The purpose of this article is to explore physical education (PE) teachers’ content knowledge of the emerging concept movement capability. Interviews with eight PE teachers were conducted, partly using a stimulated recall technique which involved watching and commenting on video recorded PE lessons. A phenomenographic analysis was used to outline the different ways of conceptualizing movement capability. Five different ways of conceptualizing movement capability were identified, which indicates the complexity of the concept movement capability. However, the result also provides a structure for developing a systematic and structured way of conceiving movement capability. In this study we have highlighted a multifaceted, nuanced and differentiated picture of movement capability to see moving as educationally valuable. We conclude by emphasizing that movement capability should not be restricted to only its constitutive parts as teachers’ plan PE teaching, but should be approached as a whole.
Gunn Nyberg and Hakan Larsson
Dean Barker, Gunn Nyberg and Hakan Larsson
Physical education scholars have considered how teachers can facilitate the development of movement capability at length (e.g., Chow & Atencio, 2014 ; Drost & Todorovich, 2013 ; Dudley, Okely, Pearson, & Cotton, 2011 ; Whitehead, 2001 ). Scholars working from a range of theoretical starting
Hisao Osada, Hiroshi Shibata, Shuichiro Watanabe, Shu Kumagai and Takao Suzuki
This study examined cross-sectional relationships and longitudinal changes in psychological well-being and selected physical conditions in urban and rural older adults. A 2-year longitudinal analysis was conducted as part of the Tokyo Metropolitan Institute of Gerontology—Longitudinal Interdisciplinary Study on Aging in 1993 and 1995 in the urban area and in 1994 and 1996 in the rural area. The participants were 285 men and 341 women in the urban area and 301 men and 427 women in the rural area. Visual capacity and chewing ability were independent predictors of psychological well-being in urban elderly in the 1st survey and in the rural elderly in both surveys, and hearing capacity and movement capability were independent predictors of psychological well-being in urban elderly in the 2nd survey. Decrease in chewing ability was associated with decrease in psychological well-being in urban seniors; deterioration in visual capacity and movement capability was associated with decline in psychological well-being in the rural elderly.
Karen L. Schmidt, Jessie M. Van Swearingen and Rachel M. Levenstein
The context of voluntary movement during facial assessment has significant effects on the activity of facial muscles. Using automated facial analysis, we found that healthy subjects instructed to blow produced lip movements that were longer in duration and larger in amplitude than when subjects were instructed to pucker. We also determined that lip movement for puckering expressions was more asymmetric than lip movement in blowing. Differences in characteristics of lip movement were noted using facial movement analysis and were associated with the context of the movement. The impact of the instructions given for voluntary movement on the characteristics of facial movement might have important implications for assessing the capabilities and deficits of movement control in individuals with facial movement disorders. If results generalize to the clinical context, assessment of generally focused voluntary facial expressions might inadequately demonstrate the full range of facial movement capability of an individual patient.
Danielle Nesbitt, Sergio Molina, Ryan Sacko, Leah E. Robinson, Ali Brian and David Stodden
A person’s ability to rise from the floor to a standing position is seen as a precursor for establishing and maintaining bipedal independence. It also is an important primer for the development of other fundamental movement skills and is associated with functional capacity in later life. Thus, the potential importance of developing this movement capability early in life and understanding how it may relate to global function (i.e., motor competence [MC]) across the lifespan may be underestimated. Therefore, this study examined the validity of supine-to-stand test (STS) as a developmental measure of functional MC across childhood into young adulthood using a pre-longitudinal screen approach and examining associations between movement components. STS time also provided a secondary measure of developmental validity in addition to an examination of the concurrent validity of STS against developmentally valid measures of MC (i.e., throwing, kicking, hopping, and standing long jump) in these age groups. Overall, results indicated that cross-sectional data “curves” for the STS components generally fit Roberton’s hypothetical model curves. STS time demonstrated weak to moderate (r = −.28 to −.64) correlations to MC product measures across all age groups indicating that STS time can be considered a valid and reliable measure of MC across childhood into young adulthood.
Weiyang Deng, Douglas L. Vanderbilt and Beth A. Smith
the infant’s full repertoire of movement capability, but only a sample of their performance. The light and auditory stimuli were not controlled, but were kept consistent across all trials and all infants were tested in a comfortable and typical environment. We also did not record their head posture
, 20 ( 1 ), 72 – 89 . doi:10.1177/1356336X13496002 10.1177/1356336X13496002 Nyberg , G. , & Larsson , H. ( 2017 ). Physical education teachers’ content knowledge of movement capability . Journal of Teaching in Physical Education, 36 ( 1 ), 61 – 69 . doi:10.1123/jtpe.2015-0180 10.1123/jtpe