is critical and offers the optimum opportunity for the development of motor performance skills ( Bidzan-Bluma & Lipowska, 2018 ). Physical education (PE) curriculum provides the setting and opportunity to develop motor performance skills during this critical stage of development. Along with the
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Andrew Sortwell, Michael Newton, Daniel A. Marinho, Jorge Knijnik, and Rodrigo Ramirez-Campillo
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
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
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
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
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
Adrià López-Ferrer, Adrià Marco-Ahulló, Gonzalo Monfort-Torres, Jesús Ramón-Llin, Joao Alves de Moraes Filho,, and Xavier García-Massó
concurrent in 67% of attempts) for learning the postural control task that was carried out than not to provide feedback at all. Although this type of proposal is of great interest for the study of the effects of different types of feedback on motor performance, it is laboratory work, and therefore, it has
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.
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
Linjing Jiang, Satoshi Kasahara, Tomoya Ishida, Yuting Wei, Ami Chiba, Mina Samukawa, and Harukazu Tohyama
al., 2020 ; Ness et al., 2020 ; Resch et al., 2011 ; Shi et al., 2021 ; Shumway-Cook & Woollacott, 2000 ), and it is suggested that diverging results may be due to problems of the reliability and measurement accuracy issues in motor performance assessments ( Ness et al., 2020 ). Accordingly, the
