, kicking, F (1, 109) = 8.59, p < .01, η p 2 = .07 , and overhand throwing, F (1, 109) = 17.57, p < .01, η p 2 = .13 , with medium effect sizes. Discussion This study aimed to compare the fundamental motor skill performances of IN and NIN. The IN showed higher performance levels compared with those
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Fundamental Motor Skill Performance of Indigenous and Nonindigenous Children
Marcelo Gonçalves Duarte, Glauber Carvalho Nobre, Thábata Viviane Brandão Gomes, and Rodolfo Novelino Benda
A Conceptual Model of Perceived Motor Skill Competence, Successful Practice Trials, and Motor Skill Performance in Physical Education
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
Teacher Compliance and Accuracy in State Assessment of Student Motor Skill Performance
Tina J. Hall, Lori K. Hicklin, and Karen E. French
Purpose:
The purpose of this study was to investigate teacher compliance with state mandated assessment protocols and teacher accuracy in assessing student motor skill performance.
Method:
Middle school teachers (N = 116) submitted eighth grade student motor skill performance data from 318 physical education classes to a trained monitoring committee to evaluate compliance and data accuracy.
Results:
Eighty-four percent of the data sets met the requirements for acceptance and compliance by the monitoring committee. Accurate assessment of students proved more difficult for teachers when discriminating four performance levels within a rubric (M = 67.17%, SD = 19.79) than simply discerning between competent and incompetent motor skill performance (M = 93.92%, SD = 7.42). Teachers who attended data collection training sessions and curriculum inservice training submitted more compliant and accurate student performance data.
Discussion:
Teacher training is instrumental in the successful use of testing protocols and for discriminating levels within student skill competency. Training should be a part of any district or state mandated assessment program.
Motor Skill Performance and Sports Participation in Deaf Elementary School Children
Esther Hartman, Suzanne Houwen, and Chris Visscher
This study aimed to examine motor performance in deaf elementary school children and its association with sports participation. The population studied included 42 deaf children whose hearing loss ranged from 80 to 120 dB. Their motor skills were assessed with the Movement Assessment Battery for Children, and a questionnaire was used to determine their active involvement in organized sports. The deaf children had significantly more borderline and definite motor problems than the normative sample: 62% (manual dexterity), 52% (ball skills), and 45% (balance skills). Participation in organized sports was reported by 43% of the children; these children showed better performance on ball skills and dynamic balance. This study demonstrates the importance of improving deaf children’s motor skill performance, which might contribute positively to their sports participation.
Directing Attention Externally and Self-Controlled Practice Have Similar Effects on Motor Skill Performance
Ayoub Asadi, Alireza Farsi, Behrouz Abdoli, Esmaeel Saemi, and Jared M. Porter
It is well established that providing instructions that direct attention externally rather than internally enhances motor skill performance ( Wulf, 2013 ). For several years the constrained action hypothesis has been cited as the most likely explanation for why directing attention externally
How Does the Relationship Between Motor Skill Performance and Body Mass Index Impact Physical Activity in Preschool Children?
Haixia Guo, Michaela A. Schenkelberg, Jennifer R. O’Neill, Marsha Dowda, and Russell R. Pate
al . Motor skill performance and physical activity in preschool children . Obesity . 2008 ; 16 ( 6 ): 1421 – 6 . PubMed doi:10.1038/oby.2008.214 10.1038/oby.2008.214 18388895 41. Wrotniak BH , Epstein LH , Dorn JM , Jones KE , Kondilis VA . The relationship between motor proficiency and
Motor Skill Performances of Children Who Are Deaf
Gail M. Dummer, John L. Haubenstricker, and David A. Stewart
The Test of Gross Motor Development (TGMD) was used to assess the fundamental motor skills of 91 girls and 110 boys aged 4 to 18 years who attended two schools for students who are deaf. Average hearing loss, determined by better ear average, was 96.94 dB (SD = 14.40 dB). Modifications to the procedures for administering the TGMD included visual demonstrations and the use of signing to communicate instructions. The raw score means of subjects aged 4–10 years who were deaf were lower than those of the TGMD standardization sample of same-aged children who could hear at six of seven age levels on both the object-control and locomotor subscales. However, there were relatively small differences in the mean scores of the two groups. Subjects with mature movement patterns for the throw, kick, jump, and run performed better on quantitative tests for those skills than subjects with immature patterns. Typical age and gender patterns of skill acquisition were revealed for both the qualitative and quantitative aspects of the fundamental motor skills examined.
Assessment of Energy Expenditure During Discrete Skill Performance Using Systematic Observation and Indirect Calorimetry
Ryan S. Sacko, Cate A. Egan, Jenna Fisher, Chelsee Shortt, and Kerry McIver
.g., the use of interval recording, momentary time sampling) and therefore lead to significant underestimation of EE. Therefore, the purpose of this study was to examine the validity of SO tools (i.e., OSRAC-P, SOFIT, and SOPLAY) for estimating MVPA during discrete motor skill performance. Method Data used for
Relationships Among Assessment Time, Time on Task, and Motor Skill Performance in Children With Autism Spectrum Disorder
Casey M. Breslin and Mary E. Rudisill
Twenty-two children (age range of 3.5–10.92 years old) with autism spectrum disorder (ASD) were assessed using the Test of Gross Motor Development (Second Edition; TGMD-2) using three different protocols. The total duration of assessment time and the percentage of time engaged in on-task behavior during the assessments were measured and analyzed using within-subjects repeated measure ANOVA designs to compare performance across the three protocols. Significant differences emerged across the duration of assessment time by assessment protocol, while no significant differences emerged for time on-task during the assessments by protocol used. In addition, correlations were calculated between the TGMD-2 scores and the duration of assessment time and the percentage of time on-task. An inverse relationship was found between TGMD-2 scores and total duration of assessment time by protocol used, (r = .726, .575, .686), while a positive relationship was found between the TGMD-2 scores and time on-task (r = -.570, -.535, -.798). These results suggest a direct relationship between skill proficiency and contextually appropriate behaviors.
Effects of Mental Rehearsal of Task Motor Activity and Mental Depiction of Task Outcome on Motor Skill Performance
Robert L. Woolfolk, Shane M. Murphy, David Gottesfeld, and David Aitken
An investigation was carried out concerning the effect of imagery instructions on a simple motor skill accuracy task (putting a golf ball). Male college students (N = 50) were randomly assigned to one of six experimental conditions in a design that allowed the presence or absence of mental rehearsal of the physical movements involved in the task to be completely crossed with the imaginal depiction of task outcome (successful, unsuccessful, or no outcome component). A significant outcome by trials interaction was found on task performance. This finding reflected the degradation of performance in the conditions employing negative outcome imagery rather than any enhancement of performance by positive outcome imagery. Self-efficacy was found to be correlated with performance, but this association seemed to be a by-product of the strong relationships between these variables and performance on the previous trial. Results are discussed in relation to the existing literature, and future research directions are delineated.
