Linda K. Bunker

Implications for Variability of Practice from Pedagogy and Motor Learning Perspectives: Finding a Common Ground

The discourse contained in this article is the result of an on-going discussion about “providing variability of practice” between professionals from different areas of study within kinesiology. The impetus for this discussion arose from a lack of common terminology, differing views, and the sometimes contrasting research and professional practices promoted in the areas of pedagogy and motor learning. Since many undergraduate and graduate level students enroll in courses in both motor learning and pedagogy, it is imperative that professionals seek a common ground that leads to an understanding of the areas where the two perspectives converge or differ. A question and answer format, from the viewpoints of pedagogy and motor learning, was used to guide the discussion related to variability of practice and its research and practical applications in the teaching and learning process of motor skills.

FIELD DEPENDENCE AND REACTION TIME IN SENIOR TENNIS PLAYERS (65 AND OVER)

Rod-and-frame errors and speed of response are both thought to reflect, in part, differential ability in selective attention, or ones ability to focus on the salient perceptual factors of a given environment. The present study involved an investigation of 18 “super-senior” tennis players aged 70 yr. and over who participated in the national championship tournament. Their data were compared with the data from a similar aged heterogeneous group. The super-seniors were significantly more field independent and had much more rapid simple reaction times and total-body response time than their counterparts.

Virtual Reality: Movement's Centrality

The profession of physical education must refocus on the centrality of the study of human movement. Physical educators have too long diluted the basic field rather than emphasize the common mission of understanding human movement and the contribution it makes to human physical and mental health. Ten principles are set fourth to aid in, “Reclaiming and Transforming Physical Education”: (a) Emphasize the uniqueness of human movement; (b) put first things first in establishing a common core of knowledge for all professionals; (c) appreciate the “web of connectedness”; (d) enhance communication between and among professionals; (e) take control and responsibility for ethical action, (f) act on principles; (g) appreciate diversity; (h) uphold standards of fairness; (i) facilitate the collective production of practical and theoretical knowledge; and (j) transform physical education by anticipating and creating change.

VIDEO-TAPED FEEDBACK AND CHILDREN'S LEARNING TO FLUTTER KICK

The relative effect of video-taped feedback on the acquisition of a swimming skill was investigated for 2 groups of children (N = 36), aged 4.5 to 6.4 and 6.5 to 8.5 yr. A significant difference was found between the means of the video-taped and auditory groups for the older group, while differences were not significant for the younger ages. Older children were more able to analyze their own performances relative to the criterion movement. The results are discussed in relation to Piagets stages of development.

Poster 51: Effects of the proprioceptive feedback intervention with SENSERite and circumferential ankle pressure on proprioception and balance performance in community-dwelling older adults with diminished ankle perception1

Abstract Objective: To investigate the effects of proprioceptive feedback intervention (PFI) with the SENSERite system and circumferential ankle pressure on ankle proprioceptive acuity and balance performance. Design: Repeated measure with double-blinded assessments of outcomes at 3 points. Setting: A university laboratory. Participants: 40 community-dwelling older adults with either lower (diminished) entering proprioceptive acuity (LEPA) or higher entering proprioceptive acuity (HEPA). Intervention: The control group received PFI alone and used perceptual error feedback presented in the SENSERite system’s screen in terms of knowledge of results to match a self-selected target position as accurately as possible. The experimental group received concurrent PFI and circumferential ankle pressure. Main Outcome Measures: Electromechanically measured absolute constant error, variable error, and equilibrium score. Results: LEPA participants in the experimental group demonstrated significantly reduced absolute constant error across time ( P Conclusions: LEPA participants enhanced proprioceptive accuracy more from a combination of PFI and circumferential ankle pressure than from PFI alone via a mechanism known as peripheral control. In contrast, HEPA participants did not show significant improvement across time and may have relied on central control mechanisms to maintain accuracy. Balance performance was essentially unaffected by either intervention, perhaps due to lack of practice specificity.