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Sentani, Muchamad Rizki, Tatang Muhtar, and Agus Mahendra. "Pengaruh Motor Cognitive Coordination Training Terhadap Motor Coordination dan Working Memory Pada Atlet Junior." Jurnal Terapan Ilmu Keolahragaan 4, no. 2 (October 14, 2019): 84–90. http://dx.doi.org/10.17509/jtikor.v4i2.18711.
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Tujuan dari penelitian ini untuk mengetahui apakah ada pengaruh dari programpermainan motor cognitive coordination training terhadap motor coordination danworking memory. Metode penelitian ekperimen dengan desain pretest-posttest controlgroup design digunakan dalam penelitian ini. Hasil penelitian menunjukan bahwaprogram latihan motor cognitive coordination training memiliki pengaruh yangsignifikan terhadap motor coordination dan working memory pada atlet junior.Selanjutnya pelatih menggunakan program latihan motor cognitive coordinationtraining untuk meningkatkan performa motor skill dan cognitive skill pada atlet junior.The purpose of this study is to find out whether there is an influence of the motor cognitive coordination training program on coordination motors and working memory. The experimental research method with the design of the pretest-posttest control group design was used in this study. The results showed that the coordination training cognitive-motor training program had a significant effect on coordination motors and working memory in junior athletes. Furthermore, the trainers used the cognitive training coordination training program to improve the performance of motor skills and cognitive skills in junior athletes.
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Soroka, Andrzej. "The Most Important Motor Coordination Skills in the Goalkeepers’ Training." PHYSICAL EDUCATION, SPORTS AND HEALTH CULTURE IN MODERN SOCIETY, no. 4 (2017): 122–27. http://dx.doi.org/10.29038/2220-7481-2017-04-122-127.
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Setiawan, Lili, Yudy Hendrayana, and Agus Mahendra. "Pengaruh program motor cognitive coordination training terhadap gross motor skill dan working memory dalam pendidikan jasmani." Jurnal Penelitian Ilmu Pendidikan 13, no. 2 (November 1, 2020): 94–109. http://dx.doi.org/10.21831/jpipfip.v13i2.29279.
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AbstrakMotor cognitive coordination training merupakan sebuah konsep latihan multimodel yang mengkombinasikan aktivitas fisik dengan stimulasi kognitif. Tujuan utama dari penelitian ini adalah untuk mengetahui pengaruh motor cognitive coordination training terhadap gross motor skill dan working memory dalam pendidikan jasmani di sekolah dasar. Sampel dalam penelitian ini adalah siswa SD Negeri Leles I (kelompok control) dan SD Negeri Leles III (kelompok treatment) yang terlibat aktif dalam aktivitas pembelajaran akademis pada anak usia 9-10 tahun. Metode yang digunakan dalam penelatian ini adalah the matching only-pretest-posttest control group design. Instrumen yang digunakan yaitu test gross motor development (TGMD-3) untuk mengukur 13 keterampilan motorik mendasar, dibagi lagi menjadi dua sub-skala yaitu Keterampilan Lokomotor dan Object Control. Sedangkan Digit Span Test untuk mengukur daya ingat (working memory). Hasil penelitian menunjukan bahwa pengaruh motor cognitive coordination training dalam program aktivitas pendidikan jasmani lebih baik dibandingkan program aktivitas pendidikan jasmani terhadap peningkatan gross motor skill dan working memory siswa di sekolah dasar. Penelitian ini mengungkapkan program gerak yang dapat meningkatkan kemampuan kognitif dan motorik anak, salah satunya dengan menerapkan program motor cognitive coordination training. The influence of motor cognitive coordination training program on gross motor skill and working memory of physical educationMotor cognitive coordination training is a multimodel exercise concept that combines physical activity with cognitive stimulation. The purpose of this study is to find out whether there is an influence from the motor cognitive coordination training program on gross motor skill and working memory of physical education in elementary school. The sample in this study were students of Leles I Elementary School (control group) and Leles III Elementary School (treatment group) who were actively involved in academic learning activities in children aged 9-10 years. This research uses the matching only-pretest- posttest control group design as a method and uses of instrument like test gross motor development (TGMD-3) to measure 13 basic motor skills, subdivided into two subscales namely Locomotor Skills and Object Control. While Digit Span Test to measure memory (working memory). The results showed the effect of motor coordination on cognitive training in physical education activity programs is better than physical education activity programs against increasing gross motor skills and working memory of students in elementary school. This research explains the important of program which can increase cognitive and motoric skill of students, like apply motor cognitive coordination program.
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Ghorbani, Saeed, and Andreas Bund. "Throwing Skills." Perceptual and Motor Skills 124, no. 2 (January 24, 2017): 502–13. http://dx.doi.org/10.1177/0031512517689972.
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Traditionally, motor learning scientists have evaluated the process of learning a new motor skill by considering the skill as a whole. Yet, motor skills comprise various phases, and in the motor learning literature, it is not clear whether new learners show similar or different learning across various phases. We provide exploratory data on learning movement phases by novices, using baseball pitching as the learning task. Eight participants (four male, four female, M age = 23.7 years, SD = 2.4) performed five trials each in the pretest followed by three blocks of 10 trials each in the acquisition phase. Finally, two retention tests of five trials were conducted by each participant 10 minutes and seven days after the last acquisition block, respectively. Intra- and interlimb coordination of upper and lower body segments were measured as dependent variables. We found significant differences between the stride phase and the other phases at pretest, during the acquisition phase, and on both retention tests across all kinematic variables. Participants experienced more trouble coordinating the stride phase than the other phases of pitching, perhaps because the stride phase is the only phase in which the participants had to move their upper and lower body parts simultaneously. We discuss implications for motor learning generally.
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Ahadin, Ahadin. "KAPASITAS PERKEMBANGAN KEMAMPUAN MOTORIK PADA ANAK USIA TAMAN KANAK-KANAK." Jurnal Pesona Dasar 7, no. 2 (October 4, 2019): 26–37. http://dx.doi.org/10.24815/pear.v7i2.14756.
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Motor ability is an individual capacity to develop the ability of the skills that are possessed in an effort to heighten or accelerate the mastery of a skill. Individual capacities that are motor capability consist of: speed (speed), agility, power, balance (balance), flexibility (flexibility), and coordination (coordination). Motor development is a change in motor behaviour that occurs because of maturity and child interaction with the environment. Maturity is a change that occurs in the body within a period of time. While the environment consists of: family, friends play, and community environment. The function of motor capability for children in kindergarten is to promote labor, facilitate, accelerate in the mastery of various motor skills studied. Motor skills are a child's ability to display or demonstrate a skill. Motor capability occurs or is acquired through an integrated or associated process along with an exercise or enhancement through experience. Motor capability will occur with a change from time to time relatively permanent in the capacity to showcase a skilled motor skill.
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Ghaheri, Banafsheh, Shahzad Tahmasebi Boroujeni, Mehdi Shahbazi, and Ahmad Reza Arshi. "Dynamic Evaluation of Motor Coordination and Variability in Children With Developmental Coordination Disorder." Journal of Arak University Medical Sciences 24, no. 6 (March 13, 2022): 4. http://dx.doi.org/10.32598/jams.24.6.6188.2.
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Background and Aim: Evaluating variability can help to investigate the process underlying motor coordination problems. The current study aimed to measure motor coordination and its variability in children with Developmental Coordination Disorder (DCD). Moreover, the symmetry of motor coordination variability in these children and the relation between motor skills and variability were explored. Materials and Methods: After evaluating motor skills in children, aged 7-10 years using Movement Assessment Battery for Children-2 (MABC-2), 15 children with DCD and 20 non-DCD children performed a bilateral coordination task. Using motion capture system, motor coordination and variability were recorded and calculated by computing continuous relative phase and its standard deviation, respectively. Ethical Considerations: The study with an ethical code of IR.UT.SPORT.REC.1396030 was approved by Ethics Committee of Faculty of Physical Education and Sport Sciences of University of Tehran. Findings: Children with DCD showed significantly higher variability, while there was no significant difference between the groups in performing the coordination task. Moreover, the variability of motor coordination was found asymmetrical in children with DCD. Finally, more variability was shown to be accompanied with lower score in motor skills of the participants. Conclusion: The current study shows the necessity of employing assessments related to underlying process of movement coordination such as variability, which can help to provide more comprehensive understanding of motor patterns of children with DCD and the strategies that they adopt to execute and produce movement.
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Matarma, Tanja, Hanna Lagström, Eliisa Löyttyniemi, and Pasi Koski. "Motor Skills of 5-Year-Old Children: Gender Differences and Activity and Family Correlates." Perceptual and Motor Skills 127, no. 2 (January 20, 2020): 367–85. http://dx.doi.org/10.1177/0031512519900732.
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It is unclear why there may be gender differences in the motor skills of same aged children. We compared motor skill competence of 5-year-old boys and girls ( n = 712) and examined whether variations in time spent in different types of activities and in family-related variables were associated with motor skills. We measured motor skills with the Bruininks–Oseretsky Test, Second Edition short form, and we used parental questionnaires to measure behavioral and family-related variables. Girls outperformed boys on most motor skills tasks, as eight of 14 tests showed statistically significant gender differences ( p < .001). In addition, drawing or doing handicrafts for 60 minutes or more per day was positively associated with fine motor control ( p < .001). Father’s higher education was associated with the children’s better body coordination ( p = .020). Finally, both attending day care ( p = .017) and outdoor physical activity for 60 minutes or more per day ( p = .034) were positively associated with strength and agility. We found no associations between manual coordination and either daily activities or family-related variables. Time spent in different activities of young children should be recognized as a means of enhancing the development of fundamental motor skills.
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Tsapakidou, Aggeliki, Anastasia Alevriadou, and Vasilis Kontochristos. "Review of Upper Limb Motor Coordination (Handling Skills) in Students with Specific Learning Disabilities." Paripex - Indian Journal Of Research 3, no. 3 (January 15, 2012): 146–48. http://dx.doi.org/10.15373/22501991/mar2014/51.
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Soltanikouhbanani, Sakineh, and Somaye Zarenezhad. "The Effectiveness Perceptual Skills Rebuilding Program on Improving Motor Problem in Student With Developmental Coordination Disorder." Scientific Journal of Rehabilitation Medicine 10, no. 4 (September 1, 2021): 680–93. http://dx.doi.org/10.32598/sjrm.10.4.6.
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Background and Aims: Developmental coordination disorder is one of the most obvious deficiencies in the development of motor skills in primary school children. The aim of this study was to investigate the effect of perceptual skills program on improving motor problems in children with developmental coordination disorders in elementary students. Methods: The research was quasi-experimental with a pretest-posttest design. The statistical population includes all students (age range 7-9 years) in the city of Mashhad who had referred to rehabilitation centers in this city in 1396 and their number was 40 people. After identifying students with developmental coordination disorder, 20 of them were randomly selected to receive training and trained for 16 sessions of 30 minutes. The instruments used in the study were Developmental Coordination Disorder Questionnaire Version 7 for Parents (DCDQ-7), Wechsler Intelligence Test for Children (short form) and Broninex-Ozertsky Motor Skills Test. Results: Analysis of statistical results showed that reconstruction of perceptual skills had a significant effect on the growth of perceptual-motor macro performance (P<0.001, F= 51.25 ) perceptual-motor equilibrium performance (P<0.001, F= 25.11). And fine motor perceptual function( P<0.001, F= 42.32) in children with developmental coordination disorder, and the results of the study indicate a significant effect of perceptual exercises on motor skills of subjects in the experimental group compared to the group. It was control. Conclusion: The present study showed that perceptual skills training can have useful and significant applications for improving motor problems in children with developmental coordination disorders and can provide various and valuable services for assessment, educational methods and treatment of these children.
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Kioumourtzoglou, Efthimis, Vasiliki Derri, George Tzetzls, and Yannis Theodorakis. "Cognitive, Perceptual, and Motor Abilities in Skilled Basketball Performance." Perceptual and Motor Skills 86, no. 3 (June 1998): 771–86. http://dx.doi.org/10.2466/pms.1998.86.3.771.
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The differences among athletes of differing skill should assist successful identification and selection of the best athletes in a specific sport. For the purpose of this study, a laboratory study was conducted with a group of 13 men on the elite male national team of basketball players, 22 to 23 years of age, and a control group of 15 men of equal age (physical education class) to assess differences in their scores on cognitive skills (memory-retention, memory-grouping analytic ability), perceptual skills (speed of perception, prediction, selective attention, response selection), and motor skills (dynamic balance, whole body coordination, wrist-finger dexterity, rhythmic ability). Analysis showed that elite male basketball players scored higher on hand coordination and lower on dynamic balance given their anthropometric measurements. Elite players were better on memory-retention, selective attention, and on prediction measures than the control group. The above skills are important in basketball performance. Researchers may examine whether other factors contribute more in the development of perceptual and cognitive skills.
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Pila-Nemutandani, Refilwe Gloria, Basil Joseph Pillay, and Anneke Meyer. "Gender and hand dominance on fine motor skills among Grade 1–7 learners with attention-deficit hyperactivity disorder." South African Journal of Psychology 50, no. 1 (May 15, 2019): 92–102. http://dx.doi.org/10.1177/0081246319846076.
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Children diagnosed with attention-deficit/hyperactivity disorder encounter difficulties in many activities in their daily lives that require motor coordination skills. The aim of this study was to establish whether children with attention-deficit/hyperactivity disorder have deficits in fine motor skills. Eighty male and female learners diagnosed with attention-deficit/hyperactivity disorder matched with 80 non-attention-deficit/hyperactivity disorder from the North West and Limpopo provinces (South Africa), aged 7–13 years, participated in the study. All participants completed the grooved pegboard test, the maze coordination task, and the finger tapping test. These instruments measure various functions of motor speed and eye–hand coordination. The findings reveal that children with attention-deficit/hyperactivity disorder performed significantly poorer than the control group with regard to the grooved pegboard and maze coordination tasks, but not with the finger tapping task. There were no gender differences in all the tests. Performance on the maze coordination task with the non-dominant hand was poorer for the attention-deficit/hyperactivity disorder group with regard to the time taken to complete the task. However, no hand dominance differences were found on the grooved pegboard and finger tapping tests. The study revealed a relationship between attention-deficit/hyperactivity disorder symptomatology and motor problems with regard to complex tasks of accuracy, but not on a simple task of motor speed. It is, therefore, recommended that since children with attention-deficit/hyperactivity disorder show motor deficiencies, motor skill training should be considered as part of the intervention, as these skills are needed for many daily activities and academic competencies.
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Knežević, Dora. "Motor abilities of children with childhood apraxia of speech." Hrvatska revija za rehabilitacijska istraživanja 58, no. 2 (December 22, 2022): 81–91. http://dx.doi.org/10.31299/hrri.58.2.5.
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Previous studies on fine and gross motor skills of children with childhood apraxia of speech (CAS) have reported inconclusive results. In this study, we investigate the motor abilities of children with CAS by focusing on three distinct motor factors: control during movement, fine motor skills/handwriting, and general coordination. Participants included 25 children with CAS and 20 age-matched typically developing (TD) children between the ages of 5 and 7 years. Motor abilities were evaluated using a parent questionnaire - the Croatian version of The Developmental Coordination Disorder Questionnaire (DCDQ-HR). Compared to age-matched TD children, those with CAS showed significantly poorer overall motor ability based on the DCDQ-HR, as well as on all three motor factors: control during movement, fine motor skills/handwriting, and general coordination. Even though their results were worse than TD children, they were still within the range that indicates normal motor abilities. Among the three motor factors considered, children with CAS exhibited significant problems with fine motor skills/handwriting. Children with CAS may not be categorised as children with motor deficits, but they exhibit poor overall motor abilities, especially fine motor skills, compared to TD children. This study supports the premise that co-occurring language impairment is an important variable to consider when discussing motor abilities in CAS.
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Balayi, Esmail, and Parisa Sedaghati. "The Effect of Combined Core Stability and Coordination Exercises on the Motor Skills of Intellectual Disability With DCD." Physical Treatments: Specific Physical Therapy Journal 11, no. 4 (October 1, 2021): 249–60. http://dx.doi.org/10.32598/ptj.11.4.496.1.
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Purpose: Developmental Coordination Disorder (DCD) is common among intellectual disability children that can worsen motor problems, especially motor skills. The purpose of the study was to examine the effect of combining core stability exercises with coordination exercises on motor proficiency of intellectual disability children with DCD. Methods: The population was boys with intellectual disability and DCD studying in Golestan School of Tabriz randomly that were divided into two groups of 15 subjects in the experimental group and 15 in the control group. Motor skills were evaluated using the Bruininks-Oseretsky Test of Motor Proficiency-Short Form in the pre- and post-test. The experimental group performed three sessions (every week) of 60 minutes of combined core stability with coordination training for eight weeks. SPSS v. 21, dependent t-test, and analysis of covariance at the significance level of P<0.05 were used for statistical analysis. Results: Comparing the means of the two groups showed a positive significant difference in running speed and agility (P=0.001), balance (P=0.001), two-way coordination (P=0.001), strength (P=0.001), upper limb coordination (P=0.001), response speed (P=0.001), speed motor vision control (P=0.001), upper limb agility (P=0.001), and the overall gross and fine motor skills scores (P=0.001) and the combined score of the short scale (P=0.001). Conclusion: The results indicated that combining core stability with a coordination training program can be used to enhance the motor skills of DCD children with intellectual disabilities. Thus, sports coaches and experts, and specialists in other related fields are recommended to use these exercises to enhance the gross and fine motor skills of students with intellectual disabilities, especially those with DCDs.
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Zapała, Dariusz, Emilia Zabielska-Mendyk, Andrzej Cudo, Marta Jaśkiewicz, Marcin Kwiatkowski, and Agnieszka Kwiatkowska. "The Role of Motor Imagery in Predicting Motor Skills in Young Male Soccer Players." International Journal of Environmental Research and Public Health 18, no. 12 (June 10, 2021): 6316. http://dx.doi.org/10.3390/ijerph18126316.
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The study aimed to find out whether the imagery ability within the two subcomponents of motor imagery (visual and kinesthetic) allows predicting the results in simple response time task and eye–hand coordination task in a group of young male soccer players (9–15 years old). Non-specific simple response time and eye–hand coordination play a key role in predicting specific sports performance level. Participants performed Reaction Time Task, Eye–Hand Coordination Task, and completed Motor Imagery Questionnaire–Revised. Data were submitted to the structural equations analysis based on the maximum likelihood method in order to estimate a structural model of relationship between variables. Results indicate visual rather than kinesthetic motor imagery is associated with non-specific motor skills. Higher scores on the visual motor imagery scale were observed to correlate with faster reaction times and better coordination in the study group. This supports the idea that during learning a new perceptual-motor-task the visual control is required. Results provide the evidence for the specific role of the third-person perspective imagery in young athletes playing soccer.
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Kioumourtzoglou, Efthimis, Vassiliki Derri, Olga Mertzanidou, and George Tzetzis. "Experience with Perceptual and Motor Skills in Rhythmic Gymnastics." Perceptual and Motor Skills 84, no. 3_suppl (June 1997): 1363–72. http://dx.doi.org/10.2466/pms.1997.84.3c.1363.
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Based on the notion of measuring motor performance, an experiment with three groups of 20 elite rhythmic gymnasts ( N = 60), 9 to 10 yr., 11 to 12 yr., and 13 to 15 years of age (national level), with children of the same size and age was conducted, to identify the important abilities for the achievement of excellence in this sport. Motor abilities (whole-body coordination, dynamic balance, static balance, sense of kinesthesis, whole-body movement time, and eye-hand coordination) as well as perceptual abilities (whole-body reaction time, anticipation of coincidence, and depth perception) were compared. Analysis showed that scores on measures of whole-body coordination, dynamic balance, and static balance were higher for elite groups of athletes than for corresponding control groups. Moreover, elite athletes in the oldest group scored higher than those in the youngest group on anticipation of coincidence, on eye-hand coordination, and on static balance. These findings indicate the presence of systematic differences between elite athletes and nonathletes on motor abilities related to experience in this sport.
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Čičirkaitė, Florinta. "Do 5-6-Year-Old Girls Who Attend Gymnastics Achieve Better Motor Skills’ Assessment Results Compared to those Who Do Not Attend Gymnastics." Reabilitacijos mokslai: slauga, kineziterapija, ergoterapija 2, no. 27 (October 7, 2022): 68–74. http://dx.doi.org/10.33607/rmske.v2i27.1263.
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Background. Children become less involved in various activities, and physical inactivity may negatively affect motor development. Motor skills are important for a child’s development, so it is very important to know and track motor skills development. One of the methods for assessing motor skills is Bruininks – Oseretsky (BOT-2) test. The aim. to determine and compare the motor skills of 5–6-year-old girls who attend and do not attend gymnastics classes. Methods. 5-6 years girls participated in the study. We collected 15 who attended gymnastics classes and 15 age-matched controls. Gross motor skills were assessed using Bruininks-Oseretsky (BOT-2) test kit. Results. Bilateral coordination, balance, running speed and agility, upper-limb coordination, and strength of girls attending gymnastics classes were significantly higher (p <0.05) compared to girls not attending gymnastics. Conclusions. Attending gymnastics classes significantly improved motor skills of 5–6-year-old girls. Keywords: motor skills, preschool children, BOT-2.
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Mujkić, Almira, and Zlata Paprić. "THE INFLUENCE OF THE EXERCISES OF GROSS AND FINE MOTOR SKILLS ON VISUO-MOTOR COORDINATION OF THE CEREBRAL PALSY CHILDREN." Journal Human Research in Rehabilitation 3, no. 2 (September 2013): 19–22. http://dx.doi.org/10.21554/hrr.091301.
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Visuomotor coordination is reffered to eye coordination and to various parts of the body in different activities and games. The aim of the research was to establish the influence of the exercises of gross and fine motor skills on visuomotor coordination of the cerebral palsy children. The sample was the case study where a male person of 3 and a half years old was an examinee. Measuring instrument used was the Test of visuomotor coordination of the gross motor skills of the dominant hand. Data were analyzed by t-test.
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Dere, Zeynep. "Analyzing the Early Literacy Skills and Visual Motor Integration Levels of Kindergarten Students." Journal of Education and Learning 8, no. 2 (March 3, 2019): 176. http://dx.doi.org/10.5539/jel.v8n2p176.
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Early childhood education aims to support children’s whole development and their school readiness. Children develop a knowledge about reading, writing and learning before elementary school. This knowledge is called early literacy and it’s a key factor for school readiness. This study delves to investigate the early literacy skills of children and their visual motor integration. For this purpose, kindergarten students’ level of early literacy skills and visual motor integration was determined and the correlation between the two was analyzed. Eighty children at the age of five (40 females and 40 males) attending kindergarten were purposively chosen. In the study, 38% of the participants in the kindergarten was in the inadequate level of early literacy skills and 62% was in the instructional level. Children in the instructional level also showed that they had better visual motor coordination skills as well. These children presented better visual motor coordination skills in the fine manipulative skills category, print awareness category, and expressive and receptive language skills category. It was seen that visual motor integration development is a valuable factor to supports kindergarten children’s early literacy skills. For this reason, children’s visual motor coordination skills should be taken into consideration and supported for their early literacy skills development.
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Ruiz-Esteban, Cecilia, Jaime Terry Andrés, Inmaculada Méndez, and Ángela Morales. "Analysis of Motor Intervention Program on the Development of Gross Motor Skills in Preschoolers." International Journal of Environmental Research and Public Health 17, no. 13 (July 7, 2020): 4891. http://dx.doi.org/10.3390/ijerph17134891.
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This study aimed to investigate the influence of a structured movement activity program on the motor development of children aged three to five years attending preschool. Participants were 136 preschool students with normative development at three to four years old who lived in the Region of Murcia (Spain). The McCarthy Children’s Psychomotricity and Aptitude Scales (MSCA) battery of psychomotor tests was used to evaluate the motor development profiles of preschoolers before and after the intervention. The sample was divided into two groups: an intervention group (28 students) and a comparison group (108 students). A structured 24 week physical education program was used in the intervention group. An experiential program based on free play was used in the comparison group during the same period. Preschoolers in both groups got a significant improvement in the contrast of pre-intervention with post-intervention in limb coordination. Statistically significant differences in the post-intervention measurements between the comparison group and the intervention group on arm and leg coordination were observed, whereby the intervention group presented higher arm coordination values (F1,134 = 14,389, p = 0.000, η2 = 0.097) and higher leg coordination values (F1,134 = 19,281, p = 0.000, η2 = 0.126) than the comparison group. It was pointed out that structured physical activity education is better educational methodology than free play to achieve adequate motor development in preschool children.
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Ozkur, Fatma, and Gokhan Duman. "Analyzing the Embedded Learning-Based Movement Education Program’s Effects on Preschool Children’s Visual-Motor Coordination and Self-Regulation." Journal of Education and Learning 8, no. 5 (September 20, 2019): 193. http://dx.doi.org/10.5539/jel.v8n5p193.
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Preschool children’s visual-motor coordination skills are very valuable for their academic and social learnings. Using these skills, children have a broad movement repertoire, display better academic skills, participate in classroom activities and social relations, and develop self-regulation. Self-regulation is required for children to set their goals, purposeful planning, monitoring, and adapting. Children are natural players and they enjoy to move and play. Early childhood programs should consider supporting the visual-motor coordination in joint play situations to enhance children’s behaviors. This study used movement activities designed with embedded learning instruction to create cooperative play and increased group interactions among children. The purpose of this research was to analyze the embedded learning-based movement education program’s effects on preschool children’s visual-motor coordination and self-regulation development. For this purpose, an experimental research design with pretest-posttest, control group constructed. Control group children followed their traditional (MoNE, 2013) preschool education program while the experiment group pursued embedded learning-based movement education. Results indicated that both groups of children had significantly better (p.≤.0.05) visual-motor coordination and self-regulation skills. The difference was greater in experience group of children and the correlation was stronger between visual-motor coordination and self-regulation. It has been found that embedded learning-based movement education program positively affected preschool children’s visual-motor coordination and self-regulation.
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Van Niekerk, Lizl-Louise, Dorita Du Toit, and Anita E. Pienaar. "The correlation between motor proficiency and physical activity in Senior Phase learners in the Potchefstroom area." Health SA Gesondheid 21 (October 11, 2016): 348–55. http://dx.doi.org/10.4102/hsag.v21i0.990.
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Background: One of the risks associated with low physical activity levels is the insufficient development of motor proficiency, which in turn has an impact on participation in physical activity and sport during adolescence.Objectives: To determine the relationship between motor proficiency and physical activity levels in adolescent Senior Phase learners in Potchefstroom, South Africa. No literature exists on the relationship between motor proficiency and physical activity levels among South African adolescents.Method: A total of 239 13- to 14-year-old learners were assessed using the Bruininkse Oseretsky Test of Motor Proficiency 2 (BOT-2) for motor proficiency, and the International Physical Activity Questionnaire (IPAQ) for physical activity levels. Data analysis included descriptive statistics, Spearman correlation coefficients and effect sizes.Results: Statistically and practically significant correlations were found between the total BOT-2 score and the physical activity levels of the total group, as well as the boys and the girls respectively. Fine motor coordination correlated with physical activity levels in the girls, while manipulation coordination correlated with the physical activity levels of the total group and the boys. The body coordination skill of jumping in place and the strength test items showed strong correlations with physical activity in all the groups.Conclusion: The motor skills of Senior Phase learners, especially coordination and strength skills, should be developed and maintained in the Physical Education curriculum to enhance physical activity levels.
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Shaw, P., D. Weingart, T. Bonner, B. Watson, M. T. M. Park, W. Sharp, J. P. Lerch, and M. M. Chakravarty. "Defining the neuroanatomic basis of motor coordination in children and its relationship with symptoms of attention-deficit/hyperactivity disorder." Psychological Medicine 46, no. 11 (June 10, 2016): 2363–73. http://dx.doi.org/10.1017/s0033291716000660.
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BackgroundWhen children have marked problems with motor coordination, they often have problems with attention and impulse control. Here, we map the neuroanatomic substrate of motor coordination in childhood and ask whether this substrate differs in the presence of concurrent symptoms of attention-deficit/hyperactivity disorder (ADHD).MethodParticipants were 226 children. All completed Diagnostic and Statistical Manual of Mental Disorders, fifth edition (DSM-5)-based assessment of ADHD symptoms and standardized tests of motor coordination skills assessing aiming/catching, manual dexterity and balance. Symptoms of developmental coordination disorder (DCD) were determined using parental questionnaires. Using 3 Tesla magnetic resonance data, four latent neuroanatomic variables (for the cerebral cortex, cerebellum, basal ganglia and thalamus) were extracted and mapped onto each motor coordination skill using partial least squares pathway modeling.ResultsThe motor coordination skill of aiming/catching was significantly linked to latent variables for both the cerebral cortex (t = 4.31, p < 0.0001) and the cerebellum (t = 2.31, p = 0.02). This effect was driven by the premotor/motor cortical regions and the superior cerebellar lobules. These links were not moderated by the severity of symptoms of inattention, hyperactivity and impulsivity. In categorical analyses, the DCD group showed atypical reduction in the volumes of these regions. However, the group with DCD alone did not differ significantly from those with DCD and co-morbid ADHD.ConclusionsThe superior cerebellar lobules and the premotor/motor cortex emerged as pivotal neural substrates of motor coordination in children. The dimensions of these motor coordination regions did not differ significantly between those who had DCD, with or without co-morbid ADHD.
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MARTÍNEZ, Paulina Yesica OCHOA. "Pedagogical Strategies for Gross and Fine Motor Skills Learning Through Physical Education: Intervention in Students with Hearing Impairment." Revista Brasileira de Educação Especial 26, no. 4 (October 2020): 567–70. http://dx.doi.org/10.1590/1980-54702020v26e0063.
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ABSTRACT: The objective of this study was to evaluate the effect of a program that used pedagogical strategies for gross and fine motor skills learning through Physical Education in students with hearing impairment. Fifteen students diagnosed with hearing impairment, with 7.7 ± .3 years old (men n = 9 and women n = 6), took part in a five-month program of 40 Physical Education sessions with pedagogical strategies for gross and fine motor skills learning, in which they communicated through the Mexican Sign Language. The Battelle Developmental Inventory was utilized before and after the program to measure tests of body coordination, locomotion, fine motor skills and perceptual ability, which determine gross and fine motor skills scores. Statistical analysis was performed using the student’s t-test for related samples, reporting significant differences in the gross motor skills score (p = .001) and fine motor skills score (p = .001) before and after the intervention. The percentage change was of 21.1 Δ% and 19.2 Δ% respectively. Participation for five months in a Physical Education program positively influences gross and fine motor skills coordination in students with hearing impairment.
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Hasanbegović, Said, and Mirela Osmanović. "THE FACTOR STRUCTURE OF MOTOR SKILLS AND KNOWLEDGE OF THE FEMALE STUDENTS OF THE FIRST YEAR OF SECONDARY SCHOOL." Journal Human Research in Rehabilitation 2, no. 1 (April 2012): 44–50. http://dx.doi.org/10.21554/hrr.041208.
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The aim of this research is to determine the latent space of motor skills and knowledge of the female students of the first year of secondary school. This study included 120 girls, and it was conducted at the end of the school year, after the realization of the regular physical education classes. According to nine tests aimed to evaluate motor skills and 16 more to assess motor knowledge, factors that define the latent space of motor skills of the test group were isolated by factor analysis, which shows in what way this program influenced the development of the test area. The agility and frequency of movement factor, as well as the factor of explosive strength were isolated in the motor skills area, which indicates that the standard program does not provide the development of fine motor skills in subjects. There were also isolated factors such as: the factor of average motor skills in the manipulation of the ball, the random factor of motor coordination, manual manipulation factor with the ball and the factor of insufficient movement coordination, from which it can be concluded that there is no logical development dimension in this area, nor proper development of motor skills.
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Toole, Tonya, and Judith C. Kretzschmar. "Gender Differences in Motor Performance in Early Childhood and Later Adulthood." Women in Sport and Physical Activity Journal 2, no. 1 (April 1993): 41–71. http://dx.doi.org/10.1123/wspaj.2.1.41.
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The purposes of this review article are to: 1) present empirical studies which have compared the development of motor skills for boys and girls in the early childhood years, 2) present studies which have made gender comparisons for similar and related motor skills for older adults, and 3) make comparisons between the younger and older age group literature in terms of gender and causal factors contributing to gender differences. It was concluded that: 1) young boys and older men are superior to young girls and older women in power-dependent skills. Biological and environmental factors were discussed as they relate to gender differences in one power-dependent skill, throwing, throughout the life-span, and 2) young girls excel at hopping, skipping, hand-eye coordination, limb and body control, and balance tasks compared to young boys. Of these tasks, balance and hand-eye coordination are the only skills which are typically measured for young children and older adults. For balance in older age, the results are equivocal but suggestions were made for understanding why women may have lost their performance advantage in older adulthood. For hand-eye coordination, women are not clearly better than men as they were in youth. Reasons for life-span changes are suggested.
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Khodaverdi, Zeinab, Abbas Bahram, Hassan Khalaji, Anoshirvan Kazemnejad, Farhad Ghadiri, and Wesley O’Brien. "Motor Competence Performances Among Girls Aged 7–10 Years: Different Dimensions of the Motor Competence Construct Using Common Assessment Batteries." Journal of Motor Learning and Development 9, no. 2 (August 1, 2021): 185–209. http://dx.doi.org/10.1123/jmld.2020-0030.
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This paper aimed to investigate different dimensions of motor competence (MC) by using four commonly administered MC assessment tools (Test of Gross Motor Development-3, Bruininks-Oseretsky Test of Motor Proficiency-2 Short Form, Körperkoordinationtest Für Kinder, and Movement Assessment Battery for Children-2) in a sample of 184 girls (Mage = 8.61 years; SD = 1.21 years). This is the first study of its kind to shed light on different dimensions of MC, identifying them through rigorous and robust statistical analysis. The Delphi method was used to select the dimensions of MC. Confirmatory factor analysis was used to assess whether the dimensions loaded onto the same construct (i.e., MC). Face and content validity identified three dimensions of MC: fundamental motor skills, gross motor coordination, and motor abilities. Confirmatory factor analysis indicated an adequate fit for the final MC model with three dimensions. In this model, fundamental motor skills, gross motor coordination, and motor abilities loaded on the MC construct. The data reported present a revised definition of holistic MC, which comprises the level of motor abilities (physical proficiency and perceptual motor abilities) as well as gross motor coordination and fundamental motor skills proficiency, which underlie the performance of a wide range of tasks, including fine and gross motor activities in daily life.
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Gencheva, N., D. Stefanova, and M. Angelcheva. "THE EFFECT OF THERAPEUTIC RIDING ON SOME MOTOR SKILLS IN CHILDREN WITH ASPERGER'S SYNDROME." Trakia Journal of Sciences 19, Suppl.1 (2022): 422–28. http://dx.doi.org/10.15547/tjs.2021.s.01.062.
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Asperger syndrome (AS) is a developmental disorder associated with autism, characterized by repetitive behaviour, significant movement disturbance, including some poor motor skills and clumsiness. Therapeutic riding (TR) focuses on the cognitive, physical, emotional and social well-being of the rider. TR is a form of the physical, occupational and speech therapy that uses the specific movements of equestrian therapeutic techniques to facilitate normal muscle tone and to enhance balance, coordination, and motor development. PURPOSE: The aim is to evaluate the impact of therapeutic riding on motor skills of children with AS. METHODS: Changes in posture were assessed using the Posture Assessment Scale and child’s coordination in everyday functional activities using the Developmental Coordination Disorder Questionnaire (DCDQ’2007).Five children with AS, aged 4.9-year-old to 7.2-year-old participated in the study. RESULTS: We registered some improvements during the horseback riding course: better head and posture position and fine motor/handwriting general coordination. CONCLUSION: Although the study is only a pilot one with a small group of participants, the results clearly show that Therapeutic riding causes positive changes of some motor skills for children with AS.
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Ayupova, Mukarram Y. "CHARACTERISTICS OF GENERAL AND SMALL MOTOR FUNCTIONS IN CHILDREN WITH DYSARTRIAN SPEECH DEFICIENCY." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, no. 02 (February 1, 2022): 13–21. http://dx.doi.org/10.37547/pedagogics-crjp-03-02-04.
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This article reveals specific defects in the development of movement in children with dysarthria, ie poor coordination of complex movements, speed in performing well-defined movements, decreased agility, poor hand motor skills, poor finger movement, general coordination.
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B., Sujatha, Sivaruban Somasundaram, Jagatheesan Alagesan, and Vikram Adhitya P.S. "Developmental coordination disorder in school children- A systematic review." Biomedicine 42, no. 6 (December 31, 2022): 1156–61. http://dx.doi.org/10.51248/.v42i6.1102.
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Developmental Coordination Disorder (DCD) is defined as a severe delay in perceptual-motor and psychomotor development that affects children who are intellectually normal and have no physical, sensory, or neurological conditions. It is described as a deficiency in the development of gross and fine motor abilities that cannot be accounted for by a lack of general education or exposure to equivalent opportunities to develop motor skills as their peers. Between May 2000 and May 2021, systematic reviews were published; these were included. The articles were shortlisted for full-text review after the reviewers independently read each title and abstract and determined that they looked at motor interventions intended to enhance movement skills in kids with developmental coordination disorder to improve fitness levels for the heart and lungs. This study looked at 72 review articles in total. The study included articles that offered advice on how to improve someone's cardiovascular and respiratory fitness. Activities such as organized sports, exercise, movement, balance training, and motor interventions were defined as motor interventions. According to the study's findings, kids with DCD have trouble moving about and are generally inactive. Conclusion: Improving motor skills and cardiorespiratory fitness have a significant impact on DCD children's quality of life.
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Freitas, Duarte L., Berthold Lausen, José António Maia, Johan Lefevre, Élvio Rúbio Gouveia, Martine Thomis, António Manuel Antunes, Albrecht L. Claessens, Gaston Beunen, and Robert M. Malina. "Skeletal maturation, fundamental motor skills and motor coordination in children 7–10 years." Journal of Sports Sciences 33, no. 9 (February 3, 2015): 924–34. http://dx.doi.org/10.1080/02640414.2014.977935.
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Esposito, Maria, Francesco Precenzano, Ilaria Bitetti, Ilaria Zeno, Eugenio Merolla, Maria Cristina Risoleo, Valentina Lanzara, and Marco Carotenuto. "Sleep Macrostructure and NREM Sleep Instability Analysis in Pediatric Developmental Coordination Disorder." International Journal of Environmental Research and Public Health 16, no. 19 (October 2, 2019): 3716. http://dx.doi.org/10.3390/ijerph16193716.
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Developmental Coordination Disorder (DCD) is considered to be abnormal motor skills learning, identified by clumsiness, slowness, and/or motor inaccuracy impairing the daily-life activities in all ages of life, in the absence of sensory, cognitive, or neurological deficits impairment. The present research focuses on studying DCD sleep structure and Cyclic Alternating Pattern (CAP) parameters with a full overnight polysomnography and to study the putative correlations between sleep architecture and CAP parameters with motor coordination skills. The study was a cross-sectional design involving 42 children (26M/16F; mean age 10.12 ± 1.98) selected as a DCD group compared with 79 children (49M/30F; mean age 9.94 ± 2.84) identified as typical (no-DCD) for motor ability and sleep macrostructural parameters according to the MABC-2 and polysomnographic (PSG) evaluations. The two groups (DCD and non-DCD) were similar for age (p = 0.715) and gender (p = 0.854). More significant differences in sleep architecture and CAP parameters were found between two groups and significant correlations were identified between sleep parameters and motor coordination skills in the study population. In conclusion, our data show relevant abnormalities in sleep structure of DCD children and suggest a role for rapid components of A phases on motor coordination development
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Kerr, Robert, and Jean-Louis Boucher. "Knowledge and Motor Performance." Perceptual and Motor Skills 74, no. 3_suppl (June 1992): 1195–202. http://dx.doi.org/10.2466/pms.1992.74.3c.1195.
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Traditionally, motor skill acquisition has implied that the performance of a given individual on a particular skill is dependent on the amount of prior practice of that skill. However, concepts such as schema theory, or kinetic formulae, or the strategic allocation of resources imply that, even when practising specific skills, performers gain knowledge about their own motor performance which can be used or applied to related or novel situations. An attempt was made to relate the performance of a complex psychomotor task to differing levels of motor skill expertise or knowledge (athlete and nonathlete). 20 subjects performed (1600 responses) on a novel pursuit or tracking task. Analysis indicated that the athletes performed significantly better. Their main advantage appeared to be more in their ability to control and produce fast, accurate movements than in their decision-making. Accepting Henry and Rogers' 1960 proposition that there is no such thing as a general motor ability or coordination factor does not imply that the only alternative is for all motor skills to be specific. It is argued that the differences in the present study arose from the athletes' greater knowledge (schema, kinetic formulae) related to their understanding of their own motor capabilities.
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Saidmamatov, Orifjon, and Raximov Quvondiq Ozodovich. "Improving the Motor Skills of Children with Developmental Coordination Disorder." Journal La Edusci 2, no. 1 (January 25, 2021): 1–5. http://dx.doi.org/10.37899/journallaedusci.v2i1.263.
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Past examinations uncover that the prescient control of developments is weakened in children with Developmental Coordination Disorder (DCD), most likely connected with shortfall within the inner modelling of movements. The aim of the present study was to investigate the effect of a motor skills training program in children with Developmental Coordination Disorder. The study was done at four kindergartens in the Khorezm region of Uzbekistan for duration of 10 weeks. All 27 children with DCD who taken part were referred to the research and score at and below the 16th percentile for their age on the Movement Assessment Battery for Children (MABC 2). Participants were divided into an intervention group (n=18) receiving 10 weeks of motor skills training program for 40 min twice per week and the control group (n=9) proceeded with exercises of everyday living. Twenty-four children finalized the research, with 14 boys and 10 girls (mean age 5.17, SD= 0.702). All children in the intervention group had a sharp increase in total percentile ranking of MABC 2 but a further decrease was observed in the control group except for one child. The study supports 10 weeks of a motor skills training program which can be a beneficial intervention for physical education specialists to enhance motor skills for children with DCD.
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Rohisfi, Edil, and Neviyarni Neviyarni. "Analisis Belajar Keterampilan Motorik." EDUKATIF : JURNAL ILMU PENDIDIKAN 3, no. 1 (January 26, 2021): 27–34. http://dx.doi.org/10.31004/edukatif.v3i1.196.
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This article discusses the analysis of learning motor skills using references from relevant literature studies, in the concept that learning motor skills is learning by the development of a student's bodily ability which includes gross motoric development and fine motor skills.There are four characteristics of learning motor skills, namely: (1) sequential response, (2) perceptual-motor coordination, (3) response regulation, (4) feedback.Learning motor skills can be divided into three phases or stages, namely (1) the initial or cognitive phase, (2) the fixation or associative phase, and (3) the final or autonomous phase.
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Ganapathy Sankar U and Monisha R. "High Risk for Obesity in Children With Developmental Coordination Disorder." International Journal of Research in Pharmaceutical Sciences 11, no. 4 (October 19, 2020): 6436–39. http://dx.doi.org/10.26452/ijrps.v11i4.3437.
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Developmental Coordination Disorder (DCD) is characterized by marked impairment in the acquisition of motor skill. The poor performance of movement skills marks developmental coordination disorder (DCD), and this defect affects the child's activities of daily living in innumerous ways. The ability of the child in the execution of the motor task is substantially below that expected for a child's chronological age and intelligence. DCD affects the child's ability in performing both gross and fine motor skills. Performing the Variety of motor tasks is impaired, and the child is isolated socially and emotionally. These children experience frequent academic failure because of their poor handwriting skill. Despite having IQ more significant than 70, these children experience academic failure. As because of their motor coordination difficulty, these children avoid peer group interaction. They were termed as clumsy and awkward, by their teachers and often by their peer group. Thus they were avoided by their peer group children. This recurrent isolation becomes permanent for children with DCD, and they tend to isolate themselves from everybody. As they become isolated, these children are more prone to psychological distress. As because of poor social interaction and participation in green land play along with peer group children, they were at high risk for obesity and other related disorders. Awareness of the importance of participation in a physical activity needs to be delivered for all the parents of children with and without DCD. Benefits of green land play need to be understood by the parents for further facilitation of children's engagement in physical activity sessions.
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Saadu, Usman. "The Impact of Outdoor Sports on Preschool Children’s Motor Skills Development." Indonesian Journal of Sport Management 2, no. 2 (October 24, 2022): 167–73. http://dx.doi.org/10.31949/ijsm.v2i2.2728.
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The main purpose of this study was to examine the impact of outdoors sports on preschool children’s motor skills development in Ilorin Metropolis. The study adopted a pretest-posttest control group quasi-experimental research design. The population of this study consisted of all preschool children in public schools the Ilorin Metropolis, Kwara State. Purposive sampling technique was used to select 10 public schools who had preschooler with motor skill coordination problem. The sample size for this study comprised of 47 preschoolers who had motor skills coordination problems. The instrument was titled “Preschoolers performance scores (PPS)” were used to elicit information. It consisted of 10 items on a 3 likert-scale; options on “low”, “moderate” and “high” based on what preschoolers were able to do before and after exposing them to outdoor sports. Some of the items were kicking a ball at 5m target, throwing at a 2m target, running forward, balancing on right and left foot, throwing and catching a ball. The keys used were low 0.00-0.09, moderate 1.0-1.4 and high 1.5-2.5. Instruments were validated by lecturers in the department of Human Kinetics and reliability score was 0.79. The data were analyzed using frequency counts and percentage and Analysis of Covariance (ANCOVA) at 0.05 level of significance. The findings of the study revealed that there was a significant main effect of treatment on preschool children motor skill development (F(1; 47) = 264.448, P < 0.05). also, there was no significant main effect of gender on preschool children motor skill development (F (1; 47) =1.422; P > 0.05) and there was no significant interaction effect of treatment and gender on preschool children motor skill development ( (F (1; 47) =1.538; P >0.05). The study concludes that sports especially outdoor activities have positive impact on preschoolers’ motor skills development. Based on the findings, the study recommends among others that; teachers in preschools should be encouraged on the use of outdoor sports in improving motor skills development in children and workshops and trainings should be organized by school owners regularly, in order to educate teachers on new ways of improving motor skills development.
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Pinero-Pinto, Elena, Rita Pilar Romero-Galisteo, María Carmen Sánchez-González, Isabel Escobio-Prieto, Carlos Luque-Moreno, and Rocío Palomo-Carrión. "Motor Skills and Visual Deficits in Developmental Coordination Disorder: A Narrative Review." Journal of Clinical Medicine 11, no. 24 (December 15, 2022): 7447. http://dx.doi.org/10.3390/jcm11247447.
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Background: Developmental coordination disorder (DCD) is a developmental disorder in which numerous comorbidities seem to coexist, such as motor and visual impairment and some executive functions; Methods: A narrative review on motor and visual deficits in children with DCD was carried out; Results and Discussion: Fine and gross motor skills are affected in children with DCD. In addition, they seem to be related to visual deficits, such as difficulty in visual perception, sensory processing and visual memory. Limitations have also been found in accommodation. Interventions in children with DCD should be aimed at improving both aspects, since vision affects motor skills and vice versa; Conclusions: In children with DCD, who present a marked deficit in global shape processing, it causes an association between deficiencies in visual perception and motor skills.
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Rosey, Florence, Jean Keller, and Eveline Golomer. "Impulsive-reflective attitude, behavioural inhibition and motor skills: Are they linked?" International Journal of Behavioral Development 34, no. 6 (July 5, 2010): 511–20. http://dx.doi.org/10.1177/0165025409361009.
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The present study aims to examine whether the inhibitory processes and impulsive-cognitive style can influence the emergence of coordination level among 61 children aged 3 to 5 years. Luria’s tapping tasks, Day—Night tasks, Hand—Candle tasks, Go—NoGo tasks and the Trail Making Tests of Reitan, all involving inhibitory processes, were conducted. The reflective attitude of children was determined with Kagan’s Matching Familiar Figures Test. The performances of unipedal stance, overarm throw and hopping were recorded for each child. The results showed that the inhibition task performances were correlated with coordination level for the three motor skills for the 3—4-year-olds children only. More specifically, the non-verbal inhibition was more a coordination level predictor than the verbal or delayed inhibition.
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Alesi, Marianna, Valerio Giustino, Ambra Gentile, Manuel Gómez-López, and Giuseppe Battaglia. "Motor Coordination and Global Development in Subjects with Down Syndrome: The Influence of Physical Activity." Journal of Clinical Medicine 11, no. 17 (August 27, 2022): 5031. http://dx.doi.org/10.3390/jcm11175031.
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Background: Many research studies have investigated motor impairments and delayed development in children with Down Syndrome (DS). However, very few studies detected these features in adults with DS. Hence, this study aimed to investigate the relationship between motor coordination and global development in subjects with DS, including adults. Furthermore, the second aim was to detect any differences in motor coordination and global development as a function of the practice of physical activity (PA) in this population. Methods: Twenty-five participants with DS (10 f, 15 m), with a chronological mean age of 27.24 years and development mean age of cognitive area of 4.93 years, were enrolled and divided into a physically active group (PA-G; n = 15) and a physically inactive group (PI-G; n = 10). All participants performed the Movement Assessment Battery for Children (M-ABC) to assess fine and gross motor skills, while the Developmental Profile 3 (DP-3) checklist was administered to the parents in order to screen strengths and weaknesses of five developmental areas of their relatives with DS. Results: Our results showed positive correlations between the following variables: global motor coordination and global development, global motor coordination and adaptive behavior development area, aiming and catching skills and global development, aiming and catching skills and adaptive behavior development area. As for the practice of PA, PA-G showed higher scores than PI-G in all the tasks of both the M-ABC and the DP-3, though significant differences were found only for the global motor coordination, for the aiming and catching skills, as well as for the physical development area. Conclusions: The findings of this study reinforce the need to implement and encourage the practice of PA in order to promote well-being and social inclusion in subjects with DS.
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Lersilp, Suchitporn, Supawadee Putthinoi, and Kewalin Panyo. "Fine Motor Activities Program to Promote Fine Motor Skills in a Case Study of Down’s Syndrome." Global Journal of Health Science 8, no. 12 (April 29, 2016): 60. http://dx.doi.org/10.5539/gjhs.v8n12p60.
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<p>Children with Down’s syndrome have developmental delays, particularly regarding cognitive and motor development. Fine motor skill problems are related to motor development. They have impact on occupational performances in school-age children with Down’s syndrome because they relate to participation in school activities, such as grasping, writing, and carrying out self-care duties. This study aimed to develop a fine motor activities program and to examine the efficiency of the program that promoted fine motor skills in a case study of Down’s syndrome. The case study subject was an 8 -year-old male called Kai, who had Down’s syndrome. He was a first grader in a regular school that provided classrooms for students with special needs. This study used the fine motor activities program with assessment tools, which included 3 subtests of the Bruininks-Oseretsky Test of Motor Proficiency, second edition (BOT-2) that applied to Upper-limb coordination, Fine motor precision and Manual dexterity; as well as the In-hand Manipulation Checklist, and Jamar Hand Dynamometer Grip Test. The fine motor activities program was implemented separately and consisted of 3 sessions of 45 activities per week for 5 weeks, with each session taking 45 minutes. The results showed obvious improvement of fine motor skills, including bilateral hand coordination, hand prehension, manual dexterity, in-hand manipulation, and hand muscle strength. This positive result was an example of a fine motor intervention program designed and developed for therapists and related service providers in choosing activities that enhance fine motor skills in children with Down’s syndrome.</p>
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Tomczak, Andrzej. "Coordination Motor Skills of Military Pilots Subjected to Survival Training." Journal of Strength and Conditioning Research 29, no. 9 (September 2015): 2460–64. http://dx.doi.org/10.1519/jsc.0000000000000910.
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Prvulović, Nikola, Borko Katanić, and Boris Banjević. "BOT-2 Evaluation of Gender Differences in Upper Limb Coordination among Children 7 to 9 Years Old." Baltic Journal of Sport and Health Sciences 3, no. 126 (November 22, 2022): 35–40. http://dx.doi.org/10.33607/bjshs.v3i126.1275.
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Numerous recent studies indicate the significant impact of fundamental motor skills on the psychological and social development of young boys and girls. However, it is not well-known if there are differences between boys and girls aged 7 to 9 in terms of the fundamental development of motor skills. Purpose: The aim of this study is to address the question of the fundamental issues between boys and girls using upper limb coordination evaluated by the Bruininks-Oseretsky test of motor proficiency (BOT-2), including seven sub-scales of measurement. Method: The participants (n=79) were 41 boys and 38 girls aged 7 to 9 years old. BOT-2 test scores were used for upper limb coordination (ULC) differences by gender. Results: The BOT-2 measurements of upper limb coordination show a significant difference in favor of the boys only for 6ULC=7±2.77 relative to 5.66±2.66, (d=.49, ES=.24, p=.03) and 7ULC=2±1.45, relative to 1.32±1.21, (d=.51, ES=.25 p=.02), while for the other tests there are no significant differences. The magnitude of the impact was on the values of the alternate hand dribble, p=.23, while the little effect was achieved for throwing a ball at a target, p=.25. Conclusion: Our results showed that there are no significant differences between boys and girls in terms of the fundamental development of motor skills, indicating a strong biological determinant of homogenous development. Keywords: upper limb coordination, motor skills, sex differences, school children, motor development.
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Möller, Siegfried, Tanja Poulain, Antje Körner, Christof Meigen, Anne Jurkutat, Mandy Vogel, Sven Wessela, Andreas Hiemisch, Nico Grafe, and Wieland Kiess. "Motor skills in relation to body-mass index, physical activity, TV-watching, and socioeconomic status in German four-to-17-year-old children." PLOS ONE 16, no. 5 (May 17, 2021): e0251738. http://dx.doi.org/10.1371/journal.pone.0251738.
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Background The present study describes motor skills in a large sample of German children and adolescents and investigates associations with age, gender, body-mass index, physical activity, television time, and socioeconomic status. Methods 2,106 children (1076 boys, 1030 girls) aged 4 to 17 years performed five different motor tests for strength (pushups, standing long jump), coordination (backward balancing, jumping side-to-side) and flexibility (forward bend) within the framework of the LIFE Child study (Leipzig, Germany). Anthropometric parameters were assessed through standardized measurement. Data on physical activity, television time, and socioeconomic status were collected via questionnaires. Linear regression analyses were applied to assess relations. Results Strength and coordination performance were higher in older than in younger children. While boys showed a higher performance in strengths tests than girls, girls performed better in flexibility and coordination during precision tasks (backward balancing). In terms of coordination under time constraint (jumping side-to-side), both genders produced similar results. Lower body-mass index, higher physical activity, and higher socioeconomic status were significantly related to better motor skills. Longer television times were significantly associated with lower performance in long jump. Conclusions The present findings are similar to data collected at the beginning of the century, indicating that motor skills have hardly changed in recent years. The findings furthermore suggest that children from lower social strata, children with higher body weight, and children who move little have a higher risk of developing insufficient motor skills and should therefore be given special support.
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Saidmamatov, Orifjon, Quvondiq Raximov, Paula Rodrigues, and Olga Vasconcelos. "A Ten-Week Motor Skills Training Program Increases Motor Competence in Children with Developmental Coordination Disorder." Children 8, no. 12 (December 6, 2021): 1147. http://dx.doi.org/10.3390/children8121147.
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The present study aimed to investigate the effect of a motor skills training program in children with DCD considering their gender. The Movement Assessment Battery for Children (MABC-2) classified the children and assessed their skill changes over time. The study was implemented at four kindergartens in the Khorezm region of Uzbekistan. In the study, all the children suffered from DCD (5.17 ± 0.70 years; 10 girls), and all the indicators of MABC-2 were less than 16%. The participants were divided into an experimental group (n = 17), receiving ten weeks of motor skills training program for 45 min twice per week; and a control group (n = 7), which proceeded with exercises of everyday living. The ANCOVA showed differences between the groups in the post-test concerning each domain: manual dexterity (F (1, 20) = 18.703, p < 0.001; η2 = 0.471); aiming and catching (F (1, 20) = 9.734, p = 0.005; η2 = 0.317); balance (F (1, 20) = 35.140, p = 0.000; η2 = 0.626); and total MABC-2 test score (F (1, 20) = 66.093, p < 0.001; η2 = 0.759), with all the children in the EG exhibiting better results. The Wilcoxon test revealed statistically significant differences for the EG between moments for all the variables (p < 0.001) but not for the CG (p > 0.050). The effectiveness of the intervention program was similar across both genders. The study suggests that a 10 week motor skills training program can increase the quality of children’s motor competence and represent a valuable procedure for physical education specialists to enhance motor competence for children with DCD.
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Bastiana, Bastiana, St. Kasmawati, Ika Putri Salsabila, Intan Agriani, and Sahriati. "PELATIHAN MEMBUAT PIGURA 3 DIMENSI PADA SISWA TUNAGRAHITA DI SLB YP3LB MAKASSAR." PRIMA : PORTAL RISET DAN INOVASI PENGABDIAN MASYARAKAT 2, no. 1 (November 22, 2022): 72–78. http://dx.doi.org/10.55047/prima.v2i1.437.
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Learning life skills and simple skills is very important to provide provisions for mentally retarded students. The aims of this training are to provide simple skills in making three-dimensional frames for independent living. This activity is followed by 12 middle class students at SLB YP3LB Makassar. The paper uses a qualitative approach by making observations. The implementation of the training on making three-dimensional frames went smoothly and resulted in several examples of frames made by students. Training for mentally retarded students and other students with special needs requires hand-eye coordination and longer time to get neat skill results. For this reason, it is suggested to the teacher to train the coordination of fine motor movements of students so that the coordination of the eyes and hands of students is well formed.
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Aftimichuk, Olga. "REVIEW: INTEGRATIVE COORDINATION ABILITIES OF COACHES IN WELLNESS TYPES OF GYMNASTICS." Baltic Journal of Sport and Health Sciences 4, no. 99 (2015): 2–7. http://dx.doi.org/10.33607/bjshs.v4i99.96.
Full textAbstract:
Background. The coordination development level influences the execution of any human activity, which is very important for the general perception of this activity and behavior in general. It is especially relevant for to coaches in wellness and sports gymnastics. The aim of the present study was the identification of the coordination skills of coaches of different types of gymnastics, which would improve the process of their professional training. Material and Methods. This review presents a synthesis of research conducted by the author. The following methods of theoretical research were used: abstract and axiomatic methods, analysis and synthesis, induction and deduction, idealization, comparison and generalization, and projecting. Results. The coaches’ training in different types of gymnastics includes the development of a wide range of professional skills: the tandem of communicative and motor skills that determine one type of complex coordination. The realization of complex coordination presupposes the participation of sensor systems (analyzer systems), which are visual, auditory, tactile, vestibular, and motor systems. The basic speech component of complex coordination in coaches’ activity/behavior determines his/her communicative orientation in the process of teaching. It is explained by the connection between the cultivation of complex coordination skills with the congenital and genetic, anatomical and physiological particularities of the human organism. We determined the coordination abilities, the formation of which contributes to the development of complex coordination skills. Conclusion. Development of integrative coordination abilities is an important part of professional activity of coaches of gymnastics, which requires such preparation.
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Swinny, J. D., J. J. L. van der Want, and A. Gramsbergen. "Cerebellar Development and Plasticity: Perspectives for Motor Coordination Strategies, for Motor Skills, and for Therapy." Neural Plasticity 12, no. 2-3 (2005): 153–60. http://dx.doi.org/10.1155/np.2005.153.
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The role of the mammalian cerebellum ranges from motor coordination, sensory-motor integration, motor learning, and timing to nonmotor functions such as cognition. In terms of motor function, the development of the cerebellum is of particular interest because animal studies show that the development of the cerebellar cortical circuitry closely parallels motor coordination. Ultrastructural analysis of the morphological development of the cerebellar circuitry, coupled with the temporal and spatial identification of the neurochemical substrates expressed during development, will help to elucidate their roles in the establishment of the cerebellar circuitry and hence motor activity. Furthermore, the convenience of a number of naturally occurring mouse mutations has allowed a functional dissection of the various cellular elements that make up the cerebellar circuitry. This understanding will also help in the approach to possible therapies of pathologies arising during development because tile cerebellum is especially prone to such perturbation because of its late development.
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Benassi, Mariagrazia, Davide Frattini, Sara Garofalo, Roberto Bolzani, and Tony Pansell. "Visuo-motor integration, vision perception and attention in mTBI patients. Preliminary findings." PLOS ONE 16, no. 4 (April 27, 2021): e0250598. http://dx.doi.org/10.1371/journal.pone.0250598.
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Patients with mild traumatic brain injuries (mTBI) often report difficulties in motor coordination and visuo-spatial attention. However, the consequences of mTBI on fine motor and visuo-motor coordination are still not well understood. We aimed to evaluate whether mTBI had a concomitant effect on fine motor ability and visuo-motor integration and whether this is related to visual perception and visuo-spatial attention impairments, including patients at different symptoms stage. Eleven mTBI patients (mean age 22.8 years) and ten healthy controls participated in the study. Visuo-motor integration of fine motor abilities and form recognition were measured with the Beery-Buktenica Developmental Test of Visual-Motor Integration test, motion perception was evaluated with motion coherence test, critical flicker fusion was measured with Pocket CFF tester. Visuo-spatial was assessed with the Ruff 2 & 7 Selection Attention Test. mTBI patients showed reduced visuo-motor integration, form recognition, and motor deficits as well as visuo-spatial attention impairment, while motion perception and critical flicker fusion were not impaired. These preliminary findings suggest that the temporary brain insults deriving from mTBI compromise fine motor skills, visuomotor integration, form recognition, and visuo-spatial attention. The impairment in visuo-motor coordination was associated with speed in visuo-attention and correlated with symptoms severity while motor ability was correlated with time since concussion. Given the strong correlation between visuomotor coordination and symptom severity, further investigation with a larger sample seems warranted. Since there appeared to be differences in motor skills with respect to symptom stage, further research is needed to investigate symptom profiles associated with visuomotor coordination and fine motor deficits in mTBI patients.
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Skórka, Angelika, Joanna Sakowicz-Kostecka, and Jakub Spieszny. "The level of somatic abilities and motor skills compared to sports level among 12-14-year-old female tennis players." Journal of Kinesiology and Exercise Sciences 29, no. 86 (June 30, 2019): 19–30. http://dx.doi.org/10.5604/01.3001.0013.7806.
Full textAbstract:
Introduction. Tennis has been becoming increasingly popular year by year. However, it is a very difficult sport discipline in terms of technique, it requires a high level of fitness and coordination motor skills. In the first training stages, great importance needs to be given to movement coordination, which conditions the speed and efficiency of learning the technique. Aim. The main aim of the dissertation is assessment of individual profiles of somatic feature development, coordination skills and energy-based motor skills among female tennis players with various rankings in the Polish Tennis Federation and were no more than 14 years old. Material and methods. Research was conducted in February 2013 during the Polish indoor tennis championships of the youth division up to the age of 14. Twenty-six female players ranked first to twenty-sixth in the Polish Tennis Federation were the subject of the research. The research included anthropometric measurements, motor tests and computer tests of coordination skills. The collected datawas analyzed via basic statistical characteristics and normalized indicators. Results. The sports level of young female tennis players is considerably determined by the size of somatic features and the level of coordination skills. Morphological- functional profiles of individual cases unambiguously indicate that the elements determining sports level of the tennis players balance one another and are dynamic in nature. However, the problem of achieving balance of the variables in the “model of a champion” at this training stage requires further and more detailed research.
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Pitetti, Ken, Ruth Ann Miller, and Michael Loovis. "Balance and Coordination Capacities of Male Children and Adolescents With Intellectual Disability." Adapted Physical Activity Quarterly 34, no. 1 (January 2017): 1–18. http://dx.doi.org/10.1123/apaq.2016-0010.
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Children and adolescents with intellectual disability (ID) exhibit a mixture of cognitive, motor, and psychosocial limitation. Identifying specific inadequacies in motor proficiency in youth with ID would improve therapeutic management to enhance functional capacity and health-related physical activity. The purpose of this study was to initiate descriptive data collection of gross motor skills of youth with ID and compare those skills with competency norms. The Bruininks-Oseretsky Test of Motor Proficiency (BOT-2) was used to measure 6 items for balance (BAL), 5 items for upper limb coordination (ULC), and 6 items for bilateral coordination (BLC) of 123 males (ages 8–18) with ID but without Down syndrome. The authors performed 2,840 assessments (10–32 for each item); 944, 985, and 913 for BAL, ULC, and BLC, respectively. Mean scores for all age groups for BAL, ULC, and BLC were consistently below BOT-2 criteria. Overall motor skills of males with ID are below the competence expected for children and adolescents without disabilities.