Ali Brian

Associations among Elementary School Children's Actual Motor Competence, Perceived Motor Competence, Physical Activity and BMI: A Cross-Sectional Study.

Background Positive associations between motor competence and physical activity have been identified by means of variable-centered analyses. To expand the understanding of these associations, this study used a person-centered approach to investigate whether different combinations (i.e., profiles) of actual and perceived motor competence exist (aim 1); and to examine differences in physical activity levels (aim 2) and weight status (aim 3) among children with different motor competence-based profiles. Materials and Methods Children’s (N = 361; 180 boys = 50%; Mage = 9.50±1.24yrs) actual motor competence was measured with the Test of Gross Motor Development-2 and their perceived motor competence via the Self Perception Profile for Children. We assessed physical activity via accelerometers; height through stadiometers, and weight through scales. Cluster analyses (aim 1) and MANCOVAs (aim 2 & 3) were used to analyze the data. Results The analysis generated two predictable groups: one group displaying relatively high levels of both actual (M TGMD-2 percentile = 42.54, SD = 2.33) and perceived motor competence (M = 3.42, SD = .37; high-high), and one group with relatively low levels of both (M percentile = 9.71, SD = 3.21; M PMC = 2.52, SD = .35; low-low). One additional group was also identified as having relatively low levels of actual motor competence (M percentile = 4.22, SD = 2.85) but relatively high levels of perceived motor competence (M = 3.52, SD = .30; low-high). The high-high group demonstrated higher daily physical activity (M = 48.39±2.03) and lower BMI (M = 18.13±.43) than the low-low group (MMVPA = 37.93±2.01; MBMI = 20.22±.42). The low-high group had similar physical activity-levels as the low-low group (M = 36.21±2.18) and did not significantly differ in BMI (M = 19.49±.46) from the other two groups. Conclusions A combination of high actual and perceived motor competence is related to higher physical activity and lower weight status. It is thus recommended to expand health interventions in children with components that foster the development of both actual and perceived motor competence. Health professionals should furthermore pay sufficient attention to endorsing children’s actual and perceived motor competence.

SKIPing with teachers: an early years motor skill intervention

ABSTRACT Background: Fundamental motor skill (FMS) interventions when delivered by an expert can significantly improve the FMS of young children with and without developmental delays. However, there is a gap in the literature as few early childhood centers employ experts with the professional background to deliver FMS intervention. Purpose: The primary purpose of this study was to investigate the effects of a motor skill program called SKIP (Successful Kinesthetic Instruction for Preschoolers) on student learning of object control skills (OC). A secondary purpose was to examine the extent to which early childhood teachers could implement the SKIP program with fidelity (while receiving on-going coaching and support) and the extent to which instructional fidelity influenced OC improvement in the SKIP condition. Participants and setting: There were two levels of participants in this study, early childhood teachers (N = 2, Women = 2) and their students (N = 57; Boys = 53%; Mage = 4.39, Range 3–6). All participants were from the same early childhood center located on the campus of a large Midwestern University located in the United States. Data Collection: This study featured a pretest–posttest control group quasi-experimental design. The director of the early childhood center selected the experimental SKIP teachers (N = 2). Experimental SKIP children (n = 26) were identified from the classrooms of the experimental SKIP teachers. Teachers implemented SKIP to their students for six weeks (360 minutes of instruction). SKIP teachers’ lesson plan fidelity was calculated using a predetermined checklist based upon the lesson plan via digital recordings. Control students (n = 31) were randomly selected from the remaining six classrooms at the center. Control students received the business as usual condition, which consisted of free play with the availability of the same equipment allocated to the SKIP condition. All students were pretested and posttested using the OC subscale of the Test of Gross Motor Development-2 (TGMD-2) [Ulrich, D. A. 2000. The Test of Gross Motor Development. 2nd ed. Austin: PRO-ED]. Data Analysis: A two-level (students nested within teacher) Hierarchical Linear Model (HLM) examined the extent to which the SKIP intervention improved the OC skills of the students compared to the control group. Lesson plan fidelity was calculated using descriptive statistics. An additional two-level HLM examined the extent to which fidelity of SKIP influenced the OC scores of students in the SKIP condition only. Results: SKIP students significantly improved their OC skills compared to the control students (p < .001, η2  = .61). SKIP teachers implemented SKIP with fidelity (M = 86.5%, SD = .18). Level of fidelity of SKIP significantly influenced students’ improvements in OC scores (p < .001). Conclusion: SKIP was highly effective in improving the OC skills of the students and SKIP teachers implemented SKIP with fidelity. Greater fidelity positively influenced OC outcomes for students. Further research is warranted to confirm that students’ FMS development can be enhanced through FMS intervention with high-quality teaching that is implemented by classroom teachers.

Perceived motor competence of children with visual impairments: A preliminary investigation

Literature focusing on individuals with visual impairments has not evaluated the important role perceived motor competence (PMC) plays in promoting moderate to vigorous physical activity (MVPA). The purposes of this study were to examine the association between visual impairment level and PMC scores for children ages 3–13, and the association between PMC and physical activity (PA) for children ages 8–13. Results demonstrated a positive association between level of visual impairment and PMC (rs = .574, p = .025) and a negative, non-significant association between age and PMC (rs = −.358, p = .190). For participants ages 8–13, PMC was positively associated with MVPA (rs = .797, p = .010), while age was negatively associated with MVPA (rs = −752, p = .019). The findings suggest that children with visual impairments tend to have low levels of PMC. For children ages 8–13, PMC relates with MVPA. As children age, a trend emerges that PMC and MVPA lowers.

Including Students with Visual Impairments: Softball

Research has shown that while students with visual impairments are likely to be included in general physical education programs, they may not be as active as their typically developing peers. This article provides ideas for equipment modifications and game-like progressions for one popular physical education unit, softball. The purpose of these modifications is to include children with visual impairments in the general physical education setting with the proper support to maximize success.

Modifying Softball for Maximizing Learning Outcomes in Physical Education

Softball is taught in many physical education programs throughout the United States. This article describes modifications that maximize learning outcomes and that address the National Standards and safety recommendations. The modifications focus on tasks and equipment, developmentally appropriate motor-skill acquisition, increasing number of trials, and moderate-to-vigorous physical activity. Readers are provided with a continuum of choices for equipment and activity types, as well as a 10-day sample unit for middle school.

50 Million Strong for All: Universally Designing CSPAPs to Align with APE Best Practices

Many children in the United States fail to meet the national recommendations for daily moderate-to-vigorous physical activity (MVPA). However, children with disabilities are more sedentary than their typically developed peers. Comprehensive school physical activity programming (CSPAP) is a whole-of-school approach to provide children with opportunities to participate in 60 minutes of daily MVPA. Meeting daily MVPA requirements is central to SHAPE Americas 50 Million Strong by 2029 vision, which seeks to meet its goal by reducing diseases associated with sedentary behavior. Given the well-documented health-related fitness benefits of achieving 60 minutes of daily MVPA, it is imperative that all children, including those with disabilities, have access to programs like CSPAPs. Universal design for learning (UDL) is evidence based and ensures the inclusion of all children. The purpose of this article is to operationalize UDL in the context of CSPAPs so that all physical education professionals can collaborate to create a universally designed CSPAP that is inclusive for all.

SKIPing With Head Start Teachers: Influence of T-SKIP on Object-Control Skills

ABSTRACT Purpose: Children from disadvantaged settings are at risk for delays in their object-control (OC) skills. Fundamental motor skill interventions, such as the Successful Kinesthetic Instruction for Preschoolers (SKIP) Program, are highly successful when led by motor development experts. However, few preschools employ such experts. This study examined the extent to which Head Start teachers delivering an 8-week teacher-led SKIP (T-SKIP) intervention elicited learning of OC skills for Head Start children. Method: Head Start teachers (n = 5) delivered T-SKIP for 8 weeks (450 min). Control teachers (n = 5) implemented the typical standard of practice, or well-equipped free play. All children (N = 122) were pretested and posttested on the OC Skill subscale of the Test of Gross Motor Development-2. Results: Descriptive analyses at pretest identified 81% of the children were developmentally delayed in OC skills (below the 30th percentile). A 2-level hierarchical linear model demonstrated the effectiveness of T-SKIP with significant differences (β = 4.70), t(8) = 7.02, p < .001, η2 = .56, between T-SKIP children (n = 63) and control children (n = 59) at posttest. Conclusion: Head Start teachers who delivered T-SKIP could bring about positive changes in children’s OC skills, thereby remediating the initial developmental delays presented. Control children remained delayed in their OC skills in spite of daily well-equipped free play, giving rise to concerns about their future motor competence and physical activity levels.

Accuracy of the Fitbit Zip for Measuring Steps for Adolescents With Visual Impairments

Our purpose in this study was to document the criterion validity of the Fitbit Zip for measuring steps taken by youth with visual impairments (VI). A secondary purpose was to determine whether walking pace, mounting position, or relative position to the users mobility device impacted the criterion validity of the device. Fourteen adolescent-aged individuals (Mage = 15.4; 13 male and 1 female) with VI participated in this study. Participants wore four Fitbit Zips at different mounting positions and completed two, 2-min walking trials while the lead investigator hand tallied steps. Measurement validity was analyzed using absolute percent error (APE), intraclass correlation coefficients estimated level of conformity, and paired samples t tests and Cohens d effect sizes assessed APE relative to mounting positions. Results supported the use of the Fitbit Zip during regular-paced walking; however, caution must be used during activities exceeding regular walking speeds, as devices consistently underestimated steps.

The content and face validity for the Test of Perceived Motor Competence for children with visual impairments: A Delphi investigation

The Perceived Physical Competence subscale of the Pictorial Scale of Perceived Competence and Social Acceptance (PSPCSA) is a valid, reliable, and widely used assessment of perceived motor competence (PMC) for young children. Recently, Brian, Haegele, and Bostick modified the PSPCSA to create the Test of Perceived Motor Competence (TPMC) for children with visual impairments (VI). However, they determined that content and face validity of the TPMC-VI was necessary. Therefore, the purpose of this study was to explore the content and face validity of the TPMC-VI for use in children with VI. This study features the Delphi technique with a panel of experts as well as participant interviews with one child and her teacher. Findings demonstrated that the TPMC-VI shows preliminary content and face validity for assessing PMC of children with VI. The TPMC-VI allows researchers and practitioners to accurately estimate the PMC of students with VI.

Case study of a health optimizing physical education-based comprehensive school physical activity program

In this article, we report a qualitative case study, in which we examined enablers and barriers related to the development, implementation, and sustainability of a comprehensive school physical activity program (CSPAP) aligned with the Health Optimizing Physical Education (HOPE) curriculum model at a middle school. Literature on program-diffusion and school-university partnerships guided data collection and analysis. Data sources included semi-structured interviews with the program implementation team (n = 9) and the schools health and physical education teachers (n = 7); a focus group interview with students; documents (e.g., lesson plans), and observations. Constant comparison techniques were used to code and draw out themes from the data. Findings revealed the extensive effort needed for program implementation and highlighted the importance of strong external support mechanisms, conducting needs assessments, and training teachers to market physical activity programming. Partnerships may provide critical support for schools in their efforts to generate and sustain CSPAPs.