How can we best measure fundamental movement skills?

The assessment of movement skill is a critical component of many disciplines and professions. In particular, the effectiveness of movement programs hinges on accurate information about the skill level of participants. This information should be based on assessment that is valid, comprehensive, educative, fair and explicit. The chosen process is matched to the assessment purpose. In this paper, the advantages and disadvantages of quantitative and qualitative strategies will be presented and the areas for future research highlighted

Lattice Study of Dense Matter with Two Colors and Four Flavors

We present results from a simulation of SU(2) lattice gauge theory with N_f=4 flavors of Wilson fermion and non-zero quark chemical potential mu, using the same 12^3x24 lattice, bare gauge coupling, and pion mass in cut-off units as a previous study with N_f=2. The string tension for N_f=4 is found to be considerably smaller implying smoother gauge field configurations. Thermodynamic observables and order parameters for superfluidity and color deconfinement are studied, and comparisons drawn between the two theories. Results for quark density and pressure as functions of mu are qualitatively similar for N_f=2 and N_f=4; in both cases there is evidence for a phase in which baryonic matter is simultaneously degenerate and confined. Results for the stress-energy tensor, however, suggest that while N_f=2 has a regime where dilute matter is non-relativistic and weakly-interacting, N_f=4 matter is relativistic and strongly-interacting for all values of mu above onset.Comment: Horizontal axes of several figures rescaled. Version accepted for publicatio

What do we really know about the constraints and enablers of physical activity levels in young children?

Ample evidence exists to support the benefits of habitual physical activity levels on long term health and well-being for adults, youth and, more recently, children. However information about factors that impact on young children’s choices to be active or inactive is limited because the accurate measurement of physical activity in young children is difficult. Consequently, many statements found in the literature about young children’s physical activity levels are not founded on empirically validated information. Some conclusions are extrapolated to younger children from findings in studies of older children. This paper is based on an extensive review of literature and the outcomes of a National Summit held in Fremantle, WA in November 2001. It seeks to identify those key early life experiences and context factors that research has confirmed create the child who is attracted to physically active play rather than sedentary play. The implications of these findings for future research and intervention programs are presented

Numerical Study of the Two Color Attoworld

We consider QCD at very low temperatures and non-zero quark chemical potential from lattice Monte Carlo simulations of the two-color theory in a very small spatial volume (the attoscale). In this regime the quark number rises in discrete levels in qualitative agreement with what is found analytically at one loop on S3xS1 with radius R_S3 << 1/{\Lambda}_QCD. The detailed level degeneracy, however, cannot be accounted for using weak coupling arguments. At each rise in the quark number there is a corresponding spike in the Polyakov line, also in agreement with the perturbative results. In addition the quark number susceptibility shows a similar behaviour to the Polyakov line and appears to be a good indicator of a confinement-deconfinement type of transition.Comment: 18 pages, 10 figure

Physical activity, physical fitness or physical education: Are we betting on the wrong horse?

If you read the daily newspaper, it is highly likely there will an article on the importance of physical activity. A recent survey I undertook showed that on some weeks up to 25 articles with physical activity as a key word were published in mainstream Australian papers. A key word search of peer reviewed journals in Academic Search Premier reveals a similar pattern-with up to 30,000 articles having the word physical activity in the abstract. This is a relatively recent phenomenon. The number of published articles about physical activity related studies has grown astronomically compared to two other important terms, physical fitness and physical education. So why has this happened? Has this impacted on support for our learning area, physical education? In this article I will argue that we, as a community, have lost sight of one of the main reasons we need to be active (to build physical fitness) and do not adequately support a key pathway to lifetime physical activity (physical education). I suggest we are betting on the wrong horse

Australian adolescents\u27 motor competence and perceptions of physical activity outcomes

Benefits that are generally associated with physical activity include enjoyment of the activity, expectation of positive benefits, intention to exercise, perceived fitness or health self-efficacy, intrinsic motivation, and positive physical self-perceptions (Sallis & Owen, 1999). In the Australian context where motor skill is highly valued, the ability to participate in play, games, and sports is likely to be particularly important in the socialization process of adolescents, such as their opportunity for reaffirming friendships and gaining social support from significant others. To be competent at movement would seem a clear advantage in order to experience quality of life through physical activity. However for adolescents who have poor motor competence, whose past experiences in sporting contexts have been less positive, future engagement in physical activity may not be viewed as so worthwhile. From a theoretical perspective motor competence has been closely linked to positive self-perceptions (Harter, 1999; Nicholls, 1990) and feelings of self-efficacy (Bandura, 1997). Furthermore, the choices individuals make are directly related to their expectancies for success, and subjective values they place on the options they perceive to be available (Eccles, Barber, & Jozefowicz, 1999). Empirical findings with adolescents (Cantell, Smyth, & Ahonen, 2003; Poulsen, Ziviani, Cuskelly, & Smith, 2007) suggest that level of motor competence is associated with psycho-social outcomes that in turn influence the intrinsic motivation to engage in physical activity. Even with marginal motor difficulties, adolescents perceive greater barriers to exercise (Rose, Larkin, Hands, & Parker, 2008) but there is little known of how adolescents with low motor competence perceive outcomes of future engagement in physical activity differently to their better coordinated peers. Their difficulties are not only frequently overlooked but are compounded by not experiencing the joy of participation and benefit from the healthy outcomes of physical activity so important to quality of life. Furthermore, there is evidence that movement difficulties experienced in childhood do not go away and there are often physical and psycho-social difficulties extending into adulthood (Cantell, Smyth, & Ahonen, 2003). In our study we proposed that adolescent girls and boys who differ in level of motor competence will also differ in their perceptions of benefits gained from any future engagement in sports and physical recreation. These proposed differences especially may be evident in physical and social evaluative settings where according to Harter (1999) adolescents are particularly vulnerable. She found that subgroups experiencing motor difficulties are likely to have a diminished view of their physical selves and be unwilling to participate in physical activities. If little positive benefit is perceived from participation there are strong implications for physical health associated with low energy expenditure and for overall quality of life. Considering that gender is linked to academic, occupational and recreational choice (Eccles et al., 1999) and that socialization for girls in sport often differs from that of boys (Coakley, 2007), girls may view their future in physical activity as less rewarding. This might have implications not only for girls but particularly for those girls who also lack competence in movement. Boys also may experience disadvantage if their motor competence does not reach the expectations of a sport oriented society (Poulsen et al., 2007). Our purpose here was to examine the likelihood of experiencing positive or negative outcomes from engaging in physical activity in adolescent boys and girls who differed in level of motor competence

Numerical Portrait of a Relativistic BCS Gapped Superfluid

We present results of numerical simulations of the 3+1 dimensional Nambu - Jona-Lasinio (NJL) model with a non-zero baryon density enforced via the introduction of a chemical potential mu not equal to 0. The triviality of the model with a number of dimensions d>=4 is dealt with by fitting low energy constants, calculated analytically in the large number of colors (Hartree) limit, to phenomenological values. Non-perturbative measurements of local order parameters for superfluidity and their related susceptibilities show that, in contrast to the 2+1 dimensional model, the ground-state at high chemical potential and low temperature is that of a traditional BCS superfluid. This conclusion is supported by the direct observation of a gap in the dispersion relation for 0.5<=(mu a)<=0.85, which at (mu a)=0.8 is found to be roughly 15% the size of the vacuum fermion mass. We also present results of an initial investigation of the stability of the BCS phase against thermal fluctuations. Finally, we discuss the effect of splitting the Fermi surfaces of the pairing partners by the introduction of a non-zero isospin chemical potential.Comment: 41 pages, 19 figures, uses axodraw.sty, v2: minor typographical correction

How fundamental are fundamental movement skills?

If you take the time to observe children playing in a playground you will notice some whose movements are fluid and graceful, who clearly experience the joy of successful movement and feel confident in their actions. Look further and you may notice some less confident children who may be hovering on the sidelines, causing fights with their peers, sitting quietly by themselves on the verandah or even hidden away in the library reading a book. These children find participation in playground games and many other physical activities challenging, tiring and even embarrassing. They are worried they will miss a ball thrown to them in a game of keep-off or fall over in a game of chasey. Nobody wants them on their team. For these children, the opportunity to feel the intrinsic enjoyment of successful movement is denied. Their inadequacy is very public and subsequently humiliating – this is much worse than the experience of the child who is yet to master math or reading. Their inadequacy is more easily concealed in a classroo

Measurement of teacher attitude to direct instruction

This study investigates teacher attitude towards a teaching innovation, Direct Instruction. In particular, it is concerned with what aspects of this teaching strategy affect a teacher\u27s decision to implement the method and the relationship between experience with Direct Instruction and teacher attitude. A repeated measures, pretest-posttest design was employed to assess participants\u27 attitude before and after viewing a video demonstrating the teaching method, Direct Instruction. The 40 item Attitude towards Direct Instruction (AD I) scale comprised 30 items derived from a questionnaire designed by Proctor (1989) in addition to ten new items created especially for the study. The scoring function comprised the familiar Likert rating format using five response categories; Strongly Agree, Agree, Not Sure (NS), Disagree, and Strongly Disagree. Data was collected from two sample groups. The first group, or \u27change\u27 sample, comprised 144 primary trained teachers and was used to assess the degree of attitude change between the pretest and posttest occasion. The second group, referred to as the \u27control sample\u27, comprised 275 third year education students at Edith Cowan University and was included in the study to assess the influence of the NS response category on the precision of the measuring instrument as well as forming part of the calibration sample. Item analyses were conducted on the ADI scale using the extended model of Rasch, an important measurement model for assessing the psychometric properties of items with ordered categories. Due to the nature of the change sample, which included teachers with no experience with Direct Instruction, it was necessary to include the NS category despite the knowledge that it can cause problems of a measurement nature. By assessing threshold order across all items it was shown that the NS category could be employed during the initial data collection but that any responses obtained had to be suppressed and changed to missing data in the data file if the subsequent analyses were to be effective. A final instrument comprising 19 items demonstrated sound psychometric properties with high reliability and person separation capabilities; Graphical procedures, which took account of the special features of the measurement model, were used to investigate item bias (as part of the calibration of the instrument) as well as attitude change. In both cases, the plots provided an effective and simple interpretation of information as inconsistencies amongst both items and people were readily identified. The relationship between attitude change, as a result of the demonstration of Direct Instruction, and prior teacher experience with the method was also obtained from an examination of plot shifts across the calibration range. Generally, teachers were more likely to have a negative attitude towards Direct Instruction if they had never taught the method. They perceived Direct Instruction to be too teacher oriented and highly structured. On the other hand, teachers were more likely to have a positive attitude towards Direct Instruction if they had had the opportunity to use it. They saw Direct Instruction as effective, easy to use, and versatile

Intra-individual variation in children\u27s physical activity patterns: Implications for measurement

Children\u27s physical activity (PA) patterns change form day to day. This intra-individual variability affects precision when measuring key physical activity and sedentary behavior variables. This paper discusses strategies to reduce the random error associated with intra-individual variability and demonstrates the implications for assessing PA when varying number of days are sampled. Self-reported data collected on two hundred and ninety eight 13- to 14-year-olds were used to compare estimates of PA and sedentary behaviour derived from between 1 and 7 days of recall data. Large intra-individual coefficients of variation were calculated for physical activity level (14.5%), moderate-to-vigorous physical activity (83.4%), screen time (60.8%) and sleep (12.2%). While the magnitude of error associated with estimating means decreased as more days were sampled, the paper notes that depending on the nature of the research question being asked, fewer days may yield sufficiently precise estimates. Therefore, researchers should conduct power analyses based on estimated inter- and intra-individual variability and sample size to determine how many days to sample when assessing children\u27s PA patterns