—Virtual Group Workshop Three rounds of pilot delivery of the synchronous component of the workshop were conducted with upper level undergraduate Human Kinetics students ( N = 20 total), which refined the structure of the workshop. The activities comprising the synchronous component, their purpose for inclusion
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The Path to Translating Focus of Attention Research Into Canadian Physiotherapy, Part 3: Designing a Workshop Through Consultation With Physiotherapists and Focus of Attention Researchers
Julia Hussien, Lauren Gignac, Lauren Shearer, and Diane M. Ste-Marie
The Path to Translating Focus of Attention Research Into Canadian Physiotherapy, Part 1: Physiotherapists’ Self-Reported Focus of Attention Use Via a Study-Specific Questionnaire
Julia Hussien and Diane Ste-Marie
kinetics . Journal of Motor Behavior, 41 ( 5 ), 401 – 409 . https://doi.org/10.1080/00222890903228421 Wulf , G. , Höß , M. , & Prinz , W. ( 1998 ). Instructions for motor learning: Differential effects of internal versus external focus of attention . Journal of Motor Behavior, 30 ( 2 ), 169
The Path to Translating Focus of Attention Research into Canadian Physiotherapy, Part 2: Physiotherapist Interviews Reveal Impacting Factors and Barriers to Focus of Attention Use
Julia Hussien, Lauren Gignac, Lauren Shearer, and Diane M. Ste-Marie
Although researchers have highlighted the benefits of adopting an external focus of attention for rehabilitation, studies have consistently revealed low external focus use by physiotherapists. Consequently, the purpose of this research was to explore factors influencing physiotherapists’ focus of attention use and to gain insight into the barriers, and potential solutions, related to effective external focus use. Eight physiotherapists, working with musculoskeletal rehabilitation clients, first completed the Therapists’ Perceptions of Motor Learning Principles Questionnaire and then participated in virtual one-on-one interviews. The interviews followed a semistructured interview guide and were analyzed using a total quality framework approach to qualitative content analysis. Data showed that physiotherapists’ focus of attention use was influenced by physiotherapist, client, and task characteristics/experiences, as well as focus of attention statement provision strategies. Furthermore, the main barriers discussed related to educational experiences, reinforcement of internal focus of attention statement use and aspects related to research. Solutions presented to these barriers included the incorporation of focus of attention content into both the Canadian physiotherapy curriculum and continued education. Overall, these results advance our knowledge of factors underlying physiotherapists’ focus of attention use and barriers that must be overcome to successfully translate the focus of attention research into physiotherapy.
The Path to Translating Focus of Attention Research Into Canadian Physiotherapy, Part 4: Sequentially Linking Assessment Outcomes Into a Chain of Evidence Supporting the Workshop
Julia Hussien, Liza Khodko, Cooper Macdonald, and Diane Ste-Marie
In previous research, Canadian physiotherapists identified barriers to effective external focus promotion and recommended the delivery of a focus of attention workshop as a solution. Accordingly, the current research entailed the virtual delivery of such a workshop, consisting of asynchronous Website modules followed by a synchronous group session, to 15 Canadian physiotherapists working mainly with musculoskeletal rehabilitation clients. Assessment of the workshop outcomes was guided by constructs of social cognitive and adult learning theory, and organized based on the four levels of the Kirkpatrick model (KP1-Reaction, KP2-Learning, KP3-Behavior, and KP4-Results). Specifically, participants received links to questionnaire packages at three time points: 1-week preworkshop, immediately postworkshop, and 1-week postworkshop. Results showed that participants (a) reported high satisfaction, engagement, and perceived relevance of the workshop (KP1); (b) experienced significant improvements to their knowledge, skills, attitudes, and self-efficacy from pre- to immediately postworkshop (KP2); and (c) self-reported increases to their external focus promotion in the week following the workshop (modified KP3), and perceived improvements to their clients’ outcomes as a result of this external focus encouragement (modified KP4). Taken together, these results serve as a chain of evidence supporting the usefulness of the workshop in translating focus of attention findings into Canadian physiotherapy.
Low Prevalence of A Priori Power Analyses in Motor Behavior Research
Brad McKay, Abbey Corson, Mary-Anne Vinh, Gianna Jeyarajan, Chitrini Tandon, Hugh Brooks, Julie Hubley, and Michael J. Carter
A priori power analyses can ensure studies are unlikely to miss interesting effects. Recent metascience has suggested that kinesiology research may be underpowered and selectively reported. Here, we examined whether power analyses are being used to ensure informative studies in motor behavior. We reviewed every article published in three motor behavior journals between January 2019 and June 2021. Power analyses were reported in 13% of studies (k = 636) that tested a hypothesis. No study targeted the smallest effect size of interest. Most studies with a power analysis relied on estimates from previous experiments, pilot studies, or benchmarks to determine the effect size of interest. Studies without a power analysis reported support for their main hypothesis 85% of the time, while studies with a power analysis found support 76% of the time. The median sample sizes were n = 17.5 without a power analysis and n = 16 with a power analysis, suggesting the typical study design was underpowered for all but the largest plausible effect size. At present, power analyses are not being used to optimize the informativeness of motor behavior research. Adoption of this widely recommended practice may greatly enhance the credibility of the motor behavior literature.
Task and Skill Level Constraints on the Generality of the Proximal–Distal Principle for Within-Limb Movement Coordination
Karl M. Newell and Gareth Irwin
& Baeyens, 2017 ). A number of dependent variables (kinematics—joint, segment and resultant linear and angular velocities; kinetics—segment interaction forces, joint moments) have been used to investigate proximal–distal control, although the directional limb segment trends across these variables are often
The Effect of Part and Whole Practice on Learning Lay-Up Shot Skill in Young and Adolescent Male Students
Jalil Moradi, Mohammad Maleki, and Hadi Moradi
-Beach , P. , Reid , G. , & Collier , D. ( 2017 ). Motor learning and development ( 2nd ed. ). Human Kinetics . Hale , S. , Bronik , M.D. , & Fry , A.F. ( 1997 ). Verbal and spatial working memory in school-age children: Developmental differences in susceptibility to interference
Advancing Motor Learning and Development Research: A New Era for Our Journal
Maarten A. Immink
: Daniela, the JMLD Editorial Board, our support staff at Human Kinetics, the peer reviewers who generously provide their time and expertise, and most importantly, our colleagues who have published their ideas, theorical advances, and empirical evidence within the Journal. As one of the official journals of
Motor Skill Development and Youth Physical Activity: A Social Psychological Perspective
Maureen R. Weiss
, including surveys, interviews, field observations, journaling, checklists, motor skill outcomes, and kinematics/kinetics of motor skills. Sport psychology studies have also benefited from methods to assess physical maturity as a control variable in testing relationships among variables or in comparing pre
The Reliability and Validation of the Aquatic Movement Protocol as an Instrument for Assessing Aquatic Motor Competence in Primary Aged Children
Nicole A. Pratt, Michael J. Duncan, Martyn G. Morris, and Samuel W. Oxford
). Movement skill assessment . Human Kinetics . Cook , T.D. , & Campbell , D.T. ( 1979 ). Quasi-experimentation: Design and analysis issues for field settings . Rand McNally . Cronbach , L.J. ( 1951 ). Coefficient alpha and the internal structure of tests . Psychometrika, 16 ( 3 ), 297 – 334
