Recent Developments in Measurement and Possible Applications to the Measurement of Psychomotor Behavior

Abstract

Elementary physical education instructors and movement development clinicians frequently employ movement observation as their primary assessment strategy. The purpose of this study was to determine the minimal conditions of observation needed to obtain generalizable results across observers, trials, and subjects for the hop, jump, and run. The developmental sequences developed at Michigan State University were used as the observation system. Twelve children in the age range of 33–111 months were rated on five trials by 15 observers. The sample consisted of an equal number of males and females and did not involve children with handicapping conditions. The results suggest that when observers receive 1 hour of training for each skill, one observer and three trials are needed for evaluating the hop (.88), while three observers and three trials are required for the jump (.83). None of the nine measurement conditions resulted in acceptable (.80) generalizability for the run.     

Movement Characteristics of Preschool Children

Abstract

School districts are required under Public Law 94–142 to find and serve handicapped children from age three. In part this is accomplished through screening programs in which parents are encouraged to have children evaluated. This study reports partial results of one such screening program which used the DIAL test, Developmental Indicators for the Assessment of Learning (Mardell & Goldenberg, 1975a), which provided information on movement components and adds to the literature on the performance of preschoolers. The subjects, 610 boys and girls ages 2 years, 6 months to 5 years, 6 months, individually completed the seven tasks comprising each of the gross movement and fine movement components of DIAL. The sample is considered nonhandicapped because special education was later provided for less than 3% of the children screened. Data were divided by age, sex, and race (white, black). Separate MANOVAs and ANOVAs indicated female superiority in performance for fine movement, but a less clear picture for gross movement. Fine movement performance differences favored white subjects but results were also less clear for gross movement. Performance differences across age were primarily linear but with two or more higher order trends being significant for 13 of 14 fine and gross items.     

Movement Pattern and Parameter Learning in Children

Reduced feedback during practice has been shown to be detrimental to movement accuracy in children but not in young adults. We hypothesized that the reduced accuracy is attributable to reduced movement parameter learning, but not pattern learning, in children. A rapid arm movement task that required the acquisition of a motor pattern scaled to specific spatial and temporal parameters was used to investigate the effects of feedback (FB) frequency (100% vs. 62% faded) on motor learning differences between 19 school-age children and 19 young adults. Adults and children practiced the task for 200 trials under the 100% or faded FB condition on Day 1 and returned on Day 2 for a no-FB retention test. On the retention test, children who practiced with reduced feedback performed with greater temporal parameter errors, but not pattern error, than children who received frequent feedback. Motor skill learning in children is influenced by feedback frequency during practice that affects parameter learning but not pattern learning.     

Fundamental movement skill performance of preschool children in relation to family context

Abstract

Evidence suggests the development of fundamental movement skill (FMS) is a key factor in promoting long-term physical activity. Low levels of activity among preschool children and the relationship between physical activity and the development of fundamental movement skills underline the need to determine the factors associated with children's development of such skills. As parents play an important role in the socialization process, the aim of this study was to examine correlates of family and neighbourhood characteristics as well as parental behaviour and beliefs on FMS performance in 4- to 6-year-old preschool children. Relationships between preschool children's FMS performance and family contextual variables were examined within a sample of 846 preschool children. Results identified positive associations of FMS performance with parental education, father's physical activity, transport to school by bicycle, and the high value placed by parents high on sport-specific aspects of children's physical activity. Variables negatively associated with preschool children's FMS performance included father–child interaction in TV-viewing and reading books, the high importance placed by parents on winning and performance in children's physical activity. Furthermore, the ambiguity of associations between FMS performance and parental beliefs underlined its complexity.     

Which intensities,types, and patterns of movement behaviors are most strongly associated with cardiometabolic risk factors among children?

PurposeThe purpose of this study was to determine which intensities, patterns, and types of 24-h movement behaviors are most strongly associated with cardiometabolic risk factors among children.MethodsA total of 369 children aged 10–13 years were studied. Participants wore an Actical accelerometer and a Garmin Forerunner 220 Global Positioning System logger and completed an activity and sleep log for 7 days. Data from these instruments were combined to estimate average minute per day spent in 14 intensities, 11 types, and 14 patterns of movement. Body mass index, resting heart rate, and systolic blood pressure values were combined to create a cardiometabolic risk factor score. Partial least squares regression analysis was used to examine associations between the 39 movement behavior characteristics and the cardiometabolic risk factor score. The variable importance in projection (VIP) values were used to determine and rank important movement behavior characteristics. There was evidence of interaction by biological maturity, and the analyses were conducted separately in the 50% least mature and 50% most mature participants.ResultsFor the least biologically mature participants, fifteen of the 39 movement behavior characteristics had important VIP value scores; eight of these reflected movement intensities (particularly moderate and vigorous intensities), six reflected movement patterns, and one reflected a movement type. For the most mature participants, thirteen of the 39 movement behavior characteristics had important VIP value scores, with five reflecting intensities (particularly moderate and vigorous intensities), five reflecting patterns, and three reflecting types of movement.ConclusionMore than 12 movement behavior characteristics were associated with cardiometabolic risk factors within both the most and least mature participants. Movement intensities within the moderate and vigorous intensity ranges were the most consistent correlates of these risk factors.     

Academic-Based and Aerobic-Only Movement Breaks: Are There Differential Effects on Physical Activity and Achievement?

Purpose: This study investigated the academic achievement and physical activity differences between types of activity breaks implemented in elementary school classrooms. This study evaluated whether there was a difference between the impact of purely aerobic-based movement breaks and the impact of academic-based breaks on children’s academic achievement outcomes. Method: Participants included 460 children in 3rd grade through 5th grade at 4 elementary schools. There were 176 children in the schools that engaged in academic-based breaks and 284 in the schools that engaged in aerobic-only breaks. Schools were randomly assigned at the school level to implement either aerobic movement breaks with academic content infused within the breaks (“academic-based breaks”) or aerobic-only movement breaks without the addition of academic material (“aerobic-only breaks”) for approximately 10 min of activity per day. Math and reading achievement as well as children’s step counts were measured before and after the intervention. A mixed-effects (multilevel-growth) model, in which the repeated measures of individuals nested within a classroom are analyzed, was used to answer all posited research questions. Results: Small to moderate effect sizes (ES) indicating gains in reading achievement (ES = .13) and steps (ES = .33) were found for classrooms that used aerobic-only movement breaks compared with those that used academic-based breaks. Conclusions: The type of movement breaks that are implemented in classrooms may have differential outcomes for children’s achievement and activity levels. Results from the present study indicate that children who were given aerobic-only movement breaks had slightly larger gains in reading achievement and physical activity levels than children who were given academic-based breaks.     

Adherence to 24-hour movement guidelines in children with mental,behavioral, and developmental disorders: Data from the 2016–2020 National Survey of Children's Health

BackgroundAdopting a healthy lifestyle during childhood could improve physical and mental health outcomes in adulthood and reduce relevant disease burdens. However, the lifestyles of children with mental, behavioral, and developmental disorders (MBDDs) remains under-described within the literature of public health field. This study aimed to examine adherence to 24-hour movement guidelines among children with MBDDs compared to population norms and whether these differences are affected by demographic characteristics.MethodsData were from the 2016–2020 National Survey of Children's Health—A national, population-based, cross-sectional study. We used the data of 119,406 children aged 6–17 years, which included 38,571 participants with at least 1 MBDD and 80,835 without. Adherence to the 24-hour movement guidelines was measured using parent-reported physical activity, screen time, and sleep duration.ResultsAmong children with MBDDs, 20.3%, 37.0%, 60.7%, and 77.3% met the physical activity, screen time, sleep, and at least 1 of the 24-hour movement guidelines. These rates were lower than those in children without MBDDs (22.8%, 46.2%, 66.7%, and 83.4%, respectively; all p < 0.001). Children with MBDDs were less likely to meet these guidelines (odds ratio (OR) = 1.21, 95% confidence interval (95%CI): 1.13–1.30; OR = 1.37, 95%CI: 1.29–1.45; OR = 1.29, 95%CI: 1.21–1.37; OR = 1.45, 95%CI: 1.35–1.56) than children without MBDDs. Children with emotional disorders had the highest odds of not meeting these guidelines (OR = 1.43, 95%CI: 1.29–1.57; OR = 1.48, 95%CI: 1.37–1.60; OR = 1.49, 95%CI: 1.39–1.61; OR = 1.72, 95%CI: 1.57–1.88) in comparison to children with other MBDDs. Among children aged 12–17 years, the difference in proportion of meeting physical activity and screen time guidelines for children with vs. children without MBDD was larger than that among children aged 6–11 years. Furthermore, the above difference of meeting physical activity guidelines in ethnic minority children was smaller than that in white children.ConclusionChildren with MBDDs were less likely to meet individual or combined 24-hour movement guidelines than children without MBDDs. In educational and clinical settings, the primary focus should be on increasing physical activity and limiting screen time in children aged 12–17 years who have MBDDs; and specifically for white children who have MBDDs, increasing physical activity may help.     

The Influence of Strength on Speed of Movement in Eighth Grade Girls

Abstract

The purpose of this study was twofold: to determine which exercise program was most effective in producing a static strength gain and to determine the relationship between static strength and speed of movement. Seventy-two eighth grade girls were divided into two experimental groups one using an isometric exercise program, the other using an isotonic program. A control group played lead-up games during the experimental period. Strength and speed of the arm and shoulder girdle were both measured by three tests. Prior to training, correlations indicated a rather high relationship between static strength, and speed of a dominant arm movement. Following training there was little relationship between static strength, and speed of a specific arm movement. The results of the training program indicated an increase in mean performance in all three groups with the isotonic group being superior.     

The Role of Interference and Task Similarity on the Acquisition,Retention, and Transfer of Simple Motor Skills

Abstract

The aim of the present study was to determine if two levels of task similarity influenced acquisition, retention, and transfer performance of three simple motor skills. Sixty right-handed subjects were randomly assigned to one of five (n = 12) experimental conditions. Each subject performed 72 trials during acquisition. Twenty-four trials were recorded for each movement task. Following a 5-min unfilled retention interval, subjects performed 4 trials on each task before completing 12 transfer trials of a novel movement. Contextual interference effects for acquisition and retention were supported for low but not high similarity tasks. Further, the results suggest that a different memory representation exists for high and low similarity tasks.     

Kinematics,coordination, variability,and biological noise in the prone flutter kick at different levels of a “learn-to-swim” programme

Abstract

The purpose of this study was to establish the characteristics of the movement patterns common to flutter kicking of skilled swimmers and to determine how the movement patterns of swimmers at different levels of a “learn-to-swim” programme differ from those of skilled swimmers. Also, the nature of the skill afforded the opportunity to investigate learning of a cyclical multi-joint task from a motor control perspective. The underwater motion of nine children representing three levels of a “learn-to-swim” programme and 10 skilled swimmers were video-recorded while performing nine cycles of prone flutter kicking. Kinematics including joint angular motion and coordination of joint actions were calculated. Fourier analysis was applied to determine the frequency composition of the vertical undulations of the hip, knee, and ankle and to calculate the velocity of the body wave travelling caudally from hip to ankle. Fourier analysis also enabled investigation of biological noise, as distinct from variability. The results indicated the desired joint angles and coordination towards which learners could be guided. An index based on the ratio of hip – knee and knee – ankle body wave velocities showed that the inter-joint coordination of most learners was not appropriate for effective flutter kicking. There was strong evidence to suggest that skilled performance in flutter kicking is characterized by sequencing of joint actions to produce a single sinusoidal body wave moving caudally with not decreasing and preferably increasing velocity, low biological noise, and small variability.     

Children's Activity Rating Scale (CARS): Description and Calibration

Abstract

A five-level Children's Activity Rating Scale (CARS) was designed to categorize the intensity of physical activities and discriminate between levels of energy expenditure in young children. The CARS was used by trained observers over a 12-month period to assess physical activities of 3-4 year-old children during field observations. Agreement among observers using the CARS was 84.1% for 389 paired observation periods. The energy expenditure for each level was assessed by measuring VO₂s and heart rates of 5-6 year-old children (12 boys, 13 girls) while they performed eight activities representing the CARS levels. Mean VO₂s for the eight activities in Levels 1-5 ranged from 7.1 to 37.5 ml kg BW^?1 min^?1 (1 to 5.42 METS; 145% to 80.6% of VO₂max). Mean heart rates ranged from 89 to 183 b min^?1 for activities in Levels 1-5. VO₂s and heart rates at each level were significantly different from all other levels. These data demonstrate that the CARS encompasses a wide range of energy expenditures, discriminates between levels of energy expenditure, and can be used by trained observers to reliably evaluate physical activity and estimate energy expenditure of young children.     

Index for Volume 52 (1981)

Abstract

The purpose of this study was to compare fitness levels of children participating in a movement education (ME) program to Illinois fitness norms (control group). The AAHPERD Health-Related Fitness test was administered to children ages 7 through 12 during May in each of the three years, 1980–83. The skinfold measures showed that the ME children had more skinfold thickness regardless of age and gender. Scores for sit-ups and sit and reach over the three years for ME children showed that the 9- and 11-year-old ME males had more abdominal strength and 11- and 12-year-old ME females, less flexibility. Times in the mile run indicated that ME children were slower than the control group. Reference scores at the 50th and 25th percentile on the Illinois norm tables were located for each fitness measurement. These references were then used to determine the percentage of ME children who fell at or above the 50th percentile and at or below the 25th percentile. Data indicated that ME children need remediation in cardiovascular activity and reduction in subcutaneous fat.     

Prediction of habitual physical activity level and weight status from fundamental movement skill level

Abstract

Fundamental movement skills (FMS) have been assessed in children in order to investigate the issues of the low proportion of children who meet physical activity (PA) guidelines and rising levels of obesity. The aim of this research was to identify whether previous or current FMS level is a better predictor of PA levels and weight status in children. In January 2012 (year 1), 281 children were recruited from one primary school in the West Midlands, UK. Children performed eight FMS three times, which were videoed and assessed using a subjective checklist. Sprint speed and jump height were measured objectively. Height and mass were measured to calculate the body mass index to determine the weight status. Skinfold calliper readings were used to calculate body fat percentage. One year later, in January 2013, all these tests were repeated on the same children, with the additional collection of PA data via the use of pedometers. Following multiple linear regression, it was identified that prior mastery in FMS was a better predictor of current PA, whereas current FMS was a better predictor of current weight status. Overall, FMS mastery is needed in childhood to be able to participate in PA and maintain a healthy weight status.     

Interpreting measures of fundamental movement skills and their relationship with health-related physical activity and self-concept

The aims of this study were to determine proficiency levels of fundamental movement skills using cluster analysis in a cohort of U.K. primary school children; and to further examine the relationships between fundamental movement skills proficiency and other key aspects of health-related physical activity behavior. Participants were 553 primary children between 9- and 12-years old, 294 boys and 259 girls, who were assessed across eight different fundamental movement skills. Physical activity behaviors included markers of physical fitness, recall of physical activity behavior, and physical self-concept. Hierarchical cluster analysis was used to classify groups based on fundamental movement skills proficiencies and discriminant analysis to predict fundamental movement skills proficiency based upon the physical activity variables. This interpretation of fundamental movement skills performance revealed distinct groups of fundamental movement skills proficiency in both genders with several gender-specific components of physical activity shown to discriminate children with differing levels of fundamental movement skills proficiency (p < .05, r > .40).     

Comparison of Indirect Calorimetry- and Accelerometry-Based Energy Expenditure During Children‘s Discrete Skill Performance

ABSTRACT

Purpose: To compare children’s energy expenditure (EE) levels during object projection skill performance (OPSP; e.g., kicking, throwing, striking) as assessed by hip- and wrist-worn accelerometers. Method: Forty-two children (female n = 20, Mage = 8.1 ± 0.8 years) performed three, nine-minute sessions of kicking, over-arm throwing, and striking at performance intervals of 6, 12, and 30 seconds. EE was estimated using indirect calorimetry (COSMED k4b2) and accelerometers (ActiGraph GT3X+) worn on three different locations (hip, dominant-wrist, and non-dominant-wrist) using four commonly used cut-points. Bland-Altman plots were used to analyze the agreement in EE estimations between accelerometry and indirect calorimetry (METS). Chi-square goodness of fit tests were used to examine the agreement between accelerometry and indirect calorimetry. Results: Hip- and wrist-worn accelerometers underestimated EE, compared to indirect calorimetry, during all performance conditions. Skill practice at a rate of two trials per minute resulted in the equivalent of moderate PA and five trials per minute resulted in vigorous PA (as measured by indirect calorimetry), yet was only categorized as light and/or moderate activity by all measured forms of accelerometry. Conclusion: This is one of the first studies to evaluate the ability of hip- and wrist-worn accelerometers to predict PA intensity levels during OPSP in children. These data may significantly impact PA intervention measurement strategies by revealing the lack of validity in accelerometers to accurately predict PA levels during OPSP in children.     

Stabilometer Performance of Educable Mentally Retarded and Normal Children

Abstract

Five trials on the stabilometer were administered to 274 EMR children ages 6 to 13 years and 151 normal children ages 6 to 9 years. Older EMR boys and girls had slightly more board movement than younger EMR children whereas there was a tendency for board movement to decrease with age for the normal children. There were no appreciable sex differences between the EMR and the normal age groupings with the exception that board movement of the young EMR boys was significantly less than that of the young and old EMR girls. Normal children had significantly less board movements than EMR children at all age levels. There was some decrease in relative intra-individual variability with increasing age for both EMR and normal children but normal children were more efficient in early learning than EMR children.     

Age Differences in Children's Ability to Model Motor Behavior

Abstract

In order to investigate the effects of modeling behavior for seven- and nine-year-old children, 30 seven-year-old and 30 nine-year-old females were randomly assigned within age level to three groups. These groups differed according to whether a model was presented at the beginning, midway, or not at all during 12 trials on the stabilometer. Both age groups were found to be similar in performance in the no model condition and, for both age groups, the beginning model condition was found to facilitate performance. However, the introduction of the model after six trials had a detrimental effect on the performance of younger children but facilitated older children's performance. These findings were interpreted in light of a likely increase in the processing capacity of nine year olds as well as an increase in the number of movement schemes that were previously stored in the older girls.     

The whole day matters: Understanding 24-hour movement guideline adherence and relationships with health indicators across the lifespan

BackgroundNew research suggests that the composition (mix) of movement behaviors within a 24-h period may have important implications for health across the lifespan. Consistent with this integrated movement behavior paradigm, a number of countries across the world have developed and released 24-h movement guidelines for specific age groups. The purpose of this systematic review was to examine the associations between the 24-h time-use composition of movement behaviors, or adherence to 24-h movement guidelines, and multiple health indicators across the lifespan.MethodsFive online databases (PsycINFO, PubMed, SPORTDiscus, Web of Science, and Ovid MEDLINE) were searched for relevant peer-reviewed studies published between January 2015 and January 2020 that met the a priori inclusion criteria, with no study design limits. The methodological quality of research evidence for each individual study and for each health indicator was assessed by using a modified version of the Downs and Black checklist.ResultsA total of 51 studies from 20 different countries met the inclusion criteria. A total of 31 studies examined adherence (meeting vs. not meeting) to 24-h movement guidelines, and 20 studies used compositional analyses to explore the 24-h time-use composition of movement behaviors. Findings indicated that meeting the 24-h movement guidelines were (1) not associated with adiposity among toddlers, (2) favorably associated with health-related quality of life, social-cognitive development, and behavioral and emotional problems among preschoolers, (3) favorably associated with global cognition, health-related quality of life, and healthy dietary patterns in children, and (4) favorably associated with adiposity, fitness, and cardiometabolic, mental, social, and emotional health among children and youth. Significant associations were also found between the composition of 24-h movement behaviors and indicators of (1) adiposity and bone and skeletal health among preschoolers, (2) health-related quality of life among children, (3) adiposity, fitness, and cardiometabolic, social, and emotional health among children and youth, (4) cardiometabolic health in adults, (5) adiposity and fitness among adults and older adults, and (6) mental health and risk of mortality among older adults. The quality of the available evidence ranged from poor to good.ConclusionThe current evidence indicates that the composition of movement behaviors within a 24-h period may have important implications for health at all ages and that meeting the current 24-h movement guidelines is associated with a number of desirable health indicators in children and youth. Future studies should employ longitudinal and experimental designs, include valid and reliable measures of 24-h movement behaviors, and examine a wide array of health indicators across all age groups. Such studies would confirm the results from the primarily cross-sectional evidence drawn from studies included in our review and further advance our understanding of the relationships between 24-h movement behaviors and health.     

Peak power output provides the most reliable measure of performance in prolonged intermittent-sprint cycling

Abstract

The aims of this study were to determine the reliability of an intermittent-sprint cycling protocol and to determine the efficacy of one practice session on main trials. Eleven men, moderately trained team-sport athletes, completed three visits to the laboratory involving a graded-exercise test and practice session and two trials of a Cycling Intermittent-Sprint Protocol separated by three days. Data for practice and main trials were analysed using typical error of measurement, intra-class correlation and least-products regression to determine reliability. Typical error of measurement (expressed as a coefficient of variation) and intra-class correlation for peak power output from all 20 sprints for trial 1 and trial 2 were 2.9 ± 12.8% (95% confidence interval: 2.0–5.0%) and 0.96 (95% confidence interval: 0.85–0.99), respectively. Typical errors of measurement and intra-class correlation for mean power output for all 20 sprints for trials 1 and 2 were 4.2 ± 11.9% (95% confidence interval: 2.9–7.4%) and 0.90 (95% confidence interval: 0.66–0.97), respectively. The results suggest that peak power output provides a more reliable measure than mean power output. The Cycling Intermittent-Sprint Protocol provides reliable measures of intermittent-sprint performance.     

The Effects of the Creative Movement Teaching Method and the Traditional Teaching Method on Elementary School Children's Self-esteem

The purpose of the present study was to investigate the influence of two physical education teaching methods, the creative movement teaching method and the traditional teaching method, on self-esteem components. Specifically, the target of the study was to examine if the teaching of creative movement in physical education classes could influence a child's self-esteem. One hundred and seven (N=107) fifth and sixth grade children (aged 11-12 years) were used from an elementary school in Athens, Greece. Teaching methods were systematically applied for three months (24 teaching hours). The Self-Perception Profile for Children was used to measure children's self-esteem on two occasions, before and after the experimental conditions. A 2 2 2 (groups 2 pre-post measure) analysis showed a significant relationship between the five subscales (scholastic competence, social acceptance, athletic competence, physical appearance, and behavioral conduct) and an overall sense of self-worth (global self-worth). Both teaching methods should influence children's self-esteem from pre- to post-test. However, the teaching method of creative movement was most effective in improving the pupils' general self-esteem and also specific areas of self-esteem such as the cognitive, the social and the physical.