Effectiveness of visual vs kinesthetic instruction for learning a gross motor skill.

Two experiments examined the role of attention in visual dominance during motor learning. On the movement task 10 acquisition trials were given; each included a movement presentation and a blindfolded reproduction. After completion of acquisition trials and a 5-min. interval, subjects were given 5 retention trials with reproduction attempts only. In Exp. 1, subjects receiving only kinesthetic information during movement presentation reproduced criterion movement length more accurately than subjects receiving visual and kinesthetic information. Other subjects, presented both visual and kinesthetic stimuli for the movement, were given instructions to ignore vision and focus on kinesthesis. These subjects exhibited no effects of visual dominance in reproductions. In Exp. 2, subjects were presented visual and kinesthetic stimuli during half of the movement presentations and only kinesthetic stimuli during the other half. They did not exhibit the effects of visual dominance in reproductions. Such effects in motor learning may be modified by manipulation of attention or an alternating presentation of specific sensory stimuli.

Three chronometric experiments, each comparing vision and kinesthesis, were conducted to study visual dominance. The time required to switch attention from vision and from kinesthesis was equal, while switching to kinesthesis was faster than switching to vision (Experiment 1). Responses to a combined visual-kinesthetic stimulus were slower than responses to a kinesthetic stimulus alone when the subject was expecting the bimodal stimulus. The visual dominance effect was shown to depend on the subject knowing the modality of the stimulus in advance (Experiment 2). When subjects were instructed to attend one modality they had equal difficulty with conflicting visual and kinesthetic information (Experiment 3). These findings suggest that visual dominance results from a bias to attend vision when that modality seems adequate for the task. Te bias to attend vision may develop to overcome a deficiency in visual alerting.

Capacoteric development of students is a crucial aspect in their education, having a significant impact on their health and quality of life. This analysis aims to explore the importance of developing motor skills of students and the ways in which education, sport and recreational activities can influence this development. Physical education classes are an essential component in the development of students' motor skills. They give students the opportunity to improve their agility, endurance and motor coordination. Through physical education, students learn not only to develop their motor skills, but also to appreciate the importance of physical activity for a healthy life. Tourism is a means of harmonious development of students, through recreational activities and useful social activities aimed at ensuring a multilateral education from the point of view: physical, moral, etc. Thus, the basic principle of physical education lessons that follow the use of tourism. within the lessons is the development of the students' individual capacities, the maintenance of their emotional and health status. As is known, since the beginning of life, the human being grows, develops, matures, evolves under the influence of biological, psychological and social factors that act on him transversally and longitudinally. These factors can be favorable, when they stimulate the entire evolution, and unfavorable or relatively favorable, when they determine limited or even restrictive structures for shaping human characteristics. The evaluation of these conditions, of the motor qualities, is done in relation to the concrete context in which the student is, but also in relation to the methods of reception and structuring of the particularities that define him. In the conditions of today's society, we are witnessing an obvious progress of contemporary civilization, and the informational explosion triggers a series of changes and evolutions in secondary education, which in the 21st century is experiencing a continuous transformation and development in terms of content, methodology and didactic strategies. The purpose of the research is to analyze the development of students' motor capacities, in the discipline of pedestrian tourism, in the context of the implementation of the new physical education curriculum in the Republic of Moldova. Research methods. To achieve the goal and achieve the objectives, the following research methods were proposed and established as: analysis and synthesis, scientific research and documentation. Results and discussion. The development of motor capacities are characteristics of the body that offer the individual the possibility of performing various motor acts, related to both his daily and sports activities. In the education process, finding and using the most effective methods and means to ensure the development of these capacities occupies an important place in the specialist teacher's concerns. Pedestrian tourism is a form of sports tourism that represents a tourist march along a certain route. It involves the free choice of several routes, representing a great advantage for those practicing this test. The essential technical elements of this form of tourism are: the technique of pedestrian tourism, which represents a complex of procedures and means used effectively for the solution of tourist objectives (eg: the technique of crossing obstacles, the technique of organizing the tourist bivouac, the technique of orientation in the terrain, techniques of granting the first aid and transporting the injured) and the tactic of pedestrian tourism - is intended to ensure a necessary balance for the students' body between travel and rest. The development of students' motor capacities, in the discipline of Pedestrian Tourism, in the context of the implementation of the new Physical Education curriculum in the Republic of Moldova, pedagogically capitalizes in the Curriculum, a valuable potential for the formation and development of students' personality in the unit of socio-psycho-motor plans. The formative values of the discipline are varied and valuable: the harmonious and healthy development of the body; enhancing, maintaining or restoring motor qualities and health; dynamization of mental processes, including volitional and affective ones; increasing resilience; stimulation of intellectual activity; the development of moral qualities, such as: team spirit, fair competition, entrepreneurial spirit, courage and selflessness, responsibility, discipline and self-control, patriotic spirit, etc. The development of motor skills in students is an essential process for a healthy childhood and for their preparation for adult life. Through physical education, sports and recreational activities, students not only improve their motor skills, but also acquire values and habits beneficial for life. Promoting these issues in schools and communities is vitally important for the healthy future of young generations. Tourism activities can play a significant role in the development of motor skills in students, providing them with unique opportunities to improve their physical skills, but also to learn essential aspects such as teamwork, problem solving and adaptability. This analysis focuses on how tourism activities contribute to the development of motor skills in students and their formation as well-balanced individuals. Conclusion: Tourism activities provide a fascinating panorama of how students can develop motor skills and reach the maximum potential of their physical abilities. By exploring natural environments, tackling challenges and building resilience, students not only improve their motor skills, but also gain confidence in their own abilities. Promoting these activities in education can contribute to the formation of healthy adults, aware of the environment and able to cope in various situations. Therefore, the development of motor skills through tourism activities represents a valuable investment in the future of our students.

This study aims to analyze the application of the Problem-Based Learning (PBL) model in physical education to improve students' motor skills. This study uses the Classroom Action Research (CAR) method, which is carried out in two cycles, where each cycle consists of the planning, implementation, observation, and reflection stages. The research subjects were students who participated in physical education classes. Data collection was conducted through observation and assessment of students' motor skills, which included locomotor, non-locomotor, and manipulative movements. The results showed that there was a gradual increase in students' motor skills from the pre-cycle stage to cycle I and cycle II. This improvement was evident from the increased student participation in the learning process and the increase in the average motor skill scores achieved by students in each cycle. The application of the Problem-Based Learning model encouraged students to be more active, work together in groups, and engage in problem-solving activities related to movement. Thus, the Problem-Based Learning model can be an alternative effective learning strategy to improve students' motor skills in physical education

Physical Education (PE) teaching at colleges and universities has historically faced issues such as limited personalization, ineffective monitoring, and low teaching efficiency. Advances in the Internet of Things (IoT) and Machine Learning (ML) offer smarter classrooms by combining real-time data collection and intelligent analysis. Research offers an innovative intelligent PE classroom system that includes a revolutionary Levy-Driven Polar Bear Boltzmann Machine (Levy-PB-BM), a hybrid approach that combines improved polar bear optimization (IPBO) and Boltzmann Machine (BM) to increase PE instruction accuracy and efficiency. Data were acquired from 1,000 samples of the Intelligent PE Classroom Dataset, encompassing physiological signals, motion dynamics, and ambient factors. Z-score normalization and Fourier analysis are employed to eliminate noise and extract significant information such as heart rate variability, movement dynamics, and postural signals. The data features are then optimized using an IPBO algorithm with Levy flight behaviours to improve the accuracy and reliability of selected data features for use as predictors. The optimized data features are evaluated using a BM to create probabilistic predictions of student physical active performance, and to provide adaptive feedback to each student in a personalized manner. The experimental data revealed that the prediction ratios of the proposed model were 97.14%, indicating a high accuracy in recognizing student performance behaviours and generating appropriate instructional feedback. The pedagogical evaluations reveal notable improvements in student engagement, motor skills, and instructional effectiveness. The intelligent PE classroom framework based on the proposed data-driven, personalized, and efficient approach to adapt PE pedagogy, resulting in better educational outcomes. IoT and ML-based system personalizes PE feedback, improving student engagement and outcomes. Levy-PB-BM boosts prediction accuracy (97.14%) and efficiency (95.98%) over traditional models. Enhances motor skills, fitness progress, and teacher feedback for better PE instruction.

Physical education (PE) in preschool aims for the corporal and motor skills development in children, nevertheless the evaluation strategies of acquired skills has been neglected in Mexican public school system. Since 2018 only PE teachers are responsible to teach classes, and a collaboration between public institutions allowed us to launch a pilot study of PE classes based on motor skills circuits called “motor action circuits” as an effective tool to develop motor skills. PURPOSE: To determine the effects of an exercise-based didactic strategy on the PE curricula on motor skills performance in children. METHODS: Five boys (Age = 5.2 ± 0.4 yr.) and nine girls (Age= 5.1 ± 0.3 yr.) participated in the study. Exclusion criteria for children were having a major pathology, pharmacological therapy, and enrollment in after-school physical activity programs. Children attended three 30-min lessons in non-consecutive days per week under the supervision of two trained female PE teachers. Motor skills were measured by the Movement Assessment Battery for Children (MABC-2) test. Two-way (2 genders x 2 measurements) mixed ANOVA were computed for motor skills performance using the GraphPad Prism software. RESULTS: The assumption of normality was met by the Shapiro-Wilk test for girls (W = 0.849) and boys (W = 0.807). A better performance was found on threading beads (Pre = 1.7 ± 0.5 vs. Post = 1.1 ± 0.5 min, p = 0.0004) and posting coins with the preferred hand (Pre = 26.5 ± 2.1 vs. Post = 21.8 ± 5.0 s, p < 0.0001). A significant improvement was found on throwing at a wall target with the right arm (Pre = 2.8 ± 0.1 vs. Post = 3.8 ± 0.2 hits, p = 0.02), the left arm (Pre = 2.4 ± 0.2 vs. Post = 3.8 ± 0.08 hits, p = 0.0001), throwing a bean bag into a box (Pre = 0.4 ± 0.2 vs. Post = 4.1 ± 1.2 hits, p = 0.0038), maintaining one-board balance with the preferred leg (Pre = 12.3 ± 8.4 vs. Post = 26.7 ± 7.7 s, p = 0.0007), and one-board balance with the other leg (Pre = 10.3 ± 5.9 vs. Post = 23.6 ± 6.9 s, p = 0.0011). CONCLUSION: Significant motor skill performance improvements were observed in children attending an exercise-based didactic strategy on the PE program, which highlights the need to increase physical activity at early ages in Mexican children.

ARTICLESPhysical Performance and Growth in Children. Influence of Sex, Age and IntelligenceErling Asmussen, and K. Heebøll-NielsenErling Asmussen, and K. Heebøll-NielsenPublished Online:01 Jan 1956https://doi.org/10.1152/jappl.1956.8.4.371MoreSectionsPDF (2 MB)Download PDF ToolsExport citationAdd to favoritesGet permissionsTrack citations ShareShare onFacebookTwitterLinkedInWeChat Previous Back to Top Next Download PDF FiguresReferencesRelatedInformation Cited ByDevelopment of muscle strength in relation to training level and testosterone in young male soccer playersL. Hansen, J. Bangsbo, J. Twisk, and K. Klausen1 September 1999 | Journal of Applied Physiology, Vol. 87, No. 3Bibliography31 May 2007 | Ergonomics, Vol. 28, No. 1Acquisition of a Simple Motor Skill by Low and High Academic Achievers1 April 1982 | Perceptual and Motor Skills, Vol. 54, No. 2Comparison of Levels of Fundamental Skill and Cardio-Respiratory Fitness of Blind, Deaf, and Non-Handicapped High School Age Boys31 August 2016 | Perceptual and Motor Skills, Vol. 36, No. 3_supplRelationships among Intellectual and Nonintellectual Variables17 March 2013 | Research Quarterly. American Association for Health, Physical Education and Recreation, Vol. 40, No. 1Effects of Mobility Patterning Techniques upon Selected Motor Skills of Primary School Educable Mentally Retarded Children17 March 2013 | Research Quarterly. American Association for Health, Physical Education and Recreation, Vol. 39, No. 4Bases of Norms for Cable-Tension Strength Tests for Upper Elementary, Junior High, and Senior High School Girls17 March 2013 | Research Quarterly. American Association for Health, Physical Education and Recreation, Vol. 39, No. 3The Potential of Physical Activity for the Mentally Retarded Child …21 March 2013 | Journal of Health, Physical Education, Recreation, Vol. 37, No. 4THE BIOLOGICAL BASIS OF SPORT*25 April 2007 | Ergonomics, Vol. 8, No. 2Factorial Analysis of Physique and Performance in Prepubescent Boys17 March 2013 | Research Quarterly. American Association for Health, Physical Education and Recreation, Vol. 32, No. 3Comparison of Fitness of Danish and American School Children17 March 2013 | Research Quarterly. American Association for Health, Physical Education and Recreation, Vol. 32, No. 2 More from this issue > Volume 8Issue 4January 1956Pages 371-380 https://doi.org/10.1152/jappl.1956.8.4.371PubMed13286198History Published online 1 January 1956 Published in print 1 January 1956 Metrics

The results of this study suggest that information derived from kinesthetic inputs alone is not normally used to generate an estimate of the location of the hand in extrapersonal space. This finding provides support for the interpretation of previous results suggesting that a representation of a visual target in extrapersonal space must be transformed into a kinesthetic reference frame before the parameters of a targeted arm movement can be computed (Soechting and Flanders, 1989b). We asked subjects to use a pointer to indicate the spatial location of their hand following an unseen passive displacement. We found that subjects had large errors in the locations that they chose and that there was a large degree of variability for repeated trials with the same hand location. The errors were a result neither of using the pointer to indicate a spatial locus nor of an inability to make use of kinesthetic information. Instead, the errors resulted from an inability of subjects to synthesize an estimate of the hand's spatial location from only kinesthetic cues. We also asked subjects to use the pointer to indicate the location of their hand following a passive displacement when they had visual information about the passive displacement. In this case, we found that subjects performed better than when they had only kinesthetic information, but not as well as when they had only visual information about target location. This finding suggests that kinesthetic information about target location affects the processing of visual information.

Combination of visual and kinesthetic information is essential to perceive bodily movements. We conducted behavioral and functional magnetic resonance imaging experiments to investigate the neuronal correlates of visuokinesthetic combination in perception of hand movement. Participants experienced illusory flexion movement of their hand elicited by tendon vibration while they viewed video-recorded flexion (congruent: CONG) or extension (incongruent: INCONG) motions of their hand. The amount of illusory experience was graded by the visual velocities only when visual information regarding hand motion was concordant with kinesthetic information (CONG). The left posterolateral cerebellum was specifically recruited under the CONG, and this left cerebellar activation was consistent for both left and right hands. The left cerebellar activity reflected the participants' intensity of illusory hand movement under the CONG, and we further showed that coupling of activity between the left cerebellum and the “right” parietal cortex emerges during this visuokinesthetic combination/perception. The “left” cerebellum, working with the anatomically connected high-order bodily region of the “right” parietal cortex, participates in online combination of exteroceptive (vision) and interoceptive (kinesthesia) information to perceive hand movement. The cerebro–cerebellar interaction may underlie updating of one's “body image,” when perceiving bodily movement from visual and kinesthetic information.

Who is going to be diagnosed with musculoskeletal problem in adulthood? Take a look at high school grades in physical education

Background and Aim: Majoring in physical education enhances students' motor skills, physical health, and overall well-being while encouraging self-discipline and teamwork. It also promotes a favorable attitude about living an active lifestyle and has long-term health benefits. The study aims to identify key success factors influencing the achievements of university students majoring in physical education, focusing on improving program outcomes, which would enhance readability and professionalism. Materials and Methods: This research analyzed various factors affecting students' academic performance through a Delphi evaluation by 17 experts and a questionnaire survey of 154 major physical education university students. In this study, the research focused on the senior students at the School of Physical Education at Guangdong Comprehensive University. The correct total population of senior students in the School of Physical Education is 258. Therefore, the sample size was determined using the Krejci and Morgan Table based on this corrected population size. The final sample consisted of 154 senior students, and questionnaires were distributed to these 154 high-grade students in the physical education program. Results: The study identified key factors influencing university students' achievements in physical education, categorized into personal, service and environmental, teaching, social and cultural, teacher factors, and academic achievement. Personal factors include attendance, participation, and attitude, which enhance engagement and learning outcomes. Service and environmental factors cover facilities, resources, and support services that improve the overall learning experience. Teaching factors focus on instructional design, assessment, and feedback to align with students' learning needs. Social and cultural factors highlight peer support, cultural influences, and organized sports in shaping students' sports participation. Teacher factors emphasize expertise, teaching methods, and interaction, which foster students' skill development and interest. Academic achievement is driven by performance, motivation, goals, and access to necessary resources for success. Conclusion: The study identified six key success factors influencing university students' achievements in physical education, comprising 33 indices. These factors include personal (attendance, engagement, attitude, preparation), service and environment (facilities, resources, support services), teaching (instructional design, delivery, assessment, support), social and cultural (social and cultural influences, organized sports), teacher (expertise, approach, support, interaction, influence), and academic achievement (performance, motivation, goals, resources). This research provides insights into improving program effectiveness by addressing these multidimensional factors.

Poor motor skills have been consistently linked with a higher body weight in childhood, but the causal direction of this association is not fully understood. This study investigated the temporal ordering between children's motor skills and weight status at 5 and 10 years. Participants were 668 children (54% male) who were studied from infancy as part of an iron deficiency anaemia preventive trial and follow-up study in Santiago, Chile. All were healthy, full-term and weighing 3 kg or more at birth. Cross-lagged panel modelling was conducted to understand the temporal precedence between children's weight status and motor proficiency. Analyses also examined differences in gross and fine motor skills among healthy weight, overweight, and obese children. A higher BMI at 5 years contributed to declines in motor proficiency from 5 to 10 years. There was no support for the reverse, that is, poor motor skills at 5 years did not predict increases in relative weight from 5 to 10 years. Obesity at 5 years also predicted declines in motor proficiency. When compared with normal weight children, obese children had significantly poorer total and gross motor skills at both 5 and 10 years. Overweight children had poorer total and gross motor skills at 10 years only. The differences in total and gross motor skills among normal weight, overweight and obese children appear to increase with age. There were small differences in fine motor skill between obese and non-obese children at 5 years only. Obesity preceded declines in motor skills and not the reverse. Study findings suggest that early childhood obesity intervention efforts might help prevent declines in motor proficiency that, in turn, may positively impact children's physical activity and overall fitness levels.

The integration of digital technology in education has opened new opportunities to enhance student engagement and learning outcomes. In physical education, interactive digital learning media offers potential to improve motor skills among primary school students, a critical developmental aspect often overlooked in technology-based learning. This quasi-experimental study investigated the effect of interactive digital learning media on the motor skills of fourth- and fifth-grade students in a public elementary school in Majalengka Regency, Indonesia. A total of 60 students were purposively selected and divided equally into experimental (n=30) and control (n=30) groups. The experimental group used interactive digital media, while the control group received conventional instruction. Motor skills were measured through agility, coordination, and balance tests. Additional data were collected via questionnaires and teacher-student interviews. Independent t-tests were used for statistical analysis, and thematic analysis was applied to qualitative data. The experimental group showed significantly higher improvement in all motor skill areas (p 0.05) compared to the control group. Thematic findings revealed that students experienced greater motivation, enjoyment, and understanding through digital simulations and feedback. Teachers also reported improved engagement and ease in delivering motor skill instruction. The findings confirm that interactive digital media can effectively enhance motor skills and learning motivation in primary physical education, aligning with multimedia learning theory. These results support integrating technology into physical education to promote cognitive, affective, and psychomotor development.

Self-efficacy theory assumes that students’ efficacy beliefs affect their performance through process variables, including behavior, cognition, and affection. The purpose of this study was to utilize self-efficacy theory as a theoretical framework to propose a conceptual model of a mediating relationship among perceived motor skill competence, successful practice trials, and motor skill performance in physical education. In addition, the authors reviewed the literature to provide evidence to support the potential mediating relationship by following the steps recommended by Baron and Kenny. This paper is significant because the authors integrated the literature of motor development/learning and physical education pedagogy to propose a conceptual model where successful practice trials would act as a behavioral mediator through which perceived motor skill competence affects students’ motor skill performance. This conceptual model can guide future research to identify students’ behaviors affecting their skill development, thus helping teachers develop pedagogies to improve motor skill performance in physical education.

Introduction Children with visual impairments are often behind their peers in physical and motor skills. It is often necessary for these children to work one to one with a paraeducator to gain the benefits of physical education, improve physical activity and motor skills, and attain the basic standards of the Expanded Core Curriculum (ECC). Paraeducators are trained to work in classrooms, yet are rarely, if ever, trained in the subject of physical education. The purpose of the study presented here was to determine current training practices for paraeducators in the classroom and what is needed to ensure proper training for physical education for paraeducators who work with children with visual impairments. Methods In the study, 143 professionals and parents were given a validated questionnaire related to the training needs of paraeducators for physical education. Results The results indicated that although the majority of children with visual impairments attended physical education classes with their paraeducators, only 11% of the paraeducators were trained in physical education. The participants thought that the training should consist of safety practices, guiding techniques, teaching strategies, information on visual impairments, and most areas of the ECC. They thought that this information should be delivered in the form of a video or guest speakers and that the children with visual impairments should be included when possible. Discussion Because of the large and varied sample in the study, the information gained could be used to create a training video for paraeducators who work with children with visual impairments in physical education. Implications for practitioners The results of the study highlight areas that should be included as the foundation of training paraeducators for physical education.