Search Results

You are looking at 1 - 10 of 475 items for :

  • "motor performance" x
  • Refine by Access: All Content x
Clear All
Restricted access

André Klostermann, Ralf Kredel, and Ernst-Joachim Hossner

to be related to superior motor performance on an interindividual as well as on an intraindividual level. Experienced athletes show longer QE durations than less experienced athletes, and likewise, successful attempts are related to longer QE durations than unsuccessful attempts (for an overview, see

Restricted access

Reza Abdollahipour, Ludvík Valtr, and Gabriele Wulf

According to the OPTIMAL (Optimizing Performance Through Intrinsic Motivation and Attention for Learning) theory of motor learning ( Wulf & Lewthwaite, 2016 ), three factors are key to optimal motor performance and learning. Two of these factors are motivational in nature (enhanced expectancies

Restricted access

Oliver R. Runswick, Matthew Jewiss, Ben T. Sharpe, and Jamie S. North

cognitive challenge, may affect this relationship. By understanding if context affects QE duration, cognitive effort, and perceptual-motor performance, it is possible to better understand the findings of previous work that has used context to manipulate anxiety. Such investigations can then inform the

Restricted access

Moslem Bahmani, Jed A. Diekfuss, Robabeh Rostami, Nasim Ataee, and Farhad Ghadiri

performance, the role of visual illusions on motor performance and learning have only been examined in novice performers (e.g.,  Cañal-Bruland et al., 2016 ; Chauvel et al., 2015 ; Witt et al., 2012 ). No research has examined the role of enhancing expectancies through visual illusion in highly skilled

Restricted access

Lena Hübner, Solveig Vieluf, Ben Godde, and Claudia Voelcker-Rehage

(cardiovascular/motor) fitness, determine fine motor control, rate of improvement, and motor learning in OA. Effects of Age on Fine Motor Performance, Rate of Improvement, and Learning In previous studies assessing fine motor performance in OA during unimanual force modulation (FM) tasks with a sinusoidal force

Restricted access

Christine M. King and John M. Dunn

The purpose of this study was to examine the accuracy of classroom teachers in observing students’ motor performance. In order to assess teacher accuracy in rating motor performance, an analysis was conducted on students’ scores on the Short Form of the Bruininks–Oseretsky Test of Motor Proficiency (BOT-S) between those who were rated high as compared to those who were rated low in motor performance, as determined by a teacher observation form. The two-tailed t statistic indicated a significant difference between standard mean scores for upper and lower quartile performances on the BOT-S (P<.05). However, there was a high degree of variance within the high and low groups. The results suggest that classroom teachers are more accurate in observing high motor performance than in observing low motor performance.

Restricted access

Marcelo Gonçalves Duarte, Glauber Carvalho Nobre, Thábata Viviane Brandão Gomes, and Rodolfo Novelino Benda

habits will possibly present with lower motor performance in fundamental motor skills ( Bürgi et al., 2011 ; Cliff, Okely, Smith, & McKeen, 2009 ; Fisher et al., 2005 ;  Lubans, Morgan, Cliff, Barnett, & Okely, 2010 ; Ribeiro-Silva, Marinho, Brito, Costa, & Benda, 2018 ; Williams et al., 2008 ). This

Restricted access

Chih-Chia (JJ) Chen, Shannon D.R. Ringenbach, Nathaniel E. Arnold, and Kahyun Nam

, the Purdue pegboard test (PPT), has been applied to identify typical persons at high risk for neurodegenerative diseases (i.e., dementia and parkinsonism; Darweesh et al., 2017 ). The PPT requires motor performance updating, temporal or spatial planning, and task rules that are maintained in memory

Restricted access

Joy Khayat, Stéphane Champely, Ahmad Diab, Ahmad Rifai Sarraj, and Patrick Fargier

than by the use of arithmetical results that have been memorized). The corresponding arithmetical activity might have led to an emotional state favoring attentional control and, consequently, motor performance. In addition, the invlovement of a spatial representation of numbers during actual

Restricted access

Lennart Raudsepp and Mati Pääsuke

The purpose of this investigation was to examine the gender differences in kinematics of running at maximal speed and overhand throwing, motor performances, and muscle strength in prepubertal children. Sixty 8-year-old children (33 boys and 27 girls) participated in this study. There were no sex differences with respect to the running kinematics, but in overhand throwing kinematics, motor performances, and muscle strength the boys surpassed the girls significantly (p < .05). However, in sit and reach and balance the girls surpassed the boys. Nonsignificant correlations (r = .20–.40) were found between the majority of variables. These results indicate gender differences in overhand throwing kinematics, motor performances, and muscle strength in prepubertal children.