Movement competency presentation ACHPER 2014 conference

ACHPER CONFERENCE BRISBANE 15/08/2014

Dr Mark McKean ‐ USC 1

Dr Mark McKean PhD CSCS AEP RSCC*E

SEVEN COMMON MOVEMENTS AS A SCREENINGTOOL FOR MOVEMENT COMPETENCY

RESEARCH TEAM

Dr Mark McKean (USC)

Claire Tompsett (Honours student)

Professor Brendan Burkett (USC)

Chris Turner

Kelvin Giles (Adjunct Sports Scientist USC, Movement Dynamics UK)

BACKGROUND

Over the last decade there has been a noticeable increase in the obesity levels of Australian children

Many children are showing risk factors associated with heart disease such as high blood pressure, increased cholesterol and obesity

These risk factors were previously only apparent in middle aged Australians

PHYSICAL LITERACY

Defined as having the ability and motivation, confidence and knowledge to maintain physical activity at an individually appropriate level within different contexts throughout life (Whitehead 2007).

IMPORTANCE OF PHYSICAL LITERACY

Low levels of physical literacy linked to

Obesity (Faigenbaum 2012)

Inactive adulthood (D’Hont et al. 2013)

Increased discomfort when exercising (Faigenbaum 2012)

MOVEMENT COMPETENCY

Fundamental movement skills (FMS) are the building blocks for movement and they form the foundation for many of the specialised skills required in popular sports and leisure activities. (Gallahue et al. 2012)

Developing FMS during childhood may be an important step toward establishing a lifelong commitment to physical activity. (Barnett et al. 2009)

Mastery of FMS among school‐aged children is correlated with a number of health benefits, such as higher levels of physical activity, cardiorespiratory fitness, perceived scholastic and athletic competence, and lower levels of overweight. (Lubans et al. 2010)



BACKGROUND

The Australian Bureau of Statistics reported an estimated 37%, or almost 974,000 Australian children aged 5‐14 years did not take part in an organised sport in 2006 and a further 23% either did no exercise, or participated in very low amounts (ABS 2012)

PHYSICAL ACTIVITY IN YOUNGERPEOPLE

Mins/da

y

MOVEMENT DISORDERS

It has been estimated that 5–10% of the school‐aged population have a development coordination disorder, defined as displaying unusual difficulties in performing motor skills despite no identifiable physical or intellectual disability (Venetansou et al. 2011)

PARENTAL INFLUENCE

Children who received greater parental support for PA were 6.3 times more likely to be highly active than inactive. (Zecevic et al. 2010)

Being an older child, having older parents, and watching more than one hour of television/videos per day reduced the likelihood that a child would be rated as highly active.

OLYMPIC PROSPECTS

2028 Olympic Games team

450 athletes (average age 26)

These athletes currently 11 years of age

In year ending June 2012 there were 2.8million 5‐14 year olds

63% overweight/obese leaves – 1.08 million potential prospects

June 2011 ‐ 9,435 schools meaning we need 1 Olympian from every 20 schools

RESEARCH GAPS

Current research focuses on the philosophical aspects of defining physical literacy and the characteristics that represent a ‘physically literate’ individual.

There are no quantifiable methods of assessing movement competency or ‘physical literacy levels’.

Validated physical tests for school‐aged children focus on skill competency or fitness levels not movement competency.



MULTI-LAYERED PROJECT

Assessing movement competency in primary school aged children

Comparing movement competency with Skill competency

Determining reliability of screening criteria

Assess movement competency in children using a range of tests

7 movements

Get Active skills

What is correlation between movement competency and skill literacy

Can performance in these movement competency tests be related to certain lifestyle factors such as level of physical activity

AIMS AND OBJECTIVES

METHODS

Included

1200 primary school participants ‐ Qld

150 primary school participants in NSW

Collection of anthropometric data including height and weight to determine BMI.

Objective measurement of the 7 movement competencies’ and other tests

Survey ascertaining lifestyle factors

7 MOVEMENT COMPETENCIESDERIVED FROM ANALYSING COMMON ACTION IN BOTH

SPORT AND DAILY MOVEMENT

9 FOUNDATION SPORT SKILLS –GET ACTIVE NSW PROGRAM

static balance,

vertical jump,

side gallop,

kick,

overarm throw,

sprint run,

hop,

skip,

dodge.

TEST: BENT LEG HINGE

Main 5 Scoring Points. Achieving each point gains 1 point to a maximum of 5

Sideways view:

Trunk remains straight throughout with no bending or banana action at the lower back.

Head remains in neutral alignment with trunk and spine.

Knees remain fixed with no excessive flexion/bending

Front view:

Weight remains even between both feet with no movement towards one side

Shoulders remain square and aligned with no rounding or sagging through upper back



SPORT

STUDY 1 RESULTS

Average daily time spent in physical activity was less than sedentary activities

No relationship was found between BMI and 7 foundation exercise performance.

BMI was found to correlate with FSS ability.

Children who achieved the recommended ≥60 minutes of physical activity per day performed better in both assessments.

STUDY 2 RESULTS

RESULTS OF 7 MOVEMENTS

Year level Gender Squat Lunge Hinge Push Pull Brace Rotate

2 M 3.0 3.1* 2.0* 2.6 2.0 3.1 2.9

F 3.3 2.2* 2.8* 2.5 2.3 3.0 2.9

3 M 3.1 2.4 1.8* 3.0 2.7 3.6 2.0

F 3.1 2.7 2.4* 2.9 2.5 3.9 2.5

4 M 2.6 1.9 1.7* 2.3 2.2 3.3 2.2*

F 2.6 2.2 2.3* 2.3 2.2 3.3 2.9*

5 M 3.0 1.8* 1.9* 3.1 3.0 4.0 3.1*

F 2.7 2.6* 2.6* 3.1 3.0 4.2 3.6*

6 M 3.3 3.0 2.2* 3.4 3.1 4.0 3.7

F 3.0 3.1 2.7* 3.2 3.0 4.1 3.9

Girls always better than boys

Highest scoring perhaps too easy a test

Girls always better than boys except year 2

SO FAR….

Appears to be link between

Exercise score and amount of daily activity

Obvious issues relate to

Balance on single leg

Lack of control of the spine and normal alignment

Lumbo‐pelvic coordination poor

Keeping hips and shoulders even when moving

Overall low scores in common joint coordination type activities.

Sedentary behaviour greater than active behaviour



STUDY 3 - INTERVENTION

4 school terms ‐ 6/10 PE lessons per term

Modified PE lessons to include 7 Moves Training

Each school day

2‐3 movement breaks of 5 min

Movement puzzles

Monitoring

3 re‐assessments over course of the year (Feb, July, Nov)

Survey of students attitude and academic behaviour

FEEDBACK SO FAR

Implementation of the program requires full school buy in inclusive of parents.

Classroom teachers have most ability to influence the outcomes.

Children love the ability to explore movement when allowed

Correct technique in these movements is secondary to exploration of movement

MID YEAR RETEST

Improved movement scores across all year levels

Improved classroom behaviour

Improved participation in school sport and PE

LONG TERM IMPACT

Introduction of movement specific activities and stretches at specific ages

Introduction of different sports may be determined by movement competency of the related age group eg hockey and hinge movement,

Development of levels to allow for progression of movement competencies

DR MARK MCKEAN

Research Fellow – USC

Tel: +61 7 54565528

Email: [email protected]

Questions

Movement competency presentation ACHPER 2014 conference

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