、1英里跑/走和立定跳远的评估。通过问卷评估PA。根据Baron和Kenny使用Sobel间接效应检验和PROCESS(3.4版)来确定中介和适度。调解结果显示，在女孩中有完美的调解，而在男孩中没有，当所有参与者都包括在分析中时也没有。线性调节对所有参与者都是显著的，除了男孩和女孩。然而，MC的条件效应在PF的第16、50和84百分位的结果，在所有参与者和男孩的第50百分位变得显著，在女孩中不显著。综上所述，完美的调解似乎存在于女孩身上，而不存在于男孩身上。在男孩中，MC和PA之间的关系似乎受PF水平的制约。
{"title":"The Role of Physical Fitness on the Relationship Between Motor Competence and Physical Activity: Mediator or Moderator?","authors":"V. Lopes, L. Rodrigues","doi":"10.1123/jmld.2020-0070","DOIUrl":"https://doi.org/10.1123/jmld.2020-0070","url":null,"abstract":"Understanding the mechanisms associated with engaging in physical activity (PA) is crucial for its promotion. The aim was to analyze the relationship between motor competence (MC) and PA and the role of physical fitness (PF). Participants were N = 1,064 children of both sexes (n = 530 girls) and 7.87 ± 1.17 years of age. MC was assessed with KörperkoordinationTest für Kinder. PF was assessed with 50-yard dash, 1-mile run/walk, and standing long jump. PA was assessed with a questionnaire. Mediation and moderation were determined according to Baron and Kenny using Sobel test for indirect effect and using PROCESS (version 3.4). Mediation results showed perfect mediation in girls but not in boys and not when all participants were included in the analysis. The linear moderation was significant for all participants and for boys and girls apart. However, the results of conditional effects of MC at the 16th, 50th, and 84th percentile of the PF, which became significant at the 50th percentile for all participants and for boys, were not significant in girls. In conclusion, perfect mediation seems to exist in girls but not in boys. In boys, the relationship between MC and PA seems conditioned by the PF levels.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"45 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91100653","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}
Razieh Raeisiyan, B. Abdoli, A. Farsi, H. Hassanlouei
The purpose of this study was to determine the effect of landmarks on learning basketball lay-up in beginners. Twenty-seven females (age = 20.30 ± 0.24 years, height = 164.37 ± 0.53 cm) participated in this study. They were assigned to three groups: no landmark group, colored landmark group, and black and white landmark group. All participants performed basketball lay-up for six sessions. The colored group and black and white group trained with the landmarks on the ground while the no landmark group trained without any landmarks based on a trainer instruction. Posttest was performed at the end of the last session of training and also in the retention test following 72 hr. All trials were assessed through 5-point Likert scales, ranging from 1 (very poor) to 5 (very good). The results showed that using landmarks significantly changed the lay-up pattern; however, these changes were not significant for color and lay-up shot accuracy.
{"title":"The Effect of Landmarks With Their Color on Learning Basketball Lay-Up in Beginners","authors":"Razieh Raeisiyan, B. Abdoli, A. Farsi, H. Hassanlouei","doi":"10.1123/jmld.2020-0034","DOIUrl":"https://doi.org/10.1123/jmld.2020-0034","url":null,"abstract":"The purpose of this study was to determine the effect of landmarks on learning basketball lay-up in beginners. Twenty-seven females (age = 20.30 ± 0.24 years, height = 164.37 ± 0.53 cm) participated in this study. They were assigned to three groups: no landmark group, colored landmark group, and black and white landmark group. All participants performed basketball lay-up for six sessions. The colored group and black and white group trained with the landmarks on the ground while the no landmark group trained without any landmarks based on a trainer instruction. Posttest was performed at the end of the last session of training and also in the retention test following 72 hr. All trials were assessed through 5-point Likert scales, ranging from 1 (very poor) to 5 (very good). The results showed that using landmarks significantly changed the lay-up pattern; however, these changes were not significant for color and lay-up shot accuracy.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"43 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75733514","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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