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The adoption of compensatory movement patterns occurs when limitations in mobility, stability, or motor control prevent proper motion from occurring. These dysfunctional movements may inhibit fundamental motor skill development and negatively influence perceived movement competence, impeding the development of physical literacy. Therefore, this study examined the relationship between functional movement and perceived and actual motor skill competence in young adolescents. Functional movement proficiency was determined using the Functional Movement Screen (FMS™), which provides three variables of interest: (a) FMS™total score, (b) number of asymmetries, and (c) number of movement pattern dysfunctions. Perceived physical competence was assessed through the Children and Youth Physical Self-Perception Profile. Finally, the Get Skilled: Get Active process-oriented motor skill assessment was used to evaluate vertical jump, kick, run, and overhand throw proficiency. A significant positive correlation between FMS™total score and vertical jump performance was found. A positive relationship was also found between the number of asymmetries and overhand throw performance. The Children and Youth Physical Self-Perception Profile constructs of body attractiveness and physical condition were positively associated with FMS™total score, and physical condition was also shown to be inversely related to the number of movement pattern dysfunctions. Results suggest that functional movement may underpin movement competence and confidence.

The purpose of this study was to compare the relative effects of self-controlled knowledge of results (SCKR) to other KR schedules of varying relative frequency (25%, 50%, and 100% of acquisition trials) on motor skill learning. Participants received basic instructions on the soccer overhead throw and then performed 50 acquisition trials, during which KR was provided according to the assigned schedule, followed by a retention test, during which no KR was provided. Retention scores were highest for the SCKR and 50% KR frequency groups who shared comparable absolute KR frequency and distribution relative to successful versus unsuccessful trials. These results indicated that both self-control and moderate frequency feedback enhanced learning, supporting an inverted U-shaped effect of feedback frequency on skill acquisition.

This study explored the influence of instructions that combine internal and external foci. Fifty-one subjects were randomly divided into 3 groups: internal only, external only, and a combined internal and external focus. The task was the overhand lacrosse throw for accuracy from a stationary position to a target located on a wall 6 m away. Following a 10-trial pretest, instructions were provided according to attentional focus group assignment and participants performed 8 blocks of 10 practice throws. Following a 2-day period of no practice, retention and transfer tests were performed. A significant Group × Block interaction was found, F (14, 336) = .57, indicating that the external focus group was more accurate than the combined focus group on the first and second practice blocks. This external focus benefit diminished in later trials and no significant differences for group were found for retention or transfer. Participants performed significantly better on the retention test than on the pretest. Subjects were also asked to estimate what percentage of the practice trials they actually focused on the instructions provided. Responses ranged from 10% to 95% (M = 64%), raising questions regarding how learners use instructional information. Subscribe to TPE

Studies examining attentional focus in the motor performance of children and young adolescents have produced mixed results. We studied 26 seventh-grade physical education student volunteers ( Mage = 12.7 years; SD = 0.56) who performed two standing long jumps for maximum displacement in four counterbalanced instructional conditions: (a) no cues provided, (b) focus on rapid knee extension, (c) focus on rapid forward arm swing, and (d) focus to jump as close as possible to a cone placed at 3 meters. The last condition, encouraging an external focus, led to significantly greater jumping distances and significantly lower projection angles (36.9°) when compared with internal attentional foci on the actions of the legs (40.2°) and arms (38.6°). Compared with the leg focus, the arm focus lead to significantly greater jumping distances but no differences for projection angle. While these results are consistent with those of past adult participants, when comparing external and internal attentional foci, this study extended these findings to adolescents and revealed differences in projection angle, indicating that cueing young adolescents to focus on arm action did not appear to constrain movement in the same manner as it has in adults.

The purpose of this study was to examine whether functional movement proficiency could be improved as measured via the Functional Movement Screen using a standardized warm-up protocol in middle school physical education. A secondary purpose was to determine whether such improvement, if it occurred, would positively influence the technical performance of 4 fundamental motor skills: overhand throw, vertical jump, kicking, and running.Participants were 120 7th- and 8th-grade physical education student volunteers. Two classes from each grade level were assigned to the functional group (N = 54) while the remaining 2 classes of each grade were assigned to the control group (N = 66). Baseline measures were obtained using the Functional Movement Screen and the Get Skilled: Get Active (2000) process-oriented motor skill assessment. For 6 weeks, the functional group warmed up by performing functional stretching, stability, and mobility exercises while the control group completed a traditional dynamic warm-up.According to gain score analysis, those in the functional group significantly reduced dysfunctional movements (scores of 1) compared with those in the control group. Further, boys in the functional group significantly improved their Functional Movement Screen composite score as compared with their male counterparts in the control group whose scores declined. No differences were found for fundamental motor skill performance.Replacing the traditional dynamic warm-up with one that emphasizes functional movement in preparation for activity in physical education appears effective for correcting movement dysfunctions in young adolescents.