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The apps for drawing are present in our children's life. Nevertheless, little is known about the impact of mobile technology on the freehand drawing educational activity. There are few works which are contextualised within short periods of time, with teachers who are not theirs and, in some cases, outside the children's classroom. In this paper, we are focussed on the use of technology on freehand drawing activity. Thus, we have compared the graphics produced by 4- and 5-year-old children with paper&crayon in comparison with those with tablet-finger. Children made the drawings during a planned free-drawing activity, in their ordinary classrooms, with their teachers and during five sessions. Assessment of drawings has evidenced tablet feasibility for making graphics. Nevertheless, with the passing of time, quality of graphics (tablet-finger vs paper&crayons), are nearly matched, demonstrating the low impact level technology has on this activity. In addition, if drawings are analysed specifically according to ages, results have shown that both groups have to develop adaptation strategies of visual perceptual skills and fine motor skills for the touch screen in order to obtain the same quality in the drawings made on both support types. [ABSTRACT FROM AUTHOR]

The field of biomechanics has grown rapidly in the past 30 years in both size and complexity. As a result, the term might mean different things to different people. This article addresses the issues facing the field in the form of challenges biomechanists face in the future. Because the field is so diverse, strength within the different areas of biomechanics also varies. Although the term might not always appear in the curriculum, principles in biomechanics are felt to be highly integrated into the broader fields of kinesiology, exercise science, etc. The major challenges facing the field, as suggested in this paper, include the development of significant hypotheses, integration with other disciplines such as psychology and motor control, "cross training" our graduate students so they might bring a richer perspective to collaborations with colleagues in other subdisciplines, and the development of funded postdoctoral experiences to support this aspect of student development. Because of the integrative nature of our work, questions are also posed related to the use of particular names, which at times places us in possibly more-restricted categories then we wish. These issues are, of course, open to debate. [ABSTRACT FROM AUTHOR]

Physiological differences between a maturing and matured brain alters how Sports-Related Concussion (SRC) affects different age groups; therefore, a review specific to university-aged student-athletes is needed. Determine time to recovery for symptom burden, neurocognitive and Vestibular-Ocular-Motor (VOM) function and academic impact in university-aged student-athletes. Searches were conducted in PubMed, SpringerLink, PsycINFO, Science Direct, Scopus, Cochrane, Web of Science and EMBASE. Articles were included if they contained original data collected within 30 days in university-aged student-athletes, analysed SRC associated symptoms, neurocognitive or VOM function or academic ability and published in English. Two reviewers independently reviewed sources, using the Oxford Classification of Evidence-Based Medicine (CEBM) and the Downs and Black checklist, and independently extracting data before achieving consensus. 58 articles met the inclusion criteria. Recovery of symptoms occurred by 7 and 3–5.3 days for neurocognition. The evidence base did not allow for a conclusion on recovery time for VOM function or academic ability. Few papers investigated recovery times at specified re-assessment time-points and have used vastly differing methodologies. To fully understand the implication of SRC on the university-aged student-athlete' studies using a multi-faceted approach at specific re-assessments time points are required. Systematic review registration number: CRD42019130685. [ABSTRACT FROM AUTHOR]

This paper investigated the effect of dance and exercise on the health promotion of adults with mental health disorders. As mental health is a social issue, the characteristics of physical movement through dance and exercise were reviewed to find ways to effectively approach mental health services and treatment. Based on existing papers, a systematic review was conducted using Web of Science, Google Scholar, and Scopus to comprehensively investigate and organise the correlation between physical movement and mental health, the characteristics of dance therapy, and psychotherapy of exercise. Studies have shown that dance and exercise therapy helps reduce side effects, relieve depression and anxiety from actual antipsychotics, and helps to recognise one's problems and increase the willingness to treat them. New therapy development according to the online era and limitations according to difficulty need to be addressed. [ABSTRACT FROM AUTHOR]

Motor behavior is a significant area of scholarship with 64 Fellows from the American Academy of Kinesiology and Physical Education engaged in that work since 1930. This paper provides a brief overview of the history of research in motor development and motor control/learning, particularly noting the contributions to scholarship of Academy Fellows. Specifically, Academy Fellows who are frequently cited are highlighted as are the highly cited papers. In addition, significant books authored and edited by Academy Fellows from motor behavior are listed. [ABSTRACT FROM AUTHOR]

Abstract\nIMPLICATIONS FOR REHABILITATIONManual wheelchair skills training programs are novel developments, particularly in the United States. As perceived by the caregivers of participants, this study aimed to examine the long-term impact of the Skills on Wheels program on participants’ occupational engagement and quality of life at home, at school, and in the community. Secondly, this study investigated the caregivers’ perspectives of the program design of Skills on Wheels. This was a qualitative inquiry based upon thematic analyses of semi-structured interviews after participation in a pediatric wheelchair skills training program. The study participants were 9 caregivers whose children participated in this program over the 2021 and 2022 implementation years. Caregivers were given a 10-question semi-structured interview. The five overarching topics included program impact: (i) occupational engagement, (ii) program impact: quality of life factors, (iii) program resources/design, (iv) novelty/importance of program/wheelchair skills training, and (v) desired continued wheelchair skills practice in the future. Results provided tangible feedback to integrate into program design and supported the Skills on Wheels program’s positive value as it relates to impact on quality of life and occupational engagement for participants.Wheelchair skills training programs are important for children with disabilities to fill in service gaps related to community mobility.When developing community programs in general, it is necessary to gain the understanding of the impact on caregivers of children with disabilities.This paper provides insight into how a pediatric wheelchair skills training program is viewed by the caregivers of participating children.Therapists and researchers can see the caregiver impact of programs or training such as that described in this study.Wheelchair skills training programs are important for children with disabilities to fill in service gaps related to community mobility.When developing community programs in general, it is necessary to gain the understanding of the impact on caregivers of children with disabilities.This paper provides insight into how a pediatric wheelchair skills training program is viewed by the caregivers of participating children.Therapists and researchers can see the caregiver impact of programs or training such as that described in this study. [ABSTRACT FROM AUTHOR]

This theoretical paper takes as its starting point a question posed by Alvarez: 'how does a sense of a durable object get built up?'. The paper considers one dimension of the earliest processes of post-natal primitive psychic life and organisation, relevant to Alvarez's question: the formation and development, at a micro level, of an internal sense of duration of object and self, leading to a sense of continuation and continuity; and how over time this in turn forms a foundation for the experience of 'going on being' and sense of self. Sander's concept of 'organized states of consciousness' in earliest post-natal life is drawn on to elucidate the prerequisite for the development of a sense of duration. The role and significance of 'biorhythmicity' and rhythm in infancy are discussed, in relation to the development of a sense of duration. The development of a sense of duration is in turn linked to the development of a sense of time. Observational material from an Emotional State Assessment of a Looked After infant in foster care, and clinical material from the four times weekly individual psychotherapy of a Looked After two-year-old, are used to illustrate the development of a sense of duration. [ABSTRACT FROM AUTHOR]

Once considered a supplement to traditional teaching approaches, digital tools now play a pivotal role in building core clinical competencies. This study aims to explore staff and student experiences of navigating the challenges of teaching and assessing clinical skills using digital technology. It also aims to provide insight into what skills, or aspects of skills, may be best suited to digitally enhanced teaching, thereby advancing the future of health science education. This qualitative study comprises the second phase of data generation for a mixed-methods research project entitled DEPTH (Digitally Enhanced Practical Teaching in Health Science). Health science staff and students expressed interest in taking part in the current study during the first stage of data collection. Qualitative data was collected in January 2022 through semi-structured group interviews and individual semi-structured interviews. An interpretivist qualitative research design underpinned by a critical realist epistemological position was used. Themes were generated following Braun and Clarke's 6-step process for reflexive thematic analysis. Overall, 10 staff and 8 students across 11 health science disciplines participated in this research. Fourteen hours of transcripts were analysed and 4 themes generated. Our findings highlight the suitability of digitally enhanced teaching for low-stake skills requiring visual and auditory training, while skills requiring tactile training require in-person practice to build student competency. Importantly, our findings indicate a desire for increased remote teaching. While our work was not specifically aimed at documenting experiences related to the Covid-19 pandemic, all participants had lived experience teaching or learning during the pandemic and many spoke specifically about this. The timing of this paper captures a novel moment in the history of clinical pedagogy. Staff and students advocate for the continued integration of technology into health science education generally, and clinical skills teaching specifically. For this to be successful, judicious selection of methods, skills, skill components and technology, that can be appropriately mapped onto specific learning outcomes, is required. Staff and students expressed a desire for more hybrid teaching of clinical skills but are sceptical about the suitability of skills, or aspects of skills, for remote teaching. Clinical skills requiring auditory and visual training can effectively be taught using digital tools while skills requiring haptic awareness and manual dexterity necessitate in-person practice to consolidate learning. The findings from this paper informed the development of an online, open-access, educational resource to support staff and students in maximising technology to support practical skill acquisition. [ABSTRACT FROM AUTHOR]

This paper explores the potential role of school garden learning experiences in remediating Environmental Generational Amnesia (EGA). EGA is a generational type of environmental forgetting brought about by prolonged disconnection from “natural” landscapes, with symptoms manifesting as poor motor skills, deficient food origin knowledge, a lack of environmental moral affiliation and undeveloped connections to place. Drawing on interviews with teachers, parents, counsellors, groundskeepers, and administrators at a Far North Queensland primary school, this paper explores how school garden learning experiences foster interaction patterns that combat EGA’s symptoms. We find that urban school gardens offer new possibilities for reassembling students into more-than-human local ecologies in ways that can remediate the manifestation of EGA. [ABSTRACT FROM AUTHOR]

This perspective paper illustrates the usefulness of explicitly integrating motor learning terminology with evolving therapeutic approaches. Physiotherapy specific scoliosis exercises (PSSEs) include a growing number of approaches to scoliosis management and serve as an example of this integration. Three quintessential patient cases (a young hypermobile adolescent, a post-pubescent teen, and an adult with childhood diagnosis of scoliosis) serve to contrast the clinical decision-making process for a PSSE plan of care when organized within a motor learning framework. As intervention approaches evolve, aligning the unique terminologies from different schools of thought with motor learning constructs would provide a common language for clinicians, academics and researchers to facilitate comparison of approaches and organize intervention care plans. Linking a motor learning framework and terminology to PSSE may facilitate comparison of PSSE treatment approaches by clinicians, academics, and researchers, as well as advance the global quality of care for patients with scoliosis. [ABSTRACT FROM AUTHOR]

This paper aims to show the effects of actions focused on supporting the development of children with Autistic Spectrum Disorder (ASD). Conducted with an eclectic approach, these actions sought techniques tailored to the individual person and their problems. Children aged 5–7 years underwent a two-stage diagnostic procedure (preliminary and final) using Schopler's Psychoeducational Profile (the PEP-R test). Between these two measurement points, they participated in a year long development support program using sensory integration stimulation techniques, fine motor skills stimulation, and dog therapy/animal-assisted therapy. The results obtained in each case attest to the applied proposals' effectiveness yet do not allow for general conclusions to be reached. However, they can be a prerequisite for conducting a broader research project and developing personalised early intervention programs for children with ASD. [ABSTRACT FROM AUTHOR]

Virtual reality (VR) training offers the capability to industrial workers to acquire skills and address complex tasks by immersing them in a safe and controlled virtual environment. Immersive VR (IVR) training is adopted in many diverse settings, yet little systematic work currently exists on how researchers have applied it for industrial skills training and if it holds the potential to be applied remotely. In this review, 78 representative studies were analysed to answer three key questions: Is IVR an effective training method for industrial skills training? How is research in this field applied? And how can we make IVR training more effective and applicable for remote training? We can testify that IVR is a promising training method with high effectiveness scores. However, our analysis has uncovered several gaps in the application of IVR training, like the lack of learning theories in the design process and limited metrics beyond time and scores. Additionally, our review also exposed unexplored but intriguing avenues of research, like the utilisation of biosensors for users' data collection, haptics that increases realism and applications with remote training potential. [ABSTRACT FROM AUTHOR]

AbstractThis study investigates the impact of augmented reality (AR) technologies on the development of motor skills, specifically left-hand piano playing skills, among piano students. The paper employed the AR Piano application, which generates three-dimensional, intuitively understandable visualizations aimed at facilitating the piano learning process, thereby minimizing the cognitive load on students. The Piano Proficiency Test-2 was used to analyze piano playing skills. The sample consisted of 297 right-handed third-year students from three educational institutions in China. According to the post-test results, the experimental group, which underwent training utilizing augmented reality (AR) technology, exhibited significantly greater skill level improvement following the experimental period compared to the control group. These findings suggest a positive effect of AR technology application on the development of motor skills and may provide valuable insights to researchers exploring the application of AR technologies in diverse educational settings, particularly for musical instrument instruction. [ABSTRACT FROM AUTHOR]

This scoping review aimed to identify and summarise evidence on the comfort and functional performance of police officer personal protective equipment (PPE). The Arksey and O'Malley (2005) five-stage framework for scoping reviews was followed. PubMed, CINAHL, Scopus, and Web of Science were searched, and 35 articles were included in the review. The findings show that increased police PPE mass increases heart rate, metabolic energy expenditure, and perceived exertion in response to exercise. Unisex armour designs cause increased discomfort for females with larger bra sizes. PPE reduces joint-specific range of motion, with the design and location impairing movement more than mass. Jumping and sprinting performance is decreased with heavy PPE but unaffected by lighter protection, while agility is compromised with most forms of protection. Future research is needed on the fit and function of PPE for specialist police units, such as mounted police, along with further investigations on how fit can affect functional performance. PRACTITIONER SUMMARY: This paper identifies and reviews existing evidence on the comfort and functional performance of police officer personal protective equipment (PPE). This is significant because it summarises and categorises key concepts that underpin research in this area, whilst highlighting gaps in the current knowledge and areas for future research. [ABSTRACT FROM AUTHOR]

Expresses the author's views on issues on kinesiology as a field of study. Assertion on the broadening and resultant fragmentation of the field of study; Affirmation on the need to harness and organize the broadening of the knowledge base of physical activity into effective degree programs of physical activity in higher education; Concept of the author's proposed physical activity program.

Recess is ideal for students to accumulate recommended physical activity minutes and work on social-emotional learning skills. However, many students fail to meet national physical activity guidelines, and recess is often withheld from students for a myriad of reasons, including behavioral issues. Helping students build social-emotional skills and providing opportunities to utilize skills at school can help them succeed in school and their future careers. Furthermore, teaching students low organized, student-initiated games provides students with activities they can use at recess, which may keep them more physically active. Thus, the purpose of this article is to share how one physical educator implemented a recess unit into physical education to (a) work on students' social-emotional learning skills, particularly those needed in gameplay, (b) introduce games that can be played at recess, and (c) how to evaluate recess before and after a recess unit. The article will share games, social-emotional skill-building activities, and evaluation tools. As a physical educator, you can build social-emotional skills and teach recess games with physical education. These efforts can potentially improve the school recess environment from a behavioral perspective and increase students' physical activity time. [ABSTRACT FROM AUTHOR]

Fitts' law models human psychomotor behaviour and can be used to predict the time required to complete a movement task. Although originally proposed for physical apparatus, Fitts' law has been adopted to study how human beings use various computer input devices to perform onscreen pointing tasks. Touchscreens are now used in smartphones, tablets and other digital devices. The applicability of Fitts' law to the interaction with touchscreen has been studied for both stationary computers and mobile devices. Researchers have been studying this problem for about forty years, but the body of work remains small and there is no consensus on whether Fitts' law is valid for touch-based interaction. This paper reviews studies reporting positive-, null- and negative results on the applicability of Fitts' law to interaction with touchscreen and proposing modifications to Fitts' law especially for modelling interaction with touchscreen. [ABSTRACT FROM AUTHOR]

SHAPE America has outlined proactive ways to approach movement opportunities during physical education class. These possibilities can range from structuring the student learning experience to how teachers implement instruction. While movement provides a foundation for many of the activities offered, what is not discussed is how to use stillness, an absence of movement, to scaffold learning. Using stillness can provide an augmented learning experience, during the limited time offered in the gymnasium, by empowering students as they understand the movement, maintain body control in appropriate situations, and stop the movement with intention. Instructor focus should not only be on teaching movement, but also having awareness of being still in appropriate situations. This paper will explore how stopping movement may enhance learning by: (a) stillness and lesson plans, (b) using stillness for different skill levels, and finally, (c) incorporating stillness in assessment and accountability (d) assessment, stillness, and curriculum. [ABSTRACT FROM AUTHOR]

Physical education has become more than a superficial exposure to a range of motor skills and movement challenges through the emergence of a myriad of educationally-focused initiatives, models and theoretical approaches. Such proliferation of ideas has been positioned within the literature as both a strength and a weakness. While ideas can be strengthened through focused and inward-looking practice, an increasing array of foundational ideas with disparate language, can make the territory of physical education increasingly more difficult to navigate across divided discourses leading to a potentially shallow base. This research articulates a deliberate process of border crossing that we undertook as a way to seek a convergence (where possible) between two related frameworks for understanding and progressing physical education. We acknowledge this exchange of ideas is something that happens frequently and informally between different educators and researchers. Yet we suggest that there is room for those willing to undertake a more deliberate transformational approach to border crossing with the potential to yield innovative outcomes through the integration of ideas from different fields. Opportunities can emerge for educational developments as a consequence of working at these borders/boundaries. To better understand deliberate approaches to border crossing, we draw largely upon ideas from transdisciplinary research, concept analysis, boundary crossing and threshold concepts to reflexively interrogate our own uncertain, at times messy and iterative approach of reconciliation from either side of the globe. The paper offers insights and guidance for others who wish to more formerly seek out synergies through a process of disciplinary border crossing. [ABSTRACT FROM AUTHOR]

Many differences exist between preschool and kindergarten classrooms, including the type and time spent on fine motor activities. Children at risk for developmental delays and learning challenges as they transition to kindergarten often require direct support during preschool to learn new skills needed for kindergarten. This study expanded the storybook literacy based behavioral intervention (LBBI) research by exploring the effect of small group-delivered, electronic LBBIs on preschool students considered at-risk by their teachers. Using a multiple probe design across skills, we delivered LBBIs in a small group to teach common fine motor classroom skills (cutting with scissors, using liquid glue, and matching using one-to-one correspondence). Children acquired and maintained the new skills, then generalized the motor skills to novel materials. [ABSTRACT FROM AUTHOR]

The challenge-point framework as a model for thinking about motor learning was first proposed in 2004. Although it has been well-cited, surprisingly this framework has not made its way into much of the applied sport science literature. One of the reasons for this omission is that the original framework had not been encapsulated into a paper accessible for sports practitioners. The framework had mostly a theoretical focus, providing a mechanistic summary of motor learning research. Our aims in this paper were to explain and elaborate on the challenge point framework to present an applied framework guiding practice design. We connect the framework to other theories that involve predictive coding, where information is attended when it disconfirms current predictions, providing a strong signal for learning. We also consider how two new dimensions (learners' motivation and practice specificity) need to be considered when designing practice settings. By moving around the different dimensions of functional difficulty, motivation, and specificity, coaches can optimize practice to achieve different learning goals. Specifically, we present three general "types" of practice: practice to learn, to transfer to competition, and to maintain current skills. Practical examples are given to illustrate how this framework can inform coach practice. [ABSTRACT FROM AUTHOR]

The objectives of our study were 1) to examine whether the force-velocity-power (FvP) outcomes in the concentric and eccentric phases of flywheel (FW) squats differ among sports disciplines and 2) to investigate the association between FvP outcome variables and two key sport-performance indicators: countermovement jump height (CMJ) and change of direction (CoD) time involving 90° or 180° turns. Tests were performed by 469 athletes from five different sport disciplines and physical education students. Our results showed that FvP outcomes, when measured during the eccentric phase of the FW squat, effectively differed between athletes from different sports. However, during the concentric phase of the squat, only for the slope variable differences between sports were found. Contrary to our hypothesis, there were no statistically significant correlations between FW squat FvP outcomes and CMJ or CoD test results. These results suggest that FvP outcomes derived from FW squats may lack external validity and cannot be reliably used as a predictor of athletes' jumping and agility performance. The paper discusses possible reasons for the larger differences between sports in eccentric FvP outcomes, as well as the absence of correlations between FvP outcomes and functional tests. [ABSTRACT FROM AUTHOR]

The assumption that primal phantasmatic activity stems from bodily functions is widely accepted in developmental and psychoanalytic thinking. This article attempts to give more specific meaning to this abstract assumption. It examines the influence of sensory, perceptual, and motor capacities on the consolidation of typically differentiated erotogenic experiences relevant to pre-Oedipal and Oedipal organisations. It then proceeds to examine the impact of innate deficiencies in these capacities on the development of phantasmatic organisation in children on the autistic spectrum who often manifest atypical erotogenic organisation. Additionally, it pays attention to non-symbolic therapeutic communication and the unconscious transference-countertransference relationship stemming from such a problematic matrix. The paper is clinically derived from a description of the early-Oedipal organisation of a child with low cognitive and functional capacities and proceeds to the manifestations of the Oedipal constellation of a high-functioning autistic child. [ABSTRACT FROM AUTHOR]

This Perspectives paper advances understanding of coaching in pediatric rehabilitation. We compare three coaching approaches designed for pediatric rehabilitation: Coping with and Caring for Infants with Special Needs (COPCA), Occupational Performance Coaching (OPC), and Solution-Focused Coaching in Pediatric Rehabilitation (SFC-peds). Our objectives are to contrast the theory underpinning the approaches, discuss the evidence for outcomes and hypothesized mechanisms of change, consider the necessary mindsets of effective coaches, and propose directions for research and practice. The coaching approaches have different theoretical bases and are designed for specific contexts, yet are similar in their mechanisms of change and intended outcomes. There is growing evidence of important effects of coaching on coachees' goal achievement, empowerment, and capacity building. Studies indicate that stakeholders value coaching, and provide a preliminary understanding of the mechanisms, including engagement and self-efficacy, by which coaching approaches support clients' self-directed and sustained change. Open, curious, and client-centered practitioner mindsets are fundamental to effective coaching. Coaching is a distinctive group of relational, goal-oriented, and evidence-based approaches that support goal achievement and empowerment. These approaches reflect and advance an ongoing paradigm shift in pediatric rehabilitation—a movement from therapist-as-expert approaches to those that build empowerment and capacity. Coaching is a distinctive group of theory-based approaches that support clients' goal achievement and empowerment, and build capacity Coaching practitioners are collaborative facilitators who assist clients and families with their own discovery of solutions that fit their everyday contexts The evidence suggests that coaching triggers engagement and self-efficacy, which are the mechanisms by which changes in longer-term outcomes occur Open, curious, and client/family-centered practitioner mindsets are fundamental to effective coaching [ABSTRACT FROM AUTHOR]

There is now ample evidence that motor imagery contributes to improve motor performance and promote motor learning and recovery. During the last decades, a large number of experimental studies and imagery frameworks were designed to determine the critical key components for effective imagery interventions. The extent to which athletes often move slightly during motor imagery has spawned specific interest in imagery research from a conceptual perspective, hence challenging the traditional idea that imagery requires to remain motionless. While a wealth of research has extensively decoupled motor imagery from action, more recent imagery theories specifically considered that athletes can perform a dynamic form of imagery, by adopting a congruent body position and embodying spatial and/or temporal features of the movement without entirely performing it. Spurred by the wide use of this form of imagery by athletes and the promising related experimental research, the present paper aims at reviewing the impact and predictive positive effects of dynamic motor imagery on motor performance. Direct implications for applied work, including specific instructions that dynamic motor imagery might have during different stages of the coaching process of athletes, are further considered. A framework for the appropriate timing for delivering dynamic imagery interventions is finally proposed. [ABSTRACT FROM AUTHOR]

This paper outlines the kinesiological foundations of the motor behavior subdisciplines of motor learning and motor control. After defining the components of motor behavior, the paper addresses the undergraduate major and core knowledge by examining several classic textbooks in motor learning and control, as well as a number of contemporary textbooks in these fields, searching for topics that have persisted over time, as well as topics that have emerged more recently. The paper also discusses the changing nature of the undergraduate kinesiology major in terms of their backgrounds and career goals. I address what I perceive to be a "measurement paradox" in assessing our students' knowledge, skills, and abilities, and suggest that the undergraduate kinesiology major, in addition to learning core content in motor learning and control, must also gain an appreciation of research as a way to acquire knowledge about these subdisciplines. [ABSTRACT FROM AUTHOR]

A developmental perspective is essential to our understanding of movement and mobility. A person's motor behavior position at any point in his life reflects his past movement experiences and presages his future ones. This paper presents a brief overview of the major periods of motor skill development using a metaphor of a mountain. Evidence is presented in support of the importance of early perceptual-motor experience for later skill attainment. The paper concludes with a commentary on future research issues that would inform our understanding of a developmental perspective on movement and mobility and stresses the importance of studying this issue from the beginning. [ABSTRACT FROM AUTHOR]

Physical practice is the cornerstone of acquiring and developing movement skills in physical education and sport. However, research has suggested that psychological tools, such as mental imagery (MI), could effectively supplement a learner's physical practice schedule. MI is the mental simulation of a movement or situation in the absence of an overt physical output. Previous reviews have established the efficacy of MI for improving motor skills in sport. Further investigation, however, will help strengthen previous findings by focusing exclusively on studies that apply MI programs for the development of sport-specific motor skills. The purpose of this paper is to examine the overall effectiveness of MI programs for developing sport-specific motor skills and investigate program principles that may moderate the efficacy of MI programs, such as practice type, skill level, skill complexity, performance measures, duration, practice setting, and session frequency. By examining key program variables for MI, this review seeks to provide practical recommendations for physical educators and sports coaches on how they might effectively design and deliver a MI program to develop sport-specific motor skills. The review was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines. To provide practical recommendations for physical educators and sports coaches for effective MI programs, the following moderator variables were examined using subgroup analysis: (1) skill complexity, (2) skill level, (3) program duration, (4) session frequency, (5) MI practice type, and (6) practice context. The PEDro scale was used to assess study quality. The presence of publication bias was evaluated using the Trim and Fill method to calculate an adjusted and unbiased overall effect. The systematic review included 36 studies (n = 1449). A random-effects meta-analysis of standardised mean differences yielded an initial 135 individual effect sizes. A composite approach accounted for statistical dependence between effects and yielded 58 individual effects for further analysis. Analysis indicated that MI has a significant effect on performance (g = 0.476). Further analysis revealed significant effects on performance outcomes for MI combined with physical practice and MI alone (g = 0.579 and 0.298, respectively). Subgroup analyses revealed these beneficial effects be moderated by skill complexity, elements of skill performance, and MI delivery type. These results presented in our meta-analysis highlight the overall benefit of MI practice for developing sport-specific motor skills. However, there is a paucity of research on the effects of MI on complex skills and in physical education and sport coaching contexts. Although most studies presented in this review were conducted in controlled research settings, there are clear parallels between the skills practiced in these studies and those implemented in physical education and sport coaching. The efficacy of MI alone presents a potentially beneficial tool when physical practice is not possible or when physical training needs reduction (e.g. in-season sports competition). Therefore, it is encouraged that physical educators and sports coaches collaborate with sport psychology practitioners to investigate the efficacy of the several MI program variables presented in this review. [ABSTRACT FROM AUTHOR]

Physical manipulatives, such as rods or tiles, are widely used for mathematics learning, as they support embodied cognition, enable the execution of epistemic actions, and foster conceptual metaphors. Counting them, children explore, rearrange, and reinterpret the environment through the haptic channel. Vision generally complements physical actions, which makes using traditional manipulatives limited for children with visual impairments (VIs). Digitally augmenting manipulatives with feedback through alternative modalities might improve them. We specifically discuss conveying number representations to children with VIs using haptic and auditory channels within an environment encouraging exploration and supporting active touch counting strategies while promoting reflection. This paper presents LETSMath, a tangible system for training basic mathematical skills of children with VIs, developed through Design-Based Research with three iterations in which we involved 19 children with VIs and their educators. We discuss how the system may support training skills in the composition of numbers and the impact that the different system features have on slowing down the interaction pace to trigger reflection, on understanding, and on incorporation. [ABSTRACT FROM AUTHOR]

We revisit an agenda that was outlined in a previous paper in this journal focusing on the importance of skill acquisition research in enhancing practice and instruction in sport. In this current narrative review, we reflect on progress made since our original attempt to highlight several potential myths that appeared to exist in coaching, implying the existence of a theory-practice divide. Most notably, we present five action points that would impact positively on coaches and practitioners working to improve skill learning across sports, as well as suggesting directions for research. We discuss the importance of practice quality in enhancing learning and relate this concept to notions of optimising challenge. We discuss how best to assess learning, the right balance between repetition and practice that is specific to competition, the relationship between practice conditions, instructions, and individual differences, and why a more "hands-off" approach to instruction may have advantages over more "hands-on" methods. These action points are considered as a broad framework for advancing skill acquisition for excellence (SAFE) in applied practice. We conclude by arguing the need for increased collaboration between researchers, coaches, and other sport practitioners. [ABSTRACT FROM AUTHOR]

This paper outlines a framework for strength training as a dynamical model of perceptual-motor learning. We show, with emphasis on fixed-point attractor dynamics, that strength training can be mapped to the general dynamical principles of motor learning that arise from the constraints on action, including the distribution of practice/training. The time scales of the respective dynamics of performance change (increment and decrement) in discrete strength training and motor learning tasks reveal superposition of exponential functions in fixed-point dynamics, but distinctive attractor and parameter dynamics in oscillatory limit cycle and more continuous tasks, together with unique timescales to process influences (including practice, learning, strength, fitness, fatigue, warm-up decrement). Increments and decrements of strength can be viewed within a dynamical model of change in motor performance that reflects the integration of practice and training processes at multiple levels of learning and skill development. [ABSTRACT FROM AUTHOR]

This paper presents reactions to the articles regarding the origins and use of the word kinesiology previously published in the December 1990 issue of "Quest" periodical. Continuing to focus on the differences in our programs rather than on the similarities is an underlying cause of what he referred to as the chaos in the field, particularly in higher education. A cross-disciplinary orientation to the subject matter of our field holds the greatest potential for the future. A physical activity model is promoted which should be called kinesiology and this term allows promotion of the disciplinary, professional, and performance aspects of our field. The physical education community has been slow in reacting to the changing professional demands of the physical activity marketplace.

This article describes the development of the Writing Readiness Inventory Tool in Context (WRITIC), a measurement evaluating writing readiness in Dutch kindergarten children (5 and 6 years old). Content validity was established through 10 expert evaluations in three rounds. Construct validity was established with 251 children following regular education. To identify scale constructs, factor analysis was performed. Discriminative validity was established by examining contrast groups with good ( n = 142) and poor ( n = 109) performers in paper-and-pencil tasks. Content validity was high with 94.4% agreement among the experts. Two reliable factors were found in the performance of paper-and-pencil tasks with Cronbach's alphas of 0.82 and 0.69 respectively. The contrast groups differed significantly in two WRITIC subdomains: 'Sustained attention' and 'Task performance'. Our findings indicated that the WRITIC is feasible for use in the classroom. [ABSTRACT FROM AUTHOR]

Deletions and duplications of the distal region of the long arm of chromosome 1 are associated with brain abnormalities and developmental delay. Because duplications are less frequent than deletions, no detailed account of the cognitive profile of the affected people is available, particularly, regarding their language (dis)abilities. In this paper we report on the cognitive and language capacities of a girl with one of the smallest interstitial duplications ever described in this region, affecting to 1q42.3q43 (arr[hg19] 1q42.3q43(235,963,632–236,972,276)x3), and advance potential candidate genes for the observed deficits. The proband's speech is severely impaired, exhibiting dysarthric-like features, with speech problems also resulting from a phonological deficit boiling down to a verbal auditory memory deficit. Lexical and grammatical knowledge are also impaired, impacting negatively on both expressive and receptive abilities, seemingly as a consequence of the phonological deficit. Still, her pragmatic abilities seem to be significantly spared, granting her a good command on the principles governing conversational exchanges. Genetic analyses point to several genes of interest. These include one gene within the duplicated region (LYST), one predicted functional partner (CMIP), and three genes outside the 1q42.3q43 region, which are all highly expressed in the cerebellum: DDIT4 and SLC29A1, found strongly downregulated in the proband compared to her healthy parents, and CNTNAP3, found strongly upregulated. The genes highlighted in the paper emerge as potential candidates for the phonological and speech deficits exhibited by the proband and ultimately, for her problems with language. [ABSTRACT FROM AUTHOR]

This paper presents a dexterity distribution design method for attitude adjustment of multi-joint robotics based on singularity-free workspace decomposition (SWD). The requirement of attitude adjustment for platform is described by time-varying Euler angles, by which the structural prototyping of universal-prismatic-spherical + spherical (UPS + S) parallel robot body can be generated via mechanism concept design. According to Kutzbach-Grubler formula regarding degree of freedom (DOF), the forward kinematics model is built, meanwhile, the reachable posture workspace of the robot can be depicted in 3D space by exploiting tilt-and-torsion method. The Jacobian matrix is extracted to reckon dexterous performance of the mechanism, including condition number, minimum singular value, manipulability and comprehensive evaluation index. The singularity degree within the design domain, from singularity-free to fully singularity, is comparatively ranked in polar coordinates, which constitutes the essence of SWD, the performance spectrum corresponding to the structural parameters can hereby be acquired for larger workspace and smaller singularity. The impedance control errors with parameter perturbation further validate the consistency of the singularity-free attitude from the perspective of dynamics. The physical experiments are carried out to verify the outcomes by virtue of multi-axis pose sensor array. Hence the presented SWD method has important application prospects regarding DOF coupling, especially in medical rehabilitation, industrial robotics, aerospace manufacturing and so forth. [ABSTRACT FROM AUTHOR]

Over the past 35 years, the dance domain has adopted sports medicine as a key driver of professional practice. However, similar to limitations identified within sport, research is yet to achieve its full translational potential within applied settings. This Viewpoints paper begins to identify and unpick key philosophical and methodological aspects, with the view to stimulate discussion in this rapidly growing and developing domain. First, we outline a pragmatic philosophy that underpins expert professional practice as a basis to evaluate research. Second, we critically appraise study design characteristics to exemplify a gap between accepted scientific research protocols and professional needs within applied settings. Third, we comment on recommendations/insights made within the literature against the requirements and practices of professionals. Finally, based on this appraisal we suggest an exemplar new line of research that draws upon a pragmatic philosophy; namely, motor skill refinement. In enacting these 'new moves', we look forward to increased collaboration between practitioners and academics to fully realise a strong applied evidence-base. This task will not be easy, as with any interdisciplinary research, and should draw upon interdisciplinary expertise to do so. Hopefully our brief comments will provide a stimulus for further discussion, planning and future action. [ABSTRACT FROM AUTHOR]

Patients with right hemisphere damage (RHD) may exhibit mild unilateral spatial neglect (USN), which is difficult to detect in general assessments performed during driving rehabilitation. We compared driving simulator performance, practical driving performance, and neuropsychological test results between patients with RHD who were able and unable to return to driving to predict driving fitness based on driving simulator performance. This unmatched case-control study included 29 patients with RHD who were able (return-to-driving group, n = 16) and unable (non-return-to-driving group, n = 13) to return to driving. Patient demographics, motor function, attention, driving simulator performance (participants' reaction time and rate to green lamps appearing in any of the three displays and average lane position), and practical driving performance were compared between the groups. Receiver operating characteristic (ROC) analysis was performed to examine the predictive performance of driving fitness in reaction rate and paper-and-pencil tests. The non-return-to-driving group had a significantly lower reaction rate than the return-to-driving group (p = 0.027; 95% confidence interval [CI], 0–7; r = 0.407). No significant difference in reaction time or lane position in either the left or right lane during driving simulation was observed. ROC analysis of the reaction rate in the driving simulator task showed sensitivity of 0.692, specificity of 0.812, and area under the curve of 0.738 [95% CI, 0.541–0.935]. Decreases in reaction rates during simulated driving assessments are associated with an inability to resume driving in patients with RHD. Such assessments may aid in predicting fitness for driving in these patients. [ABSTRACT FROM AUTHOR]

The sport of gymnastics is undergoing a global examination of its culture and the relationship between the gymnast, coach and environment is a central focus. The aim of this review is to explore biomechanics and motor control research in skill development and technique selection in artistic gymnastics with a focus on the underlying concepts and scientific principles that allow performance enhancement, skill development and injury risk reduction. The current review examines peer reviewed papers from 2000 onwards, with a focus on contemporary approaches in the field of gymnastics research, and highlights several key directions for future gymnastics research. Based on our review and the integration of the models of Newell (1986) and Irwin et al. (2005), we recommend that future gymnastics research should embrace at the very least a multidisciplinary approach and aim for an interdisciplinary paradigm. [ABSTRACT FROM AUTHOR]

The Functional Independence Measure (FIM) is a well-established predictor of length of stay (LOS) for rehabilitation. The Assessment of Motor and Process Skills (AMPS) is a more in-depth construct for measuring activities of daily living (ADL) and may therefore be a valuable adjunct when predicting LOS. This paper aimed to investigate AMPS as a candidate predictor of LOS in a statistical model including FIM. A cohort study of 647 patients with acquired brain injuries admitted for rehabilitation. LOS was analyzed in a multiple regression model with the motor and process/cognitive domains of AMPS and FIM. Independence in ADL process ability and FIM cognition were associated with 31% (p < 0.001) and 38% (p < 0.001) shorter LOS, respectively, relative to patients needing total assistance. Independence in ADL motor ability was associated with a 26% (p = 0.002) shorter LOS, whereas FIM motor was not a predictor. The AMPS predicts LOS for rehabilitation at a level that is at least as good as that of FIM. Conducting the AMPS early in the course of inpatient rehabilitation provides clinicians and managers with valuable information for planning LOS. [ABSTRACT FROM AUTHOR]

Background: In this paper, we explore physical education from a relational worldview. Theoretically guided by an ecological dynamics framework, this perspective calls us to conceptualise 'education' in its etymological roots – ex-ducere – meaning 'to lead' an individual 'out' into the world. In doing so, an educator would employ a 'softer' pedagogy, seeking to guide the attention and encourage exploration of a less experienced individual toward the perception of things that can support, or regulate, their behaviours. This pedagogical approach could help learners to self regulate in the environment, becoming more responsive to emergent opportunities for action available. Theory: This is a pedagogy of exploration, search, discovery, invention and adaptation that is devised from three of the contributing theories to ecological dynamics: ecological psychology, dynamical systems theory and complexity sciences. Throughout this paper we show that this progressive view contrasts with the more traditional perspectives of physical education, grounded in established pedagogical approaches that are often pre-occupied with instilling idealised ways of moving in learners, typically at the expense of appreciating how the environment reciprocally shapes behaviour. Practical Implications: In an effort to support educators with integrating an ecological conceptualisation of PE into their practice we outline three cornerstones. We bring these ideas to life by concluding the paper with the presentation of three practical examples that transcends the physical educational journey from primary/elementary school through to secondary/ high schools. We exemplify how an ecological approach to PE can move us closer to achieving the aim of enabling children to lead a physically active life beyond the school gates. [ABSTRACT FROM AUTHOR]

The literature on movement capability critiques the traditional content of physical education (i.e. the what of physical education) and the subject's reliance on teacher-led methods (i.e. the how of physical education). By re-focusing the content as well as the teaching methods of physical education, the literature on movement capabilities as providing a more student-centered approach to a form of physical education, which is less focused on developing skills and techniques in sporting activities. One important aspect of movement capability is to develop the students' bodily awareness of their own way of moving. However, our contention is that the focus on students' bodily awareness this is done in the service of improving specific movements. In this paper, we want to explore how embodied self-knowledge itself can be considered a movement capability. More specifically, the question guiding this article is: What is there to learn about oneself as a mover in physical education, when one moves without aiming to perfect a specific movement? The paper draws on analyses from an auto-ethnographic study performed by one of the authors [Bratten, J. H. (2017). Aktiviteter med lav puls og liten kraft i kroppsøvingsog breddeidrettsfaget. [Activities with low pulse and little excertion]. Master thesis. Oslo Metropolitan University. Oslo, Norway.]. More specifically, she was investigating her role as a teacher in a specific course unit that she had developed, called 'Activities with low pulse and little exertion.' This content, consisting of lessons given over a period of 5–8 weeks, is based on traditionally eastern forms of activity like yoga and Qi-gong, where the aim is to move through certain poses with attention directed inwardly and towards breathing. These analyses are combined with theoretical resources from somaesthetics [Shusterman, 2008 Body Consciousness. A Philosophy of Mindfulness and Somaesthetics. Cambrigde: Cambridge University Press; 2012 Thinking Through the Body: Essays in Somaesthetics. Cambridge University Press] in order to elucidate how the course unit can be understood to work with the students' embodied self-knowledge. By employing Shusterman's fine-grained descriptions of somesthetical movement practices, we are able to highlight that knowing oneself in movement is a valuable end in itself, not only a means to accomplishing specific movements. Our contribution then has been to give an example of how movement capabilities can be conceived of, when movement is understood as a process that can help students to feel better without the need to perform. [ABSTRACT FROM AUTHOR]

Background: For many years, skill learning has been an important component of primary school physical education (PE) with most lessons focused on the teaching of fundamental movement skills (FMS) or sports techniques (Kirk 2010). Increasingly, the generalist primary school teachers who are responsible for delivering the PE curriculum are facing multiple constraints that impact the quality of their children's skill learning experiences. In Aotearoa New Zealand, the context on which this paper reports, primary school Health and Physical Education (HPE) is dominated by a focus on sports skills and fitness lessons (Dyson, Landi, and Gordon 2018a) taught through teacher directed approaches (Petrie 2008; 2016), and often delivered by external organisations. Purpose: The purpose of this paper is to present the philosophy, content, and trialling of a new movement education resource, titled 'Movewell', which is being developed for Aotearoa New Zealand primary teachers. The resource focuses on learning through games and has been designed to support and educate teachers to think differently about the purposes and pedagogies of movement education. The underpinning philosophy of the resource is that through interactive play in inclusive game environments, children not only develop physical skill but also a positive sense of self, sense of belonging and sense of community. Framework: The Movewell resource is based on contemporary skill learning theory, which proposes that learning needs to be situated in well-structured games experiences that are appropriate to the learners' interests and capabilities. The resource promotes a more encompassing definition of skill and outcomes from movement education than is the norm in Aotearoa New Zealand primary school HPE at present. It promotes the view that playing games offers children opportunities to develop their 'imagination of possibilities' as games players as an integral part of skill learning. Importantly, a core design principle is that 'learning to be skilful is not about learning fundamental movement skills'. Conclusion: The process of designing the resource has demonstrated overwhelmingly that 'ease of use' is a primary consideration for teachers and that issues such as access to equipment, access to novel learning activities and their suitability for learners, play a significant role in the uptake and acceptance of the resource. 'Movewell' is an initiative that signals a shift from teaching fundamental movement skills to a focus on solving the situational problems inherent in games. It seeks to encourage teachers to reflect on the nature and potential of HPE and ultimately change their practice. [ABSTRACT FROM AUTHOR]

To determine the efficacy of interventions with active parent implementation for young children with cerebral palsy (CP) to improve child and parent outcomes in low-middle income countries (LMICs). Five databases were systematically searched. Randomised or comparison studies evaluating interventions with the training of the parent and/or home practice components to implement with their child with CP (<60 months of age) were included. The modified Downs and Black scale assessed methodological quality. Data were pooled to calculate mean differences and 95% confidence intervals (95% CI). Searches yielded 189 unique articles. 11 studies from ten papers of moderate to high quality were included. Parent-implemented general developmental interventions had a small negative effect on gross motor function compared to interventionist-implemented therapy. Parent-implemented upper limb training compared to interventionist-implemented neurodevelopmental therapy had a small positive effect on bimanual hand function. Parent-implemented functional feeding training had a large significant effect on chewing function compared to parent-implemented oral motor exercises. Parent-implemented interventions targeting general child development and feeding had mixed effects on parent stress outcomes. Parent-implemented interventions in LMICs are promising to improve child bimanual hand and chewing function. Further research evaluating the efficacy of parent-implemented interventions to improve parent mental health is needed. Intensive motor training-based interventions with active parent implementation were effective to improve child gross motor, bimanual hand, and chewing function in young children with CP compared to passive, generic interventionist-implemented or health education interventions. Interventions with active parent implementation had mixed results to improve parent mental health, however, this was frequently not assessed. A consistent level of support and training provided to parents may be required to have a positive effect on parent stress. To further understand the feasibility of early interventions with active parent implementation in LMICs, data on adherence to home practice dose and session attendance and a qualitative understanding of contextual and child factors influencing parent implementation is needed. [ABSTRACT FROM AUTHOR]

Activities of daily living including oral care may be challenging after stroke. Some stroke survivors are not able to complete oral care independently and need assistance from healthcare professionals and care partners. Poor oral hygiene may impact stroke recovery and rehabilitation possibly incurring issues such as aspiration pneumonia, malnutrition, and social isolation. The objective of this paper is to outline practical ways to apply oral care technology in daily use for stroke survivors. We reviewed the literature on i) stroke-related impairments impacting oral care, ii) oral hygiene dental devices, and iii) technology for oral care education. Oral care activities involve integrated skills in the areas of motivation, energy, planning, body movement and sensation, and mental acuity and health. Post-stroke impairments such as fatigue, hemiparesis, and mental impairments may impact oral care activities. Technology may help survivors and caregivers overcome some barriers. Three types of technologies are available for facilitating post-stroke oral care: i) non-powered tools and adaptations; ii) powered oral care tools, and; iii) electronic aids to guide oral care activities. Particular choices should maximise patient safety and autonomy while ensuring accessibility and comfort during oral care tasks. The available device and technologies may help substantially with the accommodations needed for post-stroke oral care, improving the oral health of stroke survivors. Good oral health confers benefit to overall health and well-being and could enhance recovery and rehabilitation outcomes. Nonetheless, more research is necessary to demonstrate the feasibility and effectiveness of technology in stroke contexts. Oral care may be challenging after stroke due to patient fatigue, hemiparesis, cognitive impairments, and other impaired body functions. Poor oral hygiene may impact stroke recovery and rehabilitation due to risk of aspiration pneumonia, malnutrition, and social isolation. Powered oral care tools, non-powered tools, and adaptations to non-powered tools are some of the technology available to help overcome post-stroke barriers for oral care. Computer programs and online resources for education and guidance for oral care activities may help improve recommendation uptake and compliance. [ABSTRACT FROM AUTHOR]

In recent years, the influence of robotics in search-and-rescue missions has become relevant. Robots can provide human rescue teams with valuable information about the disaster area, track victims and speed up the rescue operation. The disaster robot category challenge at the World Robot Summit (WRS) is a platform where emerging technologies in search-and-rescue robot developments are evaluated. This paper describes the design, development and implementation of a teleoperated all-terrain search-and-rescue robot, Paripreksya 2.0, for participation in the Standard Disaster Challenge. The robot was integrated with a 4-DoF robotic manipulator for performing dexterity tasks along with tracks and four assistive flippers for locomotion. The design of the robot was done in SolidWorks and the stability constraints of the robot while climbing stairs and slopes are also calculated. The software of the robot was built on the ROS framework. The robot was designed to perform various tasks including staircase climbing, negotiation of obstacles, opening and closing of valves, manoeuvring, plant inspection, etc. Our team has secured the best-in-class dexterity award at the WRS 2020 challenge. The performance of the robot was evaluated using the scores from different challenges held at the WRS competition. [ABSTRACT FROM AUTHOR]

This paper examines how organizations connect internal and external processes to enable an agile response to continuous change. Drawing on life cycle theory, a hypothetical model is developed regarding the independent and combinative effects of internal and external process connectivity on supply chain agility and the moderating effect of product and supply complexity. The model is tested using hierarchical regression analysis based on survey data from 143 managers at German manufacturing firms. Our findings suggest that internal and external process connectivity have a positive effect on supply chain agility independently and collectively, with complexity having a moderating effect in particular instances. The findings build on prior research regarding the process-related enablers of supply chain agility; research that has yet to clearly differentiate between internal and external processes or uses the terms interchangeably. The theoretical contribution of the paper rests on its extension of life cycle theory to the supply chain. [ABSTRACT FROM AUTHOR]

Given the significant link among looking, seeing, and knowing in contemporary global Western cultures, this paper adopts Pink's (2007) three broad approaches to visual methodologies to advocate for the study of cultural dimensions of the body in kinesiology. The purpose of this paper is threefold. First, it is argued that there is a need for researchers' adoption of fresh methods to enable young people to "speak" meaningfully about their experiences and ways of knowing about the body in physical activity contexts. Second, a review of relevant visual research on the body is discussed to demonstrate the usefulness, limits, and implications of a range of visual methodological approaches to research in Physical Culture Studies (PCS). Finally, building upon prior literature, it is proposed that innovative visual methodologies can further research on the body as a "seen" phenomenon in kinesiology. [ABSTRACT FROM AUTHOR]

Kinesiology has a long and storied tradition and history. The growth of our discipline and what might be called our subdisciplines has been the shining achievement of the 1970-2006 era, spurred on by Henry's (1964) call for an academic discipline. In this short thought paper, we argue that we have lost sight of the discipline in a quest to become socially relevant. This social relevance has been to get on the exercise as prescription bandwagon, which has produced a wide chasm between our undergraduate curriculum and our research endeavors. The reason for this chasm is that kinesiology does not have an agreed upon central theme, what we call a dogma. We argue that we need to return to make skill and physical activity the central dogma of kinesiology and to make a new coherent curriculum for undergraduate kinesiology. [ABSTRACT FROM AUTHOR]

Motivated by her belief in the contributions of physical activity to the ‘good life’ for all people, Amy Morris Homans was influential in the development of physical education as a viable and respected academic field of study in higher education. Over the past 100 years, however, as the field faced pressures to become more scientific, it has become increasingly decentralized into subdisciplinary units, thus, losing much of its unified mission and focus as an integrated field of study in academia. This fragmentation, along with the lack of an ‘umbrella’ professional association or organizational home for the field (now most commonly called kinesiology) has hampered the field's ability to gain national recognition as a disciplinary field of study, its effectiveness as a political voice, and its ability to conduct the kind of cross-disciplinary research needed to best address important questions and issues in the field. Such overspecialization, together with a lack of a common name and common purpose, has raised concern about the field's identify and importance in higher education, with program cuts continuing to be the unfortunate result at a number of major universities. This paper addresses the importance of reconnecting the field and suggests a possible strategy for developing a new umbrella professional association dedicated to the unification and advancement of the field. [ABSTRACT FROM AUTHOR]

This paper addresses the role of physical education in promoting physical activity and mobility. It is assumed that attitude is an important component that influences physical activity and, ultimately, mobility. A variety of factors and the way they impact children's attitudes toward physical education are discussed. In particular, the outcomes of physical education, motor skill development and student skill level, and student attitude are presented. The factors that influence student skill development and attitude are interrelated and occur over many years both in and out of school. I conclude that to promote physical activity, physical education must address attitude and be enjoyable. [ABSTRACT FROM AUTHOR]