G. Nobre, M. G. Duarte, Rodrigo Flores Sartori, M. Tietjens, N. Valentini
This study aimed to translate the Pictorial Scale of Physical Self-Concept for Brazilian Children (PSPPS-BR) into the Brazilian-Portuguese language, conduct a transcultural adaptation of it, and investigate its validity. Method: The authors adopted the reverse translation procedures to obtain the PSPPS-BR’s Brazilian-Portuguese version. Three motor behavior experts assessed the scale items’ clarity and pertinence. Ten professionals participated in the face validity study. Children (N = 300; 150 girls and 150 boys; 8–10 years old; Mage = 9.0, SD = 0.81) were randomly selected from six schools in Brazil and assessed using the PSPPS-BR, the Pictorial Scale of Perceived Movement Skill Competence, and the Self-Perception Profile for Children. The children (N = 100) were reassessed for test–retest reliability. Results: High clarity and pertinence agreement among experts (content validity coefficient from 98.4% to 100%; Gwet’s agreement coefficient from .85 to 1.00, p < .001) and among professionals (content validity coefficient clarity: 83–100%, relevance: 90–100%) were obtained. The confirmatory factorial analysis showed adequate model fits (root mean square error of approximation = .067; comparative fit index = .968; Tukey–Lewis index = .949). Polychoric correlations showed an adequate internal consistency for total scale (α = .78) and items (alpha from .73 to .78). The intraclass coefficient correlation shown strong test–retest reliability (intraclass correlation coefficient > .95). Conclusion: The PSPPS-BR showed adequate validity and reliability for Brazilian children.
{"title":"Pictorial Scale of Physical Self-Concept for Brazilian Children: Validity and Reliability","authors":"G. Nobre, M. G. Duarte, Rodrigo Flores Sartori, M. Tietjens, N. Valentini","doi":"10.1123/JMLD.2020-0029","DOIUrl":"https://doi.org/10.1123/JMLD.2020-0029","url":null,"abstract":"This study aimed to translate the Pictorial Scale of Physical Self-Concept for Brazilian Children (PSPPS-BR) into the Brazilian-Portuguese language, conduct a transcultural adaptation of it, and investigate its validity. Method: The authors adopted the reverse translation procedures to obtain the PSPPS-BR’s Brazilian-Portuguese version. Three motor behavior experts assessed the scale items’ clarity and pertinence. Ten professionals participated in the face validity study. Children (N = 300; 150 girls and 150 boys; 8–10 years old; Mage = 9.0, SD = 0.81) were randomly selected from six schools in Brazil and assessed using the PSPPS-BR, the Pictorial Scale of Perceived Movement Skill Competence, and the Self-Perception Profile for Children. The children (N = 100) were reassessed for test–retest reliability. Results: High clarity and pertinence agreement among experts (content validity coefficient from 98.4% to 100%; Gwet’s agreement coefficient from .85 to 1.00, p < .001) and among professionals (content validity coefficient clarity: 83–100%, relevance: 90–100%) were obtained. The confirmatory factorial analysis showed adequate model fits (root mean square error of approximation = .067; comparative fit index = .968; Tukey–Lewis index = .949). Polychoric correlations showed an adequate internal consistency for total scale (α = .78) and items (alpha from .73 to .78). The intraclass coefficient correlation shown strong test–retest reliability (intraclass correlation coefficient > .95). Conclusion: The PSPPS-BR showed adequate validity and reliability for Brazilian children.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"8 1","pages":"1-20"},"PeriodicalIF":1.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89419108","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}
P. J. Hill, M. McNarry, L. Lester, L. Foweather, L. Boddy, S. Fairclough, K. Mackintosh
This study aimed to assess whether sex moderates the association of fundamental movement skills and health and behavioral outcomes. In 170 children (10.6 ±0.3 years; 98 girls), path analysis was used to assess the associations of fundamental movement skills (Get Skilled, Get Active) with perceived sports competence (Children and Youth—Physical Self-Perception Profile), time spent in vigorous-intensity physical activity, sedentary time, and body mass index z score. For boys, object control skill competence had a direct association with perceived sports competence (β = 0.39; 95% confidence interval, CI [0.21, 0.57]) and an indirect association with sedentary time, through perceived sports competence (β = −0.19; 95% CI [−0.09, −0.32]). No significant association was observed between fundamental movement skills and perceived sports competence for girls, although locomotor skills were found to predict vigorous-intensity physical activity (β = 0.18; 95% CI [0.08, 0.27]). Perceived sports competence was associated with sedentary time, with this being stronger for boys (β = −0.48; 95% CI [−0.64, −0.31]) than girls (β = −0.29; 95% CI [−0.39, −0.19]). The study supports a holistic approach to health-related interventions and highlights a key association of perceived sports competence and the time children spend sedentary.
{"title":"Sex-Related Differences in the Association of Fundamental Movement Skills and Health and Behavioral Outcomes in Children","authors":"P. J. Hill, M. McNarry, L. Lester, L. Foweather, L. Boddy, S. Fairclough, K. Mackintosh","doi":"10.1123/jmld.2020-0066","DOIUrl":"https://doi.org/10.1123/jmld.2020-0066","url":null,"abstract":"This study aimed to assess whether sex moderates the association of fundamental movement skills and health and behavioral outcomes. In 170 children (10.6 ±0.3 years; 98 girls), path analysis was used to assess the associations of fundamental movement skills (Get Skilled, Get Active) with perceived sports competence (Children and Youth—Physical Self-Perception Profile), time spent in vigorous-intensity physical activity, sedentary time, and body mass index z score. For boys, object control skill competence had a direct association with perceived sports competence (β = 0.39; 95% confidence interval, CI [0.21, 0.57]) and an indirect association with sedentary time, through perceived sports competence (β = −0.19; 95% CI [−0.09, −0.32]). No significant association was observed between fundamental movement skills and perceived sports competence for girls, although locomotor skills were found to predict vigorous-intensity physical activity (β = 0.18; 95% CI [0.08, 0.27]). Perceived sports competence was associated with sedentary time, with this being stronger for boys (β = −0.48; 95% CI [−0.64, −0.31]) than girls (β = −0.29; 95% CI [−0.39, −0.19]). The study supports a holistic approach to health-related interventions and highlights a key association of perceived sports competence and the time children spend sedentary.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"918 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77024983","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}
Expectancies for success and autonomy support have been shown to facilitate motor learning and enhance motor performance. The purpose of the study was to examine whether we replicated (a) enhanced expectancies and autonomy support intervention enhanced motor skill learning in children, and (b) identified the underlying psychological mechanism. Sixty children kicked soccer balls with their dominant leg to a squared area target. Participants were randomly assigned to one of the four groups: enhanced expectancies and autonomy support (EE/AS), enhanced expectancies (EE), autonomy support (AS), or control (CON) groups. Participants learning the skill were or were not provided enhanced expectation instructions by making the task success easier and provided an opportunity to choose one of the three colored balls during their practice. Two days later, they performed retention and transfer tests. Results indicated that the EE/AS group had the highest scores, with main effects of autonomy support being significant and enhanced expectancies being marginally significant for the retention test and significant for the transfer test. The EE/AS group had the highest self-efficacy and perceived choice scores. Therefore, having high expectancies for success and being autonomous were important ingredients for facilitating motor skill learning in children.
{"title":"Easy Task and Choice: Motivational Interventions Facilitate Motor Skill Learning in Children","authors":"Seyyed Mohammadreza Mousavi, Takehiro Iwatsuki","doi":"10.1123/jmld.2021-0023","DOIUrl":"https://doi.org/10.1123/jmld.2021-0023","url":null,"abstract":"Expectancies for success and autonomy support have been shown to facilitate motor learning and enhance motor performance. The purpose of the study was to examine whether we replicated (a) enhanced expectancies and autonomy support intervention enhanced motor skill learning in children, and (b) identified the underlying psychological mechanism. Sixty children kicked soccer balls with their dominant leg to a squared area target. Participants were randomly assigned to one of the four groups: enhanced expectancies and autonomy support (EE/AS), enhanced expectancies (EE), autonomy support (AS), or control (CON) groups. Participants learning the skill were or were not provided enhanced expectation instructions by making the task success easier and provided an opportunity to choose one of the three colored balls during their practice. Two days later, they performed retention and transfer tests. Results indicated that the EE/AS group had the highest scores, with main effects of autonomy support being significant and enhanced expectancies being marginally significant for the retention test and significant for the transfer test. The EE/AS group had the highest self-efficacy and perceived choice scores. Therefore, having high expectancies for success and being autonomous were important ingredients for facilitating motor skill learning in children.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"2 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79416376","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}
Aim: To examine the latent structure of the Test of Gross Motor Development—Third Edition (TGMD-3) with a bifactor modeling approach. In addition, the study examines the dimensionality and model-based reliability of general and specific contributions of the test’s subscales and measurement invariance of the TGMD-3. Methods: A convenience sample of (N = 496; Mage = 7.23 ± 2.03 years; 53.8% female) typically developed children participated in this study. Three alternative measurement models were tested: (a) a unidimensional model, (b) a correlated two-factor model, and (c) a bifactor model. Results: The totality of results, including item loadings, goodness-of-fit indexes, and reliability estimates, all supported the bifactor model and strong evidence of a general factor, namely gross motor competence. Additionally, the reliability of subscale scores was poor, and it is thus contended that scoring, reporting, and interpreting of the subscales scores are probably not justifiable. Conclusions: This study shows the advantages of using bifactor approach to examine the TGMD-3 factor structure and suggests that the two traditionally hypothesized factors are better understood as “grouping” factors rather than as representative of latent constructs. In addition, our findings demonstrate that the bifactor model appears invariant for sex.
{"title":"The Test of Gross Motor Development—Third Edition: A Bifactor Model, Dimensionality, and Measurement Invariance","authors":"S. Salami, P. Bandeira, C. Gomes, P. S. Dehkordi","doi":"10.1123/jmld.2020-0069","DOIUrl":"https://doi.org/10.1123/jmld.2020-0069","url":null,"abstract":"Aim: To examine the latent structure of the Test of Gross Motor Development—Third Edition (TGMD-3) with a bifactor modeling approach. In addition, the study examines the dimensionality and model-based reliability of general and specific contributions of the test’s subscales and measurement invariance of the TGMD-3. Methods: A convenience sample of (N = 496; Mage = 7.23 ± 2.03 years; 53.8% female) typically developed children participated in this study. Three alternative measurement models were tested: (a) a unidimensional model, (b) a correlated two-factor model, and (c) a bifactor model. Results: The totality of results, including item loadings, goodness-of-fit indexes, and reliability estimates, all supported the bifactor model and strong evidence of a general factor, namely gross motor competence. Additionally, the reliability of subscale scores was poor, and it is thus contended that scoring, reporting, and interpreting of the subscales scores are probably not justifiable. Conclusions: This study shows the advantages of using bifactor approach to examine the TGMD-3 factor structure and suggests that the two traditionally hypothesized factors are better understood as “grouping” factors rather than as representative of latent constructs. In addition, our findings demonstrate that the bifactor model appears invariant for sex.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"13 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82166782","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}
This paper examines the influence of task and skill level constraints on the generality of proximal–distal control for within-limb movement coordination. Analysis and synthesis of the experimental findings leads to the proposition that proximal–distal is one of several within-limb patterns of coordination, including: the reverse distal–proximal sequence, simultaneous activation of segments, and other sequence variations of this. The probability of particular patterns occurring is induced by task constraints and skill level of the individual, together with their evolving biomechanical consequences, including: open/closed chain, absorption/propulsion of force, magnitude of momentum, and accuracy/timing. We develop the theoretical perspective that classes of task constraints induce particular types of neuromechanical organization to within-arm or within-leg segment coordination. In this task constraint framework, proximal–distal within-limb organization is a particular rather than a general case for within-limb coordination. The limitations of anatomically-based accounts of directional change for within-limb organization are discussed with reference to a general functional degrees of freedom task constraint framework for movement coordination and control.
{"title":"Task and Skill Level Constraints on the Generality of the Proximal–Distal Principle for Within-Limb Movement Coordination","authors":"K. Newell, G. Irwin","doi":"10.1123/jmld.2020-0071","DOIUrl":"https://doi.org/10.1123/jmld.2020-0071","url":null,"abstract":"This paper examines the influence of task and skill level constraints on the generality of proximal–distal control for within-limb movement coordination. Analysis and synthesis of the experimental findings leads to the proposition that proximal–distal is one of several within-limb patterns of coordination, including: the reverse distal–proximal sequence, simultaneous activation of segments, and other sequence variations of this. The probability of particular patterns occurring is induced by task constraints and skill level of the individual, together with their evolving biomechanical consequences, including: open/closed chain, absorption/propulsion of force, magnitude of momentum, and accuracy/timing. We develop the theoretical perspective that classes of task constraints induce particular types of neuromechanical organization to within-arm or within-leg segment coordination. In this task constraint framework, proximal–distal within-limb organization is a particular rather than a general case for within-limb coordination. The limitations of anatomically-based accounts of directional change for within-limb organization are discussed with reference to a general functional degrees of freedom task constraint framework for movement coordination and control.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"68 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83527276","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. Duncan, L. Foweather, F. Bardid, A. Barnett, J. Rudd, Wesley O’Brien, J. Foulkes, C. Roscoe, J. Issartel, Gareth Stratton, Cain C T Clark
The United Kingdom and Ireland have a well-established research base in motor competence (MC) research, ranging from reporting and monitoring levels of MC, developing assessment tools for MC, providing innovative curriculum and intervention design to support learning and development, as well as providing advocacy for particular groups, such as those with motor impairments. This expert statement, on behalf of the International Motor Development Research Consortium, draws together what is currently known about levels of MC in the United Kingdom and Ireland as well as current approaches to intervention in both countries. Subsequently presented are recommendations for researchers and practitioners to advance the field of MC for the benefit of children and youth in the United Kingdom, Ireland, and worldwide.
{"title":"Motor Competence Among Children in the United Kingdom and Ireland: An Expert Statement on Behalf of the International Motor Development Research Consortium","authors":"M. Duncan, L. Foweather, F. Bardid, A. Barnett, J. Rudd, Wesley O’Brien, J. Foulkes, C. Roscoe, J. Issartel, Gareth Stratton, Cain C T Clark","doi":"10.1123/jmld.2021-0047","DOIUrl":"https://doi.org/10.1123/jmld.2021-0047","url":null,"abstract":"The United Kingdom and Ireland have a well-established research base in motor competence (MC) research, ranging from reporting and monitoring levels of MC, developing assessment tools for MC, providing innovative curriculum and intervention design to support learning and development, as well as providing advocacy for particular groups, such as those with motor impairments. This expert statement, on behalf of the International Motor Development Research Consortium, draws together what is currently known about levels of MC in the United Kingdom and Ireland as well as current approaches to intervention in both countries. Subsequently presented are recommendations for researchers and practitioners to advance the field of MC for the benefit of children and youth in the United Kingdom, Ireland, and worldwide.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"289 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77272696","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 development of performance, such as learning a new motor skill, can be represented in a performance curve. The shape of the performance curve is both of theoretical and practical relevance. Here, the author studied the interday performance of juggling over a period of 17 days in 112 college students. The results showed that 60% of participants followed an S-shaped performance curve with the inflection date on the 11th day, followed by a decelerated (20%), accelerated (14%), and linear curve (6%). As expected, except on Day 1, male participants performed at least 33% better than female participants on each practice day. Also as expected, learning performance was found to depend on the type of performance curve with the best learning performance exhibited by the linear group. The results further revealed that pooling all participants’ performance together without considering the percentage of each underlying type of performance curve would lead to biased, nonrepresentative results. Given the variety of the observed performance curves and the dominance of the S-shaped performance curve among them, coaches should continuously monitor the shape of an individual’s performance curve.
{"title":"The S-Shaped Performance Curve Prevails in Practicing Juggling","authors":"Mu Qiao","doi":"10.1123/JMLD.2020-0048","DOIUrl":"https://doi.org/10.1123/JMLD.2020-0048","url":null,"abstract":"The development of performance, such as learning a new motor skill, can be represented in a performance curve. The shape of the performance curve is both of theoretical and practical relevance. Here, the author studied the interday performance of juggling over a period of 17 days in 112 college students. The results showed that 60% of participants followed an S-shaped performance curve with the inflection date on the 11th day, followed by a decelerated (20%), accelerated (14%), and linear curve (6%). As expected, except on Day 1, male participants performed at least 33% better than female participants on each practice day. Also as expected, learning performance was found to depend on the type of performance curve with the best learning performance exhibited by the linear group. The results further revealed that pooling all participants’ performance together without considering the percentage of each underlying type of performance curve would lead to biased, nonrepresentative results. Given the variety of the observed performance curves and the dominance of the S-shaped performance curve among them, coaches should continuously monitor the shape of an individual’s performance curve.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"73 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":"86248996","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}
Alanna Weisberg, Hyun Suk Lee, Tak S. Fung, L. Katz
The overhand throw is a complex whole-body motor skill that is fundamental to many sports and activities. When throwing properly, the momentum generated to complete the movement begins in the lower body and transfers through the trunk to the throwing arm. This proof-of-concept study’s primary purpose was to evaluate the impact of the nonthrowing arm on the ball speed during an overhand throw with both the dominant and nondominant arms. Eighteen participants (age: 20.20 ± 2.90 years, nine women) were divided into two intervention groups: a pulling group taught to engage the nonthrowing arm through a pull toward the body and a nonpulling group taught the overhand throw using a component-based physical education curriculum. Each participant completed 12 total throws, six for each side (dominant and nondominant arm). Ball speed and kinematic data were collected using an eight-camera motion analysis system and were assessed using a pre–post study design. The two groups showed significant improvements pre–post when throwing with both the dominant and nondominant arms. Based on effect size comparisons, engaging the nonthrowing arm makes a meaningful difference in maximal ball velocity.
{"title":"Impact of Engaging the Nonthrowing Arm on Maximal Ball Velocity From an Overhand Throw With Both the Dominant and Nondominant Arms: A Pilot Study","authors":"Alanna Weisberg, Hyun Suk Lee, Tak S. Fung, L. Katz","doi":"10.1123/jmld.2021-0006","DOIUrl":"https://doi.org/10.1123/jmld.2021-0006","url":null,"abstract":"The overhand throw is a complex whole-body motor skill that is fundamental to many sports and activities. When throwing properly, the momentum generated to complete the movement begins in the lower body and transfers through the trunk to the throwing arm. This proof-of-concept study’s primary purpose was to evaluate the impact of the nonthrowing arm on the ball speed during an overhand throw with both the dominant and nondominant arms. Eighteen participants (age: 20.20 ± 2.90 years, nine women) were divided into two intervention groups: a pulling group taught to engage the nonthrowing arm through a pull toward the body and a nonpulling group taught the overhand throw using a component-based physical education curriculum. Each participant completed 12 total throws, six for each side (dominant and nondominant arm). Ball speed and kinematic data were collected using an eight-camera motion analysis system and were assessed using a pre–post study design. The two groups showed significant improvements pre–post when throwing with both the dominant and nondominant arms. Based on effect size comparisons, engaging the nonthrowing arm makes a meaningful difference in maximal ball velocity.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90594193","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}
Z. Khodaverdi, A. Bahram, H. Khalaji, A. Kazemnejad, F. Ghadiri, Wesley O’Brien
This paper aimed to investigate different dimensions of motor competence (MC) by using four commonly administered MC assessment tools (Test of Gross Motor Development-3, Bruininks-Oseretsky Test of Motor Proficiency-2 Short Form, Körperkoordinationtest Für Kinder, and Movement Assessment Battery for Children-2) in a sample of 184 girls (Mage = 8.61 years; SD = 1.21 years). This is the first study of its kind to shed light on different dimensions of MC, identifying them through rigorous and robust statistical analysis. The Delphi method was used to select the dimensions of MC. Confirmatory factor analysis was used to assess whether the dimensions loaded onto the same construct (i.e., MC). Face and content validity identified three dimensions of MC: fundamental motor skills, gross motor coordination, and motor abilities. Confirmatory factor analysis indicated an adequate fit for the final MC model with three dimensions. In this model, fundamental motor skills, gross motor coordination, and motor abilities loaded on the MC construct. The data reported present a revised definition of holistic MC, which comprises the level of motor abilities (physical proficiency and perceptual motor abilities) as well as gross motor coordination and fundamental motor skills proficiency, which underlie the performance of a wide range of tasks, including fine and gross motor activities in daily life.
本文采用四种常用的运动能力评估工具(大肌肉运动发展测验-3、Bruininks-Oseretsky运动能力测验-2简表、Körperkoordinationtest f r Kinder测验和儿童运动能力评估测验-2)对184名女孩(年龄= 8.61岁;SD = 1.21年)。这是同类研究中首次阐明了MC的不同维度，并通过严格而稳健的统计分析来确定它们。采用德尔菲法选择MC的维度，采用验证性因子分析评估维度是否加载到相同的构念(即MC)上。面孔效度和内容效度确定了MC的三个维度:基本运动技能、大肌肉运动协调和运动能力。验证性因子分析表明，最终的MC模型具有三个维度。在这个模型中，基本运动技能、大肌肉运动协调和运动能力被加载到MC构念中。报告的数据提出了一个修订的整体运动能力的定义，它包括运动能力水平(身体熟练程度和感知运动能力)，以及大运动协调和基本运动技能熟练程度，这是日常生活中各种任务表现的基础，包括精细和大运动活动。
{"title":"Motor Competence Performances Among Girls Aged 7–10 Years: Different Dimensions of the Motor Competence Construct Using Common Assessment Batteries","authors":"Z. Khodaverdi, A. Bahram, H. Khalaji, A. Kazemnejad, F. Ghadiri, Wesley O’Brien","doi":"10.1123/JMLD.2020-0030","DOIUrl":"https://doi.org/10.1123/JMLD.2020-0030","url":null,"abstract":"This paper aimed to investigate different dimensions of motor competence (MC) by using four commonly administered MC assessment tools (Test of Gross Motor Development-3, Bruininks-Oseretsky Test of Motor Proficiency-2 Short Form, Körperkoordinationtest Für Kinder, and Movement Assessment Battery for Children-2) in a sample of 184 girls (Mage = 8.61 years; SD = 1.21 years). This is the first study of its kind to shed light on different dimensions of MC, identifying them through rigorous and robust statistical analysis. The Delphi method was used to select the dimensions of MC. Confirmatory factor analysis was used to assess whether the dimensions loaded onto the same construct (i.e., MC). Face and content validity identified three dimensions of MC: fundamental motor skills, gross motor coordination, and motor abilities. Confirmatory factor analysis indicated an adequate fit for the final MC model with three dimensions. In this model, fundamental motor skills, gross motor coordination, and motor abilities loaded on the MC construct. The data reported present a revised definition of holistic MC, which comprises the level of motor abilities (physical proficiency and perceptual motor abilities) as well as gross motor coordination and fundamental motor skills proficiency, which underlie the performance of a wide range of tasks, including fine and gross motor activities in daily life.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"13 1","pages":"1-25"},"PeriodicalIF":1.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90662544","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}
There is a dearth of research in aquatic motor competency, a key requirement for primary physical education in order to become physically literate. This study proposes a new assessment protocol for aquatic motor competence and sets out to examine the validity of the Aquatic Movement Protocol (AMP) in children between 7 and 9 years of age. Testing of Gross Motor Development—second edition was implemented to assess general motor competence, including a composite of 10-m running sprint time and standing long jump distance. Aquatic motor competence was assessed by the AMP. Univariate analyses of covariance were used to examine whether assessment of general motor competence differed as opposed to aquatic motor competence. Process and product measures of dryland motor competence were analyzed using male and female subjects measuring three aquatic motor competences (low, medium, and high). Cronbach’s alpha and exploratory factor analyses were implemented to show both construct and concurrent validity of the AMP. Children classified as high for aquatic motor competence had significantly higher general motor competence (p = .001). Those who achieved a higher composite score for faster sprint speeds and longer jump distances had significantly higher aquatic motor competence (p = .001). Cronbach’s alpha of .908, showed internal consistency of the AMP. Results extracted one factor from analysis with an eigenvalue = 6.2; %variance = 62.1, with loadings higher than 0.5. This data suggests that the items on the AMP measure a single construct that we would call “Aquatic Motor Competence.” This study demonstrates that the AMP is a valid measure of aquatic motor competence in primary aged children.
{"title":"The Reliability and Validation of the Aquatic Movement Protocol as an Instrument for Assessing Aquatic Motor Competence in Primary Aged Children","authors":"N. Pratt, M. Duncan, M. Morris, S. Oxford","doi":"10.1123/jmld.2020-0060","DOIUrl":"https://doi.org/10.1123/jmld.2020-0060","url":null,"abstract":"There is a dearth of research in aquatic motor competency, a key requirement for primary physical education in order to become physically literate. This study proposes a new assessment protocol for aquatic motor competence and sets out to examine the validity of the Aquatic Movement Protocol (AMP) in children between 7 and 9 years of age. Testing of Gross Motor Development—second edition was implemented to assess general motor competence, including a composite of 10-m running sprint time and standing long jump distance. Aquatic motor competence was assessed by the AMP. Univariate analyses of covariance were used to examine whether assessment of general motor competence differed as opposed to aquatic motor competence. Process and product measures of dryland motor competence were analyzed using male and female subjects measuring three aquatic motor competences (low, medium, and high). Cronbach’s alpha and exploratory factor analyses were implemented to show both construct and concurrent validity of the AMP. Children classified as high for aquatic motor competence had significantly higher general motor competence (p = .001). Those who achieved a higher composite score for faster sprint speeds and longer jump distances had significantly higher aquatic motor competence (p = .001). Cronbach’s alpha of .908, showed internal consistency of the AMP. Results extracted one factor from analysis with an eigenvalue = 6.2; %variance = 62.1, with loadings higher than 0.5. This data suggests that the items on the AMP measure a single construct that we would call “Aquatic Motor Competence.” This study demonstrates that the AMP is a valid measure of aquatic motor competence in primary aged children.","PeriodicalId":37368,"journal":{"name":"Journal of Motor Learning and Development","volume":"48 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89972698","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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