Constraints-led Practices and Motor Ability on Basic Footwork Skills
Acquisition in Fencing
Novrizal Achmad Novan, Amung Ma’mun and Nuryadi Nuryadi
Universitas Pendidikan Indonesia, Jln. Dr. Setiabudhi No. 229, Bandung, Indonesia
Keywords: Task Constraints, Motor Ability, Skill Acquisition, Fencing.
Abstract: Constraints-led practice is essential in order to channel movement skills acquisition and athlete’s behaviour
in decision making. The objective of this study is to identify task constraints effect towards basic footwork
fencing skills acquisition on some motor abilities, and to know its interaction in the result of fencing basic
footwork skills practice. Quasi-Experimental method and Factorial Design were applied, sample included 20
athletes. The athletes were tested on Barrow Motor Ability Test and Footwork Actions Performance Checklist.
After 12 treatment sessions, results indicated there are statistically significant interaction between task
constraints, and motor ability on fencing basic footwork skills practice. Furthermore, constraints-led practice
has significant differences and greater results based on mean score between pre, and post-measurement in the
experimental group. Meanwhile, there are some differences between the experimental and control groups
affected by motor ability. A constraints-led practice allows to more rationally organize practice in comparison
with traditional practice since it had significant effects on fencing basic footwork skills practice. However,
more specific implement of motor ability assessment and their relationship with fencing skills may provide
an effective development program in fencing.
1 INTRODUCTION
Numerous studies have been published in recent years
related to task constraints in skill acquisition (Chow
et al., 2007; Glazier and Robins, 2013; Langley,
2001; Renshaw et al., 2013). A number of key themes
have emerged from these studies including that
success in skill acquisition determined by an athlete’s
ability and task constraints (Davids, et al., 2013;
Ezzat, 2011; Hastie et al., 2017; Renshaw et al.,
2013). Skill acquisition requires us to interact
effectively with the environment, detect most
important information, and response time
appropriately.
Ability to coordinate good movements in fencing
is necessary, an advanced fencer must be able in order
to anticipate incoming attack from the opponent and
make decisions. Past studies by (Seifert et al., 2013),
although the basic movement patterns in sport
performances need to be acquired, there is no ideal
motion patterns that someone must possess, there
exists no ideal movement template towards which all
athletes should aspire, since relatively unique
functional movement solutions emerge from the
interaction of key constraints. Hence, practices
should mainly consist of recreating simulations of the
game by not only manipulating practice areas, but
also the objectives and rules of play.
Regarding to skills transfer with environmental
constraints, (Seifert et al., 2016; Timmerman et al.,
2015) showed how individuals solve various motor
problems, and exploited the process of general
movement transfer positively. So, they can explore
information retrieval while performing a movement.
The study of motor ability as it relates to skill
acquisition has been emphasized by numerous
factors. Some research (Edwards, 2010; McCloy,
2013) emphasized that motor ability referred to
genetic nature of person’s ability while performing
high performance. Motor abilities are interconnected
and as a small percentage that depicts individual rank
in all his motor skills. Task constraints practice with
ball exercise can see in figure 1.
Figure 1: Task constraints practice with ball exercise.
Novan, N., Ma’mun, A. and Nuryadi, N.
Constraints-led Practices and Motor Ability on Basic Footwork Skills Acquisition in Fencing.
In Proceedings of the 2nd International Conference on Sports Science, Health and Physical Education (ICSSHPE 2017) - Volume 2, pages 295-298
ISBN: 978-989-758-317-9
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
295

In according to skill acquisition process differs
from skill execution (motor control) where learning is
a gradual process occurs more performance
experiments that results less susceptible behavior to
temporary factors such as fatigue, audience effects,
and anxiety. Therefore, individual focus on
constraint-led practices allows coaches to design
various games and tasks based on athlete’s dynamics
and focus on overcoming the constraint levels.
Constraints-led practice should provide a meaningful
practice and stimulate a person to think critically, able
to solve a problem occurred in skill acquisition
practice.
The importance of maintaining task performance
under challenging conditions reflect how individuals
construe competence in a given achievement situation
or context. In addition, fencers will spend years
preparing footwork skills before the coach permits the
to do blade work. Footwork basic skills consist of: En
Garde, Advance, Retreat, Lunge and Retreat.
Sowerby, (2014) explains that footwork is a
foundation of blade work, so it is necessary to spend
a lot of practice time to do it correctly. Few studies to
date have explored whether aspects of an athlete
motor ability provide clues or insight into the factors
that influence or affect an athlete’s skills acquisition
under constraint-led practice conditions. They
identified that implicit (errorless) motor learning will
be more beneficial for children with low motor skills.
As for children with high motor skills are advised to
use explicit (errorful) motor learning. (Broadbent et
al, 2015; Maxwell et al., 2017)
Consequently, the primary aim of this study was
to identify the effect of motor ability and task
constraints on basic fencing footwork skill
acquisition. A secondary aim was to identify whether
the effects of task constraints on high motor ability is
better than low motor ability, and to know its
interaction in the result of fencing basic footwork
skills practice. Data were collected by using
performance checklist. Observations were performed
directly and reinforced by photos and videos during
the treatment sessions. Barrow Motor Ability Test
were used to measure motor ability and Footwork
Actions performance checklist to observe footwork
performance.
2 METHODS
Twenty beginner fencers (15 males and 5 female)
participated in this study. The fencers were recruited
by using purposive sampling method. The beginner
fencers were all current regional standard fencers,
training four times per week. All testing was carried
out on some fencing clubs in Bandung, such as
Bandung All Indonesian Fencing Association Club,
and FPOK UPI Fencing School. This study used
factorial design.
During the initial testing session, general motor
ability was assessed using Barrow Motor Ability
Test. Participants were instructed to do footwork
actions, and divided into four groups regarding to
motor ability levels and task constraint treatment.
Following this, after 12 times practice, footwork
skills were assessed using footwork actions
performance checklist. Post-test data were analysed
during post-test session. For each analysis, the within-
subject’s factors were examined including motor
ability and task constraints treatment. As all
treatment conditions were planned, Tukey Test post-
hoc procedure was used. With each analysis; Two
Way ANOVA; Normality using the Shapiro-Wilk
test; Homogeneity of variance was evaluated using
Levene Test. The level of significance was set at 0,05,
in table 1 below is a factorial design.
Table 1: Factorial Design.
Motor Ability
Treatment
Task Constraint (X
1
)
Without Constraint (X
2
)
High (Y
1
)
X
1,
Y
1
X
2,
Y
1
Low (Y
2
)
X
1,
Y
2
X
2,
Y
2
3 RESULTS AND DISCUSSION
Normality test in this study were analysed using
Shapiro-Wilk Test at significance level  = 0.05 on
IBM SPSS 23. Shapiro-Wilk Test were used because
the participants less than 50 people. In according to
normality test, post-test gain score was normally
distributed. Tests of between-subject’s effects can see
in table 2.
Table 2: Tests of between-subjects Effects.
Dependent Variable: Gain
Source
Type III
Sum of
Squares
df
Mean
Square
F
Sig.
Corrected Model
51,600
a
3
17,200
12,741
,000
Intercept
1216,800
1
1216,800
901,333
,000
X
5,000
1
5,000
3,704
,072
Y
33,800
1
33,800
25,037
,000
X*Y
12,800
1
12,800
9,481
,007
Error
21,600
16
1,350
Total
1290,000
20
Corrected Total
73,200
19
a. R Squared = ,705 (Adjusted R Squared = ,650)
ICSSHPE 2017 - 2nd International Conference on Sports Science, Health and Physical Education
296

Homogeneity test were analysed using Levene
Test at significance level  = 0.05 on IBM SPSS 23.
Results showed that gain score are homogenous.
Hypothesis were analysed using two-way
ANOVA on IBM SPSS 23 at significance level  =
0.05 to identify the influence and interaction between
variables. Results showed that all variables have
significant differences, (X (motor ability) indicates F
value 3,704 > Ft (3,55); Y (task constraints) indicates
F value 25,037 > Ft (3,55)) and indicate the existence
of interaction between variables (XY indicates F
value 9,481 > Ft (3,55)). Therefore, variance analysis
goes to post-hoc test.
Post-hoc analysis using tukey test were used to
assess significant differences between groups, and to
assess significant differences between groups of task
constraints variables. Results showed that high motor
ability group on task constraints has significant
differences between another groups.
Based on two-way ANOVA and post-hoc
analysis, results showed that task constraints
significantly influence fencing footwork skill
acquisition. Supported by (Ezzat, 2011) There are
statistically significant differences between the pre,
within and post-measurement in all variables of motor
abilities test of physical condition description and the
level of skill performance of some essential skills in
fencing. Post-hoc analysis using tukey test can see in
table 3.
Table 3: Post-Hoc analysis using Tukey Test.


X
2,
Y
1
X
2,
Y
2
X
1,
Y
2
X
1,
Y
1
5,2
7,8
8,8
9,4



- 


X
2,
Y
1
0
2,6
3,6
4,2
X
2,
Y
2
0
1
1,6
X
1,
Y
2
0
0,6
X
1,
Y
1
0
 









X
2,
Y
1
5,098
7,058
8,235*
X
2,
Y
2
1,960
3,137
X
1,
Y
2
1,176
X
1,
Y
1
0
Skill acquisition task protocols should allow
performers to use movement variability to explore
and create opportunities for action, rather than
constraining them to passively receiving information.
(Davids et al., 2013; Renshaw et al., 2013; Seifert et
al., 2013)
The analysis of motor variability can provide
useful information to characterize motor performance
and learning, but this relation has to be addressed in
relation to the different motor capabilities of the
individuals, either due to their performance level or
due to alterations in voluntary movement control
(Caballero et al., 2017; Seifert et al., 2014; Tsolakis
et al., 2010).
4 CONCLUSIONS
According to various factors that affect in skill
acquisition, authors chose to examine the effect of
assigning task constraints and athlete’s level of motor
ability. The notions of motor ability are key source to
determine someone in order to advance skills.
Whereas constraints-led practice essentially provide
modifications in movement tasks that must be
performed by athletes.
Learners do not present themselves as a blank
slate and that every individual enters a new learning
situation with a pre-existing set of physical attributes
as well as skill capabilities.
Moreover, interactions with the environment and
task constraints in a learning context will shape the
emergence of movement behaviour that may or may
not meet the task goal.
Nevertheless, in this study, constant practice
produces greater performance improvement in tasks
with more complex environmental demands (i.e. open
skills). Although these findings initially seem to be
opposite to previous results found in literature about
the benefits of variable practice in open skills.
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