Validation of a Follow-Through Developmental Sequence for the Overarm Throw for Force in University Students

Autor/inn/en	Beseler, Bradley; Mesagno, Christopher; Spittle, Michael; Johnson, Nicola F.; Harvey, Jack; Talpey, Scott; Plumb, Mandy S.
Titel	Validation of a Follow-Through Developmental Sequence for the Overarm Throw for Force in University Students
Quelle	In: Journal of Motor Learning and Development, 10 (2022) 2, S.309-327 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beseler, Bradley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-3193
Schlagwörter	Physics; Psychomotor Skills; Physical Activities; Gender Differences; Age Differences; Measurement Equipment; Experience; Athletes; Developmental Stages; Undergraduate Students; Photography; Motor Development + Suchen Sie Ihr Suchwort? Physik; Psychomotorische Aktivität; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Messinstrument; Erfahrung; Athlet; Fotografie; Motorische Entwicklung
Abstract	Background: The purpose of this study was to examine the effect of the follow-through on thrown ball velocity, potentially justifying inclusion of the follow-through in Roberton's five critical components. Method: Seventy-eight University students participated in the overarm, dominant hand, throwing task, which involved throwing a standard tennis ball with maximum force three times. Each throw was filmed by two cameras placed behind and to the open side of the thrower to assess the throwing technique. The velocity of the throws was recorded with a radar gun. Results: Results indicated that, after accounting for the effects of gender, age, and throwing experience, there was a significant effect of follow-through level on throw velocity. Analysis of covariance also revealed a significant gender effect, with males throwing significantly faster than females. Results indicated the follow-through had the second largest impact on thrown ball velocity of all six components. Discussion: These findings provide preliminary support that the follow-through should be added to Roberton's developmental levels. The inclusion of the follow-through component could assist teachers and coaches to facilitate learner and athlete development and could also improve the accuracy of throwing development assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01