the students’ physical education and sports classes without the supervision of the classroom teacher. Necessary explanations about the test were given to the children just before the measurements. Then, the skills were demonstrated via a standard video, tablet, and smartphone to avoid causing
Search Results
The Relationship Between Actual Motor Competence and Physical Activity in Children: Mediating Roles of Perceived Motor Competence and Physical Activity Enjoyment
Murat Cimen, Semiyha Tuncel, and Fehmi Tuncel
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
educational context, especially in physical education ( Hulteen, Terlizzi, et al., 2023 ; Lander et al., 2015 ). As an alternative to some of the aforementioned challenges, hybrid-oriented assessments have emerged as a rapid and reliable approach for evaluating large groups of children ( Bardid et al., 2019
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
Formalized physical education is an effective setting to directly develop children’s motor skills and provide them with the motivation, confidence, and physical competence to participate in physical activity throughout the lifespan ( Morgan et al., 2013 ; Stodden et al., 2008 ; Whitehead, 2019
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
al., 2007 ; Mangels et al., 2006 ). Nonetheless, implicit beliefs have gained traction within the realm of physical education classes and specific sport contexts (e.g., para-athletes; De Cruz et al., 2019 ; Jowett & Spray 2013 ; Slater et al., 2012 ; Stenling et al., 2014 ). In the context of sports
The Role of Vision and Movement Automization on the Focus of Attention Effect
Jared Porter, Hubert Makaruk, and Marcin Starzak
According to the constrained action hypothesis, an external focus of attention is beneficial for motor learning due to improvements in movement automization. In contrast, an internal focus of attention interferes with automaticity and decreases the effects of motor learning. This study was designed to test the automaticity assumption of the focus of attention effect within a highly skilled population. We examined the effects of attentional focus on kinematics in rope jumping and visual control. Participants practiced the rope-jumping task over five days of acquisition, which was followed by a retention and transfer test. The findings provided evidence that the learning of the task was improved and automaticity was increased by the external focus compared with the internal focus and no attentional (i.e., control condition) conditions. In addition, these findings indicate that visual attention as a function of attentional focus has a stronger relationship with practice performance rather than with motor learning effects.
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
influences the athlete’s performance in the given sport ( Jackson & Beauchamp, 2010 ). In a teacher/student relationship, student motivation to participate in leisure-time physical activity outside of the school setting may be highly related with physical education teachers who employ positive affirmations
Spaced Use of Social Media Apps Among Motor Practice Trials Impacts Performance Without Influencing Mental Fatigue and Motor Learning
Marina Gonçalves Leal, José Eduardo dos Martírios Luz, Ana Kariele da Silva Santos, Cicero Luciano Alves Costa, Paulo Felipe Ribeiro Bandeira, Cassio de Miranda Meira Jr, and Giordano Marcio Gatinho Bonuzzi
skill. Our study sought to replicate a common behavior observed among athletes, sports enthusiasts, and physical education students, which involves checking social media during rest periods within a typical class or training session. We hypothesized that smartphone use during the rest of distributed
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
Actual and Perceived Motor Competence, Cardiorespiratory Fitness, Physical Activity, and Weight Status in Schoolchildren: Latent Profile and Transition Analyses
Iiris Kolunsarka, Arto Gråstén, Mikko Huhtiniemi, and Timo Jaakkola
(T0–T3) by trained researchers during physical education classes. The questionnaire on perceived motor competence was administered in the classroom setting. Accelerometers were used to collect device-based moderate to vigorous physical activity (MVPA). Participants were instructed to wear
The Move2Smile Online Hub for Parents to Support Aspects of Preschoolers’ Physical Literacy at Home: A Feasibility Study
Maeghan E. James, John Cairney, Nikoleta Odorico, Tracia Finlay-Watson, and Kelly P. Arbour-Nicitopoulos
, personal goal perspectives, and cognitive and affective responses in physical education classes . European Journal of Physical Education, 4 ( 1 ), 31 – 44 . 10.1080/1740898990040103 Clarke , V. , & Braun , V. ( 2017 ). Thematic analysis . Journal of Positive Psychology, 12 ( 3 ), 297 – 298
