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1.
Purpose: The purpose of this study was to examine whether functional movement proficiency could be improved as measured via the Functional Movement Screen using a standardized warm-up protocol in middle school physical education. A secondary purpose was to determine whether such improvement, if it occurred, would positively influence the technical performance of 4 fundamental motor skills: overhand throw, vertical jump, kicking, and running. Method: Participants were 120 7th- and 8th-grade physical education student volunteers. Two classes from each grade level were assigned to the functional group (N = 54) while the remaining 2 classes of each grade were assigned to the control group (N = 66). Baseline measures were obtained using the Functional Movement Screen and the Get Skilled: Get Active (2000) process-oriented motor skill assessment. For 6 weeks, the functional group warmed up by performing functional stretching, stability, and mobility exercises while the control group completed a traditional dynamic warm-up. Results: According to gain score analysis, those in the functional group significantly reduced dysfunctional movements (scores of 1) compared with those in the control group. Further, boys in the functional group significantly improved their Functional Movement Screen composite score as compared with their male counterparts in the control group whose scores declined. No differences were found for fundamental motor skill performance. Conclusion: Replacing the traditional dynamic warm-up with one that emphasizes functional movement in preparation for activity in physical education appears effective for correcting movement dysfunctions in young adolescents.  相似文献   

2.
Abstract

This study investigated whether self-modeling plus physical practice would improve intermediate level figure skaters’ jump performance, as well as their self-efficacy, motivation, and state anxiety, when compared to physical practice alone. Twelve female figure skaters (M=13.4 years of age, SD=1.4) participated in a within-participant design where they received a self-modeling intervention for one jump and a control condition for another jump. They were also compared with a separate control group of 7 skaters (M=14.2 years of age, SD=2.35) who received no intervention. We hypothesized that skaters would show greater improvement in physical and psychological performance scores for jumps in the self-modeling condition than for jumps in the control conditions. We also hypothesized that increased self-efficacy and motivation and decreased state anxiety would mediate the relationship between self-modeling and physical performance. Counter to our predictions, no differences existed between the two conditions for the self-modeling group or between the self-modeling group and the control group. Despite the lack of statistical support for our hypotheses, skaters’ evaluation of the intervention was very positive and suggests possible explanations for the results.  相似文献   

3.
Abstract

Active hip flexion is considered to be important for many physical activities. Six popular mobility exercises were compared in this study to see if active flexibility exercises would give superior results in improving daily or more permanent gain of active hip flexion. Out of 119 women university students completing the study, all but the control group took part in five one-minute bouts of mobility work three days a week for three weeks. A day of testing before and after the nine exercise days comprised the 11 sessions of the four-week experiment. Significant gains of 15 or more degrees were accomplished by all methods including the control group, as measured by the Leighton Flexometer. A two factor design with repeated measures determined that active and passive stretching methods were not significantly different in their contribution to active range improvement. Proprioceptive neuromuscular facilitation techniques were not superior to more conventional stretching methods. Rigorous mobilization on the five test days along with physical education activity may explain the significant progress of the control group. Daily gains in active mobility were minimal, particularly with active stretching exercises. Standardization of time for flexibility exercise regimens apparently equalizes the results, and thus, given equal opportunity, all mobility work has parallel merit in promoting active range of hip flexion.  相似文献   

4.
ABSTRACT

This paper examined effects of two interventions on cardiorespiratory fitness and motor skills, and whether these effects are influenced by baseline levels, and dose of moderate-to-vigorous physical activity (MVPA) during the intervention. A cluster randomized controlled trial was implemented in 22 schools (n = 891; 9.2 ± 07 years). Intervention groups received aerobic or cognitively engaging exercise (14-weeks, four lessons per week). Control groups followed their regular physical education programme. Cardiorespiratory fitness, motor skills and MVPA were assessed. Multilevel analysis showed no main effects on cardiorespiratory fitness and motor skills although the amount of MVPA was higher in the aerobic than in the cognitively engaging and control group. Intervention effects did not depend on baseline cardiorespiratory fitness and motor skills. Children with a higher dose of MVPA within the intervention groups had better cardiorespiratory fitness after both interventions and better motor skills after the cognitively engaging intervention. In conclusion, the interventions were not effective to enhance cardiorespiratory fitness and motor skills at a group level, possibly due to large individual differences and to a total dose of MVPA too low to find effects. However, the amount of MVPA is an important factor that influence the effectiveness of interventions.  相似文献   

5.
ABSTRACT

There is a positive association between motor competence and physical activity in child populations. Little is known about the relative variance explained in physical activity when process- versus product-oriented approaches are used for evaluating motor competence. This study aimed to examine associations between product- and process-oriented motor competence assessments and their capability to explain variance in physical activity. Participants included 167 children between the ages of 6–9 years. The run, jump, throw and kick were assessed using process-oriented (Test of Gross Motor Development-2nd edition) and product-oriented (run time, jump distance, throw and kick speed) assessments. Physical activity was assessed via Yamax Digi-walker NL2000 pedometers. Weak to strong correlations between process and product assessments were found (range: r = ± 0.01 to ±0.81). Statistically significant correlations between process and product scores were more frequent for the kick and throw. Both product- and process-oriented assessments were poor at explaining variance in pedometer assessed physical activity. No more than 4% of variance in physical activity could be explained by a single skill, regardless of whether product or process scores were used. Continued examination of associations between process- and product-oriented assessments may provide a more holistic understanding of motor competence across developmental time.  相似文献   

6.
Abstract

The purpose of this study was to determine the variables related to the successful least restrictive placement of students with disabilities into physical education classes. Subjects were 470 school building representatives and 62 adapted physical education professors throughout the nation. Confidence interval estimates (95%) of school building data correlated highest on relative importance with university census data on 8 of 37 total variables: motor ability test scores, developmental scale scores, reaching individualized education program instructional objectives, special education teacher recommendation, regular physical educator recommendation, activity offerings, classroom physical accessibility, and safety considerations. These represent those variables that should be used in some “best practices” combination by school personnel in making decisions regarding relevant students' class placement within physical education least restrictive environment alternatives. In addition, staff recommendation category variables were considered more important than test score, student related, class related, and administrative category variables.  相似文献   

7.
ABSTRACT

Purpose: Children who do not learn their fundamental motor skills (FMS) are more likely to be unskilled, sedentary adults. By consequence, it behooves those teaching physical education to put in place mechanisms that promote as well as motivate children to master their FMS. One approach to achieving this goal is through the adoption of mastery motivational climates (MMC) in physical education. The purpose of this study was to determine the effects of a year-long (9-month) MMC physical education program on preschool children’s FMS learning. Method: Participants (N = 96, MMC = 58, Comparison = 38) completed the Test of Gross Motor Development-Third Edition prior to and after intervention. Intact classrooms were randomly assigned to either a MMC or comparison group. A repeated measures nested MANOVA was used to test changes by group. Follow-up measurements included univariate repeated measures and simple effects analyses. Results: There were no significant multivariate differences based on class membership (p = .249), indicating the nested structure was not associated with any meaningful differences in test scores. There was a significant multivariate difference based on the interaction of time (pre- versus post-test) and group (p < .001). Both locomotor and ball skills significantly varied between groups and across time. Children in both groups improved from pre-test to post-test, but the rate of improvement was significantly greater for the MMC group. Conclusions: A year-long MMC intervention is beneficial for improving children’s FMS.  相似文献   

8.
Abstract

The AAHPER youth fitness test and Gordon's “How I See Myself” scale were administered to 75 grade 7 students. The subjects were divided into those with elementary school physical education provided by a specialist (N=46) and those from schools with no such specialist (N=29).

Those subjects who were taught by a specialist participated in experiences in rhythmic activities, group games, tumbling and gymnastics activities, and other individual and dual activities each week. The atmosphere was free from threat, providing opportunities for each child to experience a degree of success and yet be challenged further each day.

Results indicated that the subjects with the experience of working with a physical education specialist performed at a higher level and were more able to assess themselves accurately than were those subjects who had not worked with a physical education specialist in the elementary school.  相似文献   

9.
Background: School physical education (PE) programs provide a prime environment for interventions that attempt to develop school-aged children’s motor competence and overall physical fitness, while also stimulating competence motivation to engage in physical activity during childhood. It is generally recognized that a pedometer-based intervention strategy combined with a goal-setting strategy may be effective in increasing physical activity participation among school-aged children. The purpose of this study was to evaluate the impact of an 8-week pedometer-based goal-setting intervention on children’s motivation in PE, motor competence, and physical activity.

Methods: A pretest–posttest comparison group design was used with the 8-week intervention (3 days/week for 24 sessions). Participants were 273 (boys?=?136, girls?=?137) students recruited from 3 elementary schools in the US. Classes in each school were randomly allocated to three experimental conditions: (1) an intervention group with a personalized pedometer weekly target to reach in their PE class (N?=?110), (2) an intervention group with the fixed pedometer target range to reach in each PE class based on the recommended criteria (N?=?90), or (3) a control group without intervention (N?=?73).

Analysis/results: The factorial repeated measures MANOVA indicated significant multivariate effects for the group [F(6, 528)?=?12.954, p?Post hoc analyzes showed that both experimental groups had significantly higher expectancy-value beliefs, motor competence, and physical activity compared to the control group (p?Conclusions: Health practitioners should be aware that goal-directed action can contribute to school students’ PE-related achievement motivation, motor competence, and achieving the recommended 60?min of moderate-to-vigorous physical activity.  相似文献   

10.
Abstract

The drop jump is a popular form of plyometric exercise often undertaken to enhance countermovement jump ability (jump height). Despite its popularity the effects of drop jump training on countermovement jump height are often inconsistent. Such inconsistencies may be as a result of differences in the drop jump technique being employed. Two recognised forms of drop jump are the “countermovement” drop jump and the “bounce” drop jump and the current study examined the effects of eight weeks of training with these drop jump techniques on countermovement jump height. Methods: A kinetic and kinematic analysis of each participant's countermovement jump, bounce- and countermovement drop jumps was undertaken prior to training. Participants were then randomly assigned to a bounce drop jump training group (n = 34), a countermovement drop jump training group (n = 35) or a control group (n = 34). Changes in jump height were examined following training. Results: The countermovement drop jump training group increased their countermovement jump height by 2.9 cm (6%), which was a significant change (P < 0.05) in comparison to that experienced by the bounce drop jump (-0.2 cm, -0.4%) and the control group (-0.1 cm, 0.2%). Conclusion: The countermovement drop jump may be more effective than the bounce drop jump at enhancing countermovement jump height.  相似文献   

11.
Abstract

This study was to determine the effect of varying degrees of participation in physical education on achievement in selected characteristics. Subjects for the study were college women. One group was assigned to participate in the required program for one year, a second group for two years; a third group was not enrolled in physical education; a fourth group was given the option of electing or not electing physical education. Characteristics studied were knowledge, posture, recreational proficiency, and some aspects of physical fitness. At the end of one year, participators differed significantly from non-participators in posture, knowledge, and pull-ups. At the end of two years, those required to participate differed significantly from all other subjects in posture and knowledge. There was some evidence that the two-year group was superior in performance on some aspects of fitness. Participators were judged to be generally more proficient in recreational activities than nonparticipators who claimed proficiency.  相似文献   

12.
ABSTRACT

Participation in youth sport is positively associated with physical fitness and performance. The purpose of the current study was to examine if physical fitness measures during childhood and early adolescence predicted high school sport participation. Participants included youth in the Michigan State University Motor Performance Study. Measures consisted of the endurance shuttle run, Wells sit-and-reach, jump and reach, standing long jump, agility shuttle run and 30-yard dash. Individual, generalized estimating equation models were used to estimate the association between each measure and the odds of participating in high school sport. For both sexes, the endurance shuttle run and agility shuttle run were related to sport participation. For boys only, the long jump and 30-yard dash were also associated with sport participation. Better physical fitness and performance across several dimensions in childhood, including those related to motor skills, enhanced the likelihood of sport participation in high school.  相似文献   

13.
Abstract

Sixty-nine physical education majors were used as subjects in an attempt to identify those personal and physical qualities of women physical education students which would most effectively predict success in the professional preparation program of physical education. The criteria of success included the cumulative academic index, a rating by the faculty, and a rating by the student's peer group. Predictive variables consisting of measures of physical fitness, general motor ability, temperament traits, mental ability, interests, and values were evaluated.

The single predictive variable yielding the highest positive relationship with success in the professional preparation program was physical fitness; the value and interest variables showed practically no relationship. The best combination of variables for predicting success was the physical fitness index, the active temperament trait score, and the mental ability score.  相似文献   

14.
ABSTRACT

The aim of the present study was to determine the factors affecting sports involvement in a school-based adolescent population. The cross-sectional cohort study assessed anthropometry, physical capacities and motor competence in 501 boys (aged 10–16 y), from junior (10–12 y) and senior (13–16 y) cohorts. Sports participation data was collected from junior participants. Multivariate analysis of covariance revealed moderate maturity, anthropometry, physical capacity and motor competence differences between sports in the senior cohort (F = 2.616, p < 0.001, η2 = .08), but not in the junior cohort. Furthermore, differences in physical fitness were revealed between playing levels (F = 2.616, p < 0.001, η2 = .08), with a discriminant analysis correctly classifying 73% of participants using aerobic fitness and vertical jump measures. Representative level participants engaged in more structured training and commenced organised competition at a later age (F = 4.332, p < 0.001, η2 = .21). This study’s findings are twofold: 1) physical and motor competence profiles differ more between sports with increasing age, and 2) participants at a higher level of competition report delayed engagement in their main sport. As a result, schools may be the ideal environment in which to provide children and adolescents with the opportunity to sample different sports.  相似文献   

15.
BackgroundThere is a growing body of experimental evidence examining the effects of plyometric jump training (PJT) on physical fitness attributes in basketball players; however, this evidence has not yet been comprehensively and systematically aggregated. Therefore, our objective was to meta-analyze the effects of PJT on physical fitness attributes in basketball players, in comparison to a control condition.MethodsA systematic literature search was conducted in the databases PubMed, Web of Science, and Scopus, up to July 2020. Peer-reviewed controlled trials with baseline and follow-up measurements investigating the effects of PJT on physical fitness attributes (muscle power, i.e., jumping performance, linear sprint speed, change-of-direction speed, balance, and muscle strength) in basketball players, with no restrictions on their playing level, sex, or age. Hedge's g effect sizes (ES) were calculated for physical fitness variables. Using a random-effects model, potential sources of heterogeneity were selected, including subgroup analyses (age, sex, body mass, and height) and single training factor analysis (program duration, training frequency, and total number of training sessions). Computation of meta-regression was also performed.ResultsThirty-two studies were included, involving 818 total basketball players. Significant (p < 0.05) small-to-large effects of PJT were evident on vertical jump power (ES = 0.45), countermovement jump height with (ES = 1.24) and without arm swing (ES = 0.88), squat jump height (ES = 0.80), drop jump height (ES = 0.53), horizontal jump distance (ES = 0.65), linear sprint time across distances ≤10 m (ES = 1.67) and >10 m (ES = 0.92), change-of-direction performance time across distances ≤40 m (ES = 1.15) and >40 m (ES = 1.02), dynamic (ES = 1.16) and static balance (ES = 1.48), and maximal strength (ES = 0.57). The meta-regression revealed that training duration, training frequency, and total number of sessions completed did not predict the effects of PJT on physical fitness attributes. Subgroup analysis indicated greater improvements in older compared to younger players in horizontal jump distance (>17.15 years, ES = 2.11; ≤17.15 years, ES = 0.10; p < 0.001), linear sprint time >10 m (>16.3 years, ES = 1.83; ≤16.3 years, ES = 0.36; p = 0.010), and change-of-direction performance time ≤40 m (>16.3 years, ES = 1.65; ≤16.3 years, ES = 0.75; p = 0.005). Greater increases in horizontal jump distance were apparent with >2 compared with ≤2 weekly PJT sessions (ES = 2.12 and ES = 0.39, respectively; p < 0.001).ConclusionData from 32 studies (28 of which demonstrate moderate-to-high methodological quality) indicate PJT improves muscle power, linear sprint speed, change-of-direction speed, balance, and muscle strength in basketball players independent of sex, age, or PJT program variables. However, the beneficial effects of PJT as measured by horizontal jump distance, linear sprint time >10 m, and change-of-direction performance time ≤40 m, appear to be more evident among older basketball players.  相似文献   

16.
Abstract

Three anthropometric and eight physical performance measures selected by the author were related by correlational methods to the performance of 87 secondary school boys in the running hop, step, and jump. All variables showed a significant relationship with the criterion beyond the .05 level of confidence. The criterion could be employed as a measure of motor ability since three of the highest single-variable correlations with the criterion were measures that are known predictors of motor ability: the running broad jump (r = .859), 50-yd. dash (r = .815), and standing broad jump (r = .778). Three selected combinations of measures yielded multiple correlations with the criterion which were significant beyond the .01 level of confidence. A regression equation developed from the optimal set of variables that was considered to be feasible for administration in school systems consisted of two items from the Youth Fitness Test Manual: the standing broad jump and the 50-yd. dash.  相似文献   

17.
Abstract

In this study, we determined the specificity of a low frequency taekwondo training programme on physical fitness levels in adolescent females who receive limited physical education instruction (i.e. 2 days per week). Major components of physical fitness assessed were: skeletal muscle fitness (hand grip strength, bent arm hang, standing long jump, and isokinetic strength), flexibility (sit-and-reach test), speed and agility (10 × 5-m shuttle run), and cardiovascular fitness ([Vdot]O 2max and 20-m shuttle run). Changes in body composition were also assessed (dual X-ray absorptiometry, DXA). Participants were divided into two groups, a taekwondo training group (n = 21), which trained 50 min a day, 2 days per week for 12 weeks, and a control group (n = 10). Taekwondo training improved isokinetic strength, standing long jump, and sit-and-reach performance. Body fat mass and percent body fat were reduced. No changes in grip strength, bent arm hang time, speed and agility, or cardiorespiratory fitness were observed. Results indicate that low frequency taekwondo training in adolescent females produces beneficial changes in skeletal muscle fitness, flexibility, and body composition in a relatively short period of time. Consequently, this specific type of training can be useful to female adolescents in structured school environments where physical education classes are limited and there is little free time for physical activity.  相似文献   

18.
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 six-item 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 improvements.  相似文献   

19.
目的： 分析比较体育教学中低频15次、中频30次,以及高频60次的睫状肌训练对八年级学生视力所产生的不同影响方法： 在体育课中分别对3个实验组进行低频15次、中频30次、高频60次睫状肌训练,测量并分析干预前后实验组与对照组学生的裸眼远视力与动态视力结果： (1)低频15次组学生的裸眼远视力与动态视力无显著性变化;(2)中频30次组学生的动态视力在干预后显著上升,裸眼远视力的提高无显著性差异;(3)高频60次组学生的裸眼远视力与动态视力在干预后均显著上升;(4)对照组学生的裸眼远视力与动态视力呈下降趋势结论： 体育教学中嵌入不同频次的睫状肌训练对八年级学生视力水平的影响不同,其中60次高频训练对裸眼远视力改善效果最佳,30次中频训练对动态视力的改善效果更好,15次低频训练能够基本维持学生裸眼远视力和动态视力的原有水平。在体育教学中进行睫状肌训练能够有效延缓近视的发展速度,促进学生视力水平发展。  相似文献   

20.
Abstract

A cross-sectional study was carried out to analyse, through a limited number of fitness tests, the main conditioning and coordinative abilities in children aged 8–9 years, and their relationship with gender, anthropometric variables and physical activity habits. The height and weight of 256 boys and 241 girls were measured and information about physical activity habits was collected using a self-administered questionnaire. Physical performance was assessed by means of a few standardised tests: ‘sit & reach’, medicine-ball forward throw, standing long jump, 20 m running speed, and forward roll test. In both boys and girls, body weight and Body Mass Index (BMI) were positively correlated with the medicine-ball throw performances and negatively correlated for the standing long jump and speed tests, while no association was found with tests measuring back flexibility and total body coordination. Daily physical activity and participation in sport were not significantly correlated with body weight and BMI, but were positively associated with children's motor performance. The standardised fitness tests selected in the current study have been found to be suitable to identify fitness levels of primary school children. Thanks to their limited number and ease of measurement, they can be used in any school context to classify children and for monitoring the effects of targeted interventions promoting physical activity.  相似文献   

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