Perceptual and Motor Skills

Typically, infants younger than four months fail to attend to the left side of their spatial field, most likely due to an innate asymmetrical tonic neck reflex (ATNR). In a critical transition, by four months of age, infants begin to reach and develop depth perception; and, by five months, they tend to monitor the entire spatial field. However, this developmental transition can be delayed. Moreover, there is always a residual right-sided spatial bias under cognitive load, a phenomenon that may also occur among adult stroke patients. While causative factors of biased visual attention in both infants and brain-injured adults may vary, mechanisms of remediation may be similar. This literature review addresses whether the infant’s emergence of attention toward a full visual spatial field and the associated shift from monocular to binocular vision occurs because of (a) increased left side reaching, loosening the rarely mentioned high muscle tension ATNR or (b) maturational resolution of visual asymmetry in motion perception. More research is needed to investigate the origins of the infants’ visual control system and factors involved in its development, especially because Alzheimer and dementia patients may also show primitive two-dimensional vision and deficits in perceiving objects-in-motion that seem to mirror infant visual perception.

Reaction time (RT) tasks assess several brain functions, and a slow RT can be due to various brain diseases, disorders, and acquired conditions. This study examined age and gender differences in RTs of Spanish preschool children on the ruler drop test (RDT) and presents norm-referenced results. Participants were 3,741 children (1,845 girls and 1,896 boys; mean [M] age = 55.93, standard deviation [SD] = 11.14 months; M body mass index = 15.94, SD = 1.91 kg/m²), selected from 51 schools in southern Spain. We measured RT with the RDT, and we collected both right- and left-hand data. We expressed normative mean RDT values of both hands according to gender and age in percentiles. Based on mean RDT scores, girls exhibited a poorer performance than boys aged 4 years (p = .032, Cohen’s d = − 0.122) and 5 years (p = .001, Cohen’s d = −0.194). For the whole group, RDT performance was faster with increased age, from the age of five years.

This study examined a specific type of spatial perception, functional spatial perception, in 10-year-old children and adults. Functional spatial perception involves anticipating actions made with objects to fulfill a function, or, in this case, fitting objects through openings. We examined accuracy, sensitivity, and consistency in participants' abilities to adjust a window to the smallest opening through which a small wooden cube would fit. Success at this task requires accounting for the dimensions of both the object and the opening. In life circumstances, poor decisions at similar tasks may result in injury, frustration, or property damage. As much previous work in this area included very young children and adults, we sought to determine whether older children (10-year-olds) would show adult-like skills. Ten-year-old participants were as equally accurate and sensitive as adults, and both groups left a safety margin in performing this task; but we found that adults made more consistent judgments than 10-year-olds. There are developmental implications for these findings, given daily real-life needs to accurately gauge functional spatial relations and navigate objects in real life.

Grounded in self-determination theory, this study aimed first to examine differences in motivation for physical activity (PA) and habitual PA levels between adolescents and university students in Spain. The second aim was to examine differences in the degree of association between their intrinsic motivation and amotivation for PA and habitual PA levels in both samples. We studied 2,699 students (1,833 high school and 866 university; mean age = 18.83, standard deviation = 4.12 years) who completed the International Physical Activity Questionnaire-Short Form and two dimensions of the Behavioral Regulation in Exercise Questionnaire. High school students, relative to university students, self-reported significantly higher intrinsic motivation and higher PA levels for each type of PA intensity (i.e., walk, moderate, and vigorous); high school students also self-reported significantly lower amotivation than university students. The degree of association between the total metabolic equivalents of task and intrinsic motivation was higher among high school (versus) university students. This study shows the need to design intervention strategies to enhance PA levels and intrinsic motivation in university students.

Usual gait speed has been shown to have very good reliability and convincing predictive validity for evaluating older adults’ gait skills, but its criterion validity is unknown. We examined the criterion validity of the 8-feet (i.e., 2.44 meters) test in a laboratory environment to assess usual gait speed by comparing its results with the Intelligent Device for Energy Expenditure and Activity (IDEEA) monitor. Participants were 200 well-functioning community-dwelling adults aged 65 and older (113 women; 87 men; mean [M] age = 71.8, standard deviation [SD] = 5.6 years). Participants wore the IDEEA monitor for 48 consecutive hours, and we used the participants’ average usual gait speed for the analysis. The Spearman correlation of usual gait speed using both the 8-feet test and IDEEA monitor was moderate and statistically significant (ρ = .364, p < .001). The mean difference between both methods was 0.20 (SD = 0.27) meters/second, and the corresponding limits of agreement were 0.73 and −0.33 meters/second. There was a small systematic bias when the difference between the two methods was correlated with usual gait speed as measured by the IDEEA (ρ = −.20, p = .011). The perfect agreement (weighted kappa) of both instruments for classifying usual gait speed into tertiles, quartiles, and quintiles was 48.3% (k = 0.17), 30.9% (k = 0.23), and 25.4% (k = 0.29), respectively. Our results indicate that the 8-feet test showed moderate criterion-related validity for evaluating and assessing usual gait speed test in older adults.

Saddle height influences cycling performance and would be expected to influence cyclists physically, perceptually, and emotionally. We investigated how different saddle positions and cadences might affect cyclists’ torque, heart rate, rate of perceived exertion (RPE), and affective responses (Feeling scale). Nine male recreational cyclists underwent cycling sessions on different days under different conditions with a constant load. On Day 1, the saddle was at the reference position (109% of the distance from the pubic symphysis to the ground), and on Days 2 and 3, the saddle was in the “upward position” (reference + 2.5%) and “downward position” (reference − 2.5%) in random order. Each session lasted 30 minutes and was divided into three cadence-varied 10-minute stages without interruption: (a) freely chosen cadence (FCC), (b) FCC − 20%, and (c) FCC + 20%. We assessed all dependent measures at the end of each 10 minute stage. While there was no significant interaction (Saddle × Cadence) for any of the analyzed variables, torque values were higher at lower cadences in all saddle configurations, and the FCC + 20% cadence was associated with faster heart rate, higher RPE, and lower affect compared with FCC and FCC − 20% in all saddle positions. At all cadences, the saddle at “downward position” generated a higher RPE compared with “reference position” and “upward position.” The affective response was lower in the “downward position” compared with the “reference position.” Thus, while cyclists perceived the downward (versus reference) saddle position as greater exercise effort, they also associated it with unpleasant affect.

This study tested the reciprocal associations between mental toughness (MT) and sport-specific practice (SSP) among 163 adolescent Estonian volleyball players who completed self-reported measures of MT and SSP within a 2-year, three-wave longitudinal research design. Higher MT was associated with higher SSP hours at baseline, and changes in MT and SSP were also significantly interrelated across data from both males and females. These findings have implications for the importance of SSP to increase MT, though future research should replicate this study with other participant samples.

This study compared decision-making (DM) of experienced and novice volleyball coaches while measuring blood flow brain activation with functional near-infrared spectroscopy. We sampled 34 coaches (mean [M] age of 32.5, standard deviation [SD] = 9.4 years) divided into two experience groups: (a) novice (M = 2.8, SD = 1.9 years) and (b) experienced (M = 19, SD = 7.2 years). We evaluated coaches’ DM through their responses to video-based scenarios of attacks performed in the extremities of the net within the Declarative Tactical Knowledge Test in Volleyball. We found no significant DM differences between the two groups of coaches (p = .063), though novice (vs. experienced) coaches showed greater blood flow of the prefrontal cortex when visualizing the game situations. While experienced coaches may have better prefrontal neural efficiency during DM in these situations, further research is needed to evaluate other cerebral areas; since blood flow is an indirect measure of neural efficiency, and activity in remaining cortical components was unknown in this study.

Visual perception plays an important and integrating role in the development of cognitive abilities and perceptual-motor skills. Visual perception comprises different independent constructs that may function in an integrative manner. This study aimed to determine whether (and the extent to which) various visual-perceptual constructs influence the academic achievement of 12-year-old school children. In a cross-sectional analysis, we extracted only 2016 data from 581 learners (mean age = 12.92 years, SD = 0.42) who were participants in the North-West Child Health, Integrated with Learning and Development longitudinal study (2010–2016). We used the Test of Visual Perceptual Skills, Third Edition, the North-West Provincial Assessment and mid-year school examination reports to determine visual perceptual abilities and academic achievement of this participant group. We calculated correlations between visual perceptual constructs and academic performance using Spearman rank order correlations and separately analyzed the influence of gender and socioeconomic status with independent T tests. Different visual perceptual constructs did have significant influences on specific areas of academic learning and on academic achievement generally (r = .26 to r = .41). Spatial relationships showed slightly greater correlations with academic achievement (r = .15 to r = .33) than did other basic visual perceptual constructs, possibly because spatial relationships are not completely developed at age 12. Complex and basic visual perceptual skills had medium significant retrospective correlations with grade point average (r = .40 and r = .41) and first additional language (r = .30 and r = .33). We concluded that basic and complex visual perceptual constructs remain important for academic achievement in this age-group, while gender and socioeconomic status influence both visual perceptual abilities and academic achievement.