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A functional approach to movement analysis and error identification in sports and physical education.

ABSTRACT: In a hypothesis-and-theory paper, a functional approach to movement analysis in sports is introduced. In this approach, contrary to classical concepts, it is not anymore the "ideal" movement of elite athletes that is taken as a template for the movements produced by learners. Instead, movements are understood as the means to solve given tasks that in turn, are defined by to-be-achieved task goals. A functional analysis comprises the steps of (1) recognizing constraints that define the functional structure, (2) identifying sub-actions that subserve the achievement of structure-dependent goals, (3) explicating modalities as specifics of the movement execution, and (4) assigning functions to actions, sub-actions and modalities. Regarding motor-control theory, a functional approach can be linked to a dynamical-system framework of behavioral shaping, to cognitive models of modular effect-related motor control as well as to explicit concepts of goal setting and goal achievement. Finally, it is shown that a functional approach is of particular help for sports practice in the context of structuring part practice, recognizing functionally equivalent task solutions, finding innovative technique alternatives, distinguishing errors from style, and identifying root causes of movement errors.

SUBMITTER: Hossner EJ

PROVIDER: S-EPMC4564696 | biostudies-literature | 2015

REPOSITORIES: biostudies-literature

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A functional approach to movement analysis and error identification in sports and physical education.

Hossner Ernst-Joachim EJ Schiebl Frank F Göhner Ulrich U

Frontiers in psychology 20150910

In a hypothesis-and-theory paper, a functional approach to movement analysis in sports is introduced. In this approach, contrary to classical concepts, it is not anymore the "ideal" movement of elite athletes that is taken as a template for the movements produced by learners. Instead, movements are understood as the means to solve given tasks that in turn, are defined by to-be-achieved task goals. A functional analysis comprises the steps of (1) recognizing constraints that define the functional ...[more]

PMID: 26441717

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Project description:Background Functional Movement Screen (FMS) is used to evaluate the movement quality of an individual. However, the FMS composite score used to predict sports injuries is currently ambiguous. Further refinement of the FMS scoring method may be required to more accurately predict sports injuries. Objectives To investigate whether FMS scores could accurately predict sports injuries in college students with different levels of physical activity (PA) and sports performance (SP). Methods One hundred eighty-seven college students aged 18 to 22 were prospectively screened by the FMS test and grouped by the levels of PA and SP. Sports injury occurrences were monitored and collected 12 months later. Spearman's rank coefficients and binary logistic regression were used to identify the risk factors for sports injuries. The receiver operating characteristic (ROC) curve and the total area under the curve (AUC) value were used to determine the optimal FMS cut-off point for sports injuries. Results The FMS composite score (sum of the seven FMS tests) exhibited a fair association with sports injuries (r = −0.434, P < 0.001). Those with an FMS cut-off point of 17.5 were more likely to acquire sports injuries. The AUC value of the ROC curves was 0.764 (95% CI: 0.618–0.909) in the low PA students, 0.781 (95% CI: 0.729–0.936) in the moderate PA students, and 0.721 (95% CI: 0.613–0.879) in the high PA students. Furthermore, students stratified by SP level showed an AUC value of 0.730 (95% CI 0.607–0.853) in the low SP group and 0.778 (95% CI 0.662–0.894) in the moderate SP group, while it declined to 0.705 (95% CI 0.511–0.800) in the high SP group. The FMS cut-off score successfully identified individuals who reported sports injuries at a higher rate in the low (PA, 84.62%; SP, 90.48%) and moderate (PA, 93.75%; SP, 77.78%) groups than in the high groups (PA, 65.52%; SP, 57.89%). Conclusions The FMS composite score could be used to predict sports injuries in college students with an FMS cut-off value of 17.5. Population stratification by the levels of PA and SP seems to influence the predictive accuracy of the FMS.

Project description:ObjectivePhysical education, physical activity and sports provision are important factors in whole school health promotion, however, a standardised evaluation framework to evaluate the contribution of these components is lacking. A framework that accounts for the distinct structures and associated factors, that impact upon provision would facilitate a more coherent evaluation.MethodsA concept mapping methodology, involving the generation of factors relevant to school physical education, physical activity and sports provision and their subsequent thematic and numeric rating and sorting was utilised. Concept mapping effectively gathers, integrates, and visually and numerically represents the composite thinking of a group of relevant and expert stakeholders around a complex social phenomenon. Following a review of the extant literature and synthesis among 20 expert stakeholders, a list of 95 factor statements relevant to school physical education, physical activity and sports provision were developed.ResultsEach factor statement was rated and sorted by 197 multi-disciplinary participants. An eight-cluster framework that demonstrated good validity (stress value: 0.266), was derived from the data based on: 1. Partnerships and Pupil Centered Physical Education; 2. Physical Activity and Sports; 3. School Demographics; 4. Equipment, Facilities and Budget; 5. Extra Costs; 6. Curriculum and Policy; 7. School Management and 8. Timetable. Statements within the cluster on school management received the highest mean importance and modifiability ratings while statements within the cluster on school demographics received the lowest mean importance and modifiability ratings.ConclusionsEight overarching structures which account for school physical education, physical activity and sports provision have been identified. Within each of these, structures and overall factors of greatest importance and modifiability have been illuminated. Findings stemming from this rigorous methodology, provide the foundation for the development of a national provision evaluation index to inform both school-level and national policy and actions. It is recommended the current methodology is replicated in other nations to gain corresponding insights.

Project description:Objectives:The aim of this study was to assess the relationships between functional movement screen (FMS), star excursion balance test (SEBT), agility T test, and vertical jump test scores and sports injury risk in junior athletes. We compared these assessments and the differences between groups with high and low risks of sports injury. Subjects and Methods. Eleven volleyball, 12 basketball, and 9 handball athletes were recruited. All participants followed the routine training in school sports teams. Weekly training schedules followed a similar pattern. The 32 junior athletes (age = 16.06 ± 0.21?years; height = 167.28 ± 6.32?cm; and body?mass = 68.45 ± 9.67?kg) were assessed using the FMS, SEBT, agility T test, and vertical jump test in random order. The correlations of composite and individual item scores of these assessments were analyzed, and the differences between groups with high and low risks of sports injury were compared. Results:All participants completed the study protocol. No significant differences were observed between FMS, SEBT, agility T test, and vertical jump test scores in groups with high and low risks of sports injuries. Fair and moderate-to-good correlations were observed for anterior reach maximum of SEBT and deep squat (r = 0.47, P = 0.02) as well as inline lunge (r = 0.53, P = 0.01) of FMS. The hurdle step of FMS also exhibited moderate-to-good (r = 0.52, P = 0.01) and fair (r = 0.42, P = 0.04) correlations with posterior medial and posterior lateral reach maximum of SEBT, respectively. A fair correlation was observed between posterior lateral reach maximum of SEBT and rotary stability of FMS (r = -0.23, P = 0.03). Fair and moderate-to-good correlations were identified for agility T test and maximum anterior reach in the SEBT (r = -0.42, P = 0.04) and trunk stability push-up in the FMS, respectively (r = -0.57 and P = 0.006). Conclusions:Junior athletes with a high risk of sports injury did not exhibit differences in terms of FMS, SEBT, and physical fitness test scores. Deep squat, hurdle step, inline lunge, and rotary stability scores in the FMS were correlated with the item scores in the SEBT, which may be due to the use of similar movement patterns. Scores for anterior reach maximum in the SEBT and trunk stability push-up in the FMS were correlated with agility T test scores, suggesting a similar task requirement of trunk stability and dynamic weight shifting ability.

Project description:Unlike Dickens's novel, this is not a tale of light and darkness, order and chaos, good and evil…It is, though, a story worth to be told about two standpoints about games and sports, teaching and research, physical education simply put, that have pursued similar interests on parallel tracks for too long, despite their apparent closeness and shared cultural grounds. The objective of this conceptual analysis is to try and reconcile two perspectives, namely motor praxeology and teaching games for understanding (TGfU), born in the last third of the XX century in France and England with the intention to rethink the foundations of physical education (PE) and sports teaching. Pierre Parlebas, from the French side of the English Channel, claimed in 1967 that sports make part of PE, that team sports must be considered from a specific, sociomotor point of view, and that motor conducts (i.e., the significative organisation of motor behaviour), not sports techniques, are the corner-stone of PE and sports coaching. In the early 1980s, from the English side of La Manche, Almond, Thorpe, and Bunker made a plea for a shift in the way to teach games (sporting collective duels mostly), deeply concerned by the negative impact of the traditional technics-centred approach on motivation, competence and attained level of the least able in school situations. Our conclusion is that TGfU, or game-based approaches to sports coaching and teaching, can take great advantage of the motor-praxeological rationale for three reasons: firstly, because concepts like understanding, game sense and action principles are operatively, semiotically linked to the reality of the playing process; secondly, because the inner structures of the games that constrain players and guide their motor conducts, permit to integrate games in the general system of sporting games, no matter their level of institutionalisation; finally, because any motor intervention process is better thought of and more systematically developed upon the operational concepts of internal logic and expected practical effects of game playing. This time, Paris could be the place to go to in search of solutions, not the city to run away from in hope of consolation.

Project description:Adults (more than 18 years old) are likely to reproduce the habits that they acquired during childhood and adolescence (from 6 to 16 years old). For that reason, teachers and parents have the responsibility to promote an active and healthy lifestyle in children and adolescents. Even though every school subject should promote healthy activities, Physical Education (PE) is the most important subject to foster well-being habits associated to healthy lifestyle during sport practice and other kinds of active tasks. Indeed, there are many factors that influence the acquisition of healthy habits that should be taken into account when programs and activities are implemented in both educational and extracurricular context. In this sense, psychological and social factors are of utmost importance to achieve optimal experiences for an active and healthy lifestyle. However, due to the myriad of studies analyzing different factors in different contexts, there could be confusion when programs and pedagogical strategies are applied in educational or extracurricular contexts. The objective of this investigation is to analyse the state of art of the psychosocial factors which influence the engagement in physical activities and sport practice. The keywords used in this review were mainly: "Self-Determination Theory," "(intrinsic) motivation," "Psychological need satisfaction," "physical activity and sport engagement," "Elementary Education," "Secondary Education," "Physical Education." In addition, the Boolean data type "and," "or," and "not" were also used. The articles were selected according to the following criteria: (a) peer-reviewed original research published in international journals indexed in JCR or SJR, (b) published in English or Spanish, (c) about psychosocial factors which influence the physical activity and sport engagement, (d) in educational or extracurricular context. Research articles selected were found through Web of Science, Scopus, Google Scholar, SportDiscus (EBSCO-host), ERIC, PubMed, Medline, and PsycInfo databases. It was observed that physical activities and sport practice engagement are closely related to psychological factors. In particularly, intrinsic motivation was able to determine the active participation in any activity, including physical activity and sport practice during the implementation of Small-Sided Games and other kinds of pedagogical strategies (e.g., Pedagogical Models). Motivation was also closely related to flow state. Finally, these variables should be considered in order to organize effective programs to promote an active and healthy lifestyle in Physical Education classes.

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A functional approach to movement analysis and error identification in sports and physical education.

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A functional approach to movement analysis and error identification in sports and physical education.

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