Effects of Varying Ball Diameters on Catching Ability of Young Children

Payne, V. Gregory; Koslow, Robert E.

doi:10.2466/pms.1981.53.3.739

Cited by 11 publications

(7 citation statements)

References 5 publications

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“…For example, is it easier to catch a small ball or a large one? Herkowitz (1978) suggests that it is easier to catch a medium and a large ball than a small ball (Table I), and she is supported by the research of DuRandt (1985), Meadley (1941), Payne (1985), and Payne and Koslow (1981). However, results of studies by Gutteridge (1939) To further complicate the issue, Haywood (1986) notes that while children may be more successful in catching a larger ball, they also are likely to exhibit more mature catching form with smaller balls (which is contrary to the observations of Wellman, 1937).…”

Section: Developmental Task Analysismentioning

confidence: 95%

Ecological Task Analysis: Translating Movement Behavior Theory into Practice

Davis

Burton

1991

Adapted Physical Activity Quarterly

148

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A new approach to task analysis is presented based upon an ecological theory of perception and current motor development and control theories. The ecological task analysis (ETA) approach stands in sharp contrast to more traditional approaches and offers procedures equally applicable to instruction and assessment of movement performance as well as to applied research. The strengths of the ETA approach lie in (a) its grounding in current motor development and control theories, (b) its linking of the task requirements, environmental conditions, and performer characteristics, (c) its application of a functional and dynamic approach to instruction and assessment, and (d) its integration of instruction and assessment procedures. Following a discussion of the traditional approach and ecological theory, four concepts are presented that emanate from Gibson’s theory of affordances. From these concepts ETA procedures are derived. Applied research questions relating to task analysis are also implied from the ecological approach and are presented in the final section.

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Section: Developmental Task Analysismentioning

confidence: 95%

Ecological Task Analysis: Translating Movement Behavior Theory into Practice

Davis

Burton

1991

Adapted Physical Activity Quarterly

148

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“…Smaller balls that fit into hands are easier to throw but somewhat larger balls are easier to catch (Payne cj, Koslow, 1981). When choosing balls for a class activity, the choice of the balls may depend on whether the lesson focuses on throwing or catching.…”

Section: Modification/manipulation To Improve Performance Outcomementioning

confidence: 99%

Combining Theory and Practice in the Gymnasium “Constraints” within an Ecological Perspective

Gagen¹,

Getchell²

2004

Journal of Physical Education, Recreation & Dance

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LlNDA CACEN NANCY CETCHELLUnderstanding how a variety of constraints influence movement will allow movement educators to plan lessons that have a greater chance for success. F or motor development teachers, the study of theories is critical to the understanding of developmental change. The paradigm shift during the past 20 years, from a maturational perspective to an ecological perspective, is an exciting challenge for teachers, but not necessarily for students. To students, theory is boring at best, and at worst it can make them feel inept; in terms of usefulness, it falls under the category of "remember for final exam" rather than "apply to real life." Herein lies the dilemma for educators: how do they make a theoretical perspective easier to understand and relevant enough to apply to everyday activities in the gymnasium?Because it is important for theory and practice to go hand in hand, this article will provide simple, practical ideas for the gymnasium that stem directly from the ecological perspective. Those studying within the ecological perspective can assert that complexities exist that do not lend themselves to a simple jump from the laboratory to the gym. Fortunately, there is at least one concept within the ecological perspective that is both easy to understand and that has many useful implications for the gymnasium: the notion of constraints. Constraints either encourage or discourage movements and have various degrees of importance (Newell, 1984). Both theoretically and practically, different constraints influence the form that movement takes. In that sense, constraints can have both positive effects (promoting proficient movements) and negative effects (promoting ineffective movements or inhibiting any movement). With this in mind, movement educators must determine which constraints most affect movement in order to provide the best possible practices for students to develop motor skills. At the same time, movement educators must analyze constraints in order avoid practices that might actually hinder the development and achievement of desired movements.

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“…Children do better in catching a medium or large ball, which is well known, among the studies. For example, Payne (1982) specified the diverse features of the catching tasks in the early studies and reported that some studies concluded that small ball gave more successes to 4-6 year old children (Gutteridge, 1939;Isaacs, 1980) and; others concluded that with medium and large balls they scored better (Meadly, 1941;Payne & Koslow, 1981). By using ETA terms, we may simply define the factors the above studies disregarded: (1) inconsistency in distance, speed, and trajectory of projection toward catchers as in consideration of environment and task parameters; (2) mixed findings reported from either within subject comparison or between subject comparison studies, regardless of catchers" characteristics.…”

Section: --Suggestions ----------------------------------------------mentioning

confidence: 99%

“…The effect of task and environmental variables in ballistic movement was examined by the studies on traditional task analysis approach. They indentified the variables, size of ball, changes in colors and patterns of background, which were hypothesized to affect on perception and performance of ballistic skill (Isaacs, 1972;Morris, 1976;Payne, 1982;Payne, & Koslow, 1981;Ridenour, 1974Ridenour, , 1979. The findings from the studies, however, failed to lead to a consensus concerning the effects of physical dimensions (e.g., the ball size) on a task and assessment in changes in receiving patterns, the emergence of specific movements, in accordance with varying task dimensions (e.g., size of object, velocity of object, feeding an object from various distances).…”

Section: The Limitations Of Previous Studiesmentioning

confidence: 99%

“…The findings from the studies, however, failed to lead to a consensus concerning the effects of physical dimensions (e.g., the ball size) on a task and assessment in changes in receiving patterns, the emergence of specific movements, in accordance with varying task dimensions (e.g., size of object, velocity of object, feeding an object from various distances). Payne and Koslow (1981) asserted that many studies have been based on casual observations or simple examinations of mean scores; therefore, they were of questionable scientific value in terms of their experimental procedures because they did not provide consistency in subjects with ball speed and trajectory. A suggestion made by the advocates of ETA was employing intrinsic measure to gauge performer characteristics.…”

Section: The Limitations Of Previous Studiesmentioning

confidence: 99%

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Changes in throwing pattern and perceptual judgment as the function of task variations for young children

Choi¹

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Changes in Throwing Pattern and Perceptual Judgment as the Function of Task Variations for Young Children Yoojin Choi Ecological Task Analysis (ETA; Davis & Burton, 1991) hypothesizes that movement change may emerge from dynamic interaction in given environmental conditions. In other words, task variability provides opportunities for the performer to choose skills suitable to his or her capabilities in order to achieve a task goal. The purpose of the present study is to examine 4 year-old children"s changes in throwing patterns and perceptual judgment as a function of task variation in specific throwing tasks. Each experiment identifies various task parameters (e.g., force, trajectory of throws) and attempts to adjust them to meet a task goal. The modifications of tasks include changes in distance from targets, size of ball in relation to target size, and height of target in relation to eye-height level of children. The research designs for this study were alternating treatment design and simultaneous treatment design in single case study. Experiment 1of the study measured the extent to which throwing patterns change in accordance with variations in height of target, examine observable throwing patterns and measure the changes in humurus angle toward trunk. Experiment 2 examined the perceptual judgment of four-year-old children in seeking strategic solutions relative to the physical dimensions of balls and hoops, in the context of goal-scoring tasks. The four year-old children responded to changes in the height of a target in relation to their eye height level and demonstrated lifting up the humerus to create higher trajectory at a high target. The strategy with the upper arm action cannot be believed to be effective for achieving the goal. However, it might be one of the solutions for scoring at the hoops, something individuals with the immature throwing skill might do. The distinct patterns of individual participant"s throws may present the empirical evidences that they might be capable of comprehending the interaction well among constraints as changing a task condition in the way the developmentalists in dynamical systems theory explain changes in movements.

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Effects of Varying Ball Diameters on Catching Ability of Young Children

Cited by 11 publications

References 5 publications

Ecological Task Analysis: Translating Movement Behavior Theory into Practice

Ecological Task Analysis: Translating Movement Behavior Theory into Practice

Combining Theory and Practice in the Gymnasium “Constraints” within an Ecological Perspective

Changes in throwing pattern and perceptual judgment as the function of task variations for young children

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