Barbi Law

Observation interventions for motor skill learning and performance: an applied model for the use of observation

Using the 5 Ws and 1 H journalistic approach of Beveridge Mackie (2011), we reviewed the observation intervention research that targeted sport skills or daily movement tasks. Through this review, it became apparent that while there is much research that examines observation of a live or video (what), skilled model (who) for enhanced skill learning (why) in laboratory settings (where), there is a need for not only a wider scope of research, but also a deeper one. Following the review of literature, an applied model for the use of observation is advanced. Through this applied model, we propose that practitioners should first assess the observers characteristics and the task characteristics for which any observation intervention is being created. The practitioner should then gain an understanding of the context and the desired outcomes of the learner and use this advance information to vary the characteristics of: (1) who is observed; (2) what is observed and what instructional features will accompany the intervention; (3) when it is observed; and (4) how the observed information should be delivered. Future research directions are also forwarded with regard to identified gaps in the literature.

Knowledge Translation of Sport Psychology to Coaches: Coaches' Use of Online Resources

Knowledge translation is an essential component of the research process. The purpose of this study was to examine the content of the information coaches attain from online sport psychology resources and their use of this information. This study also investigated differences in coaches use of online resources across experience, certification, and competitive level of the coaches. Participants included 253 (n males = 183; n females = 69) coaches averaging 13.6 years of coaching experience who varied considerably in the sport, income level, competitive level, and age of the athletes they coached. Results demonstrated that coaches currently get information from online sport psychology resources “a few times per year”, but would get it “once per month” if more accessible and credible resources were available. The study findings also indicated that coaches primarily get general information related to sport psychology from online resources, but would be interested in applied information such as sport psychology tips, skills/strategies, and how to implement sport psychology with their athletes.

Physical literacy levels of Canadian children aged 8–12 years: descriptive and normative results from the RBC Learn to Play–CAPL project

BackgroundThe current physical literacy level of Canadian children is unknown. The Royal Bank of Canada (RBC) Learn to Play – Canadian Assessment of Physical Literacy (CAPL) project, which is anchored in the Canadian consensus statement definition of physical literacy, aimed to help establish the current physical literacy level of Canadian children.MethodsThe CAPL was used to assess the physical literacy (and component domains: Daily Behaviour, Physical Competence, Knowledge and Understanding, and Motivation and Confidence) of Canadian children aged 8–12xa0years. Data were collected from 11 sites across Canada, yielding a sample of 10,034 participants (5030 girls). Descriptive statistics by age and gender were calculated and percentile distributions of physical literacy scores, including each domain and individual measure, were derived.ResultsThe mean age of participants was 10.1u2009±u20091.2xa0years. Total physical literacy scores (out of 100) were on average 63.1u2009±u200913.0 for boys and 62.2u2009±u200911.3 for girls. For boys and girls respectively, domain scores were 19.9u2009±u20094.7 and 19.3u2009±u20094.1 (out of 32) for Physical Competence; 18.6u2009±u20097.9 and 18.5u2009±u20097.4 (out of 32) for Daily Behaviour; 12.7u2009±u20092.8 and 12.2u2009±u20092.6 (out of 18) for Motivation and Confidence; and 11.8u2009±u20092.8 and 12.2u2009±u20092.6 (out of 18) for Knowledge and Understanding. Physical Competence measures were on average 28.1u2009±u20098.4xa0cm (sit-and-reach flexibility), 33.5u2009±u20099.4xa0kg (grip strength, right + left), 23.4u2009±u200914.1 laps (Progressive Aerobic Cardiovascular Endurance Run [PACER] shuttle run), 61.8u2009±u200943.8xa0s (isometric plank), 19.0u2009±u20093.8xa0kg/m2 (body mass index), 67.3u2009±u200910.8xa0cm (waist circumference), and 20.6u2009±u20093.9 out of 28 points for the Canadian Agility and Movement Skill Assessment (CAMSA), with scores for boys higher than girls and older children higher than younger children for grip strength, PACER, plank, and CAMSA score. Girls and younger children had better scores on the sit-and-reach flexibility than boys and older children. Daily pedometer step counts were higher in boys than girls (12,355u2009±u20094252 vs. 10,779u2009±u20093624), and decreased with age.ConclusionsThese results provide the largest and most comprehensive assessment of physical literacy of Canadian children to date, providing a “state of the nation” baseline, and can be used to monitor changes and inform intervention strategies going forward.

Self-controlled learning benefits: exploring contributions of self-efficacy and intrinsic motivation via path analysis.

ABSTRACT Research has shown learning advantages for self-controlled practice contexts relative to yoked (i.e., experimenter-imposed) contexts; yet, explanations for this phenomenon remain relatively untested. We examined, via path analysis, whether self-efficacy and intrinsic motivation are important constructs for explaining self-controlled learning benefits. The path model was created using theory-based and empirically supported relationships to examine causal links between these psychological constructs and physical performance. We hypothesised that self-efficacy and intrinsic motivation would have greater predictive power for learning under self-controlled compared to yoked conditions. Participants learned double-mini trampoline progressions, and measures of physical performance, self-efficacy and intrinsic motivation were collected over two practice days and a delayed retention day. The self-controlled group (M = 2.04, SD = .98) completed significantly more skill progressions in retention than their yoked counterparts (M = 1.3, SD = .65). The path model displayed adequate fit, and similar significant path coefficients were found for both groups wherein each variable was predominantly predicted by its preceding time point (e.g., self-efficacy time 1 predicts self-efficacy time 2). Interestingly, the model was not moderated by group; thus, failing to support the hypothesis that self-efficacy and intrinsic motivation have greater predictive power for learning under self-controlled relative to yoked conditions.

Should I stay or should I go? Exploring the decision to join, maintain, or cancel a fitness membership

This study examined reasons why people join, maintain, and cancel a fitness membership by following 26 new members to a Canadian fitness centre over a one-year period. Participants were interviewed at three different time points (i.e. new membership purchase, six-month follow-up, and one-year renewal decision). Notable reasons to join included being a role model for children, improving health, and organisation reputation. Reasons to maintain membership included health-related goals, service quality, and organisational culture values. The study found that only 50% renewed their membership after the year. Notable reasons to cancel the membership included the cost, lack of time, interest in other physical activity classes like yoga, outdoor exercise and, most prominently, changes to the family dynamic. The paper discusses the controllable and uncontrollable factors associated with membership maintenance, including service quality, organisational culture, and psychological aspects of the theory of planned behaviour to better understand a persons decision to join, maintain, or cancel membership.

Considerations for Conducting Imagery Interventions in Physical Education Settings

Abstract There is a need to develop effective physical activity interventions for children, given the growing concerns about physical inactivity and the related health issues (Colley et al., 2011). The Task Force on Community Preventive Services (2002) strongly recommends that school-based physical activity interventions could be an effective way to increase physical activity levels by modifying the social environment and the behaviours that take place within it. PE is not only an important source of physical activity (Sallis & McKenzie, 1991); it also provides important benefits regarding children’s psychosocial and motor skill outcomes, making them more likely to engage in physical activity into adolescence and adulthood (Sallis et al., 2012). We know that mental skills such as imagery have been shown to influence motivation, participation, and performance in motor learning, sport, and exercise (Hall, 2001). Therefore, the use of imagery in a PE context seems to be a natural extension of its traditional use in sport and exercise settings. The purpose of this review paper is to discuss factors to consider when designing and implementing an imagery intervention in a school-based PE setting. The recommendations will be discussed within three main categories: (a) the specific school context in which the intervention would be administered, (b) the design of contextually-appropriate and feasible methodology, and (c) individualizing imagery prompts to be sample- and situation-appropriate for the developmental level of the students as well as the PE context through which they would be delivered. Limitations as well as recommendations for future research or interventions conducted in PE settings will also be discussed.

The relationship between physical literacy scores and adherence to Canadian physical activity and sedentary behaviour guidelines

BackgroundPhysical literacy is an emerging construct in children’s health promotion, and may impact their lifelong physical activity habits. However, recent data reveal that only a small portion of Canadian children are regularly physically active and/or meet sedentary behaviour guidelines. To our knowledge, no study has investigated the association between physical literacy and movement behaviour guidelines. Therefore, the purpose of this study was to examine the relationship between physical literacy scores in Canadian children who meet or do not meet physical activity and sedentary behaviour guidelines.MethodsChildren (nu2009=u20092956; 56.6% girls) aged 8–12xa0years from 10 Canadian cities had their physical literacy levels measured using the Canadian Assessment of Physical Literacy, which consists of four domains (Physical Competence; Daily Behaviour; Knowledge and Understanding; and Motivation and Confidence) that are aggregated to provide a composite physical literacy score. Physical activity levels were measured by pedometers, and sedentary behaviour was assessed through self-report questionnaire. Analyses were conducted separately for each guideline, comparing participants meeting versus those not meeting the guidelines. Comparisons were performed using MANOVA and logistic regression to control for age, gender, and seasonality.ResultsParticipants meeting physical activity guidelines or sedentary behaviour guidelines had higher physical literacy domain scores for Physical Competence and for Motivation and Confidence compared to those not meeting either guideline (both pu2009<u20090.0001). Participants had increased odds of meeting physical activity guidelines and sedentary behaviour guidelines if they met the minimum recommended level of the Physical Competence and Motivation and Confidence domains. Significant age (OR 0.9; 95% CI: 0.8, 0.9), gender (OR 0.4; 95% CI: 0.3, 0.5) and seasonality effects (OR 1.6; 95% CI: 1.2, 2.2 spring and OR 1.7; 95% CI: 1.2, 2.5xa0summer, reference winter) were seen for physical activity guidelines, and age (OR 0.8; 95% CI: 0.7, 0.8) and gender effects (OR 1.7; 95% CI: 1.4, 2.0) for sedentary behaviour guidelines. Knowledge and Understanding of physical activity principles was not related to guideline adherence in either model.ConclusionsThese cross-sectional findings demonstrate important associations between physical literacy and guideline adherence for physical activity and sedentary behaviour. Future research should explore the causality of these associations.

A cross-sectional study exploring the relationship between age, gender, and physical measures with adequacy in and predilection for physical activity

BackgroundPhysical literacy is a complex construct influenced by a range of physical, behavioural, affective, and cognitive factors. Researchers are interested in relationships among these constituent factors. The purpose of this study was to investigate how age, gender, and physical competence components of physical literacy relate to a child’s adequacy in and predilection for physical activity.MethodsA sample of 8530 Canadian youth (50% girl) aged 8.0 to 12.9xa0years participated in the study. Participants completed the Canadian Assessment of Physical Literacy (CAPL) protocol, which assesses physical literacy in four domains: Physical Competence, Daily Behaviour, Motivation and Confidence, and Knowledge and Understanding. Stepwise multiple regression analyses were conducted to investigate the relationship between physical competence components of physical literacy (Progressive Aerobic Cardiovascular Endurance Run [PACER], Canadian Agility and Movement Skill Assessment [CAMSA], sit and reach, handgrip, plank, and body mass index) and children’s perceived adequacy and predilection toward physical activity as measured by subscales from the Children’s Self-Perceptions of Adequacy in and Predilection for Physical Activity scale (CSAPPA).ResultsThe variable most strongly associated with adequacy and predilection was the PACER shuttle run score. The PACER accounted for 10.9% of the variance in adequacy and 9.9% of the variance in predilection. Participants’ age was inversely related to adequacy (βu2009=u2009−u20090.374) and predilection (βu2009=u2009−u20090.621). The combination of other variables related to adequacy brought the total variance explained to 14.7%, while the model for predilection explained a total of 13.7%.ConclusionsResults indicate an association between cardiorespiratory fitness and measures of physical activity adequacy and predilection. These findings suggest that practitioners should consider the physiological and psychological makeup of the child, and ways to enhance adequacy and predilection among children with limited cardiorespiratory fitness, in order to create the best possible environment for all children to participate in physical activity.

The relationship between sedentary behaviour and physical literacy in Canadian children: a cross-sectional analysis from the RBC-CAPL Learn to Play study

BackgroundPhysical literacy is the foundation of a physically active lifestyle. Sedentary behaviour displays deleterious associations with important health indicators in children. However, the association between sedentary behaviour and physical literacy is unknown. The purpose of this study was to identify the aspects of physical literacy that are associated with key modes of sedentary behaviour among Canadian children participating in the RBC-CAPL Learn to Play study.MethodsA total of 8,307 children aged 8.0-12.9 years were included in the present analysis. Physical literacy was assessed using the Canadian Assessment of Physical Literacy, which measures four domains (Physical Competence, Daily Behaviour, Motivation and Confidence, Knowledge and Understanding). Screen-based sedentary behaviours (TV viewing, computer and video game use), non-screen sedentary behaviours (reading, doing homework, sitting and talking to friends, drawing, etc.) and total sedentary behaviour were assessed via self-report questionnaire. Linear regression models were used to determine significant (p<0.05) correlates of each mode of sedentary behaviour.ResultsIn comparison to girls, boys reported more screen time (2.7±2.0 vs 2.2±1.8 hours/day, Cohen’s d=0.29), and total sedentary behaviour (4.3±2.6 vs 3.9±2.4 hours/day, Cohen’s d=0.19), but lower non-screen-based sedentary behaviour (1.6±1.3 vs 1.7±1.3 hours/day, Cohen’s d=0.08) (all p< 0.05). Physical Competence (standardized β’s: -0.100 to -0.036, all p<0.05) and Motivation and Confidence (standardized β’s: -0.274 to -0.083, all p<0.05) were negatively associated with all modes of sedentary behaviour in fully adjusted models. Knowledge and Understanding was negatively associated with screen-based modes of sedentary behaviour (standardized β’s: -0.039 to -0.032, all p<0.05), and positively associated with non-screen sedentary behaviour (standardized β: 0.098, p<0.05). Progressive Aerobic Cardiovascular Endurance Run score and log-transformed plank score were negatively associated with all screen-based modes of sedentary behaviour, while the Canadian Agility and Movement Skill Assessment score was negatively associated with all modes of sedentary behaviour other than TV viewing (all p<0.05).ConclusionsThese results highlight differences in the ways that screen and non-screen sedentary behaviours relate to physical literacy. Public health interventions should continue to target screen-based sedentary behaviours, given their potentially harmful associations with important aspects of physical literacy.

Effects of an Imagery Workshop on Coaches' Encouragement of Imagery Use

The purpose of this study was to examine whether an imagery workshop would increase recreational level coaches encouragement of imagery to their athletes when compared to coaches attending a communication workshop. The workshops provided coaches with information, teaching tools, as well as role-playing opportunities. Recreational sport coaches (n = 132; M age = 41.80 years, SD = 9.67) completed the Coaches Encouragement of Athletes Imagery Use Questionnaire (CEAIUQ)1,Coach-Athlete Relationship Questionnaire (CART-Q)2, and questionnaires assessing coaches confidence, knowledge, and attitudes towards imagery. Repeated measure MANCOVAs, controlling for sex and highest level coached, revealed no group by time interactions for any of the five functions of imagery. However, group by time interactions were found for knowledge (F(1, 132) = 5.45, p = .02, ηp2 = .040), attitudes (F(1,132) = 4.45, p = .01, ηp2 = .055) and confidence (F(1,132),= 7.10, p = .04, ηp2 = .032) towards imagery. The imagery group significantly increased their confidence from baseline to follow-up (t(65) = −2.75, p = .01). Findings provide direction for designing future coach education training programs and aid in understanding recreational sport coaches views on encouraging their athletes to use imagery.