Effects of different instructional constraints on task performance and emergence of coordination in children

Chow, Jia, Koh, Michael, Davids, Keith, Button, Chris, & Rein, Robert (2014) Effects of different instructional constraints on task performance and emergence of coordination in children. European Journal of Sport Science, 14(3), pp. 224-232.

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Abstract

The objectives of this study were to determine the impact of different instructional constraints on standing board jump (sbj) performance in children and understand the underlying changes in emergent movement patterns. Two groups of novice participants were provided with either externally or internally focused attentional instructions during an intervention phase. Pre- and post-test sessions were undertaken to determine changes to performance and movement patterns. Thirty-six primary fourth-grade male students were recruited for this study and randomly assigned to either an external, internal focus or control group. Different instructional constraints with either an external focus (image of the achievement) or an internal focus (image of the act) were provided to the participants. Performance scores (jump distances), and data from key kinematic (joint range of motion, ROM) and kinetic variables (jump impulses) were collected. Instructional constraints with an emphasis on an external focus of attention were generally more effective in assisting learners to improve jump distances. Intra-individual analyses highlighted how enhanced jump distances for successful participants may be concomitant with specific changes to kinematic and kinetic variables. Larger joint ROM and adjustment to a comparatively larger horizontal impulse to a vertical impulse were observed for more successful participants at post-test performance. From a constraints-led perspective, the inclusion of instructional constraints encouraging self-adjustments in the control of movements (i.e., image of achievement) had a beneficial effect on individuals performing the standing broad jump task. However, the advantage of using an external focus of attentional instructions could be task- and individual-specific.

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ID Code: 88598
Item Type: Journal Article
Refereed: Yes
Keywords: Instructional constraints, standing broad jump, coordination changes, constraints-led approach
DOI: 10.1080/17461391.2013.780097
ISSN: 1746-1391
Divisions: Current > QUT Faculties and Divisions > Faculty of Health
Current > Institutes > Institute of Health and Biomedical Innovation
Copyright Owner: Copyright 2013 European College of Sport Science
Deposited On: 10 Nov 2015 23:01
Last Modified: 10 Nov 2015 23:01

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