When reviewing motor performance skills research, it is imperative to explicitly define
the features and characteristics of related terms such as, motor skills, motor performance skills,
motor development, motor learning and motor abilities. The term motor development describes
the transformation in movement behaviour from childhood to adulthood and the factors that lead
to these changes (Clark and Whitall, 1989). More specifically, it refers to progressive, age-related
biological developments whereby movement behaviour changes. Key factors affecting
developmental changes in movement behaviours include experience, stage of maturation and
aging.
Motor learning is a term used to describe physical adaptations that are relatively
permanent as a result of practice, training and structured strategies rather than development due
to maturation (Lloyd et al., 2015; Schmidt and Lee, 1988). Motor learning not only includes the
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previously acquired motor skills (Cherni et al., 2019; Gjinovci et al., 2017; Meylan and
Malatesta, 2009). Learning and skill development however, are symbiotic as the effectiveness of
learning specific sport-related motor skills depends on the developmental status and the demands
imposed on the biological system (Sigmundsson, Trana, Polman, and Haga, 2017).
Movement skill is defined as a structured and well-controlled series of intended body
movements to achieve the desired result (Rudd et al., 2015). Movements of the body, head and
limbs must be coordinated to result in the efficient performance of a movement skill effectively,
such as illustrated in a forward roll. Cognitive and sensory processes influence an individual's
choice of movements and how they are applied (van der Fels et al., 2015). For example, the
bilateral movements and timed performances used in a dodge. Motor abilities also influence the
way a person will perform and learn motor skills. The term motor ability describes the capacity
of the individual to perform a variety of motor skills (Lämmle, Tittlbach, Oberger, Worth, and
Bös, 2010; Magill and Anderson, 2007). For example, possessing adequate muscular power
(speed-strength) to surmount an obstacle and maintain balance illustrates the concepts of using
multiple movement skills to complete a task. A diverse range of critical motor abilities underlies
the performance of a motor skill. In the past, motor abilities have been classified as general
motor coordination (i.e. multi-limb and gross body coordination) balance, spatial orientation,
strength, and power (Fleishman, Quaintance, and Broedling, 1984). More recently, motor
abilities have been regarded as multidimensional, comprising of five general dimensions:
flexibility; endurance; speed; strength and coordination with ten sub-dimensions (anaerobic
endurance, aerobic endurance, muscular endurance, coordination under time pressure, maximum
strength, action velocity, speed-strength, speed of response) (Lämmle et al., 2010). This
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individual performs specific components of that skill, for example, run-up, side steps,
backswing, forward swing. The underlying motor abilities involved in the throwing of the javelin
are; coordination under time pressure, multi-limb coordination, the speed of leg and arm
movement, aiming and speed-strength (power).
Motor performance skills is a term used internationally in published literature. Examples
such as motor skills (Barnett, Morgan, van Beurden, and Beard, 2008), fundamental movement
skills (Gallahue and Ozmun, 2006), fundamental sports skills (Larsson and Quennerstedt, 2012),
are used to describe movement skills that are essential for complex specific activities like sport-
specialized skills that individuals may engage in (Behringer et al., 2011; Wickstrom, 1983).
'Motor performance skill proficiency' is the level of competency achieved via the learning,
practice and development of core motor performance skills in combination with sufficient
development of motor abilities required, such as power, speed and strength resulting in efficient
and effective movement in a multitude of physical and sporting activities (Collins, Booth,
Duncan, and Fawkner, 2019). These motor abilities are the building blocks for physical literacy,
which if adequately adopted in childhood will possibly have a positive effect on motor
performance skills proficiency later in life (Gallahue and Ozmun 2005).
Explosive power is considered an essential element for performing motor performance
skills and everyday activities (Buonomano and Merzenich, 1998; Cotman and Berchtold, 2002;
Cureton and Barry, 1961; Delaš, Miletić, and Miletić, 2008; Fransen et al., 2014; Kraemer et al.,
2001; Rarick and Dobbins, 1975; Saez-Saez de Villarreal et al., 2010). Most motor performance
skills require fast, explosive movements to be performed efficiently and effectively, for example;
jumping, throwing, hopping, skipping and running. Children with adequate motor coordination,
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degree of postural control and intensity (Barnett et al., 2016; Bremer and Cairney, 2016;
Trecroci, Cavaggioni, Caccia, and Alberti, 2015). Even the tests of motor performance skills
require some combination of power (strength and speed) and motor control. Jumping tasks
require motor coordination and muscle power to project the body horizontally forward in the
standing long jump or vertically in the vertical jump. Throwing tasks require motor coordination
and power in propelling an object, most often in the form of a ball thrown for distance. Dashes or
sprints are a test of running speed that requires power and coordination to move the body as
rapidly as possible. Shuttle runs are used as an indicator of agility, which is the ability to alter the
direction when moving rapidly. More recently, muscular power has been identified as being the
most integrated physical quality in learning motor performance skills for seven and eight-year-
olds and is highly correlated with motor performance in children (Delaš et al., 2008). Therefore,
muscular power is a crucial motor quality associated with the efficient and effective execution of
motor performance skills.
In education, some professionals perceive that a natural predisposition of children to
move and be playful will then involuntarily translate toward the achievement of motor
development and motor skills (Stodden et al., 2008). Based on this assumption, children will
naturally develop proficiency in motor performance skills and the importance of specific skill
learning, practice and stimuli to obtain proficiency may be ignored. In reality, appropriate
learning, practice, instruction, encouragement and sufficient development of motor abilities such
as power, speed and strength, are necessary to develop proficiency (Lubans, Morgan, Cliff,
Barnett, and Okely, 2010). Furthermore, a child may require an environment that provides a
quality learning environment with adequate opportunities to participate in physical activities with
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