Background: Studies related to the motor performance of children have suggested an interaction between organisms and the environment. Although motor development seems to be similar among people, the behavior is specific to the context that people are part of. Thus, the aim of this study was to compare the fundamental motor skill performance between indigenous (IN) and nonindigenous children. Methods: One hundred and thirteen children (43 IN and 70 nonindigenous children) between 8 and 10 years of age underwent the Test of Gross Motor Development—2. Results: A multivariate analysis showed a significant group main effect on both locomotor (p < .01) and object control (p < .01) performance with large and medium effect sizes ( values = .57–.40, respectively). The IN showed the highest scores for galloping, hopping, leaping, jumping, sliding, striking a stationary ball, stationary dribbling, catching a ball, kicking, and overhand throwing (p < .01) with small to large effect sizes ( values = .05–.50). Conclusion: The IN presented the highest levels of performance in fundamental motor skills compared with those of nonindigenous children. Most likely, IN have more opportunities for motor development in the environmental context (i.e., villages) where they live.
{"title":"Fundamental Motor Skill Performance of Indigenous and Nonindigenous Children","authors":"M. G. Duarte, G. Nobre, T. V. Gomes, R. N. Benda","doi":"10.1123/jmld.2019-0050","DOIUrl":"https://doi.org/10.1123/jmld.2019-0050","url":null,"abstract":"Background: Studies related to the motor performance of children have suggested an interaction between organisms and the environment. Although motor development seems to be similar among people, the behavior is specific to the context that people are part of. Thus, the aim of this study was to compare the fundamental motor skill performance between indigenous (IN) and nonindigenous children. Methods: One hundred and thirteen children (43 IN and 70 nonindigenous children) between 8 and 10 years of age underwent the Test of Gross Motor Development—2. Results: A multivariate analysis showed a significant group main effect on both locomotor (p < .01) and object control (p < .01) performance with large and medium effect sizes ( values = .57–.40, respectively). The IN showed the highest scores for galloping, hopping, leaping, jumping, sliding, striking a stationary ball, stationary dribbling, catching a ball, kicking, and overhand throwing (p < .01) with small to large effect sizes ( values = .05–.50). Conclusion: The IN presented the highest levels of performance in fundamental motor skills compared with those of nonindigenous children. Most likely, IN have more opportunities for motor development in the environmental context (i.e., villages) where they live.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"399 1","pages":"14-27"},"PeriodicalIF":1.3,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80631550","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}
Priya Patel, Seungmin Lee, Nicholas D. Myers, Mei-Hua Lee
Missing data incidents are common in experimental studies of motor learning and development. Inadequate handling of missing data may lead to serious problems, such as addition of bias, reduction in power, and so on. Thus, this study aimed to conduct a systematic review of the past (2007) and present (2017) practices used for reporting and analyzing missing data in motor learning and development. For this purpose, the authors reviewed 309 articles from five journals focusing on motor learning and development studies and published in 2007 and 2017. The authors carefully reviewed each article using a six-stage review process to assess the reporting and analyzing practices. Reporting of missing data along with reasons for their presence was consistently high across time, which slightly increased in 2017. Researchers predominantly used older methods (mainly deletion) for analysis, which only showed a small increase in the use of newer methods in 2017. While reporting practices were exemplary, missing data analysis calls for serious attention. Improvements in missing data handling may have the merit to address some of the major issues, such as underpowered studies, in motor learning and development.
{"title":"Missing Data Reporting and Analysis in Motor Learning and Development: A Systematic Review of Past and Present Practices","authors":"Priya Patel, Seungmin Lee, Nicholas D. Myers, Mei-Hua Lee","doi":"10.1123/jmld.2020-0018","DOIUrl":"https://doi.org/10.1123/jmld.2020-0018","url":null,"abstract":"Missing data incidents are common in experimental studies of motor learning and development. Inadequate handling of missing data may lead to serious problems, such as addition of bias, reduction in power, and so on. Thus, this study aimed to conduct a systematic review of the past (2007) and present (2017) practices used for reporting and analyzing missing data in motor learning and development. For this purpose, the authors reviewed 309 articles from five journals focusing on motor learning and development studies and published in 2007 and 2017. The authors carefully reviewed each article using a six-stage review process to assess the reporting and analyzing practices. Reporting of missing data along with reasons for their presence was consistently high across time, which slightly increased in 2017. Researchers predominantly used older methods (mainly deletion) for analysis, which only showed a small increase in the use of newer methods in 2017. While reporting practices were exemplary, missing data analysis calls for serious attention. Improvements in missing data handling may have the merit to address some of the major issues, such as underpowered studies, in motor learning and development.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"53 1","pages":"109-128"},"PeriodicalIF":1.3,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83198431","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}
M. Arman, L. Barnett, S. Bowe, A. Bahram, A. Kazemnejad
The aim of this study was to determine the validity and reliability of the Perceived Movement Skill Competence scales for Iranian children. In particular, the scales aligned with the second and third versions of the Test of Gross Motor Development and the active play skills. The total sample was 314 children aged 4–8 years (Mage = 6.1 years, SD = 1.1). From this, a random sample of 74 were recruited for face validity. The data from the remaining 240 children were used to establish construct validity using Bayesian Structural Equation Modeling. The data from a second random subsample of 126 children were used to investigate Perceived Movement Skill Competence reliability using ordinal alpha coefficients and intraclass correlations coefficients. The majority of children correctly identified the skills and understood most of the pictures. Internal consistency was very good (from 0.81 to 0.95) for all scales and subscales. Test–retest reliability was excellent with intraclass correlation coefficient values above .85. For construct validity, the initial hypothesized models for three-factor (i.e., locomotor, object control, and play skills) and two-factor (i.e., locomotor and object control) models showed a reasonable fit. The pictorial scales for Perceived Movement Skill Competence are valid and reliable for Iranian young children.
{"title":"The Validity and Reliability of Scales to Measure Perceived Movement Skill Competence in Iranian Young Children","authors":"M. Arman, L. Barnett, S. Bowe, A. Bahram, A. Kazemnejad","doi":"10.1123/JMLD.2019-0023","DOIUrl":"https://doi.org/10.1123/JMLD.2019-0023","url":null,"abstract":"The aim of this study was to determine the validity and reliability of the Perceived Movement Skill Competence scales for Iranian children. In particular, the scales aligned with the second and third versions of the Test of Gross Motor Development and the active play skills. The total sample was 314 children aged 4–8 years (Mage = 6.1 years, SD = 1.1). From this, a random sample of 74 were recruited for face validity. The data from the remaining 240 children were used to establish construct validity using Bayesian Structural Equation Modeling. The data from a second random subsample of 126 children were used to investigate Perceived Movement Skill Competence reliability using ordinal alpha coefficients and intraclass correlations coefficients. The majority of children correctly identified the skills and understood most of the pictures. Internal consistency was very good (from 0.81 to 0.95) for all scales and subscales. Test–retest reliability was excellent with intraclass correlation coefficient values above .85. For construct validity, the initial hypothesized models for three-factor (i.e., locomotor, object control, and play skills) and two-factor (i.e., locomotor and object control) models showed a reasonable fit. The pictorial scales for Perceived Movement Skill Competence are valid and reliable for Iranian young children.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"41 1","pages":"1-22"},"PeriodicalIF":1.3,"publicationDate":"2021-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88927091","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}
Current methods to understand implicit motor sequence learning inadequately assess motor skill acquisition in daily life. Using fixed sequences in the serial reaction time task is not ideal as participants may become aware of the sequence, thereby changing the learning from implicit to explicit. Probabilistic sequences, in which stimuli are linked by statistical, rather than deterministic, associations can ensure that learning remains implicit. Additionally, the processes underlying the learning of motor sequences may differ based on sequence structure. Here, the authors compared the learning of fixed and probabilistic sequences to randomly ordered stimuli using a modified serial reaction time task. Both the fixed and probabilistic sequence groups exhibited learning as indicated by decreased response time and variability. In the initial stage of learning, fixed sequences exhibited both online and offline gains in response time; however, only the offline gain was observed during the learning of probabilistic sequences. These results indicated that probabilistic structures may be learned differently from fixed structures and have important implications for our current understanding of motor learning. Probabilistic sequences more accurately reflect motor skill acquisition in daily life, offer ecological validity to the serial reaction time framework, and advance our understanding of motor learning.
{"title":"Sequence Structure Has a Differential Effect on Underlying Motor Learning Processes","authors":"S. Prashad, Yue Du, Jane E. Clark","doi":"10.1123/JMLD.2020-0031","DOIUrl":"https://doi.org/10.1123/JMLD.2020-0031","url":null,"abstract":"Current methods to understand implicit motor sequence learning inadequately assess motor skill acquisition in daily life. Using fixed sequences in the serial reaction time task is not ideal as participants may become aware of the sequence, thereby changing the learning from implicit to explicit. Probabilistic sequences, in which stimuli are linked by statistical, rather than deterministic, associations can ensure that learning remains implicit. Additionally, the processes underlying the learning of motor sequences may differ based on sequence structure. Here, the authors compared the learning of fixed and probabilistic sequences to randomly ordered stimuli using a modified serial reaction time task. Both the fixed and probabilistic sequence groups exhibited learning as indicated by decreased response time and variability. In the initial stage of learning, fixed sequences exhibited both online and offline gains in response time; however, only the offline gain was observed during the learning of probabilistic sequences. These results indicated that probabilistic structures may be learned differently from fixed structures and have important implications for our current understanding of motor learning. Probabilistic sequences more accurately reflect motor skill acquisition in daily life, offer ecological validity to the serial reaction time framework, and advance our understanding of motor learning.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"18 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87066752","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}
Rachel Bican, L. Lowes, L. Alfano, Mike McNally, Emily Durbak, X. Pan, J. Heathcock
Background: Spontaneous upper extremity movements in infancy provide insight on neuromotor development. Spatiotemporal kinematics have been used to evaluate typical development of reaching, a foundational motor skill in infancy. This study evaluates the relationship between spontaneous upper extremity movements, not elicited by a toy, and motor skill attainment. Methods: N = 12 healthy infants (2–8 months) participated in this longitudinal study (one to four sessions). Motor skills were assessed with the Bayley Scales of Infant and Toddler Development, 3rd Edition: gross motor subtest (GM) and fine motor subtest. Spontaneous upper extremity movements were collected using 3D motion capture technology. Infants were placed in supine for three to twelve 30-s trials, and their movements were recorded. Repeated measure correlation coefficients (Rmcorr) were used to evaluate relationships between variables. Results: There were significant, moderate, positive relationships between the straight distance from start to end of a movement and (a) fine motor score (Rmcorr = .55, p = .03), (b) GM score (Rmcorr = .63, p = .01), and (c) age (Rmcorr = .56, p = .02). There was a significant, moderate, negative relationship between straightness ratio and GM score (Rmcorr = −.52, p = .047). Discussion: Fine and GM skills are related to the straight distance from start to end of a movement and the straightness ratio of underlying spontaneous upper extremity movements.
背景:婴儿期自发上肢运动为神经运动发育提供了线索。时空运动学已被用来评估典型的发展伸手，一个基本的运动技能在婴儿期。本研究评估自发性上肢运动(非由玩具引起)与运动技能获得之间的关系。方法:N = 12名健康婴儿(2-8个月)参与本纵向研究(1 - 4期)。运动技能采用Bayley婴幼儿发展量表第3版:大动作子测试(GM)和精细动作子测试进行评估。采用3D动作捕捉技术收集上肢自发运动。婴儿被放置在仰卧位进行3到12次30秒的试验，并记录他们的运动。重复测量相关系数(Rmcorr)用于评价变量之间的关系。结果:运动开始到结束的直线距离与(a)精细运动评分之间存在显著的、中度的正相关(Rmcorr =。55, p = .03)， (b) GM评分(Rmcorr =。63, p = .01)， (c)年龄(Rmcorr =。56, p = .02)。直度比与GM评分呈显著、中度负相关(Rmcorr = -)。52, p = .047)。讨论:Fine和GM技能与一个动作从开始到结束的直线距离和潜在的自发上肢运动的直线比有关。
{"title":"Spatial, But Not Temporal, Kinematics of Spontaneous Upper Extremity Movements Are Related to Gross and Fine Motor Skill Attainment in Infancy","authors":"Rachel Bican, L. Lowes, L. Alfano, Mike McNally, Emily Durbak, X. Pan, J. Heathcock","doi":"10.1123/jmld.2020-0035","DOIUrl":"https://doi.org/10.1123/jmld.2020-0035","url":null,"abstract":"Background: Spontaneous upper extremity movements in infancy provide insight on neuromotor development. Spatiotemporal kinematics have been used to evaluate typical development of reaching, a foundational motor skill in infancy. This study evaluates the relationship between spontaneous upper extremity movements, not elicited by a toy, and motor skill attainment. Methods: N = 12 healthy infants (2–8 months) participated in this longitudinal study (one to four sessions). Motor skills were assessed with the Bayley Scales of Infant and Toddler Development, 3rd Edition: gross motor subtest (GM) and fine motor subtest. Spontaneous upper extremity movements were collected using 3D motion capture technology. Infants were placed in supine for three to twelve 30-s trials, and their movements were recorded. Repeated measure correlation coefficients (Rmcorr) were used to evaluate relationships between variables. Results: There were significant, moderate, positive relationships between the straight distance from start to end of a movement and (a) fine motor score (Rmcorr = .55, p = .03), (b) GM score (Rmcorr = .63, p = .01), and (c) age (Rmcorr = .56, p = .02). There was a significant, moderate, negative relationship between straightness ratio and GM score (Rmcorr = −.52, p = .047). Discussion: Fine and GM skills are related to the straight distance from start to end of a movement and the straightness ratio of underlying spontaneous upper extremity movements.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"29 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83352932","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}
G. Lage, L. O. Faria, N. A. Ambrósio, Athos M.P. Borges, Tércio Apolinário-Souza
For over 40 years, the contextual interference effect in motor learning has been investigated. While the difference between levels of contextual interference experienced under blocked and random practice are well established, the difference in the levels of contextual interference experienced under serial and random practice is still ambiguous. Therefore, a meta-analytic review was conducted to clarify this inconsistency. We focused on one question: Do random practice and serial practice have the same effect on motor learning? ISI Web of Science, PubMed, and Scopus database were searched. Nine studies were included. The results of our meta-analyses show that serial and random practices present the same results in terms of performance in retention and transfer tests. This result is aligned to the original finding of the contextual interference effect, as well as its explanatory hypotheses. In addition, a complementary explanation in defense of the same mechanisms operating in serial and random practices is discussed. In conclusion, our results suggest that serial practice present high contextual interference.
四十多年来，人们一直在研究运动学习中的情境干扰效应。虽然在阻塞和随机实践中经历的情境干扰水平之间的差异已经得到了很好的确立，但在连续和随机实践中经历的情境干扰水平的差异仍然是模糊的。因此，我们进行了一项荟萃分析来澄清这种不一致。我们专注于一个问题:随机练习和连续练习对运动学习有同样的效果吗?检索ISI Web of Science、PubMed和Scopus数据库。纳入了9项研究。我们的荟萃分析结果表明，就保留和转移测试的性能而言，连续和随机实践呈现相同的结果。这一结果与上下文干扰效应的原始发现及其解释假设一致。此外，本文还讨论了对在连续和随机实践中运行的相同机制进行辩护的补充解释。综上所述，我们的研究结果表明，连续练习存在高度的语境干扰。
{"title":"What Is the Level of Contextual Interference in Serial Practice? A Meta-Analytic Review","authors":"G. Lage, L. O. Faria, N. A. Ambrósio, Athos M.P. Borges, Tércio Apolinário-Souza","doi":"10.1123/jmld.2021-0020","DOIUrl":"https://doi.org/10.1123/jmld.2021-0020","url":null,"abstract":"For over 40 years, the contextual interference effect in motor learning has been investigated. While the difference between levels of contextual interference experienced under blocked and random practice are well established, the difference in the levels of contextual interference experienced under serial and random practice is still ambiguous. Therefore, a meta-analytic review was conducted to clarify this inconsistency. We focused on one question: Do random practice and serial practice have the same effect on motor learning? ISI Web of Science, PubMed, and Scopus database were searched. Nine studies were included. The results of our meta-analyses show that serial and random practices present the same results in terms of performance in retention and transfer tests. This result is aligned to the original finding of the contextual interference effect, as well as its explanatory hypotheses. In addition, a complementary explanation in defense of the same mechanisms operating in serial and random practices is discussed. In conclusion, our results suggest that serial practice present high contextual interference.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"75 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88965069","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 aim of this study was to investigate the effect of motor imagery (MI) combined with instructional self-talk on service performance in young novice tennis players. The participants were assigned to one of three groups: control, MI, or MI + self-talk. They performed a pretest (10 serves), participated in 5 days of intervention sessions, and finally performed a posttest similar to the pretest. During the intervention sessions, the participants performed 20 serves. The control group was not given any instructions other than verbal instructions on the steps of the serve. Before each serve, the MI group was instructed to imagine performing a successful serve towards the “correct” service box. The MI + self-talk group had to repeat the instructions during MI before serving. The results of this original study revealed that only the participants in the MI and MI + self-talk groups increased their service percentage of success and technical quality scores from pre- to posttest. In addition, at posttest, the participants of the MI + self-talk group had higher serve speeds and technical quality scores than the participants of the control and MI groups. The beneficial effect of using MI and/or self-talk during short tennis interventions and the practical applications are discussed.
{"title":"Tennis Service Performance in Beginners: The Effect of Instructional Self-Talk Combined With Motor Imagery","authors":"Nicolas Robin, Robbin Carien, Laurent Dominique","doi":"10.1123/jmld.2021-0044","DOIUrl":"https://doi.org/10.1123/jmld.2021-0044","url":null,"abstract":"The aim of this study was to investigate the effect of motor imagery (MI) combined with instructional self-talk on service performance in young novice tennis players. The participants were assigned to one of three groups: control, MI, or MI + self-talk. They performed a pretest (10 serves), participated in 5 days of intervention sessions, and finally performed a posttest similar to the pretest. During the intervention sessions, the participants performed 20 serves. The control group was not given any instructions other than verbal instructions on the steps of the serve. Before each serve, the MI group was instructed to imagine performing a successful serve towards the “correct” service box. The MI + self-talk group had to repeat the instructions during MI before serving. The results of this original study revealed that only the participants in the MI and MI + self-talk groups increased their service percentage of success and technical quality scores from pre- to posttest. In addition, at posttest, the participants of the MI + self-talk group had higher serve speeds and technical quality scores than the participants of the control and MI groups. The beneficial effect of using MI and/or self-talk during short tennis interventions and the practical applications are discussed.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"142 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77379199","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}
Clarice M. L. Martins, E. Webster, P. Bandeira, A. Staiano
Fundamental motor skills (FMSs) are building blocks for future movements and may vary according to cultural context. Moreover, network analysis can identify which skills contribute most to an overall set of skills. This study identified the most influential FMS in samples of U.S. and Brazil preschoolers that may contribute to a pattern of adequate motor skills. Participants were 101 Brazilian (55 boys; 47.52 ± 5.57 months of age) and 236 U.S. preschoolers (108 boys; 49.56 ± 8.27 months of age), who provided completed FMS assessments (Test of Gross Motor Development—third edition). Confirmatory factorial analysis was used to test alternative models. To quantify the importance of each variable in the network, the expected influence was calculated, using the network analysis Mplus, Rstudio, and JASP (version 0.14.1). Reduced models with nine and 11 FMS for Brazilian and U.S. preschoolers, respectively, showed adequate adjustment indexes. Jump (1.412) and one-hand strike (0.982) in the Brazilian sample, and hop (1.927) and dribble (0.858) in the U.S. sample, showed the highest expected influence values. This study presents a new perspective to report which are the most important FMS in preschoolers of different sociocultural contexts, which act as building blocks for the acquisition of more complex motor skills.
{"title":"Identifying Fundamental Motor Skills Building Blocks in Preschool Children From Brazil and the United States: A Network Analysis","authors":"Clarice M. L. Martins, E. Webster, P. Bandeira, A. Staiano","doi":"10.1123/jmld.2021-0022","DOIUrl":"https://doi.org/10.1123/jmld.2021-0022","url":null,"abstract":"Fundamental motor skills (FMSs) are building blocks for future movements and may vary according to cultural context. Moreover, network analysis can identify which skills contribute most to an overall set of skills. This study identified the most influential FMS in samples of U.S. and Brazil preschoolers that may contribute to a pattern of adequate motor skills. Participants were 101 Brazilian (55 boys; 47.52 ± 5.57 months of age) and 236 U.S. preschoolers (108 boys; 49.56 ± 8.27 months of age), who provided completed FMS assessments (Test of Gross Motor Development—third edition). Confirmatory factorial analysis was used to test alternative models. To quantify the importance of each variable in the network, the expected influence was calculated, using the network analysis Mplus, Rstudio, and JASP (version 0.14.1). Reduced models with nine and 11 FMS for Brazilian and U.S. preschoolers, respectively, showed adequate adjustment indexes. Jump (1.412) and one-hand strike (0.982) in the Brazilian sample, and hop (1.927) and dribble (0.858) in the U.S. sample, showed the highest expected influence values. This study presents a new perspective to report which are the most important FMS in preschoolers of different sociocultural contexts, which act as building blocks for the acquisition of more complex motor skills.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"77 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88386653","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}
Although multiple review studies have supported the superior effects of an external compared with internal focus, these reviews are based on performance outcomes. Currently, the literature lacks knowledge regarding the effects of external/internal foci on individuals’ perceptions, which may provide further explanations for how attentional focus affects performance. Therefore, the present study conducted a systematic review of survey/questionnaire data of participants’ thoughts and emotions from laboratory studies. The authors used ERIC, SPORTDiscus, PsycArticle, CINAHL Plus, Health Source Nursing Academic edition, and PubMed search engines. Literature specific to external/internal focus effects on motor learning or performance were reviewed (N = 37). The results showed that participants generally adhered to the assigned attentional focus instruction and there was a trend that preference may affect the attentional focus effects, but the results were inconsistent regarding if attentional focus cues affected the magnitude of adherence and mental demands. There were substantial differences in methodologies and theoretical issues of measuring these data. Future studies should adopt inferential statistics, choose theoretically relevant questions in a priori manner, or, at minimum, propose a hypothesis for the selected question.
{"title":"Attentional Focus and Individuals’ Perceptions: A Systematic Review","authors":"M. Yamada, Lauren Q. Higgins, L. Raisbeck","doi":"10.1123/JMLD.2020-0054","DOIUrl":"https://doi.org/10.1123/JMLD.2020-0054","url":null,"abstract":"Although multiple review studies have supported the superior effects of an external compared with internal focus, these reviews are based on performance outcomes. Currently, the literature lacks knowledge regarding the effects of external/internal foci on individuals’ perceptions, which may provide further explanations for how attentional focus affects performance. Therefore, the present study conducted a systematic review of survey/questionnaire data of participants’ thoughts and emotions from laboratory studies. The authors used ERIC, SPORTDiscus, PsycArticle, CINAHL Plus, Health Source Nursing Academic edition, and PubMed search engines. Literature specific to external/internal focus effects on motor learning or performance were reviewed (N = 37). The results showed that participants generally adhered to the assigned attentional focus instruction and there was a trend that preference may affect the attentional focus effects, but the results were inconsistent regarding if attentional focus cues affected the magnitude of adherence and mental demands. There were substantial differences in methodologies and theoretical issues of measuring these data. Future studies should adopt inferential statistics, choose theoretically relevant questions in a priori manner, or, at minimum, propose a hypothesis for the selected question.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"46 1","pages":"1-17"},"PeriodicalIF":1.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91268979","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}
Deficits in motor performance have been well documented in individuals with Down syndrome (DS). However, only a few studies have focused on manipulative skills and older adults in this population. Given the associations between manipulative skills and daily living activities, more work is needed to examine the aging effect on individuals with DS. A total of 54 adults with DS participated in this study. The results indicated that older participants showed more lateralization than younger participants. They exhibited superior dominant hand preference compared to younger participants. In addition, participants with DS with high verbal ability had better performance in manual dexterity and handgrip force. Therefore, in the clinical setting, assessing mental age may help in identifying individuals with DS at a higher risk of motor impairment. Future work should examine additional determinants with a large sample size to understand the development of manipulative skills in individuals with DS. Furthermore, additional studies are needed to investigate the associations between mental age and other cognitive functions and motor performance in this population.
{"title":"Aging Effect on Manipulative Skills in Individuals With Down Syndrome","authors":"C. Chen, S. Ringenbach, N. Arnold, K. Nam","doi":"10.1123/JMLD.2020-0037","DOIUrl":"https://doi.org/10.1123/JMLD.2020-0037","url":null,"abstract":"Deficits in motor performance have been well documented in individuals with Down syndrome (DS). However, only a few studies have focused on manipulative skills and older adults in this population. Given the associations between manipulative skills and daily living activities, more work is needed to examine the aging effect on individuals with DS. A total of 54 adults with DS participated in this study. The results indicated that older participants showed more lateralization than younger participants. They exhibited superior dominant hand preference compared to younger participants. In addition, participants with DS with high verbal ability had better performance in manual dexterity and handgrip force. Therefore, in the clinical setting, assessing mental age may help in identifying individuals with DS at a higher risk of motor impairment. Future work should examine additional determinants with a large sample size to understand the development of manipulative skills in individuals with DS. Furthermore, additional studies are needed to investigate the associations between mental age and other cognitive functions and motor performance in this population.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"9 1","pages":"1-13"},"PeriodicalIF":1.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78890940","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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