Martine Verheul

Effects of Experience on the Coordination of Internally and Externally Timed Soccer Kicks

The authors investigated differences in the soccer kick between 8 experienced and 10 less experienced participants in 2 different task conditions (kicking a stationary ball or a moving ball at a target). The experienced participants were more accurate than their less experienced counterparts, whereas there were no differences in maximum foot velocity between groups or between conditions. When compared with their performance in the stationary condition, participants kicked the moving ball with a smaller range of movement at the knee of the kicking leg, maintaining a proximodistal coordination pattern. Because of their significantly shorter knee-flexion phase, the participants in the experienced group displayed a significantly shorter time between initiation of the forward swing of the kick and ball contact than that of those in the less experienced group. The rapid knee flexion may have been a strategy of exploiting passive dynamics to increase accuracy rather than velocity. Members of both groups showed a proximodistal initiation sequence in the kicking leg, which suggests that players can acquire that coordination pattern with relatively little structured practice and that further practice leads to improvement possibly through the increased exploitation of passive dynamics.

Children's Use of the Bearing Angle in Interceptive Actions

The authors investigated the effect of ball velocity and walking direction on childrens adherence to the constant bearing angle (CBA) strategy. Children (N = 20) approached a moving ball to manually intercept it at a predefined target area. Results revealed that 10- to 12-year-olds adhered more than 5- to 7-year-olds to the CBA strategy. Younger children deviated more than older children from smaller angles of approach and lower ball velocities. The present findings suggest that younger children have difficulty adjusting to task requirements because they fail to couple walking velocity with ball velocity. The improvement seen with increasing age suggests that compliance with the CBA strategy may be attributed to older childrens enhanced coincidence anticipation.

Understanding the rationale for preschool physical education: implications for practitioners' and children's embodied practices and subjectivity formation

This paper provides an overview of selected academic research literature that underpins contemporary preschool physical education. We highlight and interrogate diverse rationales and beliefs that serve to influence and structure preschool physical education in various forms. We speculate as to how preschool practitioners and children might engage in specific practices relative to these discourses. Our consideration of preschool physical education discourses relies upon a Foucaultian analysis of the major techniques of power and also raises possibilities of conceptualising subjectivity formation through his concept of the ‘technologies of the self’. Discourses related to motor skill development, play and physical activity, in particular, appear to be prevalent in the selected literature, along with a related pedagogical discourse concerning ‘structure and freedom’. These sometimes competing discourses arguably underpin competing agendas reflecting those who advocate supporting childrens free play and those who propose more structured and interventionist practices in relation to young childrens physical activity. We conclude that these diverse approaches lend themselves to interpretation and negotiation in the context of preschool physical education, with specific consequences for the embodied experiences and subjectivities of preschool practitioners and children.

Postural adjustments and bearing angle use in interceptive actions

The experiment investigates the effect of ball velocity and walking direction on the adherence to the bearing angle (BA) strategy in adults. Adult participants (N=12) approached a moving ball in order to manually intercept it at a predefined target area. Results revealed that during locomotion the BA strategy was implemented, but on reaching the point of interception, this strategy broke down and the BA strategy of the wrist compensated for the movement requirements relative to the ball velocity and approach angle. Larger deviations from the BA occurred when the angle of approach was decreased and when the ball velocity increased. When the BA strategy was adhered to, postural adjustments were reduced. Increased movements occurred in a proximal–distal direction with an increasing approach angle and a faster ball velocity.

Physical education at preschools: the meaning of ‘physical education’ to practitioners at three preschool settings in Scotland

Background: Preschool physical education has been largely unexplored by researchers. This article examines the meaning of the term ‘physical education’, in relation to preschool contexts, to 14 practitioners working at three preschool settings in Scotland. Our focus on preschool physical education reflects a change in the language associated with young childrens physical education in Scottish educational policy. The recently implemented Curriculum for Excellence refers to ‘physical education’ in relation to preschool education, whereas the previous Scottish preschool curriculum referred to ‘physical development and movement’. Methods: The study employed a poststructural type of discourse analysis concerned with identifying patterns in language use. Research methods employed were observations and interviews. Findings: Practitioners generally indicated that they were uncomfortable with the term ‘physical education’ in relation to preschool contexts. Terms they preferred included ‘physical play’, ‘exercise’ and ‘health and wellbeing’. Drawing on developmental discourses, they tended to associate ‘physical education’ with schools, positioning it as something more formal and structured than what preschool children would (or should) experience. It seemed that, for some practitioners, their privileging of play clashed with the notion of ‘physical education’. Conclusion: We suggest that researchers and policy-makers need to be aware that using the terms ‘physical education’ or ‘PE’ with preschool practitioners may be a problematic endeavour. Consulting with preschool practitioners is important for understanding why particular language, discourses and practices associated with physical education may be supported or resisted in preschool contexts. Furthermore, we suggest that preschool practitioners should critically reflect on taken-for-granted developmental discourses that position preschool children as ‘too young’ for particular experiences.

Physical education for health and wellbeing: a discourse analysis of Scottish physical education curricular documentation

This paper provides an analysis of the discourses associated with physical education in Scotlands Curriculum for Excellence. We implement a poststructural perspective in order to identify the discourses that underpin the physical education sections of the Curriculum for Excellence ‘health and well-being’ documentation. Discourses related to physical activity and health are particularly prominent, along with a related concern with motor skill development. Our focus lies with the ways in which these discourses are likely to be taken up and deployed within Scottish educational establishments. The paper thus explores the ways in which these discourses might ‘work’ to produce specific effects on practitioners and pupils. This involves speculating about how practitioners and students might engage in specific practices relative to these discourses. We conclude that the discourses identified lend themselves to interpretation and negotiation in multiple ways in the context of Scottish physical education, with specific consequences for the experiences and subjectivities of practitioners and children.

Physical education at preschools: practitioners’ and children’s engagements with physical activity and health discourses

This paper focuses on one aspect of a qualitative study concerned with investigating the place and meaning of ‘physical education’ to practitioners and children at three preschools in Scotland. We examine the ways in which the participants engaged with discourses related to physical activity and health in order to construct their subjectivities. Fourteen practitioners and 70 children participated. Research methods employed were observations, interviews with adults, a group drawing and discussion activity with children, and interviews with children. Both the adults’ and children’s talk illustrated the dominance of neoliberal, healthism meanings that position individuals as responsible for their own health. While the children’s talk primarily centred on health as a corporeal notion, the practitioners tended to talk about physical activity and health in both corporeal terms and in relation to the self more holistically. The practitioners also talked about physical activity as a means of regulating children’s behaviour.

Developing children: developmental discourses underpinning physical education at three Scottish preschool settings

ABSTRACT This paper reports on one aspect of a study that investigated the place and meaning of ‘physical education’ to practitioners and children at three preschool settings in Scotland. We employed a poststructural type of discourse analysis to examine the developmental discourses the 14 participating practitioners drew on when talking about ‘physical education’ at preschools, during semi-structured interviews. Three main discourses around the notion of developmentalism were identified during analysis of the adults’ interview data: (1) preschool children learn and develop through play; (2) preschool children should have choices and freedom and (3) sometimes more structured activities are needed. The practitioners were heavily invested in developmental ‘truths’ about how preschool children learn and develop. They were in agreement that play is a vital element of preschool education, and that, consequently, children should be provided with opportunities for exploration and making choices. However, they also talked about sometimes ‘needing’ to restrict childrens freedom and provide more adult-led activities. Our findings illustrate the strength of developmental discourses at the three settings. We suggest that preschool practitioners, as well as policy-makers and researchers, should critically reflect on the effects of taken-for-granted developmental discourses and move beyond thinking in terms of binaries such as ‘physical education versus play’ or ‘structure versus freedom’.

Benefits and Enjoyment of a Swimming Intervention for Youth With Cerebral Palsy: An RCT Study.

Purpose: To investigate enjoyment and specific benefits of a swimming intervention for youth with cerebral palsy (CP). Methods: Fourteen youth with CP (aged 7 to 17 years, Gross Motor Function Classification System levels I to III) were randomly assigned to control and swimming groups. Walking ability, swimming skills, fatigue, and pain were assessed at baseline, after a 10-week swimming intervention (2/week, 40-50 minutes) or control period, after a 5-week follow-up and, for the intervention group, after a 20-week follow-up period. The level of enjoyment of each swim-session was assessed. Results: Levels of enjoyment were high. Walking and swimming skills improved significantly more in the swimming than in the control group (P = .043; P = .002, respectively), whereas fatigue and pain did not increase. After 20 weeks, gains in walking and swimming skills were retained (P = .017; P = .016, respectively). Conclusion: We recommend a swimming program for youth with CP to complement a physical therapy program.

The influence of lower limb impairments on RaceRunning performance in athletes with hypertonia, ataxia or athetosis

OBJECTIVES RaceRunning enables athletes with limited or no walking ability to propel themselves independently using a three-wheeled running bike that has a saddle and a chest plate for support but no pedals. For RaceRunning to be included as a Para athletics event, an evidence-based classification system is required. Therefore, the aim of this study was to assess the association between a range of impairment measures and RaceRunning performance. METHODS The following impairment measures were recorded: lower limb muscle strength assessed using Manual Muscle Testing (MMT), selective voluntary motor control assessed using the Selective Control Assessment of the Lower Extremity (SCALE), spasticity recorded using both the Australian Spasticity Assessment Score (ASAS) and Modified Ashworth Scale (MAS), passive range of motion (ROM) of the lower extremities and the maximum static step length achieved on a stationary bike (MSSL). Associations between impairment measures and 100-meter race speed were assessed using Spearmans correlation coefficients. RESULTS Sixteen male and fifteen female athletes (27 with cerebral palsy), aged 23 (SD = 7) years, Gross Motor Function Classification System levels ranging from II to V, participated. The MSSL averaged over both legs and the ASAS, MAS, SCALE, and MMT summed over all joints and both legs, significantly correlated with 100 m race performance (rho: 0.40-0.54). Passive knee extension was the only ROM measure that was significantly associated with race speed (rho = 0.48). CONCLUSION These results suggest that lower limb spasticity, isometric leg strength, selective voluntary motor control and passive knee extension impact performance in RaceRunning athletes. This supports the potential use of these measures in a future evidence-based classification system.