Comparison of performance on process- and product-oriented assessments of fundamental motor skills across childhood

Process-oriented motor competence (MC) assessments evaluate how a movement is performed. Product-oriented assessments evaluate the outcome of a movement. Determining the concurrent validity of process and product assessments is important to address the predictive utility of motor competence for health. The current study aimed to: (1) compare process and product assessments of the standing long jump, hop and throw across age groups and (2) determine the capacity of process assessments to classify levels of MC. Participants included 170 children classified into three age groups: 4–5, 7–8 and 10–11 years old. Participants’ skills were examined concurrently using three process assessments ((Test of Gross Motor Development-2nd edition [TGMD-2]), Get Skilled; Get Active, and developmental sequences) and one product measure (throw speed, jump and hop distance). Results indicate moderate to strong correlations between (1) process assessments across skills and age groups (r range = .37–70) and (2) process and product assessments across skills and age groups (r range = .26–.88). In general, sensitivity to detect advanced skill level is lowest for TGMD-2 and highest for developmental sequences for all three skills. The use of process and product assessments is suggested to comprehensively capture levels of MC in human movement.     

Impact of a Submaximal Warm-Up on Endurance Performance in Highly Trained and Competitive Male Runners

Purpose: The purpose of this investigation was to examine the effects of a submaximal running warm-up on running performance in male endurance athletes (n = 16, M_age = 21 ± 2 years, M_VO2max = 69.3 ± 5.1 mL/kg/min). Method: Endurance performance was determined by a 30-min distance trial after control and submaximal running warm-up conditions in a randomized crossover fashion. The warm-up began with 5 min of quiet sitting, followed by 6 min of submaximal running split into 2-min intervals at speeds corresponding to 45%, 55%, and 65% maximal oxygen consumption (VO₂max). A 2-min walk at 3.2 km/hr concluded the 13-min warm-up protocol. For the control condition, participants sat quietly for 13 min. VO₂ and heart rate (HR) were determined at Minutes 0, 5, and 13 of the pre-exercise protocol in each condition. Results: At the end of 13 min prior to the distance trial, mean VO₂ (warm-up = 14.1 ± 2.2 mL/kg/min vs. control = 5.5 ± 1.7 mL/kg/min) and mean HR (warm-up = 105 ± 11 bpm vs. control = 67 ± 11 bpm) were statistically greater (p < .001) in the warm-up condition compared with the control condition. The distance run did not statistically differ (p = .37) between the warm-up (7.8 ± 0.5 km) and control (7.7 ± 0.6 km) conditions; however, effect size calculation revealed a small effect (d = 0.2) in favor of the warm-up condition. Thus, the warm-up employed may have important and practical implications to determine placing among high-level athletes in close races. Conclusions: These findings suggest a submaximal running warm-up may have a small but critical effect on a 30-min distance trial in competitive endurance athletes. Further, the warm-up elicited increases in physiological variables VO₂ and HR prior to performance; thus, a submaximal specific warm-up should warrant consideration.     

A case study comparison of objective and subjective evaluation methods of physical qualities in youth soccer players

ABSTRACT

Subjective and objective assessments may be used congruently when making decisions regarding player recruitment in soccer, yet there have been few attempts to examine the level of agreement between these methods. Therefore, we compare levels of agreement between subjective and objective assessments of physical qualities associated with youth soccer performance. In total, 80 male youth soccer players (13.2 ± 1.9 years), and 12 professional coaches volunteered to participate. Players were objectively assessed using five fitness measures: Yo-Yo Intermittent Recovery Test Level 1; Countermovement vertical jump; Functional Movement Screen?; 5/20 m sprint; alongside anthropometric measures. Additionally, coaches subjectively rated each player on the same five physical qualities using 5-point Likert scales. Inter-rater agreement between ratings from lead and assistant coaches was established for each age group. Moreover, Bayesian regression models were fitted to determine how well coach ratings were able to predict fitness test performance. Although inter-rater agreement between lead and assistant coaches was moderate-to-substantial (ω = 0.48–0.68), relationships between coaches subjective rating’s and corresponding fitness test performance were only highly related for the highest and lowest performing players. We suggest that while ratings derived from objective and subjective assessment methods may be related when attempting to differentiate between distinct populations, concerns exist when evaluating homogeneous samples using these methods. Our data highlight the benefits of using both types of measures in the talent identification process.     

Correlations between Success in Student Teaching and Success on the Job

Purpose: This exploratory study examined the notion of Seefeldt's (1980) hypothesized motor skill “proficiency barrier” related to composite levels of health-related physical fitness (HRF) in young adults. Method: A motor skill competence (MSC) index composed of maximum throwing and kicking speed and jumping distance in 187 young adults aged 18 to 25 years old was evaluated against a composite index of 5 health-related fitness (HRF) test scores. MSC (high, moderate, and low) and HRF indexes (good, fair, and poor) were categorized according to normative fitness percentile ranges. 2 separate 3-way chi-square analyses were conducted to determine the probabilities of skill predicting fitness and fitness predicting skill. Results: Most correlations among HRF and MSC variables by gender demonstrated low-to-moderate positive correlations in both men (12/15; r = .23–.58) and women (14/15; r = .21–.53). Chi-square analyses for the total sample, using composite indexes, demonstrated statistically significant predictive models, χ ² (1, N = 187) = 66.99, p < .001, Cramer's V = .42. Only 3.1% of low-skilled (2 of 65) individuals were classified as having a “good” HRF. Only 1 participant (out of 65) who demonstrated high MSC was classified as having “poor” HRF (1.5%). Conclusion: Although individual correlations among individual MSC and HRF measures were low to moderate, these data provide indirect evidence for the possibility of a motor skill “proficiency barrier” as indicated by low composite HRF levels. This study may generate future research to address the proficiency barrier hypothesis in youth as well as adults.     

On referee bias,crowd size,and home advantage in the English soccer Premiership

Abstract

In the present study, we examined the independent and combined effects of an inspiratory muscle warm-up and inspiratory muscle training on intermittent running to exhaustion. Twelve males were recruited to undertake four experimental trials. Two trials (Trials 1 and 2) preceded either a 4-week training period of 1 × 30 breaths twice daily at 50% (experimental group) or 15% (control group) maximal inspiratory mouth pressure (PImax). A further two trials (Trials 3 and 4) were performed after the 4 weeks. Trials 2 and 4 were preceded by a warm-up: 2 × 30 breaths at 40% PImax. Pre-training PImax and distance covered increased (P < 0.05) similarly between groups after the warm-up (～11% and ～5–7% PImax and distance covered, respectively). After training, PImax increased by 20 ± 6.1% (P < 0.01; d = 3.6) and 26.7 ± 6.3% (P < 0.01; d = 3.1) when training and warm-up were combined in the experimental group. Distance covered increased after training in the experimental group by 12 ± 4.9% (P < 0.01; d = 3.6) and 14.9 ± 4.5% (P < 0.01; d = 2.3) when training and warm-up interventions were combined. In conclusion, inspiratory muscle training and inspiratory muscle warm-up can both increase running distance independently, but the greatest increase is observed when they are combined.     

Effect of a concentric warm-up exercise on eccentrically induced soreness and loss of function of the elbow flexor muscles

Abstract

The aim of this study was to examine the effect of concentric warm-up exercise on eccentrically induced changes in muscle strength, range of motion, and soreness of the elbow flexors. Ten resistance-exercise naïve participants performed intermittent incremental eccentric actions (42 in total) of the elbow flexor muscles of each arm to induce muscle damage. The arms of each participant were randomly assigned either to a pre-eccentric exercise warm-up involving intermittent concentric exercise (warm-up) or no prior exercise (control). Strength, range of motion, and ratings of soreness were recorded before and 1, 2, 3, 4, and 7 days after exercise. Strength, range of motion, and soreness during muscular movements changed over time (P at most 0.01; Cohen's d at least 0.51, medium). There was an interaction (P < 0.001) for strength, showing a smaller reduction after exercise for warm-up than control (P < 0.001, d = 2.44, large effect). The decreased range of motion was less for warm-up than control for the arm while extended (P < 0.001), flexed (P = 0.002), and relaxed (P = 0.004). Muscle soreness was reduced for the warm-up group, while the muscle was flexed, extended, and relaxed compared with control (P < 0.001). The results demonstrate that a concentric warm-up exercise attenuates the reduction in loss of strength, range of motion, and muscle soreness after eccentric-exercise-induced muscle damage and might allow higher intensities of training to be performed.     

Student outcomes of the physical education and physical literacy (PEPL) approach: a pragmatic cluster randomised controlled trial of a multicomponent intervention to improve physical literacy in primary schools

ABSTRACT

Background: Health organisations such as the United Nations continue to place an expectation on school physical education (PE) programmes and wider school strategies to ensure students develop physical literacy and receive the well-established benefits of meeting physical activity guidelines. Barriers to meet this expectation such as lack of trained PE teachers, lack of time and greater emphasis on academic achievement are ongoing challenges to schools. The purpose of this study was to evaluate the impact of the multi-component Physical Education Physical Literacy (PEPL) intervention, designed to improve students’ fundamental movement skill, perceived physical abilities and level of physical activity.

Method: A qualified PE teacher implemented the PEPL intervention across seven schools, and another seven schools formed a control group as part of a randomised cluster-based trial. Grade 5 students (N?=?318, age 10.4 years?±?SD 0.4) completed assessments of physical activity, fundamental movement skill, attitudes towards PE, and self-perceptions of physical abilities before and after a 33-week intervention. Intervention effects were examined using general linear mixed models. Post-intervention focus groups with students were used to develop insights into experiences and outcomes.

Results: With no significant gender interactions, the PEPL approach led to enhanced object control skills (β?=?1.62; SE?=?0.61; p?=?0.008), with little evidence of any other fundamental movement skill improvements in excess of those in the control group. There was also modest evidence for an effect on accelerometer measured moderate-to-vigorous physical activity (MVPA) during school time (β?=?4.50; SE?=?2.39; p?=?0.058), but this was not accompanied by any significant intervention effect over the entire week. Questionnaires indicated students in the PEPL programme became less satisfied with their own sporting ability (β?=??0.20; SE?=?0.08; p?=?0.013) but qualitative data analyses suggested that they enjoyed the PEPL approach experience, becoming more motivated and confident in their physical abilities.

Conclusions: Evidence of enhanced object control skill, increased confidence and motivation to be physically active, and moderate evidence of more MVPA during school time, indicate that the introduction of the PEPL approach contributed to the development of student physical literacy. A decrease in perceived sporting competence warrants greater attention on student’s self-perceptions in future iterations of the intervention.

Trial registration: Australian New Zealand Clinical Trials Registry identifier: ACTRN12615000066583.     

Who SKIPS? Using Temperament to Explain Differential Outcomes of a Motor Competence Intervention for Preschoolers

Purpose: Although motor skill interventions often improve fundamental motor skills (FMS) during preschool, the extent of individual children’s success in development of FMS still varies among children receiving the same intervention. Temperament is multifaceted and includes negative affect (high levels of frustration or anger), effortful control (focus, self-regulation, and concentration), and surgency (energy and activity level). Temperament often influences cognitive, social, and behavioral outcomes and may be a significant factor in the development of FMS. The purpose of this study was to examine the influence of temperament on children’s improvement in FMS within a gross motor intervention. Method: Participants (N = 80; M_age = 55.36 months, SD = 6.99 months) completed the Test of Gross Motor Development-Second Edition prior to and after intervention. Teachers completed the Child Behavior Questionnaire-Very Short Form to examine each child’s temperament. To account for possibility of a Type 1 error, we conducted 6 separate 2 (temperament variable: high, low) × 2 (treatment: intervention, control) analyses of covariance and examined posttest scores for locomotor and object-control skills with pretest scores as covariates among participants with high and low surgency, negative affect, and effortful control. Results: Results revealed children with low levels of negative affect and surgency and high levels of effortful control demonstrated greater gains (η_p² = .05–.34) in both locomotor and object-control skills during motor skill intervention compared with their peers. Conclusion: Providing interventions tailored to temperamental profiles could maximize gains in FMS through intervention.     

Children's self-perceived bodily competencies and associations with motor skills,body mass index,teachers' evaluations,and parents' concerns

Abstract

The associations between physical competence, self-perceived bodily competence, parental concern for their children's motor skill development, and teachers' evaluation of their bodily competence were assessed in 646 six- to seven-year-olds. Physical competence was assessed by the German motor ability test “Körperkoordinationstest für Kinder”, while the children's, their parents', and their teachers' evaluations were obtained through questionnaires. Parental concern, teacher evaluation, and a high body mass index were the strongest predictors of low physical competence (motor skill quotient <85). Teachers' evaluation of bodily competence was associated with low self-perceived bodily competence in the children even after adjustment for motor skill quotient, with an odds ratio of 2.3 (P < 0.05) between the lowest and highest of the three levels after correction for motor skill competence. Results indicate that teachers' evaluation of children's motor skills should be considered a key factor when tracking and assessing physical competencies among youth.     

Effect of Teaching Races for Understanding in Youth Sailing on Performance,Knowledge, and Adherence

Purpose: The purpose of this study was to know whether an intervention using an adaptation of the teaching games for understanding approach (named teaching races for understanding [TRfU]) led participants to improve skill execution, decision making, race performance, race involvement, race knowledge, enjoyment, intention to continue practicing sailing, and perceived competence. Method: Participants were 67 children from a randomly selected sailing school (M_age = 9.32 years, SD = 2.60 years) and 2 coaches. We designed and validated the TRfU lessons, and 1 coach was trained in the approach. The TRfU group participated in 11 lessons. This study followed a mixed-methods data approach. Quantitative data were evaluated using a quasiexperimental pretest–posttest design with a control group. The intervention consisted of teaching sailing using the TRfU approach. Children and coaches’ perceptions were evaluated through an interview on completion of the study. Data were collected using an adaptation of the Game Performance Assessment Instrument, a knowledge questionnaire, 2 psychological scales, and interviews with children and coaches. Results: The TRfU group showed statistically significant improvements in skill execution, decision making, and race performance compared with the control group, as well as significant improvements in race involvement, race knowledge, and enjoyment (ES = 0.64–2.63). Conclusion: Teaching races for understanding can be used in sailing to improve students’ capacity to reflect and connect theoretical knowledge with their motor performance in the race.     

Diagnosis and Monitoring of Basic Motor Competencies among Third-Graders in Luxembourg. An Assessment Tool for Teachers

ABSTRACT

Basic motor competencies (in German: Motorische Basiskompetenzen; MOBAK) are performance dispositions empowering children to participate in the movement culture. For the diagnosis of basic motor competencies, a test instrument consisting of 15 test items for assessing third graders’ basic motor competencies was developed (MOBAK-LUX-3) and validated empirically. Basic motor competencies were operationalized as test items in the form of basic motor qualifications, which are cultural tools formulated as a minimum standard. Data (MOBAK-LUX-3, age, gender, migration background, weight, height, sport club membership, weekly physical activity) were collected in 2015 amongst third-graders in elementary school in Luxembourg (N = 488; 50.4% female; M age = 8.8 years, SD = .51). A confirmatory factor analysis confirmed a four-factor structure (locomotion, object control, moving in water, object locomotion; CFI = .94; TLI = .92; RMSEA = .036; WRMR = 0.89). Five classes with different competence profiles were determined through latent class analysis. The MOBAK-LUX-3 test instrument satisfies test theory requirements and can be used to determinate motor competence profiles.     

The Effect of CHAMP on Physical Activity and Lesson Context in Preschoolers: A Feasibility Study

Purpose: This feasibility study compared the effects of 2 movement programs, traditional and mastery climate (i.e., the Children’s Health Activity Motor Program [CHAMP]), on lesson context and children’s physical activity (PA) levels. A secondary aim was to examine sex differences in PA levels in both programs. Method: Seventy-two preschoolers served as participants and were assigned to a movement program. Physical activity levels and lesson context were assessed with the System for Observing Fitness Instruction Time. Results: Preschoolers in CHAMP spent more time walking (p < .05, d = 3.3), more time in moderate-to-vigorous PA (MVPA; p < .05, d = 3.6), and less time standing (p < .05, d = 3.8) compared with those in a traditional movement program. Boys in both programs spent less time standing (p < .05, d = 4.8) and more time in vigorous activity (p < .05, d = 5.8) and MVPA (p < .05, d = 4.4) compared with girls. During CHAMP, children spent less time engaged in management and knowledge (p < .05, d = 1.4, and p < .001, d = 0.9, respectively) and more time in skill practice (p < .05, d = 1.5). Conclusion: The findings support that participation in CHAMP elicits more MVPA in preschool-age children compared with a traditional movement program. The Children’s Health Activity Motor Program provided children with more class time devoted to skill practice. The program appears to be an innovative approach that is beneficial for PA engagement and could contribute positively to children’s health.     

Caution regarding exergames: a skill acquisition perspective

Background: The advent of technology use in physical education is upon us. But the implications of using exergames as a substitute for traditional physical education instruction for some students raise questions. Although exergames have the potential to increase energy expenditure and motivation in some children, it is less clear whether they can provide skill acquisition benefits that are similar to those found in traditional physical education.

Purpose: In a previous experiment from our laboratory, we found that deliberate practice can significantly reduce the planning time required for lateral arm movements. The purpose of this study was to determine if exergames can produce a similar effect, by reducing the processing time required for children to initiate arm movements to the contralateral and ipsilateral space.

Participants and setting: Thirty children (boys?=?15, girls?=?15), between the ages of 7 and 12 years, participated in a pre- and post-test each taking 30?min and one 30?min treatment session in a university laboratory.

Research design: A repeated measures design was employed to test the effects of deliberate laterality practice on processing speed. Children were randomly assigned (n?=?10) to either a Nintendo Wii tennis contralateral movement experimental group, Nintendo Wii bowling ipsilateral movement experimental group, or handheld video-game control group. Each child participated in one 30?min treatment session.

Data collection: Upper extremity choice reaction time (RT) was measured through 27 goal-directed aiming movements for each arm separately, during the pre-test and post-test. The stimulus–response trials occurred in three randomly presented directions (ipsilateral, contralateral, and midline).

Data analysis: A 3 (treatment group)?×?2 (age group)?×?2 (test)?×?3 (direction) mixed design analysis of variance with repeated measures on the last two factors was used to test for significant differences, with an alpha level set at 0.05.

Findings: There were no significant treatment effects on RT across all groups indicating that a short bout of exergame training was unsuccessful in improving lateral movement processing.

Conclusions: Deliberate laterality practice using exergames did not improve the motor processing speed of lateral arm movements in the same manner of traditional physical education as indicated by our previous research. Explanations as to why exergames do not exhibit the same positive transfer for skill acquisition as traditional physical education instruction are discussed within this paper.     

Does fundamental movement skill proficiency vary by sex,class group or weight status? Evidence from an Irish primary school setting

This study examined fundamental movement skill (FMS) proficiency among male (N = 216) and female (N = 198) Irish primary school pupils from Year 2 to Year 7 (9.0 ± 1.7 years). Following anthropometric measurements, participants were video-recorded performing 15 FMS and scored using the TGMD-3, Victorian Fundamental Movement skills Manual and the Get skilled: Get active guidelines. Percentage mastery ranged between 1.4% (gallop) and 35.7% (slide). A two-way ANOVA evaluated the effect of sex (male/female) and class group (Year 2/3/4/5/6/7) on individual skills, locomotor subtest, object-control subtest and total TGMD-3 (GMQ) scores. No significant sex ×class interaction effects were found. Large effect sizes were reported for male superiority in object-control subtest (η_p² = 0.26) and GMQ (η_p² = 0.16) scores (both p < 0.001). Older classes had higher object-control subtest scores than younger classes, but scores plateaued after Year 5. Furthermore, overweight participants had significantly lower locomotor subtest (p < 0.001, d = 0.7), object-control subtest (p = 0.03, d = 0.3) and GMQ scores (p < 0.001, d = 0.5) than non-overweight participants. This study highlights very poor levels of FMS mastery among Irish schoolchildren and stresses the need for developmentally appropriate, FMS intervention programmes that are inclusive regardless of age, sex or weight status.     

Variable training: effects on velocity and accuracy in the tennis serve

Abstract

Variable practice has been shown to be an effective strategy to improve open motor skills. However, the usefulness of this procedure in closed motor skills remains controversial. The following study has the objective of analysing the effects of variability practice in the improvement of a closed skill. The skill studied has been the tennis serve. Thirty young tennis players (13 ± 1.52 years), divided in two groups, took part in this study. One group practiced in variable conditions and the other group in consistency conditions. Both groups performed 12 training sessions (60 serves/session). The variable practice group improved their accuracy significantly compared with the consistency group (F_3.25 = 3.078; P = 0.035). The velocity of serve increased after training in both groups (F_3.25 = 15.890; P = 0.001). The practice in variable conditions seems to be effective in improving the performance of the tennis serve.     

Effects of two physical education programmes on health- and skill-related physical fitness of Albanian children

This study aims to evaluate the effectiveness of two school-based physical education (PE) programmes (exercise-based and games-based) compared with traditional PE, on health- and skill-related physical fitness components in children in Tirana, Albania.

Participants were 378 first-grade (6.8 years) and 389 fourth-grade (9.8 years) children attending four randomly selected schools in Tirana. Twenty-four school classes within these schools were randomly selected (stratified by school and school grade) to participate as exercise group (EG), games group (GG) and control group (CG). Both EG and GG intervention programmes were taught by professional PE teachers using station/circuit teaching framework while CG referred to traditional PE school lessons by a general teacher. All programmes ran in parallel and lasted 5 months, having the same frequency (twice weekly) and duration (45 min). Heart rate (HR) monitoring showed that intensity during PE lessons was significantly higher in the intervention groups compared with control (P < 0.001). Both PE exercise- and games programmes significantly improved several health- and skill-related fitness indicators compared with traditional PE lessons (e.g. gross motor skill summary score: 9.4 (95% CI 7.9; 10.9) for exercise vs. control and 6.5 (95% CI 5.1; 8.1) for games vs. control, cardiorespiratory fitness: 2.0 ml O₂ · min^?1 · kg^?1 (95% CI 1.5; 2.4) for exercise vs. control and 1.4 ml O₂ · min^?1 · kg^?1 (95% CI 1.0; 1.8) for games vs. control). Furthermore, compared to games-based PE, exercise-based PE showed more positive changes in some gross motor coordination skills outcomes, coordination skills outcomes and cardiorespiratory fitness. The results from this study show that exercise- and games-based PE represents a useful strategy for improving health- and skill-related physical fitness in Albanian elementary school children. In addition, the study shows that exercise-based PE was more effective than games-based PE in improving gross motor function and cardiorespiratory fitness.     

The relationship between adolescents’ physical activity,fundamental movement skills and weight status

The aim of this study was to determine if a potential relationship among physical activity (PA), fundamental movement skills and weight status exists amongst early adolescent youth. Participants were a sample of 85 students; 54 boys (mean age = 12.94 ± 0.33 years) and 31 girls (mean age = 12.75 ± 0.43 years). Data gathered during physical education class included PA (accelerometry), fundamental movement skills and anthropometric measurements. Standard multiple regression revealed that PA and total fundamental movement skill proficiency scores explained 16.5% (P < 0.001) of the variance in the prediction of body mass index. Chi-square tests for independence further indicated that compared with overweight or obese adolescents, a significantly higher proportion of adolescents classified as normal weight achieved mastery/near-mastery in fundamental movement skills. Results from the current investigation indicate that weight status is an important correlate of fundamental movement skill proficiency during adolescence. Aligned with most recent research, school- and community-based programmes that include developmentally structured learning experiences delivered by specialists can significantly improve fundamental movement skill proficiency in youth.     

Injury prediction in veteran football players using the Functional Movement Screen™

ABSTRACT

The Functional Movement Screen? (FMS?) is aimed at assessing fundamental movements and is often used to identify players’ injury risk. The purpose of this study was to determine whether the FMS? can be used to predict injuries in veteran footballers (aged > 32 years). Eighteen veteran football teams (n = 238) were recruited and prospectively followed for 9 months. The players (44 ± 7 years; 178 ± 7 cm, 84 ± 11 kg) performed the FMS? at the start of the study period. Players’ exposure hours and injuries were recorded. The difference of FMS? overall score between injured and uninjured players was not significant (11.7 ± 2.9 vs 12.2 ± 2.8 points; Mann-Whitney U-test P = 0.17). Players scoring <10 (score < 1 standard deviation [SD]) below the mean) had a significantly higher injury incidence (z-statistics P < 0.05) compared to an intermediate reference group (mean ± 1 SD; scores of 10–14). No lower injury incidence for players with scores of >14 (score > 1 SD above the mean) was found. Further analyses of potential risk factors suggest higher age, lower body mass and a longer football career to be risk factors for injuries. The findings of this study suggest that the suitability of the FMS? for injury prediction in veteran footballers is limited.