A holistic measurement model of movement competency in children

Different countries have different methods for assessing movement competence in children; however, it is unclear whether the test batteries that are used measure the same aspects of movement competence. The aim of this paper was to (1) investigate whether the Test of Gross Motor Development (TGMD-2) and Körperkoordinations Test für Kinder (KTK) measure the same aspects of children’s movement competence and (2) examine the factorial structure of the TGMD-2 and KTK in a sample of Australian children. A total of 158 children participated (M age = 9.5; SD = 2.2). First, confirmatory factor analysis examined the independent factorial structure of the KTK and TGMD-2. Second, it was investigated whether locomotor, object control and body coordination loaded on the latent variable Movement Competency. Confirmatory factor analysis indicated an adequate fit for both the KTK and TGMD-2. An adequate fit was also achieved for the final model. In this model, locomotor (r = .86), object control (r = .71) and body coordination (r = .52) loaded on movement competence. Findings support our hypothesis that the TGMD-2 and KTK measure discrete aspects of movement competence. Future researchers and practitioners should consider using a wider range of test batteries to assess movement competence.     

Feedback and Skill Learning

Abstract

This study was an investigation of the course of learning a specified arm movement pattern under conditions that varied as to the type and frequency of feedback information. After several days of practice, subjects performed a criterion test which was the same as the learning movement pattern, but explicit visual feedback was withdrawn.

Forty undergraduate students were divided into five groups. Each group was randomly assigned a method of learning the task. The methods of receiving information about performance were as follows: (a) concurrent visual feedback, (b) concurrent proprioceptive feedback and terminal knowledge of graphs, (c) a combination of (a) and (b), (d) concurrent visual feedback interspersed with passive watching, and (e) concurrent visual feedback at two different speeds.

The results indicated the following: (a) the most effective variable for learning the pattern was concurrent visual feedback, (b) performing the movement at a slower than normal rate was detrimental to performance on the criterion test, (c) sitting and watching was as effective a learning method as performing at two speeds, and (d) subjects in the slow-standard speed group were significantly poorer than subjects in other groups during performance of the criterion test. The other methods did not differ significantly from each other.     

Simple Reaction Time as a Function of Response Complexity: Christina et al. (1982) Revisited

Abstract

Two alternative interpretations to the one proposed by Christina, Fischman, Vercruyssen, and Anson (1982) were investigated. They interpreted the simple reaction time (SRT) increase they found, which was thought to reflect an increase in programming time, to be due to the increase in number of movement parts from one response to another. Experiment 1(N = 15 males) tested the alternative interpretation that the SRT increase was caused by the difference in how the first movement part of the three responses was executed. However, no evidence was found to support this interpretation. Experiment 2 (N = 15 males) tested the alternative interpretation that the SRT increase was due to the increase in the demand for movement accuracy from one response to another. The results revealed that only a very small portion of the SRT increase could be attributed to the increased accuracy demand while the major portion of the increase was due to the increase in number of movement parts.     

Age-related changes in proprioception of the ankle complex across the lifespan

BackgroundAnkle complex proprioceptive ability, needed in active human movement, may change from childhood to elderly adulthood; however, its development across all life stages has remained unexamined. The aim of the present study was to investigate the across-the-lifespan trend for proprioceptive ability of the ankle complex during active ankle inversion movement.MethodsThe right ankles of 118 healthy right-handed participants in 6 groups were assessed: children (6–8 years old), adolescents (13–15 years old), young adults (18–25 years old), middle-aged adults (35–50 years old), old adults (60–74 years old), and very old adults (75–90 years old). While the participants were standing, their ankle complex proprioception was measured using the Active Movement Extent Discrimination Apparatus.ResultsThere was no significant interaction between the effects of age group and gender on ankle proprioceptive acuity (F (5, 106) = 0.593, p = 0.705, η²_p = 0.027). Simple main effects analysis showed that there was a significant main effect for age group (F (5, 106) = 22.521, p < 0.001, η²_p = 0.515) but no significant main effect for gender (F (1,106) = 2.283, p = 0.134, η²_p = 0.021) between the female (0.723 ± 0.092, mean ± SD) and the male (0.712 ± 0.083) participants. The age-group factor was associated with a significant linear downward trend in scores (F (1, 106) = 10.584, p = 0.002, η²_p = 0.091) and a strong quadratic trend component (F (1,106) = 100.701, p < 0.001, η²_p = 0.480), producing an asymmetric inverted-U function.ConclusionThe test method of the Active Movement Extent Discrimination Apparatus is sensitive to age differences in ankle complex proprioception. For proprioception of the ankle complex, young adults had significantly better scores than children, adolescents, old adults, and very old adults. The middle-aged group had levels of ankle proprioceptive acuity similar to those of the young adults. The scores for males and females were not significantly different. Examination of the range of the scores in each age group highlights the possible level that ankle complex movement proprioceptive rehabilitation can reach, especially for those 75–90 years of age.     

The Reliability of Classification Decisions for the Furtado-Gallagher Computerized Observational Movement Pattern Assessment System—FG-COMPASS

Mastery of fundamental movement skills (FMS) is an important factor in preventing weight gain and increasing physical activity. To master FMS, performance evaluation is necessary. In this study, we investigated the reliability of a new observational assessment tool. In Phase I, 110 video clips of children performing five locomotor, and six manipulative FMSs were developed. In Phase II, rating scales were developed, and their efficacy was evaluated by comparing judgments of 30 undergraduate students to a standard. The mean weighted kappa (.71) was considered good (range .51–.85). Of the 11 rating scales, 6 were modified, and 5 remained unchanged. This study sets the foundation for the development of a new observational scale to assess fundamental movement skills.     

艺术体操运动员上肢本体感觉能力分析

运用艺术体操圈器械对不同训练程度者及不同级别的运动员进行测试,发现有训练者与无训练者之间的抛接控制能力有着明显的差异;不同训练水平的运动员对于抛接控制能力也具有一定的差异性,训练水平越高,准确性越高;本体感觉能力具有个体差异性,其既受后天运动训练的影响作用,也受到个人先天因素的作用制约;艺术体操运动员上肢本体感觉能力的强弱,可以作为艺术体操运动员的选材与能力评定的参考指标。为今后选拔和训练艺术体操运动员提供科学准确的参考依据。     

Premotor and Motor Reaction Time As a Function of Response Complexity

Abstract

Two experiments were conducted to identify the response elements responsible for the complexity effect found by Henry and Rogers (1960). An attempt was made to determine if these elements were affecting the premotor time component of simple reaction time (SRT). If they were, a strong case could be made for the argument that neuromotor programming time was affected because premotor time is a more exact estimate of it than SRT. The results revealed that premotor time was unaffected by a forward change in movement direction, but increased as the number of movement parts increased from one to two and as the demand for movement accuracy increased. Thus, increasing the (1) number of parts and (2) accuracy demands were identified as elements of response complexity which increase programming time and support Henry and Rogers (1960) hypothesis that the time to initiate a response becomes longer as the programming process become more complex.     

Laying the foundations for physical literacy in Wales: the contribution of the Foundation Phase to the development of physical literacy

Background: The Foundation Phase in Wales is a play-based curriculum for pupils aged 3–7 years old. Children learn through more holistic areas of learning in place of traditional subjects. As such, the subject of physical education in its traditional form no longer exists for pupils under the age of 7 in Wales. In light of the role of physical education in developing physical literacy and in particular the importance of this age group for laying the foundations of movement for lifelong engagement in physical activity, the disappearance of physical education from the curriculum could be deemed to be a concern.

Purpose: The purpose of this study was to explore the Foundation Phase as a naturalistic intervention and examine its contribution to the development of physical literacy.

Participants and setting: Participants included year 1 pupils (N?=?49) aged 5 and 6 from two schools in contrasting locations. A smaller group within each class was selected through purposive sampling for the repeated measures assessments (N?=?18).

Research design and methods: A complementarity mixed-method design combined quantitative and qualitative methods to study the Foundation Phase as a naturalistic intervention. Quantitative data were generated with the Test of Gross Motor Development-2 administered to the sample group of children from both schools as a quasi-repeated measure, the physical competence subscale of the Pictorial Scale of Perceived Competence and Social Acceptance and the Leuven Involvement Scale for Young Children. Qualitative data were generated throughout the study from the analysis of video and field notes through participant observation. Data from the mixed methods were analysed through complementarity to give a rich insight into pupils’ progress and experiences in relation to physical literacy.

Results: Overall analysis of the data from TGMD-2 showed significant improvements in the Gross Motor Quotient and Locomotor skills from T1 to T3, but no significant improvement in object control. Data from qualitative methods were analysed to explore processes that may account for these findings. Video and field notes complement the quantitative data highlighting that children were developing their locomotor skills in many aspects of their learning. Observations using the Leuven Involvement Scale indicated that children had high levels of involvement in their learning and apparent in video and field notes was pupils’ motivation for movement. Paired sample t-tests (N?=?18) conducted on the Harter and Pike perceived physical competence six-item score subscales (T1 and T3) indicated a significant difference in the mean perceived physical competence scores on the six-item scale between T1and T3. Qualitative data explored pupils’ confidence for movement in many areas of learning.

Conclusion: The combination of quantitative and qualitative data indicates that the Foundation Phase is an early childhood curriculum that lays the foundations of physical literacy with the exception of aspects of the physical competence, specifically object control skills. Although these skills only contribute to psychomotor aspects of physical literacy they are strongly associated with later engagement in physical activity. The development of specific physical skills such as object control skills may need more specialist input with early childhood pedagogy teachers trained in motor development to see significant improvements.     

Sport and Colonial Education: A Cultural Perspective

Purpose

This study investigated whether within-task expertise affects the reported asymmetry in execution time exhibited in reactive and self-initiated movements.

Method

Karate practitioners and no-karate practitioners were compared performing a reverse punch in reaction to an external stimulus or following the intention to produce a response (self-initiated). The task was completed following the presentation of a specific (i.e., life-size image of opponent) or general stimulus and in the presence of click trains or white noise.

Results

Kinematic analyses indicated reactive movement had shorter time to peak velocity and movement time, as well as greater accuracy than self-initiated movement. These differences were independent of participant skill level although peak velocity was higher in the karate practice group than in the no-karate practice group. Reaction time (RT) of skilled participants was facilitated by a specific stimulus. There was no effect on RT or kinematic variables of the different type of auditory cues.

Conclusions

The results of this study indicate that asymmetry in execution time of reactive and self-initiated movement holds irrespective of within-task expertise and stimulus specificity. This could have implications for training of sports and/or relearning of tasks that require rapid and accurate movements to intercept/contact a target.     

What Undergraduate Physical Education Majors Learn during a Field Experience

Abstract

This study aimed at supporting the specificity of learning hypothesis, when aiming was based on internal cues, as directing the hand toward a “self-defined” target location. Participants practiced modest (20 trials) or intensive (720 trials) training with visual and proprioceptive information or proprioceptive information only. Pretests and posttests were performed in sensory conditions that did or did not match the training condition. Results showed that dynamic visual cues played a dominant role at the beginning of the task, and an intensive practice resulted in increased accuracy of kinesthetic information and efferent mechanisms of motor responses. These results have implications with regard to motor learning conceptions and training as a function of the task constraints.     

Twenty-four-hour movement behaviours and fundamental movement skills in preschool children: A compositional and isotemporal substitution analysis

ABSTRACT

Studies that have analysed the association between the different movement behaviours and fundamental movement skills (FMS) have considered it in an independent manner, disregarding the compositional nature of 24-h movement behaviours (24-h MB). The aim of this study was to investigate the relationship between the 24-h MB and FMS in preschoolers using a compositional data analysis . Two hundred and four preschoolers (4.5 ± 0.8 years old; 101 boys) provided objectively assessed physical activity (PA) and sedentary behaviour (SB) data (Actigraph wGT3X), and FMS (TGMD-2). Sleep duration (SD) was reported by parents. Association of daily composition of movement behaviours with FMS was explored using compositional analysis and isotemporal substitution (R Core Team, 3.6.1). When considered as a 24-h MB composition (PA, SB and SD), adjusted for age, BMI and sex, the composition predicted locomotor (r² = 0.31), object control (r² = 0.19), and total motor score (r² = 0.35), respectively (all P < 0.001). Reallocation of time from light to moderate-to-vigorous PA was associated with greatest positive changes in total motor score. Achieving adequate balance between movement behaviours over the 24-h period, and its relationship with locomotor and object control skills should be considered and further investigated in early childhood.     

Measurement error associated with the SAGIT/Squash computer tracking software

Abstract

The velocities and distances covered by players during competition serve as a basis for planning fitness regimes according to the specific demand of the sport. The techniques used to calculate these movement parameters have ranged from human judgements to technological solutions such as GPS and computer vision. This paper evaluates the accuracy of a computerized motion tracking system (SAGIT/Squash) that uses computer vision methods on video captured via a fixed single camera located centrally above the court. Digital images were processed automatically with operator supervision so that any tracking errors could be rectified and manual tagging of all shots added. Four separate experiments were used to assess the error associated with tracking adult players' velocities and positions with respect to the court floor. Experiment 1 involved players standing still in different areas of the court. The tracking software was found to be more accurate when a player was stood in the centre of the court (1.33 m · min^?1 error) than in the corners (2.61 m · min^?1 error), predominately due to systematic errors (e.g. calibration). Experiment 2 was conducted in the same manner as Experiment 1 except that the players vigorously swung a racket around their body continuously. This resulted in 15 times the error found in Experiment 1 for the distance covered during 1 min. However, this is an unrealistic estimate of the true error when assessing matches, as during matches the racket is only swung approximately 35% of the time. Experiment 3 involved a player running at different speeds around a rectangular path on the court. The resultant trajectory, as captured by the software, was compared using different Gaussian smoothing equations of kernel widths 0.25 s, 0.5 s, and 1 s. The best solution (0.5 s) resulted in the most accurate trajectory, although the difference in distance calculated between the different equations was negligible. Experiment 4 used the 0.5-s smoothing equation to assess the tracking accuracy for a player running at a relatively steady speed in a more realistic circular trajectory. The trajectory of the pixel image was shown to have a smaller radius than the reference trajectory at increased speeds, due to the tendency of the player to lean over when negotiating a circular path. The error associated with the distance covered over 1 min was shown to range between 1.33 and 21 m depending on the nature and position of the player's movements. Values, typically somewhere in this range, are likely to be evident during typical use of this software.     

Peak Power Assessment of Isokinetic Knee Flexor and Extensor Tests – Pitfalls of a Dynamometer-based Assessment

ABSTRACT

Many sports demand high forces at high movement speeds. Joint power combines these two measures and is frequently analyzed by isokinetic tests. However, various concepts of assessing joint power lead to conflicting results. The aim was to examine different methods to calculate peak power during isokinetic knee tests of sixty-one healthy male participants (20 y, 182 cm, 76 kg). Unilateral movements of the eccentrically working hamstrings and the concentrically working quadriceps at 150°/s were captured by high-speed cameras. Peak power derived from isokinetic data was significantly higher (p < 0.01, d > 1.54) compared to the camera-based kinematic procedures. To achieve best accuracy, peak power should be derived from the camera-based joint angular velocity and the measured moment at time of peak power during the dynamometer’s isokinetic range of motion. A meaningful assessment of isokinetic joint power should incorporate a camera-based kinematic analysis to account for potential measuring inaccuracies owing to anatomical features, axis misalignment, and tissue deformation.     

Six Mobilization Exercises for Active Range of Hip Flexion

Abstract

Active hip flexion is considered to be important for many physical activities. Six popular mobility exercises were compared in this study to see if active flexibility exercises would give superior results in improving daily or more permanent gain of active hip flexion. Out of 119 women university students completing the study, all but the control group took part in five one-minute bouts of mobility work three days a week for three weeks. A day of testing before and after the nine exercise days comprised the 11 sessions of the four-week experiment. Significant gains of 15 or more degrees were accomplished by all methods including the control group, as measured by the Leighton Flexometer. A two factor design with repeated measures determined that active and passive stretching methods were not significantly different in their contribution to active range improvement. Proprioceptive neuromuscular facilitation techniques were not superior to more conventional stretching methods. Rigorous mobilization on the five test days along with physical education activity may explain the significant progress of the control group. Daily gains in active mobility were minimal, particularly with active stretching exercises. Standardization of time for flexibility exercise regimens apparently equalizes the results, and thus, given equal opportunity, all mobility work has parallel merit in promoting active range of hip flexion.     

Haptic perception accuracy depending on self-produced movement

Abstract

This study measured whether self-produced movement influences haptic perception ability (experiment 1) as well as the factors associated with levels of influence (experiment 2) in racket sports. For experiment 1, the haptic perception accuracy levels of five male table tennis experts and five male novices were examined under two different conditions (no movement vs. movement). For experiment 2, the haptic afferent subsystems of five male table tennis experts and five male novices were investigated in only the self-produced movement-coupled condition. Inferential statistics (ANOVA, t-test) and custom-made devices (shock & vibration sensor, Qualisys Track Manager) of the data were used to determine the haptic perception accuracy (experiment 1, experiment 2) and its association with expertise. The results of this research show that expert-level players acquire higher accuracy with less variability (racket vibration and angle) than novice-level players, especially in their self-produced movement coupled performances. The important finding from this result is that, in terms of accuracy, the skill-associated differences were enlarged during self-produced movement. To explain the origin of this difference between experts and novices, the functional variability of haptic afferent subsystems can serve as a reference. These two factors (self-produced accuracy and the variability of haptic features) as investigated in this study would be useful criteria for educators in racket sports and suggest a broader hypothesis for further research into the effects of the haptic accuracy related to variability.     

Stimulus Velocity,Duration and Uncertainty as Determiners of Response Structure and Timing Accuracy

Abstract

The present experiments examined the effects of stimulus velocity, stimulus duration, and stimulus uncertainty on the spatial-temporal structure and timing accuracy of coincident timing responses. The results of Experiment 1 indicated that the response structure for aimed movements differed from that of ballistic movements but response accuracy was comparable for both movement conditions. However, when information concerning the stimulus velocity was provided, the responses to the faster stimuli (i.e., stimuli of shorter duration) appeared to be “speeded up” copies of those to slower stimuli and response accuracy increased as the stimulus velocity increased (i.e., stimulus duration decreased). When the stimulus velocity was not known, subjects initiated a common response for approximately 260 msec and response accuracy appeared to decrease as the stimulus velocity increased (i.e., stimulus duration decreased). Experiment 2 indicated that the stimulus duration rather than the stimulus velocity was the major determiner of both the spatial-temporal structure and timing accuracy and that a very fast and a very slow stimulus will be responded to similarly when the stimulus duration remains constant.     

Comparison of Motor Creativity with Figural and Verbal Creativity,and Selected Motor Skills

Abstract

This study was undertaken to investigate relationships between various forms of creativity, and to determine whether the expression of motor creativity is related to selected motor skills. The tests administered to the 65 fourth grade subjects consisted of creative thinking tests, a motor creativity battery, and motor skill tests. The following conclusions were drawn: (a) the expression of motor creativity through movement is not related to performance on the selected motor skill items; (b) creativity does not appear to be a generalized trait in as much as significant relationships were not found between the various aspects of creativity; (c) a tendency toward generalization of creativity was found for girls but not for boys; (d) a combination of weight, figural fluency and figural originality accounts for a significant amount of the variability in motor creativity for boys, while a combination of figural and verbal creativity factors does the same for girls; (e) boys of this age perform significantly better than girls on skill tests involving strength, while girls excel on balance and agility items.     

Forthcoming events

Proprioceptive Neuromuscular Facilitation ‐ patterns and techniques D.E. Voss, M.K. Ionta and B.J. Myers. Harper and Row, Philadelphia, 1985 xxvi + 370 pp, £29.95, ISBN 0 06 142595 8

Science of Stretching M.J. Alter, Human Kinetics, Champaign, Illinois, 1988 xii + 243 pp, $26.00, ISBN 0 87322 090 0     

The Effect of Gradual Self-Control of Task Difficulty and Feedback on Learning Golf Putting

ABSTRACT

Purpose: This study aimed to examine the effect of gradual self-control of task difficulty and feedback on accuracy and movement pattern of the golf putting sport skill. Method: Sixty students were quasi-randomly assigned to four groups under a varying combination of the two factors of task difficulty control (self-controlled or yoked) and feedback control (self-controlled or yoked). The participants in the two groups (dual-factor gradual self-control and self-controlled task difficulty group) that granted control over task difficulty in the acquisition phase were told they could choose any of the pre-set distances from the target. All groups were given 100% feedback in the first half of the acquisition phase, but the participants in the two groups (dual-factor gradual self-control group and self-controlled feedback) that could control their feedback were told that in the second half of the acquisition phase they would be able to ask for feedback when needed. The practice schedule of each member of the dual-factor gradual self-control group was used as a basis to plan the practice of predetermined distances and feedback presentation to the corresponding participants in the yoked conditions. Results: ANOVA with repeated measures showed that the practice method involving gradual self-control of two factors had a positive impact on accuracy and movement pattern of golf putting in the retention and transfer tests compared to other methods (p_s < .05). Conclusion: The advantages of self-control practice presumably come from better adjustment of challenge points by the learner in the course of the practice.     

The Development of In-Service Teachers' Knowledge of a Constructivist Approach to Physical Education: Teaching beyond Activities

Abstract

The purpose of this paper is to describe three aspects of learning a movement approach that were salient and initially problematic for 1 experienced teacher, 2 early career teachers, and 1 student teacher. A constructivist perspective was the theoretical base. Across 3 years, the researcher conducted 11 weeks of observations, 15 formal interviews, 3 group interviews, and daily informal interviews. Three problematic aspects were: (1) knowing to what extent they should give information and tell children what to do when teaching less structured content, (2) knowing the whole of the approach and how components connected, and (3) knowing content (i.e., pedagogical content knowledge) in enough depth and detail. Knowledge development was facilitated by more experienced teachers, experience, and a set of key ideas.