Validation of a backswing developmental sequence for the overarm throw for force
- Beseler, Bradley, Williams, Kathleen, Plumb, Mandy
- Authors: Beseler, Bradley , Williams, Kathleen , Plumb, Mandy
- Date: 2021
- Type: Text , Journal article
- Relation: Journal of Motor Learning and Development Vol. 9, no. 3 (Dec 2021), p. 383-398
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- Description: Background: Roberton's movement components are used to assess fundamental motor skills as segmental developmental sequences. In 1991, Haywood, Williams and VanSant determined that original developmental sequences proposed for the backswing levels of the overarm throw did not encompass all ages. Their study of older throwers identified two new qualitatively different levels, with half the participants categorized at two new levels. This investigation extended the initial validation across a wider age range. Method: Two hundred and twenty-eight primary, high school, university students, and adults were instructed to make five throws for maximum force using their dominant hand. Throws were recorded with side and rear cameras synchronized for analysis. Prelongitudinal screening was used to analyze the Haywood et al. revisions of the Langendorfer developmental sequence. Results: Five of the six levels of Haywood's sequence were suitable for assessing throwers 8 years of age through to adulthood. More study is needed of one less advanced pattern. Lower level throws corresponded to lower velocities; higher level throws were faster, suggesting the sequence was properly ordered. More males than females were classified at higher levels, demonstrating typical gender differences. Discussion: The categories hypothesized for the backswing action of the overarm throw were valid descriptors of differences observed across ages, from childhood to adulthood. Additional study of Levels 3 and 4 is warranted to clarify their order.
- Authors: Beseler, Bradley , Williams, Kathleen , Plumb, Mandy
- Date: 2021
- Type: Text , Journal article
- Relation: Journal of Motor Learning and Development Vol. 9, no. 3 (Dec 2021), p. 383-398
- Full Text:
- Reviewed:
- Description: Background: Roberton's movement components are used to assess fundamental motor skills as segmental developmental sequences. In 1991, Haywood, Williams and VanSant determined that original developmental sequences proposed for the backswing levels of the overarm throw did not encompass all ages. Their study of older throwers identified two new qualitatively different levels, with half the participants categorized at two new levels. This investigation extended the initial validation across a wider age range. Method: Two hundred and twenty-eight primary, high school, university students, and adults were instructed to make five throws for maximum force using their dominant hand. Throws were recorded with side and rear cameras synchronized for analysis. Prelongitudinal screening was used to analyze the Haywood et al. revisions of the Langendorfer developmental sequence. Results: Five of the six levels of Haywood's sequence were suitable for assessing throwers 8 years of age through to adulthood. More study is needed of one less advanced pattern. Lower level throws corresponded to lower velocities; higher level throws were faster, suggesting the sequence was properly ordered. More males than females were classified at higher levels, demonstrating typical gender differences. Discussion: The categories hypothesized for the backswing action of the overarm throw were valid descriptors of differences observed across ages, from childhood to adulthood. Additional study of Levels 3 and 4 is warranted to clarify their order.
10 tips for using video analysis more effectively in physical education
- Beseler, Bradley, Plumb, Mandy
- Authors: Beseler, Bradley , Plumb, Mandy
- Date: 2019
- Type: Text , Journal article
- Relation: Journal of Physical Education, Recreation and Dance Vol. 90, no. 1 (2019), p. 52-56
- Full Text: false
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- Description: In order for video replay to be an effective assessment and teaching tool, a number of steps need to be followed. This article provides some useful tips for physical educators to ensure they are implementing this video technology effectively when teaching the overarm throw.
Effect of instructions on selected jump squat variables
- Talpey, Scott, Young, Warren, Beseler, Bradley
- Authors: Talpey, Scott , Young, Warren , Beseler, Bradley
- Date: 2016
- Type: Text , Journal article
- Relation: Journal of Strength and Conditioning Research Vol. 30, no. 9 (2016), p. 2508-2513
- Full Text: false
- Reviewed:
- Description: Talpey, SW, Young, WB, and Beseler, B. Effect of instructions on selected jump squat variables. J Strength Cond Res 30(9): 2508-2513, 2016-The purpose of this study was to compare 2 instructions on the performance of selected variables in a jump squat (JS) exercise. The second purpose was to determine the relationships between JS variables and sprint performance. Eighteen male subjects with resistance training experience performed 2 sets of 4 JS with no extra load with the instructions to concentrate on (a) jumping for maximum height and (b) extending the legs as fast as possible to maximize explosive force. Sprint performance was assessed at 0- to 10-m and 10- to 20-m distances. From the JS jump height, peak power, relative peak power, peak force, peak velocity, and countermovement distance were measured from a force platform and position transducer system. The JS variables under the 2 instructions were compared with paired t-tests, and the relationships between these variables and sprint performance were determined with Pearson's correlations. The jump height instruction produced greater mean jump height and peak velocity (p < 0.05), but the fast leg extension instruction produced greater (p < 0.05) peak force (3.7%). There was a trivial difference between the instructions for peak power output (p > 0.05). Jump height was the variable that correlated most strongly with 10-m time and 10- to 20-m time under both instructions. The height instruction produced a stronger correlation with 10-m time (r = -0.455), but the fast leg extension JS produced a greater correlation with 10-20 time (r = -0.545). The results indicate that instructions have a meaningful influence on JS variables and therefore need to be taken into consideration when assessing or training athletes.
Temporal samples of visual information guides skilled interception
- Müller, Sean, Beseler, Bradley, Morris-Binelli, Khaya, Mesagno, Christopher
- Authors: Müller, Sean , Beseler, Bradley , Morris-Binelli, Khaya , Mesagno, Christopher
- Date: 2024
- Type: Text , Journal article
- Relation: Frontiers in Psychology Vol. 15, no. (2024), p.
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- Description: This study investigated whether performance of an interceptive skill requires an intact visual-perception-action cycle. Eleven skilled male Australian rules football athletes (Mage = 17.54, SD = 0.15) were recruited from an elite developmental pathway squad for a within-subject study. Participants were required to kick a ball directly at a goal from a 20-meter distance while wearing a pair of stroboscopic glasses. The glasses were used to create four vision conditions. Condition one kept intact the visual-perception-action cycle with uninterrupted vision of the motor skill. Three other conditions included stroboscopic vision that presented temporal samples of vision, which interrupted the perception-action cycle through progressive increases to intermittent vision occlusion of the motor skill. Goal kick error of ball position relative to a central target line within the goal and number of successful goals kicked were measured. Written report of internal and external focus of attention was also measured after each vision condition. Generalized estimating equation analysis did not reveal a significant decrement in kick target error, nor accuracy of goals scored, across normal to stroboscopic vision conditions. Performance was maintained despite a shift in attention focus from external to internal across normal to stroboscopic vision conditions. These findings have theoretical and practical implications for the visual regulation of skilled interceptive actions. Copyright © 2024 Müller, Beseler, Morris-Binelli and Mesagno.
- Authors: Müller, Sean , Beseler, Bradley , Morris-Binelli, Khaya , Mesagno, Christopher
- Date: 2024
- Type: Text , Journal article
- Relation: Frontiers in Psychology Vol. 15, no. (2024), p.
- Full Text:
- Reviewed:
- Description: This study investigated whether performance of an interceptive skill requires an intact visual-perception-action cycle. Eleven skilled male Australian rules football athletes (Mage = 17.54, SD = 0.15) were recruited from an elite developmental pathway squad for a within-subject study. Participants were required to kick a ball directly at a goal from a 20-meter distance while wearing a pair of stroboscopic glasses. The glasses were used to create four vision conditions. Condition one kept intact the visual-perception-action cycle with uninterrupted vision of the motor skill. Three other conditions included stroboscopic vision that presented temporal samples of vision, which interrupted the perception-action cycle through progressive increases to intermittent vision occlusion of the motor skill. Goal kick error of ball position relative to a central target line within the goal and number of successful goals kicked were measured. Written report of internal and external focus of attention was also measured after each vision condition. Generalized estimating equation analysis did not reveal a significant decrement in kick target error, nor accuracy of goals scored, across normal to stroboscopic vision conditions. Performance was maintained despite a shift in attention focus from external to internal across normal to stroboscopic vision conditions. These findings have theoretical and practical implications for the visual regulation of skilled interceptive actions. Copyright © 2024 Müller, Beseler, Morris-Binelli and Mesagno.
- Beseler, Bradley, Mesagno, Christopher, Young, Warren, Harvey, Jack
- Authors: Beseler, Bradley , Mesagno, Christopher , Young, Warren , Harvey, Jack
- Date: 2016
- Type: Text , Journal article
- Relation: Journal of Sport Behavior Vol. 39, no. 1 (2016), p. 22-38
- Full Text: false
- Reviewed:
- Description: In Australian Football, set shot goal kicking is when a player has a shot at goal after taking a mark (i.e., catching a kicked ball) or receiving a free kick (i.e., penalty from an opposing player). In the past two decades, Australian football has improved in nearly all aspects of the game, yet set shot goal kicking accuracy has declined. The purpose of the current pilot study was to investigate whether pressure acclimatization training improves Australian football goal kicking under pressure. Twelve football players assigned to either an experimental (EG) or a control group (CG) completed a pre-intervention test, intervention, and post-intervention test. During the pre-intervention and post-intervention tests, participants attempted 10 goal kicking trials under low pressure (LP) and high pressure (HP) conditions. After five attempts, participants completed an anxiety questionnaire. During the intervention period, the EG practiced under HP, while the CG practiced under LP. These pilot results indicated a significant increase in participants ' anxiety from LP to HP for both groups and a significant decrease in accuracy from pre-intervention to post-intervention. In the post-intervention test, the CG was more accurate under HP than the EG, indicating no significant advantage by practicing under pressure and contradicting other acclimatization studies. These results may ignite a debate about the benefits of acclimatization training, but caution should be exercised when interpreting the results considering the pilot nature of the study. Larger sample sizes should be used to further explore these effects. Future research in acclimatization training is discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
- Beseler, Bradley, Mesagno, Christopher, Spittle, Michael, Johnson, Nicola, Harvey, Jack, Talpey, Scott, Plumb, Mandy
- Authors: Beseler, Bradley , Mesagno, Christopher , Spittle, Michael , Johnson, Nicola , Harvey, Jack , Talpey, Scott , Plumb, Mandy
- Date: 2022
- Type: Text , Journal article
- Relation: Journal of Motor Learning and Development Vol. 10, no. 2 (2022), p. 309-327
- Full Text: false
- Reviewed:
- Description: Background: The purpose of this study was to examine the effect of the follow-through on thrown ball velocity, potentially justifying inclusion of the follow-through in Roberton’s five critical components. Method: Seventy-eight University students participated in the overarm, dominant hand, throwing task, which involved throwing a standard tennis ball with maximum force three times. Each throw was filmed by two cameras placed behind and to the open side of the thrower to assess the throwing technique. The velocity of the throws was recorded with a radar gun. Results: Results indicated that, after accounting for the effects of gender, age, and throwing experience, there was a significant effect of follow-through level on throw velocity. Analysis of covariance also revealed a significant gender effect, with males throwing significantly faster than females. Results indicated the follow-through had the second largest impact on thrown ball velocity of all six components. Discussion: These findings provide preliminary support that the follow-through should be added to Roberton’s developmental levels. The inclusion of the follow-through component could assist teachers and coaches to facilitate learner and athlete development and could also improve the accuracy of throwing development assessment. © 2022 Human Kinetics, Inc.
Examining the assessment and development of a fundamental motor skill and the efficacy of peer teaching instructional approaches
- Authors: Beseler, Bradley
- Date: 2022
- Type: Text , Thesis , PhD
- Full Text:
- Description: The overall purpose of this dissertation was to examine the process of assessing and developing the Fundamental Motor Skills (FMS) of overarm throwing. This dissertation involved two foci: qualitative assessment of FMS and the efficacy of peer teaching approaches. The first focus was to contribute to qualitative assessment of FMS research by examining an assessment system commonly used to assess overarm throwing development. The second focus was to examine the efficacy of peer teaching instructional approaches on improving overarm throwing performance of pre-service physical education (PE) teachers to determine whether these approaches could facilitate pre-service PE teachers to efficiently develop FMS proficiency. PE teachers who can proficiently perform FMS are better equipped to teach these skills; their demonstrations provide the learners a “blueprint” of the skill they are trying to acquire. The research includes four separate studies. The first two studies examined Roberton’s levels (Roberton & Halverson, 1984), a qualitative assessment system used extensively for over four decades to research overarm throwing development, primarily examining the technique of children and older throwers. Study 1 attempted to validate one of the backswing sequences (Haywood et al., 1991) to authenticate it for assessing the backswing component of university-aged throwers. The findings provided preliminary support that the Haywood et al. backswing sequence, previously only validated for assessing the backswing technique of older throwers, was suitable for assessing the backswing of the university-aged throwers. Study 2 examined the impact of the follow-through on throwing velocity. Findings showed the follow-through had the second largest impact on throwing velocity of all the six components, providing preliminary support for the inclusion of the follow-through component to the existing five components of Roberton’s (Roberton & Halverson, 1984) levels, making this system more accurate and comprehensive. Study 3 and 4 both utilised a quasi-experimenal between-subjects pre-test, intervention, post-test, and retention test designs. The participants were allocated to one of three experimental groups: a Video Analysis Group (VAG), a Verbal Group (VG), and a Control Group (CG). During the interventions the VAG and VG worked in pairs in a Reciprocal style of peer teaching (Mosston & Ashworth, 2002). The VAG and VG interventions were identical except the VAG had access to video analysis technology and the CG completed unrelated course work. Study 3, a single session intervention, and Study 4, a three-session intervention, attempted to ascertain whether video analysis affects throwing technique of participants working in reciprocal peer teaching settings. The findings indicated the impact of video analysis may be dependent on the number of intervention sessions. In Study 3, video analysis in a single session intervention appeared to accelerate the participants throwing improvement. Study 4 revealed video analysis was not vital over the course of the three sessions. The VAG and VG achieved similar throwing improvements that were superior to the CG who did not experience the peer teaching intervention. The findings from this dissertation have identified scope for the Roberton’s levels (Roberton & Halverson, 1984) to be refined and the two peer teaching instructional approaches examined have been shown to be effective when trying to develop overarm throwing. Furthermore, these findings can inform Physical Education Teacher Education Programs, potentially preparing graduate PE teachers more effectively to develop their students’ FMS, which may increase the involvement of children and adolescents in sport and physical activity because they will have the necessary skills to successfully engage in these activities.
- Description: Doctor of Philosophy
- Authors: Beseler, Bradley
- Date: 2022
- Type: Text , Thesis , PhD
- Full Text:
- Description: The overall purpose of this dissertation was to examine the process of assessing and developing the Fundamental Motor Skills (FMS) of overarm throwing. This dissertation involved two foci: qualitative assessment of FMS and the efficacy of peer teaching approaches. The first focus was to contribute to qualitative assessment of FMS research by examining an assessment system commonly used to assess overarm throwing development. The second focus was to examine the efficacy of peer teaching instructional approaches on improving overarm throwing performance of pre-service physical education (PE) teachers to determine whether these approaches could facilitate pre-service PE teachers to efficiently develop FMS proficiency. PE teachers who can proficiently perform FMS are better equipped to teach these skills; their demonstrations provide the learners a “blueprint” of the skill they are trying to acquire. The research includes four separate studies. The first two studies examined Roberton’s levels (Roberton & Halverson, 1984), a qualitative assessment system used extensively for over four decades to research overarm throwing development, primarily examining the technique of children and older throwers. Study 1 attempted to validate one of the backswing sequences (Haywood et al., 1991) to authenticate it for assessing the backswing component of university-aged throwers. The findings provided preliminary support that the Haywood et al. backswing sequence, previously only validated for assessing the backswing technique of older throwers, was suitable for assessing the backswing of the university-aged throwers. Study 2 examined the impact of the follow-through on throwing velocity. Findings showed the follow-through had the second largest impact on throwing velocity of all the six components, providing preliminary support for the inclusion of the follow-through component to the existing five components of Roberton’s (Roberton & Halverson, 1984) levels, making this system more accurate and comprehensive. Study 3 and 4 both utilised a quasi-experimenal between-subjects pre-test, intervention, post-test, and retention test designs. The participants were allocated to one of three experimental groups: a Video Analysis Group (VAG), a Verbal Group (VG), and a Control Group (CG). During the interventions the VAG and VG worked in pairs in a Reciprocal style of peer teaching (Mosston & Ashworth, 2002). The VAG and VG interventions were identical except the VAG had access to video analysis technology and the CG completed unrelated course work. Study 3, a single session intervention, and Study 4, a three-session intervention, attempted to ascertain whether video analysis affects throwing technique of participants working in reciprocal peer teaching settings. The findings indicated the impact of video analysis may be dependent on the number of intervention sessions. In Study 3, video analysis in a single session intervention appeared to accelerate the participants throwing improvement. Study 4 revealed video analysis was not vital over the course of the three sessions. The VAG and VG achieved similar throwing improvements that were superior to the CG who did not experience the peer teaching intervention. The findings from this dissertation have identified scope for the Roberton’s levels (Roberton & Halverson, 1984) to be refined and the two peer teaching instructional approaches examined have been shown to be effective when trying to develop overarm throwing. Furthermore, these findings can inform Physical Education Teacher Education Programs, potentially preparing graduate PE teachers more effectively to develop their students’ FMS, which may increase the involvement of children and adolescents in sport and physical activity because they will have the necessary skills to successfully engage in these activities.
- Description: Doctor of Philosophy
Examining single session peer-teaching instructional approaches on pre-service physical education teachers’ throwing techniques
- Beseler, Bradley, Plumb, Mandy, Spittle, Michael, Johnson, Nicola, Harvey, Jack, Mesagno, Christopher
- Authors: Beseler, Bradley , Plumb, Mandy , Spittle, Michael , Johnson, Nicola , Harvey, Jack , Mesagno, Christopher
- Date: 2024
- Type: Text , Journal article , Review
- Relation: Perceptual and Motor Skills Vol. 131, no. 1 (2024), p. 246-266
- Full Text:
- Reviewed:
- Description: An important role of a Physical Education (PE) teacher is to assist students to develop the fundamental motor skills (FMS) that will allow them to participate in physical activities with competence and confidence. Thus, PE teachers require the knowledge and skills to carry out this crucial task. In the crowded curricula of Physical Education Teacher Education (PETE) programs, there are limited opportunities for pre-service PE teachers to learn how to analyze and perform a large list of motor skills. Our purposes in this study were to determine whether a single session peer-teaching intervention could improve pre-service PE teachers’ short-term non-dominant hand overarm throwing performances and to examine these students’ perceptions of the interventions. We allocated 47 pre-service PE teaching students (24 males; 23 females) to one of three experimental groups: a Video Analysis Group (VAG; n = 17), a Verbal Group (VG; n = 19), and a Control Group (CG; n = 11), based on the class in which they were enrolled. VAG and VG participants worked with a partner of their choice in reciprocal peer-teaching to improve each other’s non-dominant hand throwing technique. VAG and VG interventions were identical except that VAG participants accessed video analysis technology. CG participants completed unrelated course work that involved no overarm throwing activities. A single 20-minute session of peer teaching with video analysis feedback during practice led to rapid enhancements in non-dominant hand overarm throwing skills. While all three groups improved their performance by retention testing, participants in the VAG group improved most quickly. Participants in both the VAG and VG groups reported that their respective interventions improved their throwing and Qualitative Movement Diagnosis (QMD) skills. Based on these results, we suggest that PETE programs integrate peer-teaching and video analysis sessions into fundamental movement courses to accelerate students’ motor skill acquisitions. © The Author(s) 2023.
- Authors: Beseler, Bradley , Plumb, Mandy , Spittle, Michael , Johnson, Nicola , Harvey, Jack , Mesagno, Christopher
- Date: 2024
- Type: Text , Journal article , Review
- Relation: Perceptual and Motor Skills Vol. 131, no. 1 (2024), p. 246-266
- Full Text:
- Reviewed:
- Description: An important role of a Physical Education (PE) teacher is to assist students to develop the fundamental motor skills (FMS) that will allow them to participate in physical activities with competence and confidence. Thus, PE teachers require the knowledge and skills to carry out this crucial task. In the crowded curricula of Physical Education Teacher Education (PETE) programs, there are limited opportunities for pre-service PE teachers to learn how to analyze and perform a large list of motor skills. Our purposes in this study were to determine whether a single session peer-teaching intervention could improve pre-service PE teachers’ short-term non-dominant hand overarm throwing performances and to examine these students’ perceptions of the interventions. We allocated 47 pre-service PE teaching students (24 males; 23 females) to one of three experimental groups: a Video Analysis Group (VAG; n = 17), a Verbal Group (VG; n = 19), and a Control Group (CG; n = 11), based on the class in which they were enrolled. VAG and VG participants worked with a partner of their choice in reciprocal peer-teaching to improve each other’s non-dominant hand throwing technique. VAG and VG interventions were identical except that VAG participants accessed video analysis technology. CG participants completed unrelated course work that involved no overarm throwing activities. A single 20-minute session of peer teaching with video analysis feedback during practice led to rapid enhancements in non-dominant hand overarm throwing skills. While all three groups improved their performance by retention testing, participants in the VAG group improved most quickly. Participants in both the VAG and VG groups reported that their respective interventions improved their throwing and Qualitative Movement Diagnosis (QMD) skills. Based on these results, we suggest that PETE programs integrate peer-teaching and video analysis sessions into fundamental movement courses to accelerate students’ motor skill acquisitions. © The Author(s) 2023.
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