-directed movements such as fundamental motor skills ( Gabbard, 2012 ) and comprised of locomotor (running, jumping, etc.) and object control skills (throwing, catching, etc.). Fundamental motor skills provide a foundation to be successful in sport, games, and physical activity ( Clark & Metcalfe, 2002 ; Seefeldt
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Self-Perceptions, Parents’ Perceptions, Metaperceptions, and Locomotor Skills in Adolescents With Visual Impairments: A Preliminary Investigation
Alexandra Stribing, Adam Pennell, Emily N. Gilbert, Lauren J. Lieberman, and Ali Brian
The Effects of Attentional Focus and Skill Level on the Performance of Golf Putting
Chih-Chia Chen, Yonjoong Ryuh, Tony Luczak, and John Lamberth
putts made between both external attention conditions among experienced golfers. Hays, Maynard, Thomas, and Bawden ( 2007 ) identified the sources and types of confidence salient to sport performance. They indicated nine sources of confidence, such as preparation, performance accomplishments, coaching
Relationship Between Motor Competence and Soccer-Specific Skills: A Longitudinal Study With Young Players
Álvaro Fortunato, Celina Gonçalves, and Vítor P. Lopes
Soccer (also known as football) is a team sport played on a rectangular field between two teams of 11 players each with the objective to propel a round ball into the opponent’s goal by kicking or by hitting it with any part of the body except the hands and arms. Soccer games are characterized by
The Beneficial Influence of Combining Motor Imagery and Coach’s Feedback on Soccer Pass Accuracy in Intermediate Players
Nicolas Robin, Lucette Toussaint, Eric Joblet, Emmanuel Roublot, and Guillaume R. Coudevylle
Motor imagery (MI) is a popular mental technique widely used in sport, exercise, and rehabilitation ( Anuar, Cumming, & Williams, 2016 ; Guillot & Collet, 2008 ; Slimani, Tod, Chaabene, Miarka, & Chamari, 2016 ). MI is a conscious process that typically requires individuals to mentally simulate
Optimizing Bowling Performance
Reza Abdollahipour, Ludvík Valtr, and Gabriele Wulf
. , & Wulf , G. ( 2017 ). External focus of attention and autonomy support have additive benefits for motor performance in children . Psychology of Sport and Exercise, 32, 17 – 24 . doi:10.1016/j.psychsport.2017.05.004 10.1016/j.psychsport.2017.05.004 Badami , R. , VaezMousavi , M. , Wulf , G
Test–Retest Reliability of Soccer Dribbling Tests in Children
Michael J. Duncan, Darren Richardson, Rhys Morris, Emma Eyre, and Neil D. Clarke
, & Cochrane, 2014 ). Consequently, it has been recommended that researchers using sport-specific skill tests ensure they demonstrate satisfactory reliability ( Robertson et al., 2014 ). The results of the present study suggest both the dribbling tests examined in the present study demonstrate good reliability
The Role of Quiet Eye Duration and Its Components in a Complex Far-Aiming Task
Samira Moeinirad, Behrouz Abdoli, Alireza Farsi, and Nasour Ahmadi
more effective gaze strategies than novices in a range of sport tasks ( Vine, Moore, & Wilson, 2011 ; Vine & Wilson, 2011 ). Vickers ( 1992 ) found that higher-skilled golfers keep their eyes steady on the back of the ball for about two seconds prior to the onset of the backswing as well as through
Pictorial Scale of Physical Self-Concept for Brazilian Children: Validity and Reliability
Glauber Carvalho Nobre, Marcelo Gonçalves Duarte, Rodrigo Flores Sartori, Maike Tietjens, and Nadia Cristina Valentini
directions ( Jekauc et al., 2017 ). Other recent studies also showed that self-perception of endurance during a task (i.e., I can run a long way without stopping) and global sport competence predicted physical activity enjoyment in elementary-school-age children ( Lohbeck, Tietjens, & Bund, 2016 ). A
Boys and Girls Have Similar Gains in Fundamental Motor Skills Across a Preschool Motor Skill Intervention
Kara K. Palmer, Danielle Harkavy, Sarah M. Rock, and Leah E. Robinson
Fundamental motor skills (FMS) are goal-directed, voluntary movements that develop into more advanced or sport-specific movements ( Clark & Metcalfe, 2002 ). FMS develop in childhood (3–7 years of age) and form the foundation for more context-specific skills later in life ( Clark & Metcalfe, 2002
Validation of a Follow-Through Developmental Sequence for the Overarm Throw for Force in University Students
Bradley Beseler, Christopher Mesagno, Michael Spittle, Nicola F. Johnson, Jack Harvey, Scott Talpey, and Mandy S. Plumb
identified their current and previous involvement in organized sports that involved overarm throwing, and the frequency which the participant was currently, and had previously been involved in that throwing sport. Participants were instructed to throw a standard tennis ball with a weight of 58 g and a