Journal articles: 'Social motor coordination'

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Schmidt, R. C., Paula Fitzpatrick, Robert Caron, and Joanna Mergeche. "Understanding social motor coordination." Human Movement Science 30, no. 5 (October 2011): 834–45. http://dx.doi.org/10.1016/j.humov.2010.05.014.

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Marin, Ludovic, Johann Issartel, and Thierry Chaminade. "Interpersonal motor coordination." Interaction Studies 10, no. 3 (December 10, 2009): 479–504. http://dx.doi.org/10.1075/is.10.3.09mar.

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Here, we propose that bidirectionality in implicit motor coordination between humanoid robots and humans could enhance the social competence of human–robot interactions. We first detail some questions pertaining to human–robot interactions, introducing the Uncanny Valley hypothesis. After introducing a framework pertinent for the understanding of natural social interactions, motor resonance, we examine two behaviors derived from this framework: motor coordination, investigated in and informative about human–human interaction, and motor interference, which demonstrate the relevance of the motor resonance framework to describe human perception of humanoid robots. These two lines of investigation are then put together to “close the loop” by proposing to implement a key feature of motor coordination, bidirectionality, in robots’ behavior. Finally, we discuss the feasibility of implementing motor coordination between humanoid robots and humans, and the consequences of this implementation in enhancing the social competence of robots interacting with humans. Keywords: interpersonal interaction, motor resonance, motor coordination, motor interference, social robotics, anthropomorphism

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Varlet, Manuel, Ludovic Marin, Stéphane Raffard, R. C. Schmidt, Delphine Capdevielle, Jean-Philippe Boulenger, Jonathan Del-Monte, and Benoît G. Bardy. "Impairments of Social Motor Coordination in Schizophrenia." PLoS ONE 7, no. 1 (January 17, 2012): e29772. http://dx.doi.org/10.1371/journal.pone.0029772.

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Varlet, Manuel, Ludovic Marin, Stephane Raffard, Richard C. Schmidt, Delphine Capdevielle, Jean-Philippe Boulenger, Jonathan Del-Monte, and Benoit G. Bardy. "Disorders of Social Motor Coordination in Schizophrenia." BIO Web of Conferences 1 (2011): 00091. http://dx.doi.org/10.1051/bioconf/20110100091.

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Pfeiffer, Rita, Mark Wallace, and Miriam Lense. "Social motor coordination during adult-child interactions." Annals of the New York Academy of Sciences 1423, no. 1 (May 4, 2018): 275–83. http://dx.doi.org/10.1111/nyas.13651.

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Fine, Justin M., and Eric L. Amazeen. "Stabilizing perceptual-motor asymmetries during social coordination." Human Movement Science 34 (April 2014): 91–108. http://dx.doi.org/10.1016/j.humov.2014.01.004.

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Faßbender, Daniel M., Katharina Kreffter, Simon Götz, Maurus Hagemeister, Stefanie Lisak-Wahl, Thuy Ha Nguyen, Theodor Stemper, and Simone Weyers. "Is the Level of Motor Development at School Entry Related to the Use of Municipal Exercise Programs? A Social-Differential Analysis." International Journal of Environmental Research and Public Health 19, no. 5 (March 5, 2022): 3047. http://dx.doi.org/10.3390/ijerph19053047.

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Children’s motor development is socially unevenly distributed despite many municipal exercise programs (EXP). It has not been sufficiently investigated whether and how they appeal to children from different social backgrounds. This study investigates the use of municipal EXP in preschool age and the association between participation and motor development considering social circumstances. In school entry health examinations, parents were asked about participating in various EXP (response = 65.5%; n = 6480). Motor development, i.e., body coordination and visual-motor coordination, were assessed by a social pediatric development screening, and social circumstances by migration background (MB) and parental education (PE). Poisson regression estimated adjusted Incidence Rate Ratios (IRR; 95% confidence interval, 95%—CI) for relationships between social circumstances and participation in programs and participation and body coordination/visual-motor coordination. Children with MB (IRR 0.73; 95%—CI 0.71–0.75) and low PE (IRR 0.45; 95%—CI 0.40–0.50) used EXP less often. Children participating less often have a finding in body- (IRR 0.76; 95%-CI 0.63–0.90) and visual-motor coordination (IRR 0.47; 95%—CI 0.35–0.62). Significant effects were found for children with and without MB and higher PE. Municipalities should make EXP more attractive for families with MB and low PE.

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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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Cummins, Ariane, Jan P. Piek, and Murray J. Dyck. "Motor coordination, empathy, and social behaviour in school-aged children." Developmental Medicine & Child Neurology 47, no. 7 (February 13, 2007): 437–42. http://dx.doi.org/10.1111/j.1469-8749.2005.tb01168.x.

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Piek, Jan P., Greer S. Bradbury, Sharon C. Elsley, and Lucinda Tate. "Motor Coordination and Social–Emotional Behaviour in Preschool‐aged Children." International Journal of Disability, Development and Education 55, no. 2 (May 7, 2008): 143–51. http://dx.doi.org/10.1080/10349120802033592.

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Zhao, Zhong, Robin N. Salesse, Xingda Qu, Ludovic Marin, Mathieu Gueugnon, and Benoît G. Bardy. "Influence of perceived emotion and gender on social motor coordination." British Journal of Psychology 111, no. 3 (August 21, 2019): 536–55. http://dx.doi.org/10.1111/bjop.12419.

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Capdevielle, D., R. Salesse, M. Varlet, B. Bardy, L. Marin, and S. Raffard. "Social Motor Coordination in Schizophrenia Patients: From Impairment to Rehabilitation." European Psychiatry 30 (March 2015): 285. http://dx.doi.org/10.1016/s0924-9338(15)31865-4.

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Cummins, Ariane, Jan P. Piek, and Murray J. Dyck. "Motor coordination, empathy, and social behaviour in school-aged children." Developmental Medicine & Child Neurology 47, no. 7 (June 16, 2005): 437–42. http://dx.doi.org/10.1017/s001216220500085x.

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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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Wood, Connor, Catherine Caldwell-Harris, and Anna Stopa. "The Rhythms of Discontent: Synchrony Impedes Performance and Group Functioning in an Interdependent Coordination Task." Journal of Cognition and Culture 18, no. 1-2 (March 28, 2018): 154–79. http://dx.doi.org/10.1163/15685373-12340028.

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Abstract Synchrony — intentional, rhythmic motor entrainment in groups — is an important topic in social psychology and the cognitive science of religion. Synchrony has been found to increase trust and prosociality, to index interpersonal attention, and to induce perceptions of similarity and group cohesion. Causal explanations suggest that synchrony induces neurocognitive self-other blurring, leading participants to process one another as identical. In light of such findings, researchers have highlighted synchrony as an important evolved tool for establishing and maintaining collective identity in human groups, particularly within ritual and religious contexts. However, many aspects of group life require coordination rather than mere prosocial cooperation. In coordinative contexts, interpersonal relations and motor sequences are often complementary rather than identical, and leadership hierarchies streamline group decisions. It is thus unclear whether synchrony would benefit or hamper group outcomes in contexts requiring complex interdependent coordination and hierarchy. In a two-condition experimental paradigm, we tested the effects of synchrony on the outcomes of a three-person, complex verbal coordination task. Groups in the synchrony condition performed more poorly on the coordination exercise and reported higher levels of conflict as well as lower levels of group cohesion and similarity. We interpret these results as indicating boundary conditions on the prosocial effects of synchrony: in settings that require complex, interdependent social coordination, the self-other blurring induced by synchrony is situationally inappropriate. These findings dovetail with the anthropological observation that real-world ritual is often focused on establishing and reinforcing social distinctions rather than social unison.

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Sherrill, Claudine, and Jean L. Pyfer. "Learning Disabled Students in Physical Education." Adapted Physical Activity Quarterly 2, no. 4 (October 1985): 283–91. http://dx.doi.org/10.1123/apaq.2.4.283.

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Many learning disabled students demonstrate psychological/behavioral and perceptual motor characteristics that affect physical education placement and programming. Among the characteristics exhibited by these students are hyperactivity, disorders of attention, impulsivity, poor self-concept, social imperception, delay in social play development, and deficiencies in body equilibrium, visual motor control, bilateral coordination, repetitive finger movements, and fine motor coordination. Activities found to benefit learning disabled students are jogging, relaxation, highly structured teacher-directed routines, and noncompetitive games, all of which must be carefully sequenced. Testing must be done to determine the type and extent of the learning disabled students’ problems, and activities must be selected on the basis of the results of such tests.

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Vandendriessche, Joric B., Barbara F. R. Vandorpe, Roel Vaeyens, Robert M. Malina, Johan Lefevre, Matthieu Lenoir, and Renaat M. Philippaerts. "Variation in Sport Participation, Fitness and Motor Coordination With Socioeconomic Status Among Flemish Children." Pediatric Exercise Science 24, no. 1 (February 2012): 113–28. http://dx.doi.org/10.1123/pes.24.1.113.

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Socioeconomic status (SES) is often indicated as a factor that influences physical activity and associated health outcomes. This study examined the relationship between SES and sport participation, morphology, fitness and motor coordination in a sample of 1955 Flemish children 6–11 years of age. Gender, age and SES-specific values for morphologic dimensions, amount and type of sport participation and fitness and motor coordination tests were compared. SES was positively and significantly associated with sport participation and sports club membership in both sexes. Although differences were not consistently significant, morphologic dimensions and tests of fitness and motor coordination showed a trend in favor of children from higher SES. The results suggest that public and local authorities should consider providing equal opportunities for children in all social strata and especially those in the lower SES to experience the beneficial effects of sport participation through which they can enhance levels of physical fitness and motor coordination.

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Kanioglou, Aggelos, Haralambos Tsorbatzoudis, and Vassilis Barkoukis. "Socialization and Behavioral Problems of Elementary School Pupils with Developmental Coordination Disorder." Perceptual and Motor Skills 101, no. 1 (August 2005): 163–73. http://dx.doi.org/10.2466/pms.101.1.163-173.

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The present study examined the role of the developmental coordination disorder in 154 children's socialization and the expression of deviant behaviors in the context of Greek primary education. For assessment of their motor coordination, the Movement Assessment Battery for Children of Henderson and Sugden was used. The peer nomination method (sociogram) was used for the estimation of children's social status, and the expression of deviant behaviors was assessed via Conners' Teacher Questionnaire. Analyses showed that developmental coordination disorder was associated with poor socialization and the expression of deviant behaviors. These findings support the development of educational programs to include children with poor motor coordination.

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Mochizuki, Akito Azumane, Michiko Mochizuki Sudo, Eiji Kirino, and Kenji Itoh. "Brain activation associated with motor imagery of coordination exercises and social abilities." European Journal of Sport Science 14, no. 7 (March 12, 2014): 671–77. http://dx.doi.org/10.1080/17461391.2014.893019.

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Park, Seung-Bo, Yumi Ju, Hyunjin Kwon, Heeok Youm, Min Joo Kim, and Jinwook Chung. "Effect of a Cognitive Function and Social Skills-Based Digital Exercise Therapy Using IoT on Motor Coordination in Children with Intellectual and Developmental Disability." International Journal of Environmental Research and Public Health 19, no. 24 (December 8, 2022): 16499. http://dx.doi.org/10.3390/ijerph192416499.

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This study aimed to determine the effects of a virtual reality exercise program based on cognitive function and social skills on motor coordination in children with intellectual and developmental disabilities (IDD). Thirty-five children with IDD were randomly assigned to either the cognitive function and social skills-based virtual reality exercise system (CS-VR) group or the conventional virtual reality exercise system (C-VR) group. Before and after the intervention, each participant was tested for motor coordination (extended horizontal jump, hop, stationary dribble, overarm throw) and exercise performance (standing long jump, YMCA step test). Compared with the C-VR group, the CS-VR group showed significant improvements in motor coordination in terms of extended horizontal jump, hop, and overarm throw (p < 0.01, p < 0.05, and p < 0.01, respectively). In addition, compared with the C-VR group, the CS-VR group showed a significant increase in standing long jump (p < 0.01), although no significant between-group variation was found in stationary dribble and recovery heart rate (RHR) as part of the YMCA step test (p > 0.05, and p > 0.05, respectively). These results suggest that for the development of motor skills in children with IDD, it is essential to develop an exercise program that reflects the levels of cognitive functions and social skills of these children.

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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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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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Almosawi, Sayed, Hasan Baksh, Abdulrahman Qareeballa, Faisal Falamarzi, Bano Alsaleh, Mallak Alrabaani, Ali Alkalbani, Sadiq Mahdi, and Amer Kamal. "Acute Administration of Caffeine: The Effect on Motor Coordination, Higher Brain Cognitive Functions, and the Social Behavior of BLC57 Mice." Behavioral Sciences 8, no. 8 (July 25, 2018): 65. http://dx.doi.org/10.3390/bs8080065.

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Excessive caffeine consumption causes adverse health effects. The effects of moderate and high doses of caffeine consumption on the motor coordination, cognitive brain functions, and the social behavior in mice were studied. Animals were divided into three groups: control group, moderate dose group (Ac MD), and high dose group (Ac HD). The animals were tested after 7 days of caffeine administration. A rotarod test for motor coordination showed that the mice of the moderate dose group could stay on the rotating rod longer before falling in comparison to the control group and the high dose group. A water maze test for learning and memory showed better performance of mice receiving the moderate dose of caffeine compared to the other groups. Animals that were administered moderate as well as high doses of caffeine showed no sociability and no preference for social novelty in the three-chamber test used to test social behavior. In an elevated plus maze test, control animals showed no anxiety-like behavior while mice from both of the groups administered with caffeine showed anxiety-like behaviors. Our data conclude that the effects of caffeine on higher brain functions depend on the administration dose. When caffeine was given in moderate doses, it resulted in enhancement of memory and motor coordination functions. However, high doses caused defects in memory and learning. The social behavior of the mice, as determined by the level of anxiety and sociability, was affected negatively by moderate as well as high dose caffeine administration.

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Lelonek, Magdalena, Piotr Unierzyski, and Grzegorz Lelonek. "Cornerstones of teaching tennis for children aged four to six years." ITF Coaching & Sport Science Review 29, no. 85 (December 29, 2021): 42–45. http://dx.doi.org/10.52383/itfcoaching.v29i85.310.

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The first tennis training stage, which usually takes place between four and six years of age, cannot simply follow an adult training regime with quantitatively reduced loads. Training should account for children’s cognitive, emotional, social, physical and motor development. This article highlights the cornerstones of early tennis teaching, including fundamental motor skills, which help to develop more complex motor actions, and motor abilities, especially strength fitness, which determines posture, jumping, running and throws. This is achieved through fun plays and games, which should include various coordination tasks providing motor experiences and develop more complex actions in future.

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Zhai, Chao, Yong He, and Chuan-Ke Zhang. "Design and validation of feedback controller for social motor coordination with time-varying delays." Control Engineering Practice 109 (April 2021): 104756. http://dx.doi.org/10.1016/j.conengprac.2021.104756.

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Kaiser, Marie-Laure. "Children with Developmental Coordination Disorder: The Effects of Combined Intervention on Motor Coordination, Occupational Performance, and Quality of Life." Journal of Occupational Therapy, Schools, & Early Intervention 6, no. 1 (January 2013): 44–53. http://dx.doi.org/10.1080/19411243.2013.771100.

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Chetcuti, Lacey, Kristelle Hudry, Megan Grant, and Giacomo Vivanti. "Object-directed imitation in autism spectrum disorder is differentially influenced by motoric task complexity, but not social contextual cues." Autism 23, no. 1 (November 15, 2017): 199–211. http://dx.doi.org/10.1177/1362361317734063.

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We examined the role of social motivation and motor execution factors in object-directed imitation difficulties in autism spectrum disorder. A series of to-be-imitated actions was presented to 35 children with autism spectrum disorder and 20 typically developing children on an Apple® iPad® by a socially responsive or aloof model, under conditions of low and high motor demand. There were no differences in imitation performance (i.e. the number of actions reproduced within a fixed sequence), for either group, in response to a model who acted socially responsive or aloof. Children with autism spectrum disorder imitated the high motor demand task more poorly than the low motor demand task, while imitation performance for typically developing children was equivalent across the low and high motor demand conditions. Furthermore, imitative performance in the autism spectrum disorder group was unrelated to social reciprocity, though positively associated with fine motor coordination. These results suggest that difficulties in object-directed imitation in autism spectrum disorder are the result of motor execution difficulties, not reduced social motivation.

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Lee, Daehyoung, Rudolf Psotta, and Milena Vagaja. "Motor skills interventions in children with developmental coordination disorder: A review study." European Journal of Adapted Physical Activity 9, no. 2 (December 3, 2016): 20–29. http://dx.doi.org/10.5507/euj.2016.007.

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Zwicker, Jill G., Melinda Suto, Susan R. Harris, Nikol Vlasakova, and Cheryl Missiuna. "Developmental coordination disorder is more than a motor problem: Children describe the impact of daily struggles on their quality of life." British Journal of Occupational Therapy 81, no. 2 (October 31, 2017): 65–73. http://dx.doi.org/10.1177/0308022617735046.

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Introduction Affecting 5–6% of children, developmental coordination disorder is a neurodevelopmental disorder characterized by poor motor coordination and difficulty learning motor skills. Although quantitative studies have suggested that children with developmental coordination disorder experience reduced quality of life, no known qualitative studies have reported what daily life is like from their perspective. Method Guided by an inductive realistic approach and using semi-structured, individual interviews, 13 children (8–12 years) were asked to describe what life is like in their own words. Three researchers coded interviews manually to identify relevant content. An experienced qualitative researcher conducted a second, in-depth thematic analysis using NVivo to identify patterns and themes. Findings Two themes – milestones as millstones and the perils of printing – illuminated participants’ challenges in completing everyday activities at home and at school. The third theme – more than a motor problem – revealed the social and emotional impact of these struggles and from being excluded from play. The fourth theme – coping strategies – described their efforts to be resilient. Conclusion Parents, educators, physicians, and therapists working with children with developmental coordination disorder must recognize how their quality of life is affected by the physical and emotional toll of their efforts to participate successfully in daily activities.

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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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Barnett, Anna L. "Motor Assessment in Developmental Coordination Disorder: From Identification to Intervention." International Journal of Disability, Development and Education 55, no. 2 (May 7, 2008): 113–29. http://dx.doi.org/10.1080/10349120802033436.

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Allen, Susan, and Jackie Casey. "Developmental coordination disorders and sensory processing and integration: Incidence, associations and co-morbidities." British Journal of Occupational Therapy 80, no. 9 (June 14, 2017): 549–57. http://dx.doi.org/10.1177/0308022617709183.

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Introduction Children with developmental coordination disorder or sensory processing and integration difficulties face challenges to participation in daily living. To date there has been no exploration of the co-occurrence of developmental coordination disorders and sensory processing and integration difficulties. Method Records of children meeting Diagnostic and Statistical Manual – V criteria for developmental coordination disorder ( n = 93) age 5 to 12 years were examined. Data on motor skills (Movement Assessment Battery for Children – 2) and sensory processing and integration (Sensory Processing Measure) were interrogated. Results Of the total sample, 88% exhibited some or definite differences in sensory processing and integration. No apparent relationship was observed between motor coordination and sensory processing and integration. The full sample showed high rates of some difficulties in social participation, hearing, body awareness, balance and motion, and planning and ideation. Further, children with co-morbid autistic spectrum disorder showed high rates of difficulties with touch and vision. Conclusion Most, but not all, children with developmental coordination disorder presented with some difficulties in sensory processing and integration that impacted on their participation in everyday activities. Sensory processing and integration difficulties differed significantly between those with and without co-morbid autistic spectrum disorder.

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Keller, Peter E., Giacomo Novembre, and Michael J. Hove. "Rhythm in joint action: psychological and neurophysiological mechanisms for real-time interpersonal coordination." Philosophical Transactions of the Royal Society B: Biological Sciences 369, no. 1658 (December 19, 2014): 20130394. http://dx.doi.org/10.1098/rstb.2013.0394.

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Human interaction often requires simultaneous precision and flexibility in the coordination of rhythmic behaviour between individuals engaged in joint activity, for example, playing a musical duet or dancing with a partner. This review article addresses the psychological processes and brain mechanisms that enable such rhythmic interpersonal coordination. First, an overview is given of research on the cognitive-motor processes that enable individuals to represent joint action goals and to anticipate, attend and adapt to other's actions in real time. Second, the neurophysiological mechanisms that underpin rhythmic interpersonal coordination are sought in studies of sensorimotor and cognitive processes that play a role in the representation and integration of self- and other-related actions within and between individuals' brains. Finally, relationships between social–psychological factors and rhythmic interpersonal coordination are considered from two perspectives, one concerning how social-cognitive tendencies (e.g. empathy) affect coordination, and the other concerning how coordination affects interpersonal affiliation, trust and prosocial behaviour. Our review highlights musical ensemble performance as an ecologically valid yet readily controlled domain for investigating rhythm in joint action.

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Helin, Minttu, Max Karukivi, Leena Haataja, Päivi Rautava, Niina Junttila, Susanna Salomäki, Liisa Lehtonen, and Sirkku Setänen. "Motor Performance in Association with Perceived Loneliness and Social Competence in 11-Year-Old Children Born Very Preterm." Children 9, no. 5 (May 4, 2022): 660. http://dx.doi.org/10.3390/children9050660.

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Background: Very preterm birth may affect motor performance and social competence up to adulthood. Our objective was to describe perceived loneliness and social competence in children born very preterm in relation to motor impairment. Methods: 165 children born very preterm (birth weight ≤ 1500 g and/or gestational age < 32 weeks) were assessed at 11 years of age. Cerebral palsy (CP) was diagnosed by 2 years of age. At 11 years of age, motor outcome was assessed using the Movement Assessment Battery for Children—Second edition (Movement ABC-2). Loneliness was evaluated by using the Peer Network and Dyadic Loneliness scale and social competence by using the Multisource Assessment of Children’s Social Competence Scale. Results: In total, 6 (4%) children had CP, 18 (11%) had Developmental Coordination Disorder (DCD) (Movement ABC-2 ≤ 5th percentiles), and 141 (85%) had typical motor development. There was no correlation between percentiles for total scores of the Movement ABC-2 and perceived loneliness or social competence when the children with motor impairment (CP or DCD) were excluded. Children with DCD reported less perceived loneliness, but more problems with social competence compared to children with CP. Conclusions: It is important to recognize children born very preterm with DCD to provide interventions and support services to prevent social exclusion.

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VLAŠIĆ, JADRANKA, GORAN OREB, and MAJA HORVATIN-FUČKAR. "Motor abilities necessary to be successful at dancing." Baltic Journal of Health and Physical Activity 9, no. 1 (March 31, 2017): 7–16. http://dx.doi.org/10.29359/bjhpa.09.1.01.

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The aim of the study was to determine the relation between motor abilities and the rate of success in dancing of 85 students of the Faculty of Kinesiology. Efficiency in dancing was represented by the marks given to the subjects by five experts after performing each dance on the basis of a video recording. The variables’ sample to determine motor abilities consisted of the results achieved by measuring motor abilities of coordination, realization of rhythmical structures, balance, movement frequency, flexibility and explosive strength. By means of regression analysis a statistically significant relationship was established between a predictor set of the students’ motor abilities and the overall dancing efficiency criterion (R = 0.67), the predictor set and the folk dances efficiency criterion (R = 0.67) and the predictor set and the social dances’ efficiency criterion (R = 0.62) (p < 0.01). Predictors with the highest rate of the relationship of the predictor set with the overall dancing efficiency criterion and folk dancing efficiency are drumming without the rhythm and side-steps with a 360° turn. The students with a higher level of rhythmic abilities and coordination will be more successful in performing dancing structures.

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Gonzales, Laura M., Eric E. Hessler, and Polemnia G. Amazeen. "Perceptual Constraints on Frequency Ratio Performance in Motor-Respiratory Coordination." Ecological Psychology 22, no. 1 (January 28, 2010): 1–23. http://dx.doi.org/10.1080/10407410903493129.

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Gil Madrona, Pedro, Sonia Romero Martínez, Nieves Sáez-Gallego, and Xavier Ordóñez Camacho. "Psychomotor Limitations of Overweight and Obese Five-Year-Old Children: Influence of Body Mass Indices on Motor, Perceptual, and Social-Emotional Skills." International Journal of Environmental Research and Public Health 16, no. 3 (February 1, 2019): 427. http://dx.doi.org/10.3390/ijerph16030427.

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The present research aimed to study the psycho-motor performance of five-year-old children with different body mass indices (BMI). A total of 694 pre-school children in the province of Albacete-Spain participated. Their performance in motor, perceptual, and social-emotional skills was analyzed using a standardized observation sheet (Checklist of Psychomotor Activities—CPA) and then compared according to their BMI using non-parametric statistical methods (Mann-Whitney test). Separate comparisons were made for girls and boys. Results indicated significant differences in performance amongst the groups of girls in all the motor and perceptual activities, and in the social relationships component of the social-emotional factor. These differences seemed to penalize motor activities, perceptual skills, and social relationships in overweight and obese girls compared to normal weight girls. In the case of boys, there were significant differences in laterality and visual-motor coordination (favoring overweight boys). Differences in respiratory control were also found, but in this case, penalizing obese boys compared to normal weight boys. Knowledge of possible psychomotor limitations in obese children could allow psychologists and healthcare professionals to design more focused interventions.

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Steenbergen, Bert, Hidde Bekhuis, and Femke van Abswoude. "Promoting Participation in DCD: Physical Activity Levels and the Social Network." Current Developmental Disorders Reports 7, no. 2 (April 26, 2020): 43–47. http://dx.doi.org/10.1007/s40474-020-00193-y.

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Abstract Purpose of Review Physical inactivity is a worldwide problem, also affecting children with motor problems, such as developmental coordination disorder. We try to understand what motivates children to start, continue, and stop having an active lifestyle and explore the role that the social network of the child can have to stimulate an active lifestyle. Recent Findings Social network theory is useful for understanding individual and group behavior related to physical activity. Social networks, ranging from peers and parents to teachers and medical professionals were shown to play an important role in bringing about sustainable behavioral change. Up to now, little systematic research has been done into how social networks can be used to keep children with developmental coordination disorder (DCD) physically active and motivated. Summary Future studies should more systematically examine and target the social network of the child with DCD. This social network can then be used to develop interventions for a sustained physical active lifestyle leading to increased participation in the society.

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Poon, Ivy O., and Christopher W. Ogboe. "Applying the Social-Ecological Approach to Evaluate Diabetes Medication Management in Older People." Senior Care Pharmacist 36, no. 11 (November 1, 2021): 548–55. http://dx.doi.org/10.4140/tcp.n.2021.548.

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Glucagonlike peptide-1 receptor agonist is a common antidiabetic medication class to lower HbA1c, weight, and cardiovascular risk. This case study describes the challenges a patient with uncontrolled diabetes faced after receiving a prescription for liraglutide because of multiple levels of influence, including individual, family, institutional, and policy level barriers. The case highlights the importance of utilizing a person-centered care approach by evaluating patient's preferences, visual and motor coordination, cognitive function, psychological stress, and medication cost before prescribing injectable products for elderly patients.

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Ayaz, Ayse Burcu, Muhammed Ayaz, Yanki Yazgan, and Elif Akin. "The Relationship between Motor Coordination and Social Behavior Problems in Adolescents with Attention-Deficit/Hyperactivity Disorder." Klinik Psikofarmakoloji Bülteni-Bulletin of Clinical Psychopharmacology 23, no. 1 (March 2013): 33–41. http://dx.doi.org/10.5455/bcp.20121130091058.

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Geuze, Reint, and Hannelore Börger. "Children Who Are Clumsy: Five Years Later." Adapted Physical Activity Quarterly 10, no. 1 (January 1993): 10–21. http://dx.doi.org/10.1123/apaq.10.1.10.

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The aim of the present follow-up study was to assess whether clumsiness persists beyond the age of 12 and to describe the characteristics of motor and other problems, if present. From 62 children studied in 1984, 12 clumsy and 14 control children were reassessed in 1989. Reasons for dropout were a change of address, unwillingness to participate, and exclusion of hyperactive children with clumsiness. The Test of Motor Impairment indicated that at least 50% of the clumsy children were still markedly below the level of normal motor performance. This outcome was also validated by parent and teacher opinions. Persistent problems were not specifically related to one domain of fine or gross motor ability or general coordination. Concomitant problems reported by teachers and parents were lack of concentration and problems in social behavior.

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Lalonde, R., and C. Strazielle. "Exploratory activity and motor coordination in old versus middle-aged C57BL/6J mice." Archives of Gerontology and Geriatrics 49, no. 1 (July 2009): 39–42. http://dx.doi.org/10.1016/j.archger.2008.04.009.

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Karpov, Vladimir Yu, Svetlana Yu Zavalishina, Alexander V. Dorontsev, Anastasia A. Svetlichkina, Roman V. Kozjakov, and Egor A. Yanpolsky. "Physiological Response of the Physical Capabilities of Adolescents with Sensorineural Hearing Loss to Regular Adaptive Handball." Biomedical and Pharmacology Journal 14, no. 1 (March 30, 2021): 99–103. http://dx.doi.org/10.13005/bpj/2103.

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Training within the framework of adaptive sports and especially handball helps to significantly increase the level of adaptation to social conditions in people with hearing system pathology. Regular practice of this sport increases the accuracy of motor acts and stimulates general adaptive capabilities. The study involved 31 male teenagers aged 13-14 with sensorineural hearing loss of I-II degree. Of these, two groups were formed: the observation group (14 adolescents), who began to engage in adaptive handball, and the comparison group (17 adolescents), who continued to engage in physical education at school. The results of the annual medical examination, the results of functional tests and control standards of physical fitness were used. The results were processed using the Student's t test and correlation analysis.Regular physical trainings within the framework of handball allowed to increase the coordination-motor potential and stabilize the vestibular-dynamic stability of adolescents. They increased their physical readiness and the accuracy of their motor actions fulfillment in the conditions of play and in everyday life.Regular training in adaptive handball in adolescents with sensorineural hearing loss increases coordination abilities, speed capabilities, strength qualities and general endurance.

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Lee, Timothy D., Laurie R. Wishart, and Jason E. Murdoch. "Aging, Attention, and Bimanual Coordination." Canadian Journal on Aging / La Revue canadienne du vieillissement 21, no. 4 (2002): 549–57. http://dx.doi.org/10.1017/s0714980800002087.

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ABSTRACTAlthough aging is normally associated with declines in motor performance, recent evidence suggests that older adults suffer no loss in some measures of bimanual coordination relative to younger adults. Two hypotheses for this finding were compared in the present research. One hypothesis was based on the assumption that these coordination patterns are automatic and relatively impervious to the effects of aging. An alternative explanation is that older adults maintain this level of bimanual coordination at a cost of increased attention demand. These hypotheses were tested in an experiment in which bimanual coordination patterns (in-phase and anti-phase) were paced at two metronome frequencies (1 and 2 Hz), either alone or together, with serial performance of an attention-demanding task (adding 3s to a two-digit number at a 1 Hz pace). The results of the study provided some support for both hypotheses. The automaticity view was supported only for the coordination patterns at the 1 Hz metronome frequency. Support for an attention allocation hypothesis was shown in the observed-movement frequency data, as older adults tended to sacrifice movement frequency at the 2 Hz metronome pace in order to maintain performance in the movement and counting tasks. These findings are discussed relative to recent accounts of the role of automaticity in the absence of age-related differences in the performance of cognitive tasks.

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Kruglov, Vladyslav, and Oleg Khudolii. "Discriminant Analysis: Age-Specific Features of Motor Fitness of Girls Aged 7 to 9." Physical Education Theory and Methodology 22, no. 3s (November 30, 2022): S142—S147. http://dx.doi.org/10.17309/tmfv.2022.3s.20.

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The purpose of the study was to determine the age-specific features of the motor fitness of girls aged 7 to 9. Materials and methods. The study participants were 27 girls aged 7, 40 girls aged 8, and 35 girls aged 9. The children and their parents were informed about all the features of the study and gave their consent to participate in the experiment. The study used such research methods as analysis of scientific and methodical literature, pedagogical observations, motor fitness testing, a probabilistic approach to the assessment of the learning process, and methods of mathematical statistics. Results. The level of proficiency in gymnastic exercises, the level of development of coordination abilities, endurance and speed strength are those indicators that can be used to assess the motor fitness of girls aged 7 to 9. Attention is drawn to the fact that the level of proficiency in exercises is a key element in the motor fitness of girls. The obtained discriminant functions have statistical significance both in the classification of data and in the determination of the structural features of the motor fitness of girls aged 7 to 9. Conclusions. The standardized and structure coefficients of the discriminant function indicate that the most important indicators in the motor fitness of girls aged 7 to 9 are the level of general endurance, coordination of movements, relative arm strength and the level of proficiency in gymnastic exercises.

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Valarmathi Arunachalam, Kalpana Suresh, Lakshmi Venkatesh, and Santhanam Thiyagarajan. "Vision therapy for children with autism spectrum disorder – A review and case report." Biomedicine 42, no. 4 (September 12, 2022): 836–40. http://dx.doi.org/10.51248/.v42i4.1833.

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A higher incidence of ocular morbidity including visual perceptual disorders has been noted in individuals with autism spectrum disorder (ASD). Individuals with ASD show a lack of eye contact, poorly developed eye-hand coordination, and decreased visual perceptual skills. The presence of such deficits may influence the development of cognitive, motor skills, perception, behaviour, social interactions, and communication of these children. A nine-year-old male child diagnosed with autism spectrum disorder presented with a lack of eye contact, challenges in gross and fine motor skills, and social interactions. A comprehensive eye examination was performed, followed by an assessment of visual-spatial abilities of the child. Developmental Test of Visual Perception - third edition, administered to understand visual-motor integration and motor-reduced visual perceptual skills, revealed perceptual deficits in all domains. The child completed 30 sessions of vision therapy resulting in significant improvement in visual-spatial skills, visual-motor integration, and motor-reduced visual perception. This case demonstrated that individuals with ASD can benefit from vision therapy. Significant changes in behaviour including improved attention span and increased understanding of instructions were evident from parental feedback. Visual perceptual skill training holds the promise of being an adjunct developmentally supportive intervention for some children with an autism spectrum disorder.

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Mavrenkova, Polina, Natalia Pankova, Marina Lebedeva, and Mikhail Karganov. "Features of Psychomotor Coordination in Adolescents with Neuropsychiatric Pathology Enrolled in a Standard Educational Program." Brain Sciences 12, no. 2 (February 10, 2022): 245. http://dx.doi.org/10.3390/brainsci12020245.

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The imbalance between the speed and accuracy of cognitive-motor operations can lead to the formation of abnormal behavioral programs fraught with serious negative consequences for the individual. For successful correction and prevention of social disadaptation in adolescents with nervous and mental diseases and functional disorders in mental sphere in general education schools, the peculiarities of their psychomotor activity should be taken into account. We measured some parameters of visual-motor coordination and sensorimotor reaction in adolescents with mental disorders with (n = 36) or without (n = 27) organic brain damage. Adolescents from both groups showed higher speed, but poorer accuracy and smoothness, of movements than typically developing students (n = 70). The visual and acoustic reaction times were longer in adolescents with mental disorders without organic brain damage than in reference groups.

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Wren, Daniel A. "James D. Mooney and General Motors' Multinational Operations, 1922–1940." Business History Review 87, no. 3 (2013): 515–43. http://dx.doi.org/10.1017/s0007680513000743.

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This article traces the emergence of the General Motors Corporation as a multinational enterprise under the leadership of James D. Mooney from 1922 to the outbreak of World War II. Mooney's unpublished paper “The Science of Industrial Organization” (1929) portrays GM's multidivisional organization's use of the line-staff concept in organizing overseas assembly plants. Here I compare General Motors with Ford Motor Company, which had first-mover advantages overseas, and examine how each company organized and managed their international operations. “Linking pins,” a social-science concept, illustrates how GM's organizational hierarchy achieved vertical coordination of effort. Economic depression and the prelude to World War II followed the expansionary 1920s, requiring GM and Ford to adjust to a changing environment. The article also covers Mooney's naïve attempts to use business for diplomacy in the years leading up to the war.

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Romero, Veronica, Joseph Amaral, Paula Fitzpatrick, R. C. Schmidt, Amie W. Duncan, and Michael J. Richardson. "Can low-cost motion-tracking systems substitute a Polhemus system when researching social motor coordination in children?" Behavior Research Methods 49, no. 2 (April 29, 2016): 588–601. http://dx.doi.org/10.3758/s13428-016-0733-1.

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Journal articles on the topic 'Social motor coordination'

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