Ball skills: bibliography

Alder, D., Ford, P. R., Causer, J., & Williams, a. M. (2014). The coupling between gaze behavior and opponent kinematics during anticipation of badminton shots. Human Movement Science, 37, 167–179. doi:10.1016/j.humov.2014.07.002
 Alesi M, Bianco A, Padulo J, et al. Motor and cognitive growth following a football training program. Front Psychol 2015; 6:1627. [PMC free article

Ament, K., Mejia, A., Buhlman, R., Erklin, S., Caffo, B., Mostofsky, S., & Wodka, E. (2015). Evidence for specificity of motor impairments in catching and balance in children with autism. Journal of Autism and Developmental Disorders, 45(3), 742–51. doi:10.1007/s10803-014-2229-0

​To evaluate evidence for motor impairment specificity in autism spectrum disorder (ASD) and attention deficit/hyperactivity disorder (ADHD). Children completed performance-based assessment of motor functioning (Movement Assessment Battery for Children: MABC-2). Logistic regression models were used to predict group membership. In the models comparing typically developing and developmental disability (DD), all three MABC subscale scores were significantly negatively associated with having a DD. In the models comparing ADHD and ASD, catching and static balance items were associated with ASD group membership, with a 1 point decrease in performance increasing odds of ASD by 36 and 39 %, respectively. Impairments in motor skills requiring the coupling of visual and temporal feedback to guide and adjust movement appear specifically deficient in ASD.

Asmussen, M. J., Przysucha, E. P., & Dounskaia, N. (2014). Intersegmental dynamics shape joint coordination during catching in typically developing children but not in children with developmental coordination disorder. Journal of Neurophysiology, 111(7), 1417–28. doi:10.1152/jn.00672.2013

Factors shaping joint coordination during multijoint movements were studied using a one-handed ball-catching task. Typically developing (TD) boys between 9 and 12 yr of age, at which catching becomes consistently successful, and boys with developmental coordination disorder (DCD) of the same age participated in the study. The arm was initially stretched down. Catching was performed by flexing the shoulder and elbow and extending the wrist in the parasagittal plane. Catching success rate was substantially lower in children with DCD. Amplitudes and directions of joint motions were similar in both groups. Group differences were found in shoulder and elbow coordination patterns. TD children performed the movement predominantly by actively accelerating into flexion, one joint at a time-first the elbow and then the shoulder-and allowing passive interaction torque (IT) to accelerate the other joint into extension. Children with DCD tended to accelerate both joints into flexion simultaneously, suppressing IT. The results suggest that the TD joint coordination was shaped by the tendency to minimize active control of IT despite the complexity of the emergent joint kinematics. The inefficient control of IT in children with DCD points to deficiency of the internal model of intersegmental dynamics. Together, the findings advocate that joint coordination throughout a multijoint movement is a by-product of the control strategy that benefits from movement dynamics by actively accelerating a single joint and using IT for rotation of the other joint. Reduction of control-dependent noise is discussed as a possible advantage of this control strategy.

Barnett, L. M., Ridgers, N. D., & Salmon, J. (2015). Associations between young children’s perceived and actual ball skill competence and physical activity. Journal of Science and Medicine in Sport / Sports Medicine Australia, 18(2), 167–71. doi:10.1016/j.jsams.2014.03.001

OBJECTIVES: The relationship between actual and perceived object control competence (ball skills) and the contribution to young children's physical activity is not known.

DESIGN: Cross sectional study.

METHODS: The Test Gross Motor Development-2 assessed actual object control competence and a modified version of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children assessed perceived object control competence. Moderate- to vigorous-intensity physical activity was measured via accelerometry. Three mixed regression models were performed: (i) object control competence as the predictor and the outcome as perceived object control, (ii) perceived object control competence as the predictor and the outcome moderate to vigorous physical activity and (iii) actual object control as the predictor and the outcome moderate to vigorous physical activity. Models adjusted for school clustering, monitor wear time, sex and age. Interactions between respective predictor variables and sex were performed if warranted. A total of 102 children (56% boys, 44% girls) aged 4-8 years (M 6.3, SD 0.92) completed assessments.

RESULTS: Girls had lower perceived and actual object control competence and were less active than boys. Actual object control competence was positively associated with perceived object control competence (B=0.11, t(96)=2.25, p<0.001, p=0.027) and this relationship did not differ by sex (p=0.449); however, neither actual (p=0.092) nor perceived object control competence (p=0.827) were associated with moderate to vigorous physical activity.

DISCUSSION: Young children's perceived ball skill abilities appear to relate to actual competence; however, these measures were not associated with physical activity. In older children, object control skill is associated with physical activity so targeting young children's object control skills is an intervention priority.

Bufton, A., Campbell, A., Howie, E., & Straker, L. (2014). A comparison of the upper limb movement kinematics utilized by children playing virtual and real table tennis. Human Movement Science, 38, 84–93. doi:10.1016/j.humov.2014.08.004

Cohen, K. E., Morgan, P. J., Plotnikoff, R. C., Callister, R., & Lubans, D. R. (2014). Fundamental movement skills and physical activity among children living in low-income communities: a cross-sectional study. International Journal of Behavioral Nutrition and Physical Activity, 11(1), 49. doi:10.1186/1479-5868-11-49
 

Gentier, I., D’Hondt, E., Shultz, S., Deforche, B., Augustijn, M., Hoorne, S., … Lenoir, M. (2013). Fine and gross motor skills differ between healthy-weight and obese children. Research in Developmental Disabilities, 34(11), 4043–51. doi:10.1016/j.ridd.2013.08.040

Johnson, T. M., Ridgers, N. D., Hulteen, R. M., Mellecker, R. R., & Barnett, L. M. (2015). Does playing a sports active video game improve young children’s ball skill competence? Journal of Science and Medicine in Sport / Sports Medicine Australia. doi:10.1016/j.jsams.2015.05.002
 

Kantak, S. S., & Winstein, C. J. (2012). Learning-performance distinction and memory processes for motor skills: a focused review and perspective. Behavioural Brain Research, 228(1), 219–31. doi:10.1016/j.bbr.2011.11.028
 

LeGear, M., Greyling, L., Sloan, E., Bell, R. I., Williams, B.-L., Naylor, P.-J., & Temple, V. a. (2012). A window of opportunity? Motor skills and perceptions of competence of children in kindergarten. The International Journal of Behavioral Nutrition and Physical Activity, 9(1), 29. doi:10.1186/1479-5868-9-29

Sekaran, S. N., Reid, S. L., Chin, A. W., Ndiaye, S., & Licari, M. K. (2012). Catch! Movement kinematics of two-handed catching in boys with Developmental Coordination Disorder. Gait & Posture, 36(1), 27–32. doi:10.1016/j.gaitpost.2011.12.010

Wulf, G., Chiviacowsky, S., & Cardozo, P. L. (2014). Additive benefits of autonomy support and enhanced expectancies for motor learning. Human Movement Science, 37, 12–20. doi:10.1016/j.humov.2014.06.004