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1
Lavelle, Barbara M., and 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.
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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,
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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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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).
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Goyen, Traci-Anne School of Women???s & 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.
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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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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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Wong, Ping-kin, and 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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Lam, Mei-yung Hazel. "The effect of physical education on gross motor performance of Hong Kong preschool children." Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18036636.
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Bradshaw, Theodore Lee Bowren Fay F. "Relationships among selected basic motor skills and academic achievement variables." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514767.
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Thesis (Ed. D.)--Illinois State University, 1985.Title from title page screen, viewed June 7, 2005. Dissertation Committee: Fay Bowren (chair), Kenneth Strand, Walter Friedhoff, Dent Rhodes, Donald Kachur. Includes bibliographical references (leaves 71-75) and abstract. Also available in print.
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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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Burger, Laetitia Mary. "An investigation into the relationship between kinesthetic sensitivity and balancing ability in pre-school children." Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1003497.
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The purpose of this study was to explore the possibility of a linear relationship between kinesthetic sensitivity and balancing ability in pre-school children. Furthermore, the effects of age on kinesthetic sensitivity and balancing ability were investigated. Finally, the role of gender in kinesthetic sensitivity and balancing ability was examined. Fifty-one subjects, between the ages of three and six years, executed five trials on each of two kinesthetic sensitivity tests (an arm abduction test and a hip abduction test); two tests for static balance (on a balance board and on a balance stick) and two tests for dynamic balance (a beam walk test and a stepping stones test). Although the correlations between kinesthetic sensitivity and balancing ability were generally positive, they were very slight. These low correlations are probably an indication that different abilities are required for carrying out the different tasks. Generally, both balancing ability and kinesthetic sensitivity appeared to improve with age. From analysis of individual test results it was obvious that abilities varied from individual to individual (Appendix G). This could have been the result of developmental, motivational or experiential differences. Although the girls generally performed slightly better on most tests than the boys the correlations between test scores for boys were slightly higher than those for girls. At-test indicated that there were no significant differences between the mean scores of the boys and the girls on the balancing or the kinesthetic sensitivity tasks.
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Arceneaux, Janet Marie. "Developmental and gender differences in neurological sensory and motor functioning." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001177.
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The purpose of the study was to determine if developmental differences existed between two age groups of children on a standardized measure of sensory and motor functions. Gender differences were also examined, as well as the gender-age interaction.Subjects were 119 normal children (55 males and 64 females). Classification of subjects into one of the two groups was based on age. Group 1 subjects ranged in age from 48 through 95 months (4 through 7 years), and Group 2 subjects ranged from 96 months ranged 167 months (8 through 13 years).The multivariate analysis of variance (MANOVA) indicated a significant main effect for age. The main effect for gender, and the age by gender interaction was not significant. A univariate analysis of variance was computed for age on each measure and indicated that only Visual Confrontation was not significant. Implications of these findings are discussed.Department of Educational Psychology
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Bastos, Renata de Sousa 1983. "Estado nutricional e desempenho motor de escolares = Nutritional state and motor performance of scholl-age children." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/275126.
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Orientador: Ademir De MarcoDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Física
Made available in DSpace on 2018-08-23T03:16:44Z (GMT). No. of bitstreams: 1 Bastos_RenatadeSousa_M.pdf: 1169262 bytes, checksum: 0245271538a8a5f41c68e93601ed3994 (MD5) Previous issue date: 2013
Resumo: A obesidade infantil tem aumentado nas últimas décadas, tornando-se um problema de saúde pública, podendo acarretar prejuízos ao desenvolvimento integral das crianças. A Organização Mundial da Saúde destaca a importância do acompanhamento do estado nutricional como indicador de saúde. Neste contexto, o presente estudo teve por objetivo identificar o panorama dos estudos sobre estado nutricional de crianças brasileiras e estabelecer correlações entre estado nutricional e o desempenho motor em escolares de classe média. Para tanto, o corpo de discussão foi desenvolvido por meio de dois capítulos-artigos: o primeiro faz um recorte das publicações indexadas nos últimos 10 anos, que abordam o estado nutricional dessa população, considerando o ano de publicação, a localidade, o objetivo de estudo e o interesse pelo excesso de peso na infância; o segundo artigo estabelece correlações entre estado nutricional e desempenho motor de escolares entre 6 e 10 anos, pertencentes à classe socioeconômica equivalente a classe média, com seus responsáveis apresentando alto nível de escolaridade. O levantamento dos artigos foi realizado no Portal de Acesso à Informação Eletrônica do Sistema de Bibliotecas da UNICAMP, utilizando as seguintes combinações de palavras-chave (português e inglês): escolares, estado nutricional e Brasil; crianças, estado nutricional e Brasil. Foram coletados 148 artigos, indicando crescimento dos estudos nos últimos 10 anos, concentrados principalmente nas regiões Sudeste (45%), Sul (21%) e Nordeste (19%), com forte discrepância em relação às regiões Centro-Oeste (8%) e Norte (7%), ratificando as desigualdades entre as macro regiões do país. Um dos temas mais explorados no objetivo principal das pesquisas levantadas foi à relação entre doenças e estado nutricional de crianças. Mais da metade dos estudos tratam da obesidade infantil. Participaram do segundo estudo 222 escolares entre 6 e 10 anos, da cidade de Campinas, sendo avaliado: estado nutricional (IMC/idade e classificação da OMS), desempenho motor (flexibilidade, força muscular de membro inferior - FMMI e velocidade) (MATSUDO, 2005), padrão socioeconômico e escolaridade do responsável (questionário Abipeme). Resultados apontaram alta escolaridade dos responsáveis e perfil socioeconômico compatível com as classes B e C, com prevalência de sobrepeso e obesidade, respectivamente, de 20% e 23,1% (para meninos) e de 22,8% e 19,6% (para meninas) e diferença significativa entre crianças eutróficas e obesas na velocidade e na FMMI (só para os meninos). Mesmo em populações de classe média e com alto nível de escolaridade, as taxas de prevalência de sobrepeso e obesidade infantil são elevadas e já apresentam interferência sobre o desempenho motor, revelando a influência negativa do excesso de peso sobre o desenvolvimento das crianças. Com o aumento da prevalência de sobrepeso e obesidade infantil, ocorre também a necessidade do auxilio a saúde dessa população
Abstract: Childhood obesity has increased in recent decades, becoming a major public health problem with high risks of damaging the overall development of children. The World Health Organization highlights the importance of monitoring the nutritional status as a health indicator. Within this context the present research aimed at identifying the panorama of studies on the nutritional status of Brazilian children and establishing correlations between nutritional status and motor performance of middle-class school children. The analysis was structured in two chapters-articles: the first one maps publications indexed in the last 10 years that address the nutritional status of this population sector, considering year of publication, location, study objective and interest for childhood overweight; the second establishes correlations between the nutritional status and motor performance of middle-class school children aged 6 to 10 and whose family supervisor showed high educational level. For mapping the articles we used the Access Portal to electronic information of Unicamp's Library System, with the following key word combinations (Portuguese and English): students, nutritional status and Brazil; children, nutritional status and Brazil. A total of 148 articles were mapped, perceiving an increase in the number studies in the last 10 years. Most studies were concentrated in the Southeast (45%), South (21%) and Northeast (19%) regions, revealing a strong discrepancy in relation to the Central West (8%) and North (7%) regions, confirming inequalities among the country's macroregions. One of the most recurrent topics in the main objective of the analyzed publications was the relationship between illnesses and children's nutritional status. Over half of the studies address childhood obesity. For our analysis, a total of 222 school children aged 6 to 10 from the city of Campinas were selected. The following aspects were assessed: nutritional status (BMI/age and WHO classification), motor performance (flexibility, lower limb muscular strength (FMMI) and speed) (MATSUDO, 2005), socio-economic status and educational level of the child's responsible person (Abipeme questionnaire). Results showed a high education level of the child's responsible person and a socioeconomic profile compatible with classes B and C, with prevalence of overweight and obesity, respectively, of 20% and 23.1% (for boys) and 22.8% and 19.6% (for girls), as well as significant difference between eutrophic and obese children regarding speed and FMMI (only for boys). Even in middle-class populations with high levels of education, children overweight and obesity rates are high and already interfere on the motor performance, revealing the negative influence of overweight on children's development. The increase of children overweight and obesity tendencies also increases the need to assist the health conditions of this population sector
Mestrado
Educação Fisica e Sociedade
Mestra em Educação Física
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Wolfe, Christopher B. "Motor control and reading fluency contributions beyond phonological awareness and rapid automatized naming in children with reading disabilities /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11282007-113346/.
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Thesis (Ph. D.)--Georgia State University, 2007.Title from file title page. Rose A. Sevcik, committee chair; MaryAnn Romski, Rihana Williams-Smith, Robin D. Morris, committee members. Electronic text (99 p. : ill.) : digital, PDF file. Description based on contents viewed Jan. 28, 2008. Includes bibliographical references (p. 90-99).
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Callcott, Deborah. "The effect of a reflex replication program on retained primary reflexes, motor coordination, vocabulary, visual motor ability and rapid naming in preprimary aged children." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/1565.
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The link between movement and cognition is not new, but remains steeped in controversy in the educational community. One of the reasons for this controversy has been the lack of substantial research that supports the link between movement programs and observable academic benefits. The results of recent research have indicated that the retention of primary reflexes, particularly the tonic neck reflexes in young children, can result in difficulties that affect the overall functioning of the child. The retainment of reflexes may lead to clumsiness, poor eye hand coordination, poor manipulative skills and consequently academic achievement may be compromised in some children (Sugden & Wright, 1998). This research is about determining the efficacy of Primary Movement program, a reflex replication program designed to reduce the effect of these inappropriately retained reflexes (McPhillips, Hepper & Mulhern, 2000). The research began by investigating the prevalence of retained Asymmetrical Tonic Neck Reflex (ATNR), the cause of significant motor difficulties, in a sample of approximately 200 preprimary children in metropolitan Perth, Western Australia using the Schilder Neurological Test which is one of the standard neurological tests to determine the presence of this reflex (McPhillips, Hepper, & Mulhern, 2000; Morrison, 1985). EJaseline data was also established for all children in the following areas: motor skills (using Movement ABC Assessment Battery for Children (Henderson & Sugden, 1992); language skills (using Peabody Picture Vocabulary Test (Dunn & Dunn, 1997); and visual motor integration (using the Developmental Test of Visual Motor Integration (Beery, 1989). Following the gathering of this data, an intervention based on the Primary Movement program was then conducted. The effect of the Primary Movement intervention was· compared on the above variables, to the results of a gross motor intervention and a free play intervention (control). As such this thesis investigates the efficacy of the Primary Movement program as an early intervention tool for preschool children in Australia displaying retained reflexes and associated issues such as motor difficulties, is evaluated.
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Fox, Jill Englebright. "Young Children's Construction of Physical Knowledge on Swings in the Outdoor Play Environment." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278750/.
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This investigation examined the development of young children's behaviors on swings in the outdoor play environment and their emerging understanding of the physics principles associated with those behaviors. The children's language interactions were also examined in an effort to determine the relationship between language and cognitive development in their construction of physical knowledge. The procedures involved observing the children's behaviors and collecting samples of their spontaneous language interactions during their swinging activities. Informal interviews were also conducted with individual and groups of children. The findings indicate that young children's swinging behaviors develop in eight hierarchical stages. As these behaviors develop, children experiment with the physics principles of balance, gravity, force, resistance, and resonance. Children's swinging behaviors develop in a social context. Many early behaviors are acquired through observing and modeling other children. Language provides the medium for more-experienced peers to assist novice swingers through encouragement and direct instruction. The stage development of swinging behaviors is compared to Cratty's Theory of Perceptual-Motor Development and Harrow's Taxonomy of the Psychomotor Domain. Children's cognitive processing and language interactions are discussed in the context of Piagetian and Vygotskian theories of development. Implications for instruction and suggestions for further research are discussed.
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Klimkeit, Ester Ivonne 1975. "Studies of attention and motor function in children with Attention Deficit Hyperactivity Disorder (ADHD)." Monash University, Dept. of Psychology, 2002. http://arrow.monash.edu.au/hdl/1959.1/8147.
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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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Klomp, Aleisha Margaret. "An investigation into the effectiveness of Smart Starts perceptual motor programme on children’s reading ability." Thesis, University of Canterbury. Educational Studies and Human Development, 2012. http://hdl.handle.net/10092/7109.
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Perceptual Motor Programmes are implemented in more than 300 junior schools around New Zealand (Cropp, 2008). When implemented, many teachers believe the programme improves learning including reading abilities, increases physical activity, and enhances social skills (Broadley & Litterick-Biggs, 2005). Despite continued use of the programme there is very little research to support claims of improved academic readiness, and as a result concerns are raised around the use of a non-validated approach to improve children’s literacy learning and learning in general.
This study aimed to examine the effectiveness of a Perceptual Motor Programme on the reading abilities of year one and two children. Participants were 37 year one and two children, aged 5-6 years, from two classes at a low-decile primary school. Children were tested three times over ten weeks of the study using running records and sight word testing as well as non-word reading. One class acted as the control group and did not receive the programme.
Repeated measures ANOVAs revealed a significant time effect over the three time plots for both groups. This time effect is consistent with what you could expect in education where children generally improve over time. However using scores from pre, mid and post testing in all tests, the overall difference between the two groups was non-significant. This result alone clearly disproves the claims of improved reading abilities through the implementation of Smart Starts perceptual motor programme. Sight word testing showed only a marginal time effect due to the scores being high at pre testing creating a ceiling effect where maximum scores had already occurred leaving little room for improvement over time.
When asked to observe one child, teacher observations suggested improved attitudes towards learning and some risk-taking occurring later in the study. This was the case for both children observed, therefore cannot be attributed to the participation of the perceptual motor programme but rather part of the developmental process and current teaching and learning programmes.
The results of this study have implications for the implementation of non-validated interventions in schools. This study outlines the importance of educators using evidence-based practice and research. It explores the purpose, benefits and need for the Smart Starts perceptual motor programme. The use of non-validated approaches take time, money, resources, staffing and energy away from proven practices that improve children’s reading abilities.
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Harvey, William 1578-1657. "Motor performance and fitness of children with an attention-deficit hyperactivity disorder." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22592.
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The purpose of this study was to describe the gross motor and fitness characteristics of children with an attention-deficit hyperactivity disorder (ADHD). Nineteen children with an ADHD, between the ages of 7 years, 0 months and 12 years, 11 months (M = 9 years, 4 months) participated in this study. The 17 boys and 2 girls had IQs between 80 to 100, were not affected by specific learning disabilities, and behavioral problems were the primary reason for acceptance into their clinical center. Children with additional psychiatric diagnoses were excluded. All children were tested individually. Gross motor performance was measured by the Test of Gross Motor Development (Ulrich, 1985). Fitness variables were measured by selected items from the Canadian Standardized Test of Fitness (1986), the Canada Fitness Survey (1985), the CAHPER Fitness-Performance II Test (1980), and The Twenty Meter Shuttle Run Test (Leger et al., 1984). A counterbalanced Latin-Square testing order was used to avoid practice effects. Statistical analysis involved converting raw scores to percentile scores which were graphed to provide individual and group profiles of performance. The present study identified the physical fitness and gross motor performance of these children as below average.Programming implications and recommendations for future study are provided.
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Pabreja, Priya. "Exploring and identifying gross motor coordination deficits in children with dyslexia." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 1.07 Mb., 110 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:1432287.
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Doss, Roger Ron. "The Relationship Between Low Achievement and Bodily-kinesthetic Intelligence in Fourth and Fifth Graders." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332760/.
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The problem of this study was an examination of the relationship between low achievement and physical abilities.This study focuses on the areas of musical, interpersonal, intrapersonal, spatial and bodily-kinesthetic abilities. This correlational study found that low achievers as a group, identified by achievement test scores, scored above the mean on a measure of motor ability. For children who are struggling to achieve in school, it would seem prudent to explore their strengths in other areas of intelligence. Further research is suggested in the areas of high and average achieving students' motor development.
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Lorson, Kevin Michael. "The influence of three instructional strategies on the performance of the overarm throw." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1060881637.
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Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains xv, 307 p.; also includes graphics (some col.) Includes bibliographical references (p. 222-228). Available online via OhioLINK's ETD Center
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Pin, Tamis Wai-mun. "Impact of adverse events on motor development in early infancy /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/4863.
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Plimpton, Carol Ely. "The effects of water and land early experience programs on the motor development and movement comfortableness of infants aged 6 to 18 months /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260859495212.
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De, Haan Ann I. "The effects of a sensory motor development programme on selected variables of school readiness." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50147.
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Thesis (MScSportSc)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: The purpose of this investigation was to determine whether a sensory motor development programme could have an effect on some of the underlying physical and perceptual abilities that support school readiness. The control group consisted of 23 children and the two intervention groups of 79 children in total. All of the children were enrolled in a pre-primary school programme in a local community. They were all six years old by the end of the intervention. The Movement Assessment Battery for Children (Henderson & Sugden, 1992) was used to assess the children on their manual dexterity, eye-hand coordination, static balance and dynamic balance. The intervention programme consisted of two phases of 10 weeks each, during which the sensory motor development activities were presented to the two intervention groups. Results of the investigation revealed there were significant improvements for some of the children on selected variables that underlie school readiness. It can be concluded that participation in a sensory motor development programme can make a significant contribution to school readiness for many children.
AFRIKAANSE OPSOMMING: Die doel van hierdie ondersoek was om te bepaal of 'n sensories-motoriese ontwikkelingsprogram enige uitwerking op bepaalde onderliggende fisiese en perseptuele vermoëns wat tot skoolgereedheid by jong kinders bydra, sou kon hê. Die kontrolegroep het uit drie-en-twintig kinders bestaan. Die twee tussentredende groepe het altesaam uit nege-en-sewentig kinders bestaan. Die kinders was almal pre-primêre skoolprogramleerders vanuit 'n plaaslike gemeenskap. Teen die einde van die intrede het al die betrokke kinders sesjarige ouderdom bereik. Movement Assessment Battery for Children (Hendersen & Sugden, 1992) is as riglyn gebruik om die kinders se handvaardigheid, oog-hand-koërdinasie, statiese en dinamiese balans te evalueer. Die tussentredeprogram het bestaan uit twee fases van tien weke elk. Die sensoriese-motoriese ontwikkelingsaktiwiteite is terselfdertyd vir die twee tussentredegroepe aangebied. Die resultate van die ondersoek het beduidende vordering in sommige kinders getoon, spesifiek ten opsigte van bepaalde veranderlikes onderliggend aan skoolgereedheid. Hierdie bevinding dui daarop dat sodanige deelname in 'n sensories-motoriese ontwikkelingsprogram wel 'n betekenisvolle bydrae tot die ontwikkeling van skoolgereedheid in baie kinders kan maak.
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Farias, Álvaro Luis Pessoa de [UNESP]. "Nível de desenvolvimento motor em crianças do Ensino Fundamental I da Paraíba." Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/100444.
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farias_alp_dr_rcla.pdf: 394609 bytes, checksum: 13782eb9581a309ee3ab3cb13e20ca14 (MD5)Desenvolvimento motor é interpretado como o processo de mudanças que ocorrem no comportamento motor ao longo do ciclo de vida e é caracterizado por mudanças qualitativas, envolvendo as necessidades biológicas subjacentes as ambientais e ocupacionais, que influenciam o desempenho motor e as habilidades motoras dos indivíduos. O objetivo deste estudo foi diagnosticar e descrever o desenvolvimento das habilidades motoras fundamentais de crianças, em idade do Ensino Fundamental I, no Estado da Paraíba. A amostra foi composta por 410 crianças distribuídas nas quatro regiões paraibanas (Mata, Borborema, Sertão e Agreste), sendo 209 meninos e 201 meninas, na faixa etária de 6 a 10 anos. A obtenção dos dados ocorreu na própria escola que a criança estudava, tendo sido as crianças filmadas realizando as habilidades motoras dos subtestes locomotor e controle de objeto do TGMD-2 (Ulrich, 2000). Após a filmagem, a análise dos dados foi feita por três avaliadores devidamente treinados. Os valores brutos referentes ao subteste locomotor realizado em regiões e grupos etários foram diferentes entre os grupos etários, F(4,390)=52,61, p<0,001, entre as regiões, F(3,390)=9,34, p>0,001, e interação entre grupos etários e regiões, F(12,390)=2,41, p>0,01. No controle de objetos, foi observada diferença entre os grupos etários, F(4,390)=58,26, p<0,001, entre as regiões, F(3,390)=13,44, p>0,001, e interação entre os grupos etários e as regiões, F(12,390)=4,07, p<0,001. Nos valores brutos referentes ao subteste locomotor, em função do gênero e grupos etários, foi observada diferença entre os grupos etários, F(4,400)=60,04, p<0,001, porém não revelou diferença entre gêneros, F(1,400)=2,12, p>0.05, e interação entre os grupos etários e os gêneros, F(4,400)=1,57, p>0.05. No controle de objetos...
Motor development can be understood as a process or as a product. As a process, it is characterized by qualitative changes, influenced by underlying biological needs, environmental and occupational factors that influence motor performance and motor skills of individuals. The goal of this study was to describe the development of fundamental motor skills of children, in Elementary School age, in the state of Paraiba. The sample consisted of 410 children divided into four regions of the state of Paraiba (Mata, Borborema, Sertão, and Agreste), with 209 boys and 201 girls, aging from 6 to 10 years. The data collection occurred at school in which children were enrolled, with the children filmed performing motor skills of the locomotor and object control subtests of the TGMD-2 (Ulrich, 2000). After the video recording, data analysis was performed by three trained raters. Raw scores of the locomotor subtest compared among regions and age groups were different among age groups, F(4,390)=52.61, p<0.001, among regions, F(3,390)=9.34, p>0.001, and interaction between age groups and regions, F(12,390)=2.41, p> 0.01. Regarding the object control, differences were observed among age groups, F(4,390)=58.26, p<0.001, among regions, F(3,390)=13.44, p>0.001, and interaction between age groups and regions, F(12,390)=4.07, p<0.001. Raw scores for the motor subtest regarding gender and age groups, differences were observed among age groups, F(4,400)=60,04, p<0.001, but showed no difference between genders, F(1,400)=2.12, p>0.05, and interaction between age groups and gender, F(4,400)=1.57, p>0.05. Differently, differences were observed for the object control values among age groups, F(4,400)=71.51, p<0.001, between genders, F(1,400)=8,82, p<0,005. The results indicate that the development of fundamental... (Complete abstract click electronic access below)
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Kroeker, Rosalie. "Rhythmic behaviors in typically developing infants, and infants with later diagnosed autism or developmental delay /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/9099.
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Shunk, Adam W. "Standardized sensory and motor differences in individuals diagnosed with attention deficit/hyperactivity disorder." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1379129.
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Previous research has identified motor deficits within the ADHD population, and indicates that these individuals are at an increased risk for difficulties relating to their motor development. The present study, which utilized discriminant function analysis, was unable to document areas of motor impairment for individuals diagnosed with ADHD. Specifically, no evidence of motor impairment was identified on tasks of motor coordination, fine motor dexterity, motor speed and grip strength, which measures the integrity of the motor system at the basic output level. Interestingly, results identified that individuals with ADHD were more proficient in their motor abilities than the normative population. Two mitigating factors were controlled for in this study and were found to impact performance on motor tasks. First, higher level thinking skills such as verbal comprehension, attention control, cognitive sequencing, working memory and executive functions appear to be more responsible for documented performance deficits than an underlying motor deficit. Secondly, the high prevalence of comorbid psychiatric and medical disorders, inherent to the ADHD population, appears to negatively impact performance on motor tasks. In general, individuals with only a diagnosis of ADHD consistently outperformed individuals who had been diagnosed with ADHD and comorbid disorders.This study also examined the sensory and subcortical abilities of individuals with ADHD. Results indicate that these children are similar to their same age peers in their visual perception, visual acuity, auditory discrimination and tactile perception. Finally, this study was unable to identify evidence of impairment in the subcortical abilities of ADHD individuals. In fact, individuals with only a diagnosis of ADHD outperformed the control group across a majority of tasks assessing subcortical abilities. Comorbidity also appears to negatively impact performance on sensory and subcortical tasks, especially for individuals with comorbid medical conditions. Overall, results from this study impact the field of research which previously identified motor performance deficits in the ADHD population. Further research is needed to examine the sensory and motor abilities of ADHD individuals to understand the performance abilities of individuals with ADHD.Department of Educational Psychology
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Tapping, Carmel. "Identifying clumsy children : a comparison of three tests /." Title page, contents and introduction only, 1991. http://web4.library.adelaide.edu.au/theses/09PM/09pmt175.pdf.
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Sopiadou, Anna. "Perceived physical competence and participation in physical activity of children with developmental coordination disorder." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23735.
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The purpose of this study was to explore perceived physical competence and participation in physical activity of children with physical awkwardness. Children with physical awkwardness are those without known neuromuscular problems but who have difficulty in learning and performing motor skills. Participants were 135 children, 31 with physical awkwardness and 104 without any motor deficiency. The age ranged from 5 to 11 years. It was hypothesized that children with physical awkwardness would have lower levels of perceived physical competence and would participate less in physical activity than their nonawkward peers. Finally, a positive relationship between motor performance and perceived physical competence was expected.There were no significant differences found in perceived physical competence between the two groups. However, nonawkward children participated significantly more in community sports and were significantly more active during free play than children with physical awkwardness. The results also indicated that the relationship between motor performance and perceived physical competence was very low in both groups. (Abstract shortened by UMI.)
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Lam, Mei-yung Hazel, and 藍美容. "The effect of physical education on gross motor performance of Hong Kong preschool children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31955940.
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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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Kotwal, Shernaz. "The effects of background music on the learning of a motor skill." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35201.
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The purpose of this study was to investigate the effects of easy listening popular music on the learning of a perceptual motor task by elementary school aged children. Specifically, forty nine grade four children were analyzed on learning five variables of a dribbling task either with or without background music.The students' social behaviour for the nonmusic and music groups was also observed and analyzed. Finally, the subjects completed a written questionnaire which helped determine their personal preferences with respect to learning with background music.
A Group (2) by Trial (2) by Dribbling Variables (5) ANOVA with repeated measures on Trial was conducted on the dribbling performance scores. Results showed that there was no significant difference between the nonmusic and the music groups on these dribbling performances for four out of the five dribble variables. However, scores of the music group increased more than those of the nonmusic group for three of the five variables. Subjects in the music group demonstrated a more desirable social behaviour than the subjects in the nonmusic group. In addition, the subjects' responses to the questionnaire showed that an overwhelming number of subjects in both groups preferred to have background music played during activity. Therefore, background music may have an important place in the learning environment in terms of behaviour and attitude, which might ultimately enhance learning.
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Braddock, Barbara. "Links between gesture, speech, and motor skill in children with clinical characteristics of specific language impairment /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p1418007.
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Kourtessis, Thomas. "Procedural and declarative knowledge of ball-catching in children with physical disabilities." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=68111.
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It was hypothesized that children with physical disabilities would show a deficit in procedural and declarative knowledge of ball catching compared to age-matched non-disabled children. The first group of children consisted of sixteen children with physical disabilities, three girls and thirteen boys, aged from 6 years and 5 months to 12 years and 6 months. Sixteen children, five girls and eleven boys, comprised the second group. Their age range was from 6 years and 4 months to 12 years and 2 months. All children were tested individually.Procedural knowledge of ball catching was measured by a 15-task ball-catching hierarchy. The difficulty of the tasks ranged from easy, static tasks to more difficult ones which required some expertise. Non-disabled children demonstrated higher scores in procedural knowledge than children with physical disabilities. Higher scores in procedural knowledge of ball catching were also shown by older non-disabled children compared to their younger non-disabled peers, as well as by ambulatory children with physical disabilities compared to their non-ambulatory peers.
Declarative knowledge of ball catching was assessed by a 14-item multiple choice questionnaire. The two groups exhibited very similar declarative knowledge. Moreover, no differences regarding declarative knowledge were found between older and younger non-disabled children or between ambulatory and non-ambulatory children with physical disabilities. Further investigation revealed that the association between procedural and declarative knowledge of ball catching was only moderate.
It was suggested that procedural and declarative knowledge do not develop at the same rate and a deficit in procedural knowledge does not necessarily lead to a deficit in declarative knowledge. The relationship between the two types of knowledge may be more complex than initially hypothesized. (Abstract shortened by UMI.)
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Williams, Morgan. "Exploration of differences in vertical jump performance between typically developing children and those identified with DCD: A kinematic and kinetic analysis." Thesis, Australian Catholic University, 2008. https://acuresearchbank.acu.edu.au/download/f8fdf81187083624d5a761591f5ebfaaf6a0ee31953a25b839d2ffa4ba5488f3/2493253/65144_downloaded_stream_369.pdf.
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This study compared the motor performance of children identified with Developmental Coordination Disorder (DCD) with those of a matched group categorised as typically developing (TD). Based on the existing literature, vertical jumping was the task selected as it is a fundamental movement skill (Gallahue & Ozmun, 2002), and a single optimal coordination pattern has been shown to exist (e.g., Bobbert & van Ingen Schenau, 1998).Within the conceptual framework developed for this enquiry, jump height, the performance outcome, was the highest level variable. Level 2 variables described the centre of mass displacement at key instants during the jumping movement. Level 3 variables identified measures of velocity, force and power, which underpin the movement, and level 4 variables described the countermovement specific to this task. This provided a more thorough analysis than previously reported in DCD literature for jumping. The objective of this study was to identify possible mechanisms of DCD in order to advance the understanding of this impairment. A cross-sectional sample (n = 165) of males and females aged between 5 and 12 years was drawn from a school in Victoria, Australia. Using the Movement-Assessment Battery for Children (M-ABC), 62 children from the sample were identified as having DCD with total impairment scores below the 15th percentile for their age-band (Henderson & Sugden, 1992). From the remaining children assessed, who all scored above the 15th percentile, 62 were matched with the DCD group to form the TD group (n= 62). Participants performed three maximal vertical jumps, standing on a single forceplate. Each child's best vertical jump was analysed using forceplate (700 Hz) and 2D sagittal kinematic data from a single camera video (50 Hz) capture. The results confirmed previous findings that DCD children jump lower than their TD peers, although there was a considerable overlap in motor ability between the groups.;Peak VCOM occurred earlier in the jumping movement in the DCD group, when compared to the TD group. This meant a longer elapsed time from the instant of peak VCOM to take-off, which was attributed to coordination error. The earlier occurrence of peak VCOM in the DCD group could be explained by the lower shank angular velocity at take-off. In addition, the DCD group produced lower jump impulse and peak power. Further probing of the jump height data revealed an interesting relationship between age band and jump height that was gender specific. It was noted that for the DCD males, less than 1% of the variance found in jump height could be accounted for by age-band. In contrast, the explained variance for jump height by age-band was 24% for the TD males. The females showed similar relationships for jump height and age-band in both groups. It was thought that this may reflect physical activity avoidance caused by greater social pressures on boys to be good at sports (e.g., Parker & Larkin, 2003). In addition, a further analysis of the DCD group data was undertaken to compare those who had difficulties in dynamic balance and those who did not. In this analysis, body mass was found to have a significant effect on leg stiffness (Kleg), and when accounted for as a covariate, greater Kleg in the DCD group with dynamic balance difficulties was found. A possible explanation is that for the DCD group with dynamic balance difficulties, the transition from joint flexion to extension during the countermovement was problematic, and resulted in excessive muscle co-activation. This study provides some possible directions for further investigations into coordination issues for DCD children. The time elapsed from peak VCOM to take-off and the shank angular velocities at take-off were identified as key indicators of a poorly coordinated jump.;High levels of Kleg reflected difficulties in the transition from joint flexion to extension during the countermovement in those DCD children with dynamic balance problems. Based on these key variables and others that differentiated between groups a more parsimonious conceptual framework is presented. For future enquiry, a more holistic approach for the study of children with such impairments is recommended. This includes exploring the environment these children are exposed to in order to gain a more thorough understanding of practice and learning effects. Understanding of differences in motor ability requires an expanded framework to include information on genetic and socio-cultural factors, and their impact upon important psychology, physical fitness, nutrition, body composition and physical activity parameters.
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Mackenzie, Samuel. "Effect of bimanual task constraint on grip and load force coordination in hemiplegic cerebral palsy." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 91 p, 2007. http://proquest.umi.com/pqdweb?did=1407494531&sid=9&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Josefsson, Anton. "Barns motorik och fysiska aktivitet - viktiga faktorer för att lyckas i skolan : En studie om grovmotorikens olika påverkan på elever." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144364.
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Barn och vuxna blir allt mindre fysiskt aktiva medborgare vilket i sin tur leder till att hälsan påverkas negativt. Genom att utveckla barn och ungas grovmotoriska förmåga ökas deras fysiska aktivitet vilket i sin tur leder till en bättre hälsa. Forskare visar att idrottslärare har en viktig roll då deras didaktiska kunskaper ger ökad chans till motorisk utveckling hos eleverna och att skolan är en optimal plattform för utvecklingen då många elever endast utövar fysiska aktiviteter i just skolan. Genom mina studier i ämnet idrott och hälsa har jag valt att skriva denna litteraturstudien i just ämnet idrott och hälsa. Litteraturstudien är indelad i tre frågeställningar där den första belyser hur grovmotorik påverkar barn och ungas fysiska förmåga/aktivitet, den andra hur grov motorisk träning/förmåga påverkar elevers skolprestationer och den sista hur den fysiska aktivitetens och motoriska förmågan påverkar elevers självbild. Studien är baserad på elva vetenskapliga artiklar som alla undersökt sambandet mellan grov motorisk förmåga och fysisk aktivitet och dess påverkan på elever på olika sätt. Resultaten visar att en förbättrad grov motorisk förmåga ökar mängden fysisk aktivitet hos barn och unga och att en god grovmotorik kan påverkaelevers skolprestationer positivt. Resultaten visar även att elever med god grovmotorik blir mer socialt accepterade av sina klasskamrater vilket ger en bättre självbild. Det främsta resultatet som framkommit av litteraturstudien är att barn och unga som besitter en god motorisk förmåga kommer tenderar att bli mer fysiskt aktiva än ett barn med sämre motorisk förmåga, barnet kommer även ha en större chans att få ett mer fysiskt aktivt liv.
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Farias, Álvaro Luis Pessoa de. "Nível de desenvolvimento motor em crianças do Ensino Fundamental I da Paraíba /." Rio Claro : [s.n.], 2011. http://hdl.handle.net/11449/100444.
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Orientador: José Angelo BarelaBanca: Maria Teresa Cattuzzo
Banca: Manoel Freire de Oliveira Neto
Banca: Antonio Lisboa Leitão de Souza
Banca: Paula Favaro Polastri Zago
Resumo: Desenvolvimento motor é interpretado como o processo de mudanças que ocorrem no comportamento motor ao longo do ciclo de vida e é caracterizado por mudanças qualitativas, envolvendo as necessidades biológicas subjacentes as ambientais e ocupacionais, que influenciam o desempenho motor e as habilidades motoras dos indivíduos. O objetivo deste estudo foi diagnosticar e descrever o desenvolvimento das habilidades motoras fundamentais de crianças, em idade do Ensino Fundamental I, no Estado da Paraíba. A amostra foi composta por 410 crianças distribuídas nas quatro regiões paraibanas (Mata, Borborema, Sertão e Agreste), sendo 209 meninos e 201 meninas, na faixa etária de 6 a 10 anos. A obtenção dos dados ocorreu na própria escola que a criança estudava, tendo sido as crianças filmadas realizando as habilidades motoras dos subtestes locomotor e controle de objeto do TGMD-2 (Ulrich, 2000). Após a filmagem, a análise dos dados foi feita por três avaliadores devidamente treinados. Os valores brutos referentes ao subteste locomotor realizado em regiões e grupos etários foram diferentes entre os grupos etários, F(4,390)=52,61, p<0,001, entre as regiões, F(3,390)=9,34, p>0,001, e interação entre grupos etários e regiões, F(12,390)=2,41, p>0,01. No controle de objetos, foi observada diferença entre os grupos etários, F(4,390)=58,26, p<0,001, entre as regiões, F(3,390)=13,44, p>0,001, e interação entre os grupos etários e as regiões, F(12,390)=4,07, p<0,001. Nos valores brutos referentes ao subteste locomotor, em função do gênero e grupos etários, foi observada diferença entre os grupos etários, F(4,400)=60,04, p<0,001, porém não revelou diferença entre gêneros, F(1,400)=2,12, p>0.05, e interação entre os grupos etários e os gêneros, F(4,400)=1,57, p>0.05. No controle de objetos... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: Motor development can be understood as a process or as a product. As a process, it is characterized by qualitative changes, influenced by underlying biological needs, environmental and occupational factors that influence motor performance and motor skills of individuals. The goal of this study was to describe the development of fundamental motor skills of children, in Elementary School age, in the state of Paraiba. The sample consisted of 410 children divided into four regions of the state of Paraiba (Mata, Borborema, Sertão, and Agreste), with 209 boys and 201 girls, aging from 6 to 10 years. The data collection occurred at school in which children were enrolled, with the children filmed performing motor skills of the locomotor and object control subtests of the TGMD-2 (Ulrich, 2000). After the video recording, data analysis was performed by three trained raters. Raw scores of the locomotor subtest compared among regions and age groups were different among age groups, F(4,390)=52.61, p<0.001, among regions, F(3,390)=9.34, p>0.001, and interaction between age groups and regions, F(12,390)=2.41, p> 0.01. Regarding the object control, differences were observed among age groups, F(4,390)=58.26, p<0.001, among regions, F(3,390)=13.44, p>0.001, and interaction between age groups and regions, F(12,390)=4.07, p<0.001. Raw scores for the motor subtest regarding gender and age groups, differences were observed among age groups, F(4,400)=60,04, p<0.001, but showed no difference between genders, F(1,400)=2.12, p>0.05, and interaction between age groups and gender, F(4,400)=1.57, p>0.05. Differently, differences were observed for the object control values among age groups, F(4,400)=71.51, p<0.001, between genders, F(1,400)=8,82, p<0,005. The results indicate that the development of fundamental... (Complete abstract click electronic access below)
Doutor
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Fannin, Nicola. "The effects of a small group intervention programme on gross motor and social skills of selected autistic children." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96891.
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Thesis (MA)--Stellenbosch University, 2015.ENGLISH ABSTRACT: Movement plays an important role in a child’s life. Typically developing children develop motor skills as they explore their environment. Motor skills are important, as they contribute to a child’s overall wellbeing, assisting in play, academics, social development and physical activity. These motor milestones developed during childhood, and can be used as indicators of atypical development. Children with a complex neurodevelopmental disorder such as Autism Spectrum Disorder (ASD) show signs of atypical development, as they are recognised as being clumsy and uncoordinated in their gross and fine motor skills. Besides motor delays, parents and caregivers report that children with ASD also exhibit delays in social communication, interaction and repetitive behaviours and interests, during the early stages of development. Research has suggested a possible relationship between motor and social development. For example, motor skills are important as they provide children with the necessary tools to successfully engage in physical activity, socially communicate and interact with peers. Children with ASD, however, participate in physical activity less often than typically developing children which hinders the mastery of motor skills, in turn causing social isolation and further social dysfunction. Interventions are, therefore, necessary to provide children with ASD opportunities to learn the essential gross motor skills, which could help them improve their self-esteem, leading to increased participation in physical activity and further social skill development. The purpose of the current study was to implement a 12-week specialised group intervention programme to improve the gross motor and social skills of selected children diagnosed with ASD between the ages of 8 and 13 years. In the Cape Town area, a governmental school for autistic learners was recruited to take part in this study, as the school divided learners into classes based on their level of autistic function. Therefore, the sample in the current study was a sample of convenience. Two classes (N=7) at the school participated; 1 formed the experimental group (n=4) and the other the control group (n=3). The children completed the Movement Assessment Battery for Children-2 (MABC-2), and parents or legal guardians and teachers of participants filled out the Social Responsiveness Scale-2 (SRS-2) questionnaire. This was done to provide an overview of the children’s fine and gross motor and social skill proficiency. A 12-week group intervention programme was designed and then implemented by the researcher, with the focus on improving overall gross motor proficiency and social skills of participants in the experimental group. The effect of the 12-week group intervention programme was determined by analysing and comparing the pre- to post-test results. The group-time interaction effect was examined to determine if the experimental group presented a different effect from the control group over time. The main findings of the current study showed that the 12-week group intervention programme made significant improvements in the total motor proficiency as well as in the balance subtest of the MABC-2 in children with ASD. Significance was also found within the experimental group in the aiming and catching subtest of the MABC-2. Unfortunately, the current study found no significant improvements after the 12-week group intervention programme in total social skill competency, as well as in all subtests of the SRS-2 in children with ASD. The current study shows the effectiveness of a 12-week group intervention programme on the gross motor skills of children with ASD. The findings also suggest that social skills should be taught alongside motor skills, in order to achieve positive outcomes in both aspects of development. Further investigation is needed with regards to the relationship between motor and social skills, as well as additional examinations as to whether improved motor skills, results in improved social development.
AFRIKAANSE OPSOMMING: Beweging speel ʼn belangrike rol in ʼn kind se ontwikkeling tot ʼn volwaardige volwassene. Kinders sal tipiese motoriese vaardighede aanleer soos hulle hul omgewing verken. Motoriese vaardighede is belangrik omdat dit tot akademiese, sosiale, fisieke, speel aktiwiteite en ʼn kind se algehele welstand bydra. Die mylpale wat gedurende die kinderjare bereik word, is ʼn belangrike aanwyser van atipiese ontwikkeling. Kinders met ʼn komplekse neuro-ontwikkelingsversteuring soos Outisme Spektrum Versteuring (OSV), toon tipies tekens van atipiese ontwikkeling omdat hulle onbeholpe en ongekoördineerd in hul groot en fynmotoriese vaardighede voorkom. Afgesien van motoriese agterstande rapporteer ouers en versorgers dat kinders met OSV gedurende die vroeë kinderjare ook agterstande in sosiale kommunikasie, interaksie en herhalende gedrag en belangstellings toon. Navorsing toon ʼn moontlike verhouding tussen motoriese en sosiale ontwikkeling. Motoriese vaardighede is belangrik omdat dit kinders met die nodige vaardighede toerus om fisieke aktiwiteite suksesvol uit te voer, om te kan speel, om te sosialiseer en om met hulle eweknieë te kan verkeer. Kinders met OSV sal tipies aan minder fisieke aktiwiteite as kinders wat normaal op dié gebiede ontwikkel, deelneem en sodoende sal dit tot verdere sosiale isolasie en sosiale disfunksie aanleiding gee. Intervensies is daarom, belangrik om kinders met OSV geleenthede te bied om die noodsaaklike grootmotoriese vaardighede, wat hul selfagting kan verhoog, hul deelname aan fisieke aktiwiteite kan verhoog en verbetering in sosiale ontwikkeling kan aanmoedig, aan te leer. Die doel van die huidige studie was om met ʼn gespesialiseerde groep intervensieprogram die grootmotoriese en sosiale vaardighede van ʼn geselekteerde groep kinders, tussen die ouderdom van 8 en 13 jaar, wat met OSV, gediagnoseer is te implementeer. Een regeringskool vir Outistiese leerders in die Kaapstad omgewing is geselekteer om aan hierdie studie deel te neem. Omdat die skool die leerders in klasse op grond van hul graad vlak van Outisme verdeel, is daar van ʼn gerieflikheidsteekproef gebruik gemaak. Leerder in twee klasse (N=7) van die skool het deelgeneem; 1 groep was die eksperimentele groep (n=4) en die ander groep (n=3) die kontrolegroep. Die kinders het die Movement Assesment Battery for Children-2 (MABC-2), voltooi en die ouers of die wettige voogde en onderwysers het die Social Responsiveness Scale-2 (SRS=2), vraelys voltooi. Die is gedoen om ʼn oorsig van die kinders se fyn- en grootmotoriese- sowel as sosiale vaardighede te bekom. Die 12-week groep intervensieprogram wat op die algehele verbetering van groot motoriese- en sosiale vaardighede van al die deelnemers in die eksperimentele groep gefokus het, is deur die navorser ontwikkel en geïmplementeer. Die effek van die 12-week groep intervensieprogram is deur die ontleding en vergelyking van die voor- en na-toets data bepaal. Die groep-tyd interaksie-effek is ondersoek om te bepaal of die eksperimentele groep 'n ander effek as die kontrole groep met verloop van tyd toon het. Die belangrikste bevindinge van die huidige studie het getoon dat die 12-week groep intervensieprogram aansienlike verbeteringe in die totale motoriese vaardigheid, sowel as in die balans sub-toets van die MABC-2, by kinders met OSV te weeg gebring het. Betekenis is ook binne die eksperimentele groep by die mik- en vang sub-toets van die MABC-2 gevind. Ongelukkig is geen betekenisvolle verbeteringe in sosiale vaardighede, sowel as in al die sub-toetse van die SRS-2 by die kinders met OSV gevind nie. Die huidige studie het die doeltreffendheid van 'n 12-week groep intervensieprogram op die grootmotoriese vaardighede van kinders met OSV getoon. Die bevindinge dui ook daarop dat sosiale vaardighede saam met motoriese vaardighede aangeleer moet word, om sodoende positiewe uitkomste in beide aspekte van ontwikkeling te kan bereik. Verdere navorsing met betrekking tot die verhouding tussen motoriese en sosiale vaardighede is nodig, sowel as verdere navorsing om te bepaal of verbeterde motoriese vaardighede ʼn verbetering in sosiale ontwikkeling sal toon.
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何翠頤 and Chui-yee Cherri Ho. "The development of antigravity postures in infants." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31215269.
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Breslin, Casey Marie Rudisill Mary E. "Effects of visual supports on the performance of the Test of Gross Motor Development (Second Edition) by children with autism spectrum disorder." Auburn, Ala, 2009. http://hdl.handle.net/10415/1739.
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Ho, Chui-yee Cherri. "The development of antigravity postures in infants /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19473059.
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Robinson, Leah E. "Getting an "Active Start" the effect of project SKIP on object control skills in preschoolers who are disadvantaged /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180907566.
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Kerr, Roberta Ellen Kerr. "Evaluation of the Ability for Children ages 5-11 Years Old to Brush Their Teeth Effectively." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1497166437539908.
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