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Football Helmet Facemask Removal Skill Development in Novice Athletic Training Students

Cynthia J. Wright, Nico G. Silva, Erik E. Swartz, and Brent L. Arnold

limited available literature points to the presence of a learning curve (i.e., skill development) and that repetition enhances performance, these processes are not well documented. Due to this gap in the literature, an athletic training educator designing instruction of facemask removal skills lacks a

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Learning to Lead? Race and Perceived Effects of College on Life Skill Development Among Sportswomen

Rachel Allison

capacities. While limited empirical research has documented young women’s life skill development through sport or the transfer of these skills outside of sport, belief in sports’ ability to develop valued skills is high among parents, coaches, and athletes ( Camiré, Trudel, & Forneris, 2009 ; Gould & Carson

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Motor Skill Development and Youth Physical Activity: A Social Psychological Perspective

Maureen R. Weiss

children’s skill development program) were instrumental in shaping my philosophy and explain why I view motor skill development and physical activity through a social psychological lens. With this backdrop, my overall intent in this essay is to summarize theories and research that can link the fields of

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Physical Activity and Motor Skill Development During Early Childhood: Investigating the Role of Parent Support

Maeghan E. James, Kelly P. Arbour-Nicitopoulos, Matthew Kwan, Sara King-Dowling, and John Cairney

, 51 ). The early years serve as a critical period for children to develop the fundamentals of motor skill development. These fundamental skills include several, interrelated domains typically categorized as body control (eg, standing on 1 leg), locomotor (eg, skipping and galloping), and object

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Teachers’ Beliefs and Dispositions Toward Change in a Social and Emotional Skills Development Program

Shannon A. Pennington, Kim C. Graber, Karen Lux Gaudreault, and Kevin Andrew Richards

 al., 2019 ). The purpose of this study was to examine the ways in which elementary-level noncore subject teachers’ dispositions toward change influenced their experiences with a social and emotional skills development intervention, the Project for Developing Resilience and Enhancing Appraisals of Mattering

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The Element of Surprise: How Predictive Processing Can Help Coach Practitioners Understand and Develop Skilled Movement in Sport Settings

Katherine A. O’Brien, Andrew Kennedy, and Michael J. O’Keeffe

put forward how PP accounts of skill development in sport offer insights into modern and evolving practice ecologies. We emphasize how grasping predictive processes of action and perception can allow coaches who identify as “sporting ecology designers” ( Woods et al., 2020 ), to more clearly

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Essential Motor Skills and Evidence-Based Activities for Enhancing Child Motor Skill Development During Out-of-School Time Programming: An Expert Consensus Study

Peter Stoepker, Duke Biber, Brian Dauenhauer, Leah E. Robinson, and David A. Dzewaltowski

to provide PA leaders with specific knowledge to enhance child motor skill development during programming. Methods The Delphi method ( Linstone & Turoff, 1975 ) was used to gather expert consensus on the essential motor skills and evidence-based practices that should be practiced and integrated

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Participation in Organized Sport and Self-Esteem Across Adolescence: The Mediating Role of Perceived Sport Competence

Stefan Wagnsson, Magnus Lindwall, and Henrik Gustafsson

The purpose of the study was to test longitudinal (2 years across three occasions) associations between sport participation (SP) and self-esteem (SE) across adolescence (10–18 years), addressing the mediating role of perceived sport competence (PSC) from a developmental perspective. Three waves of data were collected from three age cohorts (10–12, 13–15, and 16–18 years) of school-aged youth (N = 1358). The results demonstrate that SP and SE are related across time and that PSC has an important mediating role in this relationship, both from a skill development and a self-enhancement perspective. In the skill development model, the mediating role of PSC was significantly stronger in the youngest cohort whereas the effect of PSC on subsequent SP in the self-enhancement model was significantly stronger in the 13–15 age group compared with the youngest age group.

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Effects of Motor Skill Instruction on Fundamental Motor Skill Development

Jacqueline D. Goodway, Heather Crowe, and Phillip Ward

The influence of a 9-week instructional program on locomotor and object control skill development of preschoolers who are at risk of developmental delay was investigated. The motor skill instruction group (n = 33) received 18, 35-min lessons; the comparison group (n = 30) received the regular prekindergarten program. Pre and posttest scores on the locomotor and object control subscales of the Test of Gross Motor Development (Ulrich, 1985) were obtained. A Group by Gender MANOVA with repeated measures yielded a significant Group by Time interaction. The intervention group performed significantly better than the comparison group from pre to posttest for both locomotor and object control skills. Additionally, this group had significantly higher posttest scores than the comparison group.

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The Contribution of Structured Activity and Deliberate Play to the Development of Expert Perceptual and Decision-Making Skill

Jason Berry, Bruce Abernethy, and Jean Côté

The developmental histories of 32 players in the Australian Football League (AFL), independently classified as either expert or less skilled in their perceptual and decision-making skills, were collected through a structured interview process and their year-on-year involvement in structured and deliberate play activities retrospectively determined. Despite being drawn from the same elite level of competition, the expert decision-makers differed from the less skilled in having accrued, during their developing years, more hours of experience in structured activities of all types, in structured activities in invasion-type sports, in invasion-type deliberate play, and in invasion activities from sports other than Australian football. Accumulated hours invested in invasion-type activities differentiated between the groups, suggesting that it is the amount of invasion-type activity that is experienced and not necessarily intent (skill development or fun) or specificity that facilitates the development of perceptual and decision-making expertise in this team sport.