Development and Validation of a Test Instrument for the Assessment of Basic Motor Competencies in Primary School

Herrmann, Christian; Gerlach, Erin; Seelig, Harald

doi:10.1080/1091367x.2014.998821

Cited by 70 publications

(96 citation statements)

References 16 publications

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“…This was done to examine statistical significant differences in the outcomes and control variables between the two groups prior to the intervention. Gender, age, basic motor competencies [32] and cognitive ability (the German version of SON-R 6–40; [33]) were chosen as control variables because they represent potentially important moderators in learning contexts (e.g. [34–37]).…”

Section: Methodsmentioning

confidence: 99%

Second language acquisition effects of a primary physical education intervention: A pilot study with young refugees

Krüger

2018

PLoS ONE

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BackgroundA physical education (PE) intervention for young refugees was designed combining physical activity within the context of primary PE games with second language learning activities in German. The intervention was based on theoretical implications from the field of second language acquisition and evidence for positive effects of physical activity on cognitive outcomes (e.g. language acquisition). The aim of this study was to analyze short term effects on second language acquisition.MethodsSixty-one young refugees were included in the study (age: 8.5 ± 1.4 years). The intervention group participated in language-enriched PE lessons based on an elaborated approach to second language learning acquisition. The control group did not receive any treatment. Both groups were pre-and post-tested in domain specific vocabulary, listening comprehension and use of local prepositions within the context of primary PE games.ResultsResults from linear mixed-effect modelling suggest that the intervention group significantly improved domain specific vocabulary and listening comprehension in comparison to the control group.ConclusionsThe intervention was successful since the PE lessons contributed to the second language acquisition of young refugees. Therefore, this learning approach might also be useful for physical activity based second language learning activities in other PE contexts for early second language learners in primary school.

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Section: Methodsmentioning

confidence: 99%

Second language acquisition effects of a primary physical education intervention: A pilot study with young refugees

Krüger

2018

PLoS ONE

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“…On the basis of the assumption that the continuously distributed latent variables rely on the not continuously distributed observable variables, the relations between the manifest test items and the latent factor are represented by a series of probit regression equations (Muthén et al, 1997). This exploits the benefits of both approaches: the precise estimation of the IRT model as well as the evaluation of the factor structure in the structure equation model by means of the model-fit indices (Herrmann et al, 2015). …”

Section: Methodsmentioning

confidence: 99%

Evaluation and Adaption of the Trier Inventory for Chronic Stress (TICS) for Assessment in Competitive Sports

2018

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The demands of a career in competitive sports can lead to chronic stress perception among athletes if there is a non-conformity of requirements and available coping resources. The Trier Inventory for Chronic Stress (TICS) (Schulz et al., 2004) is said to be thoroughly validated. Nevertheless, it has not yet been subjected to a confirmatory factor analysis. The present study aims (1) to evaluate the factorial validity of the TICS within the context of competitive sports and (2) to adapt a short version (TICS-36). The total sample consisted of 564 athletes (age in years: M = 19.1, SD = 3.70). The factor structure of the original TICS did not adequately fit the present data, whereas the short version presented a satisfactory fit. The results indicate that the TICS-36 is an economical instrument for gathering interpretable information about chronic stress. For assessment in competitive sports with TICS-36, we generated overall and gender-specific norm values.

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“…Basic motor competences include movements such as object movement (for example, safely handling a ball) and self-movement (for example, confi dent movements of the body). They are results-oriented and refer to the ability to act and cope with motor requirements and tasks such as throwing at a target (Herrmann, Gerlach, & Seelig, 2015).…”

Section: )mentioning

confidence: 99%

“…The development of basic motor competence is recognized as the 'ABC' of physical activity and sport (Stodden et al, 2008) and is the basic requirement for participation in physical activity (Vrbas & Vlček, 2017). It is, therefore, 127 an essential aim of PE Herrmann, 2015;Herrmann & Gerlach, 2014;McLennan & Thompson, 2015). It provides an inclusive, qualifi ed and signifi cant opportunity for all children and has a determinant role in learning and subsequent engagement in complex motor skills.…”

Section: )mentioning

confidence: 99%

A critical analysis of the Physical Education curriculum in the Czech Republic

Vlček¹

2019

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Development and Validation of a Test Instrument for the Assessment of Basic Motor Competencies in Primary School

Cited by 70 publications

References 16 publications

Second language acquisition effects of a primary physical education intervention: A pilot study with young refugees

Second language acquisition effects of a primary physical education intervention: A pilot study with young refugees

Evaluation and Adaption of the Trier Inventory for Chronic Stress (TICS) for Assessment in Competitive Sports

A critical analysis of the Physical Education curriculum in the Czech Republic

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