Examining Single Session Peer-Teaching Instructional Approaches on Pre-Service Physical Education Teachers' Throwing Techniques.

An important role of a Physical Education (PE) teacher is to assist students to develop the fundamental motor skills (FMS) that will allow them to participate in physical activities with competence and confidence. Thus, PE teachers require the knowledge and skills to carry out this crucial task. In the crowded curricula of Physical Education Teacher Education (PETE) programs, there are limited opportunities for pre-service PE teachers to learn how to analyze and perform a large list of motor skills. Our purposes in this study were to determine whether a single session peer-teaching intervention could improve pre-service PE teachers' short-term non-dominant hand overarm throwing performances and to examine these students' perceptions of the interventions. We allocated 47 pre-service PE teaching students (24 males; 23 females) to one of three experimental groups: a Video Analysis Group (VAG; n = 17), a Verbal Group (VG; n = 19), and a Control Group (CG; n = 11), based on the class in which they were enrolled. VAG and VG participants worked with a partner of their choice in reciprocal peer-teaching to improve each other's non-dominant hand throwing technique. VAG and VG interventions were identical except that VAG participants accessed video analysis technology. CG participants completed unrelated course work that involved no overarm throwing activities. A single 20-minute session of peer teaching with video analysis feedback during practice led to rapid enhancements in non-dominant hand overarm throwing skills. While all three groups improved their performance by retention testing, participants in the VAG group improved most quickly. Participants in both the VAG and VG groups reported that their respective interventions improved their throwing and Qualitative Movement Diagnosis (QMD) skills. Based on these results, we suggest that PETE programs integrate peer-teaching and video analysis sessions into fundamental movement courses to accelerate students' motor skill acquisitions.

Different pedagogical approaches to motor imagery both demonstrate individualized movement patterns to achieve improved performance outcomes when learning a complex motor skill.

Cognitive training techniques such as motor imagery (MI)-cognitive simulation of movement, has been found to successfully facilitate skill acquisition. The MI literature emphasizes the need to accurately imitate key elements of motor execution to facilitate improved performance outcomes. However, there is a scarcity of MI research investigating how contemporary approaches to motor learning, such as nonlinear pedagogy (NLP), can be integrated into MI practice. Grounded in an ecological dynamics approach to human movement, NLP proposes that skilled action is an emergent process that results from continuous interactions between perceptual information of the environment and movement. This emergent process can be facilitated by the manipulation of key task constraints that aim to encourage learners to explore movement solutions that satisfy individual constraints (e.g., height and weight) and achieve successful performance outcomes. The aim of the present study was to explore the application of a NLP approach to MI approach for skill acquisition. Fourteen weightlifting beginners (two female and 12 male) participated in a 4-week intervention involving either NLP (i.e. analogy-based instructions and manipulation of task constraints) or a linear pedagogy (LP; prescriptive instructions of optimal technique, repetition of same movement form) to learn a complex weightlifting derivative. Performance accuracy, movement criterion (barbell trajectory type), kinematic data, and quantity of exploration/exploitation were measured pre-mid-post intervention. No significant differences (p = .438) were observed in the amount of exploration between LP (EER = 0.41) and NLP (EER = 0.26) conditions. Equivalent changes in rearward displacement (R×D) were observed with no significant differences between conditions for technique assessments 1, 2, or 3 (p = .13 - .67). Both NLP and LP conditions were found to primarily demonstrate 'sub-optimal' type 3 barbell trajectories (NLP = 72%; LP = 54%). These results suggest that MI instructions prescribing a specific movement form (i.e., LP condition) are ineffective in restricting available movements to a prescribed technique but rather the inherent task constraints appear to 'force' learners to explore alternative movement solutions to achieve successful performance outcomes. Although MI instructions prescribing specific techniques have previously supported improved skill development, the current findings indicate that learners may self-organise their movements regardless of MI instructions to satisfy individual and task constraints while achieving improved performance. Therefore, it may be beneficial to consider scripts that are more outcome focused and incorporate task constraints to facilitate learners' inherent exploration of individual task solutions.

The Effectiveness of Above Real Time Training for Developing Decision-Making Accuracy in Australian Football Umpires.

Purpose: The aim of this study was to investigate the effects of an above real-time video-based training intervention on Australian football umpire decision-making skill. Methods: Three groups completed two testing sessions, either side of a five-week, video-based training intervention either in real time (100% speed), above real time (150% speed) or control (no training) condition. Testing included two parts: resting included 25 video clips 10 of Australian football match footage, presented in real time with participants resting; exercise included a separate 25 clips also presented at real time, during a 10 × 300 m run test. Tests were repeated within two weeks following training. Results: Decision-making accuracy significantly improved (p = .043) for the real time training group in the exercise test. There were no improvements in control or above real-time training groups in the exercise test. No significant differences were observed for decision-making accuracy in the 15 resting test for all groups. Conclusion: Above real-time video may not develop decision-making skills more effectively than real-time video for amateur Australian football umpires. For this cohort, the faster presentation of video may result in the umpires missing important perceptual cues. Real-time video-based training appears to be more beneficial for amateur officials than 150% above real-time speed.

Is Prescription of Specific Movement Form Necessary for Optimal Skill Development? A Nonlinear Pedagogy Approach.

Purpose: Nonlinear Pedagogy (NLP) proposes that skill development is a nonlinear process, advocating the integration of variability into practice to facilitate individualized movement patterns. However, the influence of a NLP for skills that emphasize a specific movement form is relatively unknown. This study aimed to investigate the impact of a NLP approach when learning a movement form based skill. Method: Sixteen beginners in the power clean (PC), were randomly assigned into a linear pedagogy (LP) condition receiving instructions that prescribed explicit movement form, and a NLP condition presented with analogy-based instructions and two task constraints. Both conditions completed seven lessons across 4-weeks. Results: There were no significant differences in the quantity of exploration, with both conditions demonstrating a similar range of movement patterns. These findings were coupled with a significant improvement in performance accuracy (reduced forward movement of the barbell; F × D) for both conditions. No significant differences were detected in the distribution of barbell trajectory types, with type one, three and four trajectories being exhibited to a similar degree in both conditions. Conclusion: Findings from this study suggests both NLP and LP pedagogies can successfully develop movement form based skills. Overall, both NLP and LP approaches appear to positively influence skill development. These findings have important implications for practitioners suggesting that deviations from instructed technique in learners (i.e., LP approach) do not negatively impact performance. However, further research is needed to determine whether these approaches can more effectively facilitate learners' search for movement solutions that "fit" their individual abilities.

Outsourcing Physical Education in Schools: What and Why Do Schools Outsource to External Providers?

This study explored the process of acquiring services from external providers by schools as a form of outsourcing of physical education activities. Physical education is a learning area that is more susceptible to outsourcing than most learning areas due in part to the availability of a range of external providers as well a perceived lack of specialist knowledge and training in physical education in teacher education. Surveys were completed by 280 schools, including primary and secondary schools in Victoria Australia. Most schools (75%) outsourced some components of physical education, with primary schools (78.1%) significantly more likely to outsource than secondary schools (59.5%) (p < 0.05). Areas of physical education most often outsourced were swimming and outdoor education, as well as lifestyle activities, gymnastics, and dance; these areas did differ significantly (p < 0.05) for primary and secondary schools, and based on the size of the schools and the number of physical education staff. Common reasons for outsourcing were to access expertise, to access equipment or facilities, and to provide access to experiences, with reasons differing significantly (p < 0.05) between secondary and primary schools and based on the number of physical education staff. The main barriers to outsourcing were financial cost, followed by timetabling issues, external provider availability, and transport to the activity. Barriers did differ significantly (p < 0.05) for school location (metropolitan, regional, and rural), size of school, number of physical education staff, and between primary and secondary schools. The schools typically preferred the external provider to come to the school (62.5%) rather than using facilities of the external provider, with outsourcing most often funded by students paying per activity (64.9%), but preferences did differ significantly (p < 0.05) between primary and secondary schools, and based on school size and the number of physical education staff. This study highlights that outsourcing of physical education is a common practice and that there are differences in the practice for primary and secondary schools, which may impact teacher education in physical education.

Effect of task complexity on ipsilateral motor response programming to physically presented and imagined stimuli.

It is unclear whether task representation generated in imagery simulates performance demands in reacting to stimuli. This study investigated whether perceptual and motor control processes used to react to unpredictable stimuli and initiate an ipsilateral movement were replicated during imagery. Fifty-nine undergraduate students (Mage = 27.01 years, SD = 8.30) completed 30 simple, two-choice congruent and two-choice incongruent ipsilateral finger-foot movement trials in response to a physically presented or imagined stimulus. The results appear to indicate that participants were reacting to imagined and actual stimuli, as the ipsilateral finger-foot programming rule was maintained and reaction time initially slowed as task difficulty increased. These findings support theoretical similarities between imagery and physical performance of reaction tasks, with imagers generating and reacting to unpredictable stimuli. Slower imagery performance than physical performance on the two-choice incongruent task may indicate that task complexity is limited during imagery. Variation in results between the imagery and physical conditions potentially supports that imagers were able to react to the imagined stimulus. However, exploratory processes used to react to stimuli were not replicated during imagery. The present findings have potentially significant implications for the functional and applied use of imagery for skill acquisition.

Transfer of 360° virtual reality and match broadcast video-based tests to on-field decision-making.

This study aimed to assess the level of transfer of two reliable and valid video modes to in-game decision-making performance. Two video-based tests of 25 clips each (360°VR and match broadcast vision) assessed off-field decision-making accuracy in elite Australian football umpires (n=21). Game performance was assessed across four games for each participant, classified into two groups based on this measure; "highly skilled" or 'skilled'. Decision-making was assessed for correct, missed and unwarranted decisions in video-based tests and in-game assessments. Independent t-tests analysed differences between highly skilled and skilled in-game decision-makers for each test. Correlations also compared experience and in-game with video-based test decision-making performance. For both video-based tests, there were no significant differences between highly skilled and skilled in-game decision-makers, nor any significant correlations. Officials who made less unwarranted decisions in-game (highly skilled) made significantly less unwarranted decisions in the match broadcast test. There was a significant correlation between experience and 360°VR correct decision-making. Neither video-based test had the sensitivity to discriminate between elite officials, potentially due to the third-person perspective (match broadcast task) or sub-elite players presented (360°VR). Optimising the representativeness of off-field tasks through including similar constraints to performance environments is an important consideration for researchers and practitioners.

Using 360° virtual reality as a decision-making assessment tool in sport.

OBJECTIVES: To examine the reliability, construct validity and ecological validity of 360° VR and match broadcast footage for off-field decision-making assessment in Australian football umpires. DESIGN: Validation assessments with test re-test reliability. METHODS: Two video-based tests of 60 clips each were developed to assess Australian football umpire decision-making, including 360° video of small-sided Australian football games and match broadcast footage of AFL games. Elite (n = 13) and amateur (n = 15) umpires participated in two testing sessions, in a randomised, counterbalanced design. Test re-test reliability was assessed using Cohen's Kappa for individual clips and Intraclass Correlation Coefficients for test scores. Video tests were assessed for construct validity. Ecological validity of the decision-making processes was assessed for each method. RESULTS: 31 clips met the minimum Kappa criteria for the 360° VR test and 28 clips for match broadcast. Results indicated strong reliability for the 360° VR (ICC = 0.89) and match broadcast (ICC = 0.89) tests. For both video modes, elite umpires performed significantly better in decision-making accuracy than amateur (p < 0.05). For ecological validity of the decision-making processes, 360° VR was rated significantly higher than match broadcast vision (p < 0.05) overall. CONCLUSIONS: This is the first study to examine the reliability and validity of 360° VR footage as an off-field decision-making assessment tool in sport. As match broadcast vision is commonly used to assess decision-making in athletes and officials, results suggest that 360° VR is also an appropriate assessment tool. Although both video modes demonstrate similar reliability and construct validity, 360° VR was considered more specific to in-game decision-making processes, suggesting stronger ecological validity.

Incorporating perceptual decision-making training into high-intensity interval training for Australian football umpires.

Existing methods for developing decision-making skill for Australian football umpires separate the physical and perceptual aspects of their performance. This study aimed to determine the efficacy of incorporating video-based decision-making training during high-intensity interval training sessions, specific for Australian football umpires. 20 amateur Australian football umpires volunteered to participate in a randomised control trial. Participants completed an 8-week training intervention in a conditioning only (CON; n=7), combined video-based training and conditioning (COM; n=7), or separated conditioning and video-based training (SEP; n=6) group. Preliminary and post-testing involved a Yo-Yo Intermittent Recovery Test (Yo-YoIR1), and 10x300m run test with an Australian football specific video-based decision-making task. Overall, changes in decision-making accuracy following the intervention were unclear between groups. SEP was possibly beneficial compared to COM in Yo-YoIR1 performance, whereas CON was likely beneficial compared to COM in 10x300m sprint performance. There was no additional benefit to completing video-based training, whether combined with, or separate to physical training, suggesting that this was not an optimal training method. For video-based training to be an effective decision-making tool, detailed feedback should be incorporated into training. It is recommended that longer conditioning and video-based training interventions be implemented to determine training effectiveness.

Factors Affecting Set Shot Goal-kicking Performance in the Australian Football League.

Set shot goal-kicking is recognized as an important skill in Australian Football (AF), accounting for over half of all goals kicked in the Australian Football League (AFL). However, as knowledge surrounding its performance is limited, this study described the frequency, types, and outcomes of set shots in the AFL and investigated the impact of task, personal, and environmental constraints on goal-kicking performance. We analyzed video footage of set shots from all 198 matches of the 2012 season, collecting data for kick distance, kick angle, player position, player experience (i.e., general and specific), kick outcome, and weather status. We found an average of 23.0 (standard deviation [ SD] = 4.5) set shots/match, with a mean accuracy of 55.0% ( SD = 0.7%). Kicking accuracy decreased with incremental increases in kick distance, with accuracy ranging from 97% (0-15 m) to 36% (≥50 m). Key forwards were more accurate kickers than other players. There was no significant effect of player experience. The number of set shots taken decreased by 13% in wet weather conditions. The primary determinant of elite set shot goal-kicking performance was the interaction of kick distance and angle (task difficulty). This research adds to an understanding of how personal, environmental, and match constraints influence this closed skill performance in AF match play.

Video-based training to improve perceptual-cognitive decision-making performance of Australian football umpires.

Decision-making is a central component of the in-game performance of Australian football umpires; however, current umpire training focuses largely on physiological development with decision-making skills development conducted via explicit lecture-style meetings with limited practice devoted to making actual decisions. Therefore, this study investigated the efficacy of a video-based training programme, aimed to provide a greater amount of contextualised visual experiences without explicit instruction, to improve decision-making skills of umpires. Australian football umpires (n = 52) were recruited from metropolitan and regional Division 1 competitions. Participants were randomly assigned to an intervention or control group and classified according to previous umpire game experience (i.e., experienced; less experienced). The intervention group completed a 12-week video-based decision-making training programme, with decision-making performance assessed at pre-training, and 1-week retention and 3-week retention periods. The control group did not complete any video-based training. Results indicated a significant Group (intervention; Control) × Test interaction (F(1, 100) = 3.98; P = 0.02, partial ῆ2 = 0.074), with follow-up pairwise comparisons indicating significant within-group differences over time for the intervention group. In addition, decision-making performance of the less experienced umpires in the intervention group significantly improved (F(2, 40) = 5.03, P = 0.01, partial ῆ2 = 0.201). Thus, video-based training programmes may be a viable adjunct to current training programmes to hasten decision-making development, especially for less experienced umpires.

Rule modification in junior sport: Does it create differences in player movement?

OBJECTIVES: To determine the effects of rule modification on player movement during matchplay in junior Australian football (AF). DESIGN: Quasi-experimental study design. METHODS: Time-motion analysis was used to record variables pertaining to player movement including total distance covered, high-speed running (HSR) distance (>14.4km/h) and HSR efforts. GPS data obtained from 145 players (7-12 years) were analysed across four junior AF leagues and three age group combinations (U8/U9, U9/U10 and U11/U12). The four leagues were collapsed into two separate conditions (compliant and non-compliant) based on their adherence to a modified junior sport policy. To control for the influence of age and physical maturity, a secondary analysis was performed on an adequately matched U8 subset of data (n=48). RESULTS: Significant differences (p<0.05) were found between compliant and non-compliant leagues for age and all player movement variables, with participants in the compliant leagues achieving less player movement. Significant differences were also evident between conditions in the U8 subset in total and relative distance and HSR efforts, with moderate to very large differences (29-60%) observed for all player movement variables. CONCLUSIONS: Rule modifications limits the extent and intensity of player movement in junior AF compared to standard playing conditions. The unintended effect of reduced physical activity with rule modifications should be compensated for with additional activities wherever possible. League administrators and policy makers should consider the objectives of rule modifications and weigh up both positive and negative outcomes.

Cross-education of muscular strength is facilitated by homeostatic plasticity.

PURPOSE: We examined the effect of priming the ipsilateral motor cortex (M1) using anodal transcranial direct current stimulation (tDCS) prior to a single bout of strength training on the cross-transfer of strength and corticospinal excitability and inhibition of the ipsilateral M1. METHODS: In a randomized double-blinded cross-over design, changes in strength and indices of corticospinal plasticity were analysed in 13 adults who were exposed to 20 min of ipsilateral anodal and sham tDCS (applied to the ipsilateral M1 to the training arm) followed by a single strength training session of the right Biceps Brachii only. RESULTS: The induction of homeostatic plasticity via anodal tDCS priming, significantly increased strength of the untrained left Biceps Brachii (12%) compared to sham tDCS (2%), increased corticospinal excitability (12-33%) and cross-activation (25%) when ipsilateral anodal tDCS was applied to the right M1 prior to a single session of strength training. Interestingly, ipsilateral sham tDCS and strength training resulted in an average increase in MEP amplitude of 2-32%. CONCLUSION: The novel findings of this study include: priming the ipsilateral M1 via anodal tDCS prior to a single bout of strength training augments the cross-transfer of strength which is manifested by an increase in corticospinal excitability and cross-activation. These findings provide insight into how priming methods that induce homeostatic plasticity may be used to enhance the cross-education phenomenon.

A Systematic Evaluation of Field-Based Screening Methods for the Assessment of Anterior Cruciate Ligament (ACL) Injury Risk.

BACKGROUND: Laboratory-based measures provide an accurate method to identify risk factors for anterior cruciate ligament (ACL) injury; however, these methods are generally prohibitive to the wider community. Screening methods that can be completed in a field or clinical setting may be more applicable for wider community use. Examination of field-based screening methods for ACL injury risk can aid in identifying the most applicable method(s) for use in these settings. OBJECTIVE: The objective of this systematic review was to evaluate and compare field-based screening methods for ACL injury risk to determine their efficacy of use in wider community settings. DATA SOURCES: An electronic database search was conducted on the SPORTDiscus™, MEDLINE, AMED and CINAHL databases (January 1990-July 2015) using a combination of relevant keywords. A secondary search of the same databases, using relevant keywords from identified screening methods, was also undertaken. STUDY SELECTION: Studies identified as potentially relevant were independently examined by two reviewers for inclusion. Where consensus could not be reached, a third reviewer was consulted. Original research articles that examined screening methods for ACL injury risk that could be undertaken outside of a laboratory setting were included for review. STUDY APPRAISAL AND SYNTHESIS METHODS: Two reviewers independently assessed the quality of included studies. Included studies were categorized according to the screening method they examined. A description of each screening method, and data pertaining to the ability to prospectively identify ACL injuries, validity and reliability, recommendations for identifying 'at-risk' athletes, equipment and training required to complete screening, time taken to screen athletes, and applicability of the screening method across sports and athletes were extracted from relevant studies. RESULTS: Of 1077 citations from the initial search, a total of 25 articles were identified as potentially relevant, with 12 meeting all inclusion/exclusion criteria. From the secondary search, eight further studies met all criteria, resulting in 20 studies being included for review. Five ACL-screening methods-the Landing Error Scoring System (LESS), Clinic-Based Algorithm, Observational Screening of Dynamic Knee Valgus (OSDKV), 2D-Cam Method, and Tuck Jump Assessment-were identified. There was limited evidence supporting the use of field-based screening methods in predicting ACL injuries across a range of populations. Differences relating to the equipment and time required to complete screening methods were identified. LIMITATIONS: Only screening methods for ACL injury risk were included for review. Field-based screening methods developed for lower-limb injury risk in general may also incorporate, and be useful in, screening for ACL injury risk. CONCLUSIONS: Limited studies were available relating to the OSDKV and 2D-Cam Method. The LESS showed predictive validity in identifying ACL injuries, however only in a youth athlete population. The LESS also appears practical for community-wide use due to the minimal equipment and set-up/analysis time required. The Clinic-Based Algorithm may have predictive value for ACL injury risk as it identifies athletes who exhibit high frontal plane knee loads during a landing task, but requires extensive additional equipment and time, which may limit its application to wider community settings.

Predictors of individual player match performance in junior Australian football.

CONTEXT: Player match statistics in junior Australian football (AF) are not well documented, and contributors to success are poorly understood. A clearer understanding of the relationships between fitness and skill in younger players participating at the foundation level of the performance pathway in AF has implications for the development of coaching priorities (eg, physical or technical). PURPOSE: To investigate the relationships between indices of fitness (speed, power, and endurance) and skill (coach rating) on player performance (disposals and effective disposals) in junior AF. METHODS: Junior male AF players (N = 156, 10-15 y old) were recruited from 12 teams of a single amateur recreational AF club located in metropolitan Victoria. All players were tested for fitness (20-m sprint, vertical jump, 20-m shuttle run) and rated by their coach on a 6-point Likert scale for skill (within a team in comparison with their teammates). Player performance was assessed during a single match in which disposals and their effectiveness were coded from a video recording. RESULTS: Coach rating of skill displayed the strongest correlations and, combined with 20-m shuttle test, showed a good ability to predict the number of both disposals and effective disposals. None of the skill or fitness attributes adequately explained the percentage of effective disposals. The influence of team did not meaningfully contribute to the performance of any of the models. CONCLUSION: Skill development should be considered a high priority by coaches in junior AF.