Reconceptualizing and Operationalizing Seefeldt’s Proficiency Barrier: Applications and Future Directions

Brian, Ali; Getchell, Nancy; True, Larissa; Meester, An De; Stodden, David F.

doi:10.1007/s40279-020-01332-6

Cited by 54 publications

(49 citation statements)

References 57 publications

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“…This seems to suggest that while GYM is more skilled than PRI, its limited practice (one year only) diminished the differences post-training from the non-expert children and allowed PRI to approach GYM in performing the backward rolling, a more complex skill than the forward roll. This agrees with Brian et al [23] and confirms that the transition from a rudimental skill level to an advanced one requires more practice and makes the proficiency barrier a difficult goal to overcome without an adequate period of specific and structured practice.…”

Section: Study 2 (Responsiveness Of the Infosas)supporting

confidence: 91%

“…Practice based only on non-structured free play during childhood is not enough to determine the improvement of FMS [23]. Guiding the child through instructions and structured practice to improve his ability and make him overpass the proficiency barrier is therefore paramount during childhood.…”

Section: Introductionmentioning

confidence: 99%

“…Postponing the learning of rolling patterns to adolescence may lead to less effective results for the learners because of their different ways to cope with the fear and uncertainty of the body's control, especially in unusual rollovers and, more than likely, to a proficiency barrier that occurs between the fundamental and transitional levels of motor skill development. Children who reach high levels of competence above this proficiency barrier are more skilled than ones who have delayed motor experiences, and they are more like to continue engaging in physical activity throughout their lifespan [23,26]. Similarly, even postponing the learning of the rollover skills can be dangerous, especially for overweight children who experience troubles in the biomechanical execution of rolls because of their morphological features [27] or their limited muscular strength and ankle, hip, and back flexibility that are required to appropriately complete a roll [28,29], possibly causing unsafe conditions for the cervical spine [30].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Assessing Rolling Abilities in Primary School Children: Physical Education Specialists vs. Generalists

Invernizzi

Signorini

Colella

et al. 2020

IJERPH

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Teaching physical education requires competencies to conduct the classes and to assess the motor skills of practitioners. Specialists (physical education professionals) and generalists (primary school teachers) differently experienced motor tasks during their academic education. This study aimed to compare the teachers’ ability in assessing the children’s forward and backward rolls from the analysis of the reliability of an evaluation grid of rolling abilities (Information Scale for Agility on the Soil, InfoSAS), which was investigated in a first study with teachers. A second study in young children explored the responsiveness of the InfoSAS to discriminate by skill level or by training effects. When administered by specialists, the InfoSAS resulted in being reliable (forward: p = 0.087 and p = 0.908; backward: p = 0.926 and p = 0.910; intra- and inter-rater reliability, respectively) and responsive in detecting differences due to expertise (gymnasts vs. primary school children; forward: p = 0.003, backward: p = 0.016) or improvements after specific training in rolling (pre- vs. post-children’s training; forward: p = 0.005, backward: p = 0.001). The results support the conclusion that specialists exhibit higher competence than generalists, which allows proper application of the InfoSAS, possibly because of the practice of skills and reflective teaching styles in physical activity they experienced, along with their academic education in sport sciences.

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Section: Study 2 (Responsiveness Of the Infosas)supporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Assessing Rolling Abilities in Primary School Children: Physical Education Specialists vs. Generalists

Invernizzi

Signorini

Colella

et al. 2020

IJERPH

View full text Add to dashboard Cite

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“…Most children can develop a minimal level of motor skill proficiency with free play. The minimal level enables them movement with less advanced patterns that is limited to respond to perturbations (Brian et al, 2020). It is most likely to make creative movement responses less possible and probable.…”

Section: Discussionmentioning

confidence: 99%

Teaching strategies for promoting motor creativity and motor skill proficiency in early childhood

Marinšek

Lukman

2021

Economic Research-Ekonomska Istraživanja

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Existing research provides ambiguous evidence for associations between motor competency and motor creativity. Therefore, this study examined the association between motor skill proficiency and motor creativity. The Test of Gross Motor Development (second edition) and Bertsch's motor creativity test were used to assess motor skill proficiency and motor creativity among 39 children aged five to six. Results revealed that motor proficiency and motor creativity are not interrelated traits. Therefore, it is necessary to use different teaching strategies to promote these traits. Teaching with direct instructions and reproduction of demonstrated movement is probably the most appropriate to acquaint children with motor skills. Learning through play with less explicit teaching instructions and emphasis on motivating children to find novel and original solutions to the motor tasks is probably more suitable for facilitating motor creativity.

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“…More specifically, he proposed that individuals with FMS incompetency will face problems achieving proficiency with complex motor skills and thereafter may not be able to take part in sport-specific activities (i.e., swimming, tennis, volleyball) at the top level of the model. Although Seefeldt`s hypothesis has been embraced and promoted in the field of motor development, there is still a lack of empirical testing of the relationships between the various layers [ 29 ].…”

Section: Introductionmentioning

confidence: 99%

Relationship between motor fitness, fundamental movement skills, and quality of movement patterns in primary school children

Eungpinichpong

Ruan

et al. 2021

PLoS ONE

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Seefeldt`s classic motor development pyramid model recognizes the significance of fundamental movement skills (FMS) in physical activities and proposes a “proficiency barrier” between FMS and higher-level specific sports skills during middle childhood. However, the relationship between the layers of the conceptual model has not been empirically tested. This study investigated motor fitness (MF), FMS, and quality of movement patterns (QMP) in 7–10 years old children and evaluated the relationships among them. A total of 117 children were randomly selected to take tests of MF, the Test of Gross Motor Development-2 (TGMD-2), and the Functional Movement Screen (FMS™). MF and FMS levels were classified according to percentile ranges. Two multiple (R×C) Chi-Square tests were applied to analyze the relationships between MF, FMS, and QMP. Post-hoc testing estimated the possibility of FMS and QMP to predict MF. The results showed that boys scored significantly higher on the object-control subtest and on the TGMD-2 compared to girls (p<0.001), while girls scored significantly higher on the FMS™ (p = 0.001). FMS score and QMP level were weakly correlated with MF (FMS: χ2 = 14.605, p = 0.006, Cramer`s V = 0.25; QMP: χ2 = 13.943, p = 0.007, Cramer`s V = 0.24). Thus, 60.5% of children with “excellent” FMS and 59.6% with “high” QMP were categorized as having a “good” MF. In contrast, only 23.1% of children with “poor” FMS and 24.3% with “low” QMP were classified as having a “good” MF. Our results confirm MF, FMS, and QMP are correlated with each other, although this relationship is weak. Further, a possible motor skill proficiency barrier exists already in children 7–10 years old. The study results support the promotion of physical activity and motor skill development in primary school children.

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Reconceptualizing and Operationalizing Seefeldt’s Proficiency Barrier: Applications and Future Directions

Cited by 54 publications

References 57 publications

Assessing Rolling Abilities in Primary School Children: Physical Education Specialists vs. Generalists

Assessing Rolling Abilities in Primary School Children: Physical Education Specialists vs. Generalists

Teaching strategies for promoting motor creativity and motor skill proficiency in early childhood

Relationship between motor fitness, fundamental movement skills, and quality of movement patterns in primary school children

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