Motor competency is integral to the long-term athletic development of youths. Strength and conditioning (S&C) coaches are recommended to deliver motor competency interventions, yet no studies have ...investigated their perceptions and practices for developing motor competency in youths. Sixty-seven male, and 4 female S&C coaches completed an initial and follow up questionnaire using a 5-point Likert scale, rating 1 the importance of developing competence, and 2 how frequently they developed competence across 90 motor competencies. Over 55% of S&C coaches reported a broad range of "important" (69/90) and "frequently developed" (48/90) motor competencies. The most important motor competency was "deceleration" (4.9 ± 0.3), whilst "hip hinge (bilateral)" was the most practised (4.4 ± 0.5). S&C coaches targeted upper body pushing and pulling competencies more than their perceived importance, whilst agility (e.g., turning) competencies were targeted less than their importance. Further analysis showed S&C coaches who delivered 3-4 sessions per week targeted 15-18% more competencies compared to ≤ 2 sessions per week. Overall, these findings have strong implications for youth motor competency development including the reflection of important vs. practised competencies, coach education programmes, and consideration for how S&C coaches should seek to optimise motor competency development within youths.
Competence in fundamental motor skills (FMS) facilitates physical activity participation and is important for children's holistic development. This study aimed to systematically review the FMS levels ...of children worldwide, using the Test of Gross Motor Development-2 (TGMD-2). In accordance with PRISMA guidelines, studies were identified from searches across 7 databases. Studies were required to: (i) include typically developing children (3-10 years), (ii) be published in English, (iii) have been published between 2004 and 2019 and, (iv) report ≥1 TGMD-2 outcome scores. Extracted data were evaluated based on importance of determinants, strength of evidence, and methodological quality. Data from 64 articles were included. Weighted mean (and standard deviation) scores were calculated for each FMS outcome score. Analyses revealed FMS competence increases across age during childhood, with greater proficiency in locomotor skills than object control skills. Additionally, boys exhibit higher object control skill proficiency than girls. Compared to TGMD-2 normative data, children demonstrate "below average" to "average" FMS levels. This review highlights the scope for FMS development among children worldwide. These findings reinforce the necessity for FMS interventions in early educational settings, as FMS competence is positively associated with physical activity and other health outcomes.
This study aimed to determine the influence of the level of motor education on movement skills in floor gymnastics courses. The story of motor education is significant because it will affect a ...person's ability to learn better motion skills. The research method used in this study is a quantitative research design with an experimental approach. The research instrument used in this study is a test of motor educability and observation of motion skills with a sample of 30 students selected by random sampling. Correlation data were processed using SPSS Version 21. The results showed that the level of motor educability positively affects movement skills in floor exercise courses because a high level of motor educability will improve movement skills in floor exercise courses and improve the ability to coordinate movements. Overall, students have a good level of motor educability and motor skills. Further studies are needed to determine factors beyond motor educability and Motion Skills.
The purpose of this study was to determine the relationship between body anthropometry and mastery of volleyball movement skills for students at SMA Negeri 1 Kajen. This type of research is ...Explanatory Research using survey methods. The independent variable is body anthropometry and the dependent variable is volleyball movement skills. The subjects of this study were students of SMA Negeri 1 Kajen who actively participated in volleyball extracurricular activities. The research sample was selected using total sampling technique. The number of samples in this study were 24 subjects. The data collection technique used body anthropometric tests, namely: height, weight, arm length, and leg length as well as volleyball movement skill tests using the American Association for Health, Physical Education Recreation and Dance test guidelines for ages 10-18 years, namely volleyball, service, passing, and set-up tests. Data were analyzed using multiple correlation tests and canonical correlation tests. The results showed that all components of body anthropometry were positively correlated with each component of volleyball movement skills, there was a close relationship between height, arm length and leg length with volleyball, service and set up skills. There is no correlation between all components of body anthropometry and all components of volleyball movement skills together. The conclusion of this study is that the anthropometric components of the body are not correlated with the components of volleyball movement skills together
The game of football is currently evolving rapidly, as shown in recent years, during which time the impact of the game's strategies and tactics as well as the competitive spirit of sports can be ...observed on both a national and worldwide scale. This article's goal is to help secondary school students develop their motor skills through methods unique to the game of football, taking into account the crucial role that sports games, particularly football, play in helping students reach their training process goals. The measuring and testing were done to emphasize the progression of the planned investigation.
Study purpose. The low physical activity and fundamental movement skills of students in the COVID-19 era are gaps in this study. This study aims to exam the effects of exergame on the physical ...activity and fundamental movement skills of students during the COVID-19 era.
Materials and methods. Quantitative research with experimental methods was used in this study. The subjects of this study came from students at primary schools 1 and 2 in Karawang (n = 120). Subjects from primary school 1 Karawang entered the experimental group (n = 60), namely getting treatment in the form of exergame, and subjects from primary school 2 Karawang were included in the control group (n = 60) who did not receive any treatment and only carried out physical education learning activities. The intervention program was carried out for seven weeks. To measure the physical activity of the students, the ActiGraph GT9X Link accelerometer was used, and the fundamental movement skills of the children were assessed using the TGMD-3.
Results. The results showed that the implementation of exergame was proven to significantly improve physical activity (p < 0.05) and the same results show that exergame has a significant effect on fundamental movement skills (p < 0.05). However, there was no increase in physical activity and fundamental movement skills in the control group (p > 0.05).
Conclusions. This research is evidence that exergame is an effective tool to improve physical activity and fundamental movement skills students during the COVID-19 era.
The purpose of the study was to determine the age-specific features of fundamental movement skills formation in elementary school students.
Materials and methods. The study participants were boys ...aged 7 to 10 (24 boys aged 7; 28 boys aged 8; 35 boys aged 9; 36 boys aged 10). The children and their parents or legal guardians were fully informed about all the special aspects of the study and all the parents or legal guardians gave their consent thereto. The study protocol was approved by the Ethics Committee of the University.
The features of teaching 7–10-year-old boys to throw a ball at a vertical target were investigated. The proficiency level in throwing exercises in class was assessed using an alternative method (“performed”, “failed”), the probability of the exercise performance was calculated (p = n/m, where n is the number of successful attempts, m is the total number of attempts). A method of algorithmic instructions was used in teaching boys aged 7 to 10. The study materials were processed by IBM SPSS 20 statistical analysis software. A discriminant analysis was conducted.
Results. It was established that the first canonical function explains 64.5% of the variation in results, while the second one does 34.4%, which indicates their high informativity (r1 = 0.762; r2 = 0.652). The materials of the canonical function analysis show the statistical significance of the first and second canonical functions (λ1 = 0.236; р1 = 0.001; λ2 = 0.5633; р2 = 0.001). The first and second functions have a high discriminative ability and value in interpretation with respect to the general population.
Conclusions. The discriminant analysis made it possible to determine the age-specific features of throwing skills formation in boys aged 7 to 10; answer the questions to which extent the differences in the effectiveness of skills formation in boys aged 7 to 10 are significant; which motor tasks are the most specific to boys aged 7, 8, 9, 10; which class an object belongs to based on the values of discriminant variables.
It was established that the level of proficiency in exercise 4 “Throwing a ball forward-upward standing with the left side to the throwing direction” has the greatest effect on the process of throwing movement skills formation in boys aged 7 to 10. For boys aged 8 to 10, such an exercise is “Throwing a ball forward-upward standing feet apart”, and for boys aged 9 to 10, such an exercise is “Throwing a ball at a target 3 m away”.
Fundamental movement skill (FMS) proficiency is positively associated with physical activity and fitness levels. The objective of this study was to systematically review evidence for the benefits of ...FMS interventions targeting youth.
A search with no date restrictions was conducted across 7 databases. Studies included any school-, home-, or community-based intervention for typically developing youth with clear intent to improve FMS proficiency and that reported statistical analysis of FMS competence at both preintervention and at least 1 other postintervention time point. Study designs included randomized controlled trials (RCTs) using experimental and quasi-experimental designs and single group pre-post trials. Risk of bias was independently assessed by 2 reviewers.
Twenty-two articles (6 RCTs, 13 quasi-experimental trials, 3 pre-post trials) describing 19 interventions were included. All but 1 intervention were evaluated in primary/elementary schools. All studies reported significant intervention effects for ≥ 1 FMS. Meta-analyses revealed large effect sizes for overall gross motor proficiency (standardized mean difference SMD = 1.42, 95% confidence interval CI 0.68-2.16, Z = 3.77, P < .0002) and locomotor skill competency (SMD = 1.42, 95% CI 0.56-2.27, Z = 3.25, P = .001). A medium effect size for object control skill competency was observed (SMD = 0.63, 95% CI 0.28-0.98, Z = 3.53, P = .0004). Many studies scored poorly for risk of bias items.
School- and community-based programs that include developmentally appropriate FMS learning experiences delivered by physical education specialists or highly trained classroom teachers significantly improve FMS proficiency in youth.
The article commences with a fundamental objective: to comprehend movement skills in sports in a manner that can bridge the dualist gap between experiential qualities observed in practice and ...theoretical and mechanistic explanations. Drawing inspiration from Kuhn's concept of scientific paradigms, practical examples from skiing research, and innovative insights into the integration of phenomenology and mechanistic explanation in cognitive science, we have outlined a three-step integrative approach. The first step entails the development of phenomenological descriptions of the primary experiential qualities inherent in the execution of the skills being investigated. In the second step, phenomenological descriptions play a pivotal role by setting constraints and delineating a space for the elaboration of multilevel mechanistic analyses. These analyses draw upon insights from various fields, encompassing biomechanics, motor control approaches, expertise studies, and cognitive science. The third step involves the systematization of findings and the formulation of sport-specific movement skills theories. We contend that such theories hold substantial significance as they serve as valuable supplements to skill studies conducted within rigid, nomological frameworks. Sport-specific theories include descriptions of first-person experiential qualities and can contribute to bridging the theory-practice gap effectively.
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