There is inconsistent evidence demonstrating a relationship between task complexity and hand preference. However, analyzing the point at which task complexity overrides the decision to demonstrate a biomechanically efficient movement can enable complexity to be quantified. Young children (ages 3–7), adolescents (ages 8–12), young adults (ages 18–25), and older adults (ages 65+) performed a newly developed Hand Selection Complexity Task (HSCT) and completed the Waterloo Handedness Questionnaire (WHQ). The HSCT included a reciprocal Fitts’ tapping task performed in the contralateral space (i.e., same side as preferred hand), followed by ipsilateral space (i.e., opposite side of preferred hand). An alternating contralateral-ipsilateral pattern enabled the participant to progress through six levels of difficulty in three conditions (manipulating target amplitude, width, and combined factors). As participants were free to perform with whichever hand (i.e., preferred, non-preferred) they deemed most appropriate, the level of difficulty where a hand switch occurred was identified. HSCT completion time and error scores were also computed. Findings revealed age to be a significant predictor of dependent measures when considering significant effects and interactions. Combined with the covariate WHQ score as a significant predictor of HSCT time and errors (in some, but not all cases), it can be argued that age-related effects reflect the development of handedness, and changes in strength of handedness across the lifespan. Together, findings suggest that task complexity plays an important role in hand selection when performing a task of increasing difficulty. It appears that task complexity will take precedent over object proximity and biomechanical efficiency, at a certain point, in order to complete the movement with the preferred hand. This point ultimately changes throughout the lifespan.

The movement context (pantomime, pantomime with image/object as guide, and actual use) has been shown to influence end-state comfort-the propensity to prioritize a comfortable final hand position over an initially comfortable one-across the lifespan. The present study aimed to assess how the movement context (pantomime, using a dowel as the tool, and actual use) influences end-state comfort when acting with objects (glass/hammer) that differ in use-dependent experience. Children (ages 6-11, n = 70), young adults (n = 21), and older adults (n = 21) picked up an overturned glass to pour water and a hammer to hit a nail, where the handle faced away from the participant. End-state comfort was assessed in each movement context. Findings provide support for an increase in end-state comfort with age, adult-like patterns at age 10, and no difference between older adults and 8- to 9-year-old children. In addition, this work revealed that perception of "graspability" led to an increase in end-state comfort in the hammering task; therefore, suggesting our ability to act with objects and tools in the environment is influenced by use-dependent experience and object perception. Results add to our understanding of changes in motor planning abilities with age, and factors underlying these changes.

BackgroundQuality physical education (PE) contributes to the development of physical literacy among children, yet little is known about how teacher training relates to this development. We assessed the association between teacher training, and the likelihood that children met recommended achievement levels for components of physical literacy as defined by the Canadian Assessment of Physical Literacy (CAPL).MethodsCanadian children (n = 4189; M = 10.72 years, SD = 1.19) from six provinces completed the CAPL. Logistic regression was used to examine the relationship between teacher training (generalist/PE specialist), adjusting for children’s age and gender, and physical competence protocols (sit and reach, handgrip, plank, Progressive Aerobic Cardiovascular Endurance Run [PACER], body mass index [BMI], waist circumference, Canadian Agility and Movement Skill Assessment [CAMSA]), the four CAPL domain scores, and the total CAPL score.ResultsTeacher training, in addition to children’s age and gender, explained only a very small proportion of variance in each model (all R2 < 0.03). Children taught by a generalist were less likely to reach recommended levels of motivation and confidence (OR = 0.83, 95% CI, 0.72–0.95) or CAMSA scores (OR = 0.77, 95% CI, 0.67–0.90), even when accounting for a significant increase in CAMSA score with age (OR = 1.18, 95% CI, 1.12–1.26). All other associations between measures of components of physical literacy and teacher training were not significant.ConclusionsWhile teacher training is hypothesized to contribute to the development of physical literacy among elementary school students, the observed effects in this study were either small or null. Children taught by PE specialists were more likely than those taught by generalists to demonstrate recommended levels of motivation and confidence, and to have better movement skills, which are hypothesized to be critical prerequisites for the development of a healthy lifestyle. Further research with more robust designs is merited to understand the impact of teachers’ training on the various components of physical literacy development.

Participation is a key aspect of quality of life and is essential for children's well-being, yet children with disabilities are at risk for lower participation in social activities. For children with autism spectrum disorder (ASD), social skills may present a significant obstacle for participation in activities of daily life; however, motor skill development may also serve an important contributing factor. Nevertheless, the link between social and motor skills in children with ASD is not fully understood. The current research implemented semistructured interviews to garner descriptive insights from caregivers (N = 17) into the social and motor skills of 5-to 9-year-old children with ASD and the impact on participation in social activities. A constant comparative method was used to generate a coherent and thematic representation of caregivers' experiences. Thematic analysis revealed core consistencies in three areas: (1) caregivers viewed participation differently than their children; (2) participation levels of children with ASD are context specific; (3) challenges with social skills were perceived to present a greater obstacle to participation than motor skills. Overall, the notion that ASD is a heterogeneous disorder was made very apparent. Although caregivers believe there to be immense value in current treatment and intervention options, the availability and access to such options was a major barrier. The effectiveness of intervention programming designed to increase participation is contingent on understanding factors that affect participation. Implications concerning caregivers' perspectives are discussed.

Role‐differentiated bimanual manipulation (RDBM) is observed in many daily tasks. The preferred hand manipulates the object, whereas the nonpreferred hand stabilizes it. In this study, RDBM was assessed in 3‐ to 12‐year‐olds and young adults with a beading task. The number of trials where participants selected the preferred hand to grasp the thread and the number of hand switches (from thread to bead, or vice versa) in each trial (two beads/trial, six trials total) were recorded. No differences in the number of trials where the preferred hand was selected to grasp the thread emerged; however, 5‐ to 6‐ and 7‐ to 9‐year‐olds displayed fewer hand switches than all other participants. Findings are attributed to differences in beading strategies between 3‐ to 4‐, 5‐ to 9‐, and 10‐ to 12‐year‐olds that likely reflect changes in the development of handedness and control strategies. Future work with kinematic measures is recommended to discern developmental changes in bimanual control. Highlights Hand selection patterns of typically developing 3‐ to 12‐year‐olds and young adults were assessed in beading. No differences in hand selection emerged; however, differences in the number of hand switches were found in 5‐ to 6‐ and 7‐ to 9‐year‐olds. Findings are attributed to differences in beading strategies between 3‐ to 4‐, 5‐ to 9‐, and 10‐ to 12‐year‐olds that likely reflect changes in the development of handedness, and control strategies.