Papers by Jacqueline Goodway
The MiniMovers (MM) APP combines motor development theory with creativity expertise and has been ... more The MiniMovers (MM) APP combines motor development theory with creativity expertise and has been designed to provide parents with developmentally appropriate activities to support children's motor skills. This study investigates how MiniMovers activities enabled parents to support their children's physical development. Families participated in an 8-week MM programme of activities from the MM APP (Mini, Mighty and Mega levels), with pre-and post-intervention data collected using multiple tools (e.g., motion capture system, force plate, eye-tracking glasses, and videos). Mixed research methods were applied among children (N = 8; aged 21-79 months) and their parents, providing quantitative analysis on children's performance (running, throwing, jumping, kicking, balancing and catching), as well as qualitative analysis on parents' attitude and behaviour (two-weekly feedback surveys and interviews). Lab-based measures showed significant improvements in run time, underarm throwing distance, and horizontal jump distance. Test of Gross Motor Development-3 showed a significant gain in running, underarm and overarm throwing, horizontal jump and kicking. Further, developmental stages indicated significant improvements in running, kicking and catching. Parents reported increased enjoyment and knowledge, children's enjoyment, independence and confidence. This pilot study provides support for the research and development of the MM App and suggests more research into the use of APPs to support home activities among families with young children.
Research Quarterly for Exercise and Sport, Aug 30, 2019
Purpose: This study examined the extent to which fundamental motor skill competence (FMSC; locomo... more Purpose: This study examined the extent to which fundamental motor skill competence (FMSC; locomotor and object control skill competence) and perceived physical competence (PPC) predicted physical activity levels and sedentary behaviors during free-play time at preschool. Method: A total of 72 children (girls n = 33, boys n = 39; M age = 4.38, SD = .85 years) were recruited from two preschools. Fundamental motor skill competence was measured using the Test of Gross Motor Development -2nd edition, and PPC was assessed using the physical competence subscale of the Pictorial Scale of Perceived Competence and Social Acceptance. Physical activity was measured using accelerometers. Results: Children engaged in light physical activity 19.66%, and moderate to vigorous physical activity (MVPA) 36.41%, and sedentary behaviors 43.94% of their free-play time. Since no correlation was observed in light physical activity with any variables, a hierarchical multiple linear regression was run for MVPA and sedentary behaviors. The results illustrated 38.9% of the variance in MVPA during free-play time was predicted by FMSC and PPC, after controlling for age and sex, with locomotor skill competence as a significant predictor (t= 2.98, p < .05). For sedentary behaviors, the 32.9% of the variance during free-play time was predicted by FMSC and PPC, after controlling age and sex, with locomotor skill competence as a significant predictor (t = 2.72, p < .05). Conclusion: The findings highlight the importance of developing FMSC and positive PPC during early childhood to enhance physical activity engagement during free-play.
The SAGE Encyclopedia of Intellectual and Developmental Disorders, Feb 15, 2018
Gross motor delay in children with intellectual and developmental disabilities. In E. Braaten (Ed... more Gross motor delay in children with intellectual and developmental disabilities. In E. Braaten (Ed.), Encyclopedia of intellectual and developmental disorders (pp. 724-727). Thousand Oaks, CA: Sage Publications.
Journal of Motor Learning and Development, Oct 1, 2018
Purpose: The present study examined the motor competence of preschool children from Belgium and t... more Purpose: The present study examined the motor competence of preschool children from Belgium and the United States (US), and the influence of perceived motor competence on actual motor competence. A secondary objective was to compare the levels of motor competence of Belgian and US children using the US norms of the Test of Gross Motor Development, Second Edition (TGMD-2). Methods: All participants (N = 326; ages 4-5) completed the TGMD-2 and the Pictorial Scale of Perceived Movement Skill Competence for Young Children. Results: Belgian children performed significantly higher on actual object control and locomotor skills than US children. However, both Belgian and US children scored significantly worse on the TGMD-2 when compared to the US norm group from 1997-1998. Furthermore, perceived motor competence was significantly related to actual object control skills but not locomotor skills. The present study showed cross-cultural differences in actual motor competence in young children. The findings also indicate a secular downward trend in childhood competence levels, possibly due to a decrease in physical activity and increase in sedentary behavior. Future research should consider conducting an in-depth exploration of physical activity contexts such as physical education to better understand cross-cultural differences in motor competence.
SHURA (Sheffield Hallam University Research Archive) (Sheffield Hallam University), Jun 30, 2017
International Sport Coaching Journal
To date, there is a critical gap in our understanding of coach licensure and training requirement... more To date, there is a critical gap in our understanding of coach licensure and training requirements for school-based coaches across the United States. The current study categorizes the policy landscape for school-based coaches by examining public documents that outline state-specific (N = 51) coach training requirements. In addition, authors engaged in an in-depth curriculum and cost analysis of required coach trainings in the state of Ohio to better understand training topics, costs, time commitments, and state-specific compliance criteria guiding coach education. Findings indicated most states (n = 49, 96%) require training for coaches; however, governing bodies, training topics, and coach-specific training (i.e., assistant, volunteer, and middle school) varied significantly by state. Moreover, our curriculum and cost analysis revealed that licensure processes are costly and time-intensive, and training content predominantly focused on physical health and safety with less emphasis ...
Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018), 2018
global increases in childhood overweight and obesity and decreases in physical activity warrant e... more global increases in childhood overweight and obesity and decreases in physical activity warrant evidencedbased approaches to addressing this health concern. These concerns are compounded by the fact that many young children start life with significant delays in critical fundamental motor skills (FMS) needed to support an active lifestyle. Thus, communities need to begin to meet the physical literacy needs of their children and implement culturally relevant physical activity programs. One such approach is an early years motor skill program called SKIP © that is based on 28 years of data. SKIP © aims to promote FMS competence of young children. A variety of SKIP © studies using different pedagogical approaches, and both expert and trained-teacher implementers have revealed positive outcomes for the children involved. These findings have implications for early childhood care settings and community-based sport policy.
Research Quarterly for Exercise and Sport, 2021
The participants of the study were 582 children from multiple states, all from ages 3 to 6. All c... more The participants of the study were 582 children from multiple states, all from ages 3 to 6. All children were enrolled in an early childhood education center. The participants' MC was measured using the Test of Gross Motor Development, Second Edition (TGMD-2), which has two subscales: locomotor and object control skills. The children were scored dichotomously with a score of "0" given if a criterion of the movement was not observed and a "1" if it was observed. The authors found that multiple MC profiles are present in early life, which aligns with previous research that motor development is age related (Clark, 2017). The analysis of the participants' TGMD-2 and their demographics identified five MC profiles, which were emerging motor competence (EMC), approaching motor competence (AMC), approaching locomotor proficiency (LOC), approaching object control proficiency (OC), and proficient motor competence (PMC).
Early Child Development and Care, 2019
The foundation phase in Wales is a play based curriculum for 3 -7 year olds advocating the use of... more The foundation phase in Wales is a play based curriculum for 3 -7 year olds advocating the use of the outdoors and experiential approaches to learning . Play based outdoor learning increases interaction with a range of affordances giving opportunities for movement in learning. Children assign activities as either play or not play based on a series of cues . Teaching approaches that incorporate cues associated with play can influence pupil engagement and involvement in learning. This paper draws on data from a three year study of the implementation of the foundation phase. Analysis of data from observations, field notes and video suggest pupils were more involved in tasks with higher levels of well-being when tasks were perceived as play. Leavres (1993Leavres ( ,1997Leavres ( ,2000Leavres ( , 2005) ) suggests increased involvement in learning may result in deeper learning.
Sports Medicine, 2019
Background and Objectives Developmental delay in motor competence may limit a child's ability to ... more Background and Objectives Developmental delay in motor competence may limit a child's ability to successfully participate in structured and informal learning/social opportunities that are critical to holistic development. Current motor competence levels in the USA are relatively unknown. The purposes of this study were to explore motor competence levels of US children aged 3-6 years, report percentages of children demonstrating developmental delay, and investigate both within and across childcare site predictors of motor competence, including sex, race, geographic region, socioeconomic status, and body mass index percentile classification. Potential implications from results could lead to a greater awareness of the number of children with developmental delay, the impetus for evidence-based interventions, and the creation of consistent qualification standards for all children so that those who need services are not missed. Methods Participants included children (N = 580, 296 girls) aged 3-6 years (M age = 4.97, standard deviation = 0.75) from a multi-state sample. Motor competence was assessed using the Test of Gross Motor Development, Second Edition and the 25th and 5th percentiles were identified as developmental delay-related cutoffs. Results For both Test of Gross Motor Development, Second Edition subscales, approximately 47% of the sample qualified as at risk for developmental delay (≤ 25th percentile) while around 30% had developmental delay (≤ 5th percentile). All groups (e.g., sex, race, socioeconomic status) were prone to developmental delay. Raw object control scores differed by sex. Conclusions Developmental delay in motor competence is an emerging epidemic that needs to be systematically acknowledged and addressed in the USA. By shifting norms based upon current data, there may be a lower standard of "typical development" that may have profound effects on factors that support long-term health.
Journal of Motor Learning and Development, 2018
This study examined the feasibility of recruiting and collecting data of Indonesian preschooler’s... more This study examined the feasibility of recruiting and collecting data of Indonesian preschooler’s fundamental motor skill (FMS) competence, perceived motor competence, and physical activity in school. A secondary purpose was to explore the relationship among perceived motor competence, FMS competence, school day physical activity behaviors, playground physical activity behaviors, and sex of Indonesian preschoolers from urban and rural environments. Preschoolers (N = 66;n = 35 rural,n = 31 urban) were evaluated on the Pictorial Scale of Perceived Movement Skill Competence (PMSC), Perceived Physical Competence subscale (PPC). FMS competence was evaluated using the Test of Gross Motor Development-3. Three-day accelerometry at school yielded percent of school day and percent of playground time spent in moderate-to-vigorous physical activity (MVPA) and sedentary behaviors. Children spent 80% of the school day in sedentary behavior and 7% in MVPA. There were sex differences (p < .05) i...
Journal of Motor Learning and Development, 2017
Examining the underlying processes that contribute to fundamental movement pattern development an... more Examining the underlying processes that contribute to fundamental movement pattern development and their relationship to performance outcomes is essential to effectively promote competence and mast...
Human Movement Science, 2016
The present study used a person-centred approach to examine whether different profiles based on a... more The present study used a person-centred approach to examine whether different profiles based on actual and perceived motor competence exist in elementary school children. Multilevel regression analyses were conducted to explore how children with different motor competence-based profiles might differ in their autonomous motivation for sports and global self-worth. Validated questionnaires were administered to 161 children (40% boys; age = 8.82 ± 0.66 years) to assess their perceived motor competence, global self-worth, and motivation for sports. Actual motor competence was measured with the Körperkoordinationstest für Kinder. Cluster analyses identified four motor competence-based profiles: two groups were characterized by corresponding levels of actual and perceived motor competence (i.e., low-low and high-high) and two groups were characterized by divergent levels of actual and perceived motor competence (i.e., high-low and low-high). Children in the low-low and high-low group displayed significantly lower levels of autonomous motivation for sports and lower levels of global self-worth than children in the lowhigh and high-high group. These findings emphasize that fostering children's perceived motor competence might be crucial to improve their motivation for sports and their global self-worth. Teachers and instructors involved in physical education and youth sports should thus focus on both actual and perceived motor competence.
Young children's education has become a major focus of public attention. The growth of preschools... more Young children's education has become a major focus of public attention. The growth of preschools, child development centers, and other childcare programs has resulted in an increased interest in the education of this age group, including physical education. In addition, research on the physiology of brain development has focused public and scientific attention on the importance of early experiences on the potential motor, cognitive, emotional, and social development of young children (2 -5 years of age). These early years have been identified as the critical period in which building blocks for all future development are formed.
global increases in childhood overweight and obesity and decreases in physical activity warrant e... more global increases in childhood overweight and obesity and decreases in physical activity warrant evidencedbased approaches to addressing this health concern. These concerns are compounded by the fact that many young children start life with significant delays in critical fundamental motor skills (FMS) needed to support an active lifestyle. Thus, communities need to begin to meet the physical literacy needs of their children and implement culturally relevant physical activity programs. One such approach is an early years motor skill program called SKIP © that is based on 28 years of data. SKIP © aims to promote FMS competence of young children. A variety of SKIP © studies using different pedagogical approaches, and both expert and trained-teacher implementers have revealed positive outcomes for the children involved. These findings have implications for early childhood care settings and community-based sport policy.
Handbook of Research on the Education of Young Children, 2019
Peace and Conflict: Journal of Peace Psychology, Dec 1, 1996
Collaborative research among university faculty, graduate students, and elementary classroom teac... more Collaborative research among university faculty, graduate students, and elementary classroom teachers was the basis for this 3-year investigation in an urban at-risk community. Data indicated that these elementary children (pre-K through Grade 6) had little understanding of or respect for personal space, showed force-control problems, exhibited escalating behaviors of physical force and violence, and missed valuable instructional and physical activity time due to discipline needs. Our investigation showed that a systematic collaboration in physical education between schoolbased faculty and university faculty could reduce antisocial behavior, improve the resolution of interpersonal disputes, and increase the physical skill levels of the children participants. Physical activity is an important aspect in the overall development of children and youth (cf. Branta, 1992; Hendricks, 1992; Seefeldt, 1986). Cognitive, affective, and physical benefits can accrue from participation in programs of physical activity and skill development. In addition to the motoric skills and health aspects, benefits also may extend to the development of skills in the social realm. Games and activity, especially of a cooperative nature, can provide experiences in positive socialization (Orlick, 1979, 1981). Children who play and are active have opportunities to develop their physical abilities while learning about coopera-Requests for reprints should be sent to Crystal F. Branta,
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Papers by Jacqueline Goodway