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Статті в журналах з теми "Motor coordination skills"
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Sentani, Muchamad Rizki, Tatang Muhtar, and Agus Mahendra. "Pengaruh Motor Cognitive Coordination Training Terhadap Motor Coordination dan Working Memory Pada Atlet Junior." Jurnal Terapan Ilmu Keolahragaan 4, no. 2 (October 14, 2019): 84–90. http://dx.doi.org/10.17509/jtikor.v4i2.18711.
Повний текст джерелаАнотація:
Tujuan dari penelitian ini untuk mengetahui apakah ada pengaruh dari programpermainan motor cognitive coordination training terhadap motor coordination danworking memory. Metode penelitian ekperimen dengan desain pretest-posttest controlgroup design digunakan dalam penelitian ini. Hasil penelitian menunjukan bahwaprogram latihan motor cognitive coordination training memiliki pengaruh yangsignifikan terhadap motor coordination dan working memory pada atlet junior.Selanjutnya pelatih menggunakan program latihan motor cognitive coordinationtraining untuk meningkatkan performa motor skill dan cognitive skill pada atlet junior.The purpose of this study is to find out whether there is an influence of the motor cognitive coordination training program on coordination motors and working memory. The experimental research method with the design of the pretest-posttest control group design was used in this study. The results showed that the coordination training cognitive-motor training program had a significant effect on coordination motors and working memory in junior athletes. Furthermore, the trainers used the cognitive training coordination training program to improve the performance of motor skills and cognitive skills in junior athletes.
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Soroka, Andrzej. "The Most Important Motor Coordination Skills in the Goalkeepers’ Training." PHYSICAL EDUCATION, SPORTS AND HEALTH CULTURE IN MODERN SOCIETY, no. 4 (2017): 122–27. http://dx.doi.org/10.29038/2220-7481-2017-04-122-127.
Повний текст джерела
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Setiawan, Lili, Yudy Hendrayana, and Agus Mahendra. "Pengaruh program motor cognitive coordination training terhadap gross motor skill dan working memory dalam pendidikan jasmani." Jurnal Penelitian Ilmu Pendidikan 13, no. 2 (November 1, 2020): 94–109. http://dx.doi.org/10.21831/jpipfip.v13i2.29279.
Повний текст джерелаАнотація:
AbstrakMotor cognitive coordination training merupakan sebuah konsep latihan multimodel yang mengkombinasikan aktivitas fisik dengan stimulasi kognitif. Tujuan utama dari penelitian ini adalah untuk mengetahui pengaruh motor cognitive coordination training terhadap gross motor skill dan working memory dalam pendidikan jasmani di sekolah dasar. Sampel dalam penelitian ini adalah siswa SD Negeri Leles I (kelompok control) dan SD Negeri Leles III (kelompok treatment) yang terlibat aktif dalam aktivitas pembelajaran akademis pada anak usia 9-10 tahun. Metode yang digunakan dalam penelatian ini adalah the matching only-pretest-posttest control group design. Instrumen yang digunakan yaitu test gross motor development (TGMD-3) untuk mengukur 13 keterampilan motorik mendasar, dibagi lagi menjadi dua sub-skala yaitu Keterampilan Lokomotor dan Object Control. Sedangkan Digit Span Test untuk mengukur daya ingat (working memory). Hasil penelitian menunjukan bahwa pengaruh motor cognitive coordination training dalam program aktivitas pendidikan jasmani lebih baik dibandingkan program aktivitas pendidikan jasmani terhadap peningkatan gross motor skill dan working memory siswa di sekolah dasar. Penelitian ini mengungkapkan program gerak yang dapat meningkatkan kemampuan kognitif dan motorik anak, salah satunya dengan menerapkan program motor cognitive coordination training. The influence of motor cognitive coordination training program on gross motor skill and working memory of physical educationMotor cognitive coordination training is a multimodel exercise concept that combines physical activity with cognitive stimulation. The purpose of this study is to find out whether there is an influence from the motor cognitive coordination training program on gross motor skill and working memory of physical education in elementary school. The sample in this study were students of Leles I Elementary School (control group) and Leles III Elementary School (treatment group) who were actively involved in academic learning activities in children aged 9-10 years. This research uses the matching only-pretest- posttest control group design as a method and uses of instrument like test gross motor development (TGMD-3) to measure 13 basic motor skills, subdivided into two subscales namely Locomotor Skills and Object Control. While Digit Span Test to measure memory (working memory). The results showed the effect of motor coordination on cognitive training in physical education activity programs is better than physical education activity programs against increasing gross motor skills and working memory of students in elementary school. This research explains the important of program which can increase cognitive and motoric skill of students, like apply motor cognitive coordination program.
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Ghorbani, Saeed, and Andreas Bund. "Throwing Skills." Perceptual and Motor Skills 124, no. 2 (January 24, 2017): 502–13. http://dx.doi.org/10.1177/0031512517689972.
Повний текст джерелаАнотація:
Traditionally, motor learning scientists have evaluated the process of learning a new motor skill by considering the skill as a whole. Yet, motor skills comprise various phases, and in the motor learning literature, it is not clear whether new learners show similar or different learning across various phases. We provide exploratory data on learning movement phases by novices, using baseball pitching as the learning task. Eight participants (four male, four female, M age = 23.7 years, SD = 2.4) performed five trials each in the pretest followed by three blocks of 10 trials each in the acquisition phase. Finally, two retention tests of five trials were conducted by each participant 10 minutes and seven days after the last acquisition block, respectively. Intra- and interlimb coordination of upper and lower body segments were measured as dependent variables. We found significant differences between the stride phase and the other phases at pretest, during the acquisition phase, and on both retention tests across all kinematic variables. Participants experienced more trouble coordinating the stride phase than the other phases of pitching, perhaps because the stride phase is the only phase in which the participants had to move their upper and lower body parts simultaneously. We discuss implications for motor learning generally.
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Ahadin, Ahadin. "KAPASITAS PERKEMBANGAN KEMAMPUAN MOTORIK PADA ANAK USIA TAMAN KANAK-KANAK." Jurnal Pesona Dasar 7, no. 2 (October 4, 2019): 26–37. http://dx.doi.org/10.24815/pear.v7i2.14756.
Повний текст джерелаАнотація:
Motor ability is an individual capacity to develop the ability of the skills that are possessed in an effort to heighten or accelerate the mastery of a skill. Individual capacities that are motor capability consist of: speed (speed), agility, power, balance (balance), flexibility (flexibility), and coordination (coordination). Motor development is a change in motor behaviour that occurs because of maturity and child interaction with the environment. Maturity is a change that occurs in the body within a period of time. While the environment consists of: family, friends play, and community environment. The function of motor capability for children in kindergarten is to promote labor, facilitate, accelerate in the mastery of various motor skills studied. Motor skills are a child's ability to display or demonstrate a skill. Motor capability occurs or is acquired through an integrated or associated process along with an exercise or enhancement through experience. Motor capability will occur with a change from time to time relatively permanent in the capacity to showcase a skilled motor skill.
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Ghaheri, Banafsheh, Shahzad Tahmasebi Boroujeni, Mehdi Shahbazi, and Ahmad Reza Arshi. "Dynamic Evaluation of Motor Coordination and Variability in Children With Developmental Coordination Disorder." Journal of Arak University Medical Sciences 24, no. 6 (March 13, 2022): 4. http://dx.doi.org/10.32598/jams.24.6.6188.2.
Повний текст джерелаАнотація:
Background and Aim: Evaluating variability can help to investigate the process underlying motor coordination problems. The current study aimed to measure motor coordination and its variability in children with Developmental Coordination Disorder (DCD). Moreover, the symmetry of motor coordination variability in these children and the relation between motor skills and variability were explored. Materials and Methods: After evaluating motor skills in children, aged 7-10 years using Movement Assessment Battery for Children-2 (MABC-2), 15 children with DCD and 20 non-DCD children performed a bilateral coordination task. Using motion capture system, motor coordination and variability were recorded and calculated by computing continuous relative phase and its standard deviation, respectively. Ethical Considerations: The study with an ethical code of IR.UT.SPORT.REC.1396030 was approved by Ethics Committee of Faculty of Physical Education and Sport Sciences of University of Tehran. Findings: Children with DCD showed significantly higher variability, while there was no significant difference between the groups in performing the coordination task. Moreover, the variability of motor coordination was found asymmetrical in children with DCD. Finally, more variability was shown to be accompanied with lower score in motor skills of the participants. Conclusion: The current study shows the necessity of employing assessments related to underlying process of movement coordination such as variability, which can help to provide more comprehensive understanding of motor patterns of children with DCD and the strategies that they adopt to execute and produce movement.
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Matarma, Tanja, Hanna Lagström, Eliisa Löyttyniemi, and Pasi Koski. "Motor Skills of 5-Year-Old Children: Gender Differences and Activity and Family Correlates." Perceptual and Motor Skills 127, no. 2 (January 20, 2020): 367–85. http://dx.doi.org/10.1177/0031512519900732.
Повний текст джерелаАнотація:
It is unclear why there may be gender differences in the motor skills of same aged children. We compared motor skill competence of 5-year-old boys and girls ( n = 712) and examined whether variations in time spent in different types of activities and in family-related variables were associated with motor skills. We measured motor skills with the Bruininks–Oseretsky Test, Second Edition short form, and we used parental questionnaires to measure behavioral and family-related variables. Girls outperformed boys on most motor skills tasks, as eight of 14 tests showed statistically significant gender differences ( p < .001). In addition, drawing or doing handicrafts for 60 minutes or more per day was positively associated with fine motor control ( p < .001). Father’s higher education was associated with the children’s better body coordination ( p = .020). Finally, both attending day care ( p = .017) and outdoor physical activity for 60 minutes or more per day ( p = .034) were positively associated with strength and agility. We found no associations between manual coordination and either daily activities or family-related variables. Time spent in different activities of young children should be recognized as a means of enhancing the development of fundamental motor skills.
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Tsapakidou, Aggeliki, Anastasia Alevriadou, and Vasilis Kontochristos. "Review of Upper Limb Motor Coordination (Handling Skills) in Students with Specific Learning Disabilities." Paripex - Indian Journal Of Research 3, no. 3 (January 15, 2012): 146–48. http://dx.doi.org/10.15373/22501991/mar2014/51.
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Soltanikouhbanani, Sakineh, and Somaye Zarenezhad. "The Effectiveness Perceptual Skills Rebuilding Program on Improving Motor Problem in Student With Developmental Coordination Disorder." Scientific Journal of Rehabilitation Medicine 10, no. 4 (September 1, 2021): 680–93. http://dx.doi.org/10.32598/sjrm.10.4.6.
Повний текст джерелаАнотація:
Background and Aims: Developmental coordination disorder is one of the most obvious deficiencies in the development of motor skills in primary school children. The aim of this study was to investigate the effect of perceptual skills program on improving motor problems in children with developmental coordination disorders in elementary students. Methods: The research was quasi-experimental with a pretest-posttest design. The statistical population includes all students (age range 7-9 years) in the city of Mashhad who had referred to rehabilitation centers in this city in 1396 and their number was 40 people. After identifying students with developmental coordination disorder, 20 of them were randomly selected to receive training and trained for 16 sessions of 30 minutes. The instruments used in the study were Developmental Coordination Disorder Questionnaire Version 7 for Parents (DCDQ-7), Wechsler Intelligence Test for Children (short form) and Broninex-Ozertsky Motor Skills Test. Results: Analysis of statistical results showed that reconstruction of perceptual skills had a significant effect on the growth of perceptual-motor macro performance (P<0.001, F= 51.25 ) perceptual-motor equilibrium performance (P<0.001, F= 25.11). And fine motor perceptual function( P<0.001, F= 42.32) in children with developmental coordination disorder, and the results of the study indicate a significant effect of perceptual exercises on motor skills of subjects in the experimental group compared to the group. It was control. Conclusion: The present study showed that perceptual skills training can have useful and significant applications for improving motor problems in children with developmental coordination disorders and can provide various and valuable services for assessment, educational methods and treatment of these children.
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Kioumourtzoglou, Efthimis, Vasiliki Derri, George Tzetzls, and Yannis Theodorakis. "Cognitive, Perceptual, and Motor Abilities in Skilled Basketball Performance." Perceptual and Motor Skills 86, no. 3 (June 1998): 771–86. http://dx.doi.org/10.2466/pms.1998.86.3.771.
Повний текст джерелаАнотація:
The differences among athletes of differing skill should assist successful identification and selection of the best athletes in a specific sport. For the purpose of this study, a laboratory study was conducted with a group of 13 men on the elite male national team of basketball players, 22 to 23 years of age, and a control group of 15 men of equal age (physical education class) to assess differences in their scores on cognitive skills (memory-retention, memory-grouping analytic ability), perceptual skills (speed of perception, prediction, selective attention, response selection), and motor skills (dynamic balance, whole body coordination, wrist-finger dexterity, rhythmic ability). Analysis showed that elite male basketball players scored higher on hand coordination and lower on dynamic balance given their anthropometric measurements. Elite players were better on memory-retention, selective attention, and on prediction measures than the control group. The above skills are important in basketball performance. Researchers may examine whether other factors contribute more in the development of perceptual and cognitive skills.
Дисертації з теми "Motor coordination skills"
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Tsiotra, Georgia D. "Motor coordination among Greek children : from assessment to intervention." Thesis, University of Wolverhampton, 2010. http://hdl.handle.net/2436/109165.
Повний текст джерелаАнотація:
Background: Developmental Coordination Disorder (DCD) describes children with a difficulty to acquire age-specific motor skills. Although there is a significant body of literature addressing developmental and cognitive issues in children with DCD, few studies have actually examined the associations between DCD, physical activity and physical fitness. Therefore, the aim of the present research work was to assess these associations in a series of four successive studies which were set: a) (study 1) to estimate DCD prevalence rates in Greek children and investigate whether these children exhibit different obesity and cardiorespiratory fitness levels than an overseas sample, b) (study 2) to provide evidence on the association between DCD and physical fitness levels, c) (study 3) examine whether a motor skills and exercise training intervention programme affects motor proficiency in a cohort of elementary school children with and without DCD, and d) (study 4) to test the hypothesis that DCD is associated with CVD risk, identify modes of physical activity that mediate such an association and to evaluate the CSAPPA scale as a potential tool for identifying Greek children for DCD. Methods: The total of 574 Greek (Age: 11.46 ± 1.54 years; BMI: 19.96 ± 3.53) children were assessed for anthropometry, physical fitness (flexibility, hand strength, leg explosive power, speed and cardiorespiratory fitness), motor competence (i.e., short form of the Bruininks-Oseretsky Test of Motor Profiency- BOTMP-sf) and subjected to two self assessments for: i) perception of adequacy for physical activity (CSAPPA scale), and ii) children’s participation in physical activity (Participation Questionnaire - PQ). Results: Study 1: Greek children demonstrated significantly higher DCD prevalence rates (p<0.05), higher body fat (p<0.05) and were inferior in both cardiorespiratory fitness (p<0.05) and motor competence (p<0.05) compared to an overseas sample. Study 2: Greek children with DCD demonstrated significantly higher BMI values (p<0.01) and lower leg explosive power (p<0.01), speed (p<0.01) and hand strength (p<0.01) than those without DCD. Study 3: Results showed a significant main effect of time [F(14, 115) = 3.79, p< 0.001; η2 = 0.32] for motor competence (p<0.001) between children with and without DCD. Significant main effects of group (i.e intervention and control groups) [F(42, 351) = 4.01, p< 0.001; η2 = 0.33] were observed for BMI (p<0.01), motor competence (p<0.01), cardiorespiratory fitness (p<0.01), hand strength (p<0.05), leg explosive power (p<0.05), speed (p<0.01), and free time play activities (p<0.05). Study 4: Chi-square comparisons and ANOVA, revealed significantly increased body mass (p<0.05), BMI (p<0.05) and inactivity (p<0.05), as well as significantly decreased cardiorespiratory fitness (p<0.05), motor competence (p<0.05), CSAPPA indices, and participation in free play (p<0.05) in children with DCD. Furthermore, BMI and cardiorespiratory fitness were significantly associated with motor competence (p<0.05) with inactivity as the mediating factor (p<0.05). ROC curve analyses for CSAPPA indicated an optimal cut-off at 62 points. Conclusions: 1) the relatively high DCD and obesity prevalence rates together with the low cardiorespiratory fitness suggest greater health risk for Greek children with the studied condition, 2) children with DCD tend to perform worse in selected physical fitness parameters compared to their normal peers, 3) motor skills and exercise training interventions for children with DCD may improve health and skills related fitness, and 4) inactivity mediates the relationship between DCD and CVD risk in children with DCD. Finally, the CSAPPA scale may serve as a practical and a cost-effective proxy assessment for identifying Greek children with DCD, however as this is not a standardised test for use with children, its use should be treated with caution until further validation work.
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Scott, Jessie Lynne. "The effect of a metronome-based coordination training programme on the fundamental gross motor skills of children with motor development delays." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4227.
Повний текст джерелаАнотація:
Thesis (M Sport Sc (Sport Science))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: This study investigated the effect of a coordination-training programme on selected fundamental motor skills of children (ages 9 to 12) who were identified as having motor development delays. The group of participants identified included seven boys and one girl. The study followed an A-B-A reversal design. The intervention was a rhythm-based training programme. The dependent variables were the motor abilities of bilateral coordination, balance and upper-limb coordination, assessed using the BOT-2. The results of an ANOVA for dependent groups indicated a significant improvement in bilateral coordination and no change in balance. The improvement in upper-limb coordination was attributed to a familiarisation or learning effect on the test. A descriptive analysis of each child’s results revealed high variability in the effect of participation in the programme. The results of this study supported the conclusion that a rhythm-based coordination-training programme may help children with coordination problems improve their bilateral coordination, which will have a positive impact on the performance on many fundamental gross motor skills.
AFRIKAANSE OPSOMMING: Hierdie studie het die effek van ‘n koördinasie-inoefeningsprogram op die geselekteerde fundementele motoriese vaardighede van kinders (9-12 jaar) ondersoek wat geïdentifiseer is met vertraagde motoriese ontwikkeling. Die geïdentifiseerde groep deelnemers sluit sewe seuns en een dogter in. Die studie het ‘n A-B-A omgekeerde ontwerp gevolg. Die intervensie was ‘n ritmies-gebaseerde inoefeningsprogram. Die afhanklike veranderlikes was die motoriese vaardighede van bilaterale koördinasie, balans en boonste ledematekoördinasie wat geassesser is deur middel van BOT-2. Die resultate van ‘n ANOVA vir afhanklike groepe dui ‘n beduidende verbetering aan in bilaterale koördinasie en geen verandering in balans nie. Die verbetering in boonste ledemate-koördinasie kan toegeskryf word aan vertroudheid met of leereffek van die toets. ‘n Beskrywende analise van elke kind se resultate het ‘n hoë veranderlikheid aan die lig gebring op die effek van deelname in die program. Die resultate van hierdie studie ondersteun die gevolgtrekking dat ‘n ritmies-gebaseerde koördinasie-inoefeningsprogram kinders met koördinasieprobleme kan help om hulle bilaterale koördinasie te verbeter wat ‘n positiewe impak sal hê op prestasie tydens verskeie fundamentele groot motoriese vaardighede.
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Hindmarsh-Hook, Wendy A. "The playfulness of a child with developmental coordination disorder a dissertation [thesis] submitted to the Auckland University of Technology in partial fulfilment of the degree of Master of Health Science in 2005." Full thesis. Abstract, 2005.
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Breytenbach, Riana. "A motor skills development programme for 10 to 12 year-old children." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80092.
Повний текст джерелаАнотація:
Thesis (M Sport Sc)--Stellenbosch University, 2013.ENGLISH ABSTRACT: Many children experience developmental problems without being aware thereof. In a school setting these developmental delays mostly remain unnoticed and are scarcely remediated sufficiently, if at all. Children with developmental deficits often experience movement difficulties and are labelled as clumsy, sloppy or having two left feet. The development of, and proficiency in specific motor skills have been found to play a critical role in the participation of physical activity in children, as well as the maintenance of health and well-being later in life, when entering adulthood. There are, however, countless other factors that affect the optimal development of motor skills and physical activity participation. One such factor is ascribed to instances where children experience problems associated with their environment or the circumstances in which they grow up. Poor socio-economic circumstances and a culturally poor environment, lacking sufficient developmental opportunities, may hinder a child‟s motor skills development and skill learning to such an extent that they cannot reach their full developmental potential. Research suggests that the school environment can provide ample opportunity for the development of motor skills and that all schools should consider implementing motor skills development programmes during the Physical Education (PE) time slots. The mastery of motor skills may influence and benefit the participation in various school sports and may also enhance the ability of children to learn and master new and more complex movement skills within and outside the classroom environment. Thus, due to the fact that children spend a great part of their day at school and in the classroom setting, teachers, especially those facilitating PE, have the opportunity to play a vital role in the acquisition and mastery of important motor skills and subsequently affect the physical activity and developmental future of children. The purpose of this study was to design and implement a motor skills development programme to improve the balance and bilateral coordination of children between the ages of 10 and 12 years in the Stellenbosch region. Two existing classes, from a previously disadvantaged school, were recruited and randomly selected as an experimental (n=35) and control group (n=32). The children completed the Short Form as well as all the Long Form activities for the balance and bilateral coordination subtests of the Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2). This was done to provide an overview of the overall motor proficiency and more specifically the level of balance and bilateral coordination. A 12-week motor skills development programme, with a specific focus on balance and bilateral coordination, was designed and implemented by the researcher. The effect of this programme was determined by statistically analysing and comparing the pre- and post-test results with the use of Statistica 2010. The main findings of this study indicated that the intervention programme had a positive, although not statistically significant, effect on the overall motor proficiency and balance and significantly improved bilateral coordination. This study suggests that some of the children, between the ages of 10 and 12, from a previously disadvantaged school in the Stellenbosch region and with access to an established school PE programme, experienced movement difficulties. Consequently, there is great room for improvement and motor skill development in these children. This study can, therefore, be a stepping stone into future research regarding further motor skills research in primary school children, the implementation of expanded motor skills intervention programmes and to improve all the motor skills as opposed to selected motor skills as in this study.
AFRIKAANSE OPSOMMING: Ontwikkelingsprobleme word, sonder dat ʼn mens daarvan bewus is, deur vele kinders ervaar. In die skool-omgewing bly hierdie ontwikkelingsagterstande meestal ongesiens en word min kinders, indien enige, voldoende geremedieer. Kinders met ontwikkelingsagterstande ervaar gereeld bewegingsprobleme en word as lomp, slordig of as iemand met twee linkervoete beskryf. Daar word beweer dat die ontwikkeling van, en vaardigheid in, spesifieke motoriese vaardighede van kinders ʼn kritieke rol in hul deelname aan fisieke aktiwiteit, asook die onderhoud van gesondheid en welstand tydens volwassenheid, speel. Daar is egter talle ander faktore wat die optimale motoriese ontwikkeling en fisieke aktiwiteit deelname van kinders kan beïnvloed. ʼn Voorbeeld van so ʼn faktor word toegeskryf aan gevalle waar kinders probleme, wat met hulle omgewing of die omstandighede waarin hul grootword geassosieer word, ervaar. Swak sosio-ekonomiese omstandighede en ʼn kultureel-arme omgewing, wat tekort skiet aan voldoende ontwikkelingsgeleenthede, mag die motoriese ontwikkeling en die aanleer van nuwe vaardighede tot so ʼn mate inhibeer dat kinders nie in staat is om hulle volle ontwikkelingspotensiaal te bereik nie. Navorsing dui daarop dat die skoolomgewing vele geleenthede vir die ontwikkeling van motoriese vaardighede kan bied en dat daar onderneem moet word om motoriese vaardigheid-ontwikkelingsprogramme tydens Liggaamlike Opvoeding (LO) periodes te implementeer. Die bemeestering van motoriese vaardighede mag die deelname aan verskeie skoolsporte beïnvloed en bevoordeel, asook die vermoë om nuwe en meer komplekse bewegingsvaardighede binne en buite die klasomgewing aan te leer en te bemeester, bevorder. Dus, aangesien kinders ʼn groot gedeelte van hul dag by die skool en in ʼn klasomgewing deurbring, het onderwysers, veral die wat LO fasiliteer, die geleentheid om ʼn noodsaaklike rol in die aanleer en bemeestering van belangrike motoriese vaardighede, en vervolgens fisieke aktiwiteit, asook die toekomstige ontwikkeling van kinders te beïnvloed. Die doel van hierdie studie was om ʼn motoriese vaardigheid-ontwikkelingsprogram, wat balans en bilaterale koördinasie bevorder, vir 10 tot 12-jarige kinders in die Stellenbosch omgewing te ontwerp en implementeer. Twee bestaande klasse vanuit ʼn voorheenbenadeelde skool was gewerf en lukraak verkies as ʼn eksperimentele- (n=35) en kontrolegroep (n=32). Kinders het die kort vorm- asook al die lang vorm-aktiwiteite vir balans en bilaterale koördinasie sub-toetse van die Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2) voltooi. Hierdie toetse is afgelê om ʼn oorsig van die algehele motoriese vaardigheidsvlak, en meer spesifiek die vlak van balans en bilaterale koördinasie, te bepaal. ʼn 12-week motoriese vaardigheid-ontwikkelingsprogram, met ʼn spesifieke fokus op balans en bilaterale koördinasie, is deur die navorser ontwerp en geïmplementeer. Die effek van hierdie program is bepaal deur die pre- en post-toets resultate met behulp van Statistica 2010 statisties te analiseer en vergelyk. Die primêre bevindinge van hierdie studie dui daarop dat die intervensieprogram ʼn positiewe, alhoewel nie statisties beduidende, effek op die bevordering van algehele motoriese vaardigheidsvlak en balans, asook ʼn statisties beduidende effek op bilaterale koördinasie gehad het. Hierdie studie dui daarop dat kinders, tussen die ouderdomme van 10 en 12, vanuit ʼn voorheenbenadeelde skool in die Stellenbosch omgewing en wat toegang tot ʼn gevestigde LO program het, steeds bewegingsprobleme ervaar. Dus, is daar groot ruimte vir die verbetering en ontwikkeling van motoriese vaardighede by hierdie kinders. Hierdie studie kan dus as ʼn beginpunt vir toekomstige navorsing in verdere motoriese vaardigheids-navorsing van laerskool kinders, die implementering van uitgebreide motoriese intervensieprogramme, asook die bevordering van alle motoriese vaardighede in vergelyking met geselekteerde motoriese vaardighede soos in die huidige studie dien.
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Markgraaff, Christine. "A programme to improve gross motor and selected visual perception skills of children who show signs of developmental coordination disorder." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4246.
Повний текст джерелаАнотація:
Thesis (M Sport Sc (Sport Science))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: The purpose of this study was to determine the impact of participation in a small group-based perceptual-motor training programme on the gross motor and visual-motor integration skills of children who show signs of Developmental Coordination Disorder (DCD). Two physical education teachers selected 22 children for assessment as potential participants for this study. The Movement ABC (M-ABC) was then administered to this group and the eight children who scored the lowest were invited to volunteer for this study. These children all volunteered and then completed the assessment of their visual-motor integration skills as measured by the Developmental Test of Visual Perception (DTVP-2). The study followed an evaluative case study design in which changes in the gross motor and visual-motor integration skills of each participant were reported and interpreted individually. The six-week intervention programme was focused on developing the perceptual-motor link between throwing, catching and balancing skills with challenges to visual skills development, especially eye-hand coordination. A comparison of pre-test, post-test and retention test scores in the M-ABC revealed that the programme had a positive effect on six of the children. The results for the seventh child were inconsistent on each test occasion, leading to the conclusion that he may have a co-morbid disorder related to attention. Improvements in static balance were noted and some children also experienced improvements in their ball skills (aiming and coincident timing) which brings the researcher to the conclusion that the programme was effective for gross motor development. DTVP-2 results showed improvements in eye-hand coordination in five of the seven children. According to the VMI quotient score, only one child improved, one deteriorated and the rest showed no change which brings the researcher to the conclusion that the intervention programme was not effective for visual-motor integration.
AFRIKAANSE OPSOMMING: Die doel van die studie was om die impak te bepaal van deelname in „n klein-groep gebaseerde perseptueel-motoriese oefenprogram op die groot motoriese en visueel-motoriese integrasievaardighede van kinders met tekens van die Ontwikkelingskoördinasie-afwyking (DCD). Twee Lewensoriëntering-onderwysers het 22 kinders geïdentifiseer vir assessering as potensiële deelnemers aan die studie. Hierdie groep het die Beweging-ABC toets (M-ABC) ondergaan en die agt deelnemers met die laagste uitslae is uitgenooi om aan die studie deel te neem. Hierdie agt kinders het ingestem en daarna is die assessering voltooi deur hulle visueel-motoriese integrasievaardighede te meet deur middel van die Ontwikkelingstoets vir Visuele Persepsie (DTVP-2). Die studie het „n evaluerende gevallestudie-ontwerp gevolg waarin die veranderings tussen die groot motoriese en visueel-motoriese integrasievaardighede van elke deelnemer individueel geïnterpreteer en gerapporteer is. Die ses week-intervensieprogram het gefokus op die ontwikkeling van die perseptueel-motoriese skakel tussen gooi-, vang- en balans-vaardighede met uitdagings vir die ontwikkeling van visuele vaardighede, veral oog-hand koördinasie. „n Vergelyking tussen die voor-, na- en opvolgtoetse van die M-ABC se toetstellings het getoon dat die program „n positiewe effek op ses van die kinders se groot motoriese vaardighede gehad het. Die uitslag van die sewende kind was teenstrydig tydens elke toetsgeleentheid en dit het gelei tot die gevolgtrekking dat hy moontlik aan „n addisionele afwyking mag ly wat verband hou met „n aandagprobleem. Verbeterings in statiese balans is waargeneem en sommige kinders het ook „n verbetering in balvaardighede getoon (akkuraatheid en reaksietyd). Volgens die DTVP-2 resultate was daar verbeterings in oog-hand koördinasie by vyf van die sewe kinders. Volgens die VMI-kwosiënttelling het slegs een kind verbeter, een het versleg en die ander vyf het geen verandering getoon nie. Die navorser kom dus tot die gevolgtrekking dat die intervensieprogram nie effektief is vir visueel-motoriese integrasie nie.
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Van, Dyk A. P. "The effects of a sports vision training programme on selected visual-motor skills in a non-fatigued and fatigued cardiovascular condition." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4284.
Повний текст джерелаАнотація:
Philosophiae Doctor - PhDThe aim of the study was to determine the effects of a sports vision training programme on peripheral awareness, eye-hand coordination, eye-body coordination, visual reaction time and visual-motor response time of physically active males when in a non-fatigued condition and when in an induced-fatigue condition that simulates levels experienced when playing field-based sports. Scheduling challenges made it necessary to use a sample of convenience rather than random sampling to divide the 49 participants into a treatment group (n=16) and a control group (n=33). A pre-test was administered according to assessment protocols for five selected visual skills performed in both a nonfatigued and fatigued condition. The treatment group participated in an eight-week visual training intervention programme. The purpose of this visual training programme was to train the five selected visual skills (peripheral awareness, eye-hand coordination, eyebody coordination, visual reaction time and visual-motor response time and to practice these skills during fatigued cardiovascular conditions. The post test was administered immediately after the intervention period. Interaction effects were found for three variables: peripheral awareness, eye-hand coordination and visual reaction time, so conclusions could be drawn only for eye-body coordination and visual-motor response time. No significant differences were found for visual-motor response time in the non-fatigued condition. It can be concluded that the sports vision training programme, as implemented in this study, resulted in a significant improvement in visual-motor response time of the treatment group as compared to the control group, when performing under fatigue conditions.
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Dimitrova, Valeria. "From Music to Medicine: Transfer of Motor Skills from Piano Performance to Laparoscopic Surgery." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42457.
Повний текст джерелаАнотація:
Background: Due to the deficit of knowledge on fine motor skill far transfer from one domain of expertise to another, piano performance and surgical training serve as a relevant, interdisciplinary context in which to study the transfer of motor skills given both have relatively well-established levels of performance and require complex fine motor skills. Musicians tend to demonstrate greater ease in all aspects of procedural knowledge which are known to contribute to the early stages of motor learning. Previous research in the Piano Pedagogy Research Laboratory (PPRL) found that extensive piano training was correlated with faster learning of surgical knot-tying skills. However, the short-term two-day timeline was a limitation of the study. Objective: Our project has built on previous work in the PPRL to address the short-term nature of previous studies by measuring a long-term performance curve as well as retention of surgical training and also expanded on the previous project by focussing this time on laparoscopic tasks. This study compared performance curves of two participant groups (pianists and controls) over five consecutive days and retention one week later, as measured by speed and accuracy of task completion. Laparoscopic training consisted of six tasks repeated at every session. Since laparoscopy involves a variety of abilities concurrently, we also administered a battery of ten psychometric tests to isolate and measure specific aspects of non-motor and fine motor skills. Results: There was no statistical difference between participant groups on the majority of laparoscopic training and psychomotor assessments based on two-way mixed ANOVA and Mann-Whitney U test analysis, respectively. There were also little to no significant correlations between abilities and laparoscopic performance. The only significant confounding variable was that the control group was significantly more interested in surgery than the musician group (p = .037). Conclusion: Overall, these results demonstrate that piano performance training did not far transfer to laparoscopic surgery. This is relevant to the debate on far transfer of motor skills given this study’s robust design which addressed previous shortcomings by including a longer timeline and more specifications of musicians’ characteristics. Our findings indicate that fine motor skills are domain specific to music and surgery, respectively.
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Bekker, Belia Margaretha. "A Comparison between five and six year old grade 1 children regarding their readiness for acquiring handwriting skills." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40711.
Повний текст джерелаАнотація:
This study evolved because of the researcher’s need to inquire whether visualmotor
integration and fine motor coordination contribute to a child’s readiness to
acquire handwriting skills. As school-going age is a controversial topic in the South-
African context, the researcher set out to compare the readiness to acquire
handwriting skills between two groups of Grade 1 children. This study was developed to determine whether a relationship existed between
visual-motor integration and fine motor coordination as part of handwriting
readiness, and acquiring handwriting skills in two age groups namely five-year-old
children and six-year-old children. Initially the characteristics of the two age groups
were determined. This was followed by establishing the level of development for
visual-motor integration, fine motor coordination and handwriting skills in both age
groups as well as comparing the levels of development. The abovementioned was
obtained through the Miller Function and Participation Scales en the Minnesota
Handwriting Assessment. Lastly, the scores for visual-motor integration and fine
motor integration were correlated to the six categories of the Minnesota
Handwriting Assessment.
Both age groups presented with overall age appropriate abilities in visual-motor
integration and fine motor coordination. The six-year-old group did better on all six
of the categories for handwriting in the Minnesota Handwriting Assessment when
compared to the five-year-old group. There was a significant difference (p=0.0049)
between the visual-motor integration scores between the two age groups. No
significant difference between the two age groups was recorded in fine motor
coordination.
A significant negative correlation was detected between visual-motor integration
and the categories of legibility (r=-0.4029), form (r=-0.4300), size (r=-0.4087) and
spacing (r=-0.3832) in the five-year-old group. The six-year-old group presented
with a strong negative correlation between visual-motor integration and the
category of rate (r=-0.3930). When correlating the fine motor coordination score with the categories of the
Minnesota Handwriting Assessment, a strong negative correlation was detected
with the categories of legibility (r=-0.3850) and spacing (r=-0.4697) in the five-yearold
group. The six-year-old group did not present with significant correlations
between fine motor coordination and the six categories of the Minnesota
Handwriting Assessment.
This study confirmed that a relationship exists between visual-motor integration,
fine motor integration and handwriting skills. This relationship was not always clear
and was influenced by different aspects such as age, maturity as well as the
assessment instruments used.
This study focused on only one district in Tshwane, which limited the data. The two
age groups in this study were not matched for gender, ethnicity and handedness.Dissertation (MOccTher)--University of Pretoria, 2013.
gm2014
Occupational Therapy
unrestricted
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Lodal, Katherine. "An exploration of the relationship between motor skills difficulties and wellbeing, educational and social outcomes." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-the-relationship-between-motor-skills-difficulties-and-wellbeing-educational-and-social-outcomes(b129f00e-c8c4-4c87-9704-b1c53902010a).html.
Повний текст джерелаАнотація:
This thesis explores the relationship between motor difficulties and wider educational, social and emotional outcomes. The first two sections have been prepared in accordance with author guidelines of the journals proposed for submission. The first paper presents a systematic review of the literature examining the effects of poor motor skills on self-esteem (global and/or domain specific) in children and adolescents. Four databases were searched for articles focusing on motor skills and self-esteem in children and adolescents. 26 potentially relevant studies were identified and from the 26, eight studies met the inclusion criteria. A synthesis of the studies reveals that there appears to be a relationship between motor skills and self-esteem, however this relationship is complex and likely to vary depending on age, gender and co-morbidity. Implications for EP practice are discussed. The second paper is an exploratory product evaluation of the Manchester Motor Skills Programme (MMSP). A mixed methodology was used to explore outcomes for four KS2 children with motor skills difficulties who participated in the MMSP. The children's motor skills, social skills, academic outcomes and self-esteem were assessed using standardized measures pre and post intervention and at follow up. Semi-structured interviews and a focus group were used to elicit the views of pupils, the class teacher and the group leader. Results indicated improvements in some motor skill domains which were sustained at follow up. Qualitative data highlights perceived improvement in children's social skills, confidence, and use of meta-cognitive strategies. Further research is needed into outcomes of the MMSP on children's social skills and self-esteem. The third paper discusses the dissemination of the research, providing a summary of the research development implications from the research at, the research site and at a wider Local Authority level. A strategy for promoting the dissemination and impact of the research will be discussed.
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Finazzo, Constance Lea. "Increased coordination skills for the third through sixth grade special day class: A dance curriculum unit." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1453.
Повний текст джерелаАнотація:
This project is a dance curriculum unit designed for teachers working with students who have learning handicaps. It is specifically designed for students in grades three through sixth. It can be used in coordination with the performing arts curriculum or the physical education curriculum.
Книги з теми "Motor coordination skills"
1
1956-, Wright Helen C., ed. Motor coordination disorders in children. Thousand Oaks, Calif: Sage Publications, 1998.
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2
Broad, Angela Ruth. What is the evidence that sensory integration therapy is effective in facilitating occupational performance in children diagnosed with developmental co-ordination disorder?. Oxford: Oxford Brookes University, 2003.
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3
Jacqueline, Fagard, and Wolff Peter H, eds. The Development of timing control and temporal organization in coordinated action: Invariant relative timing, rhythms, and coordination. Amsterdam: North-Holland, 1991.
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4
David, Sugden, and Chambers Mary, eds. Children with developmental coordination disorder. London ; Philadelphia: Whurr, 2005.
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5
G, Wade Michael, Whiting, H. T. A. 1929-, North Atlantic Treaty Organization. Scientific Affairs Division., and NATO Advanced Study Institute on "Motor Skill Acquisition in Children", eds. Motor development in children: Aspects of coordination and control. Dordrecht: Distributors for the U.S. and Canada, Kluwer Academic Publishers, 1986.
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Dawne, Larkin, ed. Developmental coordination disorder. Albany, NY: Delmar Thomson Learning, 2002.
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Cermak, Sharon A. Developmental coordination disorder. Albany, NY: Delmar Thomson Learning, 2002.
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8
Kurtz, Lisa A. Understanding motor skills in children with dyspraxia, ADHD, autism, and other learning disabilities: A guide to improving coordination. London: Jessica Kingsley Publishers, 2008.
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Understanding motor skills in children with dyspraxia, ADHD, autism, and other learning disabilities: A guide to improving coordination. London: Jessica Kingsley Publishers, 2008.
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Grosse, Susan J., and Ruth Sova. Fab Clams: Fun Aquatic Balance Coordination Laughter Agility and Motor Skills. Unknown Publisher, 2014.
Знайти повний текст джерелаЧастини книг з теми "Motor coordination skills"
1
Hofsten, C. "The Emergence of Manual Skills." In Motor Development in Children: Aspects of Coordination and Control, 167–85. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4460-2_11.
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Whiting, H. T. A. "Movement Invariances in Culture-Specific Skills." In Motor Development in Children: Aspects of Coordination and Control, 147–66. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4460-2_10.
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Paillard, J. "Development and Acquisition of Motor Skills: A Challenging Prospect for Neuroscience." In Motor Development in Children: Aspects of Coordination and Control, 415–41. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4460-2_24.
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Newell, Karl M., and Matheus M. Pacheco. "Movement coordination, control and skill development." In Understanding Motor Behaviour in Developmental Coordination Disorder, 52–69. First edition. | New York : Routledge, 2019. | Series: Current issues in developmental psychology: Routledge, 2019. http://dx.doi.org/10.4324/9781315268231-4.
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Wilmut, Kate, and Anna L. Barnett. "Movement coordination, control and skill acquisition in DCD." In Understanding Motor Behaviour in Developmental Coordination Disorder, 70–83. First edition. | New York : Routledge, 2019. | Series: Current issues in developmental psychology: Routledge, 2019. http://dx.doi.org/10.4324/9781315268231-5.
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Wall, A. E. "A Knowledge-Based Approach to Motor Skill Acquisition." In Motor Development in Children: Aspects of Coordination and Control, 33–49. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4460-2_3.
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Zelaznik, H. N. "Issues in the Study of Human Motor Skill Development: A Reaction to John Fentress." In Motor Development in Children: Aspects of Coordination and Control, 125–32. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4460-2_8.
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Chen, Weiqin, Martin Bang, Daria Krivonos, Hanna Schimek, and Arnau Naval. "An Immersive Virtual Reality Exergame for People with Parkinson’s Disease." In Lecture Notes in Computer Science, 138–45. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58796-3_18.
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AbstractParkinson’s disease is a neurodegenerative disorder that affects primarily motor system. Physical exercise is considered important for people with Parkinson’s disease (PD) to slow down disease progression and maintain abilities and quality of life. However, people with PD often experience barriers to exercises that causes low-level adherence to exercise plans and programs. Virtual Reality (VR) is an innovative and promising technology for motor and cognitive rehabilitation. Immersive VR exergames have potential advantages by allowing for individualized skill practice in a motivating interactive environment without distractions from outside events. This paper presents an immersive virtual reality (VR) exergame aiming at motor training on fingers and hand-and-eye coordination. The results from the usability study indicate that immersive VR exergames have potential to provide motivating and engaging physical exercise for people with PD. Through this research, we hope to contribute to evidence-based design principles for task-specific immersive VR exergames for patients with Parkinson’s Disease.
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Heuer, Herbert. "Chapter 3 Coordination." In Motor skills, 121–80. Elsevier, 1996. http://dx.doi.org/10.1016/s1874-5822(06)80006-x.
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Selikowitz, Mark. "Coordination and clumsiness." In Dyslexia and Other Learning Difficulties. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780192622990.003.0017.
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Rachel is eight years old. She was slow to crawl and walk. She still cannot pedal a tricycle, fasten small buttons, or tie her laces. She is very poor at sports and is often teased by the other children for her awkward running style. She is a messy eater and washes herself and brushes her teeth with great difficulty. Her mother says that she has a poor sense of direction and still confuses right with left. Rachel’s school work is satisfactory. Her writing is untidy, but if she prints slowly it is legible. Rachel has been tested by a psychologist and found to have some visual perception difficulties, but to be of normal intelligence. Her reading, spelling, and arithmetic are in the average range. A paediatrician has examined Rachel and detected no abnormalities that can account for her clumsiness. The term ‘clumsiness’ will be used in this chapter to refer to unexplained, significant difficulties in the coordination of movement in a child of average, or above average, intelligence. This sort of clumsiness is commonly associated with other forms of specific learning difficulty, such as reading difficulty. This does not mean, however, that most children with specific learning difficulty are clumsy. Many are, in fact, well coordinated. But clumsiness is far more common in children with specific learning difficulty than in other children. Clumsiness is more common in boys and quite often runs in families. The word ‘motor’ is used for movement. Gross motor skills involve large groups of muscles responsible for activities such as walking, running, jumping, hopping, and bicycle riding. Fine motor skills involve the hands and fingers, and are concerned with activities such as writing, drawing, using scissors, and tying knots. There are a number of standardized tests of both gross and fine motor proficiency. These may be performed by a physiotherapist, an occupational therapist, or a doctor. Activities must be carefully observed to detect the presence of tremors and other unusual movements. Balance, strength, tone, reflexes, and ability to interpret certain sensations are all assessed. It is essential that rare, serious conditions associated with poor coordination are excluded by a doctor.
Тези доповідей конференцій з теми "Motor coordination skills"
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Osadchaya, Victoria V. "Kinesiology and interhemispheric interaction in speech therapy work with older preschool children." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-330-336.
Повний текст джерелаАнотація:
The author of the article offers a system of games and exercises used in speech therapy work with children of older preschool age, based on kinesiology and neuropsychology. These games and exercises allow preschoolers to develop communication skills, visual and motor memory, concentration and stability of attention, observation, hand coordination, and motor skills.
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Stanković, Slađana, and Aleksandra Aleksić Veljković. "MOTORIČKE VEŠTINE, POKRET I MATEMATIKA." In Metodički aspekti nastave matematike. University of Kragujevac, Faculty of Education in Jagodina, 2021. http://dx.doi.org/10.46793/manm4.240s.
Повний текст джерелаАнотація:
Learning basic mathematical concepts with the involvement of the whole body through physical movement can improve mathematical performance in children. The acquisition and development of mathematical skills can be seen as a central cognitive attribute in contemporary society. In general, we do not think about the development of motor skills and manipulative skills, such as hand–eye coordination in babies, as a basic element of cognitive development. Fine motor skills are a powerful predictor of later achievements in the field of mathematics. The authors point out that there are great differences in the level of mathematical abilities between children with the most powerful and the ones with the poorest motor skills, and that when taken together, fine motor skills, movement and play, are much stronger general predictors for achieving good results in mathematics.
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Ruiz-Rodriguez, Aurora, Ana I. Martinez-Garcia, and Karina Caro. "Gesture-based Video Games to Support Fine-Motor Coordination Skills of Children with Autism." In IDC '19: Interaction Design and Children. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3311927.3325310.
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Necula, Dana, and Vasile Marcu. "SOFTWARE AND HARDWARE APPLICATIONS TO THE KINESITHERAPY OF CHILDREN WITH CEREBRAL PALSY." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-251.
Повний текст джерелаАнотація:
Cerebral palsy is a chronical posture and movement disorder caused by wounds of nervous central system.It is a non progresive disorders and performence by plasticity of brain. Aime of the work. The present work propose the study of the ways of psyhomotricity like integrates the motor and mental elements beend that determines individual behaviorr troughproper execution of documents in response to various factors, in operationalizing of pysical therapy objectives for cerebral palsy to children. Objectives. The study of motor behaviour has an important place in many aspects an mental manifestations to children, because it is predominant in the body activities. Operationals objectives are clearly formulated targets and strictly tailored on a physical therapy session. Matherial and methods. The study was comprised of 23 children aged 5-12 years old with cerebral palsy. Harow taxonomy has 6 level in the psihomotor domain, voluntar human mouvement can be observed and belongs to the aquisition domain- reflex movement medullar, fundamental movement inborn engrams, perceptive skills kinesthesia, physical qualities, dexterity movement and non verbal comunication - Lokomotor Pro 6 Walking therapy provide robot assisted to improve walking and coordination - XBoxKinect like controller free gaming ho response to voice how child move - game with water hoses that allow free movement - Foot 3D scsnner is bassed on laser light which enables the acquisition of precise and reliable digital data of the foot - play in CAT dispositive in the mirror Psyhomotrity elements are - body schema engrams, dynamic coordination,segmental and overal, balance, perceptual motor, coordination and rapid movements. Rezultats and discution Psyhomotricity helps the child during kinetic program to form movement system that can adapt to the environment, develops and improves perception and motor skills, develops motor engrams and improves coordination. Conclusions Operational objectives are clearly formulated targets and strictly tailored on a physical therapy session. Movement education ensure the balance of child, control of entire body, psyho-mental and integration in psyhosocial enviromment. Knowing the personality and cognitive skills to children with PC gives advantage of reaching an operational objective and enjoyable working attractive method for little men.
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Varbanov, Ilia, and Georgi Brestnichki. "STUDY OF COORDINATION ABILITIES AND THEIR RELATIONSHIP TO ANTICIPATION IN ATHLETES." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/04.
Повний текст джерелаАнотація:
Coordination abilities are a set of human properties manifested in the training process and in competitive activity, which determines the success in the management of motor actions of different coordination levels (Lyach, 2002). According to Anochin (1979), an anticipation is a particular form of “overtaking reflection”, in which the image of the result of the action of its actual appearance (occurrence) is formed in the mind of man. Based on this statement, we will try to improve the performance of athletes. Improving the results by choosing the right action according to the feedback received after the first attempt and focusing attention and actions on rational and pragmatic implementation, which we expect to improve results and reduce repetitions in the study of new actions. In our view, a way to achieve this goal would be through work to improve the anticipation capabilities of athletes. The problem of anticipation in sports games is of utmost importance for achieving victory in the completion between offender and defender. Coordination of movements is related to coordination with objects, people, animals, and machines, the behavior and movement of which are often unpredictable (Videv, 2015). In turn, anticipation produces skill-actions (respectively, counteractions) that are confidently carried out within a fraction of a second, called “improvisation”, which is significantly increased by targeted multi-year preparation from childhood (7-8 years). Based on everything so far mentioned, we decided to test the coordination abilities of athletes and, at the same time, see how they would act in subsequent situations similar to the previous one to improve their performance by applying their anticipation skills. Our results point to our assertion that creating an image of your work and bringing anticipation actions into the implementation of performance, in this case, the implementation of various coordination exercises, would improve the performance of athletes.
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Rusimova, Galina, and Dimitar Zagorski. "NEURO-MUSCULAR CONTROL OF GYAKO ZUKI FIGHTING TECHNIQUE AS A MEASURE OF SHOTOKAN KARATE ATHLETE’S SKILLS." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/46.
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ABSTRACT Specialization in terms of motor skills is perhaps one of the most decisive factors for solving sport-related methodological tasks and achieving victories in modern sports era. The aim of this study is through a detailed analysis of selected fighting technique (Gyako Zuki) to assess intermuscular coordination, mark specific deficiencies in execution, and thus-avoid training faults and prevent possible injuries occurring with a certain frequency in the upper extremities of Bulgarian Karate fighters. Methods and methodology of the study: For this purpose, a kinematic analysis was performed by video registration and subsequent image processing to measure kinematic parameters with a specialized program. A total of 29 Bulgarian Karate Shotokan athletes have taken part in our initial experiment. The results of our study presented important information for coaches and the practicing Karate Shotokan fighters about the emergence and consistency of muscle synergy contraction patterns while training. This we expect to be useful for a better understanding of available strategies in the execution management of the Karate punch Gyako Zuki and be further developed in the future as even more appropriate training protocols.
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Gherghel, Carmen liliana, and Buzescu Alexandru. "CONSIDERATIONS ON THE CENTER OF PRESSURE DISTRIBUTION TRENDS IN POSTURAL CONTROL MECHANISM SYSTEMSYSTEM." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-232.
Повний текст джерелаАнотація:
The modern approach argue the real balance in the sense of zero deviations from a fixed point, could not exist in biological systems. The balance is part of the coordination and coordination capacity shown to be necessary in performing motor skills development, this based on capacity to learn, control and permanently adaptation. The major interest in this paper is to establish trend data recorded on the position of the center of pressure analysis in subjects with different levels of sports activities practicing. For this purpose we have investigated the reproducible laboratory conditions a number of 62 subjects divided into two groups, a sample of 31 subjects consistent practitioners of the sport, but do not the level of performance and a sample of 31 athletes (shooting performance), with experience in the sports training and competition. Postural stability was evaluated by software - POSTUROTEST, it can reveal information about the mechanism of postural control system. The center of pressure is the result of descending motor commands and combinations of mechanical properties of the ankle. This testing type is included into the category of tests oriented towards the sensorial organization, the method is also known under the name of "posturography". The test consists in keeping the body position on a platform, the eyes staring at a given target. The platform pressure sensors register the body movements (balance), while the tested person keeps his balance. The results suggest that individual differences in postural balance are insignificant in relation to the appearance of somatic, physiological healthy person (statistically habitual) with regard significant changes can be observed in the case of athletes, they resort to achieve results performance to solutions for improving stability phenotypic developing the ability to maintain balance in sports sample specific positions.
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Galanti, Adrielle, Verônia Corrêa César Rodrigues, Daniela Maria Ribeiro Vaz, and Ana Paula Oliveira Borges. "Clinical-enabled aspects after Neurotoxoplasmosis in a patient with immunosuppression: a case report." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.432.
Повний текст джерелаАнотація:
Background: Neurotoxoplasmosis is an opportunistic infection caused by the protozoan Toxoplasma Gondii, frequent in patients with Acquired Immunodeficiency Syndrome who become immunosuppressed by the presence of the disease. It can be presented by one or more brain abscesses, encephalitis or ventriculitis. Objectives: case report of a volunteer after neurological sequelae of neurotoxoplasmosis in order to highlight the relevant findings for a neurofunctional rehabilitation. Design and setting: This is an observational, cross-sectional case report type study conducted at the Clínica Escola de Fisioterapia of the University of Franca (UNIFRAN), with CEP approval (CAAE 83164918.2.0000.5495). Methods: Female patient, 53 years old. In the physiotherapy sector, neurological evaluation of the components was performed: sensitivity, movement, tone, reflexes, motor coordination, balance and gait. Balance and gait were assessed using the Berg Balance Scale, the Standing and Walking Test and the Dynamic Walking Index. Results: After clinical investigation, neurological toxoplasmosis infection was found in the right cerebral hemisphere. The physiotherapeutic evaluation showed the presence of left hemiparesis, the presence of spastic hypertonia, patellar and achilles hyperreflexia, the absence of fine motor skills and the presence of a reaping gait. The BSE result was 32 points, the TUG was 10.3 seconds and IMD was 20 points. Conclusion: The compromises found have an impact on the functionality of the volunteer. This study emphasizes the valorization of neurofunctional physiotherapeutic semiology for a treatment proposal that promotes greater functional independence.
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Potop, Vladimir, Vasilica Grigore, and Anamaria Gavojdea. "IMPLEMENTATION OF E-LEARNING IN THE SPECIFIC DIDACTICS ON BALANCE BEAM IN WOMEN'S ARTISTIC GYMNASTICS." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-227.
Повний текст джерелаАнотація:
The purpose of this paper is to implement e-Learning in the specific didactics on balance beam in women's artistic gymnastics. This scientific approach has led to a pedagogical experiment conducted with a group of 14 gymnasts aged from 12 to 15, members of the junior team of Romania, located in the Olympic Training Center in Izvorani. The study was carried out from June 2012 to October 2014. The following methods have been used during this research: method of bibliographic study; method of pedagogical observation; method of pedagogical experiment; method of tests; method of experts; video computerized method of biomechanical analysis and statistical-mathematical method. To assess the training level, 3 tests have been used: for the sensorimotor coordination - test no. 1, standstill landing; "Briuk" test for balance maintaining; test no. 3 for static-kinematic stability; 7 trials of physical training (for assessing the strength of arms, abdomen, back, lower limbs and the sense of balance) and 2 trials for the basic training on beam. This research used the method of video biomechanical analysis by means of a specialized program named Physics ToolKit, monitoring the key components of sports technique of the acrobatic elements on beam. The didactical structure of the learning program has been developed taking into account gymnasts' physical and technical training level, the difficulty of the exercises necessary for training; the interdependence and adequacy of the main and concrete goals, the tasks of learning; specific didactical principles , methods, means, elements of regulation, control and correction process, the results of learning by using the biological reverse afferentation (visual-motor, verbal-motor, visual-verbal, vestibular-motor). The implementation of e-learning in the specific didactics on beam made by means of the macro-methods elements for gymnastics exercises learning based on the stages of motor skills development contributed to learning, improving and correcting the key elements of sports technique and to achieving better performances in competitions.
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Grosu, Vlad teodor, Tatiana Dobrescu, and Emilia Grosu. "GENERAL AND HAND-EYES COORDINATION IN MENTAL TRAINING OF ALPINE SKIERS." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-231.
Повний текст джерелаАнотація:
Abstract The aims of this study was: 1. to assess the influence of mental training on manual focused attention and manual response; 2. we analyzed the influence of mental training on the increase in motor coordonation and reactivity influenced, all in certain athletes (skiers). Problem Statement The samples of subjects tested are aged 12 and 16. The athletes who participated in this study are part of ski groups within School sports clubs. The experimental group comprises athletes from Gheorgheni (HR), Baia-Sprie (MM), while the control group includes of athletes from Topli?a (HR), Sibiu (SB), Predeal (BV) and Sinaia (PH). These tests we conducted our research in the application of mental training techniques in the experimental group and comparing them with the control group. Purpose of Study through this study we analyze the influence of mental training on: 1. the increase of concentration of attention and response to skiers manual; 2. increase motor coordination and reactivity. It is known that in alpine skiing the hit action of pennant is very important. Methods We used a device called: System for evaluation in transport and work psychology, version 04/2007, made by Professor H?v?rneanu C. (2007). According to integrated functional blocks, the proposed methodologic nucleus allows to obtain indices of informational, execution and self-regulation capacity, markers of behavior. We applied 2 tests: ACRM (concentrated attention with manual reaction), which provides information on the ability to pay attention in activities with required pace and dynamic field observations specific to alpine skiing. The other test applied was CMR (motor coordination and reactivity), which provides information on the ability of motor coordination - the adequacy and synchronizing of movements, speed and accuracy of complex reactions, motor learning, emotional balance - self-regulation, specific to alpine skiing. Findings and Results was performed using SPSS 15.0. For the comparison of means between groups of subjects we applied ANOVA and Post Hoc test. Correlation between variables was performed by Pearson correlation coefficient (r). The charts are made with the method Box plot showing: minimum and maximum value; median, percentiles 75 and 25; extreme scores. Testing for the hand-eye coordination capacity of skiers from mountain ski, by applying ACRM test (focused attention with manual reaction), hand-eye coordination. Indices measured with this test: VP - perception speed=number of omissions, EP- perception accuracy= number of errors, EX- focused attention Testing for motor coordination capacity and skiers of mountain ski reactivity, mental control of fatigue, using the test CRM. Indices measured with the test: IM- motor learning, CMC- movement coordination, ER- reaction accuracy, RR- reaction speed, CMD- movement coordination- dissociate movement synchronization, CMS- movement coordination- associate-dissociate movement synchronization, AR- self-regulation (tested in the beginning and end for both groups). Conclusions and Recommendations The comparative analysis of test scores applied to the studied groups and statistical significance we can say that by applying mental training improves outcome in focus and manual reaction in the experimental group. These results in turn causes increased athletic performance, as can be seen analyze competitions in January 2015, in the groups studied.
Звіти організацій з теми "Motor coordination skills"
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Meng, Shu-Qiao, Ai-Guo Chen, Wen-Xia Tong, Shi-Meng Wang, and Zhi-Yuan Sun. The Effect of Physical Activity on Motor Skills Disorder of Children with Autism Spectrum Disorder: A Meta-Analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2023. http://dx.doi.org/10.37766/inplasy2023.2.0068.
Повний текст джерелаАнотація:
Review question / Objective: Meta-analysis was used to systematically investigate the improvement effect of physical activity on motor skills disorder in children with autism spectrum disorder (ASD), and to summarize the best exercise program. To obtain high-quality study results, the PICOS principles are usually relied upon to help complete the study design during the construction of the scientific question. That is, the target population (P) for evidence application is children with ASD; the intervention (I) is motor training such as aerobic, resistance exercise or combined exercise; the comparative measure (C) is other non-motor interventions; the outcome indicators (O) are improvements in gross motor ability, fine motor ability, and balance and coordination; and the type of evidence is a randomized controlled trial. Eligibility criteria: Subjects included in the paper were required to be children with ASD diagnosed by an authoritative institution, with consistent pre-experimental characteristics; with a complete intervention program and accurate post-test results, and the type of study in the literature was a randomized controlled trial.
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Jelsma, Dorothee, Reza Abdollahipour, Farhad Ghadiri, Fatemeh Alaei, Miriam Paloma Nieto, Zdenek Svoboda, Miguel Villa de Gregorio, Paola Violasdotter Nilsson, Dido Green, and Kamila Banatova. Evidence-based practice interventions for children and young people with Developmental Coordination Disorder - A scoping review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, February 2023. http://dx.doi.org/10.37766/inplasy2023.2.0028.
Повний текст джерелаАнотація:
Review question / Objective: The aim of this review was to identify, qualify, evaluate and synthesise interventions used for children and young people with Developmental Coordination Disorder. The PCC was used to develop the review question: Population – children and young people with disorders of motor coordination aged to 25 years, not due to neurological disease or disorder eg. Cerebral Palsy. Concept - any method aimed to improve/treat/intervene in areas of motor learning, motor control, motor coordination or motor skill. Context - information on methods of delivery of interventions to consider context and cultural factors influencing delivery as well as details of intervention timing and outcomes. Primary Question: What interventions are being used for children and young people with DCD? Secondary Questions: How are these interventions being implemented? What outcomes are evident?