Perceptions and Use of Teaching Strategies for Fundamental Movement Skills in Primary School Physical Education Programs.

Fundamental motor/movement skills (FMS) describe the basic skills necessary to complete physical tasks, and are a key aspect of primary school physical education (PE) programs. Yet, specific teaching styles for FMS development have been relatively unexplored. Through a mixed-methods design, experiences and perceptions of different PE teachers (preservice, specialist, and generalist) were explored.

Hand preference for unimanual and bimanual tasks: Evidence from questionnaires and preferential reaching.

The current research compared hand selection in a preferential reaching paradigm with unimanual (i.e., pick-up cup) and bimanual (pick-up cup and pour from pitcher) tasks.

Instructors' Perspectives of Social and Motor Influences on Participation in Children With Autism Spectrum Disorder.

Participation is key to childhood development and is essential for health and well-being; yet children with Autism Spectrum Disorder (ASD) participate less in social and physical activities compared to their typically developing peers and little is known about how social and motor challenges impact participation patterns.  The current research garnered experiential insights of the quality and quantity of participation, through the lens of instructors ( = 9) working with a child or children with ASD.  Semi-structured qualitative interviews were conducted to capture a comprehensive and informative profile of how social and motor functioning of children with ASD influence involvement in social and physical activities.

Preferential Reaching and End-State Comfort: How Task Demands Influence Motor Planning.

Various factors (e.g., hand preference, object properties) constrain reach-to-grasp in hemispace.