Abstract Aim: The purpose of the current study was to investigate the effects of considering single/ combined and raw/ standardized measures from the Körperkoordinationstest für Kinder (KTK) and Fitnessgram tests on the relation between GMC and HRPF in four age-groups. Method: Participated five-hundred thirty-one children and adolescents (279 boys). The individuals were divided into four groups: 4 to 7, 7 to 9.5, 9.5 to 12, 12 to 15 years of age. We utilized the KTK and Fitnessgram tests to measure, respectively, GMC and HRPF. Bootstrap correlations and χ2 tests were performed for all individuals, and each group controlling for sex. Results: For the raw scores, correlations were around (absolute) r = 0.37, except body composition, with large decreases when controlling for age and sex. For standardized tests, considering either the GMC quotient or GMC categories, correlations were all significant (around r = 0.34). Finally, considering broad categories (apt/non-apt and coordinated/non-coordinated), the association was 0.16. Conclusions: We found clear influences of the measure utilized on the association between GMC and HRPF measures.

It has been suggested that guidance, encouragement and opportunity are crucial factors for children’s motor development. They are especially important to promote the mastery of fundamental movement skills. The present study investigated the association between two elements related to those factors - proposed curriculum of physical education and the most popular sport in a given country - and the incidence of mastery in the FMS in children from 4 to 10 years of age. In order to carry out a cross-cultural comparison, three studies from different countries (Portugal, China and USA) that used TGMD-II were selected. The results indicated association between proposed curriculum and the number of children mastering FMS. This association increases in older age groups of children from USA, the most structured curriculum related to FMS, presenting the highest average percentage of mastery. Additionally, we did not find association of the most popular sports in a given country with the mastery of the related skill. These results are interpreted as evidence for the importance of guidance on the mastery of FMS.

RESUMO Assumindo que o Gokyo é um guia que orienta o processo de ensino das técnicas do Judô, é razoável deduzir que ele deve ser organizado seguindo uma ordem crescente quanto à complexidade das técnicas entre as séries. Baseado no conceito de complexidade da tarefa da área de aprendizagem motora, o presente estudo tem como objetivo analisar as técnicas de Te waza do Gokyo para verificar se elas estão organizadas na ordem crescente de complexidade. A complexidade foi conceituada como a quantidade de componentes e suas interações. A escolha dessas técnicas foi baseada na sua distribuição mais homogênea entre as séries do Gokyo. O resultado encontrado foi que 66% das técnicas de Te waza do Gokyo estão organizadas de acordo com a ordem crescente de complexidade definida pela aplicação dos critérios da área de aprendizagem motora.

ABSTRACT Assuming that the Gokyo is a guide for the teaching process of judo techniques it is reasonable to infer that it must be organized following a growing order in relation to the complexity of the techniques between the series. Based on the concept of task complexity drawn from motor learning literature the objective of this study was to analyze the Te waza techniques of Gokyo to verify if they are organized according to growing order of complexity. Complexity was defined as the number of components and their interactions. The choice of these techniques was based on a more homogeneous distribution among Gokyo series. The result found was that 66% of the techniques of Te waza are organized in accordance with the growing order of complexity defined by the application of criteria of the motor learning area.

Este estudo investigou os efeitos da meta estabelecida no desempenho e aderência de indivíduos experientes. Foram realizadas três fases: pré-teste, prática e pós-teste. Treze atletas universitários (24.3±4.8 anos de idade) foram divididos em dois grupos onde realizaram arremessos de três metros do basquetebol: G10% - no qual 10% do desempenho do pré-teste foram acrescidos para o estabelecimento da meta, e G30%, no qual 30% foi acrescido para estabelecimento da meta. Após a última fase, os indivíduos responderam a um questionário de avaliação do comprometimento a meta. A expectativa era que o grupo com maior percentagem no estabelecimento da meta iria demonstrar piores resultados e menor comprometimento com a meta estabelecida devido a dificuldade imposta. As análises mostraram que apesar da melhora significativa de ambos os grupos, os diferentes percentuais no estabelecimento de metas foram similares na mudança do desempenho. Entretanto, o acréscimo de 10% ao desempenho no pré teste permitiu maior comprometimento com a meta.

The present study investigated the effects of goal setting in the performance and adherence to the goal in experienced individuals. The study design was composed of a pretest, practice and a posttest. Thirteen collegiate-athletes (24.3±4.8 years old) was divided into two groups to perform three-meter-shots of basketball: G10% - which 10% of the performance in the pretest was added for the goal setting - and G30%, which 30% was added for the goal setting. After the last trial in the posttest, the participants answered a questionnaire of goal adherence. The expectation was that the higher percentage group would have worse performance and fewer adherences to the goal because the set goal was too difficult to achieve. Although we observed an improvement in the performance of both groups, no differences were found between them in the pre and posttest. However, G10% group showed higher frequency of adherence to the set goal.