Dissertationen: „Coordination skills“

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Borshchov, V. "Basic management skills." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/66275.

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Speaking about basic management skills it is very important to mention that all they are applied all over the world. In general overview they might be divided in planning, organizing, directing, coordinating and reporting. All skills to be used in professional field need respect, understanding and involvement.

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Minagawa, Tadashi, and Koji Yoneda. "Job Destruction and Coordination Failures in Labor Turnover." 名古屋大学大学院経済学研究科附属国際経済政策研究センター, 2014. http://hdl.handle.net/2237/21070.

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3

Borshchov, V. "Basic management skills." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/65311.

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Speaking about basic management skills it is very important to mention that all they are applied all over the world. In general overview they might be divided in planning, organizing, directing, coordinating and reporting. All skills to be used in professional field need respect, understanding and involvement.

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SCIONI, Enea. "Online Coordination and Composition of Robotic Skills: Formal Models for Context-aware Task Scheduling." Doctoral thesis, Università degli studi di Ferrara, 2016. http://hdl.handle.net/11392/2403213.

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Lo scopo di questa tesi di dottorato consiste nel trasformare piani di tipo simbolico in speciﬁche di movimento basate su vincoli ed eseguibili da sistemi robotici autonomi, attraverso la programmazione di skill di movimento, nonch`e la loro schedulazione e adattamento a tempo di esecuzione. I piani di tipo simbolico sono sequenze ordinate di azioni discrete eseguite da un robot atte ad ottenere un desiderato cambiamento sull’ambiente circostante. Le azioni, in quanto simboliche, non sono direttamente eseguibili, poich esse non contengono dettagli informativi che dipendono strettamente dal contesto di esecuzione dell’azione stessa (e.g., informazioni sulle caratteristiche del robot, degli strumenti del quale `e equipaggiato, nonch`e informazioni sull’ambiente circostante); per rendere eseguibili le azioni `e quindi necessario un processo di conversione di ciascuna azione simbolica in una skill che deﬁnisca come eseguire il movimento continuo del robot. Questa tesi propone una metodologia per formalizzare la suddetta trasformazione, fornendo una descrizione dichiarativa di quelle situazioni che esibiscono una natura sia discreta che continua e ritardando tale processo laddove possibile. Per esempio, un robot umanoide pu`o aprire un cassetto per mezzo del braccio destro, sinistro o entrambi: la scelta della strategia di apertura dev’essere ritardata ﬁntanto che le informazioni siano insuﬃcienti per una decisione adeguata. Inoltre, aﬀerrare la maniglia di un cassetto richiede che la pinza robotica sia aperta: quest’ultima azione pu essere eseguita in qualsiasi momento durante il movimento di avvicinamento alla maniglia, ma evitando di urtare quest’ultima nel caso in cui la pinza non sia suﬃcientemente aperta. Una soluzione semplicistica `e quella di eseguire tali azioni in ordine strettamente sequenziale: questa tesi propone un’alternativa che ottimizza l’esecuzione del piano online, attraverso un motore d’esecuzione che sfrutta le caratteristiche del robot e le adatta al contesto di esecuzione. Un primo contributo della tesi `e la deﬁnizione di un modello formale di skill robotica che permetta di rappresentare un’azione in modo completo, considerandone gli aspetti nel dominio sia discreto che continuo. La schedulazione dell’esecuzione di queste skill `e vincolata ad un insieme di dipendenze da soddisfare a tempo di esecuzione; tali dipendenze rappresentano condizioni logiche relative alle interazioni tra robot e ambiente, le quali appartengono al dominio continuo. La rappresentazione formale di queste dipendenze 1 deﬁnisce un modello chiamato Skill Dependency Graph (SDG), che viene interpretato e realizzato a tempo di esecuzione da un Skill Dependency Graph Executive (SDG-E). Preferendo una descrizione dichiarativa e formale rispetto ad approcci procedurali, questa tesi propone inoltre il linguaggio micro Skill Dependency Language (USDL), come un insieme minimale di regole dichiarative che deﬁniscono le relazioni in un modello SDG. Come secondo contributo, la tesi descrive un’innovativa speciﬁca di movimento per mezzo di relazioni geometriche che ne rappresentano i vincoli, ovvero relazioni tra coppie di entit geometriche (punti, linee e piani) come distanze ed angoli. A tempo di esecuzione, queste espressioni formali sono valutate nel contesto attuale allo scopo di generare setpoints istantanei di movimento, ottimizzati rispetto ai limiti del robot (e.g., limiti di giunto) e ridondanza cinematica. Inoltre, questa soluzione separa la speciﬁca di movimento dal risolutore numerico adottato; in tal senso, strategie di controllo ottimo su vincoli sono preferite alla pianiﬁcazione del movimento su vincoli, in quanto le prime supportano speciﬁche che includono interazioni ﬁsiche o che implementano azioni di controllo reattive. Un terzo contributo `e derivato dall’integrazione dei due precedenti, avente lo scopo di generalizzare quelle componenti che formano un modello di skill programmato manualmente. Le entit geometriche discusse in precedenza sono modellate come parte di generici elementi geometrici, che siano oggetti ﬁsici, oggetti virtuali o strumenti del robot stesso. Questo approccio permette di classiﬁcare le varie speciﬁche di skill robotiche, laddove gli oggetti coinvolti nella speciﬁca stessa siano semanticamente equivalenti. Per esempio, la skill che realizza il movimento per aﬀerrare una maniglia di un cassetto `e conforme alla stessa skill generica che aﬀerra la maniglia di una porta o un bicchiere, in quanto questi oggetti possono essere approssimati come inviluppo di un cilindro. Una skill cos´ı generalizzata `e detta prototipo: skill prototipali non sono direttamente eseguibili, ma sono arricchite da un processo di trasformazione che provvede informazioni dipendenti dal contesto di esecuzione. Il risultato di tale processo converte il prototipo in un’istanza eseguibile in una skill di movimento. Skill complesse sono create per composizione di molteplici prototipi, piuttosto che applicando una strategia ad ereditariet`a da una sola skill. Questo lavoro di tesi provvede diversi esempi di skill implementate e testate sperimentalmente. Questa tesi contribuisce alla realizzazione di una strategia Just-in-Time, con lo scopo di ritardare ogni decisione ﬁntanto che quest’ultime siano eﬀettivamente necessarie per la realizzazione del movimento. Grazie a questa soluzione, la speciﬁca di movimento `e composta a tempo di esecuzione considerando le ultime informazioni disponibili. Inﬁne, questa tesi propone ipergraﬁ gerarchici e un meta modello chiamato “NPC4” per rappresentare formalmente aspetti strutturali di modelli basati su graﬁ (incluso il modello SDG). La separazione tra struttura e funzionalit`a permette un miglior riutilizzo di quelle porzioni di codice in comune, inoltre ne sempliﬁca la deﬁnizione di nuovi linguaggi speciﬁci di dominio. This research aims to bridge the gap between symbolic plans and executable, constraintbased robot task speciﬁcations by means of oﬄine skill programming, and online skill scheduling, reﬁnement and adaptation. Symbolic plans are discrete sequences of actions that must be performed by a robot to achieve an intended change in the environment. Such actions are not directly executable, so a reﬁnement process adds context-dependent knowledge (about the robot, its tools, and the environment) required to generate the robot’s continuous motion. This work enhances this reﬁnement process, providing a declarative description of those situations that lie in both discrete and continuous domain, and a late online decision making about the symbolic and continuous representations of an action. For example, a multi-arm robot may have symbolic plans to open a drawer by means of the right arm, the left arm, or both, and it can delay its decision about which plan to execute until it knows all properties of the drawer and its environment. In the same vein, grasping the drawer’s handle requires the robotic gripper to be opened, and while that action can start anytime during the approach motion, the progress of both actions must be coordinated online, to avoid the robot to hit the handle with a not yet suﬃciently opened gripper. The state-of-the-art solution is typically to ﬁrst open the gripper, and only then start the approach motion; this work optimises the plan execution at runtime, by an execution engine that exploits the most current status of the robot capabilities. This behaviour is supported by formal models and Domain Speciﬁc Languages, and by mechanisms to specify, compose and coordinate robotic skills at runtime. A ﬁrst contribution is a formal skill model that represents both discrete and continuous aspects of an action. The scheduling of the execution of these skills is constrained by a set of dependencies that must be satisﬁed online, and that represent logical conditions on the continuous state of the robot-environment interaction; the formal representation of these dependencies is called the Skill Dependency Graph (SDG). Such SDG models are interpreted and realised at runtime by an execution engine called Skill Dependency Graph Executive. This dissertation prefers declarative and formal representations instead of 1 procedural and code-based approaches: to this end, the micro Skill Dependency Language (USDL) is proposed as a minimal set of declarative rules behind SDG models. The second contribution of this dissertation is a novel constraint-based task speciﬁcation based on formal, declarative geometric relationships to represent motion constraints; that is, relationships (e.g., distances and angles) between pairs of geometric entities (such as points, lines and planes). At runtime, these formal expressions are evaluated in the actual robot-environment context to generate explicit and instantaneous motion set-points, optimising the robot limitations (e.g., joint limits) and redundancies. Moreover, this solution decouples the motion speciﬁcation from the underlying numerical solver; in this context, constraint-based optimal control strategies are preferred to constraint-based motion planning to provide reactiveness and to support speciﬁcations that describe physical interactions. The third contribution is to integrate the previous two, with the explicit aim to support generalization over skill models. Geometric entities are modelled as part of a geometric item description, whether it is a physical object, a virtual object or a tool (i.e., a controlled object that adds further capabilities to the robot). This modelling eﬀort generalises the skill speciﬁcation to a class of cases, where the objects involved are described with semantically equivalent and more generic geometric entities. For example, the skill that performs the grasping of a drawer’s handle conforms to the same generic skill as the grasping of a glass, since both handle and glass are approximated as a cylindrical envelope. This generalisation leads to skill prototypes, which are not executable as is, but require additional context-dependent knowledge: the output of this reﬁnement is a executable skill instance. Complex skills are created by composition of multiple skill prototypes, preferred to inherit from a single skill; several experimental examples are provided in this work. Another contribution is the realisation of a Just-in-Time strategy, to postpone decisions until they are really needed, so that the task speciﬁcations are composed with the latest information available at runtime. A ﬁnal contribution proposes hierarchical hypergraphs and a meta model called “NPC4” as formal representation of the structural aspects of graph-based models (including the SDG). Such a strict separation between structure and behaviour enables the reuse of infrastructure code, and simpliﬁes the deﬁnition of new Domain Speciﬁc Languages.

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Finazzo, Constance Lea. "Increased coordination skills for the third through sixth grade special day class: A dance curriculum unit." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1453.

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This project is a dance curriculum unit designed for teachers working with students who have learning handicaps. It is specifically designed for students in grades three through sixth. It can be used in coordination with the performing arts curriculum or the physical education curriculum.

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Miller, Pamela Ruth. "The effect of frequent computer play on eye-hand coordination skills of young children with spina bifida." Available to US Hopkins community, 2002. http://wwwlib.umi.com/dissertations/dlnow/3046518.

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Tsiotra, Georgia D. "Motor coordination among Greek children : from assessment to intervention." Thesis, University of Wolverhampton, 2010. http://hdl.handle.net/2436/109165.

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Background: Developmental Coordination Disorder (DCD) describes children with a difficulty to acquire age-specific motor skills. Although there is a significant body of literature addressing developmental and cognitive issues in children with DCD, few studies have actually examined the associations between DCD, physical activity and physical fitness. Therefore, the aim of the present research work was to assess these associations in a series of four successive studies which were set: a) (study 1) to estimate DCD prevalence rates in Greek children and investigate whether these children exhibit different obesity and cardiorespiratory fitness levels than an overseas sample, b) (study 2) to provide evidence on the association between DCD and physical fitness levels, c) (study 3) examine whether a motor skills and exercise training intervention programme affects motor proficiency in a cohort of elementary school children with and without DCD, and d) (study 4) to test the hypothesis that DCD is associated with CVD risk, identify modes of physical activity that mediate such an association and to evaluate the CSAPPA scale as a potential tool for identifying Greek children for DCD. Methods: The total of 574 Greek (Age: 11.46 ± 1.54 years; BMI: 19.96 ± 3.53) children were assessed for anthropometry, physical fitness (flexibility, hand strength, leg explosive power, speed and cardiorespiratory fitness), motor competence (i.e., short form of the Bruininks-Oseretsky Test of Motor Profiency- BOTMP-sf) and subjected to two self assessments for: i) perception of adequacy for physical activity (CSAPPA scale), and ii) children’s participation in physical activity (Participation Questionnaire - PQ). Results: Study 1: Greek children demonstrated significantly higher DCD prevalence rates (p<0.05), higher body fat (p<0.05) and were inferior in both cardiorespiratory fitness (p<0.05) and motor competence (p<0.05) compared to an overseas sample. Study 2: Greek children with DCD demonstrated significantly higher BMI values (p<0.01) and lower leg explosive power (p<0.01), speed (p<0.01) and hand strength (p<0.01) than those without DCD. Study 3: Results showed a significant main effect of time [F(14, 115) = 3.79, p< 0.001; η2 = 0.32] for motor competence (p<0.001) between children with and without DCD. Significant main effects of group (i.e intervention and control groups) [F(42, 351) = 4.01, p< 0.001; η2 = 0.33] were observed for BMI (p<0.01), motor competence (p<0.01), cardiorespiratory fitness (p<0.01), hand strength (p<0.05), leg explosive power (p<0.05), speed (p<0.01), and free time play activities (p<0.05). Study 4: Chi-square comparisons and ANOVA, revealed significantly increased body mass (p<0.05), BMI (p<0.05) and inactivity (p<0.05), as well as significantly decreased cardiorespiratory fitness (p<0.05), motor competence (p<0.05), CSAPPA indices, and participation in free play (p<0.05) in children with DCD. Furthermore, BMI and cardiorespiratory fitness were significantly associated with motor competence (p<0.05) with inactivity as the mediating factor (p<0.05). ROC curve analyses for CSAPPA indicated an optimal cut-off at 62 points. Conclusions: 1) the relatively high DCD and obesity prevalence rates together with the low cardiorespiratory fitness suggest greater health risk for Greek children with the studied condition, 2) children with DCD tend to perform worse in selected physical fitness parameters compared to their normal peers, 3) motor skills and exercise training interventions for children with DCD may improve health and skills related fitness, and 4) inactivity mediates the relationship between DCD and CVD risk in children with DCD. Finally, the CSAPPA scale may serve as a practical and a cost-effective proxy assessment for identifying Greek children with DCD, however as this is not a standardised test for use with children, its use should be treated with caution until further validation work.

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Van, Dyk A. P. "The effects of a sports vision training programme on selected visual-motor skills in a non-fatigued and fatigued cardiovascular condition." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4284.

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Philosophiae Doctor - PhD The aim of the study was to determine the effects of a sports vision training programme on peripheral awareness, eye-hand coordination, eye-body coordination, visual reaction time and visual-motor response time of physically active males when in a non-fatigued condition and when in an induced-fatigue condition that simulates levels experienced when playing field-based sports. Scheduling challenges made it necessary to use a sample of convenience rather than random sampling to divide the 49 participants into a treatment group (n=16) and a control group (n=33). A pre-test was administered according to assessment protocols for five selected visual skills performed in both a nonfatigued and fatigued condition. The treatment group participated in an eight-week visual training intervention programme. The purpose of this visual training programme was to train the five selected visual skills (peripheral awareness, eye-hand coordination, eyebody coordination, visual reaction time and visual-motor response time and to practice these skills during fatigued cardiovascular conditions. The post test was administered immediately after the intervention period. Interaction effects were found for three variables: peripheral awareness, eye-hand coordination and visual reaction time, so conclusions could be drawn only for eye-body coordination and visual-motor response time. No significant differences were found for visual-motor response time in the non-fatigued condition. It can be concluded that the sports vision training programme, as implemented in this study, resulted in a significant improvement in visual-motor response time of the treatment group as compared to the control group, when performing under fatigue conditions.

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Markgraaff, Christine. "A programme to improve gross motor and selected visual perception skills of children who show signs of developmental coordination disorder." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4246.

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Thesis (M Sport Sc (Sport Science))--University of Stellenbosch, 2010. ENGLISH ABSTRACT: The purpose of this study was to determine the impact of participation in a small group-based perceptual-motor training programme on the gross motor and visual-motor integration skills of children who show signs of Developmental Coordination Disorder (DCD). Two physical education teachers selected 22 children for assessment as potential participants for this study. The Movement ABC (M-ABC) was then administered to this group and the eight children who scored the lowest were invited to volunteer for this study. These children all volunteered and then completed the assessment of their visual-motor integration skills as measured by the Developmental Test of Visual Perception (DTVP-2). The study followed an evaluative case study design in which changes in the gross motor and visual-motor integration skills of each participant were reported and interpreted individually. The six-week intervention programme was focused on developing the perceptual-motor link between throwing, catching and balancing skills with challenges to visual skills development, especially eye-hand coordination. A comparison of pre-test, post-test and retention test scores in the M-ABC revealed that the programme had a positive effect on six of the children. The results for the seventh child were inconsistent on each test occasion, leading to the conclusion that he may have a co-morbid disorder related to attention. Improvements in static balance were noted and some children also experienced improvements in their ball skills (aiming and coincident timing) which brings the researcher to the conclusion that the programme was effective for gross motor development. DTVP-2 results showed improvements in eye-hand coordination in five of the seven children. According to the VMI quotient score, only one child improved, one deteriorated and the rest showed no change which brings the researcher to the conclusion that the intervention programme was not effective for visual-motor integration. AFRIKAANSE OPSOMMING: Die doel van die studie was om die impak te bepaal van deelname in „n klein-groep gebaseerde perseptueel-motoriese oefenprogram op die groot motoriese en visueel-motoriese integrasievaardighede van kinders met tekens van die Ontwikkelingskoördinasie-afwyking (DCD). Twee Lewensoriëntering-onderwysers het 22 kinders geïdentifiseer vir assessering as potensiële deelnemers aan die studie. Hierdie groep het die Beweging-ABC toets (M-ABC) ondergaan en die agt deelnemers met die laagste uitslae is uitgenooi om aan die studie deel te neem. Hierdie agt kinders het ingestem en daarna is die assessering voltooi deur hulle visueel-motoriese integrasievaardighede te meet deur middel van die Ontwikkelingstoets vir Visuele Persepsie (DTVP-2). Die studie het „n evaluerende gevallestudie-ontwerp gevolg waarin die veranderings tussen die groot motoriese en visueel-motoriese integrasievaardighede van elke deelnemer individueel geïnterpreteer en gerapporteer is. Die ses week-intervensieprogram het gefokus op die ontwikkeling van die perseptueel-motoriese skakel tussen gooi-, vang- en balans-vaardighede met uitdagings vir die ontwikkeling van visuele vaardighede, veral oog-hand koördinasie. „n Vergelyking tussen die voor-, na- en opvolgtoetse van die M-ABC se toetstellings het getoon dat die program „n positiewe effek op ses van die kinders se groot motoriese vaardighede gehad het. Die uitslag van die sewende kind was teenstrydig tydens elke toetsgeleentheid en dit het gelei tot die gevolgtrekking dat hy moontlik aan „n addisionele afwyking mag ly wat verband hou met „n aandagprobleem. Verbeterings in statiese balans is waargeneem en sommige kinders het ook „n verbetering in balvaardighede getoon (akkuraatheid en reaksietyd). Volgens die DTVP-2 resultate was daar verbeterings in oog-hand koördinasie by vyf van die sewe kinders. Volgens die VMI-kwosiënttelling het slegs een kind verbeter, een het versleg en die ander vyf het geen verandering getoon nie. Die navorser kom dus tot die gevolgtrekking dat die intervensieprogram nie effektief is vir visueel-motoriese integrasie nie.

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Fu, Chak Lun Allan. "The Development of Throwing Competency to Break the Vicious Cycle of Inactivity and Obesity at the Critical Age." Thesis, The University of Sydney, 2019. http://hdl.handle.net/2123/20469.

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The objectives of this thesis were 1) To define the critical features in ‘skilled’ and ‘less skilled’ performance for an unconstrained overarm throw in normally developing children at 12-13 years of age and 2) To evaluate the effectiveness of skill descriptions recommended by the Western Australian Department of Education. A three-dimensional kinematic analysis of the trunk, the throwing upper limbs, and the non-throwing upper limbs of 144 students 12 to 13 yrs was conducted. The highest quartile by virtue of ball release velocity (i.e. ‘skilled’) was compared with the lowest quartile (i.e. ‘less skilled’). Sixteen critical features were identified and defined. An interventional study was conducted to assess whether a training program that applied the skill descriptions recommended by the Western Australian Department of Education and pedagogical approaches with a supportive non-competitive psycho-social climate designed could improve the unconstrained overarm throwing skills in the ‘less skilled’ quartiles of children. It was found that the fundamental movement skills training group ‘reduced the gap’ in some of the critical movement patterns. However, the gap was not completely closed for any critical feature and there was no reduction in the gap in critical features relating to rotational sequencing, critical time of discrete events, and self-efficacy. This study provided useful information on the effectiveness of the instructions and pedagogical approaches and proposed changes to the Western Australian Department of Education manual required to improve future intervention programs.

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Breytenbach, Riana. "A motor skills development programme for 10 to 12 year-old children." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80092.

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Thesis (M Sport Sc)--Stellenbosch University, 2013. ENGLISH ABSTRACT: Many children experience developmental problems without being aware thereof. In a school setting these developmental delays mostly remain unnoticed and are scarcely remediated sufficiently, if at all. Children with developmental deficits often experience movement difficulties and are labelled as clumsy, sloppy or having two left feet. The development of, and proficiency in specific motor skills have been found to play a critical role in the participation of physical activity in children, as well as the maintenance of health and well-being later in life, when entering adulthood. There are, however, countless other factors that affect the optimal development of motor skills and physical activity participation. One such factor is ascribed to instances where children experience problems associated with their environment or the circumstances in which they grow up. Poor socio-economic circumstances and a culturally poor environment, lacking sufficient developmental opportunities, may hinder a child‟s motor skills development and skill learning to such an extent that they cannot reach their full developmental potential. Research suggests that the school environment can provide ample opportunity for the development of motor skills and that all schools should consider implementing motor skills development programmes during the Physical Education (PE) time slots. The mastery of motor skills may influence and benefit the participation in various school sports and may also enhance the ability of children to learn and master new and more complex movement skills within and outside the classroom environment. Thus, due to the fact that children spend a great part of their day at school and in the classroom setting, teachers, especially those facilitating PE, have the opportunity to play a vital role in the acquisition and mastery of important motor skills and subsequently affect the physical activity and developmental future of children. The purpose of this study was to design and implement a motor skills development programme to improve the balance and bilateral coordination of children between the ages of 10 and 12 years in the Stellenbosch region. Two existing classes, from a previously disadvantaged school, were recruited and randomly selected as an experimental (n=35) and control group (n=32). The children completed the Short Form as well as all the Long Form activities for the balance and bilateral coordination subtests of the Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2). This was done to provide an overview of the overall motor proficiency and more specifically the level of balance and bilateral coordination. A 12-week motor skills development programme, with a specific focus on balance and bilateral coordination, was designed and implemented by the researcher. The effect of this programme was determined by statistically analysing and comparing the pre- and post-test results with the use of Statistica 2010. The main findings of this study indicated that the intervention programme had a positive, although not statistically significant, effect on the overall motor proficiency and balance and significantly improved bilateral coordination. This study suggests that some of the children, between the ages of 10 and 12, from a previously disadvantaged school in the Stellenbosch region and with access to an established school PE programme, experienced movement difficulties. Consequently, there is great room for improvement and motor skill development in these children. This study can, therefore, be a stepping stone into future research regarding further motor skills research in primary school children, the implementation of expanded motor skills intervention programmes and to improve all the motor skills as opposed to selected motor skills as in this study. AFRIKAANSE OPSOMMING: Ontwikkelingsprobleme word, sonder dat ŉ mens daarvan bewus is, deur vele kinders ervaar. In die skool-omgewing bly hierdie ontwikkelingsagterstande meestal ongesiens en word min kinders, indien enige, voldoende geremedieer. Kinders met ontwikkelingsagterstande ervaar gereeld bewegingsprobleme en word as lomp, slordig of as iemand met twee linkervoete beskryf. Daar word beweer dat die ontwikkeling van, en vaardigheid in, spesifieke motoriese vaardighede van kinders ŉ kritieke rol in hul deelname aan fisieke aktiwiteit, asook die onderhoud van gesondheid en welstand tydens volwassenheid, speel. Daar is egter talle ander faktore wat die optimale motoriese ontwikkeling en fisieke aktiwiteit deelname van kinders kan beïnvloed. ŉ Voorbeeld van so ŉ faktor word toegeskryf aan gevalle waar kinders probleme, wat met hulle omgewing of die omstandighede waarin hul grootword geassosieer word, ervaar. Swak sosio-ekonomiese omstandighede en ŉ kultureel-arme omgewing, wat tekort skiet aan voldoende ontwikkelingsgeleenthede, mag die motoriese ontwikkeling en die aanleer van nuwe vaardighede tot so ŉ mate inhibeer dat kinders nie in staat is om hulle volle ontwikkelingspotensiaal te bereik nie. Navorsing dui daarop dat die skoolomgewing vele geleenthede vir die ontwikkeling van motoriese vaardighede kan bied en dat daar onderneem moet word om motoriese vaardigheid-ontwikkelingsprogramme tydens Liggaamlike Opvoeding (LO) periodes te implementeer. Die bemeestering van motoriese vaardighede mag die deelname aan verskeie skoolsporte beïnvloed en bevoordeel, asook die vermoë om nuwe en meer komplekse bewegingsvaardighede binne en buite die klasomgewing aan te leer en te bemeester, bevorder. Dus, aangesien kinders ŉ groot gedeelte van hul dag by die skool en in ŉ klasomgewing deurbring, het onderwysers, veral die wat LO fasiliteer, die geleentheid om ŉ noodsaaklike rol in die aanleer en bemeestering van belangrike motoriese vaardighede, en vervolgens fisieke aktiwiteit, asook die toekomstige ontwikkeling van kinders te beïnvloed. Die doel van hierdie studie was om ŉ motoriese vaardigheid-ontwikkelingsprogram, wat balans en bilaterale koördinasie bevorder, vir 10 tot 12-jarige kinders in die Stellenbosch omgewing te ontwerp en implementeer. Twee bestaande klasse vanuit ŉ voorheenbenadeelde skool was gewerf en lukraak verkies as ŉ eksperimentele- (n=35) en kontrolegroep (n=32). Kinders het die kort vorm- asook al die lang vorm-aktiwiteite vir balans en bilaterale koördinasie sub-toetse van die Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2) voltooi. Hierdie toetse is afgelê om ŉ oorsig van die algehele motoriese vaardigheidsvlak, en meer spesifiek die vlak van balans en bilaterale koördinasie, te bepaal. ŉ 12-week motoriese vaardigheid-ontwikkelingsprogram, met ŉ spesifieke fokus op balans en bilaterale koördinasie, is deur die navorser ontwerp en geïmplementeer. Die effek van hierdie program is bepaal deur die pre- en post-toets resultate met behulp van Statistica 2010 statisties te analiseer en vergelyk. Die primêre bevindinge van hierdie studie dui daarop dat die intervensieprogram ŉ positiewe, alhoewel nie statisties beduidende, effek op die bevordering van algehele motoriese vaardigheidsvlak en balans, asook ŉ statisties beduidende effek op bilaterale koördinasie gehad het. Hierdie studie dui daarop dat kinders, tussen die ouderdomme van 10 en 12, vanuit ŉ voorheenbenadeelde skool in die Stellenbosch omgewing en wat toegang tot ŉ gevestigde LO program het, steeds bewegingsprobleme ervaar. Dus, is daar groot ruimte vir die verbetering en ontwikkeling van motoriese vaardighede by hierdie kinders. Hierdie studie kan dus as ŉ beginpunt vir toekomstige navorsing in verdere motoriese vaardigheids-navorsing van laerskool kinders, die implementering van uitgebreide motoriese intervensieprogramme, asook die bevordering van alle motoriese vaardighede in vergelyking met geselekteerde motoriese vaardighede soos in die huidige studie dien.

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Scott, Jessie Lynne. "The effect of a metronome-based coordination training programme on the fundamental gross motor skills of children with motor development delays." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4227.

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Thesis (M Sport Sc (Sport Science))--University of Stellenbosch, 2010. ENGLISH ABSTRACT: This study investigated the effect of a coordination-training programme on selected fundamental motor skills of children (ages 9 to 12) who were identified as having motor development delays. The group of participants identified included seven boys and one girl. The study followed an A-B-A reversal design. The intervention was a rhythm-based training programme. The dependent variables were the motor abilities of bilateral coordination, balance and upper-limb coordination, assessed using the BOT-2. The results of an ANOVA for dependent groups indicated a significant improvement in bilateral coordination and no change in balance. The improvement in upper-limb coordination was attributed to a familiarisation or learning effect on the test. A descriptive analysis of each child’s results revealed high variability in the effect of participation in the programme. The results of this study supported the conclusion that a rhythm-based coordination-training programme may help children with coordination problems improve their bilateral coordination, which will have a positive impact on the performance on many fundamental gross motor skills. AFRIKAANSE OPSOMMING: Hierdie studie het die effek van ‘n koördinasie-inoefeningsprogram op die geselekteerde fundementele motoriese vaardighede van kinders (9-12 jaar) ondersoek wat geïdentifiseer is met vertraagde motoriese ontwikkeling. Die geïdentifiseerde groep deelnemers sluit sewe seuns en een dogter in. Die studie het ‘n A-B-A omgekeerde ontwerp gevolg. Die intervensie was ‘n ritmies-gebaseerde inoefeningsprogram. Die afhanklike veranderlikes was die motoriese vaardighede van bilaterale koördinasie, balans en boonste ledematekoördinasie wat geassesser is deur middel van BOT-2. Die resultate van ‘n ANOVA vir afhanklike groepe dui ‘n beduidende verbetering aan in bilaterale koördinasie en geen verandering in balans nie. Die verbetering in boonste ledemate-koördinasie kan toegeskryf word aan vertroudheid met of leereffek van die toets. ‘n Beskrywende analise van elke kind se resultate het ‘n hoë veranderlikheid aan die lig gebring op die effek van deelname in die program. Die resultate van hierdie studie ondersteun die gevolgtrekking dat ‘n ritmies-gebaseerde koördinasie-inoefeningsprogram kinders met koördinasieprobleme kan help om hulle bilaterale koördinasie te verbeter wat ‘n positiewe impak sal hê op prestasie tydens verskeie fundamentele groot motoriese vaardighede.

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Орєхов, Олег Віталійович, та Oleh Vitaliiovych Oriekhov. "Розвиток координаційних здібностей у боксерів масових розрядів 15–17 років". Master's thesis, СумДПУ імені А. С. Макаренка, 2021. http://repository.sspu.edu.ua/handle/123456789/12189.

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В кваліфікаційні роботі магістра встановлено, що для ефективної реалізації процесу спортивної підготовки боксерів необхідний оптимальний рівень розвитку координаційних здібностей, серед яких провідне місце займає спритність. Проведено експериментальне дослідження, яке дало можливість визначити приріст спритності в експериментальній групі боксерів по диференціюванню просторово-силових параметрів руху, просторово-часових параметрів руху, приріст спритності у стандартних умовах, приріст спритності у прогнозованих умовах, приріст спритності в нестандартних умовах. Отже, в ході дослідження доведено ефективність розробленої та впровадженої методики розвитку координаційних здібностей у боксерів масових розрядів 15–17 років. Development of coordination skills at boxers of mass categories of 15-17 years Abstract. In the qualification work of the master it is established that for the effective implementation of the process of sports training of boxers requires the optimal level of development of coordination skills, among which the leading place is occupied by agility. An experimental study was conducted to determine the increase in dexterity in the experimental group of boxers to differentiate spatial-force parameters of movement, spatio-temporal parameters of movement, increase dexterity in standard conditions, increase dexterity in predicted conditions, increase dexterity in non-standard conditions. Thus, the study proved the effectiveness of the developed and implemented methods of developing coordination skills in boxers of mass categories 15–17 years.

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Dimitrova, Valeria. "From Music to Medicine: Transfer of Motor Skills from Piano Performance to Laparoscopic Surgery." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42457.

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Background: Due to the deficit of knowledge on fine motor skill far transfer from one domain of expertise to another, piano performance and surgical training serve as a relevant, interdisciplinary context in which to study the transfer of motor skills given both have relatively well-established levels of performance and require complex fine motor skills. Musicians tend to demonstrate greater ease in all aspects of procedural knowledge which are known to contribute to the early stages of motor learning. Previous research in the Piano Pedagogy Research Laboratory (PPRL) found that extensive piano training was correlated with faster learning of surgical knot-tying skills. However, the short-term two-day timeline was a limitation of the study. Objective: Our project has built on previous work in the PPRL to address the short-term nature of previous studies by measuring a long-term performance curve as well as retention of surgical training and also expanded on the previous project by focussing this time on laparoscopic tasks. This study compared performance curves of two participant groups (pianists and controls) over five consecutive days and retention one week later, as measured by speed and accuracy of task completion. Laparoscopic training consisted of six tasks repeated at every session. Since laparoscopy involves a variety of abilities concurrently, we also administered a battery of ten psychometric tests to isolate and measure specific aspects of non-motor and fine motor skills. Results: There was no statistical difference between participant groups on the majority of laparoscopic training and psychomotor assessments based on two-way mixed ANOVA and Mann-Whitney U test analysis, respectively. There were also little to no significant correlations between abilities and laparoscopic performance. The only significant confounding variable was that the control group was significantly more interested in surgery than the musician group (p = .037). Conclusion: Overall, these results demonstrate that piano performance training did not far transfer to laparoscopic surgery. This is relevant to the debate on far transfer of motor skills given this study’s robust design which addressed previous shortcomings by including a longer timeline and more specifications of musicians’ characteristics. Our findings indicate that fine motor skills are domain specific to music and surgery, respectively.

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Lodal, Katherine. "An exploration of the relationship between motor skills difficulties and wellbeing, educational and social outcomes." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-the-relationship-between-motor-skills-difficulties-and-wellbeing-educational-and-social-outcomes(b129f00e-c8c4-4c87-9704-b1c53902010a).html.

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This thesis explores the relationship between motor difficulties and wider educational, social and emotional outcomes. The first two sections have been prepared in accordance with author guidelines of the journals proposed for submission. The first paper presents a systematic review of the literature examining the effects of poor motor skills on self-esteem (global and/or domain specific) in children and adolescents. Four databases were searched for articles focusing on motor skills and self-esteem in children and adolescents. 26 potentially relevant studies were identified and from the 26, eight studies met the inclusion criteria. A synthesis of the studies reveals that there appears to be a relationship between motor skills and self-esteem, however this relationship is complex and likely to vary depending on age, gender and co-morbidity. Implications for EP practice are discussed. The second paper is an exploratory product evaluation of the Manchester Motor Skills Programme (MMSP). A mixed methodology was used to explore outcomes for four KS2 children with motor skills difficulties who participated in the MMSP. The children's motor skills, social skills, academic outcomes and self-esteem were assessed using standardized measures pre and post intervention and at follow up. Semi-structured interviews and a focus group were used to elicit the views of pupils, the class teacher and the group leader. Results indicated improvements in some motor skill domains which were sustained at follow up. Qualitative data highlights perceived improvement in children's social skills, confidence, and use of meta-cognitive strategies. Further research is needed into outcomes of the MMSP on children's social skills and self-esteem. The third paper discusses the dissemination of the research, providing a summary of the research development implications from the research at, the research site and at a wider Local Authority level. A strategy for promoting the dissemination and impact of the research will be discussed.

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Bekker, Belia Margaretha. "A Comparison between five and six year old grade 1 children regarding their readiness for acquiring handwriting skills." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40711.

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This study evolved because of the researcher’s need to inquire whether visualmotor integration and fine motor coordination contribute to a child’s readiness to acquire handwriting skills. As school-going age is a controversial topic in the South- African context, the researcher set out to compare the readiness to acquire handwriting skills between two groups of Grade 1 children. This study was developed to determine whether a relationship existed between visual-motor integration and fine motor coordination as part of handwriting readiness, and acquiring handwriting skills in two age groups namely five-year-old children and six-year-old children. Initially the characteristics of the two age groups were determined. This was followed by establishing the level of development for visual-motor integration, fine motor coordination and handwriting skills in both age groups as well as comparing the levels of development. The abovementioned was obtained through the Miller Function and Participation Scales en the Minnesota Handwriting Assessment. Lastly, the scores for visual-motor integration and fine motor integration were correlated to the six categories of the Minnesota Handwriting Assessment. Both age groups presented with overall age appropriate abilities in visual-motor integration and fine motor coordination. The six-year-old group did better on all six of the categories for handwriting in the Minnesota Handwriting Assessment when compared to the five-year-old group. There was a significant difference (p=0.0049) between the visual-motor integration scores between the two age groups. No significant difference between the two age groups was recorded in fine motor coordination. A significant negative correlation was detected between visual-motor integration and the categories of legibility (r=-0.4029), form (r=-0.4300), size (r=-0.4087) and spacing (r=-0.3832) in the five-year-old group. The six-year-old group presented with a strong negative correlation between visual-motor integration and the category of rate (r=-0.3930). When correlating the fine motor coordination score with the categories of the Minnesota Handwriting Assessment, a strong negative correlation was detected with the categories of legibility (r=-0.3850) and spacing (r=-0.4697) in the five-yearold group. The six-year-old group did not present with significant correlations between fine motor coordination and the six categories of the Minnesota Handwriting Assessment. This study confirmed that a relationship exists between visual-motor integration, fine motor integration and handwriting skills. This relationship was not always clear and was influenced by different aspects such as age, maturity as well as the assessment instruments used. This study focused on only one district in Tshwane, which limited the data. The two age groups in this study were not matched for gender, ethnicity and handedness. Dissertation (MOccTher)--University of Pretoria, 2013. gm2014 Occupational Therapy unrestricted

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Dahlqvist, Mathias. "Musik och Motorik : En intervjustudie om lärares uppfattningar om musik och motorik i brassundervisning på kulturskolan." Thesis, Karlstads universitet, Musikhögskolan Ingesund, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33169.

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Studien syftar till att ta reda på hur musiklärare ser på motoriska problem, hur informerade de är om elevers svårigheter och hur de hanterar eventuella motoriska problem som kan uppstå i instrumentalundervisningen. I bakgrundskapitlet presenteras motoriska aspekter, samt tidigare forskning och studiens teoretiska utgångspunkter. Den forskningsmetod som använts i studien är den kvalitativa intervjun. Jag har intervjuat fyra lärare som arbetar med brasselever. Intervjuerna transkriberades, bearbetades och analyserades och de svar som framkommit utgör studiens resultat. I resultatet beskrivs hur lärarna får reda på motoriska problem och hur de hanterar dem. Det visar sig att de nästan aldrig får någon information. Lärarnas arbetssätt skiljer sig från varandra. Det finns två tydliga metoder: Task-specific training där lärarna övar eleverna på ett specifikt problem och det holistiska synsättet där grovmotorisk träning står i centrum. I diskussionen jämförs lärarnas svar med de motoriska aspekter som står i bakgrunden, forskningsfrågorna och det teoretiska perspektiv som jag valt. Jag ställer lärarnas tillvägagångssätt mot varandra och pekar på skillnaderna mellan deras metoder. The study aims to find out how the teachers' look at motor problems, how informed they are about pupils difficulties and how they handle motor skill problems that may arise in instrumental teaching. The background chapter presents motor skill aspects, previous studies about the subject and the study's theoretical starting points. The research method used in this study is the qualitative interview. I have interviewed four teachers who work with brass pupils. The interviews have been transcribed, processed, analyzed and the answers came to constitute the study's results. The result describes how teachers' learn about motor problems and how they handle them. It turns out that they hardly ever get any information. The teachers have different approaches from each other. There are two distinct methods: Task -specific training where the teachers practice the students on a specific problem and the holistic approach, which is about gross motor training. The discussion compares the teachers’ responses to the motor skill aspects, research questions and the theoretical perspectives that I have chosen. I put the teachers approaches against each other, pointing out the differences between their methods.

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Hindmarsh-Hook, Wendy A. "The playfulness of a child with developmental coordination disorder a dissertation [thesis] submitted to the Auckland University of Technology in partial fulfilment of the degree of Master of Health Science in 2005." Full thesis. Abstract, 2005.

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Nel, Rentia. "Die verband tussen ysterstatus en ontwikkelingskoördinasieversteuring (DCD) by nege- tot twaalfjarige kinders / Rentia Nel." Thesis, North-West University, 2004. http://hdl.handle.net/10394/604.

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The most common form of nutritional deficiency worldwide is iron deficiency, which is associated with sup optimal early brain development. Literature indicates that children with a poor nutritional status during early development of the brain showed poorer cognitive functioning, deficient growth and muscle function. The first purpose of this study was to determine if iron status plays a role in motor competency. A second purpose was to determine if iron status shows an association with motor competency, behavioural characteristics and scholastic success, while a third purpose was to determine if the consumption of different teas will improve iron intake positively and consequently will improve motor development and behaviour. A test- retest research design was used in a randomised parallel study, with one group of children drinking tea and a control group drinking 'rooibos' tea. The Movement Assessment Battery for Children (MABC) (Henderson & Sugden, 1992) was used to determine the DCD (Developmental co-ordination disorder) status in the group (N = 76). In this group, 45 children were classified as children with DCD. Blood samples were taken to determine the haemoglobin, ferritin and transferrin saturation levels while a 24hr recall dietary questionnaire was used to determine nutritional intakes. Descriptive statistics, t-testing, effect sizes and analysis of co-variance were used to analyse the data. With regards to the first aim of the study, the results which were analysed by means of t-testing, effect sizes and co-variance of analysis indicated that iron deficiency showed significant relationships with Developmental Coordination Disorder (DCD). When corrected for influences other than haemoglobin on gross motor competency manual dexterity, and especially ball skills, showed significant relationships with iron deficiency. These results demonstrate the importance of proper nutrition on motor and cognitive development. With reference to the second aim of the study the assessment of children with DCD by the teachers with regard to their manual dexterity and behavioural characteristics, indicated poorer manual dexterity and more behavioural problems compared to children without DCD. The children in the DCD group was also divided into a group where the MABC-total showed improvement and their haemoglobin levels increased (n=19). This group was then compared with a group of DCD children of which the MABC total decreased and a decrease in haemoglobin was found (n=6). Although the groups were small, the results indicate that manual dexterity skills and mathematics, reading and writing was poorer in the DCD-children whose iron status decreased. No definite association between the different teas and improvement of motor development and behaviour were indicated by the results. Overall, the conclusion can be made that a relationship between iron status and Developmental Coordination Disorder (DCD) among 9-12 year old children exist. However, it is recommended that more studies of this nature should be done on school age children to substantiate the findings of this study. Intervention studies should also be implemented where the children with depleted iron anaemia status should receive iron supplementation. Thesis (M.Sc. (Human Movement Science))--North-West University, Potchefstroom Campus, 2005.

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Janse, van Rensburg Anelma. "The effect of a four-week, web-based visual skills training program on attention, timing and eye-hand coordination in 13 to 15-year-old adolescents." University of the Western Cape, 2017. http://hdl.handle.net/11394/6146.

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Magister Sport, Recreation and Exercise Science - MSRES There is a rising concern that more and more children struggle to pay attention and to concentrate in school. The ability to concentrate on a task, switching attention between different tasks and inhibiting impulsive responses is very important in developing cognitive control. This lack of attention can negatively influence school performance, motor skills development, the acquisition of sport skills and eventually sport performance. Visual skills are needed for daily activities such as reading and writing and this assists in the ability to attend to these tasks. This study aims to determine whether a web-based, computerized visual skills training program has an influence on cognitive skills such as continuous attention, timing, as well as proactive and reactive eye-hand coordination skills. Forty-two adolescents (aged 13 - 15 years) participated in this study. The adolescents were divided into an experimental group (n = 23) and a controlled group (n = 19). Preand post-cognitive sustained attention and timing tests, as well as eye-hand including proactive and reactive coordination tests were conducted.

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Gimenez, Roberto. "Aquisição de ações motoras em crianças com dificuldades motoras." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/39/39132/tde-18062012-144652/.

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Reconhecidamente crianças com dificuldades motoras têm sido alvo de preocupação por parte de pesquisadores de várias áreas. Na literatura são apontadas várias causas para as dificuldades desses indivíduos. Dentre elas, é possível destacar problemas de percepção visual, cinestésica, memória e também dificuldades para a formação de programas de ação. As dificuldades para a formação de programas de ação podem representar um grande entrave ao processo de aquisição de habilidades motoras desses indivíduos. O presente trabalho teve por objetivo investigar o processo de aquisição de habilidades motoras de crianças com dificuldades motoras. A premissa desse estudo é a de que o processo de aquisição de habilidades motoras depende da formação de um programa de ação organizado hierarquicamente em macro e micro-estrutura. Para tanto, 45 crianças com média de idade de 9,4 anos tomaram parte desse estudo. Essas crianças foram divididas em três grupos: GD (grupo de dificuldades motoras severas = 15 sujeitos); GR (grupo de risco = 15 sujeitos) e GN (grupo controle formado por indivíduos normais). Foram realizados dois experimentos. O primeiro experimento teve o intuito de identificar e caracterizar os platôs de desempenho dos diferentes a partir da prática. A tarefa consistiu em reproduzir a letra y cursiva por cem tentativas. Foram utilizadas medidas como o número de erros de legibilidade, erro espacial linear, velocidade de execução, controle de força e de velocidade na escrita. Foram utilizadas também medidas que representassem de forma efetiva as características invariantes do programa de ação, tais como, número de fragmentos em que os sujeitos dividiram o padrão gráfico, variabilidade do número de fragmentos, tempo e tamanho relativo do primeiro fragmento da figura. Genericamente, os resultados apontaram que, em comparação às crianças normais, as crianças com dificuldades motoras apresentaram mais erros de legibilidade e não apresentaram um desempenho tão regular nas demais medidas de desempenho. Também houve tendência desse grupo apresentar maior variabilidade de medidas como a fragmentação e a variabilidade do número de fragmentos. Essas constatações sugerem dificuldades na formação de programas de ação. O segundo experimento teve a intenção de submeter os indivíduos a diferentes perturbações, tendo em vista a testagem da estabilidade do programa de ação. A primeira perturbação foi a execução da tarefa na ausência de feedback visual. A segunda perturbação correspondeu a executar o padrão gráfico ykw de forma cursiva. A respostas à primeira e à segunda perturbação foram semelhantes entre os grupos, na maior parte das variáveis, embora indivíduos com dificuldades motoras severas apresentassem maior variabilidade e nível de desempenho inferior em todas elas Admittedly children with motor difficulties have been target of concern on the part of researchers of a lot of areas. In literature some causes are pointed with respect to the difficulties of these individuals. Amongst them, it is possible to detach problems of visual and kinaesthetic perception, memory and also difficulties for the formation of action programs. In special the difficulties for the formation of action programs can represent a great impediment to the process of motor skills acquisition of these individuals. The present work had for objective to investigate the process of motor skills acquisition of children with motor difficulties. The premise of this study is that the that process depends on the formation of an action program organized in macro and micro-structure. Thus, 45 children with average of age of 9.4 years had taken part of this study. These children had been divided in three groups: GD (group of severe motor difficulties = 15 individuals); GR. (group of risk = 15 individuals) and GN (control group = 15 individuals). Two experiments had been developed. The first experiment had intention to identify and to characterize the performance plateaus of the different groups through the practice. The task consisted of reproducing the word \"y\" cursive for one hundred trials. Measures as the number of errors of legibility, linear space error, speed of execution, control of force and speed in the writing were used. It had been used also measures to indicate the invariants characteristics of the action program, such as, number of fragments where the individuals had divided the graphical pattern, variability of the number of fragments, time and relative size of the first fragment of the figure. Generically, the results had pointed that, in comparison to the normal children, the children with motor difficulties had presented more errors of legibility and they had not presented a so regular performance in the analyzed measures. Also it had trend of this group to present greater values to the measures as the fragmentation and the variability of the fragments number. These results suggest difficulties in the formation of action programs. The second experiment had the intention to submit the individuals to disturbances to test the action program stability. The first disturbance was the execution of the task in the visual absence of feedback. The second disturbance corresponded to execute the graphical pattern \"ykw\" of a cursive form. The answers to the first disturbance had been similar between the groups in the biggest part of the variables. However with the second disturbance it had a trend of the groups with motor difficulty to present different motor answers of those presented by the normal children. The explanations for the differences can be associated to the stability of the program of action formed in each group

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Diz, Maria Angélica da Rocha. "Efeito da prática no controle de torque isométrico em crianças com transtorno de desenvolvimento de coordenação /." Rio Claro : [s.n.], 2008. http://hdl.handle.net/11449/87378.

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Resumo: Durante o período de escolarização, algumas crianças podem apresentar dificuldades na coordenação motora, principalmente em habilidades manuais, e podem ser identificadas como tendo Transtorno do Desenvolvimento da Coordenação (TDC). Existem evidências na literatura que déficits nos mecanismos de controle e precisão para produção de força/torque dos dedos estejam associados às dificuldades motoras nessas crianças. Assim, como a produção de força/torque é essencial para inúmeras atividades da vida diária, o presente estudo teve como objetivo principal investigar o efeito da prática no desempenho de crianças com TDC e com desenvolvimento típico (DT). Participaram do estudo, 24 crianças com idade entre 9 e 10 anos. A tarefa praticada foi a de preensão digital em torque com feedback visual. As crianças foram incentivadas a manter, durante 15 segundos, de forma contínua e constante, 25% do torque voluntário máximo. A prática foi feita durante cinco dias consecutivos, com realização de 15 tentativas por dia. Após a prática com feedback visual, as crianças foram incentivadas a realizar cinco tentativas na condição sem feedback visual. Nestas tentativas, o feedback visual era removido após 5 segundos do início da tentativa. Os resultados demonstraram que nos cinco dias de prática as crianças com DT foram consistentemente mais precisas em manter o controle de torque do que as crianças com TDC. As crianças de ambos os grupos melhoraram o desempenho no decorrer das sessões de prática evidenciado pela redução do coeficiente de variação e da dispersão média do erro...(Resumo completo, clicar acesso eletrônico abaixo) Abstract: During the first years in school, children can show motor coordination difficulties mainly in manual skills and they can be identified as shown Developmental Coordination Disorder (DCD). There is evidence from the literature that deficits in the mechanisms of accuracy and control in the finger production of strength/torque are associated with the motor difficulties of these children. The production of strength/torque is essential for a large number of daily activities so that the effect of practice of grip torque among DCD children and those shown typical development (DT) was the main objective of the present study. Participants were 24 children aged between 9 and 10 years. Children were asked to keep control of torque in a continuous and constant way with visual feedback (25% of maximum voluntary torque) during a period of 15 seconds. Practice was given during five consecutive days with 15 trials per day. After the practice with visual feedback, children were asked to perform five trials without visual feedback. In these trials, feedback was removed five seconds after the start of the trial. The results showed during the five days of practice that children with DT were consistently more accurate in keeping torque control than those with DCD. Children from both groups improved the level of performance as practice took place shown reduction of the coefficient of variation and of error (RMS). In relation to the trials without visual feedback, DCD children were not able to perform at the same level as they did when visual feedback was available...(Complete abstract, click electronic access below) Orientador: Ana Maria Pellegrini Coorientador: Cynthia Y. Hiraga Banca: José angelo Barela Banca: Márcio Alves de Oliveira Mestre

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Souls, Jacobus Abram. "A model for changing teachers' attitudes towards the value of teaching critical thinking skills : school management perspective / Jacobus A. Souls." Thesis, North-West University, 2009. http://hdl.handle.net/10394/4788.

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The primary aim of the study was to design a model for changing teachers' attitudes towards the value of teaching critical thinking skills. Currently, information regarding the conceptualisation of this topic is inadequate and vague. In this study the nature of the complexities involved in the management and implementation of the teaching of critical thinking skills were researched through a literature study and an empirical investigation. A model was then designed for the effective management of the implementation thereof. The findings from the research indicated that teachers' attitudes towards the value of teaching critical thinking skills to learners are negative. It also became evident that the school principal should manage the implementation of the teaching of critical thinking skills to learners. The focus of the proposed model is on how teachers' attitudes towards the value of teaching critical thinking skills can be changed to ensure quality educative teaching and learning in and outside of the classroom. The study therefore serves to present a useable model for the management of the implementation of teaching critical thinking skills to learners. The study is further based on a well balanced opinion as experiences of teachers in the senior phase (grades 7, 8, & 9) were investigated by means of structured questionnaires. Recommendations regarding research findings were made for stakeholders and education departmental officials to note. Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2010.

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Espíndola, Janine Aryadine. "Avaliação das tarefas de coordenação óculo-manuais de motricidade fina de baterias motoras e desempenho escolar." Universidade do Estado de Santa Catarina, 2015. http://tede.udesc.br/handle/handle/322.

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Made available in DSpace on 2016-12-06T17:07:06Z (GMT). No. of bitstreams: 1 Janine Espindola.pdf: 1055500 bytes, checksum: 1fe4b67f86151837d69f443b625d079d (MD5) Previous issue date: 2015-07-29 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior Objective: The aim of this study was to evaluate the coordination tasks oculus manual fine motor of different motor batteries in students with 9 years old of both sexes and make possible associations of the scores of those tasks with school performance. Method: The motor tasks used in the study were: placing pins, passing the cord and track bike (MABC-2), draw a line through the route circle copy, copy overlapping figures, distribution of cards (BOTMP-2) line vertical, horizontal and diagonal (Moska). The TDE was used to evaluate the academic performance of students. Data were tabulated and analyzed in StatisticalPackage for Social Sciences (SPSS) version 20.0 for Windows. First we performed the Kolmogorov-Smirnoff test for samples with n> 50 to verify the normality of the data. Then descriptive statistics (mean, median, standard deviation, minimum and maximum). The significance level was set at p ≤ 0.05. In the course held inferential statistics in order to look for associations between tasks and TDE, using Pearson correlation for parametric data and Spearman for nonparametric data. Results: The results regarding the systematic review showed that the most widely used instruments to assess the children motor performance is the MABC, MABC-2 and BOTMP-2. Regarding the results of eye-manual tasks of fine motor skills of motor batteries, only the task of distributing letters obtained a good distribution for both the general and stratified by sex. The evaluation of school performance data showed an incidence of 16.6% indicative of the difficulty of general learning, and reading showed the highest level of difficulty among children (23.2%). There was no difference between male and female in any of the subtests and not the overall performance. Regarding the association of coordination tasks oculus manual fine motor in association with school performance, the task of distributing letters with the strongest correlation with the same, and the children who performed better on the task also obtained a better score in all subtests of TDE. Conclusion: The results of the systematic review showed that the validated and most widely used to assess the children motor performance instruments are: the MABC, MABC-2, BOTMP-2 and VMI-5. Regarding the evaluation results of motor tasks, only the letters distribution task BOTMP-2 had a good spread, discriminating children more skilled. The association of motor tasks with the Academic Performance Test showed that children who had higher scores on motor tasks were those who had better grades in all subtests of TDE. Objetivo: O objetivo deste estudo foi avaliar as tarefas de coordenação óculo manuais de motricidade fina de diferentes baterias motoras em escolares com 9 anos de idade de ambos os sexos e realizar possíveis associações dos escores dessas tarefas com o desempenho escolar. Método: As tarefas motoras utilizadas no estudo foram: colocando pinos, passando o cordão e trilha da bicicleta (MABC-2), desenhar uma linha através do percurso, copiar círculo, copiar figuras sobrepostas, distribuição de cartas (BOTMP-2), linha vertical, horizontal e diagonal (MOSKA). O TDE foi utilizado para avaliar o desempenho escolar dos alunos. Os dados foram tabulados e analisados no StatisticalPackage for Social Sciences (SPSS) versão 20.0 for Windows. Primeiramente foi realizado o teste de Kolmogorov-Smirnoff para amostras com n>50 para verificação da normalidade dos dados. Em seguida, estatística descritiva (média, mediana, desvio-padrão, mínimo e máximo). O nível de significância adotado foi de p≤0,05. No decorrer realizou-se estatística inferencial com objetivo de buscar associações entre as tarefas e o TDE, utilizando correlação de Pearson para dados paramétricos ou Spearman para dados não paramétricos. Resultados: Os resultados em relação a revisão sistemática mostrou que os instrumentos mais utilizados atualmente para se avaliar o desempenho motor de crianças é o MABC, MABC-2 e BOTMP-2. Em relação aos resultados das tarefas óculo-manuais de motricidade fina das baterias motoras, somente a tarefa de distribuir cartas obteve uma boa distribuição, tanto para o geral quanto estratificada pelo sexo. Os dados da avaliação do desempenho escolar mostraram uma incidência de 16,6% de indicativo de dificuldade de aprendizagem geral, sendo que a leitura mostrou o maior índice de dificuldade entre as crianças (23,2%). Não houve diferença entre o sexo masculino e feminino em nenhum dos subtestes e nem no desempenho geral. Em relação a associação das tarefas de coordenação óculo manuais de motricidade fina em associação com o desempenho escolar, a tarefa de distribuir cartas apresentou correlação mais forte com o mesmo, sendo que as crianças que obtiveram melhor desempenho na tarefa também obtiveram uma melhor pontuação em todos os subtestes do TDE. Conclusão: Os resultados da revisão sistemática mostraram que os instrumentos validados e mais utilizados atualmente para se avaliar o desempenho motor de crianças são: o MABC, MABC-2, BOTMP-2 e VMI-5. Em relação aos resultados da avaliação das tarefas motoras, somente a tarefa de distribuição de cartas do BOTMP-2 apresentou uma boa distribuição, discriminando as crianças mais habilidosas. A associação das tarefas motoras com o Teste de Desempenho Escolar apontou que as crianças que obtiveram maior pontuação nas tarefas motoras, foram as que tiveram melhores notas em todos os subtestes do TDE.

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Busquets, Faciabén Albert. "Changes in Swing High Bar Performance and Coordination: Skill Acquisition and Fine Tuning Skill." Doctoral thesis, Universitat de Barcelona, 2010. http://hdl.handle.net/10803/2948.

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Numerous motor-perceptual tasks can be observed across the ages, especially if individuals are involved in sport activities. A person facing a novel task has to elaborate new movements to achieve the task goal (skill acquisition period). To become more successful and efficient, that is, to be an expert in a learned task, the subject must adjusts movement parameters depending on many constraints (fine tuning skill period). From a Dynamic System Theory perspective, movement arises from the relative impact of practice and constraints (organismic, task, and environmental). Focusing in the organismic constraints, the a-priory talent is a critical point for understanding motor learning in the skill acquisition period. In addition, the age of the performer must be specially considered in the fine tuning skill period due to the biological maturational and expertise processes taking place with time. The overarching goal of this thesis was to characterize both periods of learning (skill acquisition and fine tuning process) from a dynamical system theory perspective focusing in the longswing as a sport skill. We observed that skill level (a-priori talent) can affect the learning process when a person faces a novel task. While swing amplitude is not impacted by the initial skill level, perceptual and motor learning (performance and coordination) in the downswing have larger improvements when initial skill level is closer to expert values. We proposed that flexion events' placement (P3H, P3S) and time lag between hip flexion and shoulder flexion actions during upswing (P3H-P3S) are critical in biomechanical terms, but coordination mode of the extension actions (P2H, P2S) is critical to increase swing amplitude in coordinative terms. Focusing in the fine tuning skill, our research showed that competition age groups swing amplitude was similar from G3 (12.88±0.50 years) to G5 (19.96±3.37 years). However, events are acquired progressively (from G3 to G5) in agreement with their spatial-temporal performance sequence. In contrast, our results only differentiated coordination modes of the beginners (G1, 8.92±0.85 years) and experts (G5). Interestingly, we observed increased changes in the within subject variability in G4 (14.78±0.57 years) suggesting a transition point. It was suggested that this transition point could be due to increased demands of the sport (learning flight elements, dismounts). These changes in variability mainly occurred in P3 variables (i.e. flexion actions during upswing). We proposed that interventions should be focused in P3 to acquire expert motor strategies. Finally, we proposed a conceptual model to understand the longswing learning process and to improve the intervention of the practitioners. Our results indicated that spatial-temporal sequences of the longswing actions appear to be learned before their dynamic control. In addition, adequate coordination of the previous action conditioned learning of the subsequent action. Decreases in the within subject variability of the coordination variables may indicate that the coordinative mode of the events (P1: flexion actions during downswing, P2: extension actions, and P3: flexion actions during upswing) are acquired. After such achievement, the intervention of the practitioner can be focused in the placement of the subsequent event. KEYWORDS: Motor-perceptual learning; Motor behavior; Initial conditions; Practice effects; Novice; Experts; Gymnastics Gran número de tareas perceptivo-motoras pueden ser observadas a través de la edad, especialmente en actividades deportivas. Una persona que se enfrenta a una nueva tarea tiene que elaborar nuevos movimientos para conseguir el objetivo de la tarea (periodo de adquisición de la habilidad, PAH). Para ser más eficaz y eficiente (i.e. experto) el sujeto tiene que ajustar los parámetros del movimiento en relación con los condicionantes de la situación (periodo de modificación fina de la habilidad, PMFH). Desde la perspectiva de la Teoría de los Sistemas Dinámicos (DST), el movimiento surge por el impacto de la práctica y de los condicionantes (del organismo, de la tarea y del entorno). En cuanto a los condicionantes del organismo, el talento a priori es un punto crítico para entender el aprendizaje motor en el PAH. Además, la edad del ejecutante debe ser considerado en el PMFH debido a que otros dos procesos se desarrollan paralelamente: la maduración biológica y la adquisición de competencia. El objetivo general de esta tesis es caracterizar ambos periodos de aprendizaje (PAH y PMFH) desde la perspectiva de la DST focalizándonos en el molino de barra fija como habilidad deportiva. Durante el PAH el talento a priori afectó el proceso de aprendizaje de los participantes al enfrentarse a una tarea nueva. Así, a pesar que la amplitud del balanceo mejoró por igual en participantes con mayor y menor talento a priori, el aprendizaje perceptivo y motor (ejecución y coordinación) en la bajada del balanceo tuvo grandes mejoras cuando en los participantes de mayor talento a-priori. En el PMFH la amplitud de balanceo de los grupos de edad de competición era similar desde G3 (12.88±0.50 años) a G5 (19.96±3.37 años). No obstante, los eventos fueron adquiridos progresivamente (desde G3 a G5) de acuerdo con la secuencia espacio-temporal de realización durante la tarea y parece que fueron aprendidos antes que su control dinámico (coordinación). También, se observaron incrementos en los cambios en la variabilidad intra-sujeto en el G4 (14.78±0.57 años) que sugirieron un punto de transición debido probablemente al incremento en las demandas del deporte (aprendiendo elementos de vuelo, salidas).

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Diz, Maria Angélica da Rocha [UNESP]. "Efeito da prática no controle de torque isométrico em crianças com transtorno de desenvolvimento de coordenação." Universidade Estadual Paulista (UNESP), 2008. http://hdl.handle.net/11449/87378.

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Made available in DSpace on 2014-06-11T19:22:51Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-06-30Bitstream added on 2014-06-13T19:28:17Z : No. of bitstreams: 1 diz_mar_me_rcla.pdf: 260196 bytes, checksum: 25afce4afc679e6814f683ef7d1aaffa (MD5) Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) Durante o período de escolarização, algumas crianças podem apresentar dificuldades na coordenação motora, principalmente em habilidades manuais, e podem ser identificadas como tendo Transtorno do Desenvolvimento da Coordenação (TDC). Existem evidências na literatura que déficits nos mecanismos de controle e precisão para produção de força/torque dos dedos estejam associados às dificuldades motoras nessas crianças. Assim, como a produção de força/torque é essencial para inúmeras atividades da vida diária, o presente estudo teve como objetivo principal investigar o efeito da prática no desempenho de crianças com TDC e com desenvolvimento típico (DT). Participaram do estudo, 24 crianças com idade entre 9 e 10 anos. A tarefa praticada foi a de preensão digital em torque com feedback visual. As crianças foram incentivadas a manter, durante 15 segundos, de forma contínua e constante, 25% do torque voluntário máximo. A prática foi feita durante cinco dias consecutivos, com realização de 15 tentativas por dia. Após a prática com feedback visual, as crianças foram incentivadas a realizar cinco tentativas na condição sem feedback visual. Nestas tentativas, o feedback visual era removido após 5 segundos do início da tentativa. Os resultados demonstraram que nos cinco dias de prática as crianças com DT foram consistentemente mais precisas em manter o controle de torque do que as crianças com TDC. As crianças de ambos os grupos melhoraram o desempenho no decorrer das sessões de prática evidenciado pela redução do coeficiente de variação e da dispersão média do erro... During the first years in school, children can show motor coordination difficulties mainly in manual skills and they can be identified as shown Developmental Coordination Disorder (DCD). There is evidence from the literature that deficits in the mechanisms of accuracy and control in the finger production of strength/torque are associated with the motor difficulties of these children. The production of strength/torque is essential for a large number of daily activities so that the effect of practice of grip torque among DCD children and those shown typical development (DT) was the main objective of the present study. Participants were 24 children aged between 9 and 10 years. Children were asked to keep control of torque in a continuous and constant way with visual feedback (25% of maximum voluntary torque) during a period of 15 seconds. Practice was given during five consecutive days with 15 trials per day. After the practice with visual feedback, children were asked to perform five trials without visual feedback. In these trials, feedback was removed five seconds after the start of the trial. The results showed during the five days of practice that children with DT were consistently more accurate in keeping torque control than those with DCD. Children from both groups improved the level of performance as practice took place shown reduction of the coefficient of variation and of error (RMS). In relation to the trials without visual feedback, DCD children were not able to perform at the same level as they did when visual feedback was available...(Complete abstract, click electronic access below)

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Hodges, Nicola Jane. "The role of instructions and demonstrations in learning a coordination skill." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq61109.pdf.

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Theorin, Anna. "To select one hand while using both neural mechanisms supporting flexible hand dominance in bimanual object manipulation /." Doctoral thesis, Umeå : Department of Integrative Medical Biology, Umeå university, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-29805.

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Bruton, Michaela. "Changes in movement control and coordination with increasing skill in females and males." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/13439.

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In comparisons between the sexes on movement tasks, performance outcome is emphasised with little focus upon the coordination process that underpins this. Motor skills develop through practice; differences between the sexes may therefore reflect differences in the volume of experience with a task. The first study compared groups with increasing surfing experience performing a drop-landing. Sex differences in joint angle measures were accounted for at least in part by experience. Study two investigated whether females and males achieve similar improvement from an equal volume of practice using a slalom-skiing simulator task. Over five days of practice there were no differences in rate of learning for any measure. Performance differences in some cases were attributable to anthropometric differences between the sexes that interacted with the task apparatus. Most importantly, frequency for both sexes moved towards their calculated optimal, given the task constraint meaning performance was comparable. Overall males and females showed similar initial and final performance outcomes and achieved similar gains from an equal volume of practice. The basis of coordinative structure is the coupling and correlation between elements in the motor system. Principal component analysis (PCA) can quantify these relations. A recently developed technique in PCA incorporating overall coherence was applied to kinematic and EMG signals to provide further insight into the changes in coordination that occurred with practice. There were no differences between the male and female performers again supporting the idea that with equal practice, performance is similar despite any differences in anthropometrics. Whole body movement on the skiing-simulator could be defined in a low dimensional space that was further reduced over the course of practice. Previous studies had failed to show this; hidden structure was best revealed when PCA incorporating correlation in the frequency domain was employed.

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Silva, Ana Flávia Rodrigues. "Prevalência do transtorno do desenvolvimento da coordenação em crianças de 7 anos de idade matriculadas em escolas públicas do município de Itirapina-SP." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/6906.

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Made available in DSpace on 2016-06-02T20:44:18Z (GMT). No. of bitstreams: 1 6818.pdf: 1252035 bytes, checksum: 52e42522856cc051b44d586e98122cfb (MD5) Previous issue date: 2015-04-27 The Developmental Coordination Disorder (DCD) happens because of delay of development of children motor skills, which bring forth difficulties to do their daily activities. Therefore, it is necessary assume a number of diagnostic criteria to identify this disorder, to this end, we have adopted in this work, the identification criteria proposed by the American Psychiatric Association (APA) in DSM-5. These criteria have started from empirical observation of researcher by instruments of patterns tests, targeted questionnaires to parents and direct observation of children. The main purpose of this thesis is identify the prevalence of Developmental Coordination Disorder In 7 Years Old Children Enrolled in Public Schools From Itirapina-Sp. Furthermore, the specific purposes of this thesis are: characterize the motor development of these children by application of instruments MABC-2 and DCDQ-Brasil; identify evidences of DCD in these children by application of instrument SNAP-IV and compare differences in motor development between genres. Sixty-three children enrolled in four public schools from Itirapina-Sp were assessed by application of the instrument MABC-2. The instrument DCDQ-Brasil was applied by interviews with parents or guardians. Likewise, the instrument SNAP-IV was applied by interviews with parents and guardians to identify children with ADHD. The prevalence of DCD in Itirapina was 7,93% of children, despite the fact of there was no statistic correlation between instruments. It is important highlight the necessity of instruments association in order to comply with criteria A and B, once there is no reports of a unique instrument able to comply with the proposition of DSM-5. Considering the criteria A and B, there was applied instruments MABC-2 and DCDQBrazil. Considering the criteria C and D, the researcher analyzed interviews with parents, guardians and schoolteachers to conclude about the necessity of a multidisciplinary research team to comply with this criteria in a properly. The group analyzed reveal a bigger rate of children with difficulty in handedness (61,1%). There was identified seven children with evidences of ADHD, however there was not possible to observe statistic correlation between instruments or ADHD comorbidity in DCD identified children. Moreover, there was no significant difference between genres. In conclusion, new multidisciplinary researches should be done in Brazil in order to comply with the four DCD identifying criteria proposed by DSM in them current version, once this research was the first identified study about this subject in Brazilian literacy until this date. O Transtorno do Desenvolvimento da Coordenação (TDC) decorre do atraso no desenvolvimento das habilidades motoras da criança, o que gera uma série de dificuldades para que ela possa desempenhar suas atividades diárias. Diante disto, há a necessidade de adotar uma série de critérios para o diagnóstico do transtorno, para tanto, adotamos, neste trabalho, os critérios de identificação propostos pela Associação Americana de Psiquiatria (APA) no DSM-5. Esses critérios partiram da observação empírica da pesquisadora por meio de instrumentos de avaliação padronizados, de questionários direcionados aos pais e, também, da observação direta das crianças. O objetivo geral do trabalho foi identificar a prevalência do TDC em crianças de 7 anos matriculadas em escolas públicas do município de Itirapina (SP). Especificadamente, o trabalho pretende dar uma caracterização do desempenho motor dessas crianças por meio dos instrumentos MABC-2 e DCDQ-Brasil, além de identificar os indícios de TDAH nas crianças por meio do instrumento SNAP-IV e de comparar o desempenho motor entre os sexos. Foram avaliadas 63 (sessenta e três) crianças matriculadas em quatro escolas públicas, por meio do instrumento MABC-2, com a aplicação do DCDQ-Brasil por meio de entrevistas realizadas com os pais ou responsáveis. Ainda em entrevista com os pais, aplicamos o instrumento SNAP-IV, para que as crianças, com sinais de TDAH, fossem identificadas. A prevalência do TDC encontrada no Município de Itirapina foi de 7,93% das crianças, embora não tenha sido observada correlação estatística entre os instrumentos. Destaca-se a necessidade de associação de instrumentos para que os critérios A e B sejam cumpridos, uma vez que não há relatos na literatura de um único instrumento que cumpra o que é proposto pelo DSM-5. No presente estudo, visando atender aos critérios A e B do DSM-5, foram aplicados os instrumentos MABC-2 e DCDQ-Brasil. Os critérios C e D deram-se a partir da observação da pesquisadora e do relato dos pais e professores, apontando para a necessidade de uma equipe de pesquisa multidisciplinar que venha contemplá-los de forma mais adequada. Dentre as crianças avaliadas pelo MABC-2, foi possível observar maiores dificuldades com as atividades de Destreza Manual (61,1%). Foram identificadas 7 crianças com indicativos de TDAH, mas como não foi possível observar correlação estatística entre os instrumentos, não foi possível identificar comorbidade do TDAH nas crianças identificadas com TDC. Em relação aos sexos, não foram observadas diferenças significativas no desempenho motor. Conclui-se que novos estudos realizados por grupos multidisciplinares de pesquisa devam ser realizados no Brasil visando contemplar os quatro critérios de identificação do TDC propostos pelo DSM em sua versão mais recente, uma vez que o presente estudo foi o primeiro identificado na literatura nacional até o momento.

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Capitão, Jorge Alexandre Fernandes. "Relatório Integrador de atividade Profissional - Food Safety." Master's thesis, ISA/UL, 2015. http://hdl.handle.net/10400.5/10943.

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Mestrado em Engenharia Alimentar - Especialidade em Segurança Alimentar - Instituto Superior de Agronomia After the degree of 5 year`s duration I obtained in Agro‐Industrial Engineering, in the Instituto Superior de Agronomia, this professional activity integrator report, aim`s obtaining the Master’s degree in food engineering, specializing in hygiene and food safety. In 2004 I finished a post‐graduation in financial management in Escola Superior de Tecnologia e Gestão de Portalegre and since 1997 till the time in which this report is written, that I took several short courses to improve my knowledge in agrifood, agriculture and management. I started my professional activity in 1994 in a company named Monforqueijo in which I stayed until 2010. In this company I had several jobs through the time I spend there, I worked as a technician; manager and Chief Financial Officer and Chief Executive officer. During those years I was also a consultant to Selfrio of group SONAE, I also worked; for the Portuguese Farmers Association as an expert in food safety and quality; for the Committee of Professional Agricultural Organisations (COPA) in Brussels and as an assemblyman in the city hall of Monforte (Portalegre region). In 2011, I started working in a dairy factory named Bilores and in 2012 I changed jobs to group Fertiprado in which I stayed for a year and half, in June 2014, I started working as deputy director in the Ministry for Agriculture and the Sea.

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Zagallo, Patricia, and Patricia Zagallo. "Investigating How Undergraduate Students Develop Scientific Reasoning Skills When Coordinating Data and Model Representations in Biology." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625586.

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There has been a call to reform science education to integrate scientific thinking practices, such as data interpretation and modeling, with learning content in science classrooms. This call to reform has taken place in both K-12 science education through Next Generation Science Standards and undergraduate education through AAAS initiative Vision and Change in Undergraduate Biology Education. This dissertation work examines undergraduate students' learning of multiple scientific thinking skills in a curricular format called Teaching Real data Interpretation with Models (TRIM) applied to a large-enrollment course in Cellular and Developmental Biology. In TRIM, students are provided worksheets in groups and tasked to interpret authentic biological data. Importantly, groups are tasked to relate their data interpretations to a 2D visual model representation of the relevant biological process. This dissertation work consists of two studies with the overarching question: How do students use model representations to interpret data interpretations? In the first study, we primarily describe how students learn to navigate and interpret discipline-based data representations. We found the majority of groups could construct quality written data interpretations. Qualitative coding analysis on group discourse found students relied on strategies such as decoding the data representation and noticing data patterns together to construct claims. Claims were refined through spontaneous collaborative argumentation. We also found groups used the provided model to connect their data inferences to a biological context. In the second study, we primarily target our analysis on how individual students relate their data interpretations to different modeling tasks, including student-generation of their own model drawing. I interviewed students one-on-one as they worked through TRIM-style worksheets. From iterative qualitative analysis of transcripts and collected video on hand movements, I characterize the forms of reasoning at play at the interface of data and model representations. I propose a model at the end of Study 2 describing three modes of reasoning in data abstraction into models. I found when relating between data and models, students needed to link signs in both representations to a common referent in the real-world phenomenon. Establishing this sign-referent relationship seemed to depend on bringing in outside mechanistic information about the phenomenon. Once a mechanism was established, students could fluidly move between data and model representations through mechanistic reasoning. Thus data abstraction seems to rely on mechanistic reasoning with models. The findings from this dissertation work support the feasibility of student development of multiple scientific thinking skills within a large lecture course, and provide targets for curriculum and assignment designs centered on teaching higher order reasoning skills.

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Metzler, Megan J., and University of Lethbridge Faculty of Arts and Science. "Bimanual skill acquisition : modulation by sex, aging, and auditory feedback." Thesis, Lethbridge, Alta. : University of Lethbridge, Dept. of Neuroscience, c2010, 2010. http://hdl.handle.net/10133/2591.

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Bimanual movement is integral to daily function. As such, it is important to understand factors that influence bimanual performance. Playing the piano was employed to examine bimanual movement. Additionally, the weather prediction task was administered as a measure of non-declarative learning. Sex influenced motor performance. Males tended to perform asymmetrical movements with less skill than females. Age affected motor performance. Older adults were less proficient, but improved similarly with practice as young adults. Further, older adults exhibited differential deterioration of bimanual movement. Feedback and music training affected motor performance. Females performed bimanual movement less proficiently with auditory feedback. Individuals with music training performed bimanual movements relative to unimanual movements better with feedback. Music training moderated age-related differential deterioration of bimanual movements. Older adults performed significantly worse than young adults on the weather prediction task. In addition, the weather prediction task correlated with motor measures in a sample including older adults. xii, 159 leaves : ill. ; 29 cm

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Miles, Charlotte Alice Louise. "The quiet eye in a throwing and catching task : visuomotor skill of children with and without developmental coordination disorder." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16209.

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Knowing where and when to look is critical for effective performance of visually guided tasks. A gaze strategy termed the quiet eye (QE; the final gaze before the onset of a critical movement) is strongly associated with motor skill proficiency, with earlier and longer QE periods leading to improved visuomotor control. Children with poor motor proficiency, such as those with Developmental Coordination Disorder (DCD), have impairments in the pick-up and processing of visual information, translating into poorly coordinated movements. The purpose of this project therefore was to perform the first examination of the QE strategy in children of different motor coordination abilities and furthermore to investigate the efficacy of task-specific QE training (QET) to improve the skills of children with and without DCD beyond the effects of a standard coaching technique. Study 1 determined that children with low motor coordination had later, shorter QE durations in comparison to coordinated children and as a result, performed worse in a specified motor task (throwing and catching). Study 2 therefore performed two experiments aimed at developing an appropriate but brief QET protocol for children to improve their throwing and catching ability. These experiments found that typically developing children were able to increase their QE durations with QET and this was reflected in a durable improvement in their motor skill execution. The final study examined this QET intervention in children with DCD. This was the first application of QET in a clinical population, and found that children with DCD were able to improve their QE durations, and make robust changes to their visuomotor control. These studies associate a longer QE with motor skill proficiency in children, and provide an important adjunct to current therapeutic intervention for children with poorly developed motor skills.

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Augusto, Felipe Bartolotto Valdevino. "Desempenho e diagnóstico motor: um estudo correlacional entre KTK e TGMD-2." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/39/39132/tde-28102015-072819/.

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Ao longo da infância e juventude se faz importante avaliar o desempenho motor para monitorar o desenvolvimento motor e subsidiar objetivos de intervenção. Há diversos instrumentos com o intuito de avaliar o desempenho motor de bebês, crianças e jovens, porém uma questão que é apontada na literatura diz respeito a especificidade de cada instrumento quanto ao seu contexto. Diversos instrumentos de avaliação motora têm sido desenvolvidos no decorrer do tempo, e muitos destes foram elaborados para mensurar o mesmo fenômeno no âmbito motor, no entanto, tais instrumentos podem apresentar resultados distintos para um mesmo objetivo. Desta forma, torna-se importante verificar se estes instrumentos permitem fazer o mesmo diagnóstico. Com isso, o presente estudo tem como objetivo investigar a associação entre o TGMD-2 e o KTK, considerando tanto o desempenho quanto o diagnóstico. A amostra do presente estudo foi composta por 228 crianças pertencentes ao Estudo Longitudinal Misto de Crescimento e Desenvolvimento Motor de Muzambinho-MG, contrabalanceadas por sexo e idade (6 a 11 anos de idade). Foram realizadas avaliações por meio dos testes KTK e TGMD-2. A análise dos filmes foi realizada por avaliadores treinados com índice de concordância inter e intra individual acima de 85%. Os valores obtidos indicaram que tanto o desempenho quanto o diagnóstico dos testes não são associados, mesmo considerando a idade e sexo dos sujeitos. Os resultados apresentam um novo cenário sobre a questão da avaliação motora na infância e permitiram discutir aspectos sobre a complementariedade das baterias quanto ao domínio do desenvolvimento motor na infância Throughout childhood and youth becomes important to assess motor performance to monitor the motor development and support intervention goals. There are several tools in order to evaluate the motor performance of infants, children and young people, but an issue that is reported in the literature concerns the specificity of each instrument as to its context. Several motor assessment tools have been developed over time, and many of these are designed to measure the same phenomenon under motor development, however, such instruments may present different results for the same goal. Thus, it is important to check that these instruments allow you to make the same diagnosis. Thus, the present study aims to investigate the association between TGMD-2 and the KTK, considering both performance diagnosis. The study sample consisted of 228 children belonging to the Joint Longitudinal Study on Growth and Development of Motor Muzambinho-MG, counterbalanced by sex and age (6-11 years old). Evaluations were performed through the KTK and TGMD-2 tests. The analysis of the films was carried out by trained assessors with level of inter and intra individual above 85%. The results indicate that both the performance and the diagnosis of the tests are not associated, regardless of age and gender of the subjects. The results present a new scenario on the issue of motor assessment in childhood and allowed a discussion on the complementary aspects of the batteries on the motor development of the area in childhood

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Martini, Rose. "Metacognitive processes underlying psychomotor performance in children identified as high skilled, average, and having developmental coordination disorder (DCD)." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38503.

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Metacognition is the monitoring, evaluating, and correction of one's own performance while engaged in an intellectual task. It has been explored within educational psychology in various cognitive and academic domains, for example, general problem solving, physics, reading, writing, and mathematics, and with different populations including children who are gifted, children who have learning disabilities, as well as children who have intellectual delays. Research in these areas has demonstrated that the use of metacognition differs with different levels of ability. Metacognition has rarely been mentioned in the psychomotor literature. It is not known whether children of different psychomotor abilities use metacognition differently. This study used a think-aloud protocol to compare the active use of metacognition in children with different psychomotor abilities---high skill (N = 8), average (N = 9), developmental coordination disorder (DCD) (N = 5)---during a novel motor task. Children with DCD did not verbalize fewer or different metacognitive concepts than either the average or high skill children, however, relative to their counterparts, a significant proportion of the concepts verbalized by children with DCD were found to be inappropriate or inaccurate. These findings reflect ineffective metacognitive processing by children with DCD during a psychomotor task. In general, the results of this study parallel those found in the cognitive domain. This study showed that children with differing psychomotor abilities also demonstrated differences in use of metacognition.

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Souza, Thamires da Fonseca de. "Especificidade e sensibilidade do Questionário de Transtorno do Desenvolvimento da Coordenação - Brasil para crianças de 8 a 10 anos." Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/7283.

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Submitted by Caroline Periotto (carol@ufscar.br) on 2016-09-19T20:42:19Z No. of bitstreams: 1 DissTFS.pdf: 2160160 bytes, checksum: 83d7d7ac92f0a270750a6b42154b95df (MD5) Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-20T18:08:27Z (GMT) No. of bitstreams: 1 DissTFS.pdf: 2160160 bytes, checksum: 83d7d7ac92f0a270750a6b42154b95df (MD5) Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-20T18:08:34Z (GMT) No. of bitstreams: 1 DissTFS.pdf: 2160160 bytes, checksum: 83d7d7ac92f0a270750a6b42154b95df (MD5) Made available in DSpace on 2016-09-20T18:08:42Z (GMT). No. of bitstreams: 1 DissTFS.pdf: 2160160 bytes, checksum: 83d7d7ac92f0a270750a6b42154b95df (MD5) Previous issue date: 2016-02-29 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) Different instruments meet the criteria of the Manual Diagnostic and Statistical of Mental Disorders (DSM) for the diagnosis of Developmental Coordination Disorder (DCD) have been used by researchers. Among them, the most recognized and employed questionnaire today for screening is the Developmental Coordination Disorder Questionnaire (DCDQ), a questionnaire for parents developed in Canada. This was translated and adapted to Brazilian culture, however its scoring system was not standardized for Brazilian children. Therefore, this study aimed to evaluate the sensitivity and specificity of the questionnaire to a group of children aged 8, 9 and 10 years using as gold standard the Movement Assessment Battery for Children Test (Mabc-2) engine test also identify the cutoff point for each specific age and correlate the scores of both tests between gender and between economic classes. It is a descriptive study transversal - exploratory, with a quantitative approach. The participants were 100 children enrolled in the municipal school system of Rio Claro -SP, where had their motor skills evaluated using the DCDQ-Brazil and Mabc-2, and their socioeconomic conditions verified by Criterion Brazil. The data collected were subjected to statistical analysis of association and the cutoff set by the Youden index and Roc curve (Receiver Operator Characteristic). The results reveal the DCDQ-Brazil does not have satisfactory validity to the Brazilian context analyzed in the sample at the ages of 8 and 10 years the ages of 8 and 10 years, with its higher cutoff points the cutoff points defined in this study, in a proportion ranging 4-7 points. Also found, contrary to what area of the studies show, girls and boys do not have significant difference when evaluated in DCDQ-Brazil and Mabc-2, and no association between the results of the instruments and the socioeconomic classification of participants was detected, suggesting socioeconomic status does not imply engine performance and incidence of DCD. It was possible to ascertain the use of Mabc-2 instruments and DCDQ-Brazil together enables check for data favor the evaluation of the specificity and sensitivity of DCDQ-Brazil for a group of children aged 8 and 10 years. For future research it is suggested further data on the age of 9 years to use the Developmental Coordination Disorder Questionnaire form adapted to Brazilian children between 8 to 10 years promoting the early identification process of the DCD. Diferentes instrumentos que atendam aos critérios do Manual Diagnóstico e estatístico de Transtornos Mentais (DSM) para o diagnóstico do Transtorno do Desenvolvimento da Coordenação (TDC) vêm sido utilizados por pesquisadores da área. Dentre eles, o questionário mais reconhecido e empregado na atualidade para a triagem é o Developmental Coordination Disorder Questionnaire (DCDQ), um questionário para pais desenvolvido no Canadá. Este foi traduzido e adaptado para a cultura brasileira, no entanto seu sistema de pontuação não foi padronizado para as crianças brasileiras. Diante disso, esta pesquisa teve como objetivo principal avaliar a sensibilidade e a especificidade do questionário para um grupo de crianças de 8, 9 e 10 anos utilizando como padrão ouro o teste motor Movement Assessment Battery for Children Test (Mabc-2), também identificar o ponto de corte para cada idade específica e correlacionar as pontuações de ambos os testes entre gênero e entre as classes econômicas. Trata-se de um estudo de caráter transversal descritivo - exploratório, com abordagem quantitativa. Participaram da pesquisa 100 escolares matriculados na rede de ensino municipal de Rio Claro-SP, os quais tiveram suas habilidades motoras avaliadas por meio do DCDQ-Brasil e Mabc-2, e suas condições socioeconômicas verificadas pelo Critério Brasil. Os dados coletados foram submetidos à análise estatística de associação e os pontos de corte definidos através do índice de Youden e curva Roc (Receiver Operator Characteristic). Os resultados revelam que o DCDQ-Brasil não possui validade satisfatória para o contexto brasileiro analisado na amostra nas idades de 8 e 10 anos, sendo seus pontos de corte mais altos que os pontos de corte definidos nessa pesquisa, numa proporção que varia de 4 a 7 pontos. Também verificou-se que, diferentemente do que estudos da área apontam, meninas e meninos não apresentaram diferença significativa quando avaliados no DCDQ-Brasil e Mabc- 2, e nenhuma associação entre os resultados dos instrumentos e a classificação socioeconômica dos participantes foi detectada, o que sugere que a condição socioeconômica não implica no desempenho motor e incidência do TDC. Foi possível averiguar que o uso dos instrumentos Mabc-2 e DCDQ-Brasil em conjunto possibilita verificar a presença de dados que favorecem a avaliação da especificidade e sensibilidade do DCDQ-Brasil para um grupo de crianças de 8 e 10 anos. Para futuras investigações sugere-se aprofundar os dados relativos à idade de 9 anos a fim de utilizar o Developmental Coordination Disorder Questionnaire de forma adaptada às crianças brasileiras na faixa de 8 a 10 anos favorecendo o processo de identificação precoce do TDC.

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Sommer, Marius. "Effect of timing training in golf and soccer players : skill, movement organization, and brain activity." Doctoral thesis, Umeå universitet, Institutionen för psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-86664.

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Background Although trainers and athletes consider ‘good timing skills’ to be critical for optimal sport performance, little is known in regard to how sport-specific skills may benefit from timing training. Thus, assuming that all motor performances are mediated by an internal timing mechanism, enhanced motor timing is expected to have positive effects on both planning and execution of movement performance, and consequently on complex sports actions as golf or soccer. Accordingly, in order to increase our knowledge of the importance of motor timing and possible effects of timing training, this thesis examines the effects of synchronized metronome training (SMT), thought to improve the execution of motor programs and to enhance motor skills in golf and soccer players. Methods Study I examined the effects of SMT on motor timing abilities and its potential effect on golf shot accuracy and consistency in 25 experienced male golfers. Additionally, Study II examined the effects of SMT on the spatiotemporal movement organisation and dynamics of the golf swing performance, as captured by kinematic measurements and analyses in thirteen male golfers. Study III examined the effect of SMT on accuracy and variability in a soccer specific, cross-pass task in elite and sub-elite female soccer players. Moreover, the underlying brain activity was assessed by means of functional magnetic resonance imaging (fMRI) to investigate the corresponding neural activity when passively observing the cross-pass task, and the possible pre- to post training effects. Results SMT was shown to improve motor timing ability, by means of less timing asynchrony and with associated changes in timing variability, in both golf- and soccer-players. Additionally, significant improvements in golf shot and soccer cross-pass performance, by means of significant increase in outcome accuracy combined with a decrease in outcome variability was found. From the kinematic investigation in Study II, results indicate that improved motor timing, as an effect of SMT, lead to a more coordinated and dynamic swing performance, and with decreased variability in the temporal structure of the swing motion. Finally, it was found that SMT induces changes in the activity of the action observation network (AON), underpinning action observation and action prediction, by means of decreased activation within bilateral cerebellum, fusiform gyrus and superior temporal gyrus. These findings hint at a more efficient pattern of neural recruitment during action observation, after SMT. Conclusion In summary, this thesis provides evidence that four weeks of SMT improved the participant’s motor timing and synchronization abilities, and showed influence on both behavioral and neurophysiological motor programs and skill performance in golf and soccer players. Thus, by improved outcome accuracy and decreased variability, affecting the coordinated movement pattern and organisation, as well as affecting the associated underlying brain activation.

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Гайдай, К. І. "Побудова тренувального процесу юних лижників-гонщиків 14–16 років на основі підвищення координаційних якостей". Master's thesis, Сумський державний університет, 2020. https://essuir.sumdu.edu.ua/handle/123456789/81556.

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Розроблено та експериментально перевірено методику вдосконалення координаційних якостей юних лижників-гонщиків 14–16 років, яка базується на технічних і біомеханічних параметрах лижних ходів. Набули подальшого розвитку знання щодо спрямованості педагогічних впливів на підвищення рівня координаційних якостей з урахуванням технічних характеристик пересування на лижах. Доповнені дані з методики вдосконалення координаційних якостей лижників-гонщиків 14–16 років. Практичне значення результатів дослідження полягає в тому, що на підставі отриманих результатів розроблено методику управління технічною підготовкою з урахуванням підвищення координаційних якостей у юних лижників-гонщиків 14–16 років. Запропоновані комплексні вправи вдосконалення координаційних якостей та фізичної підготовки у навчально-тренувальному процесі юних лижників-гонщиків. Матеріали дослідження та сформульовані висновки можуть використані для підвищення кваліфікації тренерів ДЮСШ, викладачів фізичного виховання закладів вищої освіти, фахівців галузі фізичної культури і спорту. Разработана и экспериментально проверена методика совершенствования координационных качеств юных лыжников-гонщиков 14–16 лет, которая базируется на технических и биомеханических параметрах лыжных ходов. Получили дальнейшее развитие знания относительно направленности педагогических воздействий на повышение уровня координационных качеств с учетом технических характеристик передвижения на лыжах. Дополнены данные по методике совершенствования координационных качеств лыжников-гонщиков 14-16 лет. Практическое значение результатов исследования заключается в том, что на основании полученных результатов разработана методика управления технической подготовкой с учетом повышения координационных качеств у юных лыжников-гонщиков 14-16 лет. Предложены комплексные упражнения совершенствования координационных качеств и физической подготовки в учебно-тренировочном процессе юных лыжников-гонщиков. Материалы исследования и сформулированые выводы могут использованы для повышения квалификации тренеров ДЮСШ, преподавателей физического воспитания высших учебных заведений, специалистов отрасли физической культуры и спорта. A method for improving the coordination qualities of young skiers-racers aged 14–16, based on technical and biomechanical parameters of ski runs, has been developed and experimentally tested. Acquired further development of knowledge on the direction of pedagogical influences to improve the level of coordination skills, taking into account the technical characteristics of skiing. Data on the method of improving the coordination qualities of skiers-racers aged 14–16 have been supplemented. The practical significance of the research results is that on the basis of the obtained results a method of technical training management has been developed taking into account the improvement of coordination qualities in young skiers-racers aged 14–16 years. Complex exercises of improvement of coordination qualities and physical training in educational process of young skiers-racers are offered. Research materials and formulated conclusions can be used to improve the skills of CYSS coaches, teachers of physical education in higher education, specialists in the field of physical culture and sports.

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Oliveira, Cristina Camargo de. "Perfil motor de escolares com Transtorno de Déficit de Atenção com Hiperatividade." Universidade Federal de São Carlos, 2014. https://repositorio.ufscar.br/handle/ufscar/6883.

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Made available in DSpace on 2016-06-02T20:44:14Z (GMT). No. of bitstreams: 1 5808.pdf: 1446230 bytes, checksum: a10d89d03f3e47cfd1287dcb554233b9 (MD5) Previous issue date: 2014-02-07 Financiadora de Estudos e Projetos This study aimed to identify the motor profile of students with interdisciplinary diagnosis of Attention Deficit Disorder with Hyperactivity (ADHD), and compare with students with good academic performance, and to verify the incidence of Developmental Coordination Disorder in this study population. A total of 46 students participated in the study, males and females, with ages ranging from 7 to 10 years and 11 months, attending from 1st to 5th year of elementary education at public schools in cities of São Paulo state. The students were divided into two groups: Group I (GI) included 23 students with Attention Deficit Disorder with Hyperactivity; Group II (GII) included 23 students with good academic performance, paired according to gender and age group with GI group. Groups experienced motor assessment (Movement Assessment Battery for Children - Second Edition (Movement ABC - 2). MABC Test consisted of eight items grouped into three sections (manual dexterity, target and precision, and balance), parents / guardians responded to DCDQ questionnaire - Brazil, which contains 25 questions about the motor behavior of the child, and the Economic Classification questionnaire. The results were statistically analyzed in order to characterize and compare the motor profile of the students, intra and intergroup. The results showed that some of the students in GI presented indicative of Developmental Coordination Disorder, whereas in GII, none of the students presented indicative of Developmental Coordination Disorder. However, it is possible to stand out an incidence of Developmental Coordination Disorder in the population with Attention Deficit Disorder with Hyperactivity in about 43%. These findings will hopefully contribute to the knowledge about students with ADHD, helping to guide actions to assist this population by teachers, health professionals, and family. Este estudo teve por objetivos identificar o perfil motor de escolares com diagnóstico interdisciplinar de Transtorno do Déficit de Atenção com Hiperatividade (TDAH), comparar com os escolares com bom desempenho acadêmico e verificar a incidência de Transtorno do Desenvolvimento da Coordenação na população deste estudo. Participaram 46 escolares, de ambos os gêneros, na faixa etária de 7 a 10 anos e 11 meses de idade, que frequentam do 1º ao 5º ano do ensino fundamental de escolas públicas municipais de cidades do interior de São Paulo. Os escolares foram distribuídos em dois grupos: Grupo I (GI) - composto por 23 escolares, com diagnósticos multidisciplinares de Transtorno do Déficit de Atenção com Hiperatividade, em uso regular de medicação; Grupo II (GII): composto por 23 escolares com bom desempenho acadêmico, apresentando notas iguais ou superiores a 8,0 no boletim escolar e observações pertinentes realizadas pelas professoras em relação a cada escolar. Os escolares foram pareados segundo gênero e faixa etária. Os grupos passaram por avaliação motora (Movement Assessment Battery for Children - Second Edition (Movement ABC-2). O Teste MABC é composto por oito itens, agrupados em três seções (destreza manual, alvo e precisão e equilíbrio), os pais/responsáveis responderam ao Questionário DCDQ-Brasil, composto por 25 questões sobre o comportamento motor da criança, e ao Questionário de Classificação Econômica, para fins de pareamentos dos grupos. Os resultados foram analisados estatisticamente visando à caracterização e comparação intra e intergrupos do perfil motor dos escolares. Os resultados mostraram que no GI, que é o grupo composto por escolares com Transtorno do Déficit de Atenção com Hiperatividade, estão presentes alguns escolares com indicativo de Transtorno do Desenvolvimento da Coordenação, sendo a Habilidade do Equilíbrio a mais acometida; No GII, que são escolares com bom desempenho acadêmico, não foram encontrados escolares com indicativo de Transtorno do Desenvolvimento da Coordenação. Portanto é possível destacar uma incidência de Transtorno do Desenvolvimento da Coordenação na população com Transtorno do Déficit de Atenção com Hiperatividade, em aproximadamente 43%. Espera-se que esses resultados contribuam com o conhecimento dos escolares com TDAH, colaborando para a orientação de ações voltadas ao atendimento e diagnóstico precoce desta população pelos professores e profissionais da saúde, objetivando uma melhora na qualidade de vida dessas crianças e familiares envolvidos.

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Almeida, Nuno Miguel Dias. "Curricular internship in a clinical research unit." Master's thesis, Universidade de Aveiro, 2016. http://hdl.handle.net/10773/17113.

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Mestrado em Biomedicina Farmacêutica O presente relatório descreve em detalhe as tarefas e atividades desenvolvidas no contexto de um estágio curricular durante o segundo ano do Mestrado em Biomedicina Farmacêutica, da Universidade de Aveiro. Este estágio teve lugar na Unidade de Farmacologia Clínica do Professor Joaquim Ferreira, do Instituto de Medicina Molecular, de 14 de setembro de 2015 a 27 de junho de 2016. Esta experiência permitiu-me pôr em prática aquilo que aprendi no mestrado durante dez meses. Tive a oportunidade de trabalhar em três áreas diferentes da biomedicina farmacêutica: farmacovigilância, coordenação de ensaios clínicos e gestão de dados. Durante o estágio, surgiram múltiplas dificuldades e obstáculos. Contudo, consegui ultrapassá-los, melhorando as minhas capacidades profissionais, tais como organização, responsabilidade, comunicação, espírito critico, entre outras qualidades fundamentais para ser um bom profissional. Em conclusão, este estágio curricular permitiu o meu crescimento, não só como profissional, mas também como pessoa. Considero que tenha sido um desafio concretizado com sucesso e estou consciente que me abriu muitas janelas para a minha carreira futura. This report describes in detail the tasks and activities developed in the context of a curricular internship during the second year of the Master’s degree in Pharmaceutical Medicine of the University of Aveiro. This internship took place in the Professor Joaquim Ferreira’s Clinical Pharmacology Unit (CPU) of the Instituto de Medicina Molecular, from September 14th, 2015 to June 27, 2016. This experience allowed me to put in practice what I learned from my master’s degree during ten months. I had the opportunity to work in three different areas of pharmaceutical medicine: pharmacovigilance, clinical trial coordination and data management. During the internship, several difficulties and obstacles showed up. However, I managed to surpass them, improving my professional skills, such as organization, responsibility, communication, critical thinking, among other fundamental qualities to be a good professional. In conclusion, this curricular internship allowed me to grow up, not only as a professional but also as a person. I think it was a successful challenge and I’m aware that it has opened many windows to future career.

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Wang, Chaoyi. "Memory Consolidation in Learning a Bimanual Coordination Skill." Thesis, 2012. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10980.

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The present study was conducted to examine the process of consolidation when learning a difficult bimanual coordination pattern. There are two phenomena associated with the process of consolidation, an enhancement in performance without additional practice and the stabilization observed as resistance to interference from a similar task after acquisition of a novel skill. Both phenomena have been widely examined in sequence skill learning studies. However, few studies have examined the consolidation effect after training of a continuous and rhythmic bimanual coordination pattern. The first goal of this study was to determine if sleep enhances the performance of a minimally trained 1:2 pattern of bimanual coordination in a manner that has been observed with sequencing skills, that is, performance significantly improves after an overnight sleep. A recent study by Buchanan & Wang (in-press) showed that by manipulating the position of a visual-augmented-feedback cursor, either behind or to-the-side of a 1:2 bimanual coordination template, an advantage of the side cursor position was found in the no-feedback retention test after a fifteen-minute break. The second goal was to test whether an overnight sleep may reduce the guidance effect associated with the behind cursor position as reported in Buchanan & Wang (in-press). In the present experiment, the effect of an overnight sleep on learning a 1:2 pattern of bimanual coordination was accessed with six test trials presented immediately (IMM group) or 24 hours (SLEEP group) after 5 minutes of practice. The test trials included three trials with feedback and three trials with feedback removed. For either the IMM or SLEEP group, half of the participants practiced with the behind cursor position and the other half practiced with the side cursor position. The results indicated that the SLEEP group showed an improvement in performance from the acquisition trials to the feedback test trials whereas the IMM group did not. The advantage of the side cursor position at the no-feedback retention test was not evident in the current study. These results are consistent with our two predictions and provide evidence of enhancement in learning a 1:2 pattern bimanual coordination skill.

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Cantin, Noémi. "Describing the Efffect of Motor Ability on Visual-motor Skill Acquisition and Task Performance in Children with Developmental Coordination Disorder." Thesis, 2012. http://hdl.handle.net/1807/33946.

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Background: For children with developmental coordination disorder (DCD), the acquisition and performance of everyday visual-motor activities such as buttoning, shoe tying, cutting with scissors or writing, presents a major challenge. Regardless of the activity considered, children with DCD are typically slower and less accurate than their peers. Given the well-acknowledged difficulties of children with DCD, it is surprising to find very few research studies systematically exploring visual-motor skill acquisition and performance in children with DCD. Objective: The overall objective of this study was to systematically describe visual-motor skill acquisition and task performance in children with DCD. Methods: Twenty-four children (8 years 11 months to 12 years 11 months) were recruited for this study; 12 children with DCD, 12 children developing typically with regards to their motor skills. A computer-based aiming task completed with three different cursor controls of increasing levels of difficulty (mouse, joystick, novel controller) was designed for this study. Mixed-effect modelling and visual graph analyses were performed to describe the influence of motor ability and task difficulty on visual-motor skill acquisition and task performance. Results: Motor ability modulated the impact of task difficulty on visual-motor skill acquisition and task performance. Children with DCD were as fast and as accurate as their peers in their initial performance of the simple, well-learned task (mouse). However, they were slower and less accurate when performing the complex and novel visual-motor task. Over repeated trials, the visual-motor task performance of children with DCD improved on all tasks, even for the simple. With regard to the complex, novel task, once children with DCD understood the features of the task, their performance also improved and approached that of their peers. Conclusion: While children with DCD can generally be characterized as less accurate and slower than their peers, this characterization needs to be specified and qualified; it is probably best not applied to a well-learned task.

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Coll, Sarah-Maude. "Sensorimotor skills in autism spectrum disorder : a meta-analysis." Thèse, 2019. http://hdl.handle.net/1866/22733.

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"The association of fundamental movement skills with self-perceived physical competence, physical activity, and sleep behaviors in children with developmental coordination disorder." 2013. http://library.cuhk.edu.hk/record=b5884512.

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Yu, Jie. Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. Includes bibliographical references. Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. Abstract also in Chinese; appendixes includes Chinese.

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Hong, Ming-Fong, and 洪鳴峯. "The Effects of Training of Eye-Hand Coordination Mobile Application on Movement Skills among The Students with Mild Intellectual Disability in Industrial." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/878vt9.

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LIN, HUI-LING, and 林慧玲. "Using "shift change" simulations to improve the overall professional teaching competence, teaching ability, evaluation capability, and communication and coordination skills of clinical nurses." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/25588654197492520925.

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碩士 國立臺北護理健康大學 醫護教育研究所 103 This study aims to investigate the impact of simulated situations on overall teaching competence for clinical nurses who are responsible for training new personnel in how to transfer responsibilities at “shift change.” The 78 participants were invited to a medical center in New Taipei. The participants were asked to complete the OSTE Checklist to measure professional competence in teaching the procedure of “shift change” prior to being trained using enhanced methods. This measurement acted as the control and baseline measurement. The participants were then given enhanced training using lesson plans for the simulated “shift change” situation, teaching scripts for the simulated “shift change” situation, conducting of simulated “shift change” situations in small classes, and provision of instructional simulated “shift change” situation videos for review. Two weeks after the enhanced training module, the participants were retested using the OSTE Checklist. Statistical analysis was performed using SPSS 19.0 and the generalized estimating equation (GEE). This study demonstrated that 1) the use of simulated “shift change” situations for the training of clinical nursing mentors significantly improved the OSTE checklist scores for the clinical nurses in all aspects, overall professional teaching competence, teaching ability, evaluation capability, and communication and coordination skills and 2) all participants showed improvements in overall professional teaching competence, teaching ability, evaluation capability, and communication and coordination skills after experiencing simulated “shift change” situations . This improvement shows that the implementation and establishment of clinical nursing courses that address the education needs of both the mentors and mentees will enhance the teaching abilities of clinical nursing mentors resulting in mentees who can adapt better to the clinical care setting and lead to creating a high-quality workplace atmosphere. This study can be used as a reference for the development of in-service education and training courses.

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Kosová, Blanka. "Centrální koordinační porucha - literární rešerše." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-348589.

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Title: Developmental coordination disorder - literature review Objectives: The theoretical part talks about developmental coordination disorder, its diagnosis, investigations, etiology and division during the different ages of the child. The practical part compares the studies relating to atypical development of motor skills in children with developmental coordination disorder. In diploma thesis was often used shortcut CKP and DCD, depending on the source from which it was drawn. DCD is the English equivalent of the shortcut CKP. Methods: This diploma thesis has both descriptively - analytical character. It will be treated as a literature review. Results: On the basis of the researched literary sources, this thesis provides a comprehensive picture on the topic of developmental coordination disorder. This thesis evaluated the atypical motor skills in school and preschool age children with developmental coordination disorder from the perspective of different authors. It has been found, which diagnostic procedures are used and which difficulties are most limiting for the children. Keywords: developmental coordination disorder, fine motor skills, hand function, gross motor skills

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Vaňkátová, Radka. "Trénink silových schopností juniorů v alpských disciplínách s balančními pomůckami." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-342923.

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Title: Training of juniors in the alpine disciplines focused on power skills using balance aids Objectives: The aim of this study is to find out, effectiveness of selected special exercises focused on power skills using balance aids. Methods: Simple experiment lasted 23 weeks. The group was made up of skiers aged 17 to 19 (n = 11). The skiers were assigned to two groups with and without balance aids. All were tested in the beginning, middle and at the end of the training program. They did four physical tests: two-footed jump, chin-up, jumps over bench, five jumps. Results: The results of our experiment, show that exercises with balance aids are not so effective. We found difference only between first and second tests. We didn't find out difference at the third testing. The value of the tests are shown with averages and standard deviations in tables and graphs . Keywords: Alpine disciplines, power skills, juniors, balance aids, coordination

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Andalò, Beatrice. "Exploring the nature of the links between motor and language development in infancy." Doctoral thesis, 2022. https://hdl.handle.net/11562/1080309.

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The thesis addressed an important issue in the field of developmental psychology. In particular, the relationships between motor and linguistic skills in the first three years of age were analyzed considering specific aspects that characterize the domain of motor competence (e.g., crawling, locomotion, motor coordination) and the domain of linguistic competence (e.g., verbal comprehension and production, nouns, predicates, and spatial vocabulary). Furthermore, the analysis of parental linguistic input related to the child's motor skills provided an insight into the social factors involved in early motor development.

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