Movement Analysis Research

Introduction of "Making Movement Stick" Research Team

Research Team 2014-2015: Dr. Helena Baert and URAP Abby Stewart
Research Team 2015-2016 (from left to right): Dr. Helena Baert (PI), Undergraduate researchers: Nick Vachon, Bryan Nardo, Kayla Hampton (URAP), Lauren Vaughan, Renee Walker, Dr. Matthew Madden (co-PI), Dr. Larissa True (not in photo).

Research Team 2016-2017: Investigators: Dr. Helena Baert, Dr. Matthew Madden, Dr. Larissa True; Undergraduate Researchers: Kayla Hampton (URAP), Lauren Vaughan, Renee Walker, Ashley Jimenez

Research Team 2017-2018: Investigators: Dr. Helena Baert, Dr. Matthew Madden, Dr. Larissa True; Undergraduate Researchers: Alexis Kane, Madelyn Blackman, Kirsten Klein (URAP), and Nick Baker.

Research Team 2018-2019: Investigators: Dr. Helena Baert, Dr. Matthew Madden, Dr. Larissa True, and Dr. Erica Pratt; Undergraduate Researchers: Megan Howell and Maura Conlon

Publications/Presentations from Grant (2015-Present)

Works in Progress and Upcoming Dissemination Opportunities

Baert, H. & Madden, M. & Research Team (March 2017, Accepted). Making movement stick: Learning to analyze movement. Research presented at the meeting SHAPE conference, Boston, MA. With Published Abstract: Research Quarterly for Exercise and Sport.

Craft, D., Turner, A. & Baert, H. (March 2017, Accepted). Running with streamers: Teaching physical education in the preschool setting [Utilizing the posters created during the grant process]. SHAPE conference, Boston, MA.

Hampton, K., Baert, H., & Madden, M. (March 2017, Accepted). Research presented at the meeting SHAPE conference, Boston, MA. Presentation at the Undergraduate Research Works in Progress Forum.

Baert, H. & Madden, M. (In preparation). Making Movement Stick. Preliminary data have been collected and analyzed. Currently preparing to write for funding and collect additional data, analysis, and dissemination.

Baert, H. & Madden, M. (In preparation). Movement Analysis Matters. Worldwide Developments of Digital Technology in PE & Sport. Routledge, Taylor & Francis Group. Book Chapter in preparation.

Baert, H., Madden, M. & Research Team (Fall 2017). Making Movement Stick. Session @ NYSAHPERD, Verona, NY.

Baert, H. & Madden, M. & Research Team (January 2018). Making Movement Stick. Session Central South Zone Conference, Cortland, NY, January 26, 2018

Baert, H., Madden, M., True, L. and Research Team (April, 2018). Developing fundamental motor pattern analysis of skills using online mastery-based modules: Comparing different groups. Presentation at the SUNY Undergraduate Research Conference. Brockport, NY.

Baert, H., Madden, M., True, L. and Research Team (April, 2018). Evaluating movement analysis skills through a series of mastery-learning modules: A pilot study. Presentation at the SUNY Cortland, Transformations: A student research and creativity conference. Cortland, NY.

Baert, H. & Madden, M., & and Research Team (May 2018). Making Moving Stink: Learning to Analyze Movement. CIT Conference

Book Chapter

Baert, H. & Madden, M. (Accepted). Teaching movement skills and concepts. In Barrett, J. (Ed.). Quality health and physical education: Pedagogical practices and considerations for Canadian elementary school teachers.

Faculty and Undergraduate Student Research Presentations

Baert, H. & Madden, M. & Hampton, K. (2017). Making Movement Stick. Session Central South Zone Conference, Cortland, NY, January 27, 2017

Baert, H., Madden, M., Hampton, K., Walker, R., Vaughan, L. & Jimenez, A. (2016). Making Movement Stick. Session @ NYSAHPERD, Verona, NY.

Baert, H. & Madden, M., Hampton, K. & True, L. (2016). Making Moving Stink: Learning to Analyze Movement. CIT Conference, Potsdam, NY.

Baert, H., Madden, M & Hampton, K. (2016). Enhancing Movement Analysis Skills: A pilot study. Physical Education Department Faculty Meeting, SUNY Cortland, February 12th.

Baert, H., Madden, M & Hampton, K. (2016). Enhancing Movement Analysis Skills: A pilot study. Rockin’ the Research, SUNY Cortland, February 5.

Baert, H. & Madden, M. & Hampton, K. (2016). Making Movement Stick. Session Central South Zone Conference, Cortland, NY, January 27, 2017

Undergraduate Student Research Presentations

Nardo, B., Vachon, N., Baert, H., Madden, M. & True, L. (April, 2016). Developing fundamental motor pattern analysis of skills using online mastery-based modules: Comparing different groups. Presentation at the SUNY Undergraduate Research Conference. Cobleskill, NY.

Hampton, K., Walker, R, Vaughan, L., Baert, H., Madden, M. & True, L. (April, 2016). Evaluating movement analysis skills through a series of mastery-learning modules: A pilot study. Presentation at the SUNY Undergraduate Research Conference. Cobleskill, NY.

Original Abstracts for IITG Grant (2015-2016)

Physical education teachers are in the business of teaching children to become physically literate. Physically literate individuals move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person. In order for teachers to encourage physical literacy, they must have the ability to accurately observe, analyze and assess movement skills. The aim of this project is to develop a mastery-based online course in movement analysis. Master- based learning is focused on the premise that student teachers must show competency in order to progress through the coursework. The goal for this course is to help student teachers gain the knowledge and skills needed to apply motor development theory when analyzing and correcting movement skills and consequently provide students with congruent feedback that enhances their learning. This course will be developed and shared through the OPEN SUNY Learning Commons. Co-PI’s and Key Partners: Matthew Madden, Assistant Professor of Physical Education Department, SUNY Cortland

Project Narrative (2016-2017)

Introduction

In physical education, teachers have the task to observe, assess, analyze and enhance gross motor skills. Individuals who are physically literate move with competence and confidence in a wide variety of physical activities in multiple environments that benefit the healthy development of the whole person (PHE Canada). Gross motor development is critical in the creation of physically literate children. During the early years of development, children learn various motor skills as categorized by locomotor, manipulative and non-manipulative (stability) skills (Gallahue, 1989). As children grow and learn to move more efficiently, they go through various stages of motor development. Children who are competent movers are more likely to maintain appropriate levels of physical activity throughout the lifespan. In order for physical education teachers to encourage children to become physically literate, it is crucial that teachers develop the ability to analyze basic movement skills. Consequently, pre-service teacher education programs must include experiences where teacher candidates obtain he knowledge and skills required to be able to provide specific feedback to children and ultimately enhance their physical literacy skills. Most physical education teacher education (PETE) programs offer courses in motor development and motor learning so that pre-service teacher candidates can learn to analyze and understand movement. Although PE majors in the SUNY Cortland program complete a motor development course, a motor learning course, and field experience, departmental data from the yearly Content Specialty Test (CST) show that motor skill analysis proves to be a challenge over the other pedagogical competencies. Consequently, pre-service teachers could benefit from a course where they are provided with more practice in skill analysis. After discussing the need for additional practice among the faculty and reviewing the literature concerning mastery-based learning, it is clear that a master-based learning course in movement analysis could provide pre-service teachers with the individual practice needed to gain competence in movement analysis. Mastery-based learning, also called competency-based learning, is based on an approach developed by educational psychologist Benjamin Bloom. This model of instruction is aimed to individualize learning such that students’ progression through the course is dependent on their own mastery of the competencies. When offering an online mastery-based learning OER, it also allows programs to reach more learners. This type of instruction leads to more flexibility for the learner and the ability to slow down or accelerate their learning depending on their own learning needs. The greatest benefit of such a course is that completion of the course is based on performance.

This project is a continuation of a IITG grant tier 1 project started last year (2015). In phase 1 we created a pilot using 3 online modules. Phase 2 will include the creation of 13 additional modules as well as enhancing the 3 existing modules based on the responses from the pilot. The project will also be piloted through the open access platform “Coursesites”. It is our aim to develop an Open/Online Educational Resource (OER) that can be promoted and dispersed through the OPEN SUNY network. This OER could benefit physical education majors, general childhood majors, early childhood education majors, physical therapy and kinesiology majors, as well as current physical education teachers.

Objectives

The main objective of phase 2 is to develop the full 16-module online educational resource in fundamental motor skill analysis. The following sub-objectives will guide the planning, design and implementation process of the full mastery-based OER.

1. The OER content starts with explicit and measurable standard-aligned competencies and learning outcomes.

2. Learners must advance based on demonstrating competency/mastery

3. The creation of a set of summative assessments, including a pre-and post-test that ultimately indicate that students have acquired the knowledge and skills they need to complete the program.

4. The development of a coherent set of predictive formative assessments that are benchmarks to provide teachers and students with reliable, real-time feedback on student progress towards final summative assessments.

5. The design of effective, transparent tools and information systems for tracking student progress towards mastery.

6. The development of robust approaches to supporting students as they move through the competencies, especially those who progress slowly.

Implementation

This project is organized in various phases and uses a backwards design model. For 2015-2016, phase 1 focused on planning and development of a pilot program to create and pilot 3 modules (dynamic balance, underhand rolling, and horizontal jumping). The content has been identified as learning performance indicators of motor development stages and common errors of movement from basic movement skills as identified by the linked posters (locomotor/stability poster and manipulative posters). During the second half of phase 1, the pilot was offered in 3 different classes with 80 students total. Preliminary results indicate that students enhanced their learning using the modules and welcome the use of the master-based approach. Phase 2 will enhance the 3 pilot modules and create an additional 13 modules, which will include the following skills: (a) stability (non-manipulative): static balance; (b) locomotor: running, leaping, skipping, hopping, sliding, galloping; (c) manipulative: kicking, underhand throwing, overhand throwing, dribbling, catching, and striking.

Tasks that must be completed

1. Continue to work with the information resource group at SUNY Cortland to establish the full course on Blackboard and CourseSites.

2. Outline all performance objectives and competency levels and create appropriate formative and summative assessments.

3. Video record pre-school children from the day care (permission already acquired) within the movement education class. Various sections will be offered in Fall 2016 ad Spring 2017, allowing us to obtain video from 17 skills of 60-90 pre-schoolers. The PI has already recorded many video clips but more are needed to show difference in motor development stages. Older children ages 5-10 years old will also be found within the community and recorded throughout the fall semester with parental permission.

4. Develop the content between each assessment using video tutorials as created with the help from undergraduate research assistants and teacher candidates.

5. It is our goals to implement the full 16 modules in January/February 2017 within multiple classes of teacher candidates.

6. During Spring 2017 we will implement the full course over CourseSites, analyze, present and disseminate the data.

Project Progress

2015-2016

Received IITG Funds for $10,000
Creation of pilot OER that includes 3 modules: Rolling a Ball (Manipulative), Jumping (locomotor), Dynamic Balance (Stability)
Research comparing control (pre & post test) and experimental (pre, 3 modules, post) groups.
Presentations of research findings:
- Transformations, SUNY Cortland, 2016
- Rockin' the Research, SUNY Cortland, 2016
- SUNY Undergraduate Research Conference, 2016
- CIT Conference, 2016

2016-2017

Completed pilot study in May 2016
Complete another round of pilot study in Fall 2016
Collect, analyze data, write up results
Complete 10 additional modules: goal is to complete 4 additional ones by November 18 (NYSAHPERD, NY), all remaining by March 2017 (SHAPE America Conference).
Complete all fundamental movement skill posters
Present research at:
- NYSAHPERD, Vernon, NY, November 2016 (accepted proposal)
- Transformations, SUNY Cortland, January 2017
- SUNY Undergraduate Research Conference, 2016
- SHAPE America, Boston, MA, 2017 (proposal submitted)
- AERA, Texas, 2017 (proposal submitted)

2017-2018

Put content on Coursera or Coursites (to be decided summer 2017)
Run the entire course using BB with current PETE classes (PED 201, PED 321) Spring 2018
Deliver the OER through Coursera, Coursites to a greater audience
Completion of book chapter or journal article
Add project to OPEN SUNY