Description
Using Google Scholar, you need to locate a reputable, peer-reviewed, scholarly article BASED ON STRENGTH TRAINING AND HOW IT AFFECTS COLLEGE BASKETBALL ATHLETES
A research-based article is a primary source, it reports the participants, methods, and results of an original study conducted by the authors.
A review-based article is a secondary source, it is written about other articles, and does not report original research of its own. Review articles are very important, as they draw upon previous research to strengthen or support existing theories and/or patterns within the literature, but cannot be used in this article review submission.
Be sure the article you choose to review is a research-based article and not a review-based article.
All submissions must include an APA title page, be grammatically correct, properly edited, and abide strictly by the APA style of writing (7th edition).
Please access the attached Article Review Example as a reference to assist you in this assignment.
** Remember your article reviews should be no more than 2-pages (maximum). The reviews should clearly address each of the requirements but should be concise.
*SEND ME THE ARTICLE YOU PLAN ON USING BEFORE YOU START SO I CAN CONFIRM THAT IT IS GOOD TO USE*
Format of Article Review:
Write the source at the top of the page in APA format. Include a few parenthetical citations throughout your review. Use direct quotes sparingly. Only use a direct quote if the exact phrasing of the original material is crucial to your point and you are unable to paraphrase.
Answer these questions about the study, however, write your article review in paragraph format and do not include these questions as headings (again, use the Example Article Review as reference)
Provide an introduction to the study.
What is the research question/ purpose statement offered by the author(s)
Who were the participants? Include demographic items (age, gender, location, year in school, etc.)
What was the procedure? How was the study conducted? (Survey instrument? Interview? Historical/Archived data?)
What was the data analysis? Statistical methods used for quantitative? Methods used for qualitative?
What were the results/ findings?
What are the implications from the study? How do they relate to the current topic in physical education, administration, exercise science, or sport?
Attached is a sample article review to use. The sample contains two, for this assignment you only have to use 1.
Unformatted Attachment Preview
Movement Skills in Children with Intellectual Disabilities: An Article Review
John B. Student
Department of Kinesiology, Graduate Physical Education Program, Azusa Pacific University
PE 580: Wellness and Fitness for Life
Dr. Susan B. Professor
November 14, 2021
Staples, K., & Reid, G. (2009). Fundamental movement skills and autism spectrum disorders.
Journal of Autism Developmental Disorders, 40, 209-217.
Children with Autism Spectrum Disorder (ASD) often demonstrate delays and deficits in
fundamental movement skills (Staples & Reid, 2009). Due to methodological limitations in past
studies, the authors’ purpose was to evaluate the movement abilities of male and female autistic
children who represent the entire spectrum.
Participants in the group with ASD included the following: 21 boys and 4 girls between
the ages of 9 and 12 years with 11 being diagnosed with autistic disorder; 12 with pervasive
developmental delay not otherwise specified; and 2 with Asperger disorder. These 25
participants also represented a full range of cognitive functioning based on full scale IQ (FSIQ)
ranging from 34 to 104 with an average IQ score of 63, with mental age equivalency ranging
from 3.9 to 10.7 years. There were three comparison groups matched to the ASD group based
on: a) chronological age; b) movement skill performance; and c) mental age equivalence. The
comparison group matched by chronological age included children between the ages of 9 and 12
years to use as a baseline to compare movement skills of typically developed peers. The second
group was also typically developed but included younger children whose ages were matched to
the movement skill age equivalency of each child from the ASD group. Since three of the
children from the ASD group scored below a 4-year old movement skill equivalency they could
not be included in this comparison category, therefore the second comparison group was
comprised of 22 children between the ages of 4.9 and 6.9 years. Participants in the third
comparison group were chosen based on mental age, whose chronological age is comparable.
Due to two of the scores from the ASD group being below school-age equivalence, those
participants were removed from further analysis of this group. This resulted in the third
comparison group being comprised of 19 typically developed children between the ages of 4.9
and 10.7 years (Staples & Reid, 2009).
The Test of Gross Motor Development (TGMD-2) was the survey instrument used to
collect data. The TGMD-2 is a standardized assessment measuring 12 fundamental movement
skills including locomotor skills and object control. Researchers chose the TGMD-2 because it
focuses on specific performance criteria rather than outcome of performance. Each skill on the
TGMD-2 includes up to five performance criteria and children are allowed two trials for each
skill. Children received one point based on the presence of each performance criteria or a zero
for the absence of each performance criteria. The sum of all the scores from each skill subtest is
the raw score, ranging from 0-48 with a higher score signifying higher proficiency. Staples and
Reid (2009) used a quantitative design in their research methods. Data analysis of the movement
skills were scored based on the TGMD-2 scoring guide which translates raw scores into age
equivalency. Mann-Whitney U analysis was used to compare the differences in the results from
the ASD group with the results from the three comparison groups (Staples & Reid, 2009).
Scores from the developmental equivalency group were closest to the scores of the ASD
group, which was the expected outcome. The scores from the mental age equivalency group had
significantly higher scores than the ASD group, but the chronological age group had the highest
scores resulting in the largest score discrepancy for any of the comparison groups when
compared to the scores of the ASD group. It was concluded by the authors that children with
ASD have considerably delayed movement skills compared to their typically developed peers
(Staples & Reid, 2009). This research relates to the current study by providing pertinent
information in regards to age appropriate developmental milestones that may be delayed for
individuals with ASD.
Frey, G., & Chow, B. (2006). Relationship between BMI, physical fitness, and motor skills in
youth with mild intellectual disabilities. International Journal of Obesity, 30, 861-867.
A common belief among health professionals is that individuals with intellectual
disability (ID) have a higher rate of obesity than the general population and also demonstrate
deficits in motor abilities (Frey & Chow, 2006). The purpose of this study was to determine the
rate of obesity among children with ID and if there is a relationship between motor proficiency,
physical fitness, and BMI among this population.
Participants included 477 males and 259 females between the ages of 6-18 years who
have mild intellectual disability (IQ range of 50-70). Individuals with a diagnosis of Down’s
syndrome, William’s syndrome, specifically autism, co-occurring conditions, and other physical
conditions such as cerebral palsy and congenital heart defects were excluded from participation
in this study. These conditions present physiological differences which could impact their ability
to participate in the testing, which would result in unreliable and unrepresentative data (Frey &
Chow, 2006).
Data collection started at the beginning of the school year with fitness testing being
conducted in the first three months and motor testing conducted the following three months.
Height and weight data used to determine BMI was retrieved from school records which were
updated at the start of the school year. Fitness testing included: a) 1-minute sit-up; b) isometric
push-up; c) sit and reach; d) 6-minute (ages 6-8 years) or 9-minute (ages 9-18 years) run/walk
test; and e) triceps and calf skinfold measures. Motor testing was assessed using the Test of
Gross Motor Development (TGMD-2) to determine motor proficiency. The TGMD-2 includes
six locomotor skills and six object control skills. Each skill has three to five subtest items that
participants are scored on their ability to meet each performance criteria. If the performance
criteria was met, a score of one was recorded and if it was not met a score of zero was recorded.
Participants were scored based on their performance on two separate trials with a maximum
score of 48 points. The total score for each participant was their raw score, which was used for
analysis (Frey & Chow, 2006).
The methodological design was quantitative. Data analysis was completed using
ANCOVA to examine differences between participants’ classification of weight (obese,
overweight, and normal) based on BMI, with gender and age as covariates. Controlling for age
and gender researchers used Pearson correlations in order to calculate relationships between
variables. Participants with missing or incomplete data were excluded from data analysis which
resulted in 444 fitness testing participants and 244 motor testing participants. Researchers found
a strong correlation between BMI and skinfold measures. Most of the participants were
overweight and borderline obese, so the researcher combined these categories for further
analysis, which resulted in 20% of the participants categorized as overweight/obese. BMI was
not strongly correlated with the run/walk and push-up tests, and was not a factor in any of the
motor tests. Age and gender were the most accounted for in the following variables: a) 6/9minute run; b) push-up; c) object control; d) locomotor control; and e) sit-up. Results of the BMI
calculations showed that 20% of the sample population was obese compared to an estimated 14%
the general population being obese. Aerobic performance and muscular strength in individuals
with ID were negatively influenced by BMI when age and gender were controlled. Researchers
stated that it was difficult to determine whether BMI was a strong catalyst for motor performance
because the whole sample scored in the very poor category. Youth with ID have inferior motor
skills compared to youths without ID. This leaves room for several factors that could be
attributing to the differences in motor skills such as motor development, motor delays, lack of
movement opportunities, and physiological limitations (Frey & Chow, 2006).
Researchers concluded from these results that deficits in motor ability could influence
people with ID to be inactive, which leads to low fitness levels, sedentary behaviors, and obesity
(Frey & Chow, 2006). The information delivered in this study relates to the current research by
providing examples of motor and movement skill impediments that may influence the results of
the current study of motor skill acquisition and retention.
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