25 research outputs found
Does modifying competition affect the frequency of technical skills in junior rugby league?
The technical demands of games can be affected by changing the number of players, pitch size and rules. This controlled trial compared the frequency of technical skills between a 'traditional' and newly introduced systematically 'modified' game of primary rugby league. A total of 475 primary rugby league players (Under 7s - 9s) were filmed playing traditional (n=49) and modified (n= 249) formats. Notational analysis examined the frequency of technical skills (e.g., number of passes) within 'traditional' and 'modified' games. At each age category, multivariate analysis of variance indicated the clear superiority of the 'modified' game for the frequency of technical skills (e.g., Under 7s total skill opportunities - 'traditional' = 342.9±47.0; 'modified' = 449.4±93.3, d=1.44, p<0.001). Systematically modifying the competitive game is an effective way to increase skill opportunities for children within rugby league. Future research should examine the outcomes of modifying games in optimizing skill development in youth sport
Primary Teachers’ Recommendations for the Development of a Teacher-Oriented Movement Assessment Tool for 4–7 Years Children
To inform the development of a teacher-oriented movement assessment tool, this study aimed to explore primary school teachers’ perceptions of assessing fundamental movement skills (FMS) within Physical Education (PE) lessons. Thirty-nine primary school teachers of PE, located in the United Kingdom, participated in an individual or group in-depth interview. Findings signify that teachers perceive a need for a movement assessment tool that is simple for them to use, quick to administer and provides valuable feedback to guide future teaching and learning. This is vital as teachers indicated a lack of appropriate resources and a shortage of curriculum time restricts their use of assessment within PE. A movement assessment tool that was integrated on a digital technology platform could increase teachers’ understanding of assessing FMS and enhance children’s learning of FMS
Laying the foundations for physical literacy in Wales: the contribution of the Foundation Phase to the development of physical literacy
ABSTRACT
Background: The Foundation Phase in Wales is a play-based curriculum
for pupils aged 3–7 years old. Children learn through more holistic areas
of learning in place of traditional subjects. As such, the subject of
physical education in its traditional form no longer exists for pupils
under the age of 7 in Wales. In light of the role of physical education in
developing physical literacy and in particular the importance of this age
group for laying the foundations of movement for lifelong engagement
in physical activity, the disappearance of physical education from the
curriculum could be deemed to be a concern.
Purpose: The purpose of this study was to explore the Foundation Phase
as a naturalistic intervention and examine its contribution to the
development of physical literacy.
Participants and setting: Participants included year 1 pupils (N = 49) aged
5 and 6 from two schools in contrasting locations. A smaller group within
each class was selected through purposive sampling for the repeated
measures assessments (N = 18).
Research design and methods: A complementarity mixed-method
design combined quantitative and qualitative methods to study the
Foundation Phase as a naturalistic intervention. Quantitative data were
generated with the Test of Gross Motor Development-2 administered to
the sample group of children from both schools as a quasi-repeated
measure, the physical competence subscale of the Pictorial Scale of
Perceived Competence and Social Acceptance and the Leuven
Involvement Scale for Young Children. Qualitative data were generated
throughout the study from the analysis of video and field notes through
participant observation. Data from the mixed methods were analysed
through complementarity to give a rich insight into pupils’ progress and
experiences in relation to physical literacy.
Results: Overall analysis of the data from TGMD-2 showed significant
improvements in the Gross Motor Quotient and Locomotor skills from
T1 to T3, but no significant improvement in object control. Data from
qualitative methods were analysed to explore processes that may
account for these findings. Video and field notes complement the
quantitative data highlighting that children were developing their
locomotor skills in many aspects of their learning. Observations using the Leuven Involvement Scale indicated that children had high levels of
involvement in their learning and apparent in video and field notes was
pupils’ motivation for movement. Paired sample t-tests (N = 18)
conducted on the Harter and Pike perceived physical competence sixitem score subscales (T1 and T3) indicated a significant difference in the
mean perceived physical competence scores on the six-item scale
between T1and T3. Qualitative data explored pupils’ confidence for
movement in many areas of learning.
Conclusion: The combination of quantitative and qualitative data
indicates that the Foundation Phase is an early childhood curriculum
that lays the foundations of physical literacy with the exception of
aspects of the physical competence, specifically object control skills.
Although these skills only contribute to psychomotor aspects of physical
literacy they are strongly associated with later engagement in physical
activity. The development of specific physical skills such as object
control skills may need more specialist input with early childhood
pedagogy teachers trained in motor development to see significant
improvement
Validity and reliability of field-based measures for assessing movement skill competency in lifelong physical activities: a systematic review
Background: It has been suggested that young people should develop competence in a variety of ‘lifelong physical activities’ to ensure that they can be active across the lifespan. Objective: The primary aim of this systematic review is to report the methodological properties, validity, reliability, and test duration of field-based measures that assess movement skill competency in lifelong physical activities. A secondary aim was to clearly define those characteristics unique to lifelong physical activities. Data Sources: A search of four electronic databases (Scopus, SPORTDiscus, ProQuest, and PubMed) was conducted between June 2014 and April 2015 with no date restrictions. Study Selection: Studies addressing the validity and/or reliability of lifelong physical activity tests were reviewed. Included articles were required to assess lifelong physical activities using process-oriented measures, as well as report either one type of validity or reliability. Study Appraisal and Synthesis Methods: Assessment criteria for methodological quality were adapted from a checklist used in a previous review of sport skill outcome assessments. Results: Movement skill assessments for eight different lifelong physical activities (badminton, cycling, dance, golf, racquetball, resistance training, swimming, and tennis) in 17 studies were identified for inclusion. Methodological quality, validity, reliability, and test duration (time to assess a single participant), for each article were assessed. Moderate to excellent reliability results were found in 16 of 17 studies, with 71 % reporting inter-rater reliability and 41 % reporting intra-rater reliability. Only four studies in this review reported test–retest reliability. Ten studies reported validity results; content validity was cited in 41 % of these studies. Construct validity was reported in 24 % of studies, while criterion validity was only reported in 12 % of studies. Limitations: Numerous assessments for lifelong physical activities may exist, yet only assessments for eight lifelong physical activities were included in this review. Generalizability of results may be more applicable if more heterogeneous samples are used in future research. Conclusion: Moderate to excellent levels of inter- and intra-rater reliability were reported in the majority of studies. However, future work should look to establish test–retest reliability. Validity was less commonly reported than reliability, and further types of validity other than content validity need to be established in future research. Specifically, predictive validity of ‘lifelong physical activity’ movement skill competency is needed to support the assertion that such activities provide the foundation for a lifetime of activity
Understanding motor development: Infonts, children, adolescents, adults, 4th Ed./ Gallahue
xvi, 541 hal. : ill. tab. : 26 cm
Understanding motor development: Infonts, children, adolescents, adults, 4th Ed./ Gallahue
xvi, 541 hal. : ill. tab. : 26 cm
Understanding motor development : infants, children, adolescents, adults
xvi, 541 p. : il.; 24 cm