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Thematische Bibliographien / Motor ability in children

Auswahl der wissenschaftlichen Literatur zum Thema „Motor ability in children“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 3. März 2023

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Inhaltsverzeichnis

Zeitschriftenartikel
Dissertationen
Bücher
Buchteile
Konferenzberichte
Berichte der Organisationen

Zeitschriftenartikel zum Thema "Motor ability in children":

1

Mandal., Dr SandipKr. „GENDER DIFFERENCES IN MOTOR ABILITY OF CHILDREN.“ International Journal of Advanced Research 4, Nr. 12 (31.12.2016): 1371–73. http://dx.doi.org/10.21474/ijar01/2532.

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2

Bonifacci, Paola. „Children with low motor ability have lower visual-motor integration ability but unaffected perceptual skills“. Human Movement Science 23, Nr. 2 (September 2004): 157–68. http://dx.doi.org/10.1016/j.humov.2004.08.002.

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3

Tepe, Zehra Gozel. „Determining the Motor Ability Levels of the Preschool Children“. Journal of Education and Learning 9, Nr. 3 (27.04.2020): 73. http://dx.doi.org/10.5539/jel.v9n3p73.

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In this study, it was aimed to investigate the motor ability levels of the preschool children. The sampling of the study consisted of 46 children (22 girls, 24 boys) between the ages of 5-6. Kindergarten Mobile Test (KiMo) was used in determining the motor ability levels of the children. The test consisted of 5 subtests. These were; the shuttle run, standing long jump, one leg stand, flexibility and lateral jumping. Descriptive statistics were used to identify the average, frequency and percentage distributions regarding the motor abilities of the children. The children achieved average and below-average scores at all age groups in the shuttle run, standing long jump, one leg stand, flexibility and lateral jumping and they were incompetent in coordination, endurance and speed as basic motor abilities. As a result, it was determined that the motor abilities of the preschool children were low as of the early years. Performing activities that involve motor abilities inside and outside the school for the preschool children, who spend most of the day in narrow locations with limited movement areas, would support their healthy development in physical, mental and social terms.

4

Carroll, James L., Gerald B. Fuller und Katherine E. Lindley. „Visual-Motor Ability of Children with Articulation Disorders“. Perceptual and Motor Skills 69, Nr. 1 (August 1989): 32–34. http://dx.doi.org/10.2466/pms.1989.69.1.32.

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The present study was done to assess differences between children with diagnosed functional articulation disorders and a control group on the variable of visual-motor ability. A group of 34 elementary children with articulation problems were matched with a control group of 34 for sex, age, and grade. Both groups were administered the Goldman-Fristoe Test of Articulation and the Minnesota Percepto-Diagnostic Test—Revised. Analysis indicated that children with articulation problems performed significantly lower on visual-motor skills.

5

Fewell, R., R. M. Rine, D. Landau, J. Spiegelman und D. Weinstock. „MOTOR ABILITY OF CHILDREN PRENATALLY EXPOSED TO COCAINE“. Pediatric Physical Therapy 9, Nr. 4 (1997): 194. http://dx.doi.org/10.1097/00001577-199700940-00022.

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6

Higashionna, Takuya, Ryoichiro Iwanaga, Akiko Tokunaga, Akio Nakai, Koji Tanaka und Goro Tanaka. „The Relationship between Motor Coordination Ability, Cognitive Ability, and Academic Achievement in Japanese Children with Autism Spectrum Disorder and Attention Deficit/Hyperactivity Disorder“. Brain Sciences 12, Nr. 5 (21.05.2022): 674. http://dx.doi.org/10.3390/brainsci12050674.

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Motor coordination abilities are related to cognitive abilities and academic achievement in children with neurodevelopmental disorders. However, the similarities and differences of these relationships in children with autism spectrum disorder (ASD) and attention deficit/hyperactivity disorder (AD/HD) have not been explored. The purpose of this study was to investigate the relationship between motor coordination abilities, cognitive abilities, and academic achievement in Japanese children with ASD and AD/HD. Participants included 20 children with ASD, 20 children with AD/HD, and 20 typically developing children, matched for age and gender. Their motor coordination abilities were assessed with the Movement Assessment Battery for Children-2 (MABC-2). Furthermore, cognitive ability and academic achievement were assessed with the Kauffman Assessment Battery for Children-II (K-ABCII). Results demonstrated that the MABC-2 Total score significantly correlated with the K-ABCII Simultaneous processing, Planning, Total cognitive ability, Writing and Arithmetic scores in children with ASD. However, in children with AD/HD, there was no significant correlation between MABC-2 and K-ABCII subscale scores. The results of this study indicated that the relationship between motor coordination ability, cognitive ability, and academic achievement differs between ASD and AD/HD. This difference might indicate the non-similarity of neurological characteristics and encourage consideration for an approach that accommodates the features of neurodevelopmental disorders in children.

7

Oja, Leila, und Toivo Jürimäe. „Physical Activity, Motor Ability, and School Readiness of 6-Yr.-Old Children“. Perceptual and Motor Skills 95, Nr. 2 (Oktober 2002): 407–15. http://dx.doi.org/10.2466/pms.2002.95.2.407.

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The aim of this investigation was to study the relationships between physical activity, motor ability, and school readiness in 6-yr.-old children. In total, 294 healthy children from Tartu were studied (161 boys and 133 girls). The physical activity of children was reported by parents and teachers using the questionnaire of Harro. The motor ability of children was evaluated using various tests from the Eurofit test battery as well as the 3-min. endurance shuttle run test. The Controlled Drawing Observation test was used as a predictor of school readiness and development of mental abilities. Indoor physical activities predicted 19–25% of total variance in motor scores for these preschool children. Motor ability tests, which demand children's total attention and concentration, appear related to the chosen measures of school readiness.

8

Tonetti, Lorenzo, Alicia Carissimi, Marco Fabbri, Marco Filardi, Sara Giovagnoli, Monica Martoni und Vincenzo Natale. „Validity of the Perceived Physical Ability Scale for Children: An Actigraphic Study“. International Journal of Environmental Research and Public Health 18, Nr. 22 (12.11.2021): 11900. http://dx.doi.org/10.3390/ijerph182211900.

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This study aimed to provide evidence of the validity of the Perceived Physical Ability Scale for Children against an external-objective criterion of the 24 h motor activity pattern assessed through actigraphy. A total of 107 children (60 females; mean age 10.25 ± 0.48) were originally enrolled. Children wore the actigraph model Actiwatch AW64 (Cambridge Neurotechnology Ltd., Fenstanton, UK) for seven days, 24 h per day, around the non-dominant wrist. At the beginning of the actigraphic recording, participants filled in the Perceived Physical Ability Scale for Children. Functional Linear Modeling was used to examine variation in the 24 h motor activity pattern according to the total score in the Perceived Physical Ability Scale for Children. Higher physical self-efficacy was significantly related to greater levels of motor activity in the afternoon. Overall, this pattern of results supports the validity of the Perceived Physical Ability Scale for Children against the external-objective criterion of the 24 h motor pattern. The Perceived Physical Ability Scale for Children could represent a promising endpoint for studies assessing the effectiveness of physical activity promotion interventions.

9

Liao, Hua-Fang, und Ai-Wen Hwang. „Relations of Balance Function and Gross Motor Ability for Children with Cerebral Palsy“. Perceptual and Motor Skills 96, Nr. 3_suppl (Juni 2003): 1173–84. http://dx.doi.org/10.2466/pms.2003.96.3c.1173.

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To investigate the relations between the balance function and gross motor ability, we recruited 15 children with cerebral palsy from 5 to 12 years in age. Balance function was tested by the Smart Balance Master System and by clinical tests. The Motor Age test was used to test gross motor ability. Analysis showed that postural stability in eyes open, eyes closed, and swaying vision conditions (visual surrounding swaying with body sway), the duration of one leg standing, and the duration of maintaining a heel-to-toe position were significantly correlated with gross motor ability. Postural stability in the eyes-closed condition was the best predicting factor and could explain 64% of the variability of gross motor ability. Whether the training of postural stability in eyes-closed condition can improve the gross motor function needs further study.

10

Sargisson, Rebecca J., Cheniel Powell, Peter Stanley und Rosalind de Candole. „Predicting Motor Skills From Strengths and Difficulties Questionnaire Scores, Language Ability, and Other Features of New Zealand Children Entering Primary School“. Australian Educational and Developmental Psychologist 31, Nr. 1 (23.04.2014): 32–46. http://dx.doi.org/10.1017/edp.2014.1.

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The motor and language skills, emotional and behavioural problems of 245 children were measured at school entry. Fine motor scores were significantly predicted by hyperactivity, phonetic awareness, prosocial behaviour, and the presence of medical problems. Gross motor scores were significantly predicted by the presence of medical problems. The fine motor scores of Māori children were poorer than those of Pākekā or children of other ethnicities, and right-handed children had better fine motor scores than left-handed children. There was some evidence that left-handed boys performed particularly poorly on tasks requiring fine motor skills. Children with medical problems had poorer gross motor scores than children without medical problems. Implications for the identification of problems at school entry are discussed.

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Dissertationen zum Thema "Motor ability in children":

1

Lavelle, Barbara M., und barbara lavelle@deakin edu au. „complexity, age and motor competence effects on fine motor kinematics“. Deakin University. School of Health Sciences, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20061207.122512.

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Prehension is a fundamental skill usually performed as part of a complex action sequence in everyday tasks. Using an information processing framework, these studies examined the effects of task complexity, defined by the number of component movement elements (MEs), on performance of prehension tasks. Of interest was how motor control and organisation might be influenced by age and/or motor competence. Three studies and two longitudinal case studies examined kinematic characteristics of prehension tasks involving one-, two- and three-MEs: reach and grasp (low-complexity); reach, grasp and object placement (moderate-complexity); and reach, grasp and double placement of object (high-complexity). A pilot study established the suitability of tasks and procedures for children aged 5-, 8- and 11-years and showed that responses to task complexity and object size manipulations were sensitive to developmental changes, with increasing age associated with faster movements. Study 2 explored complexity and age effects further for children aged 6- and 11-years and adults. Increasing age was associated with shorter and less variable movement times (MTs) and proportional deceleration phases (%DTs) across all MEs. Task complexity had no effect on simple reaction time (SRT), suggesting that there may be little preprogramming of movements beyond the first ME. In addition, MT was longer and more on-line corrections were evident for the high- compared to the moderate-complexity task for ME1. Task complexity had a greater influence on movements in ME2 and ME3 than ME1. Adults, but not children, showed task specific adaptations in ME2. Study 3 examined performance of children with different levels of motor competence aged between 5- and 10-years. Increasing age was associated with shorter SRTs, and MTs for ME1 only. A decrease in motor competence was associated with greater difficulty in planning and controlling movements as indicated by longer SRTs, higher %DTs and more on-line corrections, especially in ME2. Task complexity affected movements in all MEs, with a greater influence on ME1 compared to Study 2. Findings also indicated that performance in MEs following prehension may be especially sensitive to motor competence effects on movement characteristics. Case studies for two children at risk of Developmental Coordination Disorder (DCD) revealed two different patterns of performance change over a 16-17 month period, highlighting the heterogeneous nature of DCD. Overall, findings highlighted age-related differences, and the role of motor competence, in the ability to adapt movements to task specific requirements. Results are useful in guiding movement education programmes for children with both age-appropriate and lower levels of motor competence.

2

Al-Hadabi, Badriya Khalfan Issa. „Assessment of physical activity and motor ability in children“. Thesis, University of Essex, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572776.

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Health benefits are found to be associated with regular physical activity (PA), however, only a small percentage of young people are meeting the government physical activity recommendation guidelines. Therefore, there is a necessity to further understand the factors that may influence greater participation in physical activity. One essential influencing factor may be the level of mastery of motor abilities (MA) which children and adolescents need in order to participate in different physical activities. Therefore, this thesis was built on the hypothesis that children with better developed motor abilities may find it easier to be active and engage in more physical activity than those with less-developed motor abilities. This thesis provides three studies focusing on firstly, validating accelerometer counts against oxygen uptake (energy expenditure or EE) in 9 to 11 year old children performing a number of highly variable physical activities, similar to those undertaken in free-living conditions. Cut-off points for resting physical activity level, light physical activity level, moderate physical activity level and vigorous physical activity level were determined, which have been used to analyse PA data in studies 2 and 3. The second study was a cross-sectional design and third study was a longitudinal design. Both studies investigated the level of motor ability that 8 to 12 year old children possessed; secondly, they explored how anthropometric factors affected selected components of MA and thirdly, they determined whether MA components themselves and/or anthropometric measurements are useful predictors of physical activity levels. Results showed a strong correlation between the accelerometer counts and energy expenditure (as measured by oxygen consumption) of r = 0.86, and two different regression equations to predict EE from accelerometer counts were developed. Cut-off points of <61, 62 - 3435,3436 - 6100, and 2: 6101 were determined for resting, light, moderate and vigorous physical activity levels. The cross-sectional study showed that motor ability components were improved with increasing school year. Gender was the main predictor of most motor ability components; while body fat percentage (BF%) and age were secondary factors. The cross-sectional design does not allow the drawing of a causal relationship between the development of motor ability and physical activity levels. Thus, the longitudinal study illustrated that tracking motor ability and anthropometric data over time removed gender as a dominating factor in predicting the motor ability component as found in the cross-sectional study (Chapter 4). Changes in Standing Vertical Jump, Sit-up and Flamingo Balance Test were found to be factors that could affect change in physical activity levels. However, the small number of participants who met the criteria of physical activity intensity levels in this study mean that interpretations of results should be taken with caution. Further longitudinal research using a large group of children, motor ability component tests and more than one objective method to monitor physical activity levels are needed to clearly explore the relationship between these two parameters,

3

Staples, Kerri. „Development of a gross motor task to assess motor planning of children with autism spectrum disorders“. Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98584.

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Motor planning was assessed by performance of 10 male children (age range 9-12 years) with ASD on a simple obstacle course of horizontal barriers. The primary measures of motor planning were acts of hesitation and hesitation time. These measures, along with executive functioning scores from the BRIEF, and measures of movement execution were correlated to assess the validity of this obstacle course. Results of these correlations supported the validity of the motor planning inferences from the performance of the obstacle course since motor planning correlated in the expected directions with the BRIEF scores and movement execution measures. Internal consistency (Cronbach's alpha) was sufficiently high to support the reliability of this obstacle course, with the item analysis providing direction for the most reliable barrier heights. Therefore, the use of this obstacle course task provides both valid inferences and reliable measures of motor planning, although further development is warranted.

4

Liang, Guoli. „Teaching children qualitative analysis of fundamental motor skill“. Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1816.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains vii, 87, 13 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 79-87).

5

Goyen, Traci-Anne School of Women???s &amp Children???s Health UNSW. „Motor dysfunction in apparently normal high-risk children“. Awarded by:University of New South Wales. School of Women???s and Children???s Health, 2005. http://handle.unsw.edu.au/1959.4/23296.

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Infants born extremely prematurely (ie. <29 weeks gestation) or with extremely low birth weight (ie. <1000 grams) are at high-risk of major and minor motor sequelae that persist into the school years. Most of the research on the outcome of these high-risk infants has concentrated on the prevalence of major disability. The majority of high-risk children at school age have normal intelligence and no sensorineural disability. Despite this, these ???apparently normal??? high-risk children have a higher incidence of minor morbidities. Motor coordination problems are frequently reported, yet further investigation into the emergence of minor motor dysfunction, or its impact on academic achievement and everyday activities is seldom explored. The aim of this thesis was to provide a comprehensive investigation into motor dysfunction, which is commonly found in ???apparently normal??? high-risk children. This was addressed in a series of five studies that intended to provide insight into the emergence, prevalence, nature, and prediction of motor dysfunction in otherwise ???normal??? high-risk children. Study 1 examined the development of gross and fine motor skills from infancy to school age using a longitudinal cohort study design. ???Apparently normal??? high-risk children (n=58) were assessed with the Peabody Developmental Motor Scales at 18 months corrected age, 3 and 5 years. A significant proportion continued to have fine motor deficits to school age (64%), reflecting a persistent problem with fine motor skills throughout this period. The proportion of infants with gross motor deficits significantly increased from 18 months to 5 years (81.1%), particularly for the ???micropreemies???. Whilst there was no gender difference found, the development of gross and fine motor skills appeared to be influenced differently by the home environment. Study 2 examined the impact of motor dysfunction on performance at school age. The prevalence of Developmental Coordination Disorder (DCD) in ???apparently normal??? high-risk children was determined using a controlled cohort study design. In addition, the nature of DCD in this population was explored by testing sensorimotor abilities that possibly underlie the motor dysfunction. Fifty (50) high-risk children with IQ<85 and no identified sensorineural disability were assessed at 8 years of age along with a matched control from their respective class at school. The Movement Assessment Battery for Children and a battery of sensorimotor tests were administered. Results indicated a significantly higher prevalence of DCD (42%) in the high-risk group in comparison to the control group (8%). In relation to sensorimotor abilities that may influence motor performance, the high-risk group scored significantly lower on most of tests, however it was neurological ???soft signs???, postural praxis, and sequencing praxis that contributed to DCD in the high-risk group. Study 3 was designed to investigate the impact of motor dysfunction on a motor-based task performed within the school setting. Specifically, this study described handwriting skills in ???apparently normal??? high-risk children, determined the prevalence of handwriting dysfunction, and investigated sensorimotor abilities that may be associated with problematic handwriting. The high-risk cohort and matched controls described in study 2 were also administered a number of handwriting tests. High-risk children were found to have poorer handwriting legibility and speed in comparison to their classmates. The prevalence of handwriting dysfunction in the high-risk group was 46%, significantly higher than controls (18%). Hand preference, pencil grasp used, and pain whilst writing were comparable to the control group. The contribution of underlying sensorimotor abilities to handwriting dysfunction in the high-risk population however was not evident. By using the same subjects in studies 2 and 3, the co-morbidity of handwriting dysfunction with DCD could be determined. Of those high-risk children identified with DCD, 43% had co-morbid handwriting dysfunction. Study 4 explored the relationship between perinatal and environmental variables to Developmental Coordination Disorder and handwriting dysfunction in high-risk children. Perinatal and environmental variables of the 50 ???apparently normal??? high-risk children that participated in the previous study were analysed. Results indicated prolonged rupture of membranes (PROM) and retinopathy of prematurity (ROP) were significantly and independently associated with DCD, perhaps reflecting the impact of the antenatal infection process and visual development related to ROP on motor outcome in high-risk children. Perinatal variables were not associated with handwriting dysfunction, but high-risk males were more likely to have handwriting dysfunction. Maternal education and paternal occupation were associated with aspects of handwriting. Whilst handwriting is a motor-based activity, it appears to be influenced by environmental variables, similar to other academic areas for the high-risk population. Study 5 sought to determine whether a motor assessment at an earlier age could predict DCD in the ???apparently normal??? high-risk population at school age. Motor assessment at 12 months, 3 and 5 years for the high-risk subjects who participated in study 2 were analysed using Receiver Operator Curves (ROC curves). The 3 year assessment with the Peabody Developmental Motor Scales was the best predictor of DCD at 8 years, with the Griffiths Locomotor Scale at 3 years yielding a similar result. Findings suggest that high-risk children who scored below the specified cut-off points on 3 year motor assessments and who had a history of PROM or ROP were at greater risk of having motor-based problems that had the potential to interfere with functioning at school.

6

Gingras, Ginette. „The development of a motor creativity test using fluency and flexibility measures /“. Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66004.

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7

Smyth, T. Raymond. „Impaired motor skill and perception in children /“. Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phs6672.pdf.

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8

Wong, Ping-kin, und 黃炳乾. „Locomotion in children: mechanisms and methodology : a review“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B3125746X.

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Rebel, Johanna. „Developmental patterns of procedural and declarative knowledge in catching skills“. Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63821.

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Pennington, Kelly R. „Gender differences in gross and fine motor abilities in preschool aged children in West Virginia“. Huntington, WV : [Marshall University Libraries], 2002. http://www.marshall.edu/etd/descript.asp?ref=60.

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Bücher zum Thema "Motor ability in children":

1

Eckert, Helen M. Motor development. 3. Aufl. Indianapolis, Ind: Benchmark Press, 1987.

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Haywood, Kathleen. Motor development. Reston, Va: American Alliance for Health, Physical Education, Recreation, and Dance, 1987.

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Peter, Hirtz, und Forschungszirkel "N A. Bernstein", Hrsg. Phänomene der motorischen Entwicklung des Menschen. Schorndorf: Hofmann, 2007.

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Peter, Hirtz, und Forschungszirkel "N A. Bernstein", Hrsg. Phänomene der motorischen Entwicklung des Menschen. Schorndorf: Hofmann, 2007.

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5

Sugden, David. Typical and atypical motor development. London: Mac Keith Press, 2013.

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Hart, Hilary M., Hrsg. Typical and Atypical Motor Development. London: Mac Keith Press, 2013.

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Isbell, Christy. Mighty fine motor fun: Fine motor activites for young children. Silver Spring, MD: Gryphon House, 2010.

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8

Seagraves, Margaret C. Learning links: Motor skill instruction for children. Winston-Salem, N.C: Hunter Textbooks, 1992.

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Woodburn, Sharon S. El desarrollo motor en niños: Prueba de desarrollo motor-Universidad Nacional (PDN-UNA). Heredia, C.R: Editorial de la Universidad Nacional (EUNA), 1997.

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Galahue, David L. Understanding motor development: Infants, children adolescents, adults. [Place of publication not identified]: Brown & Benchmark, 1995.

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Buchteile zum Thema "Motor ability in children":

1

Oja, L., und T. J�rim�e. „Relationships between Physical Activity, Motor Ability, and Antropometric Variables in 6-Year-old Estonian Children“. In Medicine and Sport Science, 68–78. Basel: KARGER, 1998. http://dx.doi.org/10.1159/000061746.

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2

Kamimura, Akari, Yujiro Kawata, Shino Izutsu und Masataka Hirosawa. „The Effect of Awareness of Physical Activity on the Characteristics of Motor Ability Among Five-Year-Old Children“. In Advances in Intelligent Systems and Computing, 100–107. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60822-8_10.

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3

Offit, Paul A., Anne Snow, Thomas Fernandez, Laurie Cardona, Elena L. Grigorenko, Carolyn A. Doyle, Christopher J. McDougle et al. „Visual-Motor Ability“. In Encyclopedia of Autism Spectrum Disorders, 3318. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_101531.

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4

Gallagher, R. J., und D. Cech. „Motor Assessment“. In Assessment of Young Developmentally Disabled Children, 241–54. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4757-9306-2_12.

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Penso, Dorothy E. „Perceptuo-motor difficulties in children — theory and remediation“. In Perceptuo-motor Difficulties, 1–16. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-3057-6_1.

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Noad, Barbara. „Perceptual Motor Problems Related to Literacy“. In Children with Literacy Difficulties, 88–98. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003252726-8.

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Prechtl, H. F. R. „Prenatal Motor Development“. In Motor Development in Children: Aspects of Coordination and Control, 53–64. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4460-2_4.

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8

Brodsky, Michael C., Robert S. Baker und Latif M. Hamed. „Ocular Motor Nerve Palsies in Children“. In Pediatric Neuro-Ophthalmology, 201–50. New York, NY: Springer New York, 1996. http://dx.doi.org/10.1007/978-1-4613-8457-1_6.

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Brodsky, Michael C., Robert S. Baker und Latif M. Hamed. „Complex Ocular Motor Disorders in Children“. In Pediatric Neuro-Ophthalmology, 251–301. New York, NY: Springer New York, 1996. http://dx.doi.org/10.1007/978-1-4613-8457-1_7.

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Brodsky, Michael C. „Ocular Motor Nerve Palsies in Children“. In Pediatric Neuro-Ophthalmology, 325–91. New York, NY: Springer New York, 2016. http://dx.doi.org/10.1007/978-1-4939-3384-6_6.

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Konferenzberichte zum Thema "Motor ability in children":

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Prihartanta, Hadwi, Panggung Sutapa, Suharjana Suharjana und Muhammad Sigit Antoni. „Sequential Physical Activity Model to Improve Motor Ability in Early Children“. In Conference on Interdisciplinary Approach in Sports in conjunction with the 4th Yogyakarta International Seminar on Health, Physical Education, and Sport Science (COIS-YISHPESS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/ahsr.k.220106.020.

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Taffoni, F., V. Focaroli, F. Keller und J. M. Iverson. „A technological approach to studying motor planning ability in children at high risk for ASD“. In 2014 36th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC). IEEE, 2014. http://dx.doi.org/10.1109/embc.2014.6944411.

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Hasibuan, Rachma, und Miftakhul Jannah. „Traditional Game 'Engklek' and Young Children's Gross Motor Ability“. In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.61.

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Aleksandrova, Velichka. „ADAPTED FOOTBALL PROGRAM TO DEVELOP THE MOTOR SKILLS OF CHILDREN WITH INTELLECTUAL DISABILITIES“. In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/99.

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ABSTRACT Adapted physical activity and sport is the art and science of development, implementation and control of a specially designed program in a given type of sport for children with various disabilities. The purpose of the present study is to develop and prove the effectiveness of an adapted football program for developing the motor skills of children with intellectual disabilities. The subject of research is the effectiveness of the adapted soccer program, and the subject of the research is the motor qualities of children with intellectual disabilities. Methodology: Participants in the study are a total of 20 children with intellectual disabilities from the SC Adapted Sports. They are divided into two groups: Experimental - includes 10 children participating in a specialized program in adapted football and Control - includes 10 children participating in standard activities in adapted physical activity. Classes were held twice a week according to a previously prepared program that met the specific needs of the children being taught. We used a 20 / 40 m field for mini football with high-quality artificial grass in the „Green Sport“ Sports Complex, Sofia. The experimental program includes a variety of motor actions, with which the goal and tasks of the study were realized. Her duration of application was a total of 9 months. Results: After the applied statistical computer processing, an analysis of the working material of our study was made. To objectify the results of the experiment, the data were systematized and subjected to variation and comparative analysis. Based on the obtained results and their analysis, we found that the experimented program on adapted football for developing the motor qualities of children with intellectual disabilities is effective, observing a tendency to improve the studied indicators of physical ability and functional state. The selection of appropriate tests was fully tailored to the individual characteristics of the children in the target group.

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Sakai, Toshiro, Katsunori Fujii, Nozomi Tanaka und Kohsuke Kasuya. „RECENT TRENDS IN PHYSICAL FITNESS AND MOTOR ABILITY OF PRESCHOOL CHILDREN -TRENDS IN JAPAN SINCE 2000-“. In 47th International Academic Conference, Prague. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.047.021.

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Núñez, Carlos, und Eddy López. „Analysis Of Motor And Cognitive Ability Using Kinect Technology In Children 4 To 5 Years Old“. In 1er Congreso Universal de las Ciencias y la Investigación Medwave 2022;. Medwave Estudios Limitada, 2022. http://dx.doi.org/10.5867/medwave.2022.s2.uta186.

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Fajar Pradipta, Rizqi, und Dimas Arif Dewantoro. „Development of Adaptive Sports Models in Improving Motor Ability and Embedding Cultural Values in Children with Special Needs“. In Proceedings of the 4th International Conference on Education and Management (COEMA 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/coema-19.2019.38.

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Khasanah, Imroatun, und Panggung Sutapa. „Development of Teaching Model Through Circuit Game To Increasing Children’s Gross Motor Ability“. In Proceedings of the 4th International Conference on Early Childhood Education. Semarang Early Childhood Research and Education Talks (SECRET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/secret-18.2018.22.

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Azhara, Meutia, und Panggung Sutapa. „Traditional Games vs. Modern in Increasing Children's Motor Ability in the 21st Century“. In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.72.

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Mazolevskienė, Aldona, und Ieva Pažusienė. „Expression of Multimodal Learning to Read and Write in the Context of Pre-primary Education“. In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.46.

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Multimodal learning to read and write emphasises the transition from the conception of direct teaching/learning (ability to decode printed text written on the paper) to spontaneous and child-initiated learning in the playful environment, which would originate from the child’s wish to learn, experience and know. Thus, multimodal learning refers to the learning, which employs as many and as diverse ways of education as possible. They aim to promote children’s learning, memorising and comprehension, which most frequently manifest in children’s positive emotions, new experiences, improvement of learning process and its adaptation to creation of child-centred education system and its realisation in practice. The changing attitude towards learning to read and write obviously leads to strengthening of the tradition of multimodal learning in the Lithuanian kindergartens. The working methods and means applied by teachers, which allow creating educational environments taking into consideration individual needs of every child environments, have been undergoing changes. The conducted research revealed that pre-primary education groups provide children with favourable conditions for multimodal learning, which helps them not only to learn to read and write faster but also develop other skills: fine motor skills, thinking, creativity, social skills, etc.

Berichte der Organisationen zum Thema "Motor ability in children":

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Meng, Shu-Qiao, Ai-Guo Chen, Wen-Xia Tong, Shi-Meng Wang und Zhi-Yuan Sun. The Effect of Physical Activity on Motor Skills Disorder of Children with Autism Spectrum Disorder: A Meta-Analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, Februar 2023. http://dx.doi.org/10.37766/inplasy2023.2.0068.

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Review question / Objective: Meta-analysis was used to systematically investigate the improvement effect of physical activity on motor skills disorder in children with autism spectrum disorder (ASD), and to summarize the best exercise program. To obtain high-quality study results, the PICOS principles are usually relied upon to help complete the study design during the construction of the scientific question. That is, the target population (P) for evidence application is children with ASD; the intervention (I) is motor training such as aerobic, resistance exercise or combined exercise; the comparative measure (C) is other non-motor interventions; the outcome indicators (O) are improvements in gross motor ability, fine motor ability, and balance and coordination; and the type of evidence is a randomized controlled trial. Eligibility criteria: Subjects included in the paper were required to be children with ASD diagnosed by an authoritative institution, with consistent pre-experimental characteristics; with a complete intervention program and accurate post-test results, and the type of study in the literature was a randomized controlled trial.

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liu, cong, xing wang, rao chen und jie zhang. Meta-analyses of the Effects of Virtual Reality Training on Balance, Gross Motor Function and Daily Living Ability in Children with Cerebral Palsy. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0137.

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Review question / Objective: Cerebral palsy (CP) is a non-progressive, persistent syndrome occurring in the brain of the fetus or infant[1]. The prevalence of CP is 0.2% worldwide, and the prevalence can increase to 20-30 times in preterm or low birth weight newborns. There are about 6 million children with CP in China, and the number is increasing at a rate of 45,000 per year. Virtual reality (VR) refers to a virtual environment that is generated by a computer and can be interacted with.VR can mobilize the visual, auditory, tactile and kinesthetic organs of CP, so that they can actively participate in the rehabilitation exercise. Information sources: Two researchers searched 5 databases, including Pubmed (N=82), Embase (N=191), The Cochrane Library (N=147), Web of Science (N=359) and CNKI (N=11).

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Russell, Mary. Speechreading ability in children with functional articulation difficulty and in children with normal articulation. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1305.

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Brown, Karen. The effect of perceptual-motor training on the perceptual-motor skills of emotionally disturbed children. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1599.

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Liu, Cong, Xing Wang und Jianghua Zhu. Effect of Robot Training on Walking Ability, Balance Ability and Motor Function in Stroke Patients: A Meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2021. http://dx.doi.org/10.37766/inplasy2021.4.0085.

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Fryer, Roland, und Steven Levitt. Testing for Racial Differences in the Mental Ability of Young Children. Cambridge, MA: National Bureau of Economic Research, März 2006. http://dx.doi.org/10.3386/w12066.

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Koudele, Kathleen. An explorative study of parents' ability to predict representative feelings of their children. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.2797.

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Habermann, Barbara. Speechreading ability in elementary school-age children with and without functional articulation disorders. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.5971.

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Andrew M. Colombo-Dougovito, Andrew M. Colombo-Dougovito. Building guidelines when assessing motor skills in children with autism spectrum disorder. Experiment, Juli 2014. http://dx.doi.org/10.18258/3080.

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Cunningham, Gail. The correlation between expressive language delay in children and their motor abilities. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.3233.

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