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Jane E. Clark

. I will let you be the judge and try my best to find my voice in this autobiographical narrative. Motor Development: The Constraints and the “Mountain” I consider myself a developmentalist—a scientist who studies how and why things change. As a motor developmentalist—I study how and why our motor

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Tatsuya Daikoku, Yuji Takahashi, Nagayoshi Tarumoto, and Hideki Yasuda

, & Winkler, 2009 ; Vuust, Ostergaard, Pallesen, Bailey, & Roepstorff, 2009 ; Winkler, Háden, Ladinig, Sziller, & Honing, 2009 ) and motor functions ( Fujioka, Ross, & Trainor, 2015 ; Fujioka, Trainor, Large, & Ross, 2012 ). Neurophysiological studies suggest that rhythm perception is reflected in the beta

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Mark L. Latash

correlation or covariation matrices computed for arrays of experimental data. The underlying idea has been that the central nervous system (CNS) simplifies control and alleviates the (in)famous problem of motor redundancy ( Bernstein, 1947 , 1967 ) by uniting numerous variables produced by elements

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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

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Zeinab Khodaverdi, Abbas Bahram, Hassan Khalaji, Anoshirvan Kazemnejad, Farhad Ghadiri, and Wesley O’Brien

Motor competence (MC) has generally been defined as a person’s movement coordination quality, which can be observed when performing different motor skills, ranging on a continuum from gross to fine motor skills ( Utesch & Bardid, 2019 ). MC is a critical part of physical fitness development in

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Femke van Abswoude, John van der Kamp, and Bert Steenbergen

Childhood is one of the most important phases for acquiring and refining motor skills. Children start with learning the most fundamental motor skills, such as running, jumping, and throwing. These lay the foundation for further development of more complex skills that are required in sports and

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David I. Anderson

The decade of research in motor development between 2007 and 2017 has reminded us of the centrality of movement in all human endeavors. This centrality has in turn reminded us that learning to move has implications for development that extend well beyond the motor domain. Tellingly, much of the

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Emmanuel Jacobs, Ann Hallemans, Jan Gielen, Luc Van den Dries, Annouk Van Moorsel, Jonas Rutgeerts, and Nathalie A. Roussel

, sports, and so on) can be influenced by training. However, in contrast to athletes or dancers, the training methods of theater performers usually do not take the principles of motor learning into account. Rather, they are trained by theater pedagogues or other performers who follow their own empirical

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ShiYao Wu and Li Sui

Motor imagery (MI) is a mental process in which the brain trains or imitates specific actions without actually performing them. Numerous previous findings have demonstrated that a similar cortical network is activated or involved in both the MI and the actual motor execution ( Gerardin et al., 2000

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Mingda Li, Weidong Li, Junyoung Kim, Ping Xiang, Fei Xin, and Yan Tang

Helping students successfully perform a variety of motor skills (known as motor skill performance) has long been an important goal of school physical education. Consequently, a considerable amount of work has examined motivational and behavioral correlates of motor skill performance from multiple