Artykuły w czasopismach: „Motor ability in children – Testing”

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Hardasari, Resta, i Diana Diana. "The Application of Taiso Radio Gymnastic in Improving Gross Motor Ability of Children Aged 5-6 Years". BELIA: Early Childhood Education Papers 9, nr 1 (22.06.2020): 34–39. http://dx.doi.org/10.15294/belia.v9i1.30309.

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The objective of this study was to obtain the data on the improvement of gross motor ability of children aged 5-6 years with taiso radio gymnastics. This research was included in the experimental research type. The population in this study were children aged 5-6 years at RA Diponegoro Kertanegara, Purbalingga. The respondents in this study were 33 children. The method of data collection in this study was the observation instrument of gross motor ability of children aged 5-6 years. Then the method of data analysis used were descriptive and hypothesis testing with Paired Sample t-Test. The results of this study indicated that the gross motor ability of children aged 5-6 years after being given treatment which was in the form of Taiso Radio gymnastics from an average of 92.91 to an average of 106.48. This was given a pretest treatment of gross motor ability of children aged 5-6 years in the fair category with a percentage index of 12.12% and a good category with a percentage index of 87.88%. After being given treatment (posttest) there was an increase in gross motor ability of children aged 5-6 years into a good category with a percentage index of 81.81% and a very good category with an achievement index of 18.19%. Therefore, taiso radio exercise is effective in increasing gross motor ability of children aged 5-6 years. Based on the results of the Paired Sample t Test calculation, the researcher obtained values -table > count > table, which was (-14.544 < -2.036 or 14.544 > 2.036), with sig = 0,000, so that was rejected and was accepted. It meant that there were differences in the gross motor ability of children aged 5-6 years after being applied to Taiso Radio gymnastics. The difference can be seen from the value of sig 2 tailed <0.005 which was 0,000.

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Irmawati, Irmawati, i Ichsan Ichsan. "THE EFFECT OF WEAVING ACTIVITIES WITH BANANA LEAVES ON FINE MOTOR ABILITY EARLY OF CHILDHOOD". Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini 12, nr 2 (22.11.2021): 125–35. http://dx.doi.org/10.17509/cd.v12i2.39595.

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This research aims to determine the effect of weaving activities on fine motor skills in TK Pertiwi 26-13 Bogares Kidul. This research uses a quantitative approach method by carrying out Field Research. This research presents data in the form of numbers using statistical data analysis which has the aim of testing hypotheses and data analysis using regression analysis. The results of the research show that the regression analysis of Y = 5.592 + 0.579X, the equation shows a lot of at least a child's fine motor capacity. Banana leaf weaving affects the fine motor skills of Pertiwi Kindergarten 26-13 Bogares Kidul. The conclusions drawn are: banana leaf weaving give positive affects on fine motor skills development of Pertiwi Kindergarten 26-13 Bogares Kidul children. The contribution of the effectiveness of banana leaf weaving to fine motor skills is seventy-four percent. Based on the reaction analysis and analysis that has been carried out in this research, it can be concluded that the banana leaf weaving variable has a positive and increasing effect on fine motor skills.

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Kalberg, Wendy O., Phillip A. May, Jason Blankenship, David Buckley, J. Phillip Gossage i Colleen M. Adnams. "A practical testing battery to measure neurobehavioral ability among children with Fetal Alcohol Spectrum Disorder". International Journal of Alcohol and Drug Research 2, nr 3 (19.04.2013): 51–60. http://dx.doi.org/10.7895/ijadr.v2i3.83.

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Kalberg, W., May, P., Blankenship, J., Buckley, D., Gossage, J., & Adnams, C. (2013). A practical testing battery to measure neurobehavioral ability among children with Fetal Alcohol Spectrum Disorder. The International Journal Of Alcohol And Drug Research, 2(3), 51-60. doi:10.7895/ijadr.v2i3.83 (http://dx.doi.org/10.7895/ijadr.v2i3.83)Aim: To determine a brief, practical battery of tests that discriminate between children with a fetal alcohol spectrum disorder (FASD) and unexposed controls.Design: Children received dysmorphology exams and a targeted battery of cognitive and behavioral tests, and their mothers were interviewed about maternal risk factors. Children diagnosed with an FASD and children unexposed to alcohol prenatally were compared on cognitive-behavioral test results.Setting: A community in the Western Cape Province of South Africa.Participants: Sixty-one first-grade children with FASD and 52 matched normal controls.Measures: Statistical analyses of maternal drinking behavior and the children’s test performances.Findings: Self-reported maternal drinking patterns before, during, and after pregnancy were used to confirm prenatal exposures to alcohol in the group of children diagnosed with FASD. With this sample of children diagnosed with FASD and completely unexposed controls, the adverse effects of maternal drinking on children’s performance are corroborated. Results of the battery of standardized cognitive and behavioral tests indicate highly significant differences (p ≤ .001) between the two groups on intelligence, perceptual motor skills, and planning, and on logical, spatial, short term, long term, and working memory abilities. Furthermore, a binary logistical regression model of only three specific cognitive and behavioral tests, including Digit Span A+B (Wald = 3.90), Absurd Situation (Wald = 4.73), and Word Association (Wald = 6.85) correctly classified 77.6% of the child participants as FASD or controls.Conclusions: A brief, practical set of tests can discriminate between children with and without FASD and provide useful information for interventions for affected children.

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Magrini, Massimo, Olivia Curzio, Andrea Carboni, Davide Moroni, Ovidio Salvetti i Alessandra Melani. "Augmented Interaction Systems for Supporting Autistic Children. Evolution of a Multichannel Expressive Tool: The SEMI Project Feasibility Study". Applied Sciences 9, nr 15 (31.07.2019): 3081. http://dx.doi.org/10.3390/app9153081.

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Background: Over the past ten years, the authors have been designing, developing, and testing pervasive technology to support children with autism (ASD). Methods: In the present study, an integrated system based on multimedia and augmented interaction technologies have been tested on young subjects with ASD and dyspraxia in the age range of 6–10 years, in charge for rehabilitation treatments; a team of clinical psychologists has analyzed the results of the experimentation. The ten children involved in the project underwent an initial assessment of praxis skills and motor coordination. Subsequently, the subjects were subdivided into two subgroups: five children participated in the experimentation and five were evaluated as the control group (treatment as usual). Results: The evaluation showed an increased score in the several aspects considered, and particularly those related to motor coordination. An improvement in balancing tests and in hands-movement testing was found. Conclusion: The children involved in the sessions showed greater ability to self-control the movement as well as to select specific motor areas. The methods used seem to be promising to improve emotional and social skills too in a motivating and enjoyable climate. A high level of acceptance by professionals was observed and parents’ feedback was also positive.

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Wajdi, Halim, Novian Anggis Suwastika i Rahmat Yasirandi. "Iot architecture that supports the stimulation of gross motor development in children aged 5-6 years using drop box game". Register: Jurnal Ilmiah Teknologi Sistem Informasi 6, nr 2 (8.07.2020): 119. http://dx.doi.org/10.26594/register.v6i2.1958.

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Gross motor development in children influences the development of self-confidence and the concept of self-formation as they mature. Many people assume that gross motor development is often ruled out compared to other aspects of child development because the perception of gross motor development will automatically increase with age, when in fact the gross motor development must continue to be stimulated so that it develops perfectly. The activity used in this research is the game of putting balls into a hole by moving the game box (Drop Box). This research aims to build a device that has been designed and assess the ability/performance of the system based on the parameters of functionality, the accuracy of values , and reading speed. In this research, the Drop Box game implements Internet of Things (IoT) to support recording activities and processing data obtained from recording children's activities. In this research also proposed a suitable IoT architecture and has been applied in the development of the Drop Box game device. We carry out functional system testing and system performance testing based on accuracy parameters and speed-reading parameters. The test results show that the functionality of the system runs with an average of 100%. For system performance, the result is 86.59% for 20 ms as the optimal delay in testing accuracy and 79 ms for reading speed.

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Sedykh, N. V., i N. Y. Zinina. "Correction of motor skills of preschoolers 6-7 years old with cerebral palsy in the process of adaptive physical education". Scientific and educational basics in physical culture and sports, nr 3 (5.01.2022): 45–48. http://dx.doi.org/10.57006/2782-3245-2021-3-3-45-48.

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Relevance. Rehabilitation of children with cerebral palsy is one of the most significant tasks of modern neurology. Due to the defeat of the central nervous system in patients with cerebral palsy, the work of voluntary movement schemes is disrupted, which determines the complexity of the formation of motor skills.Purpose. To develop a training methodology aimed at correcting the motor skills of preschool children diagnosed with cerebral palsy.Methods and organization of research. Preschoolers aged 6-7 with a diagnosis of cerebral palsy took part in the study. In the course of the study, a methodology was developed based on the use of exercises performed on Gross and MOTOmed training devices, fitball gymnastics, stretching exercises, fine motor skills development, as well as self-service skills implemented during classes during the day.The results of the research. The conducted research allowed us to prove that the use of these means, methods and forms of organization of classes, applied in stages, is appropriate in classes. Conclusions. As a result of the conducted testing, it was revealed that the following motor skills were impaired in preschoolers 6-7 years old with a diagnosis of cerebral palsy: the ability to match the thumb with the rest of the fingers, the ability to be in a sitting position without a back, the ability to walk in full coordination, independently descend the stairs with support and without support.

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Dumas, Helene M., Maria A. Fragala-Pinkham, Elaine L. Rosen, Kelly A. Lombard i Colleen Farrell. "Pediatric Evaluation of Disability Inventory Computer Adaptive Test (PEDI-CAT) and Alberta Infant Motor Scale (AIMS): Validity and Responsiveness". Physical Therapy 95, nr 11 (1.11.2015): 1559–68. http://dx.doi.org/10.2522/ptj.20140339.

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Background Although preliminary studies have established a good psychometric foundation for the Pediatric Evaluation of Disability Inventory Computer Adaptive Test (PEDI-CAT) for a broad population of youth with disabilities, additional validation is warranted for young children. Objective The study objective was to (1) examine concurrent validity, (2) evaluate the ability to identify motor delay, and (3) assess responsiveness of the PEDI-CAT Mobility domain and the Alberta Infant Motor Scale (AIMS). Methods Fifty-three infants and young children (<18 months of age) admitted to a pediatric postacute care hospital and referred for a physical therapist examination were included. The PEDI-CAT Mobility domain and the AIMS were completed during the initial physical therapist examination, at 3-month intervals, and at discharge. A Spearman rank correlation coefficient was used to examine concurrent validity. A chi-square analysis of age percentile scores was used to examine the identification of motor delay. Mean score differences from initial assessment to final assessment were analyzed to evaluate responsiveness. Results A statistically significant, fair association (rs=.313) was found for the 2 assessments. There was no significant difference in motor delay identification between tests; however, the AIMS had a higher percentage of infants with scores at or below the fifth percentile. Participants showed significant changes from initial testing to final testing on the PEDI-CAT Mobility domain and the AIMS. Limitations This study included only young patients (<18 months of age) in a pediatric postacute hospital; therefore, the generalizability is limited to this population. Conclusions The PEDI-CAT Mobility domain is a valid measure for young children admitted to postacute care and is responsive to changes in motor skills. However, further item and standardization development is needed before the PEDI-CAT is used confidently to identify motor delay in children <18 months of age.

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Laughton, Barbara, Mmule Ratswana, Itziar Familiar, Lee Fairlie, Tichaona Vhembo, Portia Kamthunzi, Enid Kabugho i in. "Validity of Neuropsychological Testing in Young African Children Affected by HIV". Journal of Pediatric Infectious Diseases 13, nr 03 (20.03.2018): 185–201. http://dx.doi.org/10.1055/s-0038-1637020.

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

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Oster, Linda M., i Guangwei Zhou. "Balance and Vestibular Deficits in Pediatric Patients with Autism Spectrum Disorder: An Underappreciated Clinical Aspect". Autism Research and Treatment 2022 (16.08.2022): 1–5. http://dx.doi.org/10.1155/2022/7568572.

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Children with autism spectrum disorder (ASD) not only have communication and social difficulties, but also exhibit poor balance and motor control ability, which frequently affect daily activities. Effective balance and motor control rely on the integration of somatosensory, visual, and vestibular inputs. Although reports of balance dysfunction in ASD have been documented, comprehensive studies of balance and vestibular function in children with ASD are scarce. In this study, we retrospectively reviewed 36 pediatric patients diagnosed with ASD who underwent balance/vestibular laboratory testing in our speciality clinic. Results from sensory organization test (SOT) or modified clinical test for sensory integration of balance (mCTSIB) found that out of 15 patients, 80% had abnormal findings. Of the children who successfully completed each vestibular test, abnormal responses were observed in 12 (80%) sensory organization tests, 5 (24%) vestibular evoked myogenic potential (VEMP), 22 (66%) videonystagmography (VNG), and 11 (32%) sinusoidal rotary chair tests. These results indicate that balance and vestibular testing may be of diagnostic value for clinicians and providers as an aid in early detection, intervention, and the development of appropriate management and therapies for this patient population. Increased awareness of this topic is warranted to promote better clinical management of this special group of patients and improve their quality of life.

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Milenković, Dejan. "Relation Between Physical Abilities and Fundamental Motor Skills in Preschoolers". Physical Education Theory and Methodology 22, nr 4 (23.12.2022): 561–68. http://dx.doi.org/10.17309/tmfv.2022.4.15.

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

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Pierpont, E. I., K. Lim, M. Georgieff, W. Dobyns, M. Luciana i J. Wozniak. "24234 Development of a computerized neurocognitive test of interhemispheric transfer for use in pediatric settings". Journal of Clinical and Translational Science 5, s1 (marzec 2021): 105–6. http://dx.doi.org/10.1017/cts.2021.670.

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ABSTRACT IMPACT: As newborn screening is now available for X-linked adrenoleukodystrophy, there is a need to establish meaningful disease markers to detect the onset of the severe demyelinating cerebral form of this disease at the earliest possible stage, and to quantify early disease progression to evaluate the relative efficacy of therapies. OBJECTIVES/GOALS: Longitudinal testing of neurocognitive and motor function using smartphone and tablet-based applications holds promise for early detection and quantification of brain white matter changes in patients with adrenoleukodystrophy (ALD) and other rare demyelinating diseases, but this methodology requires validation in pediatric populations. METHODS/STUDY POPULATION: We developed an iPad application with a game-like interface to assess interhemispheric transfer across the corpus callosum, the brain structure where cerebral demyelinating disease typically begins in patients with ALD. Feasibility data from remote test administrations with healthy children were collected to analyze and speed and timing of finger tapping movements requiring bimanual coordination on a touchscreen. RESULTS/ANTICIPATED RESULTS: Among our pilot sample of healthy school-aged children, age-related improvements in finger tapping speed were observed in both single-hand and alternating-hand conditions. Results indicate that remote testing using iPad applications is a viable way to collect psychometric testing data rapidly in pediatric populations and is feasible during a pandemic. Next steps in this research project will be: (1) evaluating the stability of repeated test administrations (test-retest reliability), (2) assessing agreement between performance on our iPad application and validated measures of interhemispheric transfer and fine motor function, and (3) comparing performance of children with known corpus callosum white matter abnormality to performance of healthy children. DISCUSSION/SIGNIFICANCE OF FINDINGS: Brief neurocognitive tests that can be frequently administered may have the ability to capture subtle brain changes in developing children. Approaches enabling remote (virtual) testing will facilitate research during the covid-19 pandemic and are especially well-suited for data collection in rare disease populations.

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Stott, Denis H., Sheila E. Henderson i Fred A. Moyes. "The Henderson Revision of the Test of Motor Impairment: A Comprehensive Approach to Assessment". Adapted Physical Activity Quarterly 3, nr 3 (lipiec 1986): 204–16. http://dx.doi.org/10.1123/apaq.3.3.204.

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This article describes the approach to testing that guided the recent revision of the Test of Motor Impairment (TOMI). Traditional attempts to measure intrinsic ability lent themselves to the labeling of children as defective. A test score should be regarded rather as a record of available capabilities. Performance depends on the abilities a child brings into play; the use of abilities and the development of skills depend in turn on motivational-emotional factors. Moreover, a composite score does not provide information about the reasons for failure. These considerations led to the compilation of qualitative diagnostic aids. The first directs the tester’s attention to the nature of a child’s failure of motor control, the second to behavioral sources of poor performance. The third checklist is a task-by-task, process-oriented analysis of motor faults designed for clinical diagnosis and professional training. In providing a detailed picture of a child’s performance, the TOMI bridges the gap between assessment and therapy and provides instrumentation for systematic, measurable therapy.

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Leinonen, M. T., i L. Koskinen. "Head-Mounted Video Camera System in Testing Multihandicapped Children with Low Vision". Perception 26, nr 1_suppl (sierpień 1997): 233. http://dx.doi.org/10.1068/v970015.

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Vision testing with multihandicapped children is more difficult than with normally developed children: the child's ability to concentrate in the test situation is often markedly reduced, or the child is not capable of communicating with the examiner in the normal way owing to deficiencies in motor skills, hearing, or speech. Often observation of the eyes and face is difficult because of bent-down sitting position caused by poor control of head and neck. By recording the test situation on a video tape it is possible to analyse the child's reactions afterwards more accurately. Our video system consists of a miniature video camera attached to the head of the child with a small mirror in front of the camera to provide a picture of the eyes. Simultaneous recording of the eye movements and the fixation target is possible by adjusting the position of the mirror so that it covers the view of the camera only partially. With the aid of a second, conventional video camera, we get an overview picture of the test situation. This picture is combined with the image of the miniature camera on the child's head and recorded on a video tape. With our video system it is possible to see the eye movements even when the child's head is bent-down or the child is moving in the examination room. It also allows the use of full-field stimuli covering the eyes as in examination of the optokinetic nystagmus. The eye - hand coordination can also be monitored on the video tape.

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Wray, Jo, Katherine L. Brown, Deborah Ridout, Monica Lakhanpaul, Liz Smith, Angie Scarisbrick, Sara O’Curry i Aparna Hoskote. "Development and preliminary testing of the Brief Developmental Assessment: an early recognition tool for children with heart disease". Cardiology in the Young 28, nr 4 (13.02.2018): 582–91. http://dx.doi.org/10.1017/s1047951117002918.

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AbstractIntroductionNeurodevelopmental abnormalities are common in children with CHD and are the highest-priority concerns for parents and professionals following cardiac surgery in childhood. There is no additional routine monitoring of development for children with CHD in the United Kingdom; hence, neurodevelopmental concerns may be detected late, precluding early referral and intervention.MethodsAn early recognition tool – the “Brief Developmental Assessment” – was developed using quality improvement methodology involving several iterations and rounds of pilot testing. Our requirements were for a tool covering important developmental domains and practicable for use within inpatient and outpatient settings by paediatric cardiac health professionals who are non-developmental specialists, without specialised equipment and which involved direct observation, as well as parental report.ResultsItems were included in the tool based on existing developmental measures, covering the domains of gross and fine motor skills, daily living skills, communication, socialisation, and general understanding. Items were developed for five age bands – 0–16 weeks, 17–34 weeks, 35–60 weeks, 15 months–2.9 years, and 3–4.9 years – and the final versions included a traffic light scoring system for identifying children with possible delay in any or all domains. Preliminary testing indicated excellent inter-rater reliability, an ability to detect children with a diagnosis known to be associated with developmental delay, and largely acceptable internal reliability.ConclusionWe report the evolution and preliminary testing of an early recognition tool for assessing the development of children with heart disease; this was encouraging and sufficiently good to support further validation in a larger study.

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Lobo, Michele A., John Koshy, Martha L. Hall, Ozan Erol, Huantian Cao, Jenner M. Buckley, James C. Galloway i Jill Higginson. "Playskin Lift: Development and Initial Testing of an Exoskeletal Garment to Assist Upper Extremity Mobility and Function". Physical Therapy 96, nr 3 (1.03.2016): 390–99. http://dx.doi.org/10.2522/ptj.20140540.

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Background A person's ability to move his or her arms against gravity is important for independent performance of critical activities of daily living and for exploration that facilitates early cognitive, language, social, and perceptual-motor development. Children with a variety of diagnoses have difficulty moving their arms against gravity. Objective The purpose of this technical report is to detail the design process and initial testing of a novel exoskeletal garment, the Playskin Lift, that assists and encourages children to lift their arms against gravity. Design This report details the design theory and process, the device, and the results of field testing with a toddler with impaired upper extremity function due to arthrogryposis multiplex congenita. Results The Playskin Lift is an inexpensive (<$30 material costs), easy to use (5/5 rating), comfortable (5/5 rating), and attractive (4/5 rating) device. While wearing the device, the child was able to contact objects more often throughout an increased play space, to look at toys more while contacting them, and to perform more complex interactions with toys. Limitations This report details initial testing with one child. Future testing with more participants is recommended. Conclusions These results suggest that by considering the broad needs of users, including cost, accessibility, comfort, aesthetics, and function, we can design inexpensive devices that families and clinicians can potentially fabricate in their own communities to improve function, participation, exploration, and learning for children with disabilities.

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Hakman, A., M. Osadets i N. Lymarenko. "Didactic peculiarities of technical actions' training method of young volleyball players". Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), nr 6(137) (22.06.2021): 46–50. http://dx.doi.org/10.31392/npu-nc.series15.2021.6(137).11.

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Training in motor actions is necessary in any activity. In sports, training has its own specifics, the essence of which is that the bulk of the new is learned in the acquisition of various motor actions that take the form of exercise. The goal of this research was to develop a method of teaching motor actions in volleyball using the didactic principles of educational activities and developmental learning and to test its effectiveness in experimental work. Research findings. The results of the influence of the developed method on the ability to differentiate their motor actions and on the physical preparation of young volleyball players are shown. In this research, an attempt was made to find ways to solve the most important tasks facing the coach. These include children's training of the necessary techniques faster and more efficiently than the traditional method based on the main points of the theory of educational activities and developmental learning. Thus besides direct training of techniques in volleyball in experiment we developed the personality and mental abilities of children. To do this, students have mastered the basics of educational activities related to the ability to analyze the subject under study, identify primary and secondary elements and their relationship, monitor their actions, evaluate the results and ways to achieve them. The first classes in the experimental group showed that the motor density of the training session decreased slightly. This happened due to spending more time on theoretical conversations, discussing the arising issues, working with a training model and testing on it of the main parts of the studied motor actions. Subsequently, this was offset by a faster mastery of the technique of motor actions due to greater independence, greater activity on the classes and fewer mistakes.

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Kosheleva, M. V. "Analysis of the structural feature of rhythmicity in 8-10 year-old children with Down syndrome". BIO Web of Conferences 48 (2022): 01013. http://dx.doi.org/10.1051/bioconf/20224801013.

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The paper substantiates the idea that the set rational rhythm of movements creates favorable conditions for the organization of motor activity. The insufficient level of its formation affects the activity of physiological systems, and results in significant energy expenditure with minimal results. A promising approach for solving the problem of developing rhythmicity in 8-10 year-old children with Down syndrome is to form the following varieties of the ability: individual rhythm; collective rhythm; rhythm in exercises with musical accompaniment. The paper analyses the results of testing the structural feature of rhythmicity in children with developmental disabilities. The change in the level of rhythmicity in children with Down syndrome of the experimental group was registered. The best results were achieved for the rhythmic exercises performed with musical accompaniment, the difference in the arithmetic mean values between the stages of the experiment was 1.37 points. In the control group with mental retardation (CG (MR)) the difference between the rhythmicity indicators in the exercises performed with musical accompaniment was less significant, only 0.17 points. The average index of rhythm in collective activities in the experimental group of children with Down syndrome (EG (DS)) increased by 1.33 points. Particular attention is paid to the results of the development of individual rhythm between the groups studied, at the beginning of the experiment the difference between the scores of CG (MR) and the EG (DS) was 0.83, at the end it decreased by 0.18 points. The scores of children with Down syndrome almost reached the results of children with MR. Such a positive result indicates the influence of rhythm on the motor areas of the brain of children with Down syndrome.

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Springer, Arielle, Sasha Dyck Holzinger, John Andersen, David Buckley, Darcy Fehlings, Adam Kirton, Louise Koclas i in. "Profile of children with cerebral palsy spectrum disorder and a normal MRI study". Neurology 93, nr 1 (24.05.2019): e88-e96. http://dx.doi.org/10.1212/wnl.0000000000007726.

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ObjectiveThis study looks at what profile can be expected in children with cerebral palsy spectrum disorder (CP) and a normal MRI.MethodsThe data were excerpted from the Canadian Cerebral Palsy Registry database. Only patients who had undergone MRI were included in the analysis. Neuroimaging classification was ascertained by university-based pediatric neuroradiologists and split into 2 categories: normal and abnormal MRIs. Six factors were then compared between those 2 groups: prematurity, perinatal adversity, presence of more than 1 comorbidity, CP subtype, bimanual dexterity (Manual Ability Classification System [MACS]), and gross motor function (Gross Motor Function Classification System [GMFCS]).ResultsParticipants with no perinatal adversity were 5.518 times more likely to have a normal MRI (p < 0.0001, 95% confidence interval [CI] 4.153–7.330). Furthermore, participants with dyskinetic, ataxic/hypotonic, and spastic diplegic forms of CP were 2.045 times more likely to have a normal MRI than those with hemiplegia, triplegia, and quadriplegia (p < 0.0001, 95% CI 1.506–2.778). No significant difference was found in prematurity, GMFCS levels, MACS levels, and the number of comorbidities.ConclusionsNormal MRIs were associated with lack of perinatal adversity as well as with the dyskinetic, ataxic/hypotonic, and spastic diplegic CP subtypes. As MRI normality is not strongly associated with the severity of CP, continuous follow-up in children with normal imaging appears warranted. Further advanced imaging modalities, as well as strong consideration for metabolic and genetic testing, may provide additional insights into causal pathways in this population.

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SANCHEZ, CARMEN E., JEFFREY SCHATZ i CARLA W. ROBERTS. "Cerebral blood flow velocity and language functioning in pediatric sickle cell disease". Journal of the International Neuropsychological Society 16, nr 2 (3.02.2010): 326–34. http://dx.doi.org/10.1017/s1355617709991366.

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AbstractWe investigated the association of increased cerebral blood flow velocity with specific language abilities in children with sickle cell disease (SCD). Thirty-nine children ages 5 to 8 years old with high-risk genotypes of SCD underwent cognitive testing, which included tests of language skills, visual motor skills, and attention/working memory as part of a routine hematology health-maintenance visit. Transcranial Doppler (TCD) velocities were obtained from review of medical records, with the velocities that were in closest temporal proximity to the cognitive assessment used in the analysis. TCD velocities predicted scores on tests of syntactical skills, even when controlling for anemia severity. Semantic and phonological ability and other cognitive skills were not strongly related to TCD velocities. Elevated blood flow velocities in children with high-risk SCD may contribute to a specific language impairment or to a broader dysfunction of short-term and/or working memory. This study underscores the need for clinicians to monitor language skills of children with SCD who have elevated TCD velocities, as these cognitive abilities might be particularly sensitive to cerebrovascular disruption related to their disease. (JINS, 2010, 16, 326–334.)

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Janky, Kristen L., Megan L. A. Thomas, Robin R. High, Kendra K. Schmid i Oluwaseye Ayoola Ogun. "Predictive Factors for Vestibular Loss in Children With Hearing Loss". American Journal of Audiology 27, nr 1 (8.03.2018): 137–46. http://dx.doi.org/10.1044/2017_aja-17-0058.

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PurposeThe aim of this study was to determine if there are factors that can predict whether a child with hearing loss will also have vestibular loss.MethodA retrospective chart review was completed on 186 children with hearing loss seen at Boys Town National Research Hospital for vestibular testing from 1999 to 2015 through neurosensory genetics clinic or cochlear implant candidacy. Each child's medical chart was reviewed to obtain the following data: vestibular loss severity (classified as normal, bilateral, or mild to moderate), degree of hearing loss (bilateral pure-tone average [PTA]), imaging abnormalities (classified as “normal” or “abnormal”), parental concerns for gross motor delay (classified as “yes, there is concern” or “no, there is not a concern”), parent report of age when their child sat (months) and walked independently (months), comorbidities (classified as “yes” if there were 1 or more comorbidities or “no” if there were no comorbidities), and score on the Developmental Profile-3.ResultsChildren were grouped according to vestibular loss severity; 115 children had normal vestibular function, 31 had bilateral vestibular loss, and 40 had mild-to-moderate vestibular loss. As severity of vestibular loss increased, children (a) sat and walked later, (b) scored more poorly on the Developmental Profile-3 physical subscale, (c) had more severe hearing loss, (d) had parents who more frequently reported concern for gross motor delay, and (e) were more likely to have other comorbidities. Of these factors, age-to-sit, age-to-walk, PTA, and parental concerns for gross motor developmental delay had the greatest ability to differentiate children with vestibular loss from children with normal vestibular function.For age-to-sit, using a cutoff value of 7.25 months yielded a sensitivity of 62% and a specificity of 81%. For age-to-walk, a cutoff value of 14.5 months yielded a sensitivity of 78% and a specificity of 77%. For PTA for the neurosensory genetics group, a cutoff value of 40 dB yielded a sensitivity of 80% and a specificity of 55%; however, a cutoff value of 66 dB yielded a sensitivity of 33% and an improved specificity of 91%.ConclusionsA referral for vestibular evaluation should be considered for children whose hearing loss is greater than 66 dB and particularly those who sit later than 7.25 months or walk later than 14.5 months or whose parents report concerns for gross motor development. Collectively, these factors appear to be more sensitive for identifying children with bilateral vestibular loss compared with children with mild-to-moderate vestibular loss. Because of the benefit of physical therapy, children identified with vestibular loss should then be referred to physical therapy for further evaluation and treatment.

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Ivashchenko, O. V., M. O. Nosko, M. Cieślicka i D. A. Malyshev. "Motor Abilities: Peculiarities of Strength Effort Assessment in Boys Aged 11-13". Teorìâ ta Metodika Fìzičnogo Vihovannâ 19, nr 1 (25.03.2019): 37–43. http://dx.doi.org/10.17309/tmfv.2019.1.05.

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Thepurposeofthestudyistodetermine the peculiarities of strength effort assessmentin boys aged 11-13. Materials and methods.The study participants were boys aged 11 years (n=22), 12 years (n=31), 13 years (n=33). The children and their parents were fully informed about all the features of the study and gave their consent to participate in the experiment. The paper used methods of scientific literature analysis, testing, methods of mathematical statistics. The study assessedthe right hand effort at 1/3, 1/2, 2/3 of the maximum. The assessment error was analyzed. To determine the peculiarities of strength effort assessment, the study used a t-test for paired observations and a t-test for independent samples. Results. The analysis of the ability for strength effort assessment in the boys aged 11 and 13 showed that there are no statistically significant differences between the boys of this age. The boysdemonstrate the best assessment ofeffortat2/3 of the maximum. There areno statistically significant differences in the levels of development of the hand maximum strength (p > 0.05). Thestudy has not found statistically significant differences in the levels of development of the ability for strength effort assessment in the boys aged 11-13(p > 0.05). The boys of this age demonstrate the best assessment ofeffortat2/3 of the maximum. A comparative analysis of the ability for strength effort assessment in the boys aged 12 and 13 did not reveal statistically significant differences (p > 0.05). The boys of this age demonstrate the best assessment ofeffortat2/3 of the maximum. The boys aged 11–13 show the best assessment of effort reproduction at2/3 of the maximum (p < 0.05). There is no statistically significant age-related dynamics in strength effortassessment in the boys aged 11-13. The correlationbetween the effort reproductionsat1/3, 1/2 and 2/3 of the maximum is not statistically significant. Conclusions.In the process of physical education of boys aged 11–13,special attention should be paid to the development of motor control ability as the component of coordination training of schoolchildren.

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E, Marston, Katz L i Cruz N. "A-093 Neuropsychological Functioning in an 8-year-old female with Friedreich’s Ataxia". Archives of Clinical Neuropsychology 35, nr 6 (28.08.2020): 886. http://dx.doi.org/10.1093/arclin/acaa068.093.

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Abstract Objective An 8-year old female in the 3rd grade was referred for an evaluation due to concerns surrounding attention, academics, and motor skills in the context of Friedreich’s Ataxia (FA). FA is the most common genetically inherited ataxia (Delatycki et al., 2000). Neurocognitively, deficits in processing and motor speed, visuospatial reasoning, and executive function have been documented in FA (Nieto et al., 2012; Mantovan et al., 2006; Schmahmann et al., 1998). This case study expands on the limited literature on the neuropsychological profile of children with FA. Methods Patient was diagnosed with FA in 2014 following genetic testing significant for over 1,000 repeats of the Frataxin gene. She has experienced a steady decline in her gross-, fine-, and oral-motor skills. Patient requires a personal aide at school to ensure safety ambulating and manage her attention and learning challenges. Results Intellectual ability was estimated as average (WISC-V: GAI = 92). She exhibited significant deficits in reading, writing, and mathematics, clustering around an early 1st grade level (WIAT-III). She presented with attention and executive function impairments (CPT-3, TEA-Ch, NEPSY-II). Motor coordination difficulties were characteristic of FA (WRAVMA, Finger Tapper). Conclusion Patient demonstrated deficits in motor coordination, processing speed, attention, and executive function typical of FA, given its cerebellar pathology and impacted corticocerebellar pathways. The etiology of her learning challenges is unknown, as these domains are not typically impacted in FA. Future investigation of the relationship between FA and other neurocognitive domains is warranted.

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Martinčević, Ivana, Nera Žigić, Igor Mraz i Nikola Sedlar. "THE RELATIONSHIP OF BODY MASS INDEX AND MOTOR ABILITIES OF EIGHT GRADE STUDENTS". SportLogia 18, nr 1 (21.12.2022): 25–34. http://dx.doi.org/10.5550/sgia.221801.en.mzms.

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The aim of this research was to examine the connection of body mass index of eighth grade students and their results in motor abilities test, with the purpose of gaining insight in which tests is that connection more or less expressed, or there isn’t any. The sample of subjects consisted of 66 male and 64 female students from four elementary schools from the Varaždin city area, who attended eighth grade in the school year of 2018/2019 For data analysis, the results of the final testing of motor abilities were used. The sample of variables consisted of six motor tests and two anthropometrical measures, student’s age and their body mass index. For all 10 variables the basic descriptive parameters were calculated (arithmetic mean, standard deviation, minimum and maximum), both for female and male students. Further data processing was done by linear regression analysis – 6 x regression analysis for each motor ability. The results of the regression analysis in male students showed statistically significant connection of body mass index and four variables (standing long jump, shuttle run with carrying objects, sit and reach and pull-up hold), while in female students the connection was significant only in two variables (standing long jump and pull-up hold). Overweight and obesity of children and adolescents is a growing phenomenon all over the world. Motor abilities are an important indicator of physical activity and one of the possible indicators of the level of fitness. Overweight and obesity, as well as underweight, negatively influence the condition and development of motor abilities, and the role of Physical education classes are of great importance in prevention and promotion of healthy living habits of students.

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Ivanovic, Lidija, Danijela Ilic-Stosovic, Snezana Nikolic i Veselin Medenica. "Does neuromotor immaturity represents a risk for acquiring basic academic skills in school-age children?" Vojnosanitetski pregled 76, nr 10 (2019): 1062–70. http://dx.doi.org/10.2298/vsp170417011i.

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Background/Aim. Studies that investigated the presence of soft neurological signs in terms of neuromotor immaturity and impact on the ability of reading, writing and calculation are rare. At school age, cognitive development in children of the typical population is monitored over, while much less was focused on motor development. This is one of the important reasons for conducting this research. The aim of this study is to determine whether neuromotor immaturity of children poses a risk for the adoption of the basic academic skills in school children. Most authors investigated the presence of dysgraphia, dyslexia and dyscalculia in clinically diagnosed conditions. Methods. The data were obtained by testing. To assess neuromotor maturity, The Developmental Screening Test was used. The quality of handwriting was evaluated according to the criteria proposed by Simner and Eidlitz. Quality of reading skills is assessed by the Three-dimensional Reading Test. Evaluation of the presence of difficulties in numeracy was performed by a series of adapted tasks, taken from the Romanian Screening Instrument for Dyscalculia. Results. The sample was divided into two groups of pupils according to the results. The groups consisted of students with and without the presence of neuromotor immaturity. There was a significantly higher prevalence of students with difficulties in reading, writing and numeracy in the group of neuromotor immature students. Conclusion. The results clearly indicated that neuromotor immaturity of children represents a risk to the adoption of the basic academic skills in children in school age. We believe that the school age is very important time to monitor motor development of a child to the same extent as the cognitive development. In this way, we would have the opportunity to intervene on time and reduce a possibility of school failure. Wider studies in this area are urgently needed.

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Et. al., S. V. Kedar,. "Identifying Learning Disability Through Digital Handwriting Analysis". Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, nr 1S (11.04.2021): 46–56. http://dx.doi.org/10.17762/turcomat.v12i1s.1557.

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Handwriting Analysis is described as a scientific study for the analysis of handwriting. It is a way of interpreting and ability to learn from peculiarities in handwriting. Offline handwriting analysis is a traditional approach that cannot be used efficiently for analysis. Online handwriting analysis, on the other hand, can utilize various aspects like pressure on the pen, timestamp and other factors which help in improving the effectiveness of analysis. Learning disabilities are neurological processing problems which can hamper the learning of the children. Dysgraphia is a learning disability that mainly affects a child’s handwriting and motor skills. It is found in 10 to 30% of school-aged children. Dysgraphia can be diagnosed by therapists based on children’s handwriting samples and manual evaluation techniques. This method is lengthy and inaccurate. In this work, automatic identification methods for and classification of dysgraphia in children in the age group 7 to 12 is described. The method performs analyzing of the child’s writing dynamics via blueprints of the pressure the pen puts on paper with the pen’s movements and orientation with the use of a standardized digital writing pad and machine learning algorithms. It basically has two phases, the training phase, and testing phase. In the training phase, handwriting samples of known results are given to the system. Then the model is built using some classifier, Random forest or Support Vector Machine. Once the model is trained, then in testing phase this model is used for classification of unknown samples to predict whether the subject has dysgraphia or not. This is then used to check the accuracy of the designed system.

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Prodea, Cosmin, i Maria-Renata Karacsony. "Study Regarding the Development of Strength During Online Physical Education Classes With 8th Grade Students". Studia Universitatis Babeş-Bolyai Educatio Artis Gymnasticae 67, nr 3 (20.11.2022): 5–18. http://dx.doi.org/10.24193/subbeag.67(3).19.

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"Strength is the ability of the human body to overcome internal or external resistance (Dragnea, A., 2006). Strength motor quality plays an important role in streamlining the instructional-educational process (Ardelean, T., 1981). Strength is one of the most important qualities that the human body has and the one that has a special role in ensuring the basis for the development of other motor qualities (Dragnea, A., 2006). Materials and methods: This study is a research about the development of strength in the online environment in the 8th grade school children. The students that have taken part in the study were between the age of 13 and 15, studying at the Vaida Voievod middle school in Cluj-Napoca. The students were selected from two different study groups, which ranged between 27 to 30 pupils. I’ve been analyzing their physical development, throughout our trainings which took place twice a week, and two hours of physical education, which contained specific exercises. The testing took place at two stages. The initial testing (T.1) took place in November 2020, while the second (T2) was done in May 2021, both consisting of muscle development, pull ups (30 sec), push-ups (30 sec), squats (30 sec), hip thrusts (30sec). Results: for each test, I’ve calculated the arithmetic mean. For each test or control test we calculated the arithmetic mean and the standard deviation. I will further present the value of the arithmetic mean for the pull ups test (30 ‘‘): T1-11.33, T2-15.2. Next I will present the result of the arithmetic mean for the push-ups test (30 ‘‘): t1-15.46, t2-20.33. Arithmetic mean for hip thrusts test (30 ‘‘): t1-20,73 t2-23,13. Arithmetic mean for the squats test (30”): t1-26.46 t2-29.06. Conclusions: Following this study we can say that we came to the conclusion that there are more students who approached the scales given in the specialized books. These students were very receptive to the exercises we proposed through the online classes. Keywords: increasing strength, exercises, middle school children "

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Prodea, Cosmin, i Maria-Renata Karacsony. "Study Regarding the Development of Strength During Online Physical Education Classes With 8th Grade Students". Studia Universitatis Babeş-Bolyai Educatio Artis Gymnasticae 67, nr 3 (20.11.2022): 127–35. http://dx.doi.org/10.24193/subbeag.67(3).28.

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"Strength is the ability of the human body to overcome internal or external resistance (Dragnea, A., 2006). Strength motor quality plays an important role in streamlining the instructional-educational process (Ardelean, T., 1981). Strength is one of the most important qualities that the human body has and the one that has a special role in ensuring the basis for the development of other motor qualities (Dragnea, A., 2006). Materials and methods: This study is a research about the development of strength in the online environment in the 8th grade school children. The students that have taken part in the study were between the age of 13 and 15, studying at the Vaida Voievod middle school in Cluj-Napoca. The students were selected from two different study groups, which ranged between 27 to 30 pupils. I’ve been analyzing their physical development, throughout our trainings which took place twice a week, and two hours of physical education, which contained specific exercises. The testing took place at two stages. The initial testing (T.1) took place in November 2020, while the second (T2) was done in May 2021, both consisting of muscle development, pull ups (30 sec), push-ups (30 sec), squats (30 sec), hip thrusts (30sec). Results: for each test, I’ve calculated the arithmetic mean. For each test or control test we calculated the arithmetic mean and the standard deviation. I will further present the value of the arithmetic mean for the pull ups test (30 ‘‘): T1-11.33, T2-15.2. Next I will present the result of the arithmetic mean for the push-ups test (30 ‘‘): t1-15.46, t2-20.33. Arithmetic mean for hip thrusts test (30 ‘‘): t1-20,73 t2-23,13. Arithmetic mean for the squats test (30”): t1-26.46 t2-29.06. Conclusions: Following this study we can say that we came to the conclusion that there are more students who approached the scales given in the specialized books. These students were very receptive to the exercises we proposed through the online classes. Keywords: increasing strength, exercises, middle school children "

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Saez-Flores, E., S. H. Tawfik i V. R. Mora. "Consideration of Bilingual Language Proficiency When Testing Pediatric Cancer Survivors: A Case Study". Archives of Clinical Neuropsychology 34, nr 7 (30.08.2019): 1293. http://dx.doi.org/10.1093/arclin/acz029.60.

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Abstract Objective This case study illustrates the importance of considering English-language proficiency (ELP) when testing linguistically diverse individuals with medical conditions. Case Description Julia is a 10-year-old girl born to immigrant parents. She was primarily exposed to Spanish at home. At 4 years, she was diagnosed with medulloblastoma, had a craniotomy (gross total resection), craniospinal radiation, and 1 year of chemotherapy. Although in remission, lasting effects included ataxia, fine-and gross- motor impairment, hand-dominance switch, and mild hearing loss. Moreover, Julia’s schooling was delayed until she was 6 years old. Julia has struggled academically with vocabulary, phonemic awareness, reading fluency/comprehension, and listening comprehension. At 9 years, Julia was evaluated in English only and was reported to be in the Extremely Low range of cognitive function, attributed to her medical history. Despite her history of bilingual language acquisition, Julia’s ELP was not assessed and her abilities were likely underestimated. When Julia was 10 years old, a bilingual clinician conducted an evaluation to better assess Julia’s cognitive ability. Her performance greatly improved when tested in Spanish (increase in scores of >1 standard deviation). Diagnostic Impressions and Outcomes Julia was diagnosed with mild neurocognitive disorder due to another medical illness. However, her performance was likely impacted by her ELP as well, which was not being addressed. Discussion In order to accurately assess bilingual children with neurocognitive deficits resulting from medical complications, ELP and acquisition should be considered. In Julia’s case, her brain tumor, radiation, and chemotherapy likely disrupted her cognitive development during a critical time for language development.

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Assaiante, Christine, Sophie Mallau, Sébastien Viel, Marianne Jover i Christina Schmitz. "Development of Postural Control in Healthy Children: A Functional Approach". Neural Plasticity 12, nr 2-3 (2005): 109–18. http://dx.doi.org/10.1155/np.2005.109.

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From a set of experimental studies showing how intersegmental coordination develops during childhood in various posturokinetic tasks, we have established a repertoire of equilibrium strategies in the course of ontogenesis. The experimental data demonstrate that the first reference frame used for the organization of balance control during locomotion is the pelvis, especially in young children. Head stabilization during posturokinetic activities, particularly locomotion, constitutes a complex motor skill requiring a long time to develop during childhood. When studying the emergence of postural strategies, it is essential to distinguish between results that can be explained by biomechanical reasons strictly and those reflecting the maturation of the central nervous system (CNS). To address this problem, we have studied our young subjects in situations requiring various types of adaptation. The studies dealing with adaptation of postural strategies aimed at testing short and long-term adaptation capacity of the CNS during imposed transient external biomechanical constraints in healthy children, and during chronic internal constraints in children with skeletal pathologies. In addition to maintenance of balance, another function of posture is to ensure the orientation of a body segment. It appears that the control of orientation and the control of balance both require the trunk as an initial reference frame involving a development from egocentric to exocentric postural control. It is concluded that the first step for children consists in building a repertoire of postural strategies, and the second step consists in learning to select the most appropriate postural strategy, depending on the ability to anticipate the consequence of the movement in order to maintain balance control and the efficiency of the task.

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Petrova, L., A. Shevtsov, A. Petrov i D. Yakhin. "THE DEVELOPMENT OF A PASSIVE EXOSKELETON FOR REHABILITATION OF THE LOWER EXTREMITIES IN CHILDREN WITH CEREBRAL PALSY". Human Sport Medicine 19, S2 (20.03.2020): 103–9. http://dx.doi.org/10.14529/hsm19s214.

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Aim. The purpose of the article is to conduct a comprehensive therapy using various means of rehabilitation, which will allow to correct the existing motor dysfunction. Materials and methods. The research was conducted at the Research Center for Sports Science (Institute of Sport, Tourism and Service, South Ural State University, Chelyabinsk) from September 2019 to December 2019. In total, 15 children aged from 4 to 8 years participated in the study after providing their voluntary consent. To determine the range of motion in the joints of the lower extremities, the BioDex robotic equipment was used. Rotational angles of the knee ( ), hip ( ), and ankle joint ( ) were obtained. SolidWorks software was used to develop a 3D model of the product. Results. Anthropometric data of healthy people aged from 4 to 8 years were obtained and statistically processed. Using this data, the basic linear and spatial parameters of the elements of the designed device were calculated. Computer simulation of the exoskeleton was performed in the SolidWorks computer-aided design system with the ability to change the basic parameters of the device in accordance with the anthropometric data of a particular patient. Conclusion. A prototype exoskeleton was made using 3D printing technology for further testing. If necessary, a 3D model of the exoskeleton will be adjusted to test this device in practice for the rehabilitation of patients with cerebral palsy

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Ivashchenko, O. V., M. Cieślicka, M. O. Nosko i D. V. Shcherbyk. "Movement Coordination: Peculiarities of Strength Effort Assessment in Girls Aged 11-13". Teorìâ ta Metodika Fìzičnogo Vihovannâ 18, nr 4 (25.12.2018): 175–79. http://dx.doi.org/10.17309/tmfv.2018.4.03.

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The purpose of the study is to determine the peculiarities of strength effort assessment in girls aged 11-13. Materials and methods. The study participants were girls aged 11 (n=25), 12 (n=27), 13 (n=18). The children and their parents were fully informed about all the features of the study and agreed to participate in the experiment. The paper used methods of scientific literature analysis, testing, methods of mathematical statistics. To determine the peculiarities of strength effort assessment, the study used a t-test for paired observations and a t-test for independent samples. Results. The girls aged 11-13 demonstrate the best assessment of effort reproduction at 2/3 of maximum strength. There is no statistically significant age-related dynamics in strength effort assessment in girls aged 11-13. The correlation between the effort reproductions at 1/3, 1/2 and 2/3 of maximum strength is not statistically significant. Conclusions. In the process of physical education of girls aged 11-13, special attention should be paid to the development of motor control ability as the component of coordination training of schoolchildren.

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Portnaya, I., i V. Ivanko. "Education of endurance in children of middle school age in lessons of physical culture". Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), nr 1(121) (29.01.2020): 90–93. http://dx.doi.org/10.31392/npu-nc.series15.2019.1(121)20.17.

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The influence of a set of exercises on the development of endurance of secondary school students is revealed in the article. One of the factors that adversely affects the health of school-age children is the low mobility of life. Therefore, physical education occupies a special place in the system of physical education of school-age children. Physical fitness testing is an element of stage control both in the sports training system and in the practice of physical education. However, the ability of children of different ages to exercise some physical activity is limited by the adaptive potential of the growing organism's systems, and as practice shows, the reserve capacity of the student body is significantly reduced, which negatively affects the physical qualities of children, and especially endurance. Endurance is considered one of the basic motor abilities of the person. The endurance index with great precision indicates the overall health of the person and the functionality of the respiratory and cardiovascular systems. Analyzing the indicators of the level of endurance development in the studied contingent of children it is established that the level of endurance development of students of 4-5 grades, is equal to the mark of 3 points, which corresponds to the "average level". The study shows changes in the level of endurance development in students engaged in the recommended complexes and the relationship of endurance types with indicators of overall physical performance. The results of the correlation analysis showed the presence of a high correlation of static endurance with dynamic endurance (r = 0,883). Also, a high statistical relationship is observed in the study of the relationship of dynamic strength endurance and speed-endurance (r = 0,858). Preparing a physically healthy and in all respects advanced generation is an important task of our society. Properly organized physical education and sports, which should be included in the daily life of young people from an early age, occupy the first place in this task.

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Yasuhara, Takao, Noriyuki Matsukawa, Guolong Yu, Lin Xu, Robert W. Mays, Jim Kovach, Robert J. Deans, David C. Hess, James E. Carroll i Cesar V. Borlongan. "Behavioral and Histological Characterization of Intrahippocampal Grafts of Human Bone Marrow-Derived Multipotent Progenitor Cells in Neonatal Rats with Hypoxic-Ischemic Injury". Cell Transplantation 15, nr 3 (marzec 2006): 231–38. http://dx.doi.org/10.3727/000000006783982034.

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Children born with hypoxic-ischemic (HI) brain injury account for a significant number of live births wherein no clinical treatment is available. Limited clinical trials of stem cell therapy have been initiated in a number of neurological disorders, but the preclinical evidence of a cell-based therapy for neonatal HI injury remains in its infancy. One major postulated mechanism underlying therapeutic benefits of stem cell therapy involves stimulation of endogenous neurogenesis via transplantation of exogenous stem cells. To this end, transplantation has targeted neurogenic sites, such as the hippocampus, for brain protection and repair. The hippocampus has been shown to secrete growth factors, especially during the postnatal period, suggesting that this brain region presents as highly conducive microenvironment for cell survival. Based on its neurogenic and neurotrophic factor-secreting features, the hippocampus stands as an appealing target for stem cell therapy. Here, we investigated the efficacy of intrahippocampal transplantation of multipotent progenitor cells (MPCs), which are pluripotent progenitor cells with the ability to differentiate into a neuronal lineage. Seven-day-old Sprague-Dawley rats were initially subjected to unilateral HI injury, which involved permanent ligation of the right common carotid artery and subsequent exposure to hypoxic environment. At day 7 after HI injury, animals received stereotaxic hippocampal injections of vehicle or cryopreserved MPCs (thawed just prior to transplantation) derived either from Sprague-Dawley rats (syngeneic) or Fisher rats (allogeneic). All animals were treated with daily immunosuppression throughout the survival period. Behavioral tests were conducted on posttransplantation days 7 and 14 using the elevated body swing test and the rotarod to reveal general and coordinated motor functions. MPC transplanted animals exhibited reduced motor asymmetry and longer time spent on the rotarod than those that received the vehicle infusion. Both syngeneic and allogeneic MPC transplanted injured animals did not significantly differ in their behavioral improvements at both test periods. Immunohistochemical evaluations of graft survival after behavioral testing at day 14 posttransplantation revealed that syngeneic and allogeneic transplanted MPCs survived in the hippocampal region. These results demonstrate for the first time that transplantation of MPCs ameliorated motor deficits associated with HI injury. In view of comparable behavioral recovery produced by syngeneic and allogeneic MPC grafts, allogeneic transplantation poses as a feasible and efficacious cell replacement strategy with direct clinical application. An equally major finding is the observation lending support to the hippocampus as an excellent target brain region for stem cell therapy in treating HI injury.

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Borbenchuk, I. М., N. М. Kovalska i D. S. Chebonenko. "THE INFLUENCE OF LEGO ON THE DEVELOPMENT OF CRITICAL THINKING". Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2022, nr 1 (22.06.2022): 40–53. http://dx.doi.org/10.32755/sjeducation.2022.01.040.

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The article substantiates the need to use LEGO-technologies for the development of critical thinking. The purpose of the article is to reveal the methods that allow using LEGO-technologies to influence the development of critical thinking. Methodology. Consideration of the process of forming critical thinking skills on the example of playing LEGO. It was found that there are a number of techniques and operations that allow you to develop critical thinking skills through: establishing a connection between thinking and language; logical reflections; argumentation analysis; hypothesis testing; decision-making; assessment of the probability of the consequences of actions, etc. The theoretical and methodological basis of the study are didactic principles and theories of learning, LEGO-technologies and interactive teaching methods that ensure the development of critical thinking. Results. The analysis of publications of domestic and foreign scientists was carried out, which allowed to identify different approaches to the characteristics of the concept of “critical thinking”, the quality of people who contribute to this process. It is determined that the formation of critical thinking skills with the use of LEGO-technologies occurs in the process of setting tasks and planning the algorithm of actions, creative approach to decision making. The key terms related to critical thinking are analyzed. It has been proven that the use of LEGO influences the development of critical thinking through the need to design, overcoming difficulties, solving complex problems, discussing projects and providing arguments, evidence, listening to others and correcting their mistakes, plan .. Practical implications. The practical significance of the results is that there is both theoretical and practical significance, as the use of LEGO-technologies is important in the development of critical thinking of people of different ages through the interaction of language, different types of memory (episodic, semantic, motor, procedural, intensive) and imagination, ability to make decisions, self-analysis and work in a group. The developed four-component model of critical thinking development with the use of LEGO-technologies can be used to teach children of different ages and adults. Key words: cognitive skills and techniques, formation of skills for analysis, action planning, creativity, LEGO game, desired result.

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

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Janosky, Joseph. "AGE APPROPRIATENESS OF COMMON NEUROMUSCULAR TRAINING EXERCISES". Orthopaedic Journal of Sports Medicine 7, nr 3_suppl (1.03.2019): 2325967119S0015. http://dx.doi.org/10.1177/2325967119s00156.

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Background Anterior cruciate ligament (ACL) injury is a significant public health concern in the US with at least 250,000 injuries occurring annually. The rate of ACL reconstruction in adolescents has risen 33% in the past 20 years. Much effort has been dedicated to developing neuromuscular training (NMT) programs to reduce the risk of ACL injury. While preventive programs have been successful in decreasing the rate of ACL injury in young populations, the appropriateness of NMT exercises across different age groups has not yet been demonstrated. The purpose of this study is to determine if children ages 8-11 and 12-15 can perform common NMT exercises with equal ability. Methods In 2016, Hospital for Special Surgery (HSS) developed a series of NMT programs for young athletes. Seven exercises were selected for evaluation from both the Beginner (8-11) and Intermediate (12-15) programs. Male and female subjects aged 8-15 were recruited from schools and youth sports organizations in and around New York City. Informed consent/assent was obtained from each subject. Participants completed a demographic survey and were assigned a subject ID before testing. Participants completed two trials of each exercise. Performance was assessed after receiving visual/verbal exercise instruction and again after receiving visual/verbal cues that reinforced correct exercise technique. Three sports medicine practitioners evaluated each exercise using three performance criteria. Exercise technique was deemed correct when at least two evaluators agreed that neutral alignment of the cervical spine, lumbopelvic complex and lower extremities was maintained during each exercise. Comparisons of performance within each sex were made for 8-9 & 10-11 and 12-13 & 14-15 groups using Chi-square test or Fisher’s exact test using SAS version 9.4 (SAS Inc., Cary, NC). Results 301 total participants were evaluated (8-11 years: n = 165, 54.2% female; 12-15 years: n = 136, 39.9% female). The percentage of participants who performed exercises correctly are shown in Table 1 and 2 (attached). There was no significant difference between male and female participants who completed exercises correctly in either cohort. There was also no significant difference noted in exercise performance between participants aged 8-9 & 10-11 years or between participants aged 12-13 & 14-15 years. The use of technique cues significantly increased the percentage of participants who correctly completed the exercise across all ages and sexes (p < 0.001). 21% of the cohort aged 8-11 completed exercises correctly when provided with exercise instruction and 45% completed exercises correctly when provided with technique cues. 29% of the cohort aged 12-15 completed exercises correctly when provided with exercise instruction and 59% completed exercises correctly when provided with technique cues. The kappa statistic was used to measure inter-rater reliability and among all criteria for all evaluators k = 0.31 (8-11 cohort) and k = 0.42 (12-15 cohort). Conclusion Our results indicate that male and female children aged 8-9 & 10-11 years and 12-13 & 14-15 years can perform common NMT exercises with equal ability. This is an important consideration when designing preventive programs for young athletes based on chronological age. Additionally, only one-fourth all study participants were able to perform common NMT exercises with correct technique when provided with visual/verbal exercise instruction, while over one-half of the participants were able to perform these same exercises correctly when provided with visual/verbal technique cues. This improvement highlights the importance of providing cues that effectively improve exercise technique for young athletes. Based on motor learning theory, repeated cuing would likely increase the percentage of children who perform NMT exercises correctly. These results call attention to the urgent need for coaches and physical educators to provide appropriate technique cues when implementing NMT programs. [Table: see text][Table: see text]

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Dewi, Melina Surya, i Yufiarti. "Play-based Learning Activities for Creativity in Children's Dance Movements". JPUD - Jurnal Pendidikan Usia Dini 15, nr 1 (30.04.2021): 101–20. http://dx.doi.org/10.21009/jpud.151.06.

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Play-based learning activities are important programs throughout the world of children's education. Through play, children learn creatively and constructively. This study aims to solve the problem of creativity in early-childhood dance movements with the hope that there will be an increase in aspects of fluency, flexibility and elaboration through play activities related to educational dance. This action research uses an action research method which is carried out in three cycles. The subjects in this study were 19 children aged 5-6 years in Kindergarten in Central Jakarta. Data collection was carried out through observation, interviews, field notes, video documentation and photos. The findings show every child's creativity in dance movements can be improved through playing activities. Increased creativity in dance movements occurs in the aspects of fluency, flexibility, and elaboration. Another important finding, there is an increase in the optimal ability of dance creativity in the third cycle of this action research. The implication from this research is that play activities suitable for learning creative dance in early childhood must be designed as a program that emphasizes aspects of fluency, flexibility, and elaboration. Keywords: Early Childhood, Creativity in dance movements, Play based learning activities References: Bläsing, B., Calvo-Merino, B., Cross, E. S., Jola, C., Honisch, J., & Stevens, C. J. (2012). Neurocognitive control in dance perception and performance. Acta Psychologica, 139(2), 300–308. https://doi.org/10.1016/j.actpsy.2011.12.005 Brehm, M. A., & McNett, L. (2007). Creative dance for learning: The kinesthetic link. McGraw-Hill. Chatoupis, C. (2013). Young children’s divergent movement ability: A study revisited. Early Child Development and Care, 183(1), 92–108. https://doi.org/10.1080/03004430.2012.655728 Cheng, V. M. Y. (2010). Tensions and dilemmas of teachers in creativity reform in a Chinese context. Thinking Skills and Creativity, 5(3), 120–137. https://doi.org/10.1016/j.tsc.2010.09.005 Cheung, R. H. P. (2012). Teaching for creativity: Examining the beliefs of early childhood teachers and their influence on teaching practices. Australasian Journal of Early Childhood, 37(3), 43–52. https://doi.org/10.1177/183693911203700307 Cleland, F. E., & Gallahue, D. L. (1993). Young Children’s Divergent Movement Ability. Perceptual and Motor Skills, 77(2), 535–544. https://doi.org/10.2466/pms.1993.77.2.535 Copple, C., & Bredekamp, S. (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 (3rd ed.). National Association for the Education of Young Children. Craft, A. (2000). Creativity across the primary curriculum: Framing and developing practice. Routledge. Craft, Anna. (2005). Creativity in Schools: Tensions and Dilemmas. Routledge. Cropley, A. (2001). Creativity in education & learning: A guide for teachers and educators. Kogan Page. Doherty, J., & Bailey, R. (2002). Supporting Physical Development and Physical Education in the Early Years (1st edition). Open University Press. Eckhoff, A. (2011). Creativity in the Early Childhood Classroom: Perspectives of Preservice Teachers. Journal of Early Childhood Teacher Education, 32(3), 240–255. https://doi.org/10.1080/10901027.2011.594486 Garaigordobil, M., & Berrueco, L. (2011). Effects of a Play Program on Creative Thinking of Preschool Children. The Spanish Journal of Psychology, 14(2), 608–618. https://doi.org/10.5209/rev_SJOP.2011.v14.n2.9 Gilbert, A. G. (2019). Brain-compatible dance education (Second Edition). Human Kinetics, Inc. Hoffmann, J. D., & Russ, S. W. (2016). Fostering pretend play skills and creativity in elementary school girls: A group play intervention. Psychology of Aesthetics, Creativity, and the Arts, 10(1), 114–125. https://doi.org/10.1037/aca0000039 Hoffmann, J., & Russ, S. (2012). Pretend play, creativity, and emotion regulation in children. Psychology of Aesthetics, Creativity, and the Arts, 6(2), 175–184. https://doi.org/10.1037/a0026299 Hui, A. N. N., Chow, B. W. Y., Chan, A. Y. T., Chui, B. H. T., & Sam, C. T. (2015). Creativity in Hong Kong classrooms: Transition from a seriously formal pedagogy to informally playful learning. Education 3-13, 43(4), 393–403. https://doi.org/10.1080/03004279.2015.1020652 Jeffrey, B. (2006). Creative teaching and learning: Towards a common discourse and practice. Cambridge Journal of Education, 36(3), 399–414. https://doi.org/10.1080/03057640600866015 Karaca, N. H., Uzun, H., & Metin, Ş. (2020). The relationship between the motor creativity and peer play behaviors of preschool children and the factors affecting this relationship. Thinking Skills and Creativity, 38, 100716. https://doi.org/10.1016/j.tsc.2020.100716 Karpati, F. J., Giacosa, C., Foster, N. E. V., Penhune, V. B., & Hyde, K. L. (2016). Sensorimotor integration is enhanced in dancers and musicians. Experimental Brain Research, 234(3), 893–903. https://doi.org/10.1007/s00221-015-4524-1 Kaufman, J. C., & Beghetto, R. A. (2009). Beyond Big and Little: The Four C Model of Creativity. Review of General Psychology, 13(1), 1–12. https://doi.org/10.1037/a0013688 Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner. Springer Singapore. https://doi.org/10.1007/978-981-4560-67-2 Kuhn, J.-T., & Holling, H. (2009). Exploring the nature of divergent thinking: A multilevel analysis. Thinking Skills and Creativity, 4(2), 116–123. https://doi.org/10.1016/j.tsc.2009.06.004 Lai Keun, L., & Hunt, P. (2006). Creative dance: Singapore children’s creative thinking and problem‐solving responses. Research in Dance Education, 7(1), 35–65. https://doi.org/10.1080/14617890600610661 Leff, S. S., Costigan, T., & Power, T. J. (2004). Using participatory research to develop a playground-based prevention program. Journal of School Psychology, 42(1), 3–21. https://doi.org/10.1016/j.jsp.2003.08.005 Lobo, Y. B., & Winsler, A. (2006). The Effects of a Creative Dance and Movement Program on the Social Competence of Head Start Preschoolers. Social Development, 15(3), 501–519. https://doi.org/10.1111/j.1467-9507.2006.00353.x Lucas, B. (2001). Creative teaching, teaching creativity and creative learning (A. Craft, B. Jeffrey&M. Leibling (Eds),). Continuum. Marinšek, M., & Denac, O. (2020). The Effects of an Integrated Programme on Developing Fundamental Movement Skills and Rhythmic Abilities in Early Childhood. Early Childhood Education Journal, 48(6), 751–758. https://doi.org/10.1007/s10643-020-01042-8 Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Third edition). SAGE Publications, Inc. Pürgstaller, E. (2021). Assessment of Creativity in Dance in Children: Development and Validation of a Test Instrument. Creativity Research Journal, 33(1), 33–46. https://doi.org/10.1080/10400419.2020.1817694 Repp, B. H., & Su, Y.-H. (2013). Sensorimotor synchronization: A review of recent research (2006–2012). Psychonomic Bulletin & Review, 20(3), 403–452. https://doi.org/10.3758/s13423-012-0371-2 Rudowicz, E., & Hui, A. (2000). Hong Kong Chinese People’s View of Creativity. 16. Runco, M. A. (2003). Education for Creative Potential. Scandinavian Journal of Educational Research, 47(3), 317–324. https://doi.org/10.1080/00313830308598 Runco, M. A., & Acar, S. (2012). Divergent Thinking as an Indicator of Creative Potential. Creativity Research Journal, 24(1), 66–75. https://doi.org/10.1080/10400419.2012.652929 Saracho, O. (2002). Young Children’s Creativity and Pretend Play. Early Child Development and Care, 172(5), 431–438. https://doi.org/10.1080/03004430214553 Schwartz, D., Dodge, K. A., Pettit, G. S., Bates, J. E., & The Conduct Problems Prevention Research Group. (2000). Friendship as a moderating factor in the pathway between early harsh home environment and later victimization in the peer group. Developmental Psychology, 36(5), 646–662. https://doi.org/10.1037/0012-1649.36.5.646 Steinberg, C., & Steinberg, F. (2016). Importance of students’ views and the role of self-esteem in lessons of creative dance in physical education. Research in Dance Education, 17(3), 189–203. https://doi.org/10.1080/14647893.2016.1208646 Stinson, S. W. (1993). Testing Creativity of Dance Students in the Peoples Republic of China. Dance Research Journal, 25(1), 65–68. https://doi.org/10.1017/S0149767700008056 Tsompanaki, E. (2019). The Effect of Creative Movement-Dance on the Development of Basic Motor Skills of Pre-School Children. Review of European Studies, 11(2), 29. https://doi.org/10.5539/res.v11n2p29

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

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

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

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

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

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

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Cleland, Frances E., i David L. Gallahue. "Young Children's Divergent Movement Ability". Perceptual and Motor Skills 77, nr 2 (październik 1993): 535–44. http://dx.doi.org/10.2466/pms.1993.77.2.535.

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To examine the relations of age, gender, movement experience, and gross motor development to young children's scores on divergent movement (i.e., ability to perform and modify fundamental movement patterns), 40 boys and girls ages 4, 6, and 8 years were tested. Ability to make divergent movements was evaluated by having subjects perform 3 different fundamental movement tasks. Movement experience was assessed by asking parents to complete a questionnaire. Ulrich's Test of Gross Motor Development was used to evaluate subjects' gross motor skill. Testing sessions were videotaped for analysis. Based on a forward stepwise regression analysis, experience and age accounted for 45% of the variance in children's gross motor skill.

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Fjørtoft, Ingunn. "Motor Fitness in Pre-Primary School Children: The EUROFIT Motor Fitness Test Explored on 5–7-Year-Old Children". Pediatric Exercise Science 12, nr 4 (listopad 2000): 424–36. http://dx.doi.org/10.1123/pes.12.4.424.

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This article is a contribution to the experience of testing motor fitness and exploring the EUROFIT test in young children. In the age group 5–7 years, the motor fitness tests showed strong dependency on age and a small dependence on sex. Body weight and height did not appear to have any impact on the test variables for this age group. The reliability test showed significant difference between test and retest in the plate tapping test only. The reproducibility was low in bent arm hang and flamingo balance, with coefficients of variation of 67%. Modest validity of the flamingo balance test and the standing broad jump test was confirmed with correlations of 0.43 and 0.52, respectively, by laboratory testing on a force platform. Factor analyses extracted 3 components, which explained 62% of the total variance, but no single component could explain general motor fitness. The EUROFIT Motor Fitness Test appeared to be applicable also in young children, but the reproducibility of two test items was questionable. Modification of test items was suggested to fit this age group.

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Ikeda, Takahiro, i Osamu Aoyagi. "Testing the causal relationship between children's motor ability and lifestyle: How does life rhythm influence physical activity and motor ability?" Japan Journal of Human Growth and Development Research, nr 42 (2009): 11–23. http://dx.doi.org/10.5332/hatsuhatsu.2009.42_11.

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Smits-Engelsman, B. C. M., A. S. Niemeijer i G. P. van Galen. "Fine motor deficiencies in children diagnosed as DCD based on poor grapho-motor ability". Human Movement Science 20, nr 1-2 (marzec 2001): 161–82. http://dx.doi.org/10.1016/s0167-9457(01)00033-1.

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Gray, E. M., K. G. Tomlison, S. Kileny i S. M. Leber. "Joint Position Sense Testing in Young Children". Journal of Child Neurology 34, nr 3 (5.12.2018): 128–31. http://dx.doi.org/10.1177/0883073818812348.

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The standard physical examination evaluation for a proprioception abnormality depends upon the patient’s ability to follow directions and respond to the examiner, a skill not yet developed in toddlers. This study demonstrates a new proprioception examination method that may allow for better localization of lesions and determines whether healthy toddlers would cooperate with this test. By placing stickers on children’s hands, covering their eyes, and then moving their hands, the examiner can see whether the children reach for where their hands and stickers were previously located or to their new location, which serves as an indicator of proprioception ability. When tested on 12- to 36-month-old children without known neurologic issues, we found that older children were more cooperative during the test but that the ability to successfully find the sticker did not depend on age. We have optimized the test for efficient usage in a clinic setting and propose that this is a useful test that can be applied in children, with no change in confidence based on age. No children with known deficits in proprioception were tested, so sensitivity could not be assessed.

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KUNIEDA, Kazumi, i Takaaki NIWA. "Examination of the Motor Ability of Children with Down's Syndrome". Japanese Journal of Sport Education Studies 8, nr 1 (1988): 33–49. http://dx.doi.org/10.7219/jjses.8.33.

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

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

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

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

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

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

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