Developmental Sequences for the Standing Long Jump Landing: A Pre-Longitudinal Screening

in Journal of Motor Learning and Development
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Examining the underlying processes that contribute to fundamental movement pattern development and their relationship to performance outcomes is essential to effectively promote competence and mastery. However, few studies have examined the associations between process-oriented movement assessments and performance. The purpose of this study was to hypothesize component developmental sequences for the landing phase of the standing long jump and test them via a pre-longitudinal screen with cross-sectional data from children and young adults. Component levels of the standing long jump landing were identified for shank, foot, and arm action on 347 children ages 4–12 years and 48 adults ages 18–25 years. Modal profile curves were plotted for each component across age groups. In addition, modal sequences, height, and mass were regressed against jump distance as a secondary method of developmental validation. Component level trajectories indicated sufficient evidence for developmental trends of each component. Explained variance in jump distance by sequences, height, and mass varied across age groups and sex. Our findings indicate the proposed component sequences for landing may demonstrate adequate developmental validity; however, longitudinal validation is needed. Landing patterns play an important role in standing long jump performance and warrant more attention in motor development research.

Lane and Tolleson are with the Dept. of Health, Exercise, and Sports Sciences, Texas Tech University, Lubbock, TX. Molina is with the Dept. of Health, Physical Education, and Recreation, Missouri Western State University, St Joseph, MO. Langendorfer is with the School of Human Movement, Sport, and Leisure Studies, Bowling Green State University, Bowling Green, OH. Goodway is with College of Education and Human Ecology, Ohio State University, Columbus, OH. Stodden is with the Dept. of Physical Education and Athletic Training, University of South Carolina, Columbia, SC.

Address author correspondence to Sergio L. Molina at smolina@missouriwestern.edu.
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