Mental Imagery Training and Its Effect on Standing Long Jump Scores in Grade Six Elementary Physical Education Students
Author | : Reginald Anthony Leidl |
Publisher | : |
Total Pages | : 146 |
Release | : 1993 |
Genre | : Imagery (Psychology) |
ISBN | : |
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Author | : Reginald Anthony Leidl |
Publisher | : |
Total Pages | : 146 |
Release | : 1993 |
Genre | : Imagery (Psychology) |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : 324 |
Release | : 2004 |
Genre | : Dissertations, Academic |
ISBN | : |
"Education, arts and social sciences, natural and technical sciences in the United States and Canada".
Author | : Alice Marie Workinger |
Publisher | : |
Total Pages | : 206 |
Release | : 1971 |
Genre | : Physical education for children |
ISBN | : |
Author | : Peter A. Verdin |
Publisher | : |
Total Pages | : 102 |
Release | : 2021 |
Genre | : |
ISBN | : |
The purpose of the current study was to examine how voice inflection, a paraverbal communication element, combined with an external focus of attention (EFA) or interntal focus of attention (IFA) impacts jumping performance and kinematics. Participants included 21 male and female fourth and fifth-grade physical education students from Future Public School in Garden City, Idaho. The inclusion criterion was being in the fourth or fifth grade. Exclusion criteria were any injury, illness, or other circumstance that would have prevented the child from participating to the best of their ability. The injury was defined as any physical ailment that would negatively affect jump performance. Participants performed a standing long jump pretest under neutral conditions. Seven days later, participants were randomly assigned to four groups using the pretest data, stratified into quartiles, as the blocking variable. These groups were: one that received an IFA without voice inflection (IN), an IFA with voice inflection (INI), an EFA without voice inflection (EX), and an EFA with voice inflection (EXI) on the standing long jump task. The two internal focus groups' instruction was to jump toward a cone set at the distance of each subject's pretest jump distance. There was a significant change pretest to posttest distance between groups. The IN and INI groups did not differ significantly prestest to posttest, nor did the EX and EXI groups. The EX and EXI groups both outperformed the INI group. There was a strong correlation between jump distances and body angles at takeoff. There was no significant effect on alpha between groups. Using a voice inflection on the adverb of the task instruction did not enhance jump distance or kinematics. On average, an external focus of attention improved jump distance, while an internal focus of attention resulted in participants performing worse. These results confirm the benefits of using an external focus of attention with children and novice skill participants.
Author | : Committee on Physical Activity and Physical Education in the School Environment |
Publisher | : National Academies Press |
Total Pages | : 503 |
Release | : 2013-11-13 |
Genre | : Medical |
ISBN | : 0309283140 |
Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.