Teaching Elementary-age Youth Catching Skills Using Theoretically Based Motor-development Strategies

Drost, Daniel K.; Brown, Kyle; Wirth, Christopher K.; Greska, Eric

doi:10.1080/07303084.2014.978420

“…The variant of throwing used in the FUS test allows the test administrator to evaluate the coupling of movements performed during the approach run and throwing phase, arm range of motion, and throwing accuracy. Similar to throwing, catching is a skill that plays a key role in basketball, handball, baseball, rugby, and American football [ 73 ]. This skill is a fundamental action in ball sports and games because it requires anticipation, coordinated body movements as well as focus of attention [ 74 ].…”

Section: Discussionmentioning

confidence: 99%

The fus test: a promising tool for evaluating fundamental motor skills in children and adolescents

Makaruk,

Porter,

Webster

et al. 2023

BMC Public Health

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Fundamental motor skills (FMS) are essential for enjoyable, confident and skillful participation in physical activity across the lifespan. Due to the alarming low level of FMS proficiency in children and adolescents worldwide, the development of motor competency is an urgent issue for physical education. The promotion and implementation of a systematic process of teaching and learning FMS should be a physical education priority. Accordingly, effective assessment tools for evaluating FMS should be adopted or developed. Because FMS assessment for both children and adolescents need further effective solutions, the primary aim of this study was to develop the new age-related test of FMS (Fundamental Motor Skills in Sport test, in Polish: Test Fundamentalnych Umiejętności Ruchowych w Sporcie, FUS). The secondary aim of this study was to establish validity and inter-rater, intra-rater, test-retest reliabilities and internal consistency of the FUS test. The FUS test involves six sport skill-based tasks: hurdling, jumping rope, forward roll, ball bouncing, throwing and catching a ball, and kicking and stopping a ball. Two hundred sixty-four Polish students in grades 1–3 (7–9 yrs; n = 81), 4–6 (10–12 yrs; n = 89) and 7–8 (13–14 yrs; n = 94), including 139 girls and 125 boys completed the FUS test. The content validity index for all items was notably high. Both inter-rater and intra-rater reliability showed substantial to almost perfect agreement, with observed agreements for FUS skills between 78.5 and 93.1%. Ball bouncing had a moderate correlation with the forward roll and throwing and catching, while other correlations were low or insignificant. ICC values, ranging from 0.95 to 0.97, confirmed excellent test-retest reliability. The results of our study provide evidence that the FUS test is valid, reliable, and feasible to administer in school settings. Therefore, this tool test has the potential to support deliberate practice and improve motor competence by providing a standardized and structured approach to measuring FMS among school-aged children and adolescents.

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“…The variant of throwing used in the FUS test allows the test administrator to evaluate the coupling of movements performed during the approach run and throwing phase, arm range of motion, and throwing accuracy. Similar to throwing, catching is a skill that plays a key role in basketball, handball, baseball, rugby, and American football [75].…”

Section: The Fus Test Tasks Andmentioning

confidence: 99%

The FUS Test: A Promising Tool for Evaluating Fundamental Motor Skills in Children and Adolescents

Makaruk

¹

,

Porter

²

,

Webster

³

et al. 2023

Preprint

1

0

View full text Add to dashboard Cite

Fundamental motor skills (FMS) are essential for enjoyable, confident and skillful participation in physical activity across the lifespan. Due to the alarming low level of FMS proficiency in children and adolescents worldwide, the development of motor competency is an urgent issue for physical education. The promotion and implementation of a systematic process of teaching and learning FMS should be a physical education priority. Accordingly, effective assessment tools for evaluating FMS should be adopted or developed. Because FMS assessment for both children and adolescents need further effective solutions, we proposed the Fundamental Motor Skill in Sport test (FUS) to assess FMS proficiency in students across primary and secondary education. The FUS test involves six sport skill-based tasks: hurdling, jumping rope, forward roll, ball bouncing, throwing and catching a ball, and kicking and stopping a ball. This selection of skills represents high transferability to a wide range of sports and life activities. The results of our study provide evidence that the FUS test is valid, reliable, and feasible to administer in school settings. Therefore, this tool test has the potential to support deliberate practice and improve motor competency by providing a standardized and structured approach to measuring FMS among school-aged students.

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“…In a study on developmentally appropriate catching techniques for young children, Drost et al (2015) propose that the principles of proximodistal development indicate that students should be encouraged to develop motor skills involving the body and arms before those of the hands and the fingers. Proximodistal development refers to acquisition of musculature and movement skills from the center of the body toward the periphery (Gallahue & Ozmun, 2006).…”

Section: Proximodistal Development and Bowing Techniquementioning

confidence: 99%

“…For example, children learn to control the muscles of their shoulders before their elbows, wrists, and fingers. Drost et al (2015) argue that, in teaching catching skills, physical education teachers often inappropriately focus on fine motor skills of the hands first, while arm and shoulder skills are not yet appropriately developed. In violin playing, a similar phenomenon occurs, in which children learn the intricate shape of the bow-hold before learning the bowing movements of the arm and shoulder.…”

Section: Proximodistal Development and Bowing Techniquementioning

confidence: 99%

Examining the Interaction Between Motor Development and Early Violin Learning

Hiemstra,

Sadakata

2023

String Research Journal

0

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Playing the violin demands highly skilled motor performance, including advanced bimanual coordination and controlled, independent movement of fingers. Through existing literature, the current study aims to demonstrate how young children’s motor development relates to the motor demands of violin playing, specifically the demands on the left hand, the right hand, bimanual coordination, and posture. From literature on movement patterns in skilled violinists as well as literature pertaining to motor development between the ages of 4 and 7, connections were highlighted between developmental sequences in this age group and violin-specific skills. Generally observable motor issues relevant to violin playing were found to include intra- and inter-limb motor overflow, postural changes in growing children, and the proximodistal direction of gross and fine motor development. We suggest that further research on effective and age-appropriate movement teaching has the potential to inform violin pedagogues about finding more effective solutions for motor issues encountered in this age group.

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Teaching Elementary-age Youth Catching Skills Using Theoretically Based Motor-development Strategies

Cited by 6 publications

References 9 publications

The fus test: a promising tool for evaluating fundamental motor skills in children and adolescents

The fus test: a promising tool for evaluating fundamental motor skills in children and adolescents

The FUS Test: A Promising Tool for Evaluating Fundamental Motor Skills in Children and Adolescents

Examining the Interaction Between Motor Development and Early Violin Learning

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