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Featured researches published by J. Rudd.


PLOS ONE | 2015

Fundamental movement skills are more than run, throw and catch: The role of stability skills

J. Rudd; Lisa M. Barnett; Michael L. Butson; Damian Farrow; Jason Berry; Remco Polman

Introduction In motor development literature fundamental movement skills are divided into three constructs: locomotive, object control and stability skills. Most fundamental movement skills research has focused on children’s competency in locomotor and object control skills. The first aim of this study was to validate a test battery to assess the construct of stability skills, in children aged 6 to 10 (M age = 8.2, SD = 1.2). Secondly we assessed how the stability skills construct fitted into a model of fundamental movement skill. Method The Delphi method was used to select the stability skill battery. Confirmatory factor analysis (CFA) was used to assess if the skills loaded onto the same construct and a new model of FMS was developed using structural equation modelling. Results Three postural control tasks were selected (the log roll, rock and back support) because they had good face and content validity. These skills also demonstrated good predictive validity with gymnasts scoring significantly better than children without gymnastic training and children from a high SES school performing better than those from a mid and low SES schools and the mid SES children scored better than the low SES children (all p < .05). Inter rater reliability tests were excellent for all three skills (ICC = 0.81, 0.87, 0.87) as was test re-test reliability (ICC 0.87–0.95). CFA provided good construct validity, and structural equation modelling revealed stability skills to be an independent factor in an overall FMS model which included locomotor (r = .88), object control (r = .76) and stability skills (r = .81). Discussion This study provides a rationale for the inclusion of stability skills in FMS assessment. The stability skills could be used alongside other FMS assessment tools to provide a holistic assessment of children’s fundamental movement skills.


Journal of Science and Medicine in Sport | 2017

Effectiveness of a 16 week gymnastics curriculum at developing movement competence in children

J. Rudd; Lisa M. Barnett; Damian Farrow; Jason Berry; Erika Borkoles; Remco Polman

OBJECTIVES Internationally, childrens movement competence levels are low. This studys aim was to evaluate the effectiveness of a 16 week gymnastics curriculum on stability, locomotive and object control skills and general body coordination. It was hypothesised that the gymnastics intervention group would demonstrate significant improvements beyond a PE comparison group. DESIGN This study used a non-randomised control design. The intervention and comparison groups were drawn from three primary schools. The study followed the transparent reporting of evaluations with nonrandomized designs (TREND) statement for reporting. METHODS A total of 333 children (51% girls, 41% intervention) with a mean age of 8.1 years (SD=1.1) participated. Intervention children (16 weeks×2h of gymnastics) were compared to children who received (16×2h) standard PE curriculum. Childrens movement competence was assessed using the Test of Gross Motor Development-2, Stability Skills Assessment and the Körper-Koordinationstest für Kinder. Multilevel linear mixed models, accounting for variation at the class level and adjusted for age and sex, were used to assess intervention relative to comparison differences in all aspects of movement competence. RESULTS Stability and object control skills showed a significant (p<0.05) intervention×time interaction effect. No difference was found in locomotor skills or general coordination. CONCLUSIONS Gymnastics is effective at developing stability skills and object control skills without hindering the development of locomotor skills or general coordination. Accelerated learning of stability skills may support the development of more complex movement skills.


Journal of Sports Sciences | 2018

Impact of cultural background on fundamental movement skill and its correlates

Lisa M. Barnett; Rohan M. Telford; Claudia Strugnell; J. Rudd; Lisa S. Olive; Richard D. Telford

ABSTRACT Children’s fundamental movement skill levels (FMS) predict moderate-to-vigorous physical activity (MVPA). Asian children have been reported as less active than English-Europeans, possibly due to poorer skills. This study compared the FMS of children from Culturally and Linguistically Diverse (CALD) backgrounds and examined FMS correlates. A total of 261 children (122 males) aged 9-to-11 years were divided based on language spoken at home: English-European (n = 105) and Asian (n = 156). Height, mass, FMS (Test of Gross Motor Development-2), MVPA (accelerometer) and cardio-respiratory fitness (20m multistage shuttle run) were directly measured. Sex, age, language and perceived sport competence (CY-PSPP) were self-reported. Independent sample t-tests assessed age, BMI, FMS and perception by CALD group. Linear mixed models examined FMS correlates. Asian-speaking children had lower object control skill (35.5 v 37.2; CI [0.17, 3.18]; p < 0.03) compared to English-European- children, but no between-group differences in locomotor skills were observed. Fitness, physical activity and sport competence perception were positively associated with object control, yet adjusting for these variables (and age and BMI) did not remove the CALD effect (B = −2.02, SE = 0.69, p = 0.004). Cultural factors may affect object control competence in Asian-Australian children.


Measurement in Physical Education and Exercise Science | 2017

The Impact of Gymnastics on Children's Physical Self-Concept and Movement Skill Development in Primary Schools.

J. Rudd; Lisa M. Barnett; Damian Farrow; J. Berry; Erika Borkoles; Remco Polman

ABSTRACT This study evaluated the effectiveness of an 8-week gymnastics curriculum on children’s movement competence and their physical self-concept. There were 113 children (46% girls, 49% intervention) with a mean age of 9.4 years (SD = 1.8) that participated. Intervention children underwent 8 weeks of gymnastics and the comparison group continued with their standard curriculum. Age was a significant co-variate, a separate analysis was conducted on the lower (grades 2 and 4) and upper (grade 6) groups. The lower age group showed significant improvement in favor of the gymnastic group in fundamental movement skills. The upper age group showed a significant improvement for the control group in general body coordination and fundamental movement skills. For all grades, the physical self-concept showed a significant main effect in favor of the gymnastics group. The gymnastics intervention was found to be of particular benefit for developing children’s movement competence and physical self-concept in younger children.


Faculty of Health; Institute of Health and Biomedical Innovation | 2016

A holistic measurement model of movement competency in children

J. Rudd; Michael L. Butson; Lisa M. Barnett; Damian Farrow; Jason Berry; Erika Borkoles; Remco Polman


Journal of Science and Medicine in Sport | 2015

Physical literacy development in Australian youth: A current concern

D. Telford; Richard Keegan; Lisa M. Barnett; J. Rudd; Rohan M. Telford; Lisa S. Olive; L. Edwards; Natalie Lander; S. Keegan


Journal of Science and Medicine in Sport | 2015

Physical literacy development in Australian youth: A current concern: How should we measure movement competence in children?

J. Rudd; Michael L. Butson; L. Barnet; Damian Farrow; Jason Berry; Erika Borkoles; Remco Polman


Faculty of Health | 2015

Cross-cultural comparison of motor competence in children from Australia and Belgium

Farid Bardid; J. Rudd; Matthieu Lenoir; Remco Polman; Lisa M. Barnett


Faculty of Health | 2015

Fundamental Movement Skills Are More than Run, Throw and Catch: The Role of Stability Skills

J. Rudd; Lisa M. Barnett; Michael L. Butson; Damian Farrow; Jason Berry; Remco Polman


Journal of Science and Medicine in Sport | 2014

A pilot study to evaluate the efficacy of the ‘Launchpad’ gymnastics programme at developing children's motor coordination and fundamental movement skills

J. Rudd; Damian Farrow; Lisa M. Barnett; Jason Berry; Erika Borkoles; Remco Polman

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Remco Polman

Queensland University of Technology

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Lisa S. Olive

Australian National University

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D. Telford

University of Canberra

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