Relevant bibliographies by topics / Motor ability in children – Testing

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Academic literature on the topic 'Motor ability in children – Testing'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Motor ability in children – Testing"

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Hardasari, Resta, and Diana Diana. "The Application of Taiso Radio Gymnastic in Improving Gross Motor Ability of Children Aged 5-6 Years." BELIA: Early Childhood Education Papers 9, no. 1 (June 22, 2020): 34–39. http://dx.doi.org/10.15294/belia.v9i1.30309.

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The objective of this study was to obtain the data on the improvement of gross motor ability of children aged 5-6 years with taiso radio gymnastics. This research was included in the experimental research type. The population in this study were children aged 5-6 years at RA Diponegoro Kertanegara, Purbalingga. The respondents in this study were 33 children. The method of data collection in this study was the observation instrument of gross motor ability of children aged 5-6 years. Then the method of data analysis used were descriptive and hypothesis testing with Paired Sample t-Test. The results of this study indicated that the gross motor ability of children aged 5-6 years after being given treatment which was in the form of Taiso Radio gymnastics from an average of 92.91 to an average of 106.48. This was given a pretest treatment of gross motor ability of children aged 5-6 years in the fair category with a percentage index of 12.12% and a good category with a percentage index of 87.88%. After being given treatment (posttest) there was an increase in gross motor ability of children aged 5-6 years into a good category with a percentage index of 81.81% and a very good category with an achievement index of 18.19%. Therefore, taiso radio exercise is effective in increasing gross motor ability of children aged 5-6 years. Based on the results of the Paired Sample t Test calculation, the researcher obtained values -table > count > table, which was (-14.544 < -2.036 or 14.544 > 2.036), with sig = 0,000, so that was rejected and was accepted. It meant that there were differences in the gross motor ability of children aged 5-6 years after being applied to Taiso Radio gymnastics. The difference can be seen from the value of sig 2 tailed <0.005 which was 0,000.
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Irmawati, Irmawati, and Ichsan Ichsan. "THE EFFECT OF WEAVING ACTIVITIES WITH BANANA LEAVES ON FINE MOTOR ABILITY EARLY OF CHILDHOOD." Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini 12, no. 2 (November 22, 2021): 125–35. http://dx.doi.org/10.17509/cd.v12i2.39595.

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This research aims to determine the effect of weaving activities on fine motor skills in TK Pertiwi 26-13 Bogares Kidul. This research uses a quantitative approach method by carrying out Field Research. This research presents data in the form of numbers using statistical data analysis which has the aim of testing hypotheses and data analysis using regression analysis. The results of the research show that the regression analysis of Y = 5.592 + 0.579X, the equation shows a lot of at least a child's fine motor capacity. Banana leaf weaving affects the fine motor skills of Pertiwi Kindergarten 26-13 Bogares Kidul. The conclusions drawn are: banana leaf weaving give positive affects on fine motor skills development of Pertiwi Kindergarten 26-13 Bogares Kidul children. The contribution of the effectiveness of banana leaf weaving to fine motor skills is seventy-four percent. Based on the reaction analysis and analysis that has been carried out in this research, it can be concluded that the banana leaf weaving variable has a positive and increasing effect on fine motor skills.
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Kalberg, Wendy O., Phillip A. May, Jason Blankenship, David Buckley, J. Phillip Gossage, and Colleen M. Adnams. "A practical testing battery to measure neurobehavioral ability among children with Fetal Alcohol Spectrum Disorder." International Journal of Alcohol and Drug Research 2, no. 3 (April 19, 2013): 51–60. http://dx.doi.org/10.7895/ijadr.v2i3.83.

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Kalberg, W., May, P., Blankenship, J., Buckley, D., Gossage, J., & Adnams, C. (2013). A practical testing battery to measure neurobehavioral ability among children with Fetal Alcohol Spectrum Disorder. The International Journal Of Alcohol And Drug Research, 2(3), 51-60. doi:10.7895/ijadr.v2i3.83 (http://dx.doi.org/10.7895/ijadr.v2i3.83)Aim: To determine a brief, practical battery of tests that discriminate between children with a fetal alcohol spectrum disorder (FASD) and unexposed controls.Design: Children received dysmorphology exams and a targeted battery of cognitive and behavioral tests, and their mothers were interviewed about maternal risk factors. Children diagnosed with an FASD and children unexposed to alcohol prenatally were compared on cognitive-behavioral test results.Setting: A community in the Western Cape Province of South Africa.Participants: Sixty-one first-grade children with FASD and 52 matched normal controls.Measures: Statistical analyses of maternal drinking behavior and the children’s test performances.Findings: Self-reported maternal drinking patterns before, during, and after pregnancy were used to confirm prenatal exposures to alcohol in the group of children diagnosed with FASD. With this sample of children diagnosed with FASD and completely unexposed controls, the adverse effects of maternal drinking on children’s performance are corroborated. Results of the battery of standardized cognitive and behavioral tests indicate highly significant differences (p ≤ .001) between the two groups on intelligence, perceptual motor skills, and planning, and on logical, spatial, short term, long term, and working memory abilities. Furthermore, a binary logistical regression model of only three specific cognitive and behavioral tests, including Digit Span A+B (Wald = 3.90), Absurd Situation (Wald = 4.73), and Word Association (Wald = 6.85) correctly classified 77.6% of the child participants as FASD or controls.Conclusions: A brief, practical set of tests can discriminate between children with and without FASD and provide useful information for interventions for affected children.
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Magrini, Massimo, Olivia Curzio, Andrea Carboni, Davide Moroni, Ovidio Salvetti, and Alessandra Melani. "Augmented Interaction Systems for Supporting Autistic Children. Evolution of a Multichannel Expressive Tool: The SEMI Project Feasibility Study." Applied Sciences 9, no. 15 (July 31, 2019): 3081. http://dx.doi.org/10.3390/app9153081.

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Background: Over the past ten years, the authors have been designing, developing, and testing pervasive technology to support children with autism (ASD). Methods: In the present study, an integrated system based on multimedia and augmented interaction technologies have been tested on young subjects with ASD and dyspraxia in the age range of 6–10 years, in charge for rehabilitation treatments; a team of clinical psychologists has analyzed the results of the experimentation. The ten children involved in the project underwent an initial assessment of praxis skills and motor coordination. Subsequently, the subjects were subdivided into two subgroups: five children participated in the experimentation and five were evaluated as the control group (treatment as usual). Results: The evaluation showed an increased score in the several aspects considered, and particularly those related to motor coordination. An improvement in balancing tests and in hands-movement testing was found. Conclusion: The children involved in the sessions showed greater ability to self-control the movement as well as to select specific motor areas. The methods used seem to be promising to improve emotional and social skills too in a motivating and enjoyable climate. A high level of acceptance by professionals was observed and parents’ feedback was also positive.
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Wajdi, Halim, Novian Anggis Suwastika, and Rahmat Yasirandi. "Iot architecture that supports the stimulation of gross motor development in children aged 5-6 years using drop box game." Register: Jurnal Ilmiah Teknologi Sistem Informasi 6, no. 2 (July 8, 2020): 119. http://dx.doi.org/10.26594/register.v6i2.1958.

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Gross motor development in children influences the development of self-confidence and the concept of self-formation as they mature. Many people assume that gross motor development is often ruled out compared to other aspects of child development because the perception of gross motor development will automatically increase with age, when in fact the gross motor development must continue to be stimulated so that it develops perfectly. The activity used in this research is the game of putting balls into a hole by moving the game box (Drop Box). This research aims to build a device that has been designed and assess the ability/performance of the system based on the parameters of functionality, the accuracy of values , and reading speed. In this research, the Drop Box game implements Internet of Things (IoT) to support recording activities and processing data obtained from recording children's activities. In this research also proposed a suitable IoT architecture and has been applied in the development of the Drop Box game device. We carry out functional system testing and system performance testing based on accuracy parameters and speed-reading parameters. The test results show that the functionality of the system runs with an average of 100%. For system performance, the result is 86.59% for 20 ms as the optimal delay in testing accuracy and 79 ms for reading speed.
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Sedykh, N. V., and N. Y. Zinina. "Correction of motor skills of preschoolers 6-7 years old with cerebral palsy in the process of adaptive physical education." Scientific and educational basics in physical culture and sports, no. 3 (January 5, 2022): 45–48. http://dx.doi.org/10.57006/2782-3245-2021-3-3-45-48.

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Relevance. Rehabilitation of children with cerebral palsy is one of the most significant tasks of modern neurology. Due to the defeat of the central nervous system in patients with cerebral palsy, the work of voluntary movement schemes is disrupted, which determines the complexity of the formation of motor skills.Purpose. To develop a training methodology aimed at correcting the motor skills of preschool children diagnosed with cerebral palsy.Methods and organization of research. Preschoolers aged 6-7 with a diagnosis of cerebral palsy took part in the study. In the course of the study, a methodology was developed based on the use of exercises performed on Gross and MOTOmed training devices, fitball gymnastics, stretching exercises, fine motor skills development, as well as self-service skills implemented during classes during the day.The results of the research. The conducted research allowed us to prove that the use of these means, methods and forms of organization of classes, applied in stages, is appropriate in classes. Conclusions. As a result of the conducted testing, it was revealed that the following motor skills were impaired in preschoolers 6-7 years old with a diagnosis of cerebral palsy: the ability to match the thumb with the rest of the fingers, the ability to be in a sitting position without a back, the ability to walk in full coordination, independently descend the stairs with support and without support.
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Dumas, Helene M., Maria A. Fragala-Pinkham, Elaine L. Rosen, Kelly A. Lombard, and Colleen Farrell. "Pediatric Evaluation of Disability Inventory Computer Adaptive Test (PEDI-CAT) and Alberta Infant Motor Scale (AIMS): Validity and Responsiveness." Physical Therapy 95, no. 11 (November 1, 2015): 1559–68. http://dx.doi.org/10.2522/ptj.20140339.

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Background Although preliminary studies have established a good psychometric foundation for the Pediatric Evaluation of Disability Inventory Computer Adaptive Test (PEDI-CAT) for a broad population of youth with disabilities, additional validation is warranted for young children. Objective The study objective was to (1) examine concurrent validity, (2) evaluate the ability to identify motor delay, and (3) assess responsiveness of the PEDI-CAT Mobility domain and the Alberta Infant Motor Scale (AIMS). Methods Fifty-three infants and young children (&lt;18 months of age) admitted to a pediatric postacute care hospital and referred for a physical therapist examination were included. The PEDI-CAT Mobility domain and the AIMS were completed during the initial physical therapist examination, at 3-month intervals, and at discharge. A Spearman rank correlation coefficient was used to examine concurrent validity. A chi-square analysis of age percentile scores was used to examine the identification of motor delay. Mean score differences from initial assessment to final assessment were analyzed to evaluate responsiveness. Results A statistically significant, fair association (rs=.313) was found for the 2 assessments. There was no significant difference in motor delay identification between tests; however, the AIMS had a higher percentage of infants with scores at or below the fifth percentile. Participants showed significant changes from initial testing to final testing on the PEDI-CAT Mobility domain and the AIMS. Limitations This study included only young patients (&lt;18 months of age) in a pediatric postacute hospital; therefore, the generalizability is limited to this population. Conclusions The PEDI-CAT Mobility domain is a valid measure for young children admitted to postacute care and is responsive to changes in motor skills. However, further item and standardization development is needed before the PEDI-CAT is used confidently to identify motor delay in children &lt;18 months of age.
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Laughton, Barbara, Mmule Ratswana, Itziar Familiar, Lee Fairlie, Tichaona Vhembo, Portia Kamthunzi, Enid Kabugho, et al. "Validity of Neuropsychological Testing in Young African Children Affected by HIV." Journal of Pediatric Infectious Diseases 13, no. 03 (March 20, 2018): 185–201. http://dx.doi.org/10.1055/s-0038-1637020.

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Introduction Western-constructed neuropsychological tests have been used in low- and middle-income countries to assess the impact of human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS) and other chronic illnesses. We explore using such instruments cross-culturally in a sub-Saharan African setting. Methods IMPAACT P1104S was a 2-year observational study performed at six clinical sites (South Africa—three sites, Malawi, Uganda, and Zimbabwe) to assess and compare neuropsychological outcomes in three cohorts of children between the ages of 5 and 11 years: HIV-infected (HIV), HIV-exposed but uninfected (HEU), and HIV unexposed and uninfected (HU). Descriptive statistics compared sociodemographic characteristics among children at sites. Instruments included the Kaufman Assessment Battery for Children, 2nd edition (KABC-II) cognitive ability, Test of Variables of Attention (TOVA) attention/impulsivity, Bruininks–Oseretsky Test of Motor Proficiency, 2nd edition (BOT-2) motor proficiency tests, and Behavior Rating Inventory for Executive Function (BRIEF) executive function problems. Test characteristics were assessed using intraclass and Spearman's nonparametric correlations, linear regression, and principal factor analyses. Results Of the 611 participants, 50% were males and mean age ranged from 6.6 to 8 years. In Malawi, Uganda, and Zimbabwe, substantial proportions of families lived in rural settings in contrast to the South African sites. Intraclass correlation coefficients between weeks 0 and 48 were highest for the KABC scores, ranging between 0.42 and 0.71. Correlations among similar test domains were low to moderate but significant, with positive correlation between KABC sequential and TOVA scores and negative correlation between BRIEF and KABC scores. TOVA response time scores correlated negatively with the BOT-2 total points score. Strong and significant associations between individual measures of growth, disability, and development with all test scores were observed. Performance-based measures were markedly lower for HIV compared with HEU and HU participants, even after controlling for age, sex, and site. Factor analyses confirmed the underlying theoretical structure of the KABC scaled item scores. Conclusion The KABC, TOVA, BRIEF, and BOT-2 were valid and reliable tools for assessing the neuropsychological impact of HIV in four sub-Saharan African countries.
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Oster, Linda M., and Guangwei Zhou. "Balance and Vestibular Deficits in Pediatric Patients with Autism Spectrum Disorder: An Underappreciated Clinical Aspect." Autism Research and Treatment 2022 (August 16, 2022): 1–5. http://dx.doi.org/10.1155/2022/7568572.

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Children with autism spectrum disorder (ASD) not only have communication and social difficulties, but also exhibit poor balance and motor control ability, which frequently affect daily activities. Effective balance and motor control rely on the integration of somatosensory, visual, and vestibular inputs. Although reports of balance dysfunction in ASD have been documented, comprehensive studies of balance and vestibular function in children with ASD are scarce. In this study, we retrospectively reviewed 36 pediatric patients diagnosed with ASD who underwent balance/vestibular laboratory testing in our speciality clinic. Results from sensory organization test (SOT) or modified clinical test for sensory integration of balance (mCTSIB) found that out of 15 patients, 80% had abnormal findings. Of the children who successfully completed each vestibular test, abnormal responses were observed in 12 (80%) sensory organization tests, 5 (24%) vestibular evoked myogenic potential (VEMP), 22 (66%) videonystagmography (VNG), and 11 (32%) sinusoidal rotary chair tests. These results indicate that balance and vestibular testing may be of diagnostic value for clinicians and providers as an aid in early detection, intervention, and the development of appropriate management and therapies for this patient population. Increased awareness of this topic is warranted to promote better clinical management of this special group of patients and improve their quality of life.
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Milenković, Dejan. "Relation Between Physical Abilities and Fundamental Motor Skills in Preschoolers." Physical Education Theory and Methodology 22, no. 4 (December 23, 2022): 561–68. http://dx.doi.org/10.17309/tmfv.2022.4.15.

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The aim of this study was to determine the interconnection between physical abilities and fundamental motor skills in preschool children. The aim was also to determine the differences in the observed variables in relation to gender. Materials and methods. The testing successfully included 52 preschool children, 30 boys and 22 girls. Five tests of physical ability (modified agility "T" (MAT) test, broad jump test, standing balance test, squat test and sit up test) were used, and fundamental motor skills were assessed with the Test of Gross Motor Development, 3rd edition (TGMD-3). One-way ANOVA was used to determine the effects of gender on results in physical abilities and fundamental motor skills. The Pearson product-moment correlation coefficient was used to determine the relation between physical abilities and fundamental motor skills. The results of this work indicated, in most cases, a moderate and significant correlation of fundamental motor skills and parameters of physical abilities both in the total sample and also individually in boys and girls (p≤0.05). A significant difference in almost all variables of physical abilities and fundamental motor skills was noted in favor of boys (p≤0.05 and p≤0.01), except for the Standing balance test which indicated that there were not considerable differences between the sexes (p > 0.05). Conclusions. So it can be concluded that the information obtained can lead physical education educators to better understanding of the relations between motor status variables, which further enables them to work effectively with children who will, by virtue of a proper physical development and education, become and remain physically active throughout their life.
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Dissertations / Theses on the topic "Motor ability in children – Testing"

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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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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.
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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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Sykes, Jeffrey T. (Jeffrey Thomas). "Assessing movement skills in children with autism : a generalizability analysis." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=56903.

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The movement skill abilities of fourteen children with autism were assessed on three movement tasks: the overhand throw, kick and horizontal jump. Skill level was assessed both quantitatively and qualitatively. Correlations were calculated to determine the relationship between these two measures on all skill items.
A Generalizability Analysis was conducted to determine the minimal conditions required to observe reliably the movement skills of children with autism. The conditions generalized in this study were observers and trials.
The results indicated that there was a significant relationship between quantitative and qualitative measures on the horizontal jump and the kick. A correlation of.37 was obtained for the overhand throw, but was not considered significant. Results of the generalizability analysis indicated that reliable results were obtained with one observer and one trial for all three skill items.
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Licari, Melissa Kym. "Associated movements as an indicator of motor functioning in children." University of Western Australia. School of Sport Science, Exercise and Health, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0198.

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[Tuncated abstract] Previous research has shown that associated movements (AMs) decrease with age in typically developing children. However, considerable variability has been found to exist between children of the same chronological age (Wolff et al., 1983; Largo et al., 2001) and the reasons for this variability are unclear. As AMs are considered to be a construct of motor behaviour it is possible that varying levels of motor ability may contribute to this variability. Only a few studies have investigated the relationship between motor ability and AM expression, and those have resulted in equivocal findings. Therefore, the aim of the first study in this research project was to investigate the relationship between motor ability and AMs using a large sample of normative children (N=165). Group 1 consisted of 19 boys and 33 girls in school year 1 with a mean age of 6 years and 4 months (SD = 4 months); Group 2 consisted of 28 boys and 29 girls in school year 3 with a mean age of 8 years and 3 months (SD = 3 months); and Group 3 consisted of 27 boys and 29 girls in school year 5 with a mean age of 9 years 11 months (SD = 5 months). Motor ability was established using the McCarron Assessment of Neuromuscular Development (MAND) (McCarron, 1982). Associated movements were measured using tasks adapted from the Zurich Neuromotor Assessment (Largo et al., 2002), the Fog Test (Fog & Fog, 1963), and Licari et al. (2006). '...' The second study in this research project continued to explore the relationship between motor ability and AMs by investigating whether increased severity of AMs previously reported in children with attention deficit hyperactivity disorder (ADHD) (Denckla & Rudel, 1978; Lazarus, 1994; Mostofsky et al., 2003) is reflective of symptoms associated with the disorder or movement difficulties co-occurring in some children with the disorder. Four groups of children participated in the study. Group 1 consisted of 13 children with Developmental Coordination Disorder (DCD) with a mean age of 7 years 3 months (SD = 9 months); Group 2 consisted of 13 children with ADHD with a mean age of 7 years 4 months (SD = 11 months); Group 3 consisted of 10 children with co-occurring DCD and ADHD with a mean age of 7 years 4 months (SD = 10 months); and, Group 4 was a normative sample 15 control children. The children undertook the same AM assessment protocol outlined for Study 1. The AM data was entered into the RUMM 2020 and person location estimates (Rasch AM scores) were created for each child based on the person location map from Study 1. A comparison of AM scores between the groups revealed that the DCD and DCD/ADHD groups showed significantly more (p <0.001) AMs than the children in the ADHD and control groups. No significant differences were found between children in the DCD and DCD/ADHD groups (p = 0.19) or the ADHD and control groups (p = 0.67). The findings of this research show that increased expression of AMs is not influenced by the symptoms of ADHD. In addition, the finding that increased expression of AMs in children with DCD extends the findings from Study 1 showing that AM expression is linked to motor ability. Overall this research has enhanced the understanding of a unique measure of motor behaviour.
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Goodwin, Megan Kate. "The effect of a gross motor intervention programme on perceptual-motor skills and academic readiness in preschool children." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96986.

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Thesis (MA)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: Children in preschool are at an optimal time for the development of gross and fine motor skills. Children who enter into preschool with developmental delays struggle to keep up with their peers. These developmental delays often perpetuate into later school years, with negative effects. Visual-motor integration (VMI) is a hugely important skill that children need to develop before formal schooling commences. It forms the basis for academic skills like reading and writing, as well as many sport skills. Having a VMI and/or gross motor development delay can affect a child’s academic experience greatly. When referring specifically to reading and writing, many underlying gross motor processes occur simultaneously to enable the child to perform tasks successfully. Success in the classroom depends a great deal on developed VMI and gross motor skills. Research shows investigation into various factors that account for differences and delays in motor skills. Socio-economic status is mentioned as a factor that can negatively affect VMI and gross motor skills development. Gender differences have also been known to be a reason for varying success in VMI or fine motor skills and gross motor skills. It is most important that delays and differences in VMI and gross motor skills success should be the focus of preschool education curriculums. The purpose of the current study was to improve the VMI skills of children who presented below average VMI skills scores. The Beery-Buktenica Developmental Test of Visual-Motor Integration 6th Edition (DTVMI) was used to measure the participants VMI skills, and the Test of Gross Motor Development 2nd Edition (TGMD-2), was used as a measure of gross motor skills. The supplemental tests of the DTVMI, as well as the subtests of the TGMD-2, were performed. Two preschools were conveniently selected to participate in the study, one from a high socio-economic background and one from a low socio-economic background. Of the total participants initially tested (N=77), only a small number (N=23), scored below average VMI scores and continued to participate in the study. From these participants (N=23) an experimental (n=12) and a control group (n=11) were randomly selected. The experimental group participated in a 14-week intervention programme, two sessions per week each with a duration of 45 minutes, that focused on the underlying gross motor processes that relate to reading, writing and VMI skills. After the 14 weeks the participants were tested again to measure the effects of the intervention programme. All data collected were statistically analysed.The most relevant result found in the current study showed that participants from the low socio-economic school showed significantly lower VMI skills than participants from the higher socio-economic school. No differences in VMI skills were found between the genders. Overall in both VMI and gross motor skills the intervention programme was beneficial to the participants, although these results were not found to be statistically significant. This study emphasises that the disparities in VMI skills between children from low- and higher socio-economic backgrounds should be addressed before they enter school. This will ensure that these differences become minimised. This study suggests that gross motor activities can be beneficial to VMI skills of preschool children. More research is needed to fully determine the potential of gross motor intervention programmes in improving academic skills such as VMI.
AFRIKAANSE OPSOMMING: Voorskoolse kinders bevind hulle in ʼn optimale periode van groot- en fynmotoriese ontwikkeling. Kinders van hierdie ouderdom met ontwikkelingsagterstande sukkel om op skool by hulle eweknieë by te bly. Hierdie ontwikkelingsagterstande duur gewoonlik voort tot in latere skooljare met negatiewe implikasies. Visueel-motoriese integrasie (VMI) is ʼn baie belangrike vaardigheid wat kinders voor hulle formele skooljare in aanvang neem, moet ontwikkel. Dit vorm die basis vir akademiese vaardighede soos lees en skryf, asook vir baie sportvaardighede. ʼn Kind se akademiese ervaring kan baie nadelig deur ʼn VMI en/of groot motoriese ontwikkelingsagterstand beïnvloed word. Met spesifieke verwysing na lees en skryf, moet baie onderliggende groot motoriese prosesse gelyktydig plaasvind om die kind in staat te stel om take suksesvol uit te voer. Sukses in die klaskamer is grootliks van ʼn ontwikkelde VMI en groot motoriese vaardighede afhanklik. Navorsing toon ondersoeke na verskeie faktore wat vir verskille en agterstande in motoriese vaardighede verantwoordelik is. Sosio-ekonomiese status word beskou as een van die faktore wat VMI en groot motoriese ontwikkeling negatief kan affekteer. Dit is ook bekend dat geslagsverskille ʼn rede vir variërende sukses in VMI- of fyn motoriese- en groot motoriese vaardighede is. Dit is van uiterste belang dat agterstande en verskille in VMI- en sukses met groot motoriese vaardighede die fokus van voorskoolse opvoedkundige kurrikulums moet wees. Die doel van die huidige studie was om die VMI vaardighede van kinders met ondergemiddelde VMI vaardigheid tellings te verbeter. Die Beery-Buktenica Development Test of Visual-Motor Integration 6th Edition (DTVMI) is gebruik om die deelnemers se VMI vaardighede te bepaal en die Test of Gross Motor Development 2nd Edition (TGMD-2) is gebruik om hulle groot motoriese vaardighede te bepaal. Die aanvullende toets van die DTVMI, asook die sub-toets van die TGMD-2, is uitgevoer. Twee voorskoolse skole, een uit ʼn hoë sosio-ekonomiese- en een uit ʼn lae sosio-ekonomiese omgewing is met ʼn gerieflikheidsteekproef geselekteer om aan die studie deel te neem. Van die totale aantal deelnemers (N-77) wat aanvanklik getoets is, het slegs ʼn klein aantal (N=23) ondergemiddelde VMI tellings behaal om met die studie voort te gaan. Vanuit hierdie deelnemers (N=23) is ʼn eksperimentele- (n=12) en ʼn kontrole groep ewekansig geselekteer. Die eksperimentele groep het aan ʼn 14-week intervensieprogram, twee keer per week, wat elk 45 minute geduur het, deelgeneem. Die intervensieprogram het op die onderliggende groot motoriese prosesse wat net lees, skryf en VMI vaardighede verband hou, gefokus. Na afloop van die 14 weke is die deelnemers weer getoets om die effek van die intervensieprogram te bepaal. Al die ingesamelde data is statisties verwerk. Die mees relevante resultaat wat in die huidige studie gevind is, dui daarop dat die deelnemers van die lae sosio-ekonomiese skool beduidende laer VMI vaardighede as die deelnemers van die hoër sosio-ekonomiese skool getoon het. Geen verskille in VMI vaardighede is tussen die geslagte gevind nie. Alhoewel die resultate nie statistiese betekenisvol was nie blyk dit dat in geheel beskou die intervensieprogram, in beide VMI- en groot motoriese vaardighede, voordele vir die deelnemers ingehou het. Die huidige studie beklemtoon dat die verskille in VMI vaardighede tussen kinders vanuit lae- en hoë sosio-ekonomiese agtergronde aangespreek moet word voordat hulle in skole toegelaat word. Dit sal verseker dat hierdie verskille tot die minimum beperk word. Hierdie studie suggereer dat groot motoriese aktiwiteite voordele vir die VMI vaardighede van voorskoolse kinders kan inhou. Verdere navorsing is nodig om die potensiaal van groot motoriese intervensieprogramme op die verbetering van akademiese vaardighede soos VMI ten volle te verstaan.
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Wong, Ka Yee Allison. "Construct validity of the test of gross motor development - 2." HKBU Institutional Repository, 2006. http://repository.hkbu.edu.hk/etd_ra/694.

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Joubert, Christine. "The effect of a water-based programme on the motor proficiency of children with developmental coordination disorder (DCD)." Thesis, University of Port Elizabeth, 2004. http://hdl.handle.net/10948/397.

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This study determined the effect of a water-based programme on the motor proficiency of children with Development Coordination Disorder (DCD). The water-based programme promoted an alternative environment for DCD children, involving all dimensions of movement. Thirty-one (31) children from Port Elizabeth participated, with an experimental group (n=15) following the eight-week water-based programme, while a control group (n=16) carried on with daily activities. Motor proficiency was measured during three tests, utilizing the Bruininks-Oseretsky Test of Motor Proficiency (BOTMP). Results indicated positive effects of the intervention on all the variables of the BOTMP (p < 0.05). Confirming this, three variables obtained practical significance with Cohen’s d > 0.8, and one with 0.2 < d < 0.8. At the end of the three-month duration of the study, the experimental group indicated better performances at the end of the study than at the start, thereby confirming the positive and lasting effect of the water-based intervention programme. Therefore, the use of a water-based programme in improving motor proficiency is supported. However, implementation of the programme over a longer period is recommended.
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Jorgensen, Phyllis S. "A test of the validity of the Gross Motor Domain of the Carolina curriculum for preschoolers with special needs." Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2279.

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In view of the current use of the Carolina Curriculum for Preschoolers with Special Needs (Carolina) as an alternative to the widely used Brigance Diagnostic Inventory of Early Development (Brigance) for assessing the motor development of preschool aged children, a study was undertaken to establish the validity of the Carolina using the Brigance as a criterion test. A sample of 2 7 preschool special education children ranging in age from 36 to 71 months from three categories-learning handicapped (LH), severely handicapped (SH) and severely handicapped Down's Syndrome children (SHD)-were assessed by an adapted physical education specialist. Each subject was evaluated on two separate days within one week using the Carolina and the Brigance. The subjects were also evaluated concurrently by their classroom teachers using a Teacher Observation check sheet prepared by the adapted physical education specialist. Correlation coefficients using the developmental age scores obtained on the three test instruments and the correlations comparing the three categories to each test instrument ranged from .90 to .98 (r. (25) = .486, p < .01 ). These findings offered strong support for the concurrent validity of the Carolina. Additional analysis of the data using a 3 x 3 ANOVA for repeated measures resulted in a significant F ratio for the dependent variable of functional level, E (2,24) = 4.82, p = 0.174. The Sheffe post hoc analysis procedure indicated a statistically significant difference between the LH and the SHD categories. vi
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Statham, S. B. "A study to determine the motor proficiency of children between the ages of six and ten years diagnosed with ADHD in the Cape Metropole." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49862.

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Thesis (MScPhysio)--Stellenbosch University, 2004
ENGLISH ABSTRACT: Background: Children with Attention Deficit Hyperactivity Disorder (ADHD) have been reported to have motor proficiency problems. Few studies have established the extent of these motor problems and few studies investigate both gross and fine motor proficiency. The studies which do investigate motor proficiency, often also include other aspects, for example physical fitness, grip strength or kinaesthesia. It is important to be able to identify motor proficiency deficit in this population group early for appropriate intervention to be as effective as possible. The first step in this process is to identify the areas of motor proficiency deficits experienced by these children. Study Design: A cross-sectional descriptive study was done. Objective: The main aim of this study was to establish if children with ADHD demonstrate motor proficiency problems. A second aim was to identify in which areas of motor proficiency they have the most problems. Method: A sample of 28 boys and 9 girls (n = 37) children with ADHD, between the ages of six and ten, were identified by the medical practitioners at four school clinics in the Cape Metropole. The Bruininks-Oseretsky Test of Motor Proficiency was used to test the children. The demographic and other factors that could have affected the motor proficiency in these children were recorded. Results: The range, mean and standard deviation were calculated for all the subtests and the three composite scores. Eighty-one percent of children scored below the expected norm on the Battery Composite Score (20th percentile) with the difference in age equivalent scores being significantly different (p < 0.01), the Gross Motor Composite Score (20th percentile and p < 0.01) and on the Running Speed and Agility Subtest (p < 0.01), the Balance Subtest (p < 0.01), Strength Subtest (p < 0.01) and the Upper Limb Coordination Subtest (p < 0.01). No significant motor proficiency problems were identified in the Fine Motor Composite Score (35th percentile), the Bilateral Coordination Subtest, the Response Speed Subtest, the Visual motor Subtest or the Visual Motor Control Subtest. Conclusions: These results support the literature in so far as motor proficiency deficits are present in children with ADHD, which in turn supports the need for early identification of these problems.
AFRIKAANSE OPSOMMING: Agergrond: Kinders met Aandag Afleibaarheid Hiperaktiwiteit Sindroom (ADHD) demonstreer probleme met motoriese vaardighede. 'n Paar studies is gedoen om dié bepaalde motoriese vaardighede te bepaal en sommige studies kombineer die ondersoek met ander aspekte van motoriese vaardigheid soos, fiksheid, greep sterkte of kinestesie. Dit is belangrik om die tekortkominge vroeg te identifiseer om effektiewe intervensie so vroeg moontlik te inisieer. Die eerste stap is om die spesifieke vaardighede waarmee hierdie groep kinders probleme ondervind, te identifiseer. Studie: 'n Dwarssnit beskrywende studie is uitgevoer. Doel: Die doel van die studie was om te bepaal of kinders met ADHD motoriese probleme het en of daar spesifieke aspekte van motoriese vaardigheid is waar hulle tekortkominge toon. Metodiek: 'n Steekproef van 28 seuns en 9 dogters (n = 37) tussen die ouderdomme van ses tot tien jaar, met ADHD is deur die mediese praktisyns geïdentifiseer, en getoets. Die Bruininks- Oseretsky Toets vir Motoriese Vaardigheid is gebruik. Enige faktore wat motoriese vaardigheid kon beïnvloed is gedokumenteer. Resultate: Die reikwydte, gemiddelde en standaard afwyking is bereken vir al die sub-toetse en die drie saamgestelde tellings. Een en tagtig persent van die kinders het tellings onder die verwagte norm behaal vir die Saamgestelde Telling van die Battery van toetse (20ste persentiel) met die verskil in ouderdomtelling beduidend verskillend (p
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Books on the topic "Motor ability in children – Testing"

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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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Pijning, H. F. Kwalitatieve motorische diagnostiek: Een blauwdruk ter bepaling van "innerlijke" activiteiten bij het bewegen. Groningen: Wolters-Noordhoff, 1985.

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H, Bruininks Robert, ed. Body skills: A motor development curriculum for children : manual. Circle Pines, Minn: American Guidance Service, 1988.

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Bonatis, Georgia D. The TWU motor creativity rating scale: A validation study. Eugene: Microform Publications, College of Human Development and Performance, University of Oregon, 1989.

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The Beery-Buktenica VMI: Developmental test of visual-motor integration with supplemental developmental tests of visual perception and motor coordination : administration, scoring, and teaching manual. 4th ed. Parsippany, N.J: Modern Curriculum Press, 1997.

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McCormack, Diane Berg. Spatial, temporal, and physical analysis of motor control: A comprehensive guide to reflexes and reactions. San Antonio, Tex: Therapy Skill Builders, 1997.

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Motor development and sport skills clinic. Lewiston: E. Mellen Press, 1997.

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Krombholz, Heinz. Sportliche und kognitive Leistungen im Grundschulalter: Eine Längsschnittuntersuchung. Frankfurt am Main: P. Lang, 1988.

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Brigance, Albert H. Brigance--inventaire du développement de l'enfant entre 0 et 7 ans. Vanier, Ont: CFORP, 1995.

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J, Bairstow Phillip, ed. Perceptual motor behaviour: Developmental assessment and therapy. New York: Praeger, 1985.

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Book chapters on the topic "Motor ability in children – Testing"

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Oja, L., and 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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Kamimura, Akari, Yujiro Kawata, Shino Izutsu, and 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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Bansal, Surbhi, Ruth Y. Shoge, and Siva Meiyeppen. "Binocular Examination in Children." In The Pediatric Eye Exam Quick Reference Guide, 155–99. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8044-8.ch009.

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This chapter introduces the reader to tests commonly performed in a binocular vision examination to determine a child's binocular status. The testings introduced in this chapter are all chairside techniques that do not involve a significant amount of extra equipment or time. The binocular examination consists of determining the ocular position and then accommodation, vergence, and ocular motor statuses. The ocular position consists of determining where the eyes point in space and if they are correctly aligned. Evaluation of ocular alignment and the ability to move the eyes with coordination can be determined with various techniques, including Hirschberg, Krimsky, cover test, as well as Modified Thorington, motor testing, and vergence ranges. This chapter will familiarize the clinician with the basics of binocular vision testing and improve the reader's comfort with the various elements of the binocular vision examination.
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Kerber, Kristen L. "Testing Stereopsis in Children." In The Pediatric Eye Exam Quick Reference Guide, 32–43. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8044-8.ch003.

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Stereopsis develops very early in life and is thought to be present in a normally developing child by six months of age. In order to develop stereopsis, multiple components of visual development must be intact including visual acuity and bifoveal fixation. Stereopsis is the most sensitive way to assess sensory fusion but can be unreliable in very young age groups due to difficulty understanding the test or instructions. It is best to choose an option with global stereopsis (high level cortical stereo), as local stereopsis may overestimate ability due to available monocular cues. Global is created using random dot stereograms (RDS) – computer-generated patterns to create a stereoscopic form, while local contains line stereograms which create horizontal retinal image disparity giving the perception of depth. Stereopsis can be affected by strabismus, amblyopia, and other binocular vision dysfunctions that interfere with visual efficiency (especially in school-age children). The chapter discusses the most commonly used clinical tests of global and local stereopsis.
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Koreeda, Kiyoji. "Longitudinal Study of Motor Coordination Development in Children With Autism Spectrum Disorder." In Education and Technology Support for Children and Young Adults With ASD and Learning Disabilities, 98–123. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7053-1.ch006.

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Few studies have longitudinally investigated the development of the motor function in children with autism spectrum disorder (ASD). In this chapter, the author investigated trends in how the development of motor coordination ability is closely related to motor functions in children with ASD. The participants were children enrolled in a special education school for persons with developmental disabilities in Kanagawa Prefecture in Japan. Among them, the study targeted 35 children who took the Body Coordination Test (BCT) continuously for more than three years. Although there were individual differences, the average score on the BCT increased with age. In particular, children with ASD showed moderate development, even during adolescence, when typical children experienced the plateau effect. The results suggest that children with ASD have great educational potential in adolescence.
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Mills, K. R. "Investigation of central motor pathways: Magnetic brain stimulation." In Oxford Textbook of Medicine, edited by Christopher Kennard, 5817–20. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198746690.003.0572.

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The ability to stimulate percutaneously the central nervous system of conscious humans without causing pain has opened up new areas for neurophysiological investigation in the early diagnosis of neurological disease, and has furthered the understanding of normal and abnormal motor control. Magnetic stimulators are now available that can excite both upper and lower limb areas of the motor cortex, as well as cranial nerves, motor roots, and deeply sited peripheral nerves. This chapter looks at their application in a clinical scenario, which include: measurement of central motor conduction time; assessment of completeness of spinal cord injury; and possibly evaluation of neurodevelopmental delay in children with neurodegenerative and other related diseases. The technique can be used serially to monitor progress of disease or after neurological injury or to examine the effects of drugs, and it can be used safely in neonates and children.
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Wobbrock, Jacob O. "Improving Pointing in Graphical User Interfaces for People with Motor Impairments Through Ability-Based Design." In Assistive Technologies and Computer Access for Motor Disabilities, 206–53. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4438-0.ch008.

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Pointing to targets in graphical user interfaces remains a frequent and fundamental necessity in modern computing systems. Yet for millions of people with motor impairments, children, and older users, pointing—whether with a mouse cursor, a stylus, or a finger on a touch screen—remains a major access barrier because of the fine-motor skills required. In a series of projects inspired by and contributing to ability-based design, we have reconsidered the nature and assumptions behind pointing, resulting in changes to how mouse cursors work, the types of targets used, the way interfaces are designed and laid out, and even how input devices are used. The results from these explorations show that people with motor difficulties can acquire targets in graphical user interfaces when interfaces are designed to better match the abilities of their users. Ability-based design, as both a design philosophy and a design approach, provides a route to realizing a future in which people can utilize whatever abilities they have to express themselves not only to machines, but to the world.
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Šimonek, Jaromír, Nora Halmová, and Lenka Vojtíková. "Testing Motor Predispositions and Competences of Primary School Children in the Czech and Slovak Republics." In New Horizons in Subject-Specific Education: Research Aspects of Subject-Specific Didactics, 271–90. University of Maribor Press, 2020. http://dx.doi.org/10.18690/978-961-286-358-6.13.

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Wobbrock, Jacob O. "Improving Pointing in Graphical User Interfaces for People With Motor Impairments Through Ability-Based Design." In Human Performance Technology, 1193–243. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8356-1.ch059.

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Pointing to targets in graphical user interfaces remains a frequent and fundamental necessity in modern computing systems. Yet for millions of people with motor impairments, children, and older users, pointing—whether with a mouse cursor, a stylus, or a finger on a touch screen—remains a major access barrier because of the fine-motor skills required. In a series of projects inspired by and contributing to ability-based design, we have reconsidered the nature and assumptions behind pointing, resulting in changes to how mouse cursors work, the types of targets used, the way interfaces are designed and laid out, and even how input devices are used. The results from these explorations show that people with motor difficulties can acquire targets in graphical user interfaces when interfaces are designed to better match the abilities of their users. Ability-based design, as both a design philosophy and a design approach, provides a route to realizing a future in which people can utilize whatever abilities they have to express themselves not only to machines, but to the world.
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Koumpouros, Yiannis. "Game-Based Learning to Enhance the Reading Ability of Children With Autism or Other Learning Difficulties." In Research Anthology on Inclusive Practices for Educators and Administrators in Special Education, 700–706. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3670-7.ch039.

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The paper presents the design of a highly customizable game for children with autism spectrum disorder facing learning difficulties. The same solution can be used for children with or without other developmental disorders facing learning difficulties. The scope of the research was to create a generic solution to facilitate the learning process of reading in the targeted population. The latest pedagogical approaches (TEACCH, PECS, ABA, Makaton, etc.) are combined with appropriate gamification techniques to produce the desired outcome. The game has been developed with the unity game engine in order to run in any device. The final solution has been pilot tested in a small group of highly-functioning children with autism. The results of the design process and the early findings from the pilot testing are presented in the current paper.
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Conference papers on the topic "Motor ability in children – Testing"

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Mavrudiev, Petko. "MOBILE GAMES AS A MEANS OF DEVELOPING MOTOR QUALITIES IN TENNIS TRAINING." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/123.

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ABSTRACT In many methods in different sports, mobile games are used to improve the motor abilities of adolescents. We have developed and tested a methodology based on mobile games in tennis training. The study aims to optimize the physical preparation of the 10 years old boys who are training tennis in school in an extracurricular form of education through the tools of the moving games. The оbject of study are 40 boys, 10 years old (3rd grade) divided into two groups of 20 children - experimental and control. The subject of the study are the signs of physical development and motor skills. To establish the effectiveness of the applied methodology, testing was carried out twice with all participants in the study (at the beginning and the end of the experimental period) on six tests, two physical development indicators, and BMI. The results were subjected to mathematical and statistical processing by Variation analysis, Comparative t-criterion of Student, BMI. The analysis of the results shows that, at the end of the experiment, the experimental group has higher achievements in all studied indicators. Unlike the first test, however, in which there were insignificant differences between the two groups in the level of development of the studied traits, in the second test - the ratio changed in favor of the experimental group. It can be argued with a high guarantee probability that the specific work with the means of mobile games applied by us has led to a significant increase in the level of development of the boys in the experimental group speed endurance, the explosive force of the lower limbs, both in vertical and horizontal efforts. As the main conclusion of the study, we could conclude that the experiment, through the means of mobile games in general, has positively influenced the development of basic motor skills, physical ability, and health status of students.
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Prihartanta, Hadwi, Panggung Sutapa, Suharjana Suharjana, and 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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Goricke, Caroline, Andreas Reinhardt, Horst Krusemann, and Regina Semmler-Ludwig. "Automating Human Motor Performance Ability Testing: The Case of Backward Step Detection." In 2017 IEEE 42nd Conference on Local Computer Networks: Workshops (LCN Workshops). IEEE, 2017. http://dx.doi.org/10.1109/lcn.workshops.2017.61.

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Taffoni, F., V. Focaroli, F. Keller, and 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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Sakai, Toshiro, Katsunori Fujii, Nozomi Tanaka, and 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, and 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, and 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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Allen, James J., and Heather K. Schriner. "Micromachine Wedge Stepping Motor." In ASME 1998 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/imece1998-1261.

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Abstract A wedge stepping motor, which will index a mechanism, has been designed and fabricated in the surface micromachine SUMMiT (Sandia Ultra-planar Multi-level MEMS Technology) [1] process. This device has demonstrated the ability to index one gear tooth at a time with speeds up to 205 teeth/sec. The wedge stepper motor has the following features, which will be useful in a number of applications. • The ability to precisely position mechanical components. • Simple pulse signals can be used for operation. • Only 2 drive signals are required for operation. • Torque and precision capabilities increase with device size. • The device to be indexed is restrained at all times by the wedge shaped tooth that is used for actuation. This paper will discuss the theory of operation and design of the wedge stepping motor. The fabrication and testing of the device will also be presented.
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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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Subramani, Guru, Aubrey M. Fisher, Moria F. Bittmann, Andrea H. Mason, Brittany G. Travers, and Michael R. Zinn. "Development of a Robotic Motor Skills Assessment System for Children With Autism." In 2017 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/dmd2017-3447.

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Autism is a developmental disorder characterized by atypical social interactions and repetitive behaviors/restricted interests[1]. It is found that children with autism also experience delayed or impaired motor skills development [2]. It would be advantageous to develop methods that precisely evaluate these motor skills impairments. The use of robots for evaluating upper limb motor competency have been looked at in the stroke literature [3]. We would like to leverage robotic tools for motor skills assessment but with focus for children with autism spectrum disorder. Robotic methodologies provide a unique way of testing upper limb motor skills. For instance, if a person holds on to the end of a robot arm and moves the robot arm in space, the robot can apply forces and prevent or assist the person with these motions. In this fashion, the robot can apply perturbations in a repeatable and precise manner with high fidelity. Since individuals with autism have anxieties interacting with other individuals[4], using an impersonal robot would alleviate the anxiety of social interactions. These individuals learn motor skills best with consistent repetition and strong reinforcement, qualities that robots provide. Therefore, a robot based evaluation strategy and therapy paradigm for children with Autism would be beneficial for the community.
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Reports on the topic "Motor ability in children – Testing"

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

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liu, cong, xing wang, rao chen, and 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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Claus, Ana, Borzooye Jafarizadeh, Azmal Huda Chowdhury, Neziah Pala, and Chunlei Wang. Testbed for Pressure Sensors. Florida International University, October 2021. http://dx.doi.org/10.25148/mmeurs.009771.

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Currently, several studies and experiments are being done to create a new generation of ultra-low-power wearable sensors. For instance, our group is currently working towards the development of a high-performance flexible pressure sensor. However, with the creation of new sensors, a need for a standard test method is necessary. Therefore, we opted to create a standardized testbed to evaluate the pressure applied to sensors. A pulse wave is generated when the heart pumps blood causing a change in the volume of the blood vessel. In order to eliminate the need of human subjects when testing pressure sensors, we utilized polymeric material, which mimics human flesh. The goal is to simulate human pulse by pumping air into a polymeric pocket which s deformed. The project is realized by stepper motor and controlled with an Arduino board. Furthermore, this device has the ability to simulate pulse wave form with different frequencies. This in turn allows us to simulate conditions such as bradycardia, tachycardia, systolic pressure, and diastolic pressure.
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