Previous studies have shown faster tapping speed and better tapping symmetry in drummers, compared with nondrummers. The present study investigated the effect on tapping frequency of mechanically constraining the joints of the arm on unimanual and bimanual drumming speed across drummers and nondrummers. Skilled drummers were compared with nondrummers on mean maximum tapping frequency under different conditions in which the joints of the arms were mechanically constrained. One condition, the free condition, allowed use of all three joints (shoulder, elbow, and wrist), and served as control. In the other two, joints were mechanically constrained in such a way that participants were allowed use of only the shoulder (proximal) or only the wrist (distal), respectively. Participants performed a rapid tapping task with drumsticks on a drum pad as fast as possible for 15 s. All conditions were performed both bimanually, unimanually with the left hand, and unimanually with the right hand. Drummers produced significantly higher mean tapping frequencies compared with nondrummers in the free bimanual, distal bimanual, and distal unimanual left conditions. No differences were observed in the proximal condition. The results suggest that the drummers acquire refined upper limb joint coordination patterns, especially in the more distal joints of the arm, compared with nondrummers.
The main aim of the study was to explore the relationship between passion, grit and mindset in a group of football players in Norway. The sample had 63 participants. In three different groups in relation to age and level. Sogndal elite team (N = 25) (Elite), Sogndal Junior team (N = 17) (Junior 18) and young talents in Sogn-og Fjordane (N = 21) (Junior 15). To assess the level of passion the passion scale was used, an eight-item scale. To measure grit the Grit-S scale was used. The scale has 8 items. Mindset was measured with the Theories of Intelligence Scale (TIS). The scale has 8-items. Trainers in each group ranked the players football competence. The results show that the elite team did have the highest score in all factors. Significant difference between elite and Junior 15 in the factor grit. The results indicate significant correlations between the variables; passion-grit (r = 0.576, p < .001) and grit-mindset (r = 0.271, p < .05. The correlation was not significant for passion-mindset (r = 0.121). Elite: a significant correlation for the variables passion-grit (r = 0.474, p < .001) only. The correlation passion-mindset (r = 0.049); grit-mindset (r = 0.215) and trainers ranking was not significant. However, it is interesting to note the moderate correlation between passion and trainers ranking (r = −0.326) and grit and trainers ranking (r = −0.268) in this group. Junior 18: a significant correlation for the variables passion-grit (r = 0.679, p < .001) only. The correlation between passion-mindset (r = 0.146); grit-mindset (r = 0.381) and trainers ranking was not significant. Junior 15: the results indicate a significant correlation for the variables passion-grit (r = 0.665, p < .001) and passion-trainers ranking (r = −0.545, p < .05; large correlation) only. The correlation between passion-mindset (r = 0.181); and grit-mindset (r = 0.227) was not significant. In sum, despite associations magnitudes between variables (grit, mindset, and passion) are different among groups, only significant differences between groups were found in grit.
The purpose of the current study was to examine the effects of a 2 × 45 min intervention to increase the beliefs of ‘I CAN’. Four hundred and twenty-one 15-year-old students participated in this study. The participants were selected from 38 schools in Norway which carried out the program MOT. The adolescents were randomly selected to either an experimental group or control group. Both groups carried out an intervention program that was completely new for them. The experimental group carried out the new I CAN intervention and the control group carried out an intervention with focus on parts of the brain. The participants completed a pre-test assessment of the Grit-S Scale and Growth Mindset scale. This was followed up by the novel intervention I CAN for 256 of the participants (experimental group) and control intervention for 165 of the participants. The results showed a significant increase in Grit for the males in the experimental group. Our aim was to create an intervention where the participants would “turn on the switch,” meaning that they develop stronger beliefs, i.e., changing beliefs. The results indicate that we may have been successful. These promising results are now being following up on high school students, age 16–19, in Norway.
Knowledge about developmental theories is important for experts or specialists working with children following normal development and children who have various kinds of dysfunction, in order to better understand what happens with processes associated with motor behavior. In this article, we have explored how theories of development and learning can be used to understand processes associated with motor behavior. A probabilistic perspective emphasizes that the changes taking place in the development is a result of interaction: structural changes in the nervous system leading to changes in function and behavior and opposite, functional changes resulting in changes in structure. This bidirectional interaction between biological and experiential aspects is a continuous process which cannot be reduced to either organism or environment. Dynamical systems theory (DST) emphasizes that it is the interaction between the person, the environment, and the task that changes how our movements are, also in terms of how we develop and learn new movements. The interplay between these factors will, over time, lead to changes in motor development. The importance of experience is central to Edelman's theory of neuronal group selection (NGST). Activation of the nervous system increases the connections between certain areas of the brain, and the selection processes in the brain are a result of enhancement of neural connections involved in a "successful" motion. The central nervous system adapts its structure and function in response to internal and external influences, and hence neural plasticity is a prerequisite for learning and development. We argue that Edelman´s approach supports the theory of specificity of learning. From the perspectives of probabilistic epigenesis, DST, and NGST, we can see that being physically active and having the opportunity to get different movement experiences are of great significance for promoting motor development and learning. A variation of purposeful or rewarding physical activity in a variety of contexts will provide individual opportunities for changes of behavior in terms of both quantitative and qualitative changes in motor development.
Development of crucial skills accelerates at the start of formal schooling, although, more knowledge is needed about the relationships between such skills. The current study explored the relationships between visuospatial working memory, letter-sound knowledge, math competence and motor competence, as well as potential effects of gender.The sample consisted of 85 (42 girls) 6 to 7 years old first grade children, and was measured with a test battery consisting of tests designed for each skill domain.Results demonstrated weak to moderate statistically significant correlations between visuospatial working memory, letter-sound knowledge, math competence, with no statistically significant gender differences. Two motor tasks measuring manual dexterity, placing bricks and building bricks, showed a weak statistically significant correlation.We argue that the findings demonstrate the relationships between these skills are low to moderate in first grade. Furthermore, we argue that these skills ought to be trained deliberately. The potential role of visuospatial working memory in procurement of novel skills in early childhood ought to be explored further in future studies.
A well-known hypothesis amongst educators and the general public is that matching instructional method with an individual's modality-specific learning style improves learning. Several critical reports in the past decade, however, have shown that the psychometric properties of the inventories applied to establish learning styles have been poorly validated. Furthermore, theoretical development has challenged the theoretical basis for the modality-specific learning style model. Thus, the aim of the current study was to examine the psychometric properties and relationship between, two learning style inventories: the Barsch Learning Style Inventory and the Learning Style Survey. University students (n = 242) completed the two inventories, and their responses were subjected to confirmatory and exploratory factor analysis, as well as analysis of inter-item agreement (internal consistency). The results failed to support the expected three-factor measurement model and thus indicated questionable reliability and factorial validity of the two inventories. Analysis of inter-correlations between factors from the two inventories resulted in a one-factor solution explaining up to 40% of the variance, which is discussed as emerging through an overall multimodal learning style.
Acute exercise has an influence on human cognition, and both theoretical approaches and previous investigations suggest that the learning process can be facilitated. A distinction has been made however, between the predominately positive effects on task speed compared to both the negative and null effects on aspects of task accuracy. The aim of this study was to investigate the effect of moderate-intensity aerobic exercise conducted before each practice trial (3 × week) for a period of four weeks, on speed and accuracy components in a novel keyboard typing task. To this end, young adults (n = 26) where randomized to a non-exercise resting group (control) or an exercise group (ergometer cycling at 65% of age-predicted maximal heart rate). Immediately after exercise or resting, participants practiced keyboard typing through specialized online software for a total of 2 h across the study period. All participants improved their speed and accuracy in the keyboard typing task. At 7-day retention, no differences were found between groups. Thus, the degree of improvement on both speed and accuracy task components was not significantly different between the exercise and control group. Further studies are warranted to establish the specific relationship between aerobic exercise and task components in motor learning and retention.
This longitudinal study explores the association of motor competence and physical fitness with reading skills in children aged 9 and 12 years. Sixty-seven children aged 9 years completed an assessment of motor competence (measured using the Movement Assessment battery for Children), physical fitness (assessed using the Test of Physical Fitness), and reading (measured using the Wordchain test). The testing procedures were repeated after 32 months. For the 9-year-old group, there was a low, negative correlation between motor competence and reading overall, r = −.031 (girls: r = −.207; boys: r = .180). Correlation between fitness and reading was also low ( r = .064). Girls had a higher correlation between fitness and reading than boys ( r = .404; 17.7% shared variance, vs. r = −.138). When the children were 12 years old, there was still a low association of motor competence and fitness with reading. These low associations can be used to support the task specificity principles of learning.
'/%3e%3c/g%3e%3cuse xlink:href='%23d' x='45.714'/%3e%3cuse xlink:href='%23e' transform='matrix(-1 0 0 1 479.792 0)'/%3e%3cg id='f' fill='%23fff'%3e%3cpath fill='%23039' d='M232.636 202.406v.005c0 2.212.85 4.227 2.212 5.69 1.365 1.466 3.245 2.377 5.302 2.377 2.067 0 3.944-.905 5.303-2.365 1.358-1.459 2.202-3.472 2.202-5.693v-10.768l-14.992-.013-.028 10.766'/%3e%3ccircle cx='236.074' cy='195.735' r='1.486'/%3e%3ccircle cx='244.392' cy='195.742' r='1.486'/%3e%3ccircle cx='240.225' cy='199.735' r='1.486'/%3e%3ccircle cx='236.074' cy='203.916' r='1.486'/%3e%3ccircle cx='244.383' cy='203.905' r='1.486'/%3e%3c/g%3e%3cuse xlink:href='%23f' y='-26.016'/%3e%3cuse xlink:href='%23f' x='-20.799'/%3e%3cuse xlink:href='%23f' x='20.745'/%3e%3cuse xlink:href='%23f' y='25.784'/%3e%3c/svg%3e)
