BSE219 TMA02 (Tutor-Marked Assignment Two) SUSS: July 2024 Presentation – Introduction to Human Movement, Singapore

Question 1

Question 1 of TMA02 will be a group presentation during Session 5 (9 October 2024). Everyone will be randomly allocated to groups in session 4. There will be no swapping of groups once the groups are randomly assigned. All groups are advised to allocate time for meetings prior to Session 5 to prepare for the presentation.

All groups will have 20 minutes in Session 5 to finalise preparations for the presentation. Each group will be given approximately 10 – 15 minutes for their presentation. Presentation must be split as evenly as possible between all group members. Each member will be scored individually for their segment of the presentation. A group-based mark will be awarded for the overall content of the presentation as defined by the question requirements.

The presentation will be in the form of a debate with a team for (support) or against (oppose) the standing motion (see Question 1a). Groups will present their position with substantiating evidence from the literature.

The motion for groups to debate will be randomly assigned. The decision for groups to support or oppose the motion will also be based on random allocation.

Develop and present your team’s case with appropriate substantiating evidence that supports or opposes (based on group’s allocation) the motions (statements) below.

(i) Fundamental movement skills are more important than varied movement experiences when viewed from a lifespan perspective.

(ii) Fundamental movement skills implicate activities of daily living in adolescents (teenagers aged 13 to 16 years old).

(iii) Fundamental movement skills when developed at a young age has implications on the movement capabilities of senior adults (65 years old and above).

Question 2

(a) Watch the YouTube video of the Indian Wells 2024 Highlights of the tennis match between Jannik Sinner and Carlos Alcaraz via the link below.

Identify any movement responses of the players that are representative of specific fundamental movement skills. List them across the various FMS constructs.

Use the table below to present your responses

(b) Analyse the movements of the young players in the video via the link below. List the emergent FMS that can be observed.

(c) Contrast the two tables created in Questions 2(a) and 2(b). Outline the presence of any similarities or differences. Discuss the implications of these similarities and/or differences.

(d) Analyse the movements of the players in Question 2(a) again. Discuss if there are other elements of movement competence and/or other movements that are not classified as FMS that are observed.

(e) Use the tennis rallies in Questions 2(a) and 2(b) as a reference to the performance context. Create an evaluative tool that allows differentiation across the spectrum of competence.

The evaluative tool will need to have at least THREE (3) differentiating categories of performance levels (e.g., reaching, achieving, extending) and have at least THREE (3) criterions of evaluation.

(f) Evaluate the competence of one of the athletes in the video via the link below. https://www.youtube.com/watch?v=nWb9T-sX7_s

Identify the performance level he would rank at based on the evaluative tool created in Question 2(e). Justify your evaluation of the athlete.

(g) Reflect and discuss the following points:

(i) How easy or difficult was it to use the evaluative tool to evaluate the athlete with a disability (AWD) in Question 2(e)?

(ii) From your experience in responding to Question 2(f), what are the potential limitations of using only FMS to define performance levels or movement competence in a diverse population?