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Motor Development Research: Designs, Analyses, and Future Directions

Nancy Getchell, Nadja Schott, and Ali Brian

longitudinal design, they must use one of several quasi-experimental designs such as a time series design. A time series design occurs in the following manner: participants are observed for a prescribed number of initial observations, then they experience an experimental manipulation or treatment. This is

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Test of Gross Motor Development–3 Validity and Reliability: A Screening Form

Nadia Cristina Valentini, Glauber Carvalho Nobre, Larissa Wagner Zanella, Keila G. Pereira, Maicon Rodrigues Albuquerque, and Mary Elizabeth Rudisill

TGMD-3-SF and 40 min for the TGMD-3. Three trained administrators and six undergraduate student assistants conducted all the assessments. These administrators were motor development graduate students trained by a university professor with extensive experience with the TGMD-3. The 20-hr training

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Applying the Principles of Motor Learning in Preventative Programs of Overuse Injuries in Young Athletes: A Scoping Review

Mohsen Shafizadeh, Shahab Parvinpour, and Andrew Barnes

interventions applied the principles of motor learning in the design of their practice model. Motor learning is an internal process that leads to permanent changes in the motor behaviors through practice and experience ( Schmidt & Wrisberg, 2008 ). To acquire the motor skills by permanent changes and

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Interrater Reliability of the Test of Gross Motor Development—Third Edition Following Raters’ Agreement on Measurement Criteria

Aida Carballo-Fazanes, Ezequiel Rey, Nadia C. Valentini, Cristina Varela-Casal, and Cristian Abelairas-Gómez

assessment (more than 5 years of experience using TGMD) and the other three novices. Of these three, one had physical education background; one was a nurse with no physical education and sports sciences training, but PhD student in terms of physical literacy and motor competence; and the last one was a

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Validation and Psychometric Properties of the German Version of the Adolescent Motor Competence Questionnaire

Nadja Schott, Beth Hands, Fleur McIntyre, and Amanda Timler

activities. For example, those with high motor competence often participate in a range of physical activities and sports, whereas those with low motor competence may shy away from these types of activities and experience difficulties with activities of daily living and self-care ( O’Dea & Connell, 2016 ). A

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Autonomy-Supportive, External-Focus Instructions Optimize Children’s Motor Learning in Physical Education

Thomas Simpson, Mitchell Finlay, Victoria Simpson, Ayoub Asadi, Paul Ellison, Evelyn Carnegie, and David Marchant

review, see Chua et al., 2021 ). In addition, conditions that support a learner’s basic psychological need for autonomy have been shown to contribute to effective goal–action coupling through motivational mechanisms (i.e., self-efficacy, positive affect). Specifically, the rewarding experiences

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Exploring an Alternative to Record Motor Competence Assessment: Interrater and Intrarater Audio–Video Reliability

Cristina Menescardi, Aida Carballo-Fazanes, Núria Ortega-Benavent, and Isaac Estevan

4 years’ experience in MC assessments (Rater B). Before assessing the participants’ performance, the three raters reviewed the content of the CAMSA manual ( Longmuir et al., 2017 ; Menescardi et al., 2022 ) and performed a prior video-training based on recognition and CAMSA rating. A preliminary

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Effects of Visualization Format and Time of Day on Immediate Recall of Tactical Behaviors

Ghazi Rekik, Yosra Belkhir, Ghada Jouira, Mohamed Jarraya, Cheng-Deng Kuo, and Yung-Sheng Chen

: participants classified as “definitely or moderately morning type” and “definitely or moderately evening type” according to their responses to the Morningness-Eveningness Questionnaire ( Horne & Ostberg, 1976 ); participants with previous experience in playing or watching basketball competitions; and work

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Do Parental Beliefs and Support Predict the Motor Competence of Youth With Visual Impairments?

Alexandra Stribing, Emily N. Gilbert, Lauren J. Lieberman, and Ali Brian

team, who possessed substantial experience in teaching youth with VI coded the total TGMD-3 from the digital recordings and reached an agreement of 90%. Subsequently, both coders exhibited an interrater reliability of greater than 85% with the lead research on 30% of the total sample. All TGMD-3 trials

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Coordination Dynamics in Motor Learning: Acquisition and Adaptation in a Serial Stimulus Tracking Task

Matheus M. Pacheco, Natália F.A. Ambrósio, Fernando G. Santos, Go Tani, and Luciano Basso

excluded from the data set. The participants had no previous experience on the task and no injuries or disabilities that would preclude participation in the task. All participants had their legal guardians sign a consent form, and all procedures of this study were approved by the ethics committee of the