Scientific Epistemology for Physical Education Fundamental Movement Skills Prerequisites – The Sport Journal – Narcessian and Leet (2020, I think)

I’d be intrigued if anyone can get through the jargon of this one. I think it is about how people learn ‘movement skills’ (to develop sports) that will help them be healthy and active in life. And it’s about how people observe high performers and try to do the same thing themselves, and I think it concludes that it is all quite complicated but that what is clear is that what are understood as ‘fundamental movement skills’ are not fundamental nor good ways to decide who is a good performer or an injury risk, partly because of the subjectivity of PE teachers, coaches and health carers. And… something about people needing to explore and understand for themselves? Something about how people study top performers, and something about how there are earlier pre-requisites than ‘fundamental movement skills’ which are more complex and part of a relationship between observer and observed, but might be more useful in predicting performance and injury and training appropriately? If you’re interested in education, or have ever been to a first Yoga or Salsa class, please take a look and report back!

via Scientific Epistemology for Physical Education Fundamental Movement Skills Prerequisites – The Sport Journal

Scientific Epistemology for Physical Education Fundamental Movement Skills Prerequisites

Authors: Robert P. Narcessian and Janet M. Leet

Scientific Epistemology for Physical Education Fundamental Movement Skills Prerequisites


A scientific epistemology, using a systems thinking qualitative methodology for translating practice into theory, integrates mathematical and dynamical systems concepts with belief systems that are presented in this original research of unique prerequisites for fundamental movement skills (FMS) in physical education as illustrated with running. FMS prerequisites demonstrate that FMS are neither fundamental nor reliable screentests conducted on individuals by physical education teachers, coaches, and healthcare practitioners for performance readiness evaluations or injury risk assessments. FMS prerequisites identify and assess eliminating the hypothetical set of worst first moves, assess the integrity of their respective coordinative structures, and assess performers’ beliefs (i.e., preferred behaviors) with the objective to provide a new direction for researching injury risk and performance readiness. The researchers illustrate this new method with participants for FMS prerequisites in running and squatting to provide insight for the observer-performer interaction. A new observer-performer classification and non-epistemic modeling show what is known with self-discovery strategies that detect hidden skills at the observable level using four independent tasks. There were 297 participants in kindergarten through high school (213 females and 84 males; mean 14.5 years; range 5 to 17 years) and 21 participants from the community at large (15 females and 6 males; mean 31.4 years, range 12 to 94 years). A variety of running strategies of different degrees of configured complexity from which to run were self-selected and observed as preferred with and without practice or intervention. An idealized 2-joint planar multi-joint mechanism (MJM) was used to assess individual skill with respect to adding and removing constraints. Findings are presented for strategies, trends, and transitions of preferred behavior including observables that reveal hidden skills including a visual search of a hidden skill with world record Olympian sprint performances. FMS prerequisites are theorized for future study with an inverted U-model and a leading MJM hypothesis; and they provide the rudiments for injury risk assessments and performance readiness evaluations approaching optimal health biomechanically in the very early detection of flawed gross motor skill development before manifesting into the signs and symptoms of injury or poor performance.

Key words: dynamical systems, belief systems, fundamental movement skills, classification, running, physical education



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