Comparison of Treadmill and Overground Walking in Children and Adolescents.

The primary purpose of this study was to compare biomechanical gait variables and perceived gait velocity between overground and treadmill walking conditions among typically developing children and adolescents. Twenty children and adolescents (Mage = 11.4, SD = 2.9 years) walked overground and on a treadmill at a matched comfortable walking speed while a 3-D motion analysis system captured spatiotemporal and kinematic gait parameters. In order to compare perceived gait velocities, we acquired data at self-selected comfortable and fastest walking speeds. Paired t-tests comparing the children's speed and gait in these two different walking conditions revealed significantly higher cadence (p < .001) and shorter stride length (p < .002), during treadmill versus overground walking. In addition, treadmill walking showed statistically significant differences in joint kinematics of ankle excursion and pelvic rotation excursions (p < .001). Participants chose slower speeds on the treadmill than for overground walking when they were asked to select their comfortable and fastest walking speeds (p < .001). Our findings suggest that these differences between treadmill and overground walking in cadence, stride length, and perceived gait velocity should be considered whenever a treadmill is used for gait research within the pediatric population. However, the differences we found in gait kinematics between these two walking conditions appear to be relatively trivial and fell within the common error range of kinematic analysis.

Knowledge of performance feedback among boys with ADHD.

BACKGROUND: Children with attention deficit-hyperactivity disorder (ADHD) often experience delays in acquiring competence completing fundamental motor skills. The effects of augmented prescriptive knowledge of performance feedback (PKP) have not been explored as a possible component solution. AIMS: The purpose of this study was to test the motor learning effects of KP among boys with ADHD. METHODS AND PROCEDURES: Thirty-one boys with ADHD, randomly selected into either a treatment or a control group, completed a series of cornhole games. It was hypothesized that PKP feedback administered to treatment group participants would increase motor learning. Dependent variables included cornhole scores and quality of performance measures. OUTCOMES AND RESULTS: Both groups improved in cornhole scores and improvement was not dependent upon KP. Treatment group participants performed significantly better in quality of performance of the underhand toss compared to the control group. CONCLUSIONS AND IMPLICATIONS: PKP feedback improves motor skill performance learning among children with ADHD above knowledge of results feedback only. Recreational program directors should consider using KP feedback when teaching motor skills to boys with ADHD.

Biomechanical and perceived differences between overground and treadmill walking in children with cerebral palsy.

The treadmill is widely used as an instrument for gait training and analysis. The primary purpose of this study was to compare biomechanical variables between overground and treadmill walking in children with cerebral palsy (CP). Perceived differences between the two walking modes were also investigated by comparing self-selected walking speeds. Twenty children with CP performed both overground and treadmill walking at a matched speed for biomechanical comparison using a 3-D motion analysis system. In addition, they were asked to select comfortable and fastest walking speeds under each walking condition to compare perceived differences. Significant differences in spatiotemporal variables were found including higher cadence and shorter stride length during treadmill walking at a matched speed (for all, P<.003). The comparison of joint kinematics demonstrated significant differences between overground and treadmill walking, which showed increases in peak angles of ankle dorsi-flexion, knee flexion/extension, and hip flexion (for all, P<.001), increases in ankle and hip excursions and a decrease in pelvic rotation excursion while walking on treadmill (for all, P<.002). Comparison of perceived difference revealed that children with CP chose significantly slower speeds when asked to select their comfortable and fastest walking speeds on the treadmill as compared to overground (for both, P<.001). Our results suggest that these biomechanical and perceived differences should be considered when using a treadmill for gait intervention or assessment.

Does computer-based motor skill assessment training transfer to live assessing?

Developing competency in motor skill assessment has been identified as a critical need in physical educator preparation. We conducted this study to evaluate (a) the effectiveness of a web-based instructional program --Motor Skill Assessment Program (MSAP)-- for developing assessment competency, and specifically (b) whether competency developed by using this method transferred to participants' ability to accurately assess actual students in a gymnasium setting. Participants were 36 (9 men and 27 women) preservice kinesiology majors. Results revealed they performed significantly better on assessing a motor skill after using MSAP training and this training transferred to significant improvements in accurately assessing students in an actual gymnasium setting

Caseloads and job demographics of adapted physical educators in the United States.

This study examined adapted physical educators' caseloads, service delivery modalities, and the amount of direct and indirect instructional time provided to students with disabilities in general physical education. The participants were a national sample of 139 certified adapted physical educators, 100 women and 39 men, representing 31 states. Certified adapted physical educators were defined as physical educators who passed the Adapted Physical Education National Standards Exam. The sample completed a web-based survey and had a return rate of 34%. The participants typically worked 41.2 hr. per week and allocated 52.3% of their time to direct and 13.8% of their time to indirect services. Students on the caseloads received on average 32 min. of instruction per week. For direct services, 27% of the participants reported serving preschool students, 72% elementary school students, 57% middle or junior high school students, and 59% secondary or high school students. For indirect services, 16% of the participants reported serving preschool students, 55% elementary school students, 41% middle and junior high school students, and 38% secondary or high school students. The participants carried a mean caseload of 51 students, with 42 students served directly and nine students served indirectly. The two factors that possibly influenced the participants' caseloads include students' grade level and policies within each state or school district. The findings are compared to the national job analysis (Kelly & Gansneder, 1998).