A Three Level Theory of Perceptual-Motor Behavior

Cratty, Bryant J.

doi:10.1080/00336297.1966.10519605

Cited by 9 publications

(10 citation statements)

References 8 publications

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“…Although there is some evidence for this developmental aspect, the notion of increased specificity over time has generally not been considered in the development and application of motor assessments . A hierarchical structure underlying motor behavior as proposed by different authors may provide a suitable theoretical framework to capture changes in the construct of motor competence over time, but requires further empirical research. In light of the restrictions of CTT methods such as factor analysis, IRT methods can provide a useful statistical approach to examine the dimensionality and structure of motor competence, and to support the development and adoption of motor assessments in research and practice.…”

Section: Discussionmentioning

confidence: 99%

Investigating the construct of motor competence in middle childhood using the BOT‐2 Short Form: An item response theory perspective

Bardid

Utesch

Lenoir

2019

Scandinavian Med Sci Sports

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Purpose Motor assessments generally produce a single motor competence score based on the general motor ability hypothesis, which states that motor competence is a one‐dimensional trait underlying a wide range of motor skills. Yet, it is unclear whether the general motor ability hypothesis holds true in middle childhood, which is marked by an increased participation in sports and other types of physical activity. Therefore, the aim of the study was to evaluate the structure of motor competence in middle childhood using a test battery with a large item set. Method A cross‐sectional design was used to collect motor competence data of 2538 children aged 6‐11 years. Participants completed the Bruininks‐Oseretsky Test of Motor Proficiency—2nd Edition Short Form (BOT‐2 SF), which consists of 14 skill items and covers different motor domains. In accordance with the BOT‐2 SF manual, point scores were computed for each item. Polytomous Rasch analyses (ie, general partial credit model) were carried out to investigate the construct of motor competence. Results Rasch analyses revealed different items with unordered threshold parameters, due to ceiling effects. However, after empirically rescaling the category width for each item, follow‐up analyses revealed a one‐dimensional structure with 12 items. Conclusion The study provides some evidence of a one‐dimensional construct (ie, motor competence) underlying motor assessment in middle childhood. Continued efforts should be made to ensure that valid composite scores are used in motor assessment and to better understand the development of motor competence across childhood and into adolescence and adulthood.

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Section: Discussionmentioning

confidence: 99%

Investigating the construct of motor competence in middle childhood using the BOT‐2 Short Form: An item response theory perspective

Bardid

Utesch

Lenoir

2019

Scandinavian Med Sci Sports

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“…Thorndike (1914) stated that transfer occurs when the situations and acts share identical elements. At the dawn of motor learning as an academic discipline, Cratty (1966) proposed the following:…”

Section: Discussionmentioning

confidence: 99%

A case study to evaluate balance training with movement test items and through teaching observation: beyond specificity and transfer of learning

Kluwe¹,

Miyahara²,

Heveldt³

2012

Physical Education and Sport Pedagogy

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Background: Specificity and transfer of learning have been examined in experimental studies. However, their findings may not be relevant to practitioners because of the difference between the experiment conditions and teaching situations. This case study investigates the theoretical issue of specificity vs. transfer of learning by conducting balance training with real-life (functional) tasks and evaluating the teaching outcomes through teaching observation of functional task performance and on the performance of balance tests. Purpose: To describe how a case formulation approach to problem-driven intervention for common balance problems in children can be conducted on the bases of eclectic theories, and to explore the reasons why observed learning outcomes of balance training can be, or can not be reflected on the performance of balance test items. Participants and setting: Two children who met the diagnostic criteria of developmental coordination disorder participated in this study. They were individually taught by student teachers at a teaching and research laboratory for 17 weeks over a 28-week period.Research design: We used a mix-method multiple case study design with two cases to test the alternative hypotheses, specificity vs. transfer of learning by theoretical generalization, in which each case is tested against the hypotheses. Data collection: The effects of balance training were assessed with the Movement Assessment Battery for Children (MABC) and through teaching observation of functional task performance. Data analysis: The analytical method of pattern matching was used to examine the match between the improvement patterns shown by balance test tasks and real-life balance tasks. Findings: Training resulted in an improvement of the balance skills that corresponded with the sets of tasks and environments employed for the specific balance training in one case. In the other case improved performance occurred not only on the trained balance tasks, but also on the performance test balance tasks in the MABC. Conclusions: Transfer and specificity of learning can be explained by the similarities between teaching tasks and test items, the directions of transfers, and the possible contributions of non-balance factors.

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“…Thurstone (1959) Guilford's (1958) seven psychomotor abilities, four of Cratty's (1966) six perceptual-motor traits, seven of eleven psychomotor abilities and five of the nine physical fitness factors indicated by Fleischman (1964), ten of the areas identified by Harrow (1972) and six of eight motor proficiency factors identified by Rarick and Dobbins (1972 Since the results from a number of studies (Bruininks, 1974;Cratty, 1970;Wedell, 1973) indicate that mentally retarded and learning disabled subjects score lower than nonhandicapped subjects on various motor tasks (with the greatest discrepancy between severely retarded and normal subjects) the researcher (Bruininks, 1978) did testing to see if this hypothesis was also true when the Bruininks-Oseretsky Test was used. To test this hypothesis that mentally retarded subjects and learning disabled subjects would score lower on the Bruininks-Oseretsky Test than normal subjects of the same sex and age and community, three studies were conducted.…”

Section: Motor Skills Of Children With Special Needsmentioning

confidence: 99%

Comparison of motor skills between gifted and normal children

Burger

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A Three Level Theory of Perceptual-Motor Behavior

Cited by 9 publications

References 8 publications

Investigating the construct of motor competence in middle childhood using the BOT‐2 Short Form: An item response theory perspective

Investigating the construct of motor competence in middle childhood using the BOT‐2 Short Form: An item response theory perspective

A case study to evaluate balance training with movement test items and through teaching observation: beyond specificity and transfer of learning

Comparison of motor skills between gifted and normal children

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