Visual Analysis of the Overarm Throw and Related Sport Skills: Training and Transfer Effects

Abstract

Effects of a visual-discrimination training program on participants’ ability to analyze overarm throwing performances was studied. Also examined was the extent to which transfer occurred in analyzing three related overarm skills (the badminton overhand clear, tennis serve, and volleyball serve) and one unrelated skill (the standing long jump). After the pretest, the training group (n = 13) was shown the visual-discrimination program. The control group (n = 13) received no training. The two-way ANOVA, with repeated measures, showed no significant differences between the groups for any skills on the pretest, but statistically significant differences between groups’ posttest scores for all skills, except the standing long jump.

Does Computer-Based Motor Skill Assessment Training Transfer To Live Assessing?

“…More research is needed to determine the optimum amount of time needed for preservice students to develop competency in motor skill assessment. Wilkinson (1991Wilkinson ( , 1996 argued that the skill specific approach takes more time to learn than the visual discrimination approach; however, in the current study, students gained significant competency after having access to the MSAP for only 1 week. Not only did they learn how to assess the skill in this time period, but they also spent some of this time learning how to use the MSAP program.…”

Recommendations for biomechanics in the physical education teacher education curriculum

“…to consistently demonstrate the ability to solve movement problems in the practice setting ignited proposals for instructional methods to improve the qualitative analysis ability of students Morrison & Harrison;Tannehill, 1999). Previous studies employed instructional methods that were predominantly video-based and delivered through one of the following conceptual frameworks: (1) general model , (b) skill-specific model (Morrison & Reeve, 1986), (c) visual discrimination training program (Wilkinson, 1991(Wilkinson, , 1996, (d) pattern-specific model (Nielson & Beauchamp, 1992), and (e) performance principle training program (Williams & Tannehill, 1999). The various instructional approaches employed within these studies were diverse in terms of how they categorized movement (e.g., sport skill specific, mechanical principles), as well as the visual focus of the observation (e.g., body segmental phase of movement, ranking critical elements, whole to part).…”

“…Video-based instruction. Research on developing physical educator's skill analysis competence has strongly centered on discriminating between correct and incorrect motor skill performance through video-based instructional methods Morrison & Harrison;Nielsen & Beauchamp, 1992;Stroot & Oslin, 1993;Wilkinson, 1991Wilkinson, , 1996Williams & Tannehill, 1999). However, philosophical questions have been raised concerning the generalizability of video-based instruction for physical educators who will be required to observe numerous motor skills of a gymnasium full of movers .…”

“…Thus, the ability of physical educators to observe, analyze, evaluate and provide the most appropriate intervention for so many skills, performed under so many changing environmental conditions poses numerous challenges. A number of professionals, however, have addressed the difficult task of improving skill analysis competence of physical education teachers Nielsen & Beauchamp, 1992;Stroot & Oslin, 1993;Wilkinson, 1991Wilkinson, , 1996Williams & Tannehill, 1999). As a result, qualitative skill analysis models have been proposed that either focus on the process of observation or a more comprehensive view for solving movement problems Knudson & Morrision, 2007;Pinheiro & Simson, 1992).…”

“…Other proposed solutions relating to the delivery of biomechanics content include: (a) video based instructional methods Morrison & Harrison, 1997;Nielsen & Beauchamp, 1992;Stroot & Oslin, 1993;Wilkinson, 1991Wilkinson, , 1996Williams & Tannehill, 1999), and (b) early field observations in the physical education setting . Furthermore, recommended organizing and delivering course content around 10 core biomechanical principles that are easily observed and communicated by the physical education teacher to the student; whereas, proposed using nine general biomechanical principles for delivering content.…”