WorldWideScience

Sample records for basic motor skill

  1. The Effects of Basketball Basic Skills Training on Gross Motor Skills Development of Female Children

    Science.gov (United States)

    Bayazit, Betul

    2015-01-01

    The purpose of this study was to investigate the effects of basketball basic skills training on gross motor skills development of female children in Turkey. For that purpose, 40 female children took part in the study voluntarily. Basketball basic skills test was used to improve the gross motor skills of the female children in the study. Also,…

  2. Basic Skills.

    Science.gov (United States)

    Luparelli, Augustus N.; And Others

    1981-01-01

    These four articles focus on developing basic reading, science, and job search skills: "Reading Program for Vocational Classes" by Augustus Luparelli; "Why Teach Employability Skills?" by Larry Siefferman; "Improving Vocabulary and Reading Skills" by Edythe Conway; and "Science in Everyday Life" by Virginia Eleazer and George Carney. (SK)

  3. Associations of postural knowledge and basic motor skill with dyspraxia in autism: implication for abnormalities in distributed connectivity and motor learning.

    Science.gov (United States)

    Dowell, Lauren R; Mahone, E Mark; Mostofsky, Stewart H

    2009-09-01

    Children with autism often have difficulty performing skilled movements. Praxis performance requires basic motor skill, knowledge of representations of the movement (mediated by parietal regions), and transcoding of these representations into movement plans (mediated by premotor circuits). The goals of this study were (a) to determine whether dyspraxia in autism is associated with impaired representational ("postural") knowledge and (b) to examine the contributions of postural knowledge and basic motor skill to dyspraxia in autism. Thirty-seven children with autism spectrum disorder (ASD) and 50 typically developing (TD) children, ages 8-13, completed (a) an examination of basic motor skills, (b) a postural knowledge test assessing praxis discrimination, and (c) a praxis examination. Children with ASD showed worse basic motor skill and postural knowledge than did controls. The ASD group continued to show significantly poorer praxis than did controls after accounting for age, IQ, basic motor skill, and postural knowledge. Dyspraxia in autism appears to be associated with impaired formation of spatial representations, as well as transcoding and execution. Distributed abnormality across parietal, premotor, and motor circuitry, as well as anomalous connectivity, may be implicated. PMID:19702410

  4. THE TRANSFORMATIONAL PROCESSES INVOLVING MOTOR SKILLS THAT OCCUR UNDER THE INFLUENCE OF BASIC PRELIMINARY TRAINING IN YOUNG HANDBALL PLAYERS

    Directory of Open Access Journals (Sweden)

    Markovic Sasa

    2011-06-01

    Full Text Available The population from which we extracted a sample of 76 subjects consisted of elementary school students in Kursumlija, all male, aged 12-13, who were divided into a sub-sample consisting of 38 young handball players who took part in the training sessions of a school of handball and another sub-sample consisting of 38 non-athletes, who only took part in their regular physical education classes. The aim of the research was to determine the transformation processes involving motor skills, which occur under the influence of basic preliminary training in young handball players. The subject matter of the study was to examine whether a statistically significant increase in the level of motor skills would occur under the influence of physical exercise as part of basic preliminary training in the final as compared to the initial state. Six motor tests which define the dimensions of explosive and repetitive strength were used. The results of the research indicate that significant transformational processes involving the motor skills of young handball players occurred in the final as compared to the initial measuring, under the influence of basic preliminary training.

  5. Associations of Postural Knowledge and Basic Motor Skill with Dyspraxia in Autism: Implication for Abnormalities in Distributed Connectivity and Motor Learning

    OpenAIRE

    Dowell, Lauren R.; Mahone, E. Mark; Mostofsky, Stewart H.

    2009-01-01

    Children with autism often have difficulty performing skilled movements. Praxis performance requires basic motor skill, knowledge of representations of the movement (mediated by parietal regions), and transcoding of these representations into movement plans (mediated by premotor circuits). The goals of this study were: (a) to determine whether dyspraxia in autism is associated with impaired representational (“postural”) knowledge, and (b) to examine the contributions of postural knowledge and...

  6. The Effects of Coordination and Movement Education on Pre School Children's Basic Motor Skills Improvement

    Science.gov (United States)

    Altinkök, Mustafa

    2016-01-01

    This research was conducted for the purpose of analyzing the effect of the movement education program through a 12-week-coordination on the development of basic motor movements of pre-school children. A total of 78 students of pre-school period, 38 of whom were in the experimental group and 40 of whom were in the control group, were incorporated…

  7. Unions: Bread, Butter & Basic Skills.

    Science.gov (United States)

    BCEL Newsletter for the Business Community, 1987

    1987-01-01

    Unions are natural providers of basic skills instruction. They are in daily workplace contact with their membership, are trusted to work on members' behalf, and speak the language of the worker. Unions are trying to address the needs of illiterate workers through collective bargaining arrangements in which employers contribute a percentage of…

  8. Computer games and fine motor skills.

    Science.gov (United States)

    Borecki, Lukasz; Tolstych, Katarzyna; Pokorski, Mieczyslaw

    2013-01-01

    The study seeks to determine the influence of computer games on fine motor skills in young adults, an area of incomplete understanding and verification. We hypothesized that computer gaming could have a positive influence on basic motor skills, such as precision, aiming, speed, dexterity, or tremor. We examined 30 habitual game users (F/M - 3/27; age range 20-25 years) of the highly interactive game Counter Strike, in which players impersonate soldiers on a battlefield, and 30 age- and gender-matched subjects who declared never to play games. Selected tests from the Vienna Test System were used to assess fine motor skills and tremor. The results demonstrate that the game users scored appreciably better than the control subjects in all tests employed. In particular, the players did significantly better in the precision of arm-hand movements, as expressed by a lower time of errors, 1.6 ± 0.6 vs. 2.8 ± 0.6 s, a lower error rate, 13.6 ± 0.3 vs. 20.4 ± 2.2, and a shorter total time of performing a task, 14.6 ± 2.9 vs. 32.1 ± 4.5 s in non-players, respectively; p computer games on psychomotor functioning. We submit that playing computer games may be a useful training tool to increase fine motor skills and movement coordination.

  9. Fine motor skill performance in Irish children

    OpenAIRE

    Gaul, David

    2014-01-01

    Background Motor skills are the basis for any bodily movement. They allow children to read, write, walk, talk and play sports. These skills play a central role in children's lives and specifically allow them to be physically active and healthy. However there is currently a lack of knowledge in relation to the level of fine motor skills in children both in Ireland and internationally. Fine motor skills are an essential component of numerous activities of daily life such as dressing and feed...

  10. On the Problem of Motor Skill Development

    Science.gov (United States)

    Clark, Jane E.

    2007-01-01

    As a way to address the serious obesity epidemic in the United States, many physical education classes have become fitness centers designed to raise heart rates and burn calories. An unintended consequence of this emphasis on fitness, however, is the lack of attention to motor skill development. Motor skills do not develop miraculously from one…

  11. The Basic Teaching Skill: Decision Making.

    Science.gov (United States)

    Shavelson, Richard J.

    Any teaching act is the result of a decision, either conscious or unconscious. Previous research on basic teaching skills examined alternative teaching acts, such as explaining, questioning, reinforcing, without examining how teachers choose between one or another act. This paper argues that the basic teaching skill is decision making. This…

  12. Basic Employability Skills: A Triangular Design Approach

    Science.gov (United States)

    Rosenberg, Stuart; Heimler, Ronald; Morote, Elsa-Sofia

    2012-01-01

    Purpose: This paper seeks to examine the basic employability skills needed for job performance, the reception of these skills in college, and the need for additional training in these skills after graduation. Design/methodology/approach: The research was based on a triangular design approach, in which the attitudes of three distinct groups--recent…

  13. Motor skill learning: age and augmented feedback

    NARCIS (Netherlands)

    Dijk, van Henk

    2006-01-01

    Learning motor skills is fundamental to human life. One of the most critical variables affecting motor learning, aside from practice itself, is augmented feedback (performance-related information). Although there is abundance of research on how young adults use augmented feedback to learn motor skil

  14. Motor skills of children with autistic spectrum disorder

    OpenAIRE

    Zikl Pavel; Petrů Dita; Daňková Aneta; Doležalová Hana; Šafaříková Kateřina

    2016-01-01

    The contribution contains results of a research of motor skills of children with autistic spectrum disorder. The group of children represents besides major triad of symptoms, also described difficulties in the field of motor skills. Our aim to find out what motor skills of these children are in comparison with intact population and what differences are found in individual motor items, i.e. in fine motor skills, gross motor skills and in balance. The data was gained with the use of standardize...

  15. Mechanisms of skill in sequential motor behavior

    NARCIS (Netherlands)

    Verwey, W.B.

    1994-01-01

    The statement that practice is the major determinant of skilled behavior is a truism. Yet, it is unclear why practice is so important and what the consequences of practice are. This thesis addresses the theme of acquiring skill from a motor point of view: How is it possible that with practice more a

  16. Development of fine motor skills in preterm infants

    NARCIS (Netherlands)

    Bos, Arend F.; Van Braeckel, Koenraad N. J. A.; Hitzert, Marrit M.; Tanis, Jozien C.; Roze, Elise

    2013-01-01

    Fine motor skills are related to functioning in daily life and at school. We reviewed the status of knowledge, in preterm children, on the development of fine motor skills, the relation with gross motor skills, and risk factors for impaired fine motor skills. We searched the past 15 years in PubMed,

  17. U6-7阶段运动技能分层教学实验研究--构建基本动作技术最低程度自动化筛查标准%Study on Level Teaching of Motor Skill in the Stage of 6 to 7---Constructing the Lowest Automatic Screening Standard of the basic Motor Skill

    Institute of Scientific and Technical Information of China (English)

    王兴泽

    2014-01-01

    Using documents,experimental verifying and teaching,and mathematics statistics,this paper constructs the lowest au▬tomatic screening standard of the basic motor skill in U6-7 stage•Then it verifies and does experimental teaching test with it• The re▬sult shows that the effect of level teaching at this criteria is much better than that of the level teaching with the traditional teaching meth▬od• It meets the modern idea of integration of basic courses as well• The standard constructed in this paper is the base line of motor skill learning,and it will be provided to the teaching practice and experiences,for the reference of the government•%运用文献资料、实验验证和教学、数理统计等方法,针对U6-7阶段构建基本动作技术最低程度自动化筛查标准并进行检验验证,同时采用该标准进行实验教学试验研究•得出通过该筛查标准进行分层教学效果明显高于传统行政班级教学效果,且符合现代基础教育改革中小学课程整合的教学理念•本文构建的基本动作技术最低程度自动化筛查标准是现代运动技能动作学习教学的底线,本标准提供于小学体育教学一线实践和为政府职能部门提供参考•

  18. Skill-based Syllabus for Teaching Basic Writing Skills

    Institute of Scientific and Technical Information of China (English)

    秦苏芳

    2009-01-01

    Writing is an important skill that students should grasp in learning English, but the teaching and learning of writing is a difficult task. To teach freshmen with little knowledge of writing is extremely difficult. However, the skill-based syllabus is of great usefulness. It enables students to master the very basic writing skill, which helps them to keep pace with the writing requirements assigned by the textbooks, and to improve their overall writing skills so as to fulfill the requirements by the national College English Curriculum.

  19. Motor Skill Learning and Corticospinal Excitability

    DEFF Research Database (Denmark)

    Christiansen, Lasse

    stimulation protocol did not predict those associated with one session of motor skill learning. The latter showed no significant relation to changes in performance. Conclusions and perspectives The findings from study 1 and 2 emphasize the importance of individually adjusting the task difficulty to maximize......Background Motor skill learning (MSL) is the persistent increase in performance of a skill obtained through practice. This process is associated with changes throughout the central nervous system. One of these is a change in corticospinal excitability (CSE) assessable with Transcranial Magnetic...... Stimulation. Prior work has demonstrated such a change to very different extents with and without causally linking it to the improvements in motor performance. Objectives The aim of this PhD project has been to explore the relation between changes in CSE and motor performance over the time course of learning...

  20. Sleep quality influences subsequent motor skill acquisition.

    Science.gov (United States)

    Appleman, Erica R; Albouy, Genevieve; Doyon, Julien; Cronin-Golomb, Alice; King, Bradley R

    2016-06-01

    While the influence of sleep on motor memory consolidation has been extensively investigated, its relation to initial skill acquisition is less well understood. The purpose of the present study was to investigate the influence of sleep quality and quantity on subsequent motor skill acquisition in young adults without sleep disorders. Fifty-five healthy adults (mean age = 23.8 years; 34 women) wore actigraph wristbands for 4 nights, which provided data on sleep patterns before the experiment, and then returned to the laboratory to engage in a motor sequence learning task (explicit 5-item finger sequence tapping task). Indicators of sleep quality and quantity were then regressed on a measure of motor skill acquisition (Gains Within Training, GWT). Wake After Sleep Onset (WASO; i.e., the total amount of time the participants spent awake after falling asleep) was significantly and negatively related to GWT. This effect was not because of general arousal level, which was measured immediately before the motor task. Conversely, there was no relationship between GWT and sleep duration or self-reported sleep quality. These results indicate that sleep quality, as assessed by WASO and objectively measured with actigraphy before the motor task, significantly impacts motor skill acquisition in young healthy adults without sleep disorders. (PsycINFO Database Record

  1. Motor skill learning requires active central myelination.

    Science.gov (United States)

    McKenzie, Ian A; Ohayon, David; Li, Huiliang; de Faria, Joana Paes; Emery, Ben; Tohyama, Koujiro; Richardson, William D

    2014-10-17

    Myelin-forming oligodendrocytes (OLs) are formed continuously in the healthy adult brain. In this work, we study the function of these late-forming cells and the myelin they produce. Learning a new motor skill (such as juggling) alters the structure of the brain's white matter, which contains many OLs, suggesting that late-born OLs might contribute to motor learning. Consistent with this idea, we show that production of newly formed OLs is briefly accelerated in mice that learn a new skill (running on a "complex wheel" with irregularly spaced rungs). By genetically manipulating the transcription factor myelin regulatory factor in OL precursors, we blocked production of new OLs during adulthood without affecting preexisting OLs or myelin. This prevented the mice from mastering the complex wheel. Thus, generation of new OLs and myelin is important for learning motor skills. PMID:25324381

  2. Army Basic Skills Provision: Whole Organisation Approach/Lessons Learnt

    Science.gov (United States)

    Basic Skills Agency, 2007

    2007-01-01

    The Army began working in partnership with the Basic Skills Agency in 2000. This was formalised with the establishment of the Basic Skills Agency's National Support Project for the Army (2001) that contributes to the raising of basic skills standards in the Army by advising on, and assisting with, the development of the Army's basic skills policy…

  3. Learning Basic Surgical Skills through Simulator Training

    Science.gov (United States)

    Silvennoinen, Minna; Helfenstein, Sacha; Ruoranen, Minna; Saariluoma, Pertti

    2012-01-01

    Computer-based surgical training simulators are instrumental in skill-based training and performance measurement. However, to date, the educational employment of these tools lacks empirically founded insights and effective practical guidelines. This study examined surgical residents during computer-based simulator training of basic laparoscopic…

  4. Single versus multimodality training basic laparoscopic skills

    NARCIS (Netherlands)

    Brinkman, W.M.; Havermans, S.Y.; Buzink, S.N.; Botden, S.M.B.I.; Jakimowicz, J.J.; Schoot, B.C.

    2012-01-01

    Introduction - Even though literature provides compelling evidence of the value of simulators for training of basic laparoscopic skills, the best way to incorporate them into a surgical curriculum is unclear. This study compares the training outcome of single modality training with multimodality tra

  5. Basic Skills Programming at California Success Centers

    Science.gov (United States)

    Levin, John S.; Cox, Elizabeth M.; Haberler, Zachary; Cerven, Christine

    2011-01-01

    While students at both four-year institutions and community colleges enroll in remedial coursework, policymakers look to community colleges to be the main, if not sole, providers of basic skills education. Policy makers argue that community colleges are the most cost-efficient and appropriate places to provide this instruction (Bettinger & Long,…

  6. Teaching and Assessing Manipulative Motor Skills in High School Physical Education

    Science.gov (United States)

    Bert, Greg

    2015-01-01

    This article provides new ways to teach and assess motor skills in various lifetime sports such as tennis, golf, badminton, and other sports that students are likely to play as adults by focusing on five basic biomechanical principles.

  7. Motor skills of children with autistic spectrum disorder

    Directory of Open Access Journals (Sweden)

    Zikl Pavel

    2016-01-01

    Full Text Available The contribution contains results of a research of motor skills of children with autistic spectrum disorder. The group of children represents besides major triad of symptoms, also described difficulties in the field of motor skills. Our aim to find out what motor skills of these children are in comparison with intact population and what differences are found in individual motor items, i.e. in fine motor skills, gross motor skills and in balance. The data was gained with the use of standardized Movement Assessment Battery test for Children 2 (MABC-2. Objective testing of this group of children is relatively difficult. There were successfully tested 36 children with ASD during this phase of research. The research demonstrated evident motor disorder at 86% of children in the observed sample. Statistically significant were worse results in the field of fine motor skills compared to the results in gross motor skills and balance.

  8. Trainee Perspectives of Basic Family Therapy Skills

    OpenAIRE

    Webb, Nancy

    1997-01-01

    Much has been written about family therapy training and supervision from the perspective of teachers and supervisors. However, the perspective of family therapy trainees is not well represented in the literature. Research employing student responses is common, but results are offered from the perspective of the trainers of family therapy and the subjective experience of students is frequent ly left untapped . One area of training and supervision, basic therapy skills, offers no perspectives f...

  9. Humor Style and Motor Skills: Understanding Vulnerability to Bullying

    OpenAIRE

    Stephanie Plenty; Susanne Bejerot; Kimmo Eriksson

    2014-01-01

    The purpose of this study was to examine the role of humor style and motor skills in vulnerability to bullying. 729 adults responded to the Humor Style Questionnaire (HSQ) and items retrospectively addressing their motor skills and bullying experiences during childhood. Consistent with recent research, poorer motor skills were associated with a greater extent of having been bullied. An association between stronger motor skills and affiliative humor was found, lending support to a shared biolo...

  10. The Level of motor Skills of the First Grade Pupils

    OpenAIRE

    Hejlová, Kateřina

    2011-01-01

    The thesis focuses on motor abilities of children from birth to the age of eight years. It outlines the development of gross motor skills, fine motor skills and micromotor skills, and methods how to help children develop these particular areas. The level of motor skills is determined by method of testing in first graders from Stonařov, Pavlov, Třešť and České Budějovice.

  11. New Directions in the Army's Basic Skills Education Program (BSEP).

    Science.gov (United States)

    Pilgrim, Mark T.

    The Army has given to the Training and Doctrine Command the task of developing four Basic Skills Education Program (BSEP) curricula to provide functional, job-related basic skills training. These would be Military Occupational Specialty (MOS) Baseline Skills, English-as-a-Second Language (ESL), Military Life Coping Skills, and Learning Strategies.…

  12. Basic Skills and Small Business Competitiveness: Some Conceptual Considerations.

    Science.gov (United States)

    Addis, Mark

    2003-01-01

    Discusses basic skills as an element of competitiveness. Applies market and system failure models to the level of basic skills training offered by small businesses. Examines recent British policy documents and recommendations for more small business investment in basic skills. (Contains 42 references.) (SK)

  13. Incorporation of proficiency criteria for basic laparoscopic skills training: how does it work?

    NARCIS (Netherlands)

    Verdaasdonk, E.G.; Dankelman, J.; Lange, J.F.; Stassen, L.P.S.

    2008-01-01

    Background - It is desirable that surgical trainees are proficient in basic laparoscopic motor skills (eye–hand coordination). The present study evaluated the use of predefined proficiency criteria on a basic virtual reality (VR) simulator in preparation for a laparoscopic course on animal models. M

  14. Incorporation of proficiency criteria for basic laparoscopic skills training: How does it work?

    NARCIS (Netherlands)

    E. Verdaasdonk (Egg); J. Dankelman (Jenny); J.F. Lange (Johan); L.P. Stassen

    2008-01-01

    textabstractBackground: It is desirable that surgical trainees are proficient in basic laparoscopic motor skills (eye-hand coordination). The present study evaluated the use of predefined proficiency criteria on a basic virtual reality (VR) simulator in preparation for a laparoscopic course on anima

  15. The Relationship between Fine-Motor Play and Fine-Motor Skill

    Science.gov (United States)

    Marr, Deborah; Cermak, Sharon; Cohn, Ellen S.; Henderson, Anne

    2004-01-01

    This study examined the relationship between free-play choices and fine-motor skill in 4-year-old children attending Head Start. Children with poor fine-motor skill were matched for age and gender with children in the same classroom that exhibited good fine-motor skill. Each pair was observed during free-play sessions to examine the degree of…

  16. The Gross Motor Skills of Children with Mild Learning Disabilities

    Science.gov (United States)

    Nonis, Karen P.; Jernice, Tan Sing Yee

    2014-01-01

    Many international studies have examined the gross motor skills of children studying in special schools while local studies of such nature are limited. This study investigated the gross motor skills of children with Mild Learning Disabilities (MLD; n = 14, M age = 8.93 years, SD = 0.33) with the Test of Gross Motor Development-2 (TGMD-2, Ulrich,…

  17. Job-Related Basic Skills: Cases and Conclusions

    OpenAIRE

    Sticht, Thomas G.; Mikulecky, Larry

    1984-01-01

    This monograph describes the job-related basic skills requirements of the work force and explores ways of developing and improving the reading, writing, and computational abilities of workers. The paper first examines trends that are influencing the demand for basic skills, such as the decline in youth population and the increase in service and technology-related occupations, changing the nature of job skills requirements. The middle section presentsthree case studies of basic skills trainin...

  18. Basic Skills in the Workplace: A Research Review. Research Report.

    Science.gov (United States)

    Payne, John

    This report analyzes recent English-language research on basic skills in the workplace. Part A, a thematic guide to the field, includes detailed references to publications listed in Part B. Section A1 indicates the scope. It defines basic skills and underlines the importance of other terms, especially key skills, information and communications…

  19. Basic proof skills of computer science students

    NARCIS (Netherlands)

    Hartel, P.H.; Es, van B.; Tromp, Th.J.M.

    1995-01-01

    Computer science students need mathematical proof skills. At our University, these skills are being taught as part of various mathematics and computer science courses. To test the skills of our students, we have asked them to work out a number of exercises. We found that our students are not as well

  20. Visual-Motor Skills as a Predictor of Written Expression.

    Science.gov (United States)

    Aiello-Cloutier, Mary

    This study investigated the relationship between the Developmental Test of Visual Motor Integration-Revised (VMI-R) and written expression skills of 54 students (grades 2 to 7) with learning disabilities. Data analysis compared cognitive ability; visual motor skills; achievement in reading, math, and written language; teacher rating of written…

  1. Helping Preschoolers Prepare for Writing: Developing Fine Motor Skills

    Science.gov (United States)

    Huffman, J. Michelle; Fortenberry, Callie

    2011-01-01

    Early childhood is the most intensive period for the development of physical skills. Writing progress depends largely on the development of fine motor skills involving small muscle movements of the hand. Young children need to participate in a variety of developmentally appropriate activities intentionally designed to promote fine motor control.…

  2. Young Athletes: A Special Olympics Motor Skill Development Program

    Science.gov (United States)

    Favazza, Paddy C.; Siperstein, Gary N.

    2013-01-01

    While motor skills develop naturally among most typically developing preschoolers, young children with disabilities often experience deficits in this area. Therefore, it is important that children with disabilities are provided with "direct and intentional instruction" for motor skill development during the preschool years. One program…

  3. Motor Skills of Toddlers with Autism Spectrum Disorders

    Science.gov (United States)

    Lloyd, Meghann; MacDonald, Megan; Lord, Catherine

    2013-01-01

    With increased interest in the early diagnosis and treatment of children with autism spectrum disorders (ASD), more attention has been called to the motor skills of very young children with ASD. This study describes the gross and fine motor skills of a cross-sectional group of 162 children with ASD between the ages of 12 and 36 months, as well as…

  4. Motor skills of toddlers with autism spectrum disorders.

    Science.gov (United States)

    Lloyd, Meghann; MacDonald, Megan; Lord, Catherine

    2013-03-01

    With increased interest in the early diagnosis and treatment of children with autism spectrum disorders (ASD), more attention has been called to the motor skills of very young children with ASD. This study describes the gross and fine motor skills of a cross-sectional group of 162 children with ASD between the ages of 12 and 36 months, as well as a subset of 58 children followed longitudinally. Gross motor and fine motor age equivalent scores were obtained for all children. A 'motor difference' variable was calculated for each child's gross and fine motor skills by taking the absolute difference of the children's age equivalent motor score and their respective chronological age. In Study 1 (the cross-sectional analysis), ANCOVA (co-varied for nonverbal problem solving) revealed significant group differences in the gross motor and fine motor age difference variables. Post-hoc analysis revealed that gross motor and fine motor differences became significantly greater with each 6-month period of chronological age. In Study 2, 58 children were measured twice, an average of 12 months apart. Results indicate that the gross motor and fine motor difference scores significantly increased between the first and second measurements. The importance of addressing motor development in early intervention treatments is discussed.

  5. Teaching basic lung isolation skills on human anatomy simulator: attainment and retention of lung isolation skills

    OpenAIRE

    Latif, Rana K.; VanHorne, Edgar M.; Kandadai, Sunitha Kanchi; Bautista, Alexander F.; Neamtu, Aurel; Wadhwa, Anupama; Carter, Mary B.; Ziegler, Craig H.; Memon, Mohammed Faisal; Akça, Ozan

    2016-01-01

    Background Lung isolation skills, such as correct insertion of double lumen endobronchial tube and bronchial blocker, are essential in anesthesia training; however, how to teach novices these skills is underexplored. Our aims were to determine (1) if novices can be trained to a basic proficiency level of lung isolation skills, (2) whether video-didactic and simulation-based trainings are comparable in teaching lung isolation basic skills, and (3) whether novice learners’ lung isolation skills...

  6. Basic Movement Skills (K-3). Curriculum Support Series.

    Science.gov (United States)

    Manitoba Dept. of Education and Training, Winnipeg.

    This handbook was designed for those individuals interested in increasing their understanding of basic movement skill development, observation and assessment, and program implementation. The basic movement skills identified in the text are the essential building blocks on which all physical education, active play, recreation, and physical activity…

  7. Fine and gross motor skills: The effects on skill-focused dual-tasks.

    Science.gov (United States)

    Raisbeck, Louisa D; Diekfuss, Jed A

    2015-10-01

    Dual-task methodology often directs participants' attention towards a gross motor skill involved in the execution of a skill, but researchers have not investigated the comparative effects of attention on fine motor skill tasks. Furthermore, there is limited information about participants' subjective perception of workload with respect to task performance. To examine this, the current study administered the NASA-Task Load Index following a simulated shooting dual-task. The task required participants to stand 15 feet from a projector screen which depicted virtual targets and fire a modified Glock 17 handgun equipped with an infrared laser. Participants performed the primary shooting task alone (control), or were also instructed to focus their attention on a gross motor skill relevant to task execution (gross skill-focused) and a fine motor skill relevant to task execution (fine skill-focused). Results revealed that workload was significantly greater during the fine skill-focused task for both skill levels, but performance was only affected for the lesser-skilled participants. Shooting performance for the lesser-skilled participants was greater during the gross skill-focused condition compared to the fine skill-focused condition. Correlational analyses also demonstrated a significant negative relationship between shooting performance and workload during the gross skill-focused task for the higher-skilled participants. A discussion of the relationship between skill type, workload, skill level, and performance in dual-task paradigms is presented. PMID:26296039

  8. Basic visual observation skills training course: Appendix A. Final report

    Energy Technology Data Exchange (ETDEWEB)

    Toquam, J.L.; Morris, F.A.; Griggs, J.R.

    1995-06-01

    The purpose of the basic visual observation skills course is to help safeguards inspectors evaluate and improve their skills in making observations during inspections and in evaluating and interpreting this information. The first 12 hours of the course provide training in five skill areas: perception and recognition; attention to detail; memory; mental imaging, mapping, and modeling skills; and judgment and decision making. Following this training is an integrating exercise involving a simulated safeguards inspection. This report contains the course manual and materials.

  9. Basic visual observation skills training course: Appendix A. Final report

    International Nuclear Information System (INIS)

    The purpose of the basic visual observation skills course is to help safeguards inspectors evaluate and improve their skills in making observations during inspections and in evaluating and interpreting this information. The first 12 hours of the course provide training in five skill areas: perception and recognition; attention to detail; memory; mental imaging, mapping, and modeling skills; and judgment and decision making. Following this training is an integrating exercise involving a simulated safeguards inspection. This report contains the course manual and materials

  10. Humor Style and Motor Skills: Understanding Vulnerability to Bullying

    Directory of Open Access Journals (Sweden)

    Stephanie Plenty

    2014-08-01

    Full Text Available The purpose of this study was to examine the role of humor style and motor skills in vulnerability to bullying. 729 adults responded to the Humor Style Questionnaire (HSQ and items retrospectively addressing their motor skills and bullying experiences during childhood. Consistent with recent research, poorer motor skills were associated with a greater extent of having been bullied. An association between stronger motor skills and affiliative humor was found, lending support to a shared biological basis theory underlying social and motor competency processes. Most importantly, being bullied was associated with higher self-defeating humor and lower affiliative humor. This supports earlier theoretical work by Klein and Kuiper (2006 and highlights the role that humor styles play in social interactions that can promote positive peer acceptance and wellbeing.

  11. A physiological signal that prevents motor skill improvements during consolidation.

    Science.gov (United States)

    Tunovic, Sanjin; Press, Daniel Z; Robertson, Edwin M

    2014-04-01

    Different memories follow different processing pathways. For example, some motor skill memories are enhanced over wakefulness, whereas others are instead enhanced over sleep. The processing pathway that a motor skill memory follows may be determined by functional changes within motor circuits. We tested this idea using transcranial magnetic stimulation to measure corticospinal excitability at 6, 21, 36, 96, and 126 min after participants learnt tasks that either were or were not enhanced over wakefulness. There was no change in corticospinal excitability after learning a motor skill that was subsequently enhanced; whereas, there was a substantial transient decrease in corticospinal excitability after learning a motor skill that was not enhanced. In subsequent experiments, we abolished the decrease in corticospinal excitability by applying theta burst stimulation to either the dorsolateral prefrontal or primary motor cortex, and induced motor skill improvements during consolidation. The motor skill improvements in each experiment were correlated with the corticospinal excitability after learning. Together, these experiments suggest that corticospinal excitability changes act as a physiological signal, which prevents improvements from developing over wakefulness, and so when this signal is abolished improvements are induced. Our observations show that the human brain can actively prevent the processing of memories, and provides insights into the mechanisms that control the fate of memories.

  12. Revisiting Basic Counseling Skills with Children

    Science.gov (United States)

    Van Velsor, Patricia

    2004-01-01

    Counseling with children can be challenging for counselors whose training focused on adult clients. The purpose of this article is to offer information to counselors seeking to improve their skills with children, revisiting a topic discussed in an earlier Journal of Counseling & Development article by P. Erdman and R. Lampe (1996). Examples of…

  13. Basic visual observation skills training course: Appendix B. Final report

    Energy Technology Data Exchange (ETDEWEB)

    Toquam, J.L.; Morris, F.A.; Griggs, J.R.

    1995-06-01

    The purpose of the basic visual observation skills course is to help safeguards inspectors evaluate and improve their skills in making observations during inspections and in evaluating and interpreting this information. The first 12 hours of the course provide training in five skill areas: perception and recognition; attention to detail; memory; mental imaging, mapping, and modeling skills; and judgment and decision making. Following this training is an integrating exercise involving a simulated safeguards inspection. This report contains the in-class exercises in the five skill areas; pre- and post-course exercises in closure, hidden figures, map memory, and mental rotations; the final examination; a training evaluation form; and the integrating exercise.

  14. Basic visual observation skills training course: Appendix B. Final report

    International Nuclear Information System (INIS)

    The purpose of the basic visual observation skills course is to help safeguards inspectors evaluate and improve their skills in making observations during inspections and in evaluating and interpreting this information. The first 12 hours of the course provide training in five skill areas: perception and recognition; attention to detail; memory; mental imaging, mapping, and modeling skills; and judgment and decision making. Following this training is an integrating exercise involving a simulated safeguards inspection. This report contains the in-class exercises in the five skill areas; pre- and post-course exercises in closure, hidden figures, map memory, and mental rotations; the final examination; a training evaluation form; and the integrating exercise

  15. Basic Stand Alone Skilled Nursing Facility Beneficiary PUF

    Data.gov (United States)

    U.S. Department of Health & Human Services — This release contains the Basic Stand Alone (BSA) Skilled Nursing Facility (SNF) Beneficiary Public Use Files (PUF) with information from Medicare SNF claims. The...

  16. Effects of Practical Life Materials on Kindergartners' Fine Motor Skills.

    Science.gov (United States)

    Rule, Audrey C.; Stewart, Roger A.

    2002-01-01

    A pretest-posttest control group design was used to measure the effect of practical life materials (e.g., tweezers, tongs, spoons) on kindergarten children's fine motor skill development. Experimental and control group teachers reported equal amounts of fine motor activity in their classrooms; however, significant interaction effects were found…

  17. Transfer of motor and perceptual skills from basketball to darts.

    Science.gov (United States)

    Rienhoff, Rebecca; Hopwood, Melissa J; Fischer, Lennart; Strauss, Bernd; Baker, Joseph; Schorer, Jörg

    2013-01-01

    The quiet eye is a perceptual skill associated with expertise and superior performance; however, little is known about the transfer of quiet eye across domains. We attempted to replicate previous skill-based differences in quiet eye and investigated whether transfer of motor and perceptual skills occurs between similar tasks. Throwing accuracy and quiet eye duration for skilled and less-skilled basketball players were examined in basketball free throw shooting and the transfer task of dart throwing. Skilled basketball players showed significantly higher throwing accuracy and longer quiet eye duration in the basketball free throw task compared to their less-skilled counterparts. Further, skilled basketball players showed positive transfer from basketball to dart throwing in accuracy but not in quiet eye duration. Our results raise interesting questions regarding the measurement of transfer between skills.

  18. Force feedback and basic laparoscopic skills

    NARCIS (Netherlands)

    Chmarra, M.K.; Dankelman, J.; Van den Dobbelsteen, J.J.; Jansen, F.W.

    2008-01-01

    Background - Not much is known about the exact role offorce feedback in laparoscopy. This study aimed to determine whether force feedback influences movements of instruments during training in laparoscopic tasks and whether force feedback is required for training in basic laparoscopic force applicat

  19. Improving Basic Math Skills Using Technology

    Science.gov (United States)

    Hudson, Siobhan; Kadan, Sarah; Lavin, Karen; Vasquez, Tylita

    2010-01-01

    The students of the targeted fourth, fifth, sixth, and ninth grade classes exhibited difficulties with number sense that interfered with understanding and recall of basic math facts. Evidence for the existences of the problem included teacher observation, test scores, and student and teacher surveys. The research participants included 42 children…

  20. Spelling CCA Basic Skills Curriculum. Instructor's Guide.

    Science.gov (United States)

    Illinois Univ., Urbana. Computer-Based Education Research Lab.

    Designed and programmed by the staff of the Courseware and Curriculum Applications (CCA) Group (a unit of the Computer-Based Education Research Laboratory at the University of Illinois at Urbana-Champaign), this instructor's guide describes a computer-based spelling curriculum designed to help adult and adolescent students learn basic rules of…

  1. Individual differences in motor timing and its relation to cognitive and fine motor skills.

    Directory of Open Access Journals (Sweden)

    Håvard Lorås

    Full Text Available The present study investigated the relationship between individual differences in timing movements at the level of milliseconds and performance on selected cognitive and fine motor skills. For this purpose, young adult participants (N = 100 performed a repetitive movement task paced by an auditory metronome at different rates. Psychometric measures included the digit-span and symbol search subtasks from the Wechsler battery as well as the Raven SPM. Fine motor skills were assessed with the Purdue Pegboard test. Motor timing performance was significantly related (mean r = .3 to cognitive measures, and explained both unique and shared variance with information-processing speed of Raven's scores. No significant relations were found between motor timing measures and fine motor skills. These results show that individual differences in cognitive and motor timing performance is to some extent dependent upon shared processing not associated with individual differences in manual dexterity.

  2. Basic visual observation skills training course. Final report

    Energy Technology Data Exchange (ETDEWEB)

    Toquam, J.L.; Morris, F.A.; Griggs, J.R.

    1995-06-01

    This is the third report in a series prepared to assist the International Atomic Energy Agency (IAEA or Agency) in enhancing the effectiveness of its international safeguards inspections through inspector training in Observation Skills. The first report (Phase 1) was essentially exploratory. It defined Observation Skills` broadly to include all appropriate cognitive, communications, and interpersonal techniques that have the potential to help IAEA safeguards inspectors function more effectively. The second report (Phase 2) provided a more specific basis for the actual design and delivery of Observation Skills training to IAEA inspectors. The present report (Phase 3) documents the design of a Basic Visual Observation Skills course and delivery of the course to safeguards inspectors at IAEA Headquarters Vienna in February and May of 1995. The purpose of the course is to help safeguards inspectors evaluate and improve their skills in making observations during inspections and in evaluating and interpreting this information. The course is basic in the sense that it provides training in skills which are generally applicable to inspections of all types of facilities and activities subject to safeguards. The course is designed for 16 hours of classroom delivery, ideally in four 4-hour sessions over a period of four days. The first 12 hours provide training in five skill areas: perception and recognition; attention and attention to detail; memory; mental imaging, mapping, and modeling skills; and judgment and decision making. Following the training in each of the five skill areas is an Integrating Exercise involving a simulated safeguards inspection.

  3. Basic visual observation skills training course. Final report

    International Nuclear Information System (INIS)

    This is the third report in a series prepared to assist the International Atomic Energy Agency (IAEA or Agency) in enhancing the effectiveness of its international safeguards inspections through inspector training in Observation Skills. The first report (Phase 1) was essentially exploratory. It defined Observation Skills' broadly to include all appropriate cognitive, communications, and interpersonal techniques that have the potential to help IAEA safeguards inspectors function more effectively. The second report (Phase 2) provided a more specific basis for the actual design and delivery of Observation Skills training to IAEA inspectors. The present report (Phase 3) documents the design of a Basic Visual Observation Skills course and delivery of the course to safeguards inspectors at IAEA Headquarters Vienna in February and May of 1995. The purpose of the course is to help safeguards inspectors evaluate and improve their skills in making observations during inspections and in evaluating and interpreting this information. The course is basic in the sense that it provides training in skills which are generally applicable to inspections of all types of facilities and activities subject to safeguards. The course is designed for 16 hours of classroom delivery, ideally in four 4-hour sessions over a period of four days. The first 12 hours provide training in five skill areas: perception and recognition; attention and attention to detail; memory; mental imaging, mapping, and modeling skills; and judgment and decision making. Following the training in each of the five skill areas is an Integrating Exercise involving a simulated safeguards inspection

  4. Reduced motor cortex activity during movement preparation following a period of motor skill practice.

    Directory of Open Access Journals (Sweden)

    David J Wright

    Full Text Available Experts in a skill produce movement-related cortical potentials (MRCPs of smaller amplitude and later onset than novices. This may indicate that, following long-term training, experts require less effort to plan motor skill performance. However, no longitudinal evidence exists to support this claim. To address this, EEG was used to study the effect of motor skill training on cortical activity related to motor planning. Ten non-musicians took part in a 5-week training study learning to play guitar. At week 1, the MRCP was recorded from motor areas whilst participants played the G Major scale. Following a period of practice of the scale, the MRCP was recorded again at week 5. Results showed that the amplitude of the later pre-movement components were smaller at week 5 compared to week 1. This may indicate that, following training, less activity at motor cortex sites is involved in motor skill preparation. This supports claims for a more efficient motor preparation following motor skill training.

  5. An adaptive process model of motor learning: insights for the teaching of motor skills.

    Science.gov (United States)

    Tani, Go; Corrêa, Umberto Cesar; Basso, Luciano; Benda, Rodolfo Novellino; Ugrinowitsch, Herbert; Choshi, Koji

    2014-01-01

    This article presents an outline of a non-equilibrium model, in which motor learning is explained as a continuous process of stabilization and adaptation. The article also shows how propositions derived from this model have been tested, and discusses possible practical implications of some supporting evidence to the teaching of motor skills. The stabilization refers to a process of functional stabilization that is achieved through negative feedback mechanisms. Initially, inconsistent and incorrect responses are gradually reduced, leading to a spatial-temporal patterning of the action. The adaptation is one in which new skills are formed from the reorganization of those already acquired through the flexibility of the system, reorganization of the skill structure, or self-organization. In order to provide learners with competency for adaptation, teachers should (a) guide students to learn motor skills taking into account that the stabilization of performance is just a transitory state that must be dismantled to achieve higher levels of complexity; (b) be clear which parts (micro) compose the skills and how they interact in order to form the whole (macro); (c) manipulate the skills in terms of their temporal, spatial, and/or spatiotemporal dimensions; (d) organize practice initially in a constant way, and then in a varied regimen (random) when the motor skills involve requirements of time and force; and, inversely for motor skills with spatial demands; and (e), provide a moderate frequency of feedback.

  6. Education in Basic Skills and Training for Productive Work

    Science.gov (United States)

    Labarca, Guillermo

    1998-09-01

    The success of global policies and strategies aimed at training for productive work depends to a large extent on the level of development of basic skills among the work force and, likewise, training costs will vary according to the level of general preparation of those entering on the process. In view of the close relationship between the structure of the school system, the development of basic skills and actual training, different options are available to resolve imbalances between training for productive employment and previous basic education. Our conclusions are that training cannot replace basic education, that the process of technological change goes hand in hand with an increased demand for workers with a high level of education, that substituting training in specific skills for good basic education is not the most efficient option, and that one of the favorable effects of primary education is that it facilitates after- school training. This article seeks to identify certain dimensions of human resource training which are often overlooked in relation to both basic skills and specific training proper: namely, the imbalances existing between vocational training and previous education, and the options available for correcting them.

  7. Individual Differences in Motor Timing and Its Relation to Cognitive and Fine Motor Skills

    OpenAIRE

    Håvard Lorås; Ann-Katrin Stensdotter; Fredrik Öhberg; Hermundur Sigmundsson

    2013-01-01

    The present study investigated the relationship between individual differences in timing movements at the level of milliseconds and performance on selected cognitive and fine motor skills. For this purpose, young adult participants (N = 100) performed a repetitive movement task paced by an auditory metronome at different rates. Psychometric measures included the digit-span and symbol search subtasks from the Wechsler battery as well as the Raven SPM. Fine motor skills were assessed with the P...

  8. Fundamental motor skill proficiency is necessary for children's motor activity inclusion

    Directory of Open Access Journals (Sweden)

    José Angelo Barela

    2013-09-01

    Full Text Available Motor development is influenced by many factors such as practice and appropriate instruction, provided by teachers, even in preschool and elementary school. The goal of this paper was to discuss the misconception that maturation underlies children's motor skill development and to show that physical education, even in early years of our school system, is critical to promote proficiency and enrolment of children's in later motor activities. Motor skill development, as a curricular focus, has been marginalized in many of our physical education proposal and in doing so, we have not promote motor competence in our children who lack proficiency to engage and to participate in later motor activities such as sport-related or recreational.

  9. Motor skill acquisition strategies for rehabilitation of low back pain.

    Science.gov (United States)

    Stevans, J; Hall, K G

    1998-09-01

    Evidence supporting the early use of exercise for the treatment of low back pain continues to grow. We must keep in mind, however, that motor skill learning and exercise are not synonymous. If rehabilitation goals are limited to the improvement of physical parameters (ie., strength, flexibility, endurance), the opportunity to help patients improve the performance of functional activities will be missed. The motor learning literature suggests several strategies for facilitating the acquisition of a motor skill: transfer-appropriate processing, the contextual interference effect, and repetitive self-evaluation. These techniques will cognitively challenge patients, helping them gain skills more quickly and retain them longer. By incorporating these methods into the rehabilitation program, patients will better transfer what they have learned from the rehabilitation environment to their everyday functional activities. PMID:9742473

  10. Fine Motor Activities Program to Promote Fine Motor Skills in a Case Study of Down's Syndrome.

    Science.gov (United States)

    Lersilp, Suchitporn; Putthinoi, Supawadee; Panyo, Kewalin

    2016-01-01

    Children with Down's syndrome have developmental delays, particularly regarding cognitive and motor development. Fine motor skill problems are related to motor development. They have impact on occupational performances in school-age children with Down's syndrome because they relate to participation in school activities, such as grasping, writing, and carrying out self-care duties. This study aimed to develop a fine motor activities program and to examine the efficiency of the program that promoted fine motor skills in a case study of Down's syndrome. The case study subject was an 8 -year-old male called Kai, who had Down's syndrome. He was a first grader in a regular school that provided classrooms for students with special needs. This study used the fine motor activities program with assessment tools, which included 3 subtests of the Bruininks-Oseretsky Test of Motor Proficiency, second edition (BOT-2) that applied to Upper-limb coordination, Fine motor precision and Manual dexterity; as well as the In-hand Manipulation Checklist, and Jamar Hand Dynamometer Grip Test. The fine motor activities program was implemented separately and consisted of 3 sessions of 45 activities per week for 5 weeks, with each session taking 45 minutes. The results showed obvious improvement of fine motor skills, including bilateral hand coordination, hand prehension, manual dexterity, in-hand manipulation, and hand muscle strength. This positive result was an example of a fine motor intervention program designed and developed for therapists and related service providers in choosing activities that enhance fine motor skills in children with Down's syndrome. PMID:27357876

  11. Psychometric Properties of the Teacher-Reported Motor Skills Rating Scale

    Science.gov (United States)

    Kim, Helyn; Murrah, William M.; Cameron, Claire E.; Brock, Laura L.; Cottone, Elizabeth A.; Grissmer, David

    2015-01-01

    Children's early motor competence is associated with social development and academic achievement. However, few studies have examined teacher reports of children's motor skills. This study evaluated the psychometric properties of the Motor Skills Rating Scale (MSRS), a 19-item measure of children's teacher-reported motor skills in the classroom.…

  12. Motor Skill Acquisition Promotes Human Brain Myelin Plasticity

    OpenAIRE

    Bimal Lakhani; Borich, Michael R.; Jackson, Jacob N.; Wadden, Katie P.; Sue Peters; Anica Villamayor; MacKay, Alex L.; Vavasour, Irene M.; Alexander Rauscher; Boyd, Lara A.

    2016-01-01

    Experience-dependent structural changes are widely evident in gray matter. Using diffusion weighted imaging (DWI), the neuroplastic effect of motor training on white matter in the brain has been demonstrated. However, in humans it is not known whether specific features of white matter relate to motor skill acquisition or if these structural changes are associated to functional network connectivity. Myelin can be objectively quantified in vivo and used to index specific experience-dependent ch...

  13. Using Questions To Facilitate Motor Skill Acquisition.

    Science.gov (United States)

    Knight, G. William; And Others

    1997-01-01

    Describes a dental teaching strategy that promotes acquisition of psychomotor skills through use of metacognition and problem-solving. In five steps, questions are asked to guide the learner through a sequence of discriminations leading to recognition of problems and solutions. Clearly defined criteria in a sequence reflecting procedure are…

  14. The relationship of motor skills and social communicative skills in school-aged children with autism spectrum disorder.

    Science.gov (United States)

    MacDonald, Megan; Lord, Catherine; Ulrich, Dale A

    2013-07-01

    Motor skill deficits are present and persist in school-aged children with autism spectrum disorder (ASD; Staples & Reid, 2010). Yet the focus of intervention is on core impairments, which are part of the diagnostic criteria for ASD, deficits in social communication skills. The purpose of this study is to determine whether the functional motor skills, of 6- to 15-year-old children with high-functioning ASD, predict success in standardized social communicative skills. It is hypothesized that children with better motor skills will have better social communicative skills. A total of 35 children with ASD between the ages of 6-15 years participated in this study. The univariate GLM (general linear model) tested the relationship of motor skills on social communicative skills holding constant age, IQ, ethnicity, gender, and clinical ASD diagnosis. Object-control motor skills significantly predicted calibrated ASD severity (p communicative skill deficits. How this relationship exists behaviorally, needs to be explored further.

  15. Reading: Practice Book 1--Practice in Basic Reading Skills.

    Science.gov (United States)

    Streb, Judith A.

    The reading exercises in this workbook cover the general areas of letter recognition; basic phonics; word structure (including common phonograms, compound words, contractions, possessives, plural forms, and suffixes); vocabulary (including identifying picture names, rhyming words, and word meanings); study skills (including following directions,…

  16. An Examination of the Basic Reading Skills of Incarcerated Males

    Science.gov (United States)

    Shippen, Margaret E.; Houchins, David E.; Crites, Steven A.; Derzis, Nicholas C.; Patterson, Dashaunda

    2010-01-01

    One of the most common characteristics prison inmates typically share is unsuccessful educational experiences including dropping out of school, repeating grades, and not gaining basic literacy skills. The most recent National Assessment of Adult Prison Literacy Survey (NAAPLS) by the U.S. Department of Education indicates that large disparities in…

  17. New and Effective Approaches to Adult Basic Skills Advocacy

    Science.gov (United States)

    Rosen, David J.

    2016-01-01

    US public adult basic skills education, as adult education researcher Thomas Sticht has often pointed out, is on the margins of public education. By many measures, in the past decade it has experienced significant further decline. In the last decade and a half, according to Sticht's (2015) analysis, "enrollments in the Adult Education and…

  18. Counting on the Basics: Mathematical Skills among Tertiary Entrants

    Science.gov (United States)

    Wilson, T. M.; Macgillivray, H. L.

    2007-01-01

    This study reports on basic, mostly pre-senior mathematical skills, as measured by a multiple choice questionnaire, of 566 students enrolled in a first year introductory data analysis subject within a science or broadly scientific degree programme. Most students had previously undertaken a senior high-school algebra and calculus based mathematics…

  19. Assessment Of Basic Practical Skills In An Undergraduate Medical Curriculum

    Directory of Open Access Journals (Sweden)

    Sambandam Elango

    2007-06-01

    Full Text Available Introduction: Health educators and accrediting bodieshave defined objectives and competencies that medicalstudents need to acquire to become a safe doctor. Thereis no report in Malaysia, about the ability of medicalstudents to perform some of the basic surgical skillsbefore entering the houseman ship. The aim of thisstudy is to determine whether the teaching/ learningmethods of practical skills in our undergraduate programhave been effective in imparting the desired level ofcompetencies in these skills.Methods: A list of basic practical skills that studentsshould be competent has been identified. These skillsare taught in a structured way and assessed as part of thecomposite end- of- semester examination. Practicalskills stations form part of an Objective structuredpractical examination (OSPE.Results: The results of 244 students who participated inthree ends of semester examinations were analyzed. Themean score for the practical skills stations were higherthan the mean OSPE (of all 18 stations and overallscore (of the written, practical and clinicalexamination. However the failure rate in the practicalskills stations is higher in most of the stations (7 out of8 stations compared to overall failure rates.Conclusions: In spite of the formal skills training manystudents failed to demonstrate the desired level ofcompetencies in these stations. Assessment of practicalskills as part of overall composite examination may notbe effective in ensuring that all students have achievedthe required level of competency. Practical skills shouldbe assessed through dedicated formative assessments tomake sure that all the students acquire the requiredcompetencies.

  20. Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities.

    Science.gov (United States)

    Kim, Helyn; Carlson, Abby G; Curby, Timothy W; Winsler, Adam

    2016-01-01

    Despite the comorbidity between motor difficulties and certain disabilities, limited research has examined links between early motor, cognitive, and social skills in preschool-aged children with developmental disabilities. The present study examined the relative contributions of gross motor and fine motor skills to the prediction of improvements in children's cognitive and social skills among 2,027 pre-kindergarten children with developmental disabilities, including specific learning disorder, speech/language impairment, intellectual disability, and autism spectrum disorder. Results indicated that for pre-kindergarten children with developmental disabilities, fine motor skills, but not gross motor skills, were predictive of improvements in cognitive and social skills, even after controlling for demographic information and initial skill levels. Moreover, depending on the type of developmental disability, the pattern of prediction of gross motor and fine motor skills to improvements in children's cognitive and social skills differed. Implications are discussed.

  1. Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities.

    Science.gov (United States)

    Kim, Helyn; Carlson, Abby G; Curby, Timothy W; Winsler, Adam

    2016-01-01

    Despite the comorbidity between motor difficulties and certain disabilities, limited research has examined links between early motor, cognitive, and social skills in preschool-aged children with developmental disabilities. The present study examined the relative contributions of gross motor and fine motor skills to the prediction of improvements in children's cognitive and social skills among 2,027 pre-kindergarten children with developmental disabilities, including specific learning disorder, speech/language impairment, intellectual disability, and autism spectrum disorder. Results indicated that for pre-kindergarten children with developmental disabilities, fine motor skills, but not gross motor skills, were predictive of improvements in cognitive and social skills, even after controlling for demographic information and initial skill levels. Moreover, depending on the type of developmental disability, the pattern of prediction of gross motor and fine motor skills to improvements in children's cognitive and social skills differed. Implications are discussed. PMID:26852279

  2. Interference effects between manual and oral motor skills.

    Science.gov (United States)

    Gagné, Marie-Hélène; Cohen, Henri

    2016-03-01

    Consolidation of a motor skill is characterized by spontaneous improvement in performance between practice sessions. These offline gains can be eliminated if another skill is introduced soon afterward-a phenomenon called retroactive interference. Interference effects have been found in studies using two similar tasks involving the same motor effectors in a manual mode. The present study aimed to determine the extent to which differences in motor production mode modulate interference in skill learning. Healthy participants were assigned to one of three conditions and trained on a finger opposition sequence (FOS) learning task. All subjects were tested 24 h later on the original FOS learning task. Control subjects who were not exposed to a secondary learning task exhibited the expected offline gains after 24 h. Subjects who immediately learned a secondary task after the FOS training, either in the same manual mode (French Sign Language) or in an oral mode (CVC syllables), did not show any offline gains. Interestingly, the amount of interference was equivalent in the manual and oral learning conditions. The results reveal that interference effects in motor skill learning can occur when different effectors are involved in the primary and secondary tasks. The sequence processing abilities of the basal ganglia appear to play a major role in these interference effects. PMID:26661336

  3. Recreational Activities and Motor Skills of Children in Kindergarten

    Science.gov (United States)

    Temple, Viviene A.; Crane, Jeff R.; Brown, Amy; Williams, Buffy-Lynne; Bell, Rick I.

    2016-01-01

    Background: Developmental theorists suggest that physical activity during early childhood promotes fundamental motor skill (FMS) proficiency; and that differences in FMS proficiency are largely related to children's experiences. Aim: To examine associations between participation in different types of recreation/leisure and FMS proficiency of boys…

  4. The Dynamic Association between Motor Skill Development and Physical Activity

    Science.gov (United States)

    Stodden, David F.; Goodway, Jacqueline D.

    2007-01-01

    Although significant attention has been given to promoting physical activity among children, little attention has been given to the developmental process of how children learn to move or to the changing role that motor skill development plays in children's physical activity levels as they grow. In order to successfully address the obesity…

  5. Interference effects between manual and oral motor skills.

    Science.gov (United States)

    Gagné, Marie-Hélène; Cohen, Henri

    2016-03-01

    Consolidation of a motor skill is characterized by spontaneous improvement in performance between practice sessions. These offline gains can be eliminated if another skill is introduced soon afterward-a phenomenon called retroactive interference. Interference effects have been found in studies using two similar tasks involving the same motor effectors in a manual mode. The present study aimed to determine the extent to which differences in motor production mode modulate interference in skill learning. Healthy participants were assigned to one of three conditions and trained on a finger opposition sequence (FOS) learning task. All subjects were tested 24 h later on the original FOS learning task. Control subjects who were not exposed to a secondary learning task exhibited the expected offline gains after 24 h. Subjects who immediately learned a secondary task after the FOS training, either in the same manual mode (French Sign Language) or in an oral mode (CVC syllables), did not show any offline gains. Interestingly, the amount of interference was equivalent in the manual and oral learning conditions. The results reveal that interference effects in motor skill learning can occur when different effectors are involved in the primary and secondary tasks. The sequence processing abilities of the basal ganglia appear to play a major role in these interference effects.

  6. Fine-motor skills testing and prediction of endovascular performance

    DEFF Research Database (Denmark)

    Bech, Bo; Lönn, Lars; Schroeder, Torben V;

    2013-01-01

    Performing endovascular procedures requires good control of fine-motor digital movements and hand-eye coordination. Objective assessment of such skills is difficult. Trainees acquire control of catheter/wire movements at various paces. However, little is known to what extent talent plays for novice...

  7. Improving Fine Motor Skills in Young Children: An Intervention Study

    Science.gov (United States)

    Brown, Carol G.

    2010-01-01

    The aim of this study was to evaluate the effect of the Primary Movement programme on the fine motor skills of children in an early years setting in an area of high social disadvantage. Primary Movement is a programme which can be used as an early intervention technique to help children inhibit persistent primary reflexes that have been shown to…

  8. Early Boost and Slow Consolidation in Motor Skill Learning

    Science.gov (United States)

    Hotermans, Christophe; Peigneux, Philippe; de Noordhout, Alain Maertens; Moonen, Gustave; Maquet, Pierre

    2006-01-01

    Motor skill learning is a dynamic process that continues covertly after training has ended and eventually leads to delayed increments in performance. Current theories suggest that this off-line improvement takes time and appears only after several hours. Here we show an early transient and short-lived boost in performance, emerging as early as…

  9. Bidirectional grey matter changes after complex motor skill learning

    Directory of Open Access Journals (Sweden)

    Martin eGryga

    2012-05-01

    Full Text Available Long-term motor skill learning has been consistently shown to result in functional as well as structural changes in the adult human brain. However, the effect of short learning periods on brain structure is not well understood. In the present study, subjects performed a sequential pinch force task (SPFT for 20 minutes on 5 consecutive days. Changes in brain structure were evaluated with anatomical MRI scans acquired on the first and last day of motor skill learning. Behaviorally, the SPFT resulted in sequence-specific learning with the trained (right hand. Structural grey matter (GM alterations in left M1, right ventral premotor cortex (PMC and right dorsolateral prefrontal cortex (DLPFC correlated with performance improvements in the SPFT. More specifically we found that subjects with strong sequence-specific performance improvements in the SPFT also had larger increases in GM volume in the respective brain areas. On the other hand, subjects with small behavioral gains either showed no change or even a decrease in GM volume during the time course of learning. Furthermore, cerebellar GM volume before motor skill learning predicted (A individual learning related changes in the SPFT and (B the amount of structural changes in left M1, right ventral PMC and DLPFC. In summary, we provide novel evidence that short-term motor skill learning is associated with learning-related structural brain alterations. Additionally, we showed that practicing a motor skill is not exclusively accompanied by increased GM volume. Instead, bidirectional structural alterations explained the variability of the individual learning success.

  10. Visuospatial attention and motor skills in kung fu athletes.

    Science.gov (United States)

    Muiños, Mónica; Ballesteros, Soledad

    2013-01-01

    The present study compared the performance of a group of sixteen kung fu athletes with that of a control group of fourteen nonathletes on a speeded visuospatial task and a hand-tapping motor task. In the visuospatial task the results showed that athletes were faster than the control participants when stimuli were presented at the periphery of the visual field at a middle and high presentation speed with short interstimulus intervals. Athletes were also significantly faster than nonathlete participants when performing motor actions such as hand-tapping with their dominant hand but groups did not differ with the nondominant hand. These results support the view that athletes perform some speeded visuospatial and motor tasks faster than nonathletes under certain conditions. The findings suggest that, after several years of practice, kung fu athletes develop certain skills that allow them to perform motor speed maneuvers under time pressure conditions.

  11. The Development of Fine Motor Skills and its Relation to Cognitive Development in Young Children

    OpenAIRE

    Geng, Da; Zhang, Xingli; Shi, Jiannong

    2015-01-01

    Fine motor skills refer to any movement where an individual uses the small muscles or muscle areas of the hands and fingers; these movements serve to development of muscle while also improving the cognitive recognition of the object. Automatic fine motor skills can save limited attention resources for advanced cognition tasks as required by an individual; in the development of fine motor skills and cognition, the two abilities interact, some motor skills are the prerequisite for some cognitio...

  12. Motor Skill Acquisition Promotes Human Brain Myelin Plasticity.

    Science.gov (United States)

    Lakhani, Bimal; Borich, Michael R; Jackson, Jacob N; Wadden, Katie P; Peters, Sue; Villamayor, Anica; MacKay, Alex L; Vavasour, Irene M; Rauscher, Alexander; Boyd, Lara A

    2016-01-01

    Experience-dependent structural changes are widely evident in gray matter. Using diffusion weighted imaging (DWI), the neuroplastic effect of motor training on white matter in the brain has been demonstrated. However, in humans it is not known whether specific features of white matter relate to motor skill acquisition or if these structural changes are associated to functional network connectivity. Myelin can be objectively quantified in vivo and used to index specific experience-dependent change. In the current study, seventeen healthy young adults completed ten sessions of visuomotor skill training (10,000 total movements) using the right arm. Multicomponent relaxation imaging was performed before and after training. Significant increases in myelin water fraction, a quantitative measure of myelin, were observed in task dependent brain regions (left intraparietal sulcus [IPS] and left parieto-occipital sulcus). In addition, the rate of motor skill acquisition and overall change in myelin water fraction in the left IPS were negatively related, suggesting that a slower rate of learning resulted in greater neuroplastic change. This study provides the first evidence for experience-dependent changes in myelin that are associated with changes in skilled movements in healthy young adults. PMID:27293906

  13. Motor Skill Acquisition Promotes Human Brain Myelin Plasticity

    Directory of Open Access Journals (Sweden)

    Bimal Lakhani

    2016-01-01

    Full Text Available Experience-dependent structural changes are widely evident in gray matter. Using diffusion weighted imaging (DWI, the neuroplastic effect of motor training on white matter in the brain has been demonstrated. However, in humans it is not known whether specific features of white matter relate to motor skill acquisition or if these structural changes are associated to functional network connectivity. Myelin can be objectively quantified in vivo and used to index specific experience-dependent change. In the current study, seventeen healthy young adults completed ten sessions of visuomotor skill training (10,000 total movements using the right arm. Multicomponent relaxation imaging was performed before and after training. Significant increases in myelin water fraction, a quantitative measure of myelin, were observed in task dependent brain regions (left intraparietal sulcus [IPS] and left parieto-occipital sulcus. In addition, the rate of motor skill acquisition and overall change in myelin water fraction in the left IPS were negatively related, suggesting that a slower rate of learning resulted in greater neuroplastic change. This study provides the first evidence for experience-dependent changes in myelin that are associated with changes in skilled movements in healthy young adults.

  14. Motor Skill Acquisition Promotes Human Brain Myelin Plasticity

    Science.gov (United States)

    Lakhani, Bimal; Borich, Michael R.; Jackson, Jacob N.; Wadden, Katie P.; Peters, Sue; Villamayor, Anica; MacKay, Alex L.; Vavasour, Irene M.; Rauscher, Alexander; Boyd, Lara A.

    2016-01-01

    Experience-dependent structural changes are widely evident in gray matter. Using diffusion weighted imaging (DWI), the neuroplastic effect of motor training on white matter in the brain has been demonstrated. However, in humans it is not known whether specific features of white matter relate to motor skill acquisition or if these structural changes are associated to functional network connectivity. Myelin can be objectively quantified in vivo and used to index specific experience-dependent change. In the current study, seventeen healthy young adults completed ten sessions of visuomotor skill training (10,000 total movements) using the right arm. Multicomponent relaxation imaging was performed before and after training. Significant increases in myelin water fraction, a quantitative measure of myelin, were observed in task dependent brain regions (left intraparietal sulcus [IPS] and left parieto-occipital sulcus). In addition, the rate of motor skill acquisition and overall change in myelin water fraction in the left IPS were negatively related, suggesting that a slower rate of learning resulted in greater neuroplastic change. This study provides the first evidence for experience-dependent changes in myelin that are associated with changes in skilled movements in healthy young adults. PMID:27293906

  15. Key Principles of Open Motor-Skill Training for Peak Performance

    Science.gov (United States)

    Wang, Jin

    2016-01-01

    Motor-skill training is an imperative element contributing to overall sport performance. In order to help coaches, athletes and practitioners to capture the characteristics of motor skills, sport scientists have divided motor skills into different categories, such as open versus closed, serial or discrete, outcome- or process-oriented, and…

  16. Why Do Fine Motor Skills Predict Mathematics? Construct Validity of the Design Copying Task

    Science.gov (United States)

    Murrah, William M.; Chen, Wei-Bing; Cameron, Claire E.

    2013-01-01

    Recent educational studies have found evidence that measures of fine motor skills are predictive of educational outcomes. However, the precise nature of fine motor skills has received little attention in these studies. With evidence mounting that fine motor skills are an important indicator of school readiness, investigating the nature of this…

  17. Development of Young Adults' Fine Motor Skills when Learning to Play Percussion Instruments

    Science.gov (United States)

    Gzibovskis, Talis; Marnauza, Mara

    2012-01-01

    When playing percussion instruments, the main activity is done with the help of a motion or motor skills; to perform it, developed fine motor skills are necessary: the speed and precision of fingers, hands and palms. The aim of the research was to study and test the development of young adults' fine motor skills while learning to play percussion…

  18. Reading Component Skills of Learners in Adult Basic Education

    OpenAIRE

    MacArthur, Charles; Konold, Timothy R.; Glutting, Joseph J.; Alamprese, Judith A.

    2010-01-01

    The purposes of this study were to investigate the reliability and construct validity of measures of reading component skills with a sample of adult basic education (ABE) learners including both native and non-native English speakers and to describe the performance of those learners on the measures. Investigation of measures of reading components is needed because available measures were neither developed for nor normed on ABE populations or with non-native speakers of English. The study incl...

  19. Application of signal detection theory to perceptual-motor skills.

    Science.gov (United States)

    Jagacinski, R J; Isaac, P D; Burke, M W

    1977-09-01

    A signal-detection paradigm was utilized to examine subjects' sensitivity to situational and sensory-motor stimuli in predicting motor skill performance. College-level and professional basketball players attempted uncontested shots from assigned positions on the basketball court. Before each shot was released, both the shooter and a passive observer were required to predict whether it would be successful. Signal-detection analysis revealed no evidence for greater sensitivity of the shooter over the passive observer or an idealized statistical predictor using only floor position as a prediction cue. Both shooters and passive observers were too optimistic when strong penalties were imposed for incorrect predictions of success. PMID:23952878

  20. The effect of fine and grapho-motor skill demands on preschoolers' decoding skill.

    Science.gov (United States)

    Suggate, Sebastian; Pufke, Eva; Stoeger, Heidrun

    2016-01-01

    Previous correlational research has found indications that fine motor skills (FMS) link to early reading development, but the work has not demonstrated causality. We manipulated 51 preschoolers' FMS while children learned to decode letters and nonsense words in a within-participants, randomized, and counterbalanced single-factor design with pre- and posttesting. In two conditions, children wrote with a pencil that had a conical shape fitted to the end filled with either steel (impaired writing condition) or polystyrene (normal writing condition). In a third control condition, children simply pointed at the letters with the light pencil as they learned to read the words (pointing condition). Results indicate that children learned the most decoding skills in the normal writing condition, followed by the pointing and impaired writing conditions. In addition, working memory, phonemic awareness, and grapho-motor skills were generally predictors of decoding skill development. The findings provide experimental evidence that having lower FMS is disadvantageous for reading development. PMID:26311397

  1. Reinforcement learning of motor skills with policy gradients.

    Science.gov (United States)

    Peters, Jan; Schaal, Stefan

    2008-05-01

    Autonomous learning is one of the hallmarks of human and animal behavior, and understanding the principles of learning will be crucial in order to achieve true autonomy in advanced machines like humanoid robots. In this paper, we examine learning of complex motor skills with human-like limbs. While supervised learning can offer useful tools for bootstrapping behavior, e.g., by learning from demonstration, it is only reinforcement learning that offers a general approach to the final trial-and-error improvement that is needed by each individual acquiring a skill. Neither neurobiological nor machine learning studies have, so far, offered compelling results on how reinforcement learning can be scaled to the high-dimensional continuous state and action spaces of humans or humanoids. Here, we combine two recent research developments on learning motor control in order to achieve this scaling. First, we interpret the idea of modular motor control by means of motor primitives as a suitable way to generate parameterized control policies for reinforcement learning. Second, we combine motor primitives with the theory of stochastic policy gradient learning, which currently seems to be the only feasible framework for reinforcement learning for humanoids. We evaluate different policy gradient methods with a focus on their applicability to parameterized motor primitives. We compare these algorithms in the context of motor primitive learning, and show that our most modern algorithm, the Episodic Natural Actor-Critic outperforms previous algorithms by at least an order of magnitude. We demonstrate the efficiency of this reinforcement learning method in the application of learning to hit a baseball with an anthropomorphic robot arm. PMID:18482830

  2. RELATIONS BETWEEN MOTORIC ABILITIES AND SPECIFIC MOTORIC BASKETBALL SKILLS IN PHYSICAL EDUCATION CLASSES

    Directory of Open Access Journals (Sweden)

    Dejan Milenković

    2014-06-01

    Full Text Available The aim of this study was to determine the relation between motoric and specific motoric basketball skills in physical education classes for elementary school students. The sample was taken from a population of boys and girls in four elementary schools in Niš. Boys (66 and girls (58, have been students of elementary school, 10 years old and all of them have been attending regular physical education classes three times a week. For the assessment of motoric abilities, a set of 12 motoric tests was applied: Explosive strength: squat jump, squat jump arms swing and drop jump; Speed: 20m running from a low start, orbiting hand and orbiting leg; Coordination: jumping over the horizontal rope, envelope test and figure „8“ with bending; Accuracy: darts, shooting with the ball at horizontal target and stiletto. For the assessment of specific motoric basketball skills a set of six tests was applied: elevations precision of ball passing with two hands, horizontal precision of  ball passing with two hands, orbiting ball around the body, orbiting ball through the legs (figure „8“, dribble around a central circle of the basketball court and dribble two "small eights" around two adjacent circles of basketball court. In data processing canonical correlation and regression analysis were used. The results showed that motoric abilities significantly contributed to success of specific motoric tests performance both with boys and also with girls.

  3. Language, motor skills and behavior problems in preschool years

    OpenAIRE

    2014-01-01

    Child language development is a complex process. This process cannot be understood without considering its relationship to other developmental domains. Language development in preschool years is associated with development of motor skills and behavior problems, and these associations are the focus of the current thesis. Despite a large number of studies examining the co-occurrence of such developmental delays and problems, few studies have examined the developmental relationship between these...

  4. Robot Guided 'Pen Skill' Training in Children with Motor Difficulties.

    Science.gov (United States)

    Shire, Katy A; Hill, Liam J B; Snapp-Childs, Winona; Bingham, Geoffrey P; Kountouriotis, Georgios K; Barber, Sally; Mon-Williams, Mark

    2016-01-01

    Motor deficits are linked to a range of negative physical, social and academic consequences. Haptic robotic interventions, based on the principles of sensorimotor learning, have been shown previously to help children with motor problems learn new movements. We therefore examined whether the training benefits of a robotic system would generalise to a standardised test of 'pen-skills', assessed using objective kinematic measures [via the Clinical Kinematic Assessment Tool, CKAT]. A counterbalanced, cross-over design was used in a group of 51 children (37 male, aged 5-11 years) with manual control difficulties. Improved performance on a novel task using the robotic device could be attributed to the intervention but there was no evidence of generalisation to any of the CKAT tasks. The robotic system appears to have the potential to support motor learning, with the technology affording numerous advantages. However, the training regime may need to target particular manual skills (e.g. letter formation) in order to obtain clinically significant improvements in specific skills such as handwriting.

  5. Robot Guided 'Pen Skill' Training in Children with Motor Difficulties.

    Directory of Open Access Journals (Sweden)

    Katy A Shire

    Full Text Available Motor deficits are linked to a range of negative physical, social and academic consequences. Haptic robotic interventions, based on the principles of sensorimotor learning, have been shown previously to help children with motor problems learn new movements. We therefore examined whether the training benefits of a robotic system would generalise to a standardised test of 'pen-skills', assessed using objective kinematic measures [via the Clinical Kinematic Assessment Tool, CKAT]. A counterbalanced, cross-over design was used in a group of 51 children (37 male, aged 5-11 years with manual control difficulties. Improved performance on a novel task using the robotic device could be attributed to the intervention but there was no evidence of generalisation to any of the CKAT tasks. The robotic system appears to have the potential to support motor learning, with the technology affording numerous advantages. However, the training regime may need to target particular manual skills (e.g. letter formation in order to obtain clinically significant improvements in specific skills such as handwriting.

  6. Robot Guided 'Pen Skill' Training in Children with Motor Difficulties.

    Science.gov (United States)

    Shire, Katy A; Hill, Liam J B; Snapp-Childs, Winona; Bingham, Geoffrey P; Kountouriotis, Georgios K; Barber, Sally; Mon-Williams, Mark

    2016-01-01

    Motor deficits are linked to a range of negative physical, social and academic consequences. Haptic robotic interventions, based on the principles of sensorimotor learning, have been shown previously to help children with motor problems learn new movements. We therefore examined whether the training benefits of a robotic system would generalise to a standardised test of 'pen-skills', assessed using objective kinematic measures [via the Clinical Kinematic Assessment Tool, CKAT]. A counterbalanced, cross-over design was used in a group of 51 children (37 male, aged 5-11 years) with manual control difficulties. Improved performance on a novel task using the robotic device could be attributed to the intervention but there was no evidence of generalisation to any of the CKAT tasks. The robotic system appears to have the potential to support motor learning, with the technology affording numerous advantages. However, the training regime may need to target particular manual skills (e.g. letter formation) in order to obtain clinically significant improvements in specific skills such as handwriting. PMID:26967993

  7. Have Basic Mathematical Skills Grown Obsolete in the Computer Age: Assessing Basic Mathematical Skills and Forecasting Performance in a Business Statistics Course

    Science.gov (United States)

    Noser, Thomas C.; Tanner, John R.; Shah, Situl

    2008-01-01

    The purpose of this study was to measure the comprehension of basic mathematical skills of students enrolled in statistics classes at a large regional university, and to determine if the scores earned on a basic math skills test are useful in forecasting student performance in these statistics classes, and to determine if students' basic math…

  8. Motor skill impairments in typically developing children and children with autism

    OpenAIRE

    Knudsen, Maja Jasmin

    2013-01-01

    Background: Research into early identifying features and associated symptoms of autism has shown high prevalence rates of motor skill deficits in children with autism spectrum disorders (ASD). This research has shown evidence of deficiencies in a wide range of motor skills in children with autism, but there is little agreement in the field on whether motor skill impairments are a defining feature of autism or not. This study explored differences in motor development on parental reports of mot...

  9. Trained, generalized, and collateral behavior changes of preschool children receiving gross-motor skills training.

    OpenAIRE

    Kirby, K C; Holborn, S W

    1986-01-01

    Three preschool children participated in a behavioral training program to improve their gross-motor skills. Ten target behaviors were measured in the training setting to assess direct effects of the program. Generalization probes for two gross-motor behaviors, one fine-motor skill, and two social behaviors were conducted in other settings. Results indicated that the training program improved the gross-motor skills trained and that improvements sometimes generalized to other settings. Contrary...

  10. Perceptual and motor learning underlies human stick-balancing skill.

    Science.gov (United States)

    Lee, Kwee-Yum; O'Dwyer, Nicholas; Halaki, Mark; Smith, Richard

    2015-01-01

    We investigated the acquisition of skill in balancing a stick (52 cm, 34 g) on the fingertip in nine participants using three-dimensional motion analysis. After 3.5 h of practice over 6 wk, the participants could more consistently balance the stick for longer durations with greatly reduced magnitude and speed of stick and finger movements. Irrespective of level of skill, the balanced stick behaved like a normal noninverted pendulum oscillating under greater-than-gravity torque with simple harmonic motion about a virtual pivot located at the radius of gyration above the center of mass. The control input parameter was the magnitude ratio between the torque applied on the stick by the participant and the torque due to gravity. The participants utilized only a narrow range of this parameter, which did not change with practice, to rotate the stick like a linear mass-spring system. With increased skill, the stick therefore maintained the same period of oscillation but showed marked reductions in magnitude of both oscillation and horizontal translation. Better balancing was associated with 1) more accurate visual localization of the stick and proprioceptive localization of the finger and 2) reduced cross-coupling errors between finger and stick movements in orthogonal directions; i.e., finger movements in the anteroposterior plane became less coupled with stick tip movements in the mediolateral plane, and vice versa. Development of this fine motor skill therefore depended on perceptual and motor learning to provide improved estimation of sensorimotor state and precision of motor commands to an unchanging internal model of the rotational dynamics.

  11. Building Basic Skills: Results from Vocational Education. Research & Development Series No. 237.

    Science.gov (United States)

    Lotto, Linda S.

    A study examined current research on the proficiency of vocational students in basic skill areas and explored current practices for improving the basic skills of vocational students at the secondary and postsecondary levels. Based on current research, vocational students, on an average, seemed to be less proficient in basic skills than were their…

  12. 足球初学者基本技术学习与运动能力相关之研究%THE RELATIONSHIP BETWEEN SKILL LEARNING AND BASIC MOTOR ABILITY ON FOOTBALL BEGINNERS IN THE FRESHMAN YEAR

    Institute of Scientific and Technical Information of China (English)

    黄寿军

    2012-01-01

    本研究以大学一年级新生足球初学者48名为研究对象,经过十六周的足球教学与训练后.进行足球技术及运动素质测验.以皮尔逊积差分析足球技术学习效果与运动素质的相关状况.多元逐步回归找出回归公式,主要目的是为学生提供选项的参考依据。结论显示:足球基本技术学习成绩与纵跳、立定跳远、20秒反复侧跨步、30米快跑、5×25米折返跑等五项运动素质呈显著相关:以基本运动素质作为自变量,以运动成绩作为因变量,所得到的样本拟合回归方程为:足球基本技术=139.18—8.68(30米快跑,秒)-0.629(5×25米折返跑,秒)。这个公式预测学习成绩的准确性为24.4%.标准误为6.827。%The findings of the study were as follows:l.A significant relationship(p〈0.05) was found between the synthesis skill of football and vertical jump,standing long jump, 20 seconds repeatedly sidestep, 30-metre run, 5×25-metre half-way-run in post-training tests.2.Synthesis skill of football was predictable by the following equation :skill performance=139.18-8.68 (30- metre run, s)-0.629 (5 ×25-metre half-way-run, s)

  13. Neonatal Stroke Causes Poor Midline Motor Behaviors and Poor Fine and Gross Motor Skills during Early Infancy

    Science.gov (United States)

    Chen, Chao-Ying; Lo, Warren D.; Heathcock, Jill C.

    2013-01-01

    Upper extremity movements, midline behaviors, fine, and gross motor skills are frequently impaired in hemiparesis and cerebral palsy. We investigated midline toy exploration and fine and gross motor skills in infants at risk for hemiplegic cerebral palsy. Eight infants with neonatal stroke (NS) and thirteen infants with typical development (TD)…

  14. Supporting Children with Motor Skills Difficulties: An Initial Evaluation of the Manchester Motor Skills Programme

    Science.gov (United States)

    Bond, Caroline

    2011-01-01

    Children with motor difficulties are a very varied group. In order to target interventions more effectively researchers have attempted to identify specific sub-groups; however, attempts to identify sub-groups and provide interventions accordingly have met with limited success. Currently interventions can be classified into two main types, namely,…

  15. Improving a Bimanual Motor Skill Through Unimanual Training.

    Science.gov (United States)

    Hayashi, Takuji; Nozaki, Daichi

    2016-01-01

    When we learn a bimanual motor skill (e.g., rowing a boat), we often break it down into unimanual practices (e.g., a rowing drill with the left or right arm). Such unimanual practice is thought to be useful for learning bimanual motor skills efficiently because the learner can concentrate on learning to perform a simpler component. However, it is not so straightforward to assume that unimanual training (UT) improves bimanual performance. We have previously demonstrated that motor memories for reaching movements consist of three different parts: unimanual-specific, bimanual-specific, and overlapping parts. According to this scheme, UT appears to be less effective, as its training effect is only partially transferred to the same limb for bimanual movement. In the present study, counter-intuitively, we demonstrate that, even after the bimanual skill is almost fully learned by means of bimanual training (BT), additional UT could further improve bimanual skill. We hypothesized that this effect occurs because UT increases the memory content in the overlapping part, which might contribute to an increase in the memory for bimanual movement. To test this hypothesis, we examined whether the UT performed after sufficient BT could improve the bimanual performance. Participants practiced performing bimanual reaching movements (BM) in the presence of a novel force-field imposed only on their left arm. As an index for the motor performance, we used the error-clamp method (i.e., after-effect of the left arm) to evaluate the force output to compensate for the force-field during the reaching movement. After sufficient BT, the training effect reached a plateau. However, UT performed subsequently improved the bimanual performance significantly. In contrast, when the same amount of BT was continued, the bimanual performance remained unchanged, highlighting the beneficial effect of UT on bimanual performance. Considering memory structure, we also expected that BT could improve unimanual

  16. Improving a bimanual motor skill through unimanual training

    Directory of Open Access Journals (Sweden)

    Takuji Hayashi

    2016-07-01

    Full Text Available When we learn a bimanual motor skill (e.g., rowing a boat, we often break it down into unimanual practices (e.g., a rowing drill with the left or right arm. Such unimanual practice is thought to be useful for learning bimanual motor skills efficiently because the learner can concentrate on learning to perform a simpler component. However, it is not so straightforward to assume that unimanual training improves bimanual performance. We have previously demonstrated that motor memories for reaching movements consist of 3 different parts: unimanual-specific, bimanual-specific, and overlapping parts. According to this scheme, unimanual training appears to be less effective, as its training effect is only partially transferred to the same limb for bimanual movement. In the present study, counter-intuitively, we demonstrate that, even after the bimanual skill is almost fully learned by means of bimanual training, additional unimanual training could further improve bimanual skill. We hypothesized that this effect occurs because unimanual training increases the memory content in the overlapping part, which might contribute to an increase in the memory for bimanual movement. To test this hypothesis, we examined whether the unimanual training performed after sufficient bimanual training could improve the bimanual performance. Participants practiced performing bimanual reaching movements in the presence of a novel force-field imposed only on their left arm. As an index for the motor performance, we used the error-clamp method (i.e., after-effect of the left arm to evaluate the force output to compensate for the force-field during the reaching movement. After sufficient bimanual training, the training effect reached a plateau. However, unimanual training performed subsequently improved the bimanual performance significantly. In contrast, when the same amount of bimanual training was continued, the bimanual performance remained unchanged, highlighting the

  17. Construction of somatic and motor skills of students in adolescence.

    Directory of Open Access Journals (Sweden)

    Napierala Marek.

    2012-09-01

    Full Text Available This study attempts to discuss issues concerning determinants of somatic and motor development of young people from the VII High School name Wanda Szuman in Torun. On this basis it be able to assess the current state of skills kinetic and potential students in adolescence. To measure motor abilities was used International Physical Fitness Test. The study used the following six fitness tests: running at 50 meters, long jump from the spot, grip strength using a dynamometer, traces of lying within 30 seconds, shuttles run 4 x 10 m and slope in front trunk. All tests were performed as recommended by the authors of the test. Was also the classification of all body types surveyed students acording E. Kretschmer's typology and using the key of E. Curtius. After counting the average results of boys and girls on the points turned out to be, that boys predominate over girls motor skills, but also in the suppleness sample, where the assumption had achieved worse results. They obtained a small point lead. The girls can boast a better result in traces of lying receiving six points more than boys.

  18. The Relationship between Gross Motor Skills and Academic Achievement in Children with Learning Disabilities

    Science.gov (United States)

    Westendorp, Marieke; Hartman, Esther; Houwen, Suzanne; Smith, Joanne; Visscher, Chris

    2011-01-01

    The present study compared the gross motor skills of 7- to 12-year-old children with learning disabilities (n = 104) with those of age-matched typically developing children (n = 104) using the Test of Gross Motor Development-2. Additionally, the specific relationships between subsets of gross motor skills and academic performance in reading,…

  19. What is the evidence of impaired motor skills and motor control among children with attention deficit hyperactivity disorder (ADHD)? Systematic review of the literature

    NARCIS (Netherlands)

    Kaiser, Marie-Laure; Schoemaker, M M; Albaret, J-M; Geuze, R H

    2015-01-01

    This article presents a review of the studies that have analysed the motor skills of ADHD children without medication and the influence of medication on their motor skills. The following two questions guided the study: What is the evidence of impairment of motor skills and aspects of motor control a

  20. Screening preschool children for fine motor skills: environmental influence.

    Science.gov (United States)

    Comuk-Balci, Nilay; Bayoglu, Birgul; Tekindal, Agah; Kerem-Gunel, Mintaze; Anlar, Banu

    2016-03-01

    [Purpose] The aim of this study was to investigate the influence of gender and family factors on performance in the fine motor domain of the Denver II developmental screening test. [Subjects and Methods] Data were obtained from 2038 healthy children, 999 boys (49%) and 1039 girls (51%) in four age groups: 0-24 months (57%), 25-40 months (21.1%), 41-56 months (10.4%), and 57-82 months (11.5%). [Results] Female gender, higher maternal age, especially in children older than 24 months, and higher maternal education were associated with earlier accomplishment of fine motor items. Higher socioeconomic status was correlated with fine motor skills more noticeably at young ages. [Conclusion] The results of this study support the role of environmental factors in the interpretation of fine motor test results and point to target groups for intervention, such as infants in the low socioeconomic group and preschool children of less educated mothers. Studies in different populations may reveal particular patterns that affect child development. PMID:27134406

  1. Screening preschool children for fine motor skills: environmental influence.

    Science.gov (United States)

    Comuk-Balci, Nilay; Bayoglu, Birgul; Tekindal, Agah; Kerem-Gunel, Mintaze; Anlar, Banu

    2016-03-01

    [Purpose] The aim of this study was to investigate the influence of gender and family factors on performance in the fine motor domain of the Denver II developmental screening test. [Subjects and Methods] Data were obtained from 2038 healthy children, 999 boys (49%) and 1039 girls (51%) in four age groups: 0-24 months (57%), 25-40 months (21.1%), 41-56 months (10.4%), and 57-82 months (11.5%). [Results] Female gender, higher maternal age, especially in children older than 24 months, and higher maternal education were associated with earlier accomplishment of fine motor items. Higher socioeconomic status was correlated with fine motor skills more noticeably at young ages. [Conclusion] The results of this study support the role of environmental factors in the interpretation of fine motor test results and point to target groups for intervention, such as infants in the low socioeconomic group and preschool children of less educated mothers. Studies in different populations may reveal particular patterns that affect child development.

  2. Learning motor skills from algorithms to robot experiments

    CERN Document Server

    Kober, Jens

    2014-01-01

    This book presents the state of the art in reinforcement learning applied to robotics both in terms of novel algorithms and applications. It discusses recent approaches that allow robots to learn motor skills and presents tasks that need to take into account the dynamic behavior of the robot and its environment, where a kinematic movement plan is not sufficient. The book illustrates a method that learns to generalize parameterized motor plans which is obtained by imitation or reinforcement learning, by adapting a small set of global parameters, and appropriate kernel-based reinforcement learning algorithms. The presented applications explore highly dynamic tasks and exhibit a very efficient learning process. All proposed approaches have been extensively validated with benchmarks tasks, in simulation, and on real robots. These tasks correspond to sports and games but the presented techniques are also applicable to more mundane household tasks. The book is based on the first author’s doctoral thesis, which wo...

  3. Improvement of fine motor skills in children with visual impairment: an explorative study

    NARCIS (Netherlands)

    Reimer, A.M.; Cox, R.F.; Nijhuis-Van der Sanden, M.W.G.; Boonstra, F.N.

    2011-01-01

    In this study we analysed the potential spin-off of magnifier training on the fine-motor skills of visually impaired children. The fine-motor skills of 4- and 5-year-old visually impaired children were assessed using the manual skills test for children (6-12 years) with a visual impairment (ManuVis)

  4. Sleep spindle and slow wave frequency reflect motor skill performance in primary school-age children

    NARCIS (Netherlands)

    Astill, Rebecca G; Piantoni, Giovanni; Raymann, Roy J E M; Vis, Jose C; Coppens, Joris E; Walker, Matthew P; Stickgold, Robert; Van Der Werf, Ysbrand D; Van Someren, Eus J W

    2014-01-01

    Background and Aim: The role of sleep in the enhancement of motor skills has been studied extensively in adults. We aimed to determine involvement of sleep and characteristics of spindles and slow waves in a motor skill in children. Hypothesis: We hypothesized sleep-dependence of skill enhancement a

  5. Role of Early Parenting and Motor Skills on Development in Children with Spina Bifida

    Science.gov (United States)

    Lomax-Bream, Laura E.; Taylor, Heather B.; Landry, Susan H.; Barnes, Marcia A.; Fletcher, Jack M.; Swank, Paul

    2007-01-01

    The impact of parenting and motor skills on the development of cognitive, language, and daily living skills was examined in 165 children (91 with spina bifida, SB), from 6-36 months of age. Motor scores significantly influenced cognitive, language, and daily living skills. Higher quality parenting was associated with higher levels of development…

  6. Improvement of Fine Motor Skills in Children with Visual Impairment: An Explorative Study

    Science.gov (United States)

    Reimer, A. M.; Cox, R. F. A.; Nijhuis-Van der Sanden, M. W. G.; Boonstra, F. N.

    2011-01-01

    In this study we analysed the potential spin-off of magnifier training on the fine-motor skills of visually impaired children. The fine-motor skills of 4- and 5-year-old visually impaired children were assessed using the manual skills test for children (6-12 years) with a visual impairment (ManuVis) and movement assessment for children (Movement…

  7. Improvement of fine motor skills in children with visual impairment: An explorative study

    NARCIS (Netherlands)

    Reimer, A.M.; Cox, R.F.A.; Nijhuis-Van der Sanden, M.W.G.; Boonstra, F.N.

    2011-01-01

    In this study we analysed the potential spin-off of magnifier training on the fine-motor skills of visually impaired children. The fine-motor skills of 4- and 5-year-old visually impaired children were assessed using the manual skills test for children (6-12 years) with a visual impairment (ManuVis)

  8. Working memory and fine motor skills predict early numeracy performance of children with cerebral palsy.

    Science.gov (United States)

    Van Rooijen, Maaike; Verhoeven, Ludo; Steenbergen, Bert

    2016-01-01

    Early numeracy is an important precursor for arithmetic performance, academic proficiency, and work success. Besides their apparent motor difficulties, children with cerebral palsy (CP) often show additional cognitive disturbances. In this study, we examine whether working memory, non-verbal intelligence, linguistic skills, counting and fine motor skills are positively related to the early numeracy performance of 6-year-old children with CP. A total of 56 children (M = 6.0, SD = 0.61, 37 boys) from Dutch special education schools participated in this cross-sectional study. Of the total group, 81% of the children have the spastic type of CP (33% unilateral and 66% bilateral), 9% have been diagnosed as having diskinetic CP, 8% have been diagnosed as having spastic and diskinetic CP and 2% have been diagnosed as having a combination of diskinetic and atactic CP. The children completed standardized tests assessing early numeracy performance, working memory, non-verbal intelligence, sentence understanding and fine motor skills. In addition, an experimental task was administered to examine their basic counting performance. Structural equation modeling showed that working memory and fine motor skills were significantly related to the early numeracy performance of the children (β = .79 and p < .001, β = .41 and p < .001, respectively). Furthermore, counting was a mediating variable between working memory and early numeracy (β = .57, p < .001). Together, these findings highlight the importance of working memory for early numeracy performance in children with CP and they warrant further research into the efficacy of intervention programs aimed at working memory training. PMID:26070109

  9. Motor Skill Improvement in Preschoolers: How Effective Are Activity Cards?

    OpenAIRE

    Lars Donath; Katharina Imhof; Ralf Roth; Lukas Zahner

    2014-01-01

    Strategies to early develop and implement motor skill promotion in preschoolers are lacking. Thus, we examined the effects of a card-based exercise promotion program in a kindergarten setting. 214 preschool children (5.5 ± 0.6 y, range 4.2–6.7 y) were examined in the present intervention study. Body mass index (BMI) and waist circumference were measured. Children were randomly assigned to the KIDZ-Box® physical activity intervention program (INT: n = 107) or the control group (CON: n = 107). ...

  10. SkillSum: basic skills screening with personalised, computer-generated feedback

    OpenAIRE

    Williams, Sandra; Reiter, Ehud

    2008-01-01

    We report on our experiences in developing and evaluating a system that provided formative assessment of basic skills and automatically generated personalised feedback reports for 16-19 year-old users. Development of the system was informed by literacy and numeracy experts and it was trialled 'in the field' with users and basicskills tutors. We experimented with two types of assessment and with feedback that evolved from long, detailed reports with graphics to more readable, shorter ones with...

  11. Individual differences in highly skilled visual perceptual-motor striking skill.

    Science.gov (United States)

    Müller, Sean; Brenton, John; Dempsey, Alasdair R; Harbaugh, Allen G; Reid, Corinne

    2015-07-01

    Expertise studies into visual perceptual-motor skills have mainly focused their investigation upon group comparisons rather than individual comparisons. This study investigated the pick-up of visual information to time weight transfer and bat kinematics within an exemplar group of striking sport experts using an in situ temporal occlusion paradigm. Highly skilled cricket batsmen faced bowlers and attempted to strike delivered balls, whilst their vision was either temporally occluded through occlusion glasses prior to ball bounce or not occluded (control condition). A chronometric analysis was conducted on trials in the occlusion condition to quantify the pick-up of visual information to time biomechanical variables. Results indicated that initiation of weight transfer and bat downswing, as well as bat downswing completion, was significantly different between some individual batsmen. No significant difference was found between individual batsmen for time of weight transfer completion. Unexpectedly, it was found that achievement of the goal to strike delivered balls, that is, the frequency of bat-ball contacts was not significantly different between batsmen. Collectively, the findings indicate that individual differences exist in the coordination pattern of a complex whole body visual perceptual-motor skill, but these different patterns are used to achieve a similar outcome, which is known as motor equivalence.

  12. Deficits in fine motor skills and their influence on persistence among gifted elementary school pupils

    OpenAIRE

    Stöger, Heidrun; Ziegler, Albert

    2014-01-01

    This article addresses the causes of underachievement in scholastic education. Whereas many studies have been able to show that motivational deficits provide an explanation for underachievement, little research has yet explored the possible influences of deficits in fine motor skills. The aim of our empirical study was, therefore, to investigate the influence of fine motor skills and how they may affect underachievement. We hypothesized that deficits in fine motor skills could possibly be med...

  13. Fine motor skills and executive function both contribute to kindergarten achievement

    OpenAIRE

    Cameron, Claire E.; Brock, Laura L.; Murrah, William M.; Bell, Lindsay H.; Worzalla, Samantha L.; Grissmer, David; Morrison, Frederick J.

    2012-01-01

    This study examined the contribution of executive function (EF) and multiple aspects of fine motor skills to achievement on six standardized assessments in a sample of middle-SES kindergarteners. 3- and 4-year-olds’ (N=213) fine and gross motor skills were assessed in a home visit before kindergarten; EF was measured at fall of kindergarten; and Woodcock-Johnson III (WJ III) Tests of Academic Achievement were administered at fall and spring. Correlations indicated that EF and fine motor skill...

  14. Measures of fine motor skills in people with tremor disorders: appraisal and interpretation

    OpenAIRE

    Norman, Kathleen E.; Héroux, Martin E.

    2013-01-01

    People with Parkinson’s disease, essential tremor, or other movement disorders involving tremor have changes in fine motor skills that are among the hallmarks of these diseases. Numerous measurement tools have been created and other methods devised to measure such changes in fine motor skills. Measurement tools may focus on specific features – e.g., motor skills or dexterity, slowness in movement execution associated with parkinsonian bradykinesia, or magnitude of tremor. Less obviously, some...

  15. Measures of Fine Motor Skills in People with Tremor Disorders: Appraisal and Interpretation

    OpenAIRE

    Norman, Kathleen E.; Héroux, Martin E.

    2013-01-01

    People with Parkinson’s disease, essential tremor, or other movement disorders involving tremor have changes in fine motor skills that are among the hallmarks of these diseases. Numerous measurement tools have been created and other methods devised to measure such changes in fine motor skills. Measurement tools may focus on specific features – e.g., motor skills or dexterity, slowness in movement execution associated with parkinsonian bradykinesia, or magnitude of tremor. Less obviously, some...

  16. Fine motor skill proficiency in typically developing children: On or off the maturation track?

    Science.gov (United States)

    Gaul, David; Issartel, Johann

    2016-04-01

    Fine motor skill proficiency is an essential component of numerous daily living activities such as dressing, feeding or playing. Poor fine motor skills can lead to difficulties in academic achievement, increased anxiety and poor self-esteem. Recent findings have shown that children's gross motor skill proficiency tends to fall below established developmental norms. A question remains: do fine motor skill proficiency levels also fall below developmental norms? The aim of this study was to examine the current level of fine motor skill in Irish children. Children (N=253) from 2nd, 4th and 6th grades (mean age=7.12, 9.11 and 11.02 respectively) completed the Fine Motor Composite of the Bruininks Oseretsky Test of Motor Proficiency 2nd Edition (BOT-2). Analysis revealed that only 2nd grade children met the expected level of fine motor skill proficiency. It was also found that despite children's raw scores improving with age, children's fine motor skill proficiency was not progressing at the expected rate given by normative data. This leads us to question the role and impact of modern society on fine motor skills development over the past number of decades. PMID:26735589

  17. Developmental changes in motor cortex activity as infants develop functional motor skills.

    Science.gov (United States)

    Nishiyori, Ryota; Bisconti, Silvia; Meehan, Sean K; Ulrich, Beverly D

    2016-09-01

    Despite extensive research examining overt behavioral changes of motor skills in infants, the neural basis underlying the emergence of functional motor control has yet to be determined. We used functional near-infrared spectroscopy (fNIRS) to record hemodynamic activity of the primary motor cortex (M1) from 22 infants (11 six month-olds, 11 twelve month-olds) as they reached for an object, and stepped while supported over a treadmill. Based on the developmental systems framework, we hypothesized that as infants increased goal-directed experience, neural activity shifts from a diffused to focal pattern. Results showed that for reaching, younger infants showed diffuse areas of M1 activity that became focused by 12 months. For elicited stepping, younger infants produced much less M1 activity which shifted to diffuse activity by 12 months. Thus, the data suggest that as infants gain goal-directed experience, M1 activity emerges, initially showing a diffuse area of activity, becoming refined as the behavior stabilizes. Our data begin to document the cortical activity underlying early functional skill acquisition.

  18. Developmental changes in motor cortex activity as infants develop functional motor skills.

    Science.gov (United States)

    Nishiyori, Ryota; Bisconti, Silvia; Meehan, Sean K; Ulrich, Beverly D

    2016-09-01

    Despite extensive research examining overt behavioral changes of motor skills in infants, the neural basis underlying the emergence of functional motor control has yet to be determined. We used functional near-infrared spectroscopy (fNIRS) to record hemodynamic activity of the primary motor cortex (M1) from 22 infants (11 six month-olds, 11 twelve month-olds) as they reached for an object, and stepped while supported over a treadmill. Based on the developmental systems framework, we hypothesized that as infants increased goal-directed experience, neural activity shifts from a diffused to focal pattern. Results showed that for reaching, younger infants showed diffuse areas of M1 activity that became focused by 12 months. For elicited stepping, younger infants produced much less M1 activity which shifted to diffuse activity by 12 months. Thus, the data suggest that as infants gain goal-directed experience, M1 activity emerges, initially showing a diffuse area of activity, becoming refined as the behavior stabilizes. Our data begin to document the cortical activity underlying early functional skill acquisition. PMID:27096281

  19. Mining Sector. Basic Skills Needs Assessment. INCO (Manitoba Division) & Local 6166 United Steelworkers of America.

    Science.gov (United States)

    Cole, Lee Thomas

    A project examined the skills gap within the mining industry, identified and prioritized skills common to all jobs and occupations, and provided insight into skills that workers are likely to need in the future. The research for the basic skills needs assessment was conducted from June-October 1993 at INCO's Manitoba Division Operations in…

  20. Basic practical skills teaching and learning in undergraduate medical education – a review on methodological evidence

    Science.gov (United States)

    Vogel, Daniela; Harendza, Sigrid

    2016-01-01

    Objective: Practical skills are an essential part of physicians’ daily routine. Nevertheless, medical graduates’ performance of basic skills is often below the expected level. This review aims to identify and summarize teaching approaches of basic practical skills in undergraduate medical education which provide evidence with respect to effective students’ learning of these skills. Methods: Basic practical skills were defined as basic physical examination skills, routine skills which get better with practice, and skills which are also performed by nurses. We searched PubMed with different terms describing these basic practical skills. In total, 3467 identified publications were screened and 205 articles were eventually reviewed for eligibility. Results: 43 studies that included at least one basic practical skill, a comparison of two groups of undergraduate medical students and effects on students’ performance were analyzed. Seven basic practical skills and 15 different teaching methods could be identified. The most consistent results with respect to effective teaching and acquisition of basic practical skills were found for structured skills training, feedback, and self-directed learning. Simulation was effective with specific teaching methods and in several studies no differences in teaching effects were detected between expert or peer instructors. Multimedia instruction, when used in the right setting, also showed beneficial effects for basic practical skills learning. Conclusion: A combination of voluntary or obligatory self-study with multimedia applications like video clips in combination with a structured program including the possibility for individual exercise with personal feedback by peers or teachers might provide a good learning opportunity for basic practical skills.

  1. Proposal of Comprehensive Model of Teaching Basic Nursing Skills Under Goal-Based Scenario Theory.

    Science.gov (United States)

    Sannomiya, Yuri; Muranaka, Yoko; Teraoka, Misako; Suzuki, Sayuri; Saito, Yukie; Yamato, Hiromi; Ishii, Mariko

    2016-01-01

    The purpose of this study is to design and develop a comprehensive model of teaching basic nursing skills on GBS theory and Four-Stage Performance Cycle. We designed a basic nursing skill program that consists of three courses: basic, application and multi-tasking. The program will be offered as blended study, utilizing e-learning. PMID:27332480

  2. Fine motor skills predict maths ability better than they predict reading ability in the early primary school years

    OpenAIRE

    Nicola J. Pitchford; Chiara ePapini; Outhwaite, Laura A.; Anthea eGulliford

    2016-01-01

    Fine motor skills have long been recognised as an important foundation for development in other domains. However, more precise insights into the role of fine motor skills, and their relationships to other skills in mediating early educational achievements, are needed to support the development of optimal educational interventions. We explored concurrent relationships between two components of fine motor skills, Fine Motor Precision and Fine Motor Integration, and early reading and maths devel...

  3. Fine Motor Skills Predict Maths Ability Better than They Predict Reading Ability in the Early Primary School Years

    OpenAIRE

    Nicola J. Pitchford; Papini, Chiara; Outhwaite, Laura A.; Gulliford, Anthea

    2016-01-01

    Fine motor skills have long been recognised as an important foundation for development in other domains. However, more precise insights into the role of fine motor skills, and their relationships to other skills in mediating early educational achievements, are needed to support the development of optimal educational interventions. We explored concurrent relationships between two components of fine motor skills, Fine Motor Precision and Fine Motor Integration, and early reading and maths devel...

  4. Relationship Between Gross Motor Function and Daily Functional Skill in Children With Cerebral Palsy

    OpenAIRE

    Kwon, Tae Gun; Yi, Sook-Hee; Kim, Tae Won; Chang, Hyun Jung; Kwon, Jeong-Yi

    2013-01-01

    Objective To investigate the relationship between gross motor function and daily functional skill in children with cerebral palsy (CP) and to explore how this relationship is moderated by the Gross Motor Function Classification System, Bimanual Fine Motor Function (BFMF), neuromotor types, and limb distribution of CP. Methods A cross-sectional survey of 112 children with CP (range, 4 years to 7 years and 7 months) was performed. Gross motor function was assessed with the Gross Motor Function ...

  5. Physical activity and motor skills in children attending 43 preschools

    DEFF Research Database (Denmark)

    Olesen, Line Grønholt; Kristensen, Peter Lund; Ried-Larsen, Mathias;

    2014-01-01

    provide a valuable reference material for studies monitoring future trends in obesity, MS and PA behaviour in Denmark and other countries.Knowledge about sources of variation in PA among preschool children is scarce and our findings need to be replicated in future studies. A potentially important finding......BACKGROUND: Little is known about health characteristics and the physical activity (PA) patterns in children attending preschools. The objective of this study was to describe the gender differences in relation to body mass index (BMI), motor skills (MS) and PA, including PA patterns by the day type...... and time of day. Additionally, the between-preschool variation in mean PA was estimated using the intraclass correlation. METHODS: We invited 627 children 5-6 years of age attending 43 randomly selected preschools in Odense, Denmark. Aiming and catching MS was assessed using subtests of the Movement...

  6. Active learning: learning a motor skill without a coach.

    Science.gov (United States)

    Huang, Vincent S; Shadmehr, Reza; Diedrichsen, Jörn

    2008-08-01

    When we learn a new skill (e.g., golf) without a coach, we are "active learners": we have to choose the specific components of the task on which to train (e.g., iron, driver, putter, etc.). What guides our selection of the training sequence? How do choices that people make compare with choices made by machine learning algorithms that attempt to optimize performance? We asked subjects to learn the novel dynamics of a robotic tool while moving it in four directions. They were instructed to choose their practice directions to maximize their performance in subsequent tests. We found that their choices were strongly influenced by motor errors: subjects tended to immediately repeat an action if that action had produced a large error. This strategy was correlated with better performance on test trials. However, even when participants performed perfectly on a movement, they did not avoid repeating that movement. The probability of repeating an action did not drop below chance even when no errors were observed. This behavior led to suboptimal performance. It also violated a strong prediction of current machine learning algorithms, which solve the active learning problem by choosing a training sequence that will maximally reduce the learner's uncertainty about the task. While we show that these algorithms do not provide an adequate description of human behavior, our results suggest ways to improve human motor learning by helping people choose an optimal training sequence. PMID:18509079

  7. The Development of the Manchester Motor Skills Assessment (MMSA): An Initial Evaluation

    Science.gov (United States)

    Bond, C.; Cole, M.; Crook, H.; Fletcher, J.; Lucanz, J.; Noble, J.

    2007-01-01

    This article is an initial evaluation of a motor skills assessment for primary aged children. The Manchester Motor Skills Assessment (MMSA) is designed to be quick and easy for teaching assistants to complete, with the dual purposes of informing group programme planning and demonstrating an individual child's progress following a period of…

  8. Are Gross Motor Skills and Sports Participation Related in Children with Intellectual Disabilities?

    Science.gov (United States)

    Westendorp, Marieke; Houwen, Suzanne; Hartman, Esther; Visscher, Chris

    2011-01-01

    This study compared the specific gross motor skills of 156 children with intellectual disabilities (ID) (50 less than or equal to IQ greater than or equal to 79) with that of 255 typically developing children, aged 7-12 years. Additionally, the relationship between the specific gross motor skills and organized sports participation was examined in…

  9. The Effects of Modified Games on the Development of Gross Motor Skill in Preschoolers

    Science.gov (United States)

    Lestari, Indah; Ratnaningsih, Tri

    2016-01-01

    Gross motor skills on children must be optimized much earlier since it plays important role not only on their interaction process but also in supporting other multiple developments. One of the means in developing child's motor skill is by providing innovative games i.e. modified games including game format, game timing, and game sequence. The…

  10. The Relationship between Motor Skills, Perceived Social Support, and Internalizing Problems in a Community Adolescent Sample

    Science.gov (United States)

    Mancini, Vincent O.; Rigoli, Daniela; Heritage, Brody; Roberts, Lynne D.; Piek, Jan P.

    2016-01-01

    Objectives: Poor motor skills are associated with a range of psychosocial consequences, including internalizing (anxious and depressive) symptoms. The Elaborated Environmental Stress Hypothesis provides a causal framework to explain this association. The framework posits that motor skills impact internalizing problems through an indirect effect via perceived social support. However, empirical evaluation is required. We examined whether motor skills had an indirect effect on anxious and depressive symptoms via perceived family support domains. Methods: This study used a community sample of 93 adolescents (12–16 years). Participants completed measures of motor skills, perceived social support across three dimensions (family, friend, and significant other), depressive symptoms, and anxious symptoms. Age, gender, verbal IQ, and ADHD symptoms were included as control variables. Results: Regression analysis using PROCESS revealed that motor skills had an indirect effect on depressive symptoms via perceived family support, but not by perceived friend support or significant other support. The negative association between motor skills and anxious symptoms was not mediated by any perceived social support domain. Conclusions: Findings are consistent with previous literature indicating an association between motor skills and internalizing problems. However, we identified a different pattern of relationships across anxious and depressive symptoms. While anxiety and depressive symptoms were highly correlated, motor skills had an indirect effect on depressive symptoms via perceived family support only. Our findings highlight the importance of family support as a potential protective factor in the onset of depressive symptoms. This study provides partial support for the Elaborated Environmental Stress Hypothesis, however further research is required. PMID:27148149

  11. A Strategy for Embedding Functional Motor and Early Numeracy Skill Instruction into Physical Education Activities

    Science.gov (United States)

    Whinnery, Stacie B.; Whinnery, Keith W.; Eddins, Daisy

    2016-01-01

    This article addresses the challenges educators face when attempting to find a balance between both functional and academic skill instruction for students with severe, multiple disabilities including motor impairments. The authors describe a strategy that employs embedded instruction of early numeracy and functional motor skills during physical…

  12. Fine Motor Skills and Executive Function Both Contribute to Kindergarten Achievement

    Science.gov (United States)

    Cameron, Claire E.; Brock, Laura L.; Murrah, William M.; Bell, Lindsay H.; Worzalla, Samantha L.; Grissmer, David; Morrison, Frederick J.

    2012-01-01

    This study examined the contribution of executive function (EF) and multiple aspects of fine motor skills to achievement on 6 standardized assessments in a sample of middle-socioeconomic status kindergarteners. Three- and 4-year-olds' (n = 213) fine and gross motor skills were assessed in a home visit before kindergarten, EF was measured at fall…

  13. How Fine Motor Skills Influence the Assessment of High Abilities and Underachievement in Math

    Science.gov (United States)

    Ziegler, Albert; Stoeger, Heidrun

    2010-01-01

    Previously, fine motor skills have been of little or no interest to giftedness research. New lines of thought have been advanced that imply that fine motor skills can be of significance in the identification of gifted persons as well as gifted underachievers. This would also have consequences for the diagnostic process underlying identification.…

  14. Haptics in teaching handwriting: the role of perceptual and visuo-motor skills.

    Science.gov (United States)

    Bara, Florence; Gentaz, Edouard

    2011-08-01

    Two studies were carried out in order to better understand the role of perceptual and visuo-motor skills in handwriting. Two training programs, visual-haptic (VH) and visual (V), were compared which differed in the way children explored the letters. The results revealed that improvements of VH training on letter recognition and handwriting quality were higher than improvements after V training. We suppose that VH training was more efficient because it improved both perceptual and visuo-motor skills. In the second experiment, in order to investigate the part of each component, we assessed the link between visuo-motor skills, perceptual skills and handwriting. The results showed that only the visuo-motor tasks predict handwriting copying performance. These results are discussed in relation to the respective roles of the perceptual and visuo-motor skills on letter shape learning and handwriting movement execution.

  15. Training of basic arithmetics skills for pupil with dyspraxia

    OpenAIRE

    Kerin, Urška

    2013-01-01

    Good artihmetic skills are very important, since we deal with different mathematical problems in our everyday life. These skills also affect our academic achievements. We often only focus on the child's good grades, and do not pay attention to the cause of his learning disabilities. To improve his artithmetic skills the pupil must first develop conceptual and procedural knowledge, metacognition, language skills. Children with dyspraxia have to cope with many problems in their everday life...

  16. The Basic Study Skills Guide for Grades K-6.

    Science.gov (United States)

    Prince George's County Public Schools, Upper Marlboro, MD.

    This guide has been designed for use in teaching study skills to elementary school students, kindergarten through grade six. It contains lessons developed and refined over a three-year period in the skills areas of listening, scheduling and task analysis, memory, notetaking, and using a textbook. Each skills area is developed in the context of a…

  17. Motor Skills, Attention and Academic Achievements. An Intervention Study in School Years 1-3

    Science.gov (United States)

    Ericsson, Ingegerd

    2008-01-01

    The aim was to study effects of an extension of physical education and motor training on motor skills, attention and cognition during a period of three years. The study has two intervention groups (n = 152) that have physical activity and motor training one lesson every school day and one control group (n = 99) that has the school's ordinary…

  18. The relationship between gross motor skills and academic achievement in children with learning disabilities

    NARCIS (Netherlands)

    Westendorp, Marieke; Hartman, Esther; Houwen, Suzanne; Smith, Joanne; Visscher, Chris

    2011-01-01

    The present study compared the gross motor skills of 7- to 12-year-old children with learning disabilities (n = 104) with those of age-matched typically developing children (n = 104) using the Test of Gross Motor Development-2. Additionally, the specific relationships between subsets of gross motor

  19. Motor Skills in Hearing Impaired Children with or without Cochlear Implant--A Systematic Review.

    Science.gov (United States)

    Vidranski, Tihomir; Farkaš, Daria

    2015-07-01

    Hearing impairment is a major limitation in communication, and it can obstruct psychological development, development of social skills and motor development. Hearing impairment is the third most common contemporary chronic health condition, and it has become a public health problem. The effectiveness of problem solving in everyday life and in emergency situations depends greatly on the amount and quality of the motor programs. Therefore, it is evident that the normal motor development in persons with hearing impairment is essential for everyday life. The aim of this research is to analyze the available information pertaining to motor skills of hearing impaired children both with and without a cochlear implant (CI) and to analyze possibilities of influencing their motor skills. The relevant studies on motor skills of hearing impaired children both with and without CI were obtained by an extensive computer search of various databases using special keywords and extraction with respect to certain criteria, resulting in 22 studies. The overall results of this systematic review indicate that the children with hearing impairment exhibit suboptimal levels of motor skills especially balance. Very few studies compared children with hearing impairment with CI units and without CI units and the results of those studies are quite contradictory. Numerous studies have confirmed that the regular and appropriate physical exercise can improve motor skills of children with hearing impairment, especially balance. The fact that the development of motor skills is crucial for the child's interaction with the outside world, action, perception and acquisition of academic skills and other skills necessary for life shows the importance of motor skills development for children with hearing impairment.

  20. The differential consolidation of perceptual and motor learning in skill acquisition.

    Science.gov (United States)

    Hallgató, Emese; Győri-Dani, Dóra; Pekár, Judit; Janacsek, Karolina; Nemeth, Dezso

    2013-04-01

    Implicit skill learning is an unconscious way of learning which underlies not only motor but also cognitive and social skills. This form of learning is based on both motor and perceptual information. Although many studies have investigated the perceptual and motor components of "online" skill learning, the effect of consolidation on perceptual and motor characteristics of skill learning has not been studied to our knowledge. In our research we used a sequence learning task to determine if consolidation had the same or different effect on the perceptual and the motor components of skill acquisition. We introduced a 12-h (including or not including sleep) and a 24-h (diurnal control) delay between the learning and the testing phase with AM-PM, PM-AM, AM-AM and PM-PM groups, in order to examine whether the offline period had differential effects on perceptual and motor learning. Although both perceptual and motor learning were significant in the testing phase, results showed that motor knowledge transfers more effectively than perceptual knowledge during the offline period, irrespective of whether sleep occurred or not and whether there was a 12- or 24-h delay period between the learning and the testing phase. These results have important implications for the debate concerning perceptual/motor learning and the role of sleep in skill acquisition.

  1. Motor Development and Motor Resonance Difficulties in Autism: Relevance to Early Intervention for Language and Communication Skills

    Directory of Open Access Journals (Sweden)

    Joseph P. Mccleery

    2013-04-01

    Full Text Available Research suggests that a sub-set of children with autism experience notable difficulties and delays in motor skills development, and that a large percentage of children with autism experience deficits in motor resonance. These motor-related deficiencies, which evidence suggests are present from a very early age, are likely to negatively affect social-communicative and language development in this population. Here, we review evidence for delayed, impaired, and atypical motor development in infants and children with autism. We then carefully review and examine the current language and communication-based intervention research that is relevant to motor and motor resonance (i.e., neural mirroring mechanisms activated when we observe the actions of others deficits in children with autism. Finally, we describe research needs and future directions and developments for early interventions aimed at addressing the speech/language and social-communication development difficulties in autism from a motor-related perspective.

  2. Destrezas de Escritura: Curriculo Basico. Guia para el Maestro (Writing Skills: Basic Curriculum. Teacher's Guide).

    Science.gov (United States)

    Puerto Rico State Dept. of Education, Hato Rey. Office of Special Education.

    As part of the basic special education curriculum of the Department of Public Instruction of Puerto Rico, this teacher's guide, presents, in Spanish, a basic curriculum for writing skills for students with disabilities. Skills for handwriting (the production of writing) and composition are included. Although the student with disabilities needs…

  3. Basic Skills for 100% Customer Satisfaction at First Chicago Corporation. Final Report.

    Science.gov (United States)

    Center--Resources for Education, Des Plaines, IL.

    This document is the final report of a demonstration project during which the corporation First Chicago/NBD and a local education agency developed and delivered basic skills training to the corporation's nonexempt work force. The report describes the following key project activities: basic skill needs analyses for various customer services…

  4. Basic Skills Proficiencies of Secondary Vocational Education Students. Vocational Education Study Publication No. 4.

    Science.gov (United States)

    Corman, Louise

    This paper surveys research in the field in an attempt to determine what level of mastery of basic skills is required to do a particular job, what level vocational education students generally attain, and which instructional techniques are effective in improving vocational education students' basic skills. In the first of three sections, claims…

  5. Aligning CASAS Competencies and Assessments to Basic Skills Content Standards. Second Edition

    Science.gov (United States)

    CASAS - Comprehensive Adult Student Assessment Systems (NJ1), 2009

    2009-01-01

    Since its inception, the Comprehensive Adult Student Assessment System (CASAS) has focused on teaching and assessing basic skills in contexts that are relevant and important to adult learners. CASAS has developed and continues to refine a highly formalized hierarchy of competencies, the application of basic skills that adults need to be fully…

  6. Adult Basic Skills: Innovations in Measurement and Policy Analysis. Series on Literacy: Research, Policy, and Practice.

    Science.gov (United States)

    Tuijnman, Albert C., Ed.; Kirsch, Irwin S., Ed.; Wagner, Daniel A., Ed.

    This book contains 13 papers examining innovations in measuring adults' basic skills and analyzing adult literacy policy. The following papers are included: "Series Preface" (Daniel A. Wagner); "Foreword" (Torsten Husen); "Introduction" (Albert Tuijnman); "Adult Basic Skills: Policy Issues and a Research Agenda" (David Stern, Albert Tuijnman);…

  7. Motor Skill Abilities in Toddlers with Autistic Disorder, Pervasive Developmental Disorder-Not Otherwise Specified, and Atypical Development

    Science.gov (United States)

    Matson, Johnny L.; Mahan, Sara; Fodstad, Jill C.; Hess, Julie A.; Neal, Daniene

    2010-01-01

    Motor skills were assessed in 397 toddlers, and it was demonstrated that atypically developing toddlers exhibited significantly greater motor skill abilities than toddlers with autistic disorder. No significant difference on gross or fine motor skill abilities were found between atypically developing toddlers and toddlers with pervasive…

  8. The Method of Team Sports Athletes’ Motor Skills Development

    Directory of Open Access Journals (Sweden)

    Vladimir E.Afonshina

    2016-06-01

    Full Text Available It is proposed that the training session be conducted on the ground with controlled light-dynamic illumination to be generated by small-size laser or other light emitters fastened on the athlete’s head. For safety the emitters are to be installed so as to prevent the trainee’s eyes from direct emanation. The emitters create mobile unallowed and allowed zones seen as the figures of various shape to be used for simulation of the training modes. The figures are controlled by software and hardware system including a gyroscopic orientation system of light emitters and a system of positioning of the athlete on the playing court. The system of gyroscopic orientation of light emitters is placed together with the emitters and depending on the head rotation, neck bends and vertical movements of the athlete's head and his/her movements on the playing court during the training session. The system of gyroscopic orientation automatically adjusts the position of the figures, while maintaining their target location and movement set by the selected training programme. The training can take place outside of specially equipped athletic field, on any smooth surface. The contours of the mobile unallowed and allowed zones are clearly visible and have no shadow formations. The method of motor skills development proposed incorporates the principles and techniques of sports coaching used for training both certain athletes and sports teams. The method facilitates in personalising the training tasks, acquiring playing skills by simulating different complex game situations, improving the efficiency of training, bringing it closer to the real play conditions, developing game thinking. The method can be used for training teams of different profile specialising in football, hockey, handball, rugby, basketball and other team sports.

  9. A Program for Improving Undergraduate Psychology Students' Basic Writing Skills

    Science.gov (United States)

    Fallahi, Carolyn R.; Wood, Rebecca M.; Austad, Carol Shaw; Fallahi, Hamid

    2006-01-01

    We examined the effects of in-class writing instruction, practice, peer review, and feedback on writing skills of undergraduates enrolled in a general psychology course. We rated writing for grammar, writing style, mechanics, and American Psychological Association referencing style. Significant differences emerged on the 4 writing skill domains (p…

  10. Basic Math Skills and Performance in an Introductory Economics Class

    Science.gov (United States)

    Ballard, Charles L.; Johnson, Marianne F.

    2004-01-01

    The authors measure math skills with a broader set of explanatory variables than have been used in previous studies. To identify what math skills are important for student success in introductory microeconomics, they examine (1) the student's score on the mathematics portion of the ACT Assessment Test, (2) whether the student has taken calculus,…

  11. Learning a unimanual motor skill by partial commissurotomy patients.

    Science.gov (United States)

    Chen, Y P; Campbell, R; Marshall, J C; Zaidel, D W

    1990-09-01

    A series of motor tests on four Chinese partial commissurotomy patients is reported. The single-stage commissurotomy in all four patients included the anterior commissures and two-thirds or four-fifths section of the corpus callosum with sparing of the splenium. There was no demonstrable ability to transfer hand posture in these patients. This was the major evidence for functional deconnexion. A newly learned task of one-hand knotting revealed right hand impairment in all four patients. There was no dyspraxia in the right hand for over-learned object-handling tasks in these patients. It is suggested that there might be right hemisphere specialisation for the initial acquisition of unimanual object-handling skills and that the spared callosal fibres in the splenium alone are insufficient to mediate task control under these conditions. This is supported by the finding that one of these patients, who was the only one who had a right parietal lesion, was unable to perform the newly learned task with either hand.

  12. Practice with sleep makes perfect: sleep-dependent motor skill learning.

    Science.gov (United States)

    Walker, Matthew P; Brakefield, Tiffany; Morgan, Alexandra; Hobson, J Allan; Stickgold, Robert

    2002-07-01

    Improvement in motor skill performance is known to continue for at least 24 hr following training, yet the relative contributions of time spent awake and asleep are unknown. Here we provide evidence that a night of sleep results in a 20% increase in motor speed without loss of accuracy, while an equivalent period of time during wake provides no significant benefit. Furthermore, a significant correlation exists between the improved performance overnight and the amount of stage 2 NREM sleep, particularly late in the night. This finding of sleep-dependent motor skill improvement may have important implications for the efficient learning of all skilled actions in humans.

  13. Are computer skills the new basic skills? The returns to computer, writing and math skills in Britain

    OpenAIRE

    Borghans, L.; ter Weel, B.J.

    2003-01-01

    The large increase in computer use has raised the question whether people have to be taught computer skills before entering the labour market. Using data from the 1997 Skills Survey of the Employed British Workforce, we argue that neither the increase in computer use nor the fact that particularly higher skilled workers use a computer provides evidence that computer skills are valuable. We compare computer skills with writing and math skills and test whether wages vary with computer skills, g...

  14. Spatial sound in the use of multimodal interfaces for the acquisition of motor skills

    DEFF Research Database (Denmark)

    Hoffmann, Pablo F.

    2008-01-01

    in facilitating skill acquisition by complementing, or substituting, other sensory modalities. An overview of related research areas on audiovisual and audiotactile interaction is given in connection to the potential benefits of spatial sound as a means to improve the perceptual quality of the interfaces as well......This paper discusses the potential effectiveness of spatial sound in the use of multimodal interfaces and virtual environment technologies for the acquisition of motor skills. Because skills are generally of multimodal nature, spatial sound is discussed in terms of the role that it may play...... as to convey information considered critical for the transfer of motor skills....

  15. The Neural Basis for Learning of Simple Motor Skills.

    Science.gov (United States)

    Lisberger, Stephen G.

    1988-01-01

    Discusses the vestibulo-ocular reflex (VOR) which is used to investigate the neural basis for motor learning in monkeys. Suggests organizing principles that may apply in forms of motor learning as a result of similarities among VOR and other motor systems. (Author/RT)

  16. Comparison of motor and process skills among children with different developmental disabilities.

    Science.gov (United States)

    Park, Myoung-Ok

    2015-10-01

    [Purpose] The purpose of the present study was to compare the motor and process skills of children with different developmental disabilities. [Subjects] Thirty-nine children with developmental disabilities participated in this study which was conducted at N hospital in South Korea. [Methods] The motor and process skills of the participants were compared among three different disabilities: pervasive developmental disorder, cerebral palsy, and intellectual disorder. The data were analyzed using descriptive statistics and one-way ANOVA. [Results] Significant differences in motor skills were found among the diagnoses. The cerebral palsy group showed poorer motor skills than the pervasive developmental disability and intellectual disability groups. [Conclusion] The findings have clinical implications for strategies of rehabilitation for children with developmental disabilities. PMID:26644670

  17. Changes in corticospinal drive to spinal motoneurones following visuo-motor skill learning in humans

    DEFF Research Database (Denmark)

    Perez, Monica A.; Jensen, Jesper Lundbye; Nielsen, Jens Bo

    2006-01-01

    We have previously demonstrated an increase in the excitability of the leg motor cortical area in relation to acquisition of a visuo-motor task in healthy humans. It remains unknown whether the interaction between corticospinal drive and spinal motoneurones is also modulated following motor skill......- and plantarflexion movements without visual feedback. A significant increase in EEG-EMG coherence around 15-35 Hz was observed following the visuo-motor skill session in nine subjects and in only one subject after the control task. Changes in coherence were specific to the trained muscle as coherence...... for the untrained contralateral TA muscle was unchanged. EEG and EMG power were unchanged following the training. Our results suggest that visuo-motor skill training is associated with changes in the corticospinal drive to spinal motorneurones. Possibly these changes reflect sensorimotor integration processes...

  18. Aging increases the susceptibility to motor memory interference and reduces off-line gains in motor skill learning

    DEFF Research Database (Denmark)

    Roig, Marc; Ritterband-Rosenbaum, Anina; Jensen, Jesper Lundbye;

    2014-01-01

    -line gains in motor skill learning after practice in children, young, and older adults. Subjects performed a ballistic task (A) followed by an accuracy-tracking task (B) designed to disrupt the consolidation of A. Retention tests of A were performed immediately and 24 hours after B. Older adults showed...... greater susceptibility to memory interference and no off-line gains in motor skill learning. Performing B produced memory interference and reduced off-line gains only in the older group. However, older adults also showed deficits in memory consolidation independent of the interfering effects of B. Age...

  19. Motor Skill Improvement in Preschoolers: How Effective Are Activity Cards?

    Directory of Open Access Journals (Sweden)

    Lars Donath

    2014-12-01

    Full Text Available Strategies to early develop and implement motor skill promotion in preschoolers are lacking. Thus, we examined the effects of a card-based exercise promotion program in a kindergarten setting. 214 preschool children (5.5 ± 0.6 y, range 4.2–6.7 y were examined in the present intervention study. Body mass index (BMI and waist circumference were measured. Children were randomly assigned to the KIDZ-Box® physical activity intervention program (INT: n = 107 or the control group (CON: n = 107. Children were trained daily for 15 min over 7 month at the preschool for agility, balance, endurance and jump performance, employing the card-based KIDZ-Box® media package. At pre- and post-testing, dynamic balance, jump and agility performance were tested. Cross-sectionally, agility testing differed between sexes (p = 0.01 and BMI (p = 0.02. Trends towards a significant association were found between BMI and side-to-side jumping (p = 0.1 and beam balancing (p = 0.05. Relevant interventional effects favoring the intervention group were slightly found for agility (p = 0.04, ηp2 = 0.02 and moderately for side-to-side jumping (p < 0.001, ηp2 = 0.08. Balance performance did not relevantly improve. As jumping cards have been used frequently by the teachers, jumping improvements are plausible. The activity cards are feasibly applicable but should be employed with more structure during longer training sessions.

  20. Variability of Practice and Contextual Interference in Motor Skill Learning.

    Science.gov (United States)

    Hall, K. G.; Magill, R. A.

    1995-12-01

    The purpose of this study was to investigate whether learning benefits in multiple-task learning situations are a result of contextual interference or of schema enhancement related to the amount of variability in the practice session. Two experiments were designed that replicated and extended the experiment reported by Wulf and Schmidt (1988). In a 2 (same vs. different relative time) x 2 (blocked vs. random practice schedule) design, 48 right-handed subjects were randomly assigned to one of four experimental conditions. A tapping task was employed that required a right-handed tap of three small brass plates arranged in a diamond pattern. Each segment had a specific time requirement. Target times and response times were provided on a computer screen directly in front of the subject. Each subject participated in two acquisition sessions (i.e., 198 practice trials) and was tested for learning on several different retention and transfer tests. In Experiment 2, a control group was added that received no acquisition phase. Results of both experiments showed a typical contextual interference effect, with depressed scores by the random groups during acquisition but significantly better scores than the blocked groups on several retention and transfer tests. Certain characteristics of the tests were found to influence the demonstration of the practice schedule effects. These results were consistent with predictions from Magill and Hall (1990) that the learning benefits of contextual interference are more likely to occur when skill variations are from different classes of movement and that the amount of variability in practice is more influential when the to-be-learned tasks are parameter modifications of the same generalized motor program. PMID:12529226

  1. The Relationship between Motor Skills, Perceived Social Support, and Internalizing Problems in a Community Adolescent Sample

    Directory of Open Access Journals (Sweden)

    Vincent Oreste Mancini

    2016-04-01

    Full Text Available Objectives: Poor motor skills are associated with a range of psychosocial consequences, including internalizing (anxious and depressive symptoms. The Elaborated Environmental Stress Hypothesis provides a causal framework to explain this association. The framework posits that motor skills impact internalizing problems through an indirect effect via perceived social support. However, empirical evaluation is required. We examined whether motor skills has an indirect effect on anxious and depressive symptoms via perceived family support domains. Methods: This study used a community sample of 93 adolescents (12-16 years. Participants completed measures of motor skills, perceived social support across three dimensions (family, friend, and significant other, depressive symptoms, and anxious symptoms. Age, gender, verbal IQ, and ADHD symptoms were included as control variables.Results: Regression analysis using PROCESS revealed that motor skills had an indirect effect on depressive symptoms via perceived family support, but not by perceived friend support or significant other support. The negative association between motor skills and anxious symptoms was not mediated by any perceived social support domain. Conclusions: Findings are consistent with previous literature indicating an association between motor skills and internalizing problems. However, we identified a different pattern of relationships across anxious and depressive symptoms. While anxiety and depressive symptoms were highly correlated, motor skills had an indirect effect on depressive symptoms via perceived family support only. Our findings highlight the importance of family support as a potential protective factor in the onset of depressive symptoms. This study provides partial support for the Elaborated Environmental Stress Hypothesis, however further research is required.

  2. Goal Scoring in Soccer: A Polar Coordinate Analysis of Motor Skills Used by Lionel Messi

    OpenAIRE

    Castañer, Marta; Barreira, Daniel; Camerino, Oleguer; Anguera, M Teresa; Canton, Albert; Hileno, Raúl

    2016-01-01

    Soccer research has traditionally focused on technical and tactical aspects of team play, but few studies have analyzed motor skills in individual actions, such as goal scoring. The objective of this study was to investigate how Lionel Messi, one of the world's top soccer players, uses his motor skills and laterality in individual attacking actions resulting in a goal. We analyzed 103 goals scored by Messi between over a decade in three competitions: La Liga (n = 74), Copa del Rey (n = 8), an...

  3. Comparison of motor and process skills among children with different developmental disabilities

    OpenAIRE

    Park, Myoung-Ok

    2015-01-01

    [Purpose] The purpose of the present study was to compare the motor and process skills of children with different developmental disabilities. [Subjects] Thirty-nine children with developmental disabilities participated in this study which was conducted at N hospital in South Korea. [Methods] The motor and process skills of the participants were compared among three different disabilities: pervasive developmental disorder, cerebral palsy, and intellectual disorder. The data were analyzed using...

  4. Association between daily activities, process skills, and motor skills in community-dwelling patients after left hemiparetic stroke

    Science.gov (United States)

    Ahn, Sinae

    2016-01-01

    [Purpose] The purpose of this study was to evaluate the relationships between daily activities, information processing, and motor skills in individuals with hemineglect after having a left hemiparetic stroke. [Subjects and Methods] The instrumental activities of daily living of 35 patients (22 male and 13 female; age: 57.1 ± 16.9 years) with hemineglect after having a left hemiparetic stroke were assessed by using three clinical measurement tools, including activity card sorting, assessment of motor and process skills, and the modified Barthel Index. [Results] The results of the regression analysis indicated that the patients’ processing skills in instrumental activities of daily living after having a left hemiparetic stroke were reduced. Participation in leisure and social activities was also affected as assessed by using the modified Barthel Index. [Conclusion] This study supports the clinical need for rehabilitation intervention after a left hemiparetic stroke to improve patients’ processing skills and independence in performing activities of daily living. PMID:27390426

  5. Dynamics of girls’ motor skills in a three-year research cycle

    Directory of Open Access Journals (Sweden)

    Katarzyna Bieniek

    2013-12-01

    Full Text Available Aim of the research: To evaluate the motor performance of girls from Swietokrzyskie Voivodship in a 3-year cycle of research, taking into account any additional physical activity. Material and methods: The study period covered the years 2008 to 2010. The study included 31 girls from birth vintage 1997 from Secondary School No. 11 in Kielce. To assess motor skills the Krzysztof Zuchora Physical Fitness Index was used. In order to obtain information about taking up additional physical activity a questionnaire technique was used. Results : The undertaken studies do not indicate a radical improvement or deterioration in the overall motor performance of girls in the three-year test cycle. Only analysis of individual motor skills gives a better picture of the direction of the motor skills development of tested students. Execution of continuous testing of motor skills of girls at puberty makes it possible to know the progress or regress of individual abilities. Conlusions : Studies confirm that taking up additional physical activity has a positive influence on the development of human motor skills. Girls at puberty require special interest and encouragement to take up physical activity during physical education classes or other forms of physical activity.

  6. Reduced asymmetry in motor skill learning in left-handed compared to right-handed individuals.

    Science.gov (United States)

    McGrath, Robert L; Kantak, Shailesh S

    2016-02-01

    Hemispheric specialization for motor control influences how individuals perform and adapt to goal-directed movements. In contrast to adaptation, motor skill learning involves a process wherein one learns to synthesize novel movement capabilities in absence of perturbation such that they are performed with greater accuracy, consistency and efficiency. Here, we investigated manual asymmetry in acquisition and retention of a complex motor skill that requires speed and accuracy for optimal performance in right-handed and left-handed individuals. We further determined if degree of handedness influences motor skill learning. Ten right-handed (RH) and 10 left-handed (LH) adults practiced two distinct motor skills with their dominant or nondominant arms during separate sessions two-four weeks apart. Learning was quantified by changes in the speed-accuracy tradeoff function measured at baseline and one-day retention. Manual asymmetry was evident in the RH group but not the LH group. RH group demonstrated significantly greater skill improvement for their dominant-right hand than their nondominant-left hand. In contrast, for the LH group, both dominant and nondominant hands demonstrated comparable learning. Less strongly-LH individuals (lower EHI scores) exhibited more learning of their dominant hand. These results suggest that while hemispheric specialization influences motor skill learning, these effects may be influenced by handedness.

  7. Motor Skill Performance and Sports Participation in Deaf Elementary School Children

    Science.gov (United States)

    Hartman, Esther; Houwen, Suzanne; Visscher, Chris

    2011-01-01

    This study aimed to examine motor performance in deaf elementary school children and its association with sports participation. The population studied included 42 deaf children whose hearing loss ranged from 80 to 120 dB. Their motor skills were assessed with the Movement Assessment Battery for Children, and a questionnaire was used to determine…

  8. Visual Constructive and Visual-Motor Skills in Deaf Native Signers

    Science.gov (United States)

    Hauser, Peter C.; Cohen, Julie; Dye, Matthew W. G.; Bavelier, Daphne

    2007-01-01

    Visual constructive and visual-motor skills in the deaf population were investigated by comparing performance of deaf native signers (n = 20) to that of hearing nonsigners (n = 20) on the Beery-Buktenica Developmental Test of Visual-Motor Integration, Rey-Osterrieth Complex Figure Test, Wechsler Memory Scale Visual Reproduction subtest, and…

  9. 78 FR 41187 - Driver Qualifications: Skill Performance Evaluation; Virginia Department of Motor Vehicles...

    Science.gov (United States)

    2013-07-09

    ... Federal Motor Carrier Safety Administration Driver Qualifications: Skill Performance Evaluation; Virginia... Performance Evaluation (SPE) certificate from FMCSA to operate commercial motor vehicles in interstate... January 17, 2008 (73 FR 3316) or you may visit http://edocket/ access.gpo.gov/2008/pdf/E8-785.pdf ....

  10. A Model for the Transfer of Perceptual-Motor Skill Learning in Human Behaviors

    Science.gov (United States)

    Rosalie, Simon M.; Muller, Sean

    2012-01-01

    This paper presents a preliminary model that outlines the mechanisms underlying the transfer of perceptual-motor skill learning in sport and everyday tasks. Perceptual-motor behavior is motivated by performance demands and evolves over time to increase the probability of success through adaptation. Performance demands at the time of an event…

  11. Behind Mathematical Learning Disabilities: What about Visual Perception and Motor Skills?

    Science.gov (United States)

    Pieters, Stefanie; Desoete, Annemie; Roeyers, Herbert; Vanderswalmen, Ruth; Van Waelvelde, Hilde

    2012-01-01

    In a sample of 39 children with mathematical learning disabilities (MLD) and 106 typically developing controls belonging to three control groups of three different ages, we found that visual perception, motor skills and visual-motor integration explained a substantial proportion of the variance in either number fact retrieval or procedural…

  12. Basic Counseling Skills Training Program for Juvenile Court Workers.

    Science.gov (United States)

    Fox, Richard W.; And Others

    1991-01-01

    Conducted week-long course of study in counseling skills for individuals (n=73) working with juvenile offenders. Participants evidenced significant changes in certain behavior categories as measured by the Fundamental Interpersonal Relations Orientation-Behavior Scales (FIRO-B). Compared to controls, participants made certain movements in positive…

  13. We Need a Joined-Up Approach to Basic Skills

    Science.gov (United States)

    Furlong, Cerys

    2011-01-01

    In July 2011, the Welsh Government published the first data on adult literacy and numeracy in Wales since 2004. The summary information from the National Survey of Adult Skills in Wales shows that there has been an improvement in literacy levels (though challenges still remain), but little improvement in numeracy. Discussions are ongoing with…

  14. A Single Bout of Moderate Aerobic Exercise Improves Motor Skill Acquisition.

    Directory of Open Access Journals (Sweden)

    Matthew A Statton

    Full Text Available Long-term exercise is associated with improved performance on a variety of cognitive tasks including attention, executive function, and long-term memory. Remarkably, recent studies have shown that even a single bout of aerobic exercise can lead to immediate improvements in declarative learning and memory, but less is known about the effect of exercise on motor learning. Here we sought to determine the effect of a single bout of moderate intensity aerobic exercise on motor skill learning. In experiment 1, we investigated the effect of moderate aerobic exercise on motor acquisition. 24 young, healthy adults performed a motor learning task either immediately after 30 minutes of moderate intensity running, after running followed by a long rest period, or after slow walking. Motor skill was assessed via a speed-accuracy tradeoff function to determine how exercise might differentially affect two distinct components of motor learning performance: movement speed and accuracy. In experiment 2, we investigated both acquisition and retention of motor skill across multiple days of training. 20 additional participants performed either a bout of running or slow walking immediately before motor learning on three consecutive days, and only motor learning (no exercise on a fourth day. We found that moderate intensity running led to an immediate improvement in motor acquisition for both a single session and on multiple sessions across subsequent days, but had no effect on between-day retention. This effect was driven by improved movement accuracy, as opposed to speed. However, the benefit of exercise was dependent upon motor learning occurring immediately after exercise-resting for a period of one hour after exercise diminished the effect. These results demonstrate that moderate intensity exercise can prime the nervous system for the acquisition of new motor skills, and suggest that similar exercise protocols may be effective in improving the outcomes of movement

  15. A Single Bout of Moderate Aerobic Exercise Improves Motor Skill Acquisition.

    Science.gov (United States)

    Statton, Matthew A; Encarnacion, Marysol; Celnik, Pablo; Bastian, Amy J

    2015-01-01

    Long-term exercise is associated with improved performance on a variety of cognitive tasks including attention, executive function, and long-term memory. Remarkably, recent studies have shown that even a single bout of aerobic exercise can lead to immediate improvements in declarative learning and memory, but less is known about the effect of exercise on motor learning. Here we sought to determine the effect of a single bout of moderate intensity aerobic exercise on motor skill learning. In experiment 1, we investigated the effect of moderate aerobic exercise on motor acquisition. 24 young, healthy adults performed a motor learning task either immediately after 30 minutes of moderate intensity running, after running followed by a long rest period, or after slow walking. Motor skill was assessed via a speed-accuracy tradeoff function to determine how exercise might differentially affect two distinct components of motor learning performance: movement speed and accuracy. In experiment 2, we investigated both acquisition and retention of motor skill across multiple days of training. 20 additional participants performed either a bout of running or slow walking immediately before motor learning on three consecutive days, and only motor learning (no exercise) on a fourth day. We found that moderate intensity running led to an immediate improvement in motor acquisition for both a single session and on multiple sessions across subsequent days, but had no effect on between-day retention. This effect was driven by improved movement accuracy, as opposed to speed. However, the benefit of exercise was dependent upon motor learning occurring immediately after exercise-resting for a period of one hour after exercise diminished the effect. These results demonstrate that moderate intensity exercise can prime the nervous system for the acquisition of new motor skills, and suggest that similar exercise protocols may be effective in improving the outcomes of movement rehabilitation

  16. The relation between in hand manipulation skills,and visual-motor integration skills with hand writing skills of students of grade one of primery schools in Tehran

    Directory of Open Access Journals (Sweden)

    Minoo Kalantari

    2012-10-01

    Full Text Available Background and Aim: Hand writing is one of the most important abilities that children can gain and use as one part of their duties during their schooling. Students should write fluently and fast to have good connection with school works and gain good grades in exams. It is clear that hand writing problems can influence on children’s other abilities, because this skill is declared often as a reflection of intelligence and although what they write is the same, students with bad hand writing gain lower grades than students with nice hand writing. Recognition of sub base items in this problem will be affective in assessment, intermediation and prevention programs for children who are suffering from this problem. This study is designed to appoint the relation between in hand manipulation skills and visual-motor integration skills with hand writing skills of students of grade one of primary schools in Tehran.Material & Methods: This study was a descriptive-analytic (sectional investigation. 139 students had been chosen by accident. Instruments which had been used in this study consisted of visual-motor integration test, hand writing quality checklist, chronometer and nine hole PEG test. After data collection, the results were analyzed.Results: The results indicate that visual- motor integration and in hand manipulation skills both are affective in children’s hand writing skills. Grades of girls and boys in visual-motor integration were significantly different. Mean grade of girls in this test was higher than boys, but these variants in hand manipulation skills were not significantly different. Also there was no significant different in handwriting speed and quality between boys and girls.Conclusion: The results indicate that by assessment of visual- motor integration skills and in hand manipulation skills we may be able to find more exact ways to prevent and treat children who are suffering from hand writing problems.

  17. Acquisition and improvement of human motor skills: Learning through observation and practice

    Science.gov (United States)

    Iba, Wayne

    1991-01-01

    Skilled movement is an integral part of the human existence. A better understanding of motor skills and their development is a prerequisite to the construction of truly flexible intelligent agents. We present MAEANDER, a computational model of human motor behavior, that uniformly addresses both the acquisition of skills through observation and the improvement of skills through practice. MAEANDER consists of a sensory-effector interface, a memory of movements, and a set of performance and learning mechanisms that let it recognize and generate motor skills. The system initially acquires such skills by observing movements performed by another agent and constructing a concept hierarchy. Given a stored motor skill in memory, MAEANDER will cause an effector to behave appropriately. All learning involves changing the hierarchical memory of skill concepts to more closely correspond to either observed experience or to desired behaviors. We evaluated MAEANDER empirically with respect to how well it acquires and improves both artificial movement types and handwritten script letters from the alphabet. We also evaluate MAEANDER as a psychological model by comparing its behavior to robust phenomena in humans and by considering the richness of the predictions it makes.

  18. Optimal training design for procedural motor skills: a review and application to laparoscopic surgery

    NARCIS (Netherlands)

    E.N. Spruit; G.P.H. Band; J.F. Hamming; K.R. Ridderinkhof

    2014-01-01

    This literature review covers the choices to consider in training complex procedural, perceptual and motor skills. In particular, we focus on laparoscopic surgery. An overview is provided of important training factors modulating the acquisition, durability, transfer, and efficiency of trained skills

  19. Development of oral motor behavior related to the skill assisted spoon feeding

    NARCIS (Netherlands)

    Engel-Hoek, L. van den; Hulst, K. van; Gerven, M.H.J.C van; Haaften, L. van; Groot, S.A. de

    2014-01-01

    Milestones in the typical development of eating skills are considered to be nippling (breast or bottle), eating from a spoon, drinking from a cup, biting and chewing. The purpose of this research was to study the development and consolidation of oral motor behavior related to the skill assisted spoo

  20. Population-level associations between preschool vulnerability and grade-four basic skills.

    Directory of Open Access Journals (Sweden)

    Amedeo D'Angiulli

    Full Text Available BACKGROUND: This is a predictive validity study examining the extent to which developmental vulnerability at kindergarten entry (as measured by the Early Development Instrument, EDI is associated with children's basic skills in 4th grade (as measured by the Foundation Skills Assessment, FSA. METHODOLOGY/PRINCIPAL FINDINGS: Relative risk analysis was performed on a large database linking individual-level EDI ratings to the scores the same children obtained on a provincial assessment of academic skills (FSA--Foundation Skills Assessment four years later. We found that early vulnerability in kindergarten is associated with the basic skills that underlie populations of children's academic achievement in reading, writing and math, indicating that the Early Development Instrument permits to predict achievement-related skills four years in advance. CONCLUSIONS/SIGNIFICANCE: The EDI can be used to predict children's educational trends at the population level and can help select early prevention and intervention programs targeting pre-school populations at minimum cost.

  1. Basic Plastic Surgery Skills Training Program on Inanimate Bench Models during Medical Graduation

    OpenAIRE

    Rafael Denadai; Andréia Padilha Toledo; Luis Ricardo Martinhão Souto

    2012-01-01

    Due to ethical and medical-legal drawbacks, high costs, and difficulties of accessibility that are inherent to the practice of basic surgical skills on living patients, fresh human cadaver, and live animals, the search for alternative forms of training is needed. In this study, the teaching and learning process of basic surgical skills pertinent to plastic surgery during medical education on different inanimate bench models as a form of alternative and complementary training to the teaching p...

  2. A Multi-Faceted Approach for the Development of the Army's Functional Basic Skills Education Program (BSEP).

    Science.gov (United States)

    Begland, Robert R.

    In reviewing the Army Continuing Education System in 1979, the Assistant Secretary of the Army found a basic skills program based on traditional academic level goals was inadequate to meet the Army's requirement to provide functional, job-related basic skill education. Combining the shrinking manpower pool and projected basic skill deficiencies of…

  3. Fine motor skills of the hands in Polish and Czech female senior citizens from different backgrounds

    OpenAIRE

    Skrzek, Anna; Přidalová, Miroslava; Sebastjan, Anna; Harásková, Dominika; Fugiel, Jaroslaw; Ignasiak, Zofia; Slawinska, Teresa; Rozek, Krystyna

    2014-01-01

    The aim of the present study was an in-depth analysis of fine motor skills of the hands in elderly women from different socio-cultural backgrounds. The research also included analysis of the associations of age with the variables assessing right- and left-hand motor skills and its effect on hand performance asymmetry. The study examined 486 women over the age of 60. The study measured dominant and non-dominant hand performance using the motor performance series test battery (aiming, line trac...

  4. Integrated Basic Education and Skills Training (I-BEST). Washington's Community and Technical Colleges

    Science.gov (United States)

    Washington State Board for Community and Technical Colleges, 2014

    2014-01-01

    Washington's Integrated Basic Education and Skills Training Program (I-BEST) quickly teaches students literacy, work, and college-readiness skills so they can move through school and into living wage jobs faster. Pioneered by Washington's community and technical colleges, I-BEST uses a team-teaching approach to combine college-readiness classes…

  5. A Hybrid Model of Mathematics Support for Science Students Emphasizing Basic Skills and Discipline Relevance

    Science.gov (United States)

    Jackson, Deborah C.; Johnson, Elizabeth D.

    2013-01-01

    The problem of students entering university lacking basic mathematical skills is a critical issue in the Australian higher-education sector and relevant globally. The Maths Skills programme at La Trobe University has been developed to address under preparation in the first-year science cohort in the absence of an institutional mathematics support…

  6. A Summary of an Assessment of Fourth and Sixth Grade Basic Skills.

    Science.gov (United States)

    CTB / McGraw-Hill, Monterey, CA.

    A comprehensive assessment was made of the status of elementary education in Missouri in reading, mathematics, language, and study skills. The Comprehensive Tests of Basic Skills (CTBS) and the Short Form Test of Academic Aptitude (SFTAA) were administered to a sample of Missouri fourth and sixth graders. For each curricular area, Missouri…

  7. Welding. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    Science.gov (United States)

    Browning, Terry

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  8. Destrezas de Lectura: Curriculo Basico. Guia para el Maestro (Reading Skills: Basic Curriculum. Teacher's Guide).

    Science.gov (United States)

    Puerto Rico State Dept. of Education, Hato Rey. Office of Special Education.

    As part of the special education curriculum developed by the Puerto Rico Department of Public Instruction, this teacher's guide (in Spanish) presents a basic curriculum for reading skills. The curriculum is designed so that the defined skills will meet the needs of children with disabilities. The form in which teachers and other professionals will…

  9. The Value of Basic Skills in the British Labour Market. CEE DP 77

    Science.gov (United States)

    Marcenaro-Gutierrez, Oscar; Vignoles, Anna; De Coulon, Augustin

    2007-01-01

    In this paper we evaluate the labour market value of basic skills in the UK, focusing on the wage and employment returns to having better literacy and numeracy skills. We draw on literacy and numeracy assessments undertaken by all cohort members of the UK 1970 British Cohort Study. The data used are very rich and allow us to account for potential…

  10. Teaching Skills to Promote Clinical Reasoning in Early Basic Science Courses

    Science.gov (United States)

    Elizondo-Omana, Rodrigo Enrique; Morales-Gomez, Jesus Alberto; Morquecho-Espinoza, Orlando; Hinojosa-Amaya, Jose Miguel; Villarreal-Silva, Eliud Enrique; Garcia-Rodriguez, Maria de los Angeles; Guzman-Lopez, Santos

    2010-01-01

    Basic and superior reasoning skills are woven into the clinical reasoning process just as they are used to solve any problem. As clinical reasoning is the central competence of medical education, development of these reasoning skills should occur throughout the undergraduate medical curriculum. The authors describe here a method of teaching…

  11. A Comparison of Perceptual Motor Skill with Auditory Comprehension as Correlates of Word Recognition, Oral Reading, and Silent Reading.

    Science.gov (United States)

    Tillman, Chester E.

    A study was conducted to examine the relationship of perceptual motor skills as measured by the Bender Visual Motor Gestalt Test to word recognition, oral reading, and silent reading. In addition, perceptual motor skill and auditory comprehension were compared as correlates of the three reading variables. Subjects were 60 primary grade students in…

  12. Motor Skill Development in Italian Pre-School Children Induced by Structured Activities in a Specific Playground.

    Science.gov (United States)

    Tortella, Patrizia; Haga, Monika; Loras, Håvard; Sigmundsson, Hermundur; Fumagalli, Guido

    2016-01-01

    This study examined the effects and specificity of structured and unstructured activities played at the playground Primo Sport 0246 in Northern Italy on motor skill competence in five years old children. The playground was specifically designed to promote gross motor skills in preschool children; in this study 71 children from local kindergartens came to the park once a week for ten consecutive weeks and were exposed to 30 minutes of free play and 30 minutes of structured activities. Before and after the ten visits, each child completed nine tests to assess levels of motor skills, three for fine-motor skills and six for gross-motor skills. As control, motor skills were also assessed on 39 children from different kindergartens who did not come to the park. The results show that the experimental group who practiced gross-motor activities in the playground for 1 hour a week for 10 weeks improved significantly in 4 out of the 6 gross motor tasks and in none of the fine motor tasks. The data indicate that limited transfer occurred between tasks referring to different domains of motor competences while suggesting cross feeding for improvement of gross-motor skills between different exercises when domains related to physical fitness and strength of specific muscle groups are involved. These results are relevant to the issue of condition(s) appropriate for maintaining and developing motor skills in this age group as well as for the planning, organization and implementation of play and physical activities in kindergartens. PMID:27462985

  13. Motor Skill Development in Italian Pre-School Children Induced by Structured Activities in a Specific Playground.

    Science.gov (United States)

    Tortella, Patrizia; Haga, Monika; Loras, Håvard; Sigmundsson, Hermundur; Fumagalli, Guido

    2016-01-01

    This study examined the effects and specificity of structured and unstructured activities played at the playground Primo Sport 0246 in Northern Italy on motor skill competence in five years old children. The playground was specifically designed to promote gross motor skills in preschool children; in this study 71 children from local kindergartens came to the park once a week for ten consecutive weeks and were exposed to 30 minutes of free play and 30 minutes of structured activities. Before and after the ten visits, each child completed nine tests to assess levels of motor skills, three for fine-motor skills and six for gross-motor skills. As control, motor skills were also assessed on 39 children from different kindergartens who did not come to the park. The results show that the experimental group who practiced gross-motor activities in the playground for 1 hour a week for 10 weeks improved significantly in 4 out of the 6 gross motor tasks and in none of the fine motor tasks. The data indicate that limited transfer occurred between tasks referring to different domains of motor competences while suggesting cross feeding for improvement of gross-motor skills between different exercises when domains related to physical fitness and strength of specific muscle groups are involved. These results are relevant to the issue of condition(s) appropriate for maintaining and developing motor skills in this age group as well as for the planning, organization and implementation of play and physical activities in kindergartens.

  14. The Evidence Against Learnability of Early Motor Skills Reconsidered.

    Science.gov (United States)

    Razel, Micha

    This paper attempts to refute the assumption that early motor development is determined genetically and is not influenced by environmental factors. The paper re-examines three studies which are consistently cited as providing evidence for a maturational theory of motor development: the "early training study" by Gesell and Thompson, the "swaddling…

  15. Language and motor speech skills in children with cerebral palsy

    NARCIS (Netherlands)

    Pirila, Sija; van der Meere, Jaap; Pentikainen, Taina; Ruusu-Niemi, Pirjo; Korpela, Raija; Kilpinen, Jenni; Nieminen, Pirkko; Ruusu-Niemin, P; Kilpinen, R

    2007-01-01

    The aim of the study was to investigate associations between the severity of motor limitations, cognitive difficulties, language and motor speech problems in children with cerebral palsy. Also, the predictive power of neonatal cranial ultrasound findings on later outcome was investigated. For this p

  16. Language and Motor Speech Skills in Children with Cerebral Palsy

    Science.gov (United States)

    Pirila, Silja; van der Meere, Jaap; Pentikainen, Taina; Ruusu-Niemi, Pirjo; Korpela, Raija; Kilpinen, Jenni; Nieminen, Pirkko

    2007-01-01

    The aim of the study was to investigate associations between the severity of motor limitations, cognitive difficulties, language and motor speech problems in children with cerebral palsy. Also, the predictive power of neonatal cranial ultrasound findings on later outcome was investigated. For this purpose, 36 children (age range 1 year 10 months…

  17. Mild impairments of motor imagery skills in children with DCD

    NARCIS (Netherlands)

    Noten, M.M.P.G.; Wilson, P.; Ruddock, S.; Steenbergen, B.

    2014-01-01

    It has been hypothesized that the underlying mechanism of clumsy motor behaviour in children with Developmental Coordination Disorder (DCD) is caused by a deficit in the internal modelling for motor control. An internal modelling deficit can be shown on a behavioural level by a task that requires mo

  18. Learning a Motor Skill: Effects of Blocked Versus Random Practice a Review

    OpenAIRE

    Sarah Merbah; Thierry Meulemans

    2011-01-01

    Procedural learning refers to the ability to learn new perceptual, motor or cognitive skills. While many studies have explored procedural learning abilities in patients with different types of brain damage, the cognitive mechanisms involved in the acquisition of a new skill are still not well understood. The present review focuses on the conditions that optimise skill acquisition, and more specifically on the contextual interference effect (CIE), which refers to the advantage of a 'random' ov...

  19. Effect of practice on performance of a skilled motor task in patients with Parkinson's disease.

    OpenAIRE

    Soliveri, P.; Brown, R G; Jahanshahi, M; Marsden, C. D.

    1992-01-01

    Parkinson's disease leads to a breakdown in the execution of highly practised, skilled movements such as walking and handwriting. The improved execution of skilled movements with practice can be understood as a process of schema learning, the determining of the relevant parameters of the specific movement. The ability of patients with Parkinson's disease and age matched normal control subjects to improve their performance, with practice, on a skilled motor task, doing up buttons, was assessed...

  20. The relationship between motor skills and cognitive skills in 4-16 year old typically developing children : A systematic review

    NARCIS (Netherlands)

    van der Fels, Irene M. J.; te Wierike, Sanne C. M.; Hartman, Esther; Elferink-Gemser, Marije T.; Smith, Joanne; Visscher, Chris

    2015-01-01

    Objectives: This review aims to give an overview of studies providing evidence for a relationship between motor and cognitive skills in typically developing children. Design: A systematic review. Methods: PubMed, Web of Science, and PsychINFO were searched for relevant articles. A total of 21 articl

  1. Acute effects of dietary constituents on motor skill and cognitive performance in athletes.

    Science.gov (United States)

    Baker, Lindsay B; Nuccio, Ryan P; Jeukendrup, Asker E

    2014-12-01

    Performance in many sports is at least partially dependent on motor control, coordination, decision-making, and other cognitive tasks. This review summarizes available evidence about the ingestion of selected nutrients or isolated compounds (dietary constituents) and potential acute effects on motor skill and/or cognitive performance in athletes. Dietary constituents discussed include branched-chain amino acids, caffeine, carbohydrate, cocoa flavanols, Gingko biloba, ginseng, guarana, Rhodiola rosea, sage, L-theanine, theobromine, and tyrosine. Although this is not an exhaustive list, these are perhaps the most researched dietary constituents. Caffeine and carbohydrate have the greatest number of published reports supporting their ability to enhance acute motor skill and cognitive performance in athletes. At this time, there is insufficient published evidence to substantiate the use of any other dietary constituents to benefit sports-related motor skill or cognitive performance. The optimal dose and timing of caffeine and carbohydrate intake promoting enhanced motor skill and cognitive performance remain to be identified. Valid, reliable, and sensitive batteries of motor skills and cognitive tests should be developed for use in future efficacy studies. PMID:25400063

  2. Total Quality & Basic Skills. The TQ Castle--Using Basic Skills Development to Evade Alligators in the Moat.

    Science.gov (United States)

    Lewe, Glenda

    1994-01-01

    Key skills required in the total quality workplace are cross-functional teaming, interpreting charts/graphs, oral communication, brainstorming, understanding cause/effect, categorizing ideas, critical pathing, formulating suggestions, analyzing the needs of internal and external customers, and writing status reports. (SK)

  3. The effect of baclofen and diazepam on motor skill acquisition in healthy subjects

    DEFF Research Database (Denmark)

    Willerslev-Olsen, Maria; Lundbye-Jensen, Jesper; Petersen, Tue Hvass;

    2011-01-01

    Antispastic medication is often used in the clinic together with physiotherapy. However, some of the antispastic drugs, e.g., baclofen and diazepam, may influence the plastic mechanisms that are necessary for motor learning and hence efficient physiotherapy. In the present study, we consequently...... that diazepam and baclofen interfere with the acquisition of a motor skill by disrupting some of the neuroplastic changes that are involved in improved motor performance. This suggests that antispastic treatment should be used with caution in subjects receiving concomitant physiotherapy....... investigated the influence of baclofen and diazepam on acquisition of a visuomotor skill. The study was designed as a semi-randomized, double-blinded, placebo-controlled, crossover study in 16 healthy human subjects. The motor skill task required the subjects to match a given force trajectory by increasing...

  4. A Study of the Retention of Basic Quantitative Skills.

    Science.gov (United States)

    Rustagi, Narendra K.

    1997-01-01

    Testing of junior and senior business students on algebra, calculus, and statistics problems revealed they retained little of what was covered in basic quantitative courses. Emphasis on student evaluation of teachers may create incentives for instructors to avoid challenging students in these courses. (SK)

  5. Retention of Military Skills Acquired in Basic Combat Training.

    Science.gov (United States)

    McDonald, Robert D.

    Performance data were collected in the three general basic combat training (BCT) proficiency areas (rifle marksmanship, physical combat fitness, end of cycle tests) from independent groups of soldiers (60 per group) during BCT, during Advanced Individual Training (AIT), and combat support training (CST), and for permanent party personnel in the…

  6. Effectiveness of a Fundamental Motor Skill Intervention for 4-Year-Old Children with Autism Spectrum Disorder: A Pilot Study

    Science.gov (United States)

    Bremer, Emily; Balogh, Robert; Lloyd, Meghann

    2015-01-01

    A wait-list control experimental design was employed to investigate the effectiveness of a fundamental motor skill intervention at improving the motor skills, adaptive behavior, and social skills of 4-year-old children with autism spectrum disorder (experimental n?=?5, control n?=?4); the impact of intervention intensity was also explored. The…

  7. Effect of a Mastery Climate Motor Program on Object Control Skills and Perceived Physical Competence in Preschoolers

    Science.gov (United States)

    Robinson, Leah E.

    2011-01-01

    Fundamental motor skills (e.g., run, jump, catch, and throw) are essential building blocks for more advanced and context-specific skills. Children with these motor skills are able to function independently while learning and exploring their environment. The National Association for Sport and Physical Education (NASPE) "Active Start" guidelines…

  8. Optimal training design for procedural motor skills: a review and application to laparoscopic surgery.

    Science.gov (United States)

    Spruit, Edward N; Band, Guido P H; Hamming, Jaap F; Ridderinkhof, K Richard

    2014-11-01

    This literature review covers the choices to consider in training complex procedural, perceptual and motor skills. In particular, we focus on laparoscopic surgery. An overview is provided of important training factors modulating the acquisition, durability, transfer, and efficiency of trained skills. We summarize empirical studies and their theoretical background on the topic of training complex cognitive and motor skills that are pertinent to proficiency in laparoscopic surgery. The overview pertains to surgical simulation training for laparoscopy, but also to training in other demanding procedural and dexterous tasks, such as aviation, managing complex systems and sports. Evidence-based recommendations are provided for facilitating efficiency in laparoscopic motor skill training such as session spacing, adaptive training, task variability, part-task training, mental imagery and deliberate practice.

  9. Training of basic laparoscopy skills on SimSurgery SEP.

    Science.gov (United States)

    Buzink, Sonja N; Goossens, Richard H M; De Ridder, Huib; Jakimowicz, Jack J

    2010-01-01

    The aim of this study was to assess the performance curve for novices training in bimanual tissue manipulation and angled laparoscope navigation, and compare those performances with the performances of experienced laparoscopic surgeons. The Camera Navigation task with a 30 degrees angled laparoscope and the Place Arrow task of the new SimSurgery SEP virtual reality simulator were used. Fourteen medical trainees (no laparoscopy experience) performed four training sessions within one week, including 15 repetitions of each task in total. The experienced participants (>50 procedures & familiar with angled laparoscope) performed each task twice. The performance on both tasks by the novices improved significantly over the training sessions. The experienced participants performed both tasks significantly better than the novices in repetition 3. After repetition 15, the performances of the novices on both tasks were of the same level as the performances of the experienced participants. By training on SimSurgery SEP, medical trainees can extensively improve their skills in navigation with 30 degrees angled laparoscope and bimanual tissue manipulation. Further research should focus on the transfer of skills acquired on the simulator to the clinical setting. Knowledge on proficiency thresholds and training end-points for pre-clinical criterion-based training of different laparoscopic tasks also needs to be extended.

  10. Basic Skills Learning Centers Evaluation. Final Report 1 October 1976 - 30 September 1979.

    Science.gov (United States)

    California Univ., Los Angeles. Center for the Study of Evaluation.

    Detailed program descriptions and discussion of research methodology are included in this independent evaluation of the Basic Skills Learning Centers (BSLC) Projects implemented by Southwest Educational Development Laboratory (SEDL) and Southwest Regional Laboratory (SWRL) and designed to improve basic reading and math instruction in nonurban…

  11. The Learning Gains of Male Inmates Participating in a Basic Skills Program

    Science.gov (United States)

    Messemer, Jonathan E.; Valentine, Thomas

    2004-01-01

    The purpose of this study was to measure the learning gains for a group of male inmates (n = 124) participating in an adult basic education program in a closed security prison within the southeastern region of the United States. Learning gains were measured for the basic skill areas of reading, math, and language. The number of hours of…

  12. Destrezas de Lenguaje: Curriculo Basico. Guia para el Maestro (Language Skills: Basic Curriculum. Teacher's Guide).

    Science.gov (United States)

    Puerto Rico State Dept. of Education, Hato Rey. Office of Special Education.

    The basic special education curriculum of the Department of Public Instruction of Puerto Rico is designed so that the skills defined can be used to attend to the needs of children with disabilities. This teacher's guide, in Spanish, presents a basic language curriculum to help the child develop the ability to communicate effectively. It includes…

  13. Long-Term Retention of Basic Mathematical Knowledge and Skills with Engineering Students

    Science.gov (United States)

    Engelbrecht, J.; Harding, A.; Preez, J. Du

    2007-01-01

    This study focuses on the long-term retention of basic mathematical techniques in a first-year calculus course, involving a sample group of engineering students at the University of Pretoria. The study investigates which and how much of the basic mathematical knowledge and rote skills acquired in the first year of study is retained after a further…

  14. Basic communicating and counselling skills for family physicians

    OpenAIRE

    Ng, SM; Ho, RTH; Ho, DYF; Wang, OHL

    2005-01-01

    Family physicians often encounter psychological problems in patients under their care. Treating these problems is integral to a holistic conception of primary healthcare. This article describes the nature, basic principles, and therapeutic process of counselling; dispels myths, biased perceptions, and misconceptions about it; and illustrates how counselling techniques may be applied by family physicians in their practice. The authors make a proposal to confront limitations and contradictions ...

  15. Basic fibroblast growth factor attenuates the degeneration of injured spinal cord motor endplates**

    Institute of Scientific and Technical Information of China (English)

    Jianlong Wang; Jianfeng Sun; Yongxiang Tang; Gangwen Guo; Xiaozhe Zhou; Yanliang Chen; Minren Shen

    2013-01-01

    The distal end of the spinal cord and neuromuscular junction may develop secondary degeneration and damage fol owing spinal cord injury because of the loss of neural connections. In this study, a rat model of spinal cord injury, established using a modified Al en’s method, was injected with basic fibroblast growth factor solution via subarachnoid catheter. After injection, rats with spinal cord injury displayed higher scores on the Basso, Beattie and Bresnahan locomotor scale. Motor function was also wel recovered and hematoxylin-eosin staining showed that spinal glial scar hyperplasia was not apparent. Additional y, anterior tibial muscle fibers slowly, but progressively, atrophied. Immunohistochemical staining showed that the absorbance values of calcitonin gene related pep-tide and acetylcholinesterase in anterior tibial muscle and spinal cord were similar, and injection of basic fibroblast growth factor increased this absorbance. Results showed that after spinal cord injury, the distal motor neurons and motor endplate degenerated. Changes in calcitonin gene related pep-tide and acetylcholinesterase in the spinal cord anterior horn motor neurons and motor endplate then occurred that were consistent with this regeneration. Our findings indicate that basic fibroblast growth factor can protect the endplate through attenuating the decreased expression of calcitonin gene related peptide and acetylcholinesterase in anterior horn motor neurons of the injured spinal cord.

  16. Neuropsychology and the relearning of motor skills following stroke

    NARCIS (Netherlands)

    Hochstenbach, J; Mulder, T

    1999-01-01

    Regaining independent mobility is one of the most important goals in physical therapy with patients suffering from the consequences of stroke. Both physical therapy and occupational therapy are learning processes in which the patient has to remaster old skills or has to learn novel skills. It is arg

  17. Basic and advanced numerical performances relate to mathematical expertise but are fully mediated by visuospatial skills.

    Science.gov (United States)

    Sella, Francesco; Sader, Elie; Lolliot, Simon; Cohen Kadosh, Roi

    2016-09-01

    Recent studies have highlighted the potential role of basic numerical processing in the acquisition of numerical and mathematical competences. However, it is debated whether high-level numerical skills and mathematics depends specifically on basic numerical representations. In this study mathematicians and nonmathematicians performed a basic number line task, which required mapping positive and negative numbers on a physical horizontal line, and has been shown to correlate with more advanced numerical abilities and mathematical achievement. We found that mathematicians were more accurate compared with nonmathematicians when mapping positive, but not negative numbers, which are considered numerical primitives and cultural artifacts, respectively. Moreover, performance on positive number mapping could predict whether one is a mathematician or not, and was mediated by more advanced mathematical skills. This finding might suggest a link between basic and advanced mathematical skills. However, when we included visuospatial skills, as measured by block design subtest, the mediation analysis revealed that the relation between the performance in the number line task and the group membership was explained by non-numerical visuospatial skills. These results demonstrate that relation between basic, even specific, numerical skills and advanced mathematical achievement can be artifactual and explained by visuospatial processing. (PsycINFO Database Record PMID:26913930

  18. BASIC TECHNICAL SKILLS (THROWS IN 17-19-YEAR-OLD JUDOKAS

    Directory of Open Access Journals (Sweden)

    Jagiello Wladyslaw

    2014-11-01

    Full Text Available Purpose: The purpose of the research was to determine basic technical skills (throws in 17-19-year-old judokas and the level of their performance. Material: The study involved 30 judo athletes (aged 17-19. Results: To determine the athletes’ basic technical skills (throws, an analysis of source materials and a diagnostic survey were used. To determine the level of technical skills, the method of expert assessment was applied. Statistical software package Statistica 8 was used in the statistical analysis. In the coaches’ opinion, 17-19-year-old judokas have a specific, characteristic of this age group, set of basic technical skills (throws aptly defining their technical preparation. Conclusions: The tested group of judokas exhibited the highest level of demonstrating throws of the koshi-waza (hip group, and the lowest one of the ashi-waza (foot group.

  19. Improving Core Mathematical Skills in Motor Apprentice Education in Ireland

    OpenAIRE

    Kenny, Peter

    2012-01-01

    In order to enter into an apprenticeship in Ireland a qualification in mathematics is not essential. Throughout their apprenticeship many motor trade apprentices find that many past mathematical weakness resurface. In addition to this the level and standard of mathematics increases as apprentices progress through their training. A maths diagnostic test has been developed and sat by a selection of Motor Mechanic apprentices attending off the job training at the Dublin Institute of Technolog...

  20. Fine motor skills in adult Tourette patients are task-dependent

    Directory of Open Access Journals (Sweden)

    Neuner Irene

    2012-10-01

    Full Text Available Abstract Background Tourette syndrome is a neuropsychiatric disorder characterized by motor and phonic tics. Deficient motor inhibition underlying tics is one of the main hypotheses in its pathophysiology. Therefore the question arises whether this supposed deficient motor inhibition affects also voluntary movements. Despite severe motor tics, different personalities who suffer from Tourette perform successfully as neurosurgeon, pilot or professional basketball player. Methods For the investigation of fine motor skills we conducted a motor performance test battery in an adult Tourette sample and an age matched group of healthy controls. Results The Tourette patients showed a significant lower performance in the categories steadiness of both hands and aiming of the right hand in comparison to the healthy controls. A comparison of patients’ subgroup without comorbidities or medication and healthy controls revealed a significant difference in the category steadiness of the right hand. Conclusions Our results show that steadiness and visuomotor integration of fine motor skills are altered in our adult sample but not precision and speed of movements. This alteration pattern might be the clinical vignette of complex adaptations in the excitability of the motor system on the basis of altered cortical and subcortical components. The structurally and functionally altered neuronal components could encompass orbitofrontal, ventrolateral prefrontal and parietal cortices, the anterior cingulate, amygdala, primary motor and sensorimotor areas including altered corticospinal projections, the corpus callosum and the basal ganglia.

  1. Changes in striatal dopamine release associated with human motor-skill acquisition.

    Directory of Open Access Journals (Sweden)

    Shoji Kawashima

    Full Text Available The acquisition of new motor skills is essential throughout daily life and involves the processes of learning new motor sequence and encoding elementary aspects of new movement. Although previous animal studies have suggested a functional importance for striatal dopamine release in the learning of new motor sequence, its role in encoding elementary aspects of new movement has not yet been investigated. To elucidate this, we investigated changes in striatal dopamine levels during initial skill-training (Day 1 compared with acquired conditions (Day 2 using (11C-raclopride positron-emission tomography. Ten volunteers learned to perform brisk contractions using their non-dominant left thumbs with the aid of visual feedback. On Day 1, the mean acceleration of each session was improved through repeated training sessions until performance neared asymptotic levels, while improved motor performance was retained from the beginning on Day 2. The (11C-raclopride binding potential (BP in the right putamen was reduced during initial skill-training compared with under acquired conditions. Moreover, voxel-wise analysis revealed that (11C-raclopride BP was particularly reduced in the right antero-dorsal to the lateral part of the putamen. Based on findings from previous fMRI studies that show a gradual shift of activation within the striatum during the initial processing of motor learning, striatal dopamine may play a role in the dynamic cortico-striatal activation during encoding of new motor memory in skill acquisition.

  2. OPPORTUNITIES FOR PSYCHO-MOTOR SKILLS DEVELOPMENT IN CHILDREN WITH DOWN SYNDROME - ADAPTED SWIMMING -

    Directory of Open Access Journals (Sweden)

    Chera-Ferrario B.

    2012-12-01

    Full Text Available Sport activities have a beneficial effect on the mind and body of any type of person. The benefits of sport are even more evident in children with Down Syndrome, who exhibit a general delay in neuro-motor structures. Our aim was to develop the psycho-motor skills in children with Down Syndrome through adapted swimming exercises. We believe that our involvement in adapted swimming for children with Down Syndrome may help develop certain aspects of psycho-motor abilities. The swimming took place with 6 Down Syndrome children from the Special Needs School in Targoviste, for a period of six months and the children being assisted by volunteer students from the Valahia University Department of Sport in Targoviste.The most important result was the children's delight in coming to the pool and taking part in the swimming lessons. Through the methods and exercises used and the devoted involvement of the volunteers, the children developed great levels of trust and courage and learned to swim using only aids. After performing motor skill tests on the children, we observed a general growth in the motor skills monitored.Continuation of the adapted swimming is very important in order to mobilize the skills obtained and continue development of psycho-motor abilities.

  3. How can ten fingers shape a pot? Evidence for equivalent function in culturally distinct motor skills.

    Directory of Open Access Journals (Sweden)

    Enora Gandon

    Full Text Available Behavioural variability is likely to emerge when a particular task is performed in different cultural settings, assuming that part of human motor behaviour is influenced by culture. In analysing motor behaviour it is useful to distinguish how the action is performed from the result achieved. Does cultural environment lead to specific cultural motor skills? Are there differences between cultures both in the skills themselves and in the corresponding outcomes? Here we analyse the skill of pottery wheel-throwing in French and Indian cultural environments. Our specific goal was to examine the ability of expert potters from distinct cultural settings to reproduce a common model shape (a sphere. The operational aspects of motor performance were captured through the analysis of the hand positions used by the potters during the fashioning process. In parallel, the outcomes were captured by the geometrical characteristics of the vessels produced. As expected, results revealed a cultural influence on the operational aspects of the potters' motor skill. Yet, the marked cultural differences in hand positions used did not give rise to noticeable differences in the shapes of the vessels produced. Hence, for the simple model form studied, the culturally-specific motor traditions of the French and Indian potters gave rise to an equivalent outcome, that is shape uniformity. Further work is needed to test whether such equivalence is also observed in more complex ceramic shapes.

  4. Measures of fine motor skills in people with tremor disorders: appraisal and interpretation

    Directory of Open Access Journals (Sweden)

    Kathleen E Norman

    2013-05-01

    Full Text Available People with Parkinson’s disease, essential tremor, or other movement disorders involving tremor have changes in fine motor skills that are among the hallmarks of these diseases. Numerous measurement tools have been created and other methods devised to measure such changes in fine motor skills. Measurement tools may focus on specific features – e.g., motor skills or dexterity, slowness in movement execution associated with parkinsonian bradykinesia, or magnitude of tremor. Less obviously, some tools may be better suited than others for specific goals such as detecting subtle dysfunction early in disease, revealing aspects of brain function affected by disease, or tracking changes expected from treatment or disease progression. The purpose of this review is to describe and appraise selected measurement tools of fine motor skills appropriate for people with tremor disorders. In this context, we consider the tools’ content – i.e., what movement features they focus on. In addition, we consider how measurement tools of fine motor skills relate to measures of a person’s disease state or a person’s function. These considerations affect how one should select and interpret the results of these tools in laboratory and clinical contexts.

  5. Skilled Bimanual Training Drives Motor Cortex Plasticity in Children With Unilateral Cerebral Palsy.

    Science.gov (United States)

    Friel, Kathleen M; Kuo, Hsing-Ching; Fuller, Jason; Ferre, Claudio L; Brandão, Marina; Carmel, Jason B; Bleyenheuft, Yannick; Gowatsky, Jaimie L; Stanford, Arielle D; Rowny, Stefan B; Luber, Bruce; Bassi, Bruce; Murphy, David L K; Lisanby, Sarah H; Gordon, Andrew M

    2016-10-01

    Background Intensive bimanual therapy can improve hand function in children with unilateral spastic cerebral palsy (USCP). We compared the effects of structured bimanual skill training versus unstructured bimanual practice on motor outcomes and motor map plasticity in children with USCP. Objective We hypothesized that structured skill training would produce greater motor map plasticity than unstructured practice. Methods Twenty children with USCP (average age 9.5; 12 males) received therapy in a day camp setting, 6 h/day, 5 days/week, for 3 weeks. In structured skill training (n = 10), children performed progressively more difficult movements and practiced functional goals. In unstructured practice (n = 10), children engaged in bimanual activities but did not practice skillful movements or functional goals. We used the Assisting Hand Assessment (AHA), Jebsen-Taylor Test of Hand Function (JTTHF), and Canadian Occupational Performance Measure (COPM) to measure hand function. We used single-pulse transcranial magnetic stimulation to map the representation of first dorsal interosseous and flexor carpi radialis muscles bilaterally. Results Both groups showed significant improvements in bimanual hand use (AHA; P < .05) and hand dexterity (JTTHF; P < .001). However, only the structured skill group showed increases in the size of the affected hand motor map and amplitudes of motor evoked potentials (P < .01). Most children who showed the most functional improvements (COPM) had the largest changes in map size. Conclusions These findings uncover a dichotomy of plasticity: the unstructured practice group improved hand function but did not show changes in motor maps. Skill training is important for driving motor cortex plasticity in children with USCP.

  6. Disentangling fine motor skills' relations to academic achievement: the relative contributions of visual-spatial integration and visual-motor coordination.

    Science.gov (United States)

    Carlson, Abby G; Rowe, Ellen; Curby, Timothy W

    2013-01-01

    Recent research has established a connection between children's fine motor skills and their academic performance. Previous research has focused on fine motor skills measured prior to elementary school, while the present sample included children ages 5-18 years old, making it possible to examine whether this link remains relevant throughout childhood and adolescence. Furthermore, the majority of research linking fine motor skills and academic achievement has not determined which specific components of fine motor skill are driving this relation. The few studies that have looked at associations of separate fine motor tasks with achievement suggest that copying tasks that tap visual-spatial integration skills are most closely related to achievement. The present study examined two separate elements of fine motor skills--visual-motor coordination and visual-spatial integration--and their associations with various measures of academic achievement. Visual-motor coordination was measured using tracing tasks, while visual-spatial integration was measured using copy-a-figure tasks. After controlling for gender, socioeconomic status, IQ, and visual-motor coordination, and visual-spatial integration explained significant variance in children's math and written expression achievement. Knowing that visual-spatial integration skills are associated with these two achievement domains suggests potential avenues for targeted math and writing interventions for children of all ages. PMID:24303571

  7. Disentangling Fine Motor Skills' Relations to Academic Achievement: The Relative Contributions of Visual-Spatial Integration and Visual-Motor Coordination

    Science.gov (United States)

    Carlson, Abby G.; Rowe, Ellen; Curby, Timothy W.

    2013-01-01

    Recent research has established a connection between children's fine motor skills and their academic performance. Previous research has focused on fine motor skills measured prior to elementary school, while the present sample included children ages 5-18 years old, making it possible to examine whether this link remains relevant throughout…

  8. Fine motor skills predict maths ability better than they predict reading ability in the early primary school years

    Directory of Open Access Journals (Sweden)

    Nicola J. Pitchford

    2016-05-01

    Full Text Available Fine motor skills have long been recognised as an important foundation for development in other domains. However, more precise insights into the role of fine motor skills, and their relationships to other skills in mediating early educational achievements, are needed to support the development of optimal educational interventions. We explored concurrent relationships between two components of fine motor skills, Fine Motor Precision and Fine Motor Integration, and early reading and maths development in two studies with primary school children of low-to-mid socio-economic status in the U.K. Two key findings were revealed. First, despite being in the first two years of primary school education, significantly better performance was found in reading compared to maths across both studies. This may reflect the protective effects of recent national-level interventions to promote early literacy skills in young children in the U.K. that have not been similarly promoted for maths. Second, fine motor skills were a better predictor of early maths ability than they were of early reading ability. Hierarchical multiple regression revealed that fine motor skills did not significantly predict reading ability when verbal short-term memory was taken into account. In contrast, Fine Motor Integration remained a significant predictor of maths ability, even after the influence of non-verbal IQ had been accounted for. These results suggest that fine motor skills should have a pivotal role in educational interventions designed to support the development of early mathematical skills.

  9. Fine Motor Skills Predict Maths Ability Better than They Predict Reading Ability in the Early Primary School Years.

    Science.gov (United States)

    Pitchford, Nicola J; Papini, Chiara; Outhwaite, Laura A; Gulliford, Anthea

    2016-01-01

    Fine motor skills have long been recognized as an important foundation for development in other domains. However, more precise insights into the role of fine motor skills, and their relationships to other skills in mediating early educational achievements, are needed to support the development of optimal educational interventions. We explored concurrent relationships between two components of fine motor skills, Fine Motor Precision and Fine Motor Integration, and early reading and maths development in two studies with primary school children of low-to-mid socio-economic status in the UK. Two key findings were revealed. First, despite being in the first 2 years of primary school education, significantly better performance was found in reading compared to maths across both studies. This may reflect the protective effects of recent national-level interventions to promote early literacy skills in young children in the UK that have not been similarly promoted for maths. Second, fine motor skills were a better predictor of early maths ability than they were of early reading ability. Hierarchical multiple regression revealed that fine motor skills did not significantly predict reading ability when verbal short-term memory was taken into account. In contrast, Fine Motor Integration remained a significant predictor of maths ability, even after the influence of non-verbal IQ had been accounted for. These results suggest that fine motor skills should have a pivotal role in educational interventions designed to support the development of early mathematical skills. PMID:27303342

  10. Fine Motor Skills Predict Maths Ability Better than They Predict Reading Ability in the Early Primary School Years

    Science.gov (United States)

    Pitchford, Nicola J.; Papini, Chiara; Outhwaite, Laura A.; Gulliford, Anthea

    2016-01-01

    Fine motor skills have long been recognized as an important foundation for development in other domains. However, more precise insights into the role of fine motor skills, and their relationships to other skills in mediating early educational achievements, are needed to support the development of optimal educational interventions. We explored concurrent relationships between two components of fine motor skills, Fine Motor Precision and Fine Motor Integration, and early reading and maths development in two studies with primary school children of low-to-mid socio-economic status in the UK. Two key findings were revealed. First, despite being in the first 2 years of primary school education, significantly better performance was found in reading compared to maths across both studies. This may reflect the protective effects of recent national-level interventions to promote early literacy skills in young children in the UK that have not been similarly promoted for maths. Second, fine motor skills were a better predictor of early maths ability than they were of early reading ability. Hierarchical multiple regression revealed that fine motor skills did not significantly predict reading ability when verbal short-term memory was taken into account. In contrast, Fine Motor Integration remained a significant predictor of maths ability, even after the influence of non-verbal IQ had been accounted for. These results suggest that fine motor skills should have a pivotal role in educational interventions designed to support the development of early mathematical skills. PMID:27303342

  11. Impact of a Community-Based Programme for Motor Development on Gross Motor Skills and Cognitive Function in Preschool Children from Disadvantaged Settings

    Science.gov (United States)

    Draper, Catherine E.; Achmat, Masturah; Forbes, Jared; Lambert, Estelle V.

    2012-01-01

    The aims of the studies were to assess the impact of the Little Champs programme for motor development on (1) the gross motor skills, and (2) cognitive function of children in the programme. In study 1, 118 children from one Early Childhood Development Centre (ECDC) were tested using the Test of Gross Motor Development-2, and in study 2, 83…

  12. Motor skills in children aged 7-10 years, diagnosed with autism spectrum disorder.

    Science.gov (United States)

    Whyatt, Caroline P; Craig, Cathy M

    2012-09-01

    This study used the Movement Assessment Battery for Children (M-ABC2) to assess motor skills in children aged 7-10 years with autism (n = 18) in comparison to two groups of age-matched typically developing children; a receptive vocabulary matched group (n = 19) and a nonverbal IQ matched group (n = 22). The results supported previous work, as indicated by a significant general motor impairment in the group with autism. However, sub-analysis of the M-ABC2 revealed that there were only 2 out of 8 subcomponent skills which showed universal significant specific deficits for the autism group; i.e. catching a ball and static balance. These results suggest that motor skill deficits associated with autism may not be pervasive but more apparent in activities demanding complex, interceptive actions or core balance ability.

  13. Cerebellar Development and Plasticity: Perspectives for Motor Coordination Strategies, for Motor Skills, and for Therapy

    Directory of Open Access Journals (Sweden)

    J. D. Swinny

    2005-01-01

    Full Text Available The role of the mammalian cerebellum ranges from motor coordination, sensory-motor integration, motor learning, and timing to nonmotor functions such as cognition. In terms of motor function, the development of the cerebellum is of particular interest because animal studies show that the development of the cerebellar cortical circuitry closely parallels motor coordination. Ultrastructural analysis of the morphological development of the cerebellar circuitry, coupled with the temporal and spatial identification of the neurochemical substrates expressed during development, will help to elucidate their roles in the establishment of the cerebellar circuitry and hence motor activity. Furthermore, the convenience of a number of naturally occurring mouse mutations has allowed a functional dissection of the various cellular elements that make up the cerebellar circuitry. This understanding will also help in the approach to possible therapies of pathologies arising during development because tile cerebellum is especially prone to such perturbation because of its late development.

  14. Effect of the Children's Health Activity Motor Program on Motor Skills and Self-Regulation in Head Start Preschoolers: An Efficacy Trial.

    Science.gov (United States)

    Robinson, Leah E; Palmer, Kara K; Bub, Kristen L

    2016-01-01

    Self-regulatory skills are broadly defined as the ability to manage emotions, focus attention, and inhibit some behaviors while activating others in accordance with social expectations and are an established indicator of academic success. Growing evidence links motor skills and physical activity to self-regulation. This study examined the efficacy of a motor skills intervention (i.e., the Children's Health Activity Motor Program, CHAMP) that is theoretically grounded in Achievement Goal Theory on motor skill performance and self-regulation in Head Start preschoolers. A sample of 113 Head Start preschoolers (Mage = 51.91 ± 6.5 months; 49.5% males) were randomly assigned to a treatment (n = 68) or control (n = 45) program. CHAMP participants engaged in 15, 40-min sessions of a mastery climate intervention that focused on the development of motor skills over 5 weeks while control participants engaged in their normal outdoor recess period. The Delay of Gratification Snack Task was used to measure self-regulation and the Test of Gross Motor Development-2nd Edition was used to assess motor skills. All measures were assessed prior to and following the intervention. Linear mixed models were fit for both self-regulation and motor skills. Results revealed a significant time × treatment interaction (p physical development and subsequently to their academic success. PMID:27660751

  15. A dual process account of coarticulation in motor skill acquisition.

    Science.gov (United States)

    Shah, Ashvin; Barto, Andrew G; Fagg, Andrew H

    2013-01-01

    Many tasks, such as typing a password, are decomposed into a sequence of subtasks that can be accomplished in many ways. Behavior that accomplishes subtasks in ways that are influenced by the overall task is often described as "skilled" and exhibits coarticulation. Many accounts of coarticulation use search methods that are informed by representations of objectives that define skilled. While they aid in describing the strategies the nervous system may follow, they are computationally complex and may be difficult to attribute to brain structures. Here, the authors present a biologically- inspired account whereby skilled behavior is developed through 2 simple processes: (a) a corrective process that ensures that each subtask is accomplished, but does not do so skillfully and (b) a reinforcement learning process that finds better movements using trial and error search that is not informed by representations of any objectives. We implement our account as a computational model controlling a simulated two-armed kinematic "robot" that must hit a sequence of goals with its hands. Behavior displays coarticulation in terms of which hand was chosen, how the corresponding arm was used, and how the other arm was used, suggesting that the account can participate in the development of skilled behavior. PMID:24116847

  16. Motor Skill Learning in Children with Developmental Coordination Disorder

    Science.gov (United States)

    Bo, Jin; Lee, Chi-Mei

    2013-01-01

    Children with Developmental Coordination Disorder (DCD) are characterized as having motor difficulties and learning impairment that may last well into adolescence and adulthood. Although behavioral deficits have been identified in many domains such as visuo-spatial processing, kinesthetic perception, and cross-modal sensory integration, recent…

  17. Computer-assisted design in perceptual-motor skills research

    Science.gov (United States)

    Rogers, C. A., Jr.

    1974-01-01

    A categorization was made of independent variables previously found to be potent in simple perceptual-motor tasks. A computer was then used to generate hypothetical factorial designs. These were evaluated in terms of literature trends and pragmatic criteria. Potential side-effects of machine-assisted research strategy were discussed.

  18. Artificial feedback for remotely supervised training of motor skills

    NARCIS (Netherlands)

    Dijk, van Henk; Hermens, Hermie J.

    2010-01-01

    Electromyographic (EMG) biofeedback can be used to train motor functions at a distance, which makes therapy at home a possibility. To enable patients to train properly without the presence of a therapist, artificial feedback is considered essential. We studied the combined effect of age and timing o

  19. Cognitive-behaviour therapy and skilled motor performance in adults with chronic tic disorder

    OpenAIRE

    O’Connor, Kieron P.; Lavoie, Marc E.; Stip, Emmanuel; Borgeat, François; Laverdure, Anick

    2008-01-01

    The first aim of the present study was to compare performance of people with tic disorders (TD) and controls on executive function and a range of skilled motor tests requiring complex performance, guided movements, hand co-ordination, and fine control of steadiness. The second aim was to investigate the effect of cognitive behaviour therapy (CBT) on motor performance. A total of 55 patients with TD were recruited at baseline from participants in a behavioural management programme. A compariso...

  20. A Single Bout of Moderate Aerobic Exercise Improves Motor Skill Acquisition

    OpenAIRE

    Statton, Matthew A.; Marysol Encarnacion; Pablo Celnik; Bastian, Amy J

    2015-01-01

    Long-term exercise is associated with improved performance on a variety of cognitive tasks including attention, executive function, and long-term memory. Remarkably, recent studies have shown that even a single bout of aerobic exercise can lead to immediate improvements in declarative learning and memory, but less is known about the effect of exercise on motor learning. Here we sought to determine the effect of a single bout of moderate intensity aerobic exercise on motor skill learning. In e...

  1. Effect of aging and genetic variations on decision making, fine motor and cognitive skills

    OpenAIRE

    Bogaers, Lise

    2011-01-01

    Aging is associated with a decline in cognition and motor function. Several SNPs have been linked to neural and cognitive variation in healthy adults. Moreover, it is suggested that the effects of genetic variants are enhanced with human aging. The present study investigates whether aging and genetic variants, in this case the BDNF and COMT Val/Met polymorphisms, influence executive functioning, fine hand motor control and cognitive skills. Fifty-seven healthy volunteers were genotyped fo...

  2. The Percentage of Body Fat in Children and the Level of their Motor Skills

    OpenAIRE

    Prskalo, Ivan; Badrić, Marko; Kunješić, Mateja

    2015-01-01

    The aim of this study was to determine the prevalence of overweight and obesity among primary education pupils and to identify differences in motor skills between normal weight, excessive and obese pupils. Partial aim was to determine differences in motor status of girls and boys and their anthropometric characteristics (Body Mass Index, body fat percentage). The study was conducted in two primary schools in Zagreb, Ivan Goran Kovačić and Davorin Trstenjak. Total of 333 pupils, ag...

  3. Using 2D: 4D digit ratios to determine motor skills in children.

    Science.gov (United States)

    Wang, Y; Wang, H-L; Li, Y-H; Zhu, F-L; Li, S-J; Ni, H

    2016-03-01

    In past few decades, there has an outburst of research surrounding second to fourth finger digit ratio (2D:4D) and its relation to prenatal sex steroids including both testosterone and estrogen. In utero, testosterone and estrogen are responsible for the differences in digit ratio between the genders. Recent research has tried to extend past the influence of steroids and look at the potential effect of digit ratios on fine and gross motor skills in children. We compiled the current understanding of the connection between sex hormones and the development of the 2D:4D ratio as well as the effect the ratio has on motor skills. There seems to be a significant positive correlation between 2D:4D digit ratio and precision of fine motor skill. In addition, there is a negative correlation between 2D:4D ratio and speed of fine motor activity. In this review, we will outline the use of 2D:4D ratio as a biomarker for prenatal sex steroids and through that, a proxy marker for fine and gross motor skills. PMID:27010133

  4. Deficits in fine motor skills in a genetic animal model of ADHD

    Directory of Open Access Journals (Sweden)

    Qian Yu

    2010-09-01

    Full Text Available Abstract Background In an attempt to model some behavioral aspects of Attention Deficit/Hyperactivity Disorder (ADHD, we examined whether an existing genetic animal model of ADHD is valid for investigating not only locomotor hyperactivity, but also more complex motor coordination problems displayed by the majority of children with ADHD. Methods We subjected young adolescent Spontaneously Hypertensive Rats (SHRs, the most commonly used genetic animal model of ADHD, to a battery of tests for motor activity, gross motor coordination, and skilled reaching. Wistar (WIS rats were used as controls. Results Similar to children with ADHD, young adolescent SHRs displayed locomotor hyperactivity in a familiar, but not in a novel environment. They also had lower performance scores in a complex skilled reaching task when compared to WIS rats, especially in the most sensitive measure of skilled performance (i.e., single attempt success. In contrast, their gross motor performance on a Rota-Rod test was similar to that of WIS rats. Conclusion The results support the notion that the SHR strain is a useful animal model system to investigate potential molecular mechanisms underlying fine motor skill problems in children with ADHD.

  5. Goal scoring in soccer: A polar coordinate analysis of motor skills used by Lionel Messi

    OpenAIRE

    Marta eCastañer; Daniel eBarreira; Oleguer eCamerino; M.Teresa eAnguera; Albert eCanton; Raúl eHileno

    2016-01-01

    Soccer research has traditionally focused on technical and tactical aspects of team play, but few studies have analyzed motor skills in individual actions, such as goal scoring. The objective of this study was to investigate how Lionel Messi, one of the world’s top soccer players, uses his motor skills and laterality in individual attacking actions resulting in a goal. We analyzed 103 goals scored by Messi between over a decade in three competitions: La Liga (n = 74), Copa del Rey (n = 8), an...

  6. Methods of development of fine and gross motor skills of visually impaired children.

    OpenAIRE

    BROŽOVÁ, Pavla

    2009-01-01

    The theme of the bachelor's paper is ``Methods of development of fine and gross motor skills of visually impaired children{\\crqq}. The theoretical part is aimed at clarification of the terms ``vision{\\crqq}, ``development of visual perception{\\crqq}, and also ``visually impaired child{\\crqq}. I have further introduced there the terms ``gross and fine motor skills{\\crqq}, which I defined in relation to children with visual impairment in pre-school age. The practical part of the paper is dedica...

  7. Sleep-Dependent Reactivation of Ensembles in Motor Cortex Promotes Skill Consolidation.

    Directory of Open Access Journals (Sweden)

    Dhakshin S Ramanathan

    Full Text Available Despite many prior studies demonstrating offline behavioral gains in motor skills after sleep, the underlying neural mechanisms remain poorly understood. To investigate the neurophysiological basis for offline gains, we performed single-unit recordings in motor cortex as rats learned a skilled upper-limb task. We found that sleep improved movement speed with preservation of accuracy. These offline improvements were linked to both replay of task-related ensembles during non-rapid eye movement (NREM sleep and temporal shifts that more tightly bound motor cortical ensembles to movements; such offline gains and temporal shifts were not evident with sleep restriction. Interestingly, replay was linked to the coincidence of slow-wave events and bursts of spindle activity. Neurons that experienced the most consistent replay also underwent the most significant temporal shift and binding to the motor task. Significantly, replay and the associated performance gains after sleep only occurred when animals first learned the skill; continued practice during later stages of learning (i.e., after motor kinematics had stabilized did not show evidence of replay. Our results highlight how replay of synchronous neural activity during sleep mediates large-scale neural plasticity and stabilizes kinematics during early motor learning.

  8. Overthinking skilled motor performance: or why those who teach can't do.

    Science.gov (United States)

    Flegal, Kristin E; Anderson, Michael C

    2008-10-01

    Skilled athletes often maintain that overthinking disrupts performance of their motor skills. Here, we examined whether these experiences have a basis in verbal overshadowing, a phenomenon in which describing memories for ineffable perceptual experiences disrupts later retention. After learning a unique golf-putting task, golfers of low and intermediate skill either described their actions in detail or performed an irrelevant verbal task. They then performed the putting task again. Strikingly, describing their putting experience significantly impaired higher skill golfers' ability to reachieve the putting criterion, compared with higher skill golfers who performed the irrelevant verbal activity. Verbalization had no such effect, however, for lower skill golfers. These findings establish that the effects of overthinking extend beyond dual-task interference and may sometimes reflect impacts on long-term memory. We propose that these effects are mediated by competition between procedural and declarative memory, as suggested by recent work in cognitive neuroscience. PMID:18926983

  9. Contextual interference effects on the acquisition and retention of fundamental motor skills.

    Science.gov (United States)

    Wegman, E

    1999-02-01

    This study was designed to examine the effect of three practice models (repetitions, random, and combined) on the acquisition and retention of fundamental motor skills. 54 girls in Grade 4 were randomly assigned to the three different practice groups who practiced three skills of ball rolling, racket striking, and ball kicking. All subjects received pretests posttests, and a 3-wk, retention test. Performance was significantly improved during practice in the three groups for the three skills. The repetitions group performed better than the other two groups at the end of practice. The contextual interference effect in retention was only shown for the racket-striking skill, in which the random group was significantly better than the repetitions and the combined groups. An attempt was made to attribute that specific result to the special characteristics of the striking skill in this study as an open skill with which subjects had a previous experience. PMID:10214642

  10. Overthinking skilled motor performance: or why those who teach can't do.

    Science.gov (United States)

    Flegal, Kristin E; Anderson, Michael C

    2008-10-01

    Skilled athletes often maintain that overthinking disrupts performance of their motor skills. Here, we examined whether these experiences have a basis in verbal overshadowing, a phenomenon in which describing memories for ineffable perceptual experiences disrupts later retention. After learning a unique golf-putting task, golfers of low and intermediate skill either described their actions in detail or performed an irrelevant verbal task. They then performed the putting task again. Strikingly, describing their putting experience significantly impaired higher skill golfers' ability to reachieve the putting criterion, compared with higher skill golfers who performed the irrelevant verbal activity. Verbalization had no such effect, however, for lower skill golfers. These findings establish that the effects of overthinking extend beyond dual-task interference and may sometimes reflect impacts on long-term memory. We propose that these effects are mediated by competition between procedural and declarative memory, as suggested by recent work in cognitive neuroscience.

  11. The Percentage of Body Fat in Children and the Level of their Motor Skills.

    Science.gov (United States)

    Prskalo, Ivan; Badrić, Marko; Kunješić, Mateja

    2015-07-01

    The aim of this study was to determine the prevalence of overweight and obesity among primary education pupils and to identify differences in motor skills between normal weight, excessive and obese pupils. Partial aim was to determine differences in motor status of girls and boys and their anthropometric characteristics (Body Mass Index, body fat percentage). The study was conducted in two primary schools in Zagreb, Ivan Goran Kovačić and Davorin Trstenjak. Total of 333 pupils, aged 7-11, were measured (178 boys and 155 girls). Four anthropometric and seven motor variables were used to analyze differences in motor abilities of children. Children were divided into three groups within gender based on their body fat measures. We established a statistically significant difference in motor abilities between groups of subjects in three subsamples (1st-2nd class girls and 3rd-4th boys and girls). Children with normal weight have better results in explosive strength, coordination, static strength of arm and shoulder than children who are overweight and obese. The differences are not observed in motor variables where body weight is not a requisite for efficient execution of movement. Differences in motor skills by gender showed that boys are better in coordination, speed of the simple movements, explosive and repetitive strength, and girls are better in flexibility. The conclusion of this study confirmed the existence of differences in the development of motor skills in children with normal body weight compared to children who are overweight or obese. These facts prove that excessive body weight has negative repercussions on motor performance. PMID:26434007

  12. Motor Cortex Activity During Functional Motor Skills: An fNIRS Study.

    Science.gov (United States)

    Nishiyori, Ryota; Bisconti, Silvia; Ulrich, Beverly

    2016-01-01

    Assessments of brain activity during motor task performance have been limited to fine motor movements due to technological constraints presented by traditional neuroimaging techniques, such as functional magnetic resonance imaging. Functional near-infrared spectroscopy (fNIRS) offers a promising method by which to overcome these constraints and investigate motor performance of functional motor tasks. The current study used fNIRS to quantify hemodynamic responses within the primary motor cortex in twelve healthy adults as they performed unimanual right, unimanual left, and bimanual reaching, and stepping in place. Results revealed that during both unimanual reaching tasks, the contralateral hemisphere showed significant activation in channels located approximately 3 cm medial to the C3 (for right-hand reach) and C4 (for left-hand reach) landmarks. Bimanual reaching and stepping showed activation in similar channels, which were located bilaterally across the primary motor cortex. The medial channels, surrounding Cz, showed significantly higher activations during stepping when compared to bimanual reaching. Our results extend the viability of fNIRS to study motor function and build a foundation for future investigation of motor development in infants during nascent functional behaviors and monitor how they may change with age or practice. PMID:26243304

  13. Flying the Needles: Flight Deck Automation Erodes Fine-Motor Flying Skills Among Airline Pilots

    OpenAIRE

    Haslbeck, Andreas; Hörmann, H.-J.

    2016-01-01

    Objective: The aim of this study was to evaluate the influence of practice and training on fine-motor flying skills during a manual instrument landing system (ILS) approach. Background: There is an ongoing debate that manual flying skills of long-haul crews suffer from a lack of flight practice due to conducting only a few flights per month and the intensive use of automation. However, objective evidence is rare. Method: One hundred twenty-six randomly selected a...

  14. The relationship between expertise in sports, visuospatial and basic cognitive skills

    Directory of Open Access Journals (Sweden)

    Holger Heppe

    2016-06-01

    Full Text Available Team sports place high demands on visuospatial and other cognitive skills. However, there is a lack of research on visuospatial skills of elite athletes and there are heterogeneous results on basic cognitive skills of this population. Therefore, this series of studies tested different cognitive skills in elite team sports athletes. In Experiment 1, elite athletes were compared to recreational athletes, but no differences were observed between the groups in choice response time (CRT and mental rotation (MR. To see if differences could be observed when the tested groups had a greater difference in expertise and more representative stimuli, in Experiment 2 we tested CRT and MR of elite athletes who had higher level of expertise, and we also used three-dimensional human stimuli. Overall, we still found no differences in MR; however, elite athletes did have shorter CRTs. In Experiment 3, instead of testing MR, we compared elite athletes’ and recreational athletes’ basic cognitive skills, such as processing speed, letter readout speed, memory span, and sustained attention. We found that elite athletes only performed better in sustained attention. Building on this data, in a supplementary analysis (Experiment 4 we tested whether MR and CRTs are correlated with basic cognitive skills. Results show that processing speed is the best predibator for MR, whereas letter readout speed explains most of the variance in CRTs. Finally, we discuss these findings against the backdrop of expertise and offer implications for future studies on mental rotation.

  15. The Relationship between Expertise in Sports, Visuospatial, and Basic Cognitive Skills.

    Science.gov (United States)

    Heppe, Holger; Kohler, Axel; Fleddermann, Marie-Therese; Zentgraf, Karen

    2016-01-01

    Team sports place high demands on visuospatial and other cognitive skills. However, there is a lack of research on visuospatial skills of elite athletes and there are heterogeneous results on basic cognitive skills of this population. Therefore, this series of studies tested different cognitive skills in elite team sports athletes. In Experiment 1, elite athletes were compared to recreational athletes, but no differences were observed between the groups in choice response time (CRT) and mental rotation (MR). To see if differences could be observed when the tested groups had a greater difference in expertise and more representative stimuli, in Experiment 2, we tested CRT and MR of elite athletes who had higher level of expertise, and we also used three-dimensional human stimuli. Overall, we still found no differences in MR; however, elite athletes did have shorter CRTs. In Experiment 3, instead of testing MR, we compared elite athletes' and recreational athletes' basic cognitive skills, such as processing speed, letter readout speed, memory span, and sustained attention. We found that elite athletes only performed better in sustained attention. Building on this data, in a supplementary analysis (Experiment 4) we tested whether MR and CRTs are correlated with basic cognitive skills. Results show that processing speed is the best predictor for MR, whereas letter readout speed explains most of the variance in CRTs. Finally, we discuss these findings against the backdrop of expertise and offer implications for future studies on mental rotation.

  16. Basic Plastic Surgery Skills Training Program on Inanimate Bench Models during Medical Graduation

    Directory of Open Access Journals (Sweden)

    Rafael Denadai

    2012-01-01

    Full Text Available Due to ethical and medical-legal drawbacks, high costs, and difficulties of accessibility that are inherent to the practice of basic surgical skills on living patients, fresh human cadaver, and live animals, the search for alternative forms of training is needed. In this study, the teaching and learning process of basic surgical skills pertinent to plastic surgery during medical education on different inanimate bench models as a form of alternative and complementary training to the teaching programs already established is proposed.

  17. Training basic laparoscopic skills using a custom-made video game.

    Science.gov (United States)

    Goris, Jetse; Jalink, Maarten B; Ten Cate Hoedemaker, Henk O

    2014-09-01

    Video games are accepted and used for a wide variety of applications. In the medical world, research on the positive effects of playing games on basic laparoscopic skills is rapidly increasing. Although these benefits have been proven several times, no institution actually uses video games for surgical training. This Short Communication describes some of the theoretical backgrounds, development and underlying educational foundations of a specifically designed video game and custom-made hardware that takes advantage of the positive effects of games on basic laparoscopic skills.

  18. Training basic laparoscopic skills using a custom-made video game.

    Science.gov (United States)

    Goris, Jetse; Jalink, Maarten B; Ten Cate Hoedemaker, Henk O

    2014-09-01

    Video games are accepted and used for a wide variety of applications. In the medical world, research on the positive effects of playing games on basic laparoscopic skills is rapidly increasing. Although these benefits have been proven several times, no institution actually uses video games for surgical training. This Short Communication describes some of the theoretical backgrounds, development and underlying educational foundations of a specifically designed video game and custom-made hardware that takes advantage of the positive effects of games on basic laparoscopic skills. PMID:24408736

  19. Learning a unimanual motor skill by partial commissurotomy patients.

    OpenAIRE

    Chen, Y. P.; Campbell, R.; Marshall, J C; Zaidel, D W

    1990-01-01

    A series of motor tests on four Chinese partial commissurotomy patients is reported. The single-stage commissurotomy in all four patients included the anterior commissures and two-thirds or four-fifths section of the corpus callosum with sparing of the splenium. There was no demonstrable ability to transfer hand posture in these patients. This was the major evidence for functional deconnexion. A newly learned task of one-hand knotting revealed right hand impairment in all four patients. There...

  20. Mental practice promotes motor anticipation: evidence from skilled music performance.

    Science.gov (United States)

    Bernardi, Nicolò F; De Buglio, Matteo; Trimarchi, Pietro D; Chielli, Alfonso; Bricolo, Emanuela

    2013-01-01

    Mental practice (MP) has been shown to improve movement accuracy and velocity, but it is not known whether MP can also optimize movement timing. We addressed this question by studying two groups of expert pianists who performed challenging music sequences after either MP or physical practice (PP). Performance and motion-capture data were collected along with responses to imagery questionnaires. The results showed that MP produced performance improvements, although to a lower degree than PP did. MP and PP induced changes in both movement velocity and movement timing, promoting the emergence of movement anticipatory patterns. Furthermore, motor imagery was associated with greater changes in movement velocity, while auditory imagery was associated with greater movement anticipation. Data from a control group that was not allowed to practice confirmed that the changes in accuracy and kinematics were not due to mere repetition of the sequence during testing. This study provides the first evidence of an anticipatory control following MP and extends the present knowledge on the effectiveness of MP to a task of unparalleled motor complexity. The practical implications of MP in the motor domain are discussed. PMID:23970859

  1. Mental practice promotes motor anticipation: evidence from skilled music performance

    Directory of Open Access Journals (Sweden)

    Nicolò Francesco Bernardi

    2013-08-01

    Full Text Available Mental practice (MP has been shown to improve movement accuracy and velocity, but it is not known whether MP can also optimize movement timing. We addressed this question by studying two groups of expert pianists who performed challenging music sequences after either MP or physical practice (PP. Performance and motion-capture data were collected along with responses to imagery questionnaires. The results showed that MP produced performance improvements, although to a lower degree than PP did. MP and PP induced changes in both movement velocity and movement timing, promoting the emergence of movement anticipatory patterns. Furthermore, motor imagery was associated with greater changes in movement velocity, while auditory imagery was associated with greater movement anticipation. Data from a control group that was not allowed to practice confirmed that the changes in accuracy and kinematics were not due to mere repetition of the sequence during testing. This study provides the first evidence of an anticipatory control following MP and extends the present knowledge on the effectiveness of mental practice to a task of unparalleled motor complexity. The practical implications of MP in the motor domain are discussed.

  2. Relationship between writing skills and visual-motor control in low-vision students.

    Science.gov (United States)

    Atasavun Uysal, Songül; Aki, Esra

    2012-08-01

    The purpose of this study was to investigate the relationship between handwriting skills and visual motor control among students with low vision and to compare this with the performance of their normal sighted peers. 42 students with low vision and 26 normal sighted peers participated. The Bruininks-Oseretsky Motor Proficiency Test-Short Form (BOTMP-SF), Jebsen Taylor Hand Function Test's writing subtest, and a legibility assessment were administered. Significant differences were found between groups for students' writing speed, legibility, and visual motor control. Visual motor control was correlated both writing speed and legibility. Students with low vision had poorer handwriting performance, with lower legibility and slower writing speed. Writing performance time was related to visual motor control in students with low vision.

  3. Using musical instruments to improve motor skill recovery following a stroke.

    Science.gov (United States)

    Schneider, S; Schönle, P W; Altenmüller, E; Münte, T F

    2007-10-01

    In previous studies, it was shown that there is a need for efficient motor rehabilitation approaches. For this purpose, we evaluated a music-supported training program designed to induce an auditory-sensorimotor co-representation of movements in 20 stroke patients (10 affected in the left and 10 in the right upper extremity). Patients without any previous musical experience participated in an intensive step by step training, first of the paretic extremity, followed by training of both extremities. Training was applied 15 times over 3 weeks in addition to conventional treatment. Fine as well as gross motor skills were addressed by using either a MIDI-piano or electronic drum pads. As a control, 20 stroke patients (10 affected left and 10 right) undergoing exclusively conventional therapies were recruited. Assignment to the training and control groups was done pseudo-randomly to achieve an equal number of left- and right-affected patients in each group. Pre- and post-treatment motor functions were monitored using a computerized movement analysis system (Zebris) and an established array of motor tests (e. g., Action Research Arm Test, Box & Block Test). Patients showed significant improvement after treatment with respect to speed, precision and smoothness of movements as shown by 3D movement analysis and clinical motor tests. Furthermore, compared to the control subjects, motor control in everyday activities improved significantly. In conclusion, this innovative therapeutic strategy is an effective approach for the motor skill neurorehabilitation of stroke patients.

  4. Effect of the Children's Health Activity Motor Program on Motor Skills and Self-Regulation in Head Start Preschoolers: An Efficacy Trial.

    Science.gov (United States)

    Robinson, Leah E; Palmer, Kara K; Bub, Kristen L

    2016-01-01

    Self-regulatory skills are broadly defined as the ability to manage emotions, focus attention, and inhibit some behaviors while activating others in accordance with social expectations and are an established indicator of academic success. Growing evidence links motor skills and physical activity to self-regulation. This study examined the efficacy of a motor skills intervention (i.e., the Children's Health Activity Motor Program, CHAMP) that is theoretically grounded in Achievement Goal Theory on motor skill performance and self-regulation in Head Start preschoolers. A sample of 113 Head Start preschoolers (Mage = 51.91 ± 6.5 months; 49.5% males) were randomly assigned to a treatment (n = 68) or control (n = 45) program. CHAMP participants engaged in 15, 40-min sessions of a mastery climate intervention that focused on the development of motor skills over 5 weeks while control participants engaged in their normal outdoor recess period. The Delay of Gratification Snack Task was used to measure self-regulation and the Test of Gross Motor Development-2nd Edition was used to assess motor skills. All measures were assessed prior to and following the intervention. Linear mixed models were fit for both self-regulation and motor skills. Results revealed a significant time × treatment interaction (p < 0.001). In regard to motor skills, post hoc comparisons found that all children improved their motor skills (p < 0.05), but the CHAMP group improved significantly more than the control group (p < 0.001). Children in CHAMP maintained their self-regulation scores across time, while children in the control group scored significantly lower than the CHAMP group at the posttest (p < 0.05). CHAMP is a mastery climate movement program that enhance skills associated with healthy development in children (i.e., motor skills and self-regulation). This efficacy trial provided evidence that CHAMP helped maintain delay of gratification in preschool

  5. THE FACTOR STRUCTURE OF MOTOR SKILLS AND KNOWLEDGE OF THE FEMALE STUDENTS OF THE FIRST YEAR OF SECONDARY SCHOOL

    Directory of Open Access Journals (Sweden)

    Said Hasanbegovic

    2012-04-01

    Full Text Available The aim of this research is to determine the latent space of motor skills and knowledge of the female students of the first year of secondary school. This study included 120 girls, and it was conducted at the end of the school year, after the realization of the regular physical education classes. According to nine tests aimed to evaluate motor skills and 16 more to assess motor knowledge, factors that define the latent space of motor skills of the test group were isolated by factor analysis, which shows in what way this program influenced the development of the test area. The agility and frequency of movement factor, as well as the factor of explosive strength were isolated in the motor skills area, which indicates that the standard program does not provide the development of fine motor skills in subjects. There were also isolated factors such as: the factor of average motor skills in the manipulation of the ball, the random factor of motor coordination, manual manipulation factor with the ball and the factor of insufficient movement coordination, from which it can be concluded that there is no logical development dimension in this area, nor proper development of motor skills.

  6. Effect of the Children’s Health Activity Motor Program on Motor Skills and Self-Regulation in Head Start Preschoolers: An Efficacy Trial

    Science.gov (United States)

    Robinson, Leah E.; Palmer, Kara K.; Bub, Kristen L.

    2016-01-01

    Self-regulatory skills are broadly defined as the ability to manage emotions, focus attention, and inhibit some behaviors while activating others in accordance with social expectations and are an established indicator of academic success. Growing evidence links motor skills and physical activity to self-regulation. This study examined the efficacy of a motor skills intervention (i.e., the Children’s Health Activity Motor Program, CHAMP) that is theoretically grounded in Achievement Goal Theory on motor skill performance and self-regulation in Head Start preschoolers. A sample of 113 Head Start preschoolers (Mage = 51.91 ± 6.5 months; 49.5% males) were randomly assigned to a treatment (n = 68) or control (n = 45) program. CHAMP participants engaged in 15, 40-min sessions of a mastery climate intervention that focused on the development of motor skills over 5 weeks while control participants engaged in their normal outdoor recess period. The Delay of Gratification Snack Task was used to measure self-regulation and the Test of Gross Motor Development-2nd Edition was used to assess motor skills. All measures were assessed prior to and following the intervention. Linear mixed models were fit for both self-regulation and motor skills. Results revealed a significant time × treatment interaction (p gratification in preschool age children and significantly improved motor skills while participating in outdoor recess was not effective. CHAMP could help contribute to children’s learning-related skills and physical development and subsequently to their academic success. PMID:27660751

  7. Associations between Low-Income Children's Fine Motor Skills in Preschool and Academic Performance in Second Grade

    Science.gov (United States)

    Dinehart, Laura; Manfra, Louis

    2013-01-01

    Research Findings: Given the growing literature pertaining to the importance of fine motor skills for later academic achievement (D. W. Grissmer, K. J. Grimm, S. M. Aiyer, W. M. Murrah, & J. S. Steele, 2010), the current study examines whether the fine motor skills of economically disadvantaged preschool students predict later academic performance…

  8. Older age relates to worsening of fine motor skills: A population based study of middle-aged and elderly persons

    NARCIS (Netherlands)

    Y.Y. Hoogendam (Jory); F. van der Lijn (Fedde); M.W. Vernooij (Meike); A. Hofman (Albert); W.J. Niessen (Wiro); A. van der Lugt (Aad); M.A. Ikram (Arfan); J.N. van der Geest (Jos)

    2014-01-01

    textabstractIntroduction: In a population-based study of 1,912 community-dwelling persons of 45 years and older we investigated the relation between age and fine motor skills using the Archimedes spiral drawing test. Also, we studied the effect of brain volume on fine motor skills. Methods: Particip

  9. Examining the Potential of Web-Based Multimedia to Support Complex Fine Motor Skill Learning: An Empirical Study

    Science.gov (United States)

    Papastergiou, Marina; Pollatou, Elisana; Theofylaktou, Ioannis; Karadimou, Konstantina

    2014-01-01

    Research on the utilization of the Web for complex fine motor skill learning that involves whole body movements is still scarce. The aim of this study was to evaluate the impact of the introduction of a multimedia web-based learning environment, which was targeted at a rhythmic gymnastics routine consisting of eight fine motor skills, into an…

  10. Screening preschool children for fine motor skills: environmental influence

    OpenAIRE

    Comuk-Balci, Nilay; Bayoglu, Birgul; Tekindal, Agah; Kerem-Gunel, Mintaze; Anlar, Banu

    2016-01-01

    [Purpose] The aim of this study was to investigate the influence of gender and family factors on performance in the fine motor domain of the Denver II developmental screening test. [Subjects and Methods] Data were obtained from 2038 healthy children, 999 boys (49%) and 1039 girls (51%) in four age groups: 0–24 months (57%), 25–40 months (21.1%), 41–56 months (10.4%), and 57–82 months (11.5%). [Results] Female gender, higher maternal age, especially in children older than 24 months, and higher...

  11. THE FACTOR STRUCTURE OF MOTOR SKILLS AND KNOWLEDGE OF THE FEMALE STUDENTS OF THE FIRST YEAR OF SECONDARY SCHOOL

    OpenAIRE

    Said Hasanbegovic; Mirela Osmanovic

    2012-01-01

    The aim of this research is to determine the latent space of motor skills and knowledge of the female students of the first year of secondary school. This study included 120 girls, and it was conducted at the end of the school year, after the realization of the regular physical education classes. According to nine tests aimed to evaluate motor skills and 16 more to assess motor knowledge, factors that define the latent space of motor skills of the test group were isolated by factor analysis, ...

  12. Motor development in individuals with congenital adrenal hyperplasia: Strength, targeting, and fine motor skill

    OpenAIRE

    Collaer, Marcia L.; Brook, Charles; Conway, Gerard S.; Peter C. Hindmarsh; Hines, Melissa

    2008-01-01

    This study investigated early androgen influence on the development of human motor and visuomotor characteristics. Participants, ages 12 to 45 years, were individuals with congenital adrenal hyperplasia (CAH), a disorder causing increased adrenal androgen production before birth (40 females, 29 males) and their unaffected relatives (29 females, 30 males). We investigated grip strength and visuomotor targeting tasks on which males generally outperform females, and fine motor pegboard tasks on ...

  13. Self-Pacing a Gross Motor Skills Course: Crawler Tractor Operator, MOS 62E20.

    Science.gov (United States)

    Brennan, Mark F.; Taylor, John E.

    As part of the Army's emphasis on performance-oriented instruction in training centers, a study was conducted to determine the feasibility of using self-paced instruction in a gross motor skills course. The Crawler Tractor Operator Course, a seven-week heavy equipment course conducted at Fort Leonard Wood, Missouri was selected for the study…

  14. Effects of Interventions Based in Behavior Analysis on Motor Skill Acquisition: A Meta-Analysis

    Science.gov (United States)

    Alstot, Andrew E.; Kang, Minsoo; Alstot, Crystal D.

    2013-01-01

    Techniques based in applied behavior analysis (ABA) have been shown to be useful across a variety of settings to improve numerous behaviors. Specifically within physical activity settings, several studies have examined the effect of interventions based in ABA on a variety of motor skills, but the overall effects of these interventions are unknown.…

  15. The Effects of Collectivism-Individualism on the Cooperative Learning of Motor Skill

    Science.gov (United States)

    Luo, Yi; Sun, Yan; Strobel, Johannes

    2013-01-01

    This study examined how cultural background (collectivism vs. individualism) affects motor skill learning in a dyadic cooperative learning environment. The research context of this study was Nintendo™ Wii Tennis. Twenty college students from a Midwestern university participated in the study, among whom half were from an individualistic culture…

  16. Prefered time headway in car-following and individual differences in perceptual-motor skills

    NARCIS (Netherlands)

    Winsum, W. van

    1999-01-01

    18 Subjects were tested in a simulator to assess whether choice of time headway in car-following is related to individual differences in perceptual-motor skills. Drivers with a larger preferred time headway committed larger steering errors while driving on a winding road and were less accurate in ma

  17. The Effect of Contextual Variety on the Practice, Retention, and Transfer of an Applied Motor Skill.

    Science.gov (United States)

    Wrisberg, Craig A.; Liu, Zhan

    1991-01-01

    Researchers examined the effect of contextual variety on practice, retention, and transfer of the long and short badminton service in a college physical education class. Results indicated a practice schedule requiring students to change the plan of action from trial to trial facilitated retention and transfer of motor skills. (SM)

  18. Using Video-Based Modeling to Promote Acquisition of Fundamental Motor Skills

    Science.gov (United States)

    Obrusnikova, Iva; Rattigan, Peter J.

    2016-01-01

    Video-based modeling is becoming increasingly popular for teaching fundamental motor skills to children in physical education. Two frequently used video-based instructional strategies that incorporate modeling are video prompting (VP) and video modeling (VM). Both strategies have been used across multiple disciplines and populations to teach a…

  19. Goal Scoring in Soccer: A Polar Coordinate Analysis of Motor Skills Used by Lionel Messi.

    Science.gov (United States)

    Castañer, Marta; Barreira, Daniel; Camerino, Oleguer; Anguera, M Teresa; Canton, Albert; Hileno, Raúl

    2016-01-01

    Soccer research has traditionally focused on technical and tactical aspects of team play, but few studies have analyzed motor skills in individual actions, such as goal scoring. The objective of this study was to investigate how Lionel Messi, one of the world's top soccer players, uses his motor skills and laterality in individual attacking actions resulting in a goal. We analyzed 103 goals scored by Messi between over a decade in three competitions: La Liga (n = 74), Copa del Rey (n = 8), and the UEFA Champions League (n = 21). We used an ad-hoc observation instrument (OSMOS-soccer player) comprising 10 criteria and 50 categories; polar coordinate analysis, a powerful data reduction technique, revealed significant associations for body part and orientation, foot contact zone, turn direction, and locomotion. No significant associations were observed for pitch area or interaction with opponents. Our analysis confirms significant associations between different aspects of motor skill use by Messi immediately before scoring, namely use of lower limbs, foot contact zones, turn direction, use of wings, and orientation of body to move toward the goal. Studies of motor skills in soccer could shed light on the qualities that make certain players unique. PMID:27303357

  20. Gross motor skills and sports participation of children with visual impairments

    NARCIS (Netherlands)

    Houwen, S; Visscher, C.; Hartman, E.; Lemmink, K.A.P.M.

    2007-01-01

    Gross motor skill performance of children with visual impairments and its association with the degree of visual impairment and sports participation was examined. Twenty children with visual impairments (M age = 9.2 years, SD =1.5) and 100 sighted children (M age = 9.1 years, SD = 1.5) from mainstrea

  1. Relationship Between Personality and Color in Performance of a Gross Motor Skill

    Science.gov (United States)

    Schick, Jacquelin

    1977-01-01

    This research attempts to determine whether or not a relationship exists between personality variables and frequency with which specific-colored targets are hit. Addresses the question of the relationship between color and personality and if it manifests itself in a reaction to color when a gross motor skill is performed. (Author/RK)

  2. Effects of Peer Mediated Instruction with Task Cards on Motor Skill Acquisition in Tennis

    Science.gov (United States)

    Iserbyt, Peter; Madou, Bob; Vergauwen, Lieven; Behets, Daniel

    2011-01-01

    This study compared the motor skill effects of a peer teaching format by means of task cards with a teacher-centered format. Tennis performance of eighth grade students (n = 55) was measured before and after a four week intervention period in a regular physical education program. Results show that peer mediated learning with task cards…

  3. Adolescents' school-related self-concept mediates motor skills and psychosocial well-being

    NARCIS (Netherlands)

    Viholainen, Helena; Aro, Tuija; Purtsi, Jarno; Tolvanen, Asko; Cantell, Marja

    2014-01-01

    Background The health benefits of exercise participation and physical activity for mental health and psychosocial well-being (PSWB) have been shown in several studies. However, one important background factor, that is, motor skills (MSs), has largely been ignored. In addition, most of the existing r

  4. Goal scoring in soccer: A polar coordinate analysis of motor skills used by Lionel Messi

    Directory of Open Access Journals (Sweden)

    Marta eCastañer

    2016-05-01

    Full Text Available Soccer research has traditionally focused on technical and tactical aspects of team play, but few studies have analyzed motor skills in individual actions, such as goal scoring. The objective of this study was to investigate how Lionel Messi, one of the world’s top soccer players, uses his motor skills and laterality in individual attacking actions resulting in a goal. We analyzed 103 goals scored by Messi between over a decade in three competitions: La Liga (n = 74, Copa del Rey (n = 8, and the UEFA Champions League (n = 21. We used an ad hoc observation instrument (OSMOS-soccer player comprising 10 criteria and 50 categories; polar coordinate analysis, a powerful data reduction technique, revealed significant associations for body part and orientation, foot contact zone, turn direction, and locomotion. No significant associations were observed for pitch area or interaction with opponents. Our analysis confirms significant associations between different aspects of motor skill use by Messi immediately before scoring, namely use of lower limbs, foot contact zones, turn direction, use of wings, and orientation of body to move towards the goal. Studies of motor skills in soccer could shed light on the qualities that make certain players unique.

  5. Early communicative behaviors and their relationship to motor skills in extremely preterm infants.

    Science.gov (United States)

    Benassi, Erika; Savini, Silvia; Iverson, Jana M; Guarini, Annalisa; Caselli, Maria Cristina; Alessandroni, Rosina; Faldella, Giacomo; Sansavini, Alessandra

    2016-01-01

    Despite the predictive value of early spontaneous communication for identifying risk for later language concerns, very little research has focused on these behaviors in extremely low-gestational-age infants (ELGAmotor development. In this study, communicative behaviors (gestures, vocal utterances and their coordination) were evaluated during mother-infant play interactions in 20 ELGA infants and 20 full-term infants (FT) at 12 months (corrected age for ELGA infants). Relationships between gestures and motor skills, evaluated using the Bayley-III Scales were also examined. ELGA infants, compared with FT infants, showed less advanced communicative, motor, and cognitive skills. Giving and representational gestures were produced at a lower rate by ELGA infants. In addition, pointing gestures and words were produced by a lower percentage of ELGA infants. Significant positive correlations between gestures (pointing and representational gestures) and fine motor skills were found in the ELGA group. We discuss the relevance of examining spontaneous communicative behaviors and motor skills as potential indices of early development that may be useful for clinical assessment and intervention with ELGA infants.

  6. Do Nimble Hands Make for Nimble Lexicons? Fine Motor Skills Predict Knowledge of Embodied Vocabulary Items

    Science.gov (United States)

    Suggate, Sebastian P.; Stoeger, Heidrun

    2014-01-01

    Theories and research in embodied cognition postulate that cognition grounded in action enjoys a processing advantage. Extending this theory to the study of how fine motor skills (FMS) link to vocabulary development in preschool children, the authors investigated FMS and vocabulary in 76 preschoolers. Building on previous research, they…

  7. Deficits in Fine Motor Skills and Their Influence on Persistence among Gifted Elementary School Pupils

    Science.gov (United States)

    Stoeger, Heidrun; Ziegler, Albert

    2013-01-01

    This article addresses the causes of underachievement in scholastic education. Whereas many studies have been able to show that motivational deficits provide an explanation for underachievement, little research has yet explored the possible influences of deficits in fine motor skills. The aim of our empirical study was, therefore, to investigate…

  8. Fine Motor Skills in Attention Deficit Hyperactivity Disorder and Developmental Coordination Disorder

    Directory of Open Access Journals (Sweden)

    J Gordon Millichap

    2006-03-01

    Full Text Available The manual dexterity subtests of the Movement Assessment Battery for Children, and handwriting and computerized graphomotor tasks were used to investigate motor skills of a group of 12 children (11 males, 1 female; mean age 9 years 7 months with attention deficit hyperactivity disorder (ADHD and developmental coordination disorder (DCD and 12 controls at University Medical Centre Groningen, the Netherlands.

  9. The Effect of Fine Motor Skill Activities on Kindergarten Student Attention

    Science.gov (United States)

    Stewart, Roger A.; Rule, Audrey C.; Giordano, Debra A.

    2007-01-01

    This study explored the effect of fine motor skill activities on the development of attention in kindergarteners (n = 68) in five classes at a suburban public school in the Intermountain West through a pretest/posttest experimental group (n = 36) control group (n = 32) design. All children received the regular curriculum which included typical…

  10. Fine Motor Skills in Attention Deficit Hyperactivity Disorder and Developmental Coordination Disorder

    OpenAIRE

    J Gordon Millichap

    2006-01-01

    The manual dexterity subtests of the Movement Assessment Battery for Children, and handwriting and computerized graphomotor tasks were used to investigate motor skills of a group of 12 children (11 males, 1 female; mean age 9 years 7 months) with attention deficit hyperactivity disorder (ADHD) and developmental coordination disorder (DCD) and 12 controls at University Medical Centre Groningen, the Netherlands.

  11. Early communicative behaviors and their relationship to motor skills in extremely preterm infants.

    Science.gov (United States)

    Benassi, Erika; Savini, Silvia; Iverson, Jana M; Guarini, Annalisa; Caselli, Maria Cristina; Alessandroni, Rosina; Faldella, Giacomo; Sansavini, Alessandra

    2016-01-01

    Despite the predictive value of early spontaneous communication for identifying risk for later language concerns, very little research has focused on these behaviors in extremely low-gestational-age infants (ELGAmotor development. In this study, communicative behaviors (gestures, vocal utterances and their coordination) were evaluated during mother-infant play interactions in 20 ELGA infants and 20 full-term infants (FT) at 12 months (corrected age for ELGA infants). Relationships between gestures and motor skills, evaluated using the Bayley-III Scales were also examined. ELGA infants, compared with FT infants, showed less advanced communicative, motor, and cognitive skills. Giving and representational gestures were produced at a lower rate by ELGA infants. In addition, pointing gestures and words were produced by a lower percentage of ELGA infants. Significant positive correlations between gestures (pointing and representational gestures) and fine motor skills were found in the ELGA group. We discuss the relevance of examining spontaneous communicative behaviors and motor skills as potential indices of early development that may be useful for clinical assessment and intervention with ELGA infants. PMID:26555385

  12. Fine Motor Skill Predicts Expressive Language in Infant Siblings of Children with Autism

    Science.gov (United States)

    LeBarton, Eve Sauer; Iverson, Jana M.

    2013-01-01

    We investigated whether fine motor and expressive language skills are related in the later-born siblings of children with autism (heightened-risk, HR infants) who are at increased risk for language delays. We observed 34 HR infants longitudinally from 12 to 36 months. We used parent report and standardized observation measures to assess fine motor…

  13. Physical Activity and Motor Skills in Children with and without Visual Impairments

    NARCIS (Netherlands)

    Houwen, Suzanne; Hartman, Esther; Visscher, Chris

    2009-01-01

    HOUWEN, S., E. HARTMAN, and C. VISSCHER. Physical Activity and Motor Skills in Children with and without Visual Impairments. Med. Sci. Sports Exerc., Vol. 41, No, 1, pp. 103-109, 2009. Purpose: To examine the physical activity levels of children with and without visual impairments(VI). We further in

  14. Impaired off-line motor skills consolidation in young primary insomniacs.

    Science.gov (United States)

    Cellini, Nicola; de Zambotti, Massimiliano; Covassin, Naima; Sarlo, Michela; Stegagno, Luciano

    2014-10-01

    Compelling evidence indicates that sleep can facilitate the off-line consolidation of declarative, perceptual, emotional and procedural memories. Here we assessed the sleep-related off-line consolidation of motor skills in 13 young primary insomniacs (23.31±2.5 yrs) compared to 13 healthy sleepers (24.31±1.6 yrs) using the sequential finger tapping task. During a training session insomniacs performed less correct sequences than controls. However, both groups exhibited similar on-line motor learning in the pre-sleep evening session. After a night of sleep, healthy controls improved their performance, indicating an overnight effect of sleep on motor skills consolidation. In contrast, insomniacs failed to exhibit a sleep-related enhancement in memory performance indicating impairment in the off-line motor skills consolidation process. Our results suggest that young adults with insomnia experience impaired off-line memory consolidation which seems not to be associated with reduced ability to acquire new motor information.

  15. Dimensional and Constructional Details of Components, Fundamentals of TNM Method and Basics of SCIM Motor Heat Transfer

    Directory of Open Access Journals (Sweden)

    A. Ravi Prasad,

    2015-11-01

    Full Text Available For the improvement in thermal design of squirrel cage induction (SCIM motor, it is essential to know details of the methods for evaluation of thermal distribution in a SCIM motor. A presentation of various details of methods of basics of heat transfer that occur in a SCIM motor is done in this report. SCIM motors have wide applications and thus their construction is completely influenced by the starting characteristics specified by the operating loads. General constraints of a motor and specification of 30 KW motor are presented in this report as a case study of constraints. As the next step the Thermal Network Method (TNM has been explained.

  16. Evaluation of changes somatic features and motor skills of high school students from Kruszwica.

    Directory of Open Access Journals (Sweden)

    Cieslicka Miroslawa.

    2012-12-01

    Full Text Available Introduction. The study of the physical development of children and youth have quite a rich tradition. Conducted observations show that standard of living is very different in different regions of the country. The purpose of physical education is not only to improve the body of a young man, but also providing it with the knowledge and skills related to physical education. The aim of this study was to assess the state of development of somatic children aged 13 - 14 years of high school in Kruszwica, determine the level of their motor skills and evaluation of somatic sexual dimorphism. And the answer: if holiday break contributed to changes somatic features and motor skills of subjects. Materials and methods. The study was conducted twice: before the summer (June and after the summer break, and have them included 72 students (39 boys and 33 girls aged 13 - 14 years. Physical development determined on the somatic features: height and weight, efficiency of the motor, in turn, on the basis of level of skills and mobility. Habit of body students characterized using the Rohrer index. To determine the motor of subjects used trials of the International Physical Fitness Test. Results and conclusions. Analysis of the results allows to draw the following conclusions: •After holiday break students are higher and heavier than before the holidays. •After holiday break increased motor skills of both sexes in the strength of the abdominal muscles, but only in boys increase the explosive power in the legs and improve their speed. •Boys achieved better results after holiday break than girls in testing the speed and explosive power tests of legs. •According to Mollison Index compared characteristics of somatic and motor skills before summer the most varied of agility course and body height, after holidays: the explosive power of the legs and body height. •The impact of the summer break has not affected to changes in somatic and motor skills of the young

  17. Results of experimental testing of hee girl students’ motor skills at aerobic trainings

    Directory of Open Access Journals (Sweden)

    Martinova N. P.

    2015-10-01

    Full Text Available Purpose: to analyze dynamic of motor skills’ formation in girl students, who practice aerobic by experimental program. Material: in the research 40 girl students participated. Motor skills level was tested with the help of state and additional tests. Results: it was found that for training quickness it is necessary to use rope skipping in mode, corresponding to development of this quality. For training maximal strength it is purposeful to use more complex power exercises in ground part of the complex. Conclusions: implementation of rope skipping means in dance aerobic trainings increases training influence on practically all motor skills. Rope skipping permits to doze and regulate training load. The same under musical accompaniment develop sense of rhythm. In some modes such jumps facilitate training of speed power qualities and power endurance.

  18. Basic Skills Learning Centers Evaluation. Appendices for the Final Report: 11 October 1976 - 30 September 1976.

    Science.gov (United States)

    California Univ., Los Angeles. Center for the Study of Evaluation.

    Tabular data, computer printouts, survey forms, and field notes are included in these appendices to an independent evaluation of the Basic Skills Learning Centers (BSLC) Projects implemented by Southwest Educational Development Laboratory (SEDL) and Southwest Regional Laboratory (SWRL). The wide range of supporting data focus on project…

  19. Integrating Motivational Interviewing into a Basic Counseling Skills Course to Enhance Counseling Self-Efficacy

    Science.gov (United States)

    Iarussi, Melanie H.; Tyler, Jessica M.; Littlebear, Sarah; Hinkle, Michelle S.

    2013-01-01

    Motivational interviewing (MI), a humanistic counseling style used to help activate clients' motivation to change, was integrated into a basic counseling skills course. Nineteen graduate-level counseling students completed the Counselor Estimate of Self-Efficacy at the start and conclusion of the course. Significant differences were found between…

  20. From Research to Practice: Basic Mathematics Skills and Success in Introductory Statistics

    Science.gov (United States)

    Lunsford, M. Leigh; Poplin, Phillip

    2011-01-01

    Based on previous research of Johnson and Kuennen (2006), we conducted a study to determine factors that would possibly predict student success in an introductory statistics course. Our results were similar to Johnson and Kuennen in that we found students' basic mathematical skills, as measured on a test created by Johnson and Kuennen, were a…

  1. The Effect of Classroom Performance Assessment on EFL Students' Basic and Inferential Reading Skills

    Science.gov (United States)

    El-Koumy, Abdel Salam Abdel Khalek

    2009-01-01

    The purpose of this study was to investigate the effect of classroom performance assessment on the EFL students' basic and inferential reading skills. A pretest-posttest quasi-experimental design was employed in the study. The subjects of the study consisted of 64 first-year secondary school students in Menouf Secondary School for Boys at Menoufya…

  2. Developing Basic Mathematical Skills of Pre-School Children by Using Plasticized Clay

    Science.gov (United States)

    Chumark, Charung; Puncreobutr, Vichian

    2016-01-01

    The main objective of this research was to study the development of basic mathematical skills in preschool children by using plasticized clay. A pre-test and post-test design was adopted for the study to compare the difference before and after the art activity. The experimental group of 15 preschool children of 3-4 years old, attending…

  3. The Development of Basic Reading Skills in Children: A Cross-Language Perspective.

    Science.gov (United States)

    Geva, Esther; Wang, Min

    2001-01-01

    Reviews recent research evidence for universal and orthography- or language-specific processes in the development of basic reading skills in school-age children. The review focuses on three different aspects of reading--phonological processing, rapid naming, and morphosyntactic complexity--targeted in recent research on development of word…

  4. The Relationship between Basic Skills and Operational Effectiveness in the British Army

    Science.gov (United States)

    Swain, Jon

    2015-01-01

    This paper draws on data that formed part of a major three-year longitudinal study (2008-2011), which set out to investigate basic skills (BS) provision and needs in the British army and its relationship to operational effectiveness. Using mixed methods, the findings draw on qualitative data from 60 semi-structured interviews with 26 young…

  5. Puerto Rican Participation in Job Opportunities and Basic Skills (JOBS) Programs. A Preliminary Assessment.

    Science.gov (United States)

    Cruz, Jose E.

    This report presents the findings of a preliminary assessment of the strengths and weaknesses of the Job Opportunities and Basic Skills (JOBS) programs, the welfare-to-work centerpiece of the Family Support Act, for moving Puerto Rican welfare recipients closer to self-sufficiency. Programs in Newark (New Jersey), New York City, and Philadelphia…

  6. Evaluation of Games in Games and Physical Activity Course Curriculum in Terms of Common Basic Skills

    Science.gov (United States)

    Inan, Mehmet; Ozden, Bülent; Dervent, Fatih; Küçüktepe, Coskun

    2016-01-01

    The purpose of this study was to provide an overview of the games in the "I am Playing Games" (IPG) compilation booklet that was used in the Games and Physical Activity (GPA) curriculum. 257 games in IPG compilation booklet were coded whether they had elements that would enable development of common basic skills or not. Common basic…

  7. Retention of first aid and basic life support skills in undergraduate medical students

    NARCIS (Netherlands)

    Ruijter, P.A. de; Biersteker, H.A.; Biert, J.; Goor, H. van; Tan, E.C.T.H.

    2014-01-01

    BACKGROUND: Undergraduate medical students follow a compulsory first aid (FA) and basic life support (BLS) course. Retention of BLS seems poor and only little information is provided on the retention of FA skills. This study aims at evaluating 1- and 2-year retention of FA and BLS training in underg

  8. Basic Psychological Skills Usage and Competitive Anxiety Responses: Perceived Underlying Mechanisms

    Science.gov (United States)

    Wadey, Ross; Hanton, Sheldon

    2008-01-01

    This study examined the relationship between basic psychological skills usage (i.e., goal-setting, imagery, self-talk, and relaxation) and the intensity and directional dimensions of competitive anxiety. Semistructured interviews were used on a sample of 15 elite athletes (M age = 24.3 years, SD = 4.2) from a variety of team and individual sports.…

  9. Developing a Process-Oriented Translation Test for Assessing English-Arabic Basic Translation Skills

    Science.gov (United States)

    Abdellah, Antar Solhy

    2007-01-01

    The study reviews translation validated tests and proposes a process-oriented translation test for assessing basic translation skills for freshmen English majors at the faculty of Education. The proposed test is developed based on the process approach to translating and translation teaching, and is confined to translation from English to Arabic.…

  10. The Philosopher's Stone: How Basic Skills Programs Fare in Troubled Financial Times

    Science.gov (United States)

    Ray, Thomas P.

    2012-01-01

    This mixed methods study examined the relative position of basic skills programs with transfer and career technical programs in a large suburban community college in California during the three-year period of budget reductions from 2009-2010 through 2011-2012. The budget line dedicated to part-time or non-contract instruction was analyzed along…

  11. PILOT PROJECT FOR DEVELOPMENT OF A DEVICE TO FACILITATE LEARNING OF BASIC MUSICAL SKILLS.

    Science.gov (United States)

    LABACH, PARKER

    UTILIZING TAPE RECORDERS AS MAJOR COMPONENTS, THE INVESTIGATOR DEVELOPED A DEVICE TO FACILITATE LEARNING OF BASIC MUSICAL SKILLS BY PROVIDING FOR REPLAY OF RECORDED SEGMENTS OF PRACTICE FOLLOWING THE "LIVE" PERFORMANCE AND BY PROVIDING A MODEL PERFORMANCE FOR COMPARISON. STUDENT USE OF THE DEVICE DURING THE LIMITED PILOT PROJECT INDICATED THAT…

  12. Face validity of a Wii U video game for training basic laparoscopic skills

    NARCIS (Netherlands)

    Jalink, Maarten B.; Goris, Jetse; Heineman, Erik; Pierie, Jean-Pierre E. N.; Hoedemaker, Henk O. ten Cate

    2015-01-01

    a BACKGROUND: Although the positive effects of playing video games on basic laparoscopic skills have been studied for several years, no games are actually used in surgical training. This article discusses the face validity of the first video game and custom-made hardware, which takes advantage of th

  13. THE EFFECTS OF 30 HOURS SLEEP DEPRIVATION ON BASIC FOOTBALL SKILLS OF SOCCER PLAYERS

    Directory of Open Access Journals (Sweden)

    Mehrdad Hefzollesan

    2012-08-01

    Full Text Available The aim of this study is to determine the effect of sleep deprivation on the passing and shooting skills of football players. To this end, 18 students of Sahand University, with age range 20 to 24 years performed basic soccer skills (shoot and pass in the pre-test and post test stages. In this study to assess these skills, the test "Mor - Christian" has been used. In the first step, subjects conducted the shoot and pass test as pre-test after 8 hours sleep a night. 10 days later, to ensure the validity of tests and test results on the learning effect, subjects did the same test again after 8 hours sleep a night. In the third stage, 30 hours of sleep deprivation as an independent variable imposed on the subjects and then the test was repeated and experimental test results were compared as recorded using paired t-test. The findings showed that 30 hour sleep deprivation decreases passing and shooting skills implementation skills (p <0.001. Therefore, the findings showed that sleep deprivation can be a devastating effect on basic football skills.

  14. 49 CFR 383.113 - Required skills.

    Science.gov (United States)

    2010-10-01

    ... 49 Transportation 5 2010-10-01 2010-10-01 false Required skills. 383.113 Section 383.113... STANDARDS; REQUIREMENTS AND PENALTIES Required Knowledge and Skills § 383.113 Required skills. (a) Basic vehicle control skills. All applicants for a CDL must possess and demonstrate basic motor vehicle...

  15. A Comparative Study on Motor Skills in 5-Year-Old Children with Phonological and Phonetic Disorders

    OpenAIRE

    Fatemeh Hasanati; Ahmad Reza Khatoonabadi; Mehdi Abdolvahab

    2011-01-01

    Background and Aim: Speech as a motor phenomenon requires repetitive and rapid function of articulatory organs performing extremely fine movements. Practice on motor skills results in facilitation in treatment progress of children with phonological disorders. The purpose of this study was to compare motor skills in 5-year-old children with phonological and phonetic disorders.Methods: Thirty-two children age 5 years, 16 with phonemical speech sound disorders and 16 with difficulty at a phoneti...

  16. Influence of self-controlled feedback on learning a serial motor skill.

    Science.gov (United States)

    Lim, Soowoen; Ali, Asif; Kim, Wonchan; Kim, Jingu; Choi, Sungmook; Radlo, Steven J

    2015-04-01

    Self-controlled feedback on a variety of tasks are well established as effective means of facilitating motor skill learning. This study assessed the effects of self-controlled feedback on the performance of a serial motor skill. The task was to learn the sequence of 18 movements that make up the Taekwondo Poomsae Taegeuk first, which is the first beginner's practice form learned in this martial art. Twenty-four novice female participants (M age=27.2 yr., SD=1.8) were divided into two groups. All participants performed 16 trials in 4 blocks of the acquisition phase and 20 hr. later, 8 trials in 2 blocks of the retention phase. The self-controlled feedback group had significantly higher performance compared to the yoked-feedback group with regard to acquisition and retention. The results of this study may contribute to the literature regarding feedback by extending the usefulness of self-controlled feedback for learning a serial skill.

  17. A study of tacitness and tacit knowing of motor skills%运动技能的默会性和默会认识研究

    Institute of Scientific and Technical Information of China (English)

    戚欢欢; 张建华

    2016-01-01

    This study based on the theory of tacit knowing,introduces the basic structure and the na-ture of tacit knowing,and analyzes tacitness of motor skills and its root causes.On this basis,this article connects the sports practice,proposes 2 integration forms of tacit knowing of motor skills,and expounds the integration target,forms and characteristics in the 3 stages of tacit knowing of motor skills.This study both deepens the application of the theory of tacit knowing in the field of sports and enriches the epistemological basis of motor skills.%以默会认识理论为基础,介绍默会认识的基本结构和本质,分析运动技能的默会性及其根源,并在此基础上,结合运动实践,提出了运动技能默会认识过程中整合的两种形式,阐述了运动技能默会认识三个阶段的整合目标、形式和特点以及教学对策。

  18. A new method for tracking of motor skill learning through practical application of Fitts' law.

    Science.gov (United States)

    Ashworth-Beaumont, Jim; Nowicky, Alexander

    2013-01-01

    A novel upper limb motor skill measure, task productivity rate (TPR) was developed integrating speed and spatial error, delivered by a practical motor skill rehabilitation task (MSRT). This prototype task involved placement of 5 short pegs horizontally on a spatially configured rail array. The stability of TPR was tested on 18 healthy right-handed adults (10 women, 8 men, median age 29 years) in a prospective single-session quantitative within-subjects study design. Manipulations of movement rate 10% faster and slower relative to normative states did not significantly affect TPR, F(1.387, 25.009) = 2.465, p = .121. A significant linear association between completion time and error was highest during the normative state condition (Pearson's r = .455, p TPR over time reflected motor learning with possible changes in coregulation behavior underlying practice under different conditions. These findings extend Fitts' law theory to tracking of practical motor skill using a dexterity task, which could have potential clinical applications in rehabilitation.

  19. Fundamental motor skill proficiency of Hong Kong children aged 6-9 years.

    Science.gov (United States)

    Pang, Agnes Wai-Yin; Fong, Daniel Tik-Pui

    2009-01-01

    This study investigated the fundamental motor skill proficiency of Hong Kong children ages 6-9. Ninety-one male and 76 female Chinese students (mean age = 7.6 years) from six local primary schools in Hong Kong participated in this study. The Test of Gross Motor Development-Second Edition (TGMD-2) was administrated to assess the mastery of gross motor skills by an experienced physical education instructor. The performance was videotaped, and it was rated by the same physical education instructor again (1 week apart) to show the reliability (0.88-0.97). Results showed that the participants were in general superior to the normative samples from the TGMD-2 manual, scoring a gross motor quotient (GMQ) of 56.8-80.9. Overall, 24% of the participants were rated as superior, 36% as above average, 47% as average, and 2% as below average. Excellent proficiency (>80% in every subitem) was observed in running, galloping, leaping, sliding, catching, and throwing skills. In comparing the results with other studies, we found that the participants were superior to the data reported in previous studies in United States, Brazil, and Australia. This study added valuable information to the establishment of a worldwide normative reference for the comparison of future studies in other countries. PMID:19731174

  20. Integrating psychoeducation in a basic computer skills course for people suffering from social anxiety: participants' experiences

    Directory of Open Access Journals (Sweden)

    Löhr HD

    2011-08-01

    Full Text Available Hildegard D Löhr1,2, Jan H Rosenvinge1,3, Rolf Wynn2,41Division of General Psychiatry, University Hospital of North Norway, 2Telemedicine Research Group, Department of Clinical Medicine, Faculty of Health Sciences, 3Department of Psychology, Faculty of Health Sciences, University of Tromsø, 4Division of Addiction and Specialized Psychiatry, University Hospital of North Norway, Tromsø, NorwayAbstract: We describe a psychoeducational program integrated in a basic computer skills course for participants suffering from social anxiety. The two main aims of the course were: that the participants learn basic computer skills, and that the participants learn to cope better with social anxiety. Computer skills were taught by a qualified teacher. Psychoeducation and cognitive therapy skills, including topics such as anxiety coping, self-accept, and self-regulation, were taught by a clinical psychologist. Thirteen of 16 participants completed the course, which lasted 11 weeks. A qualitative analysis was performed, drawing on observations during the course and on interviews with the participants. The participants were positive about the integration of psychoeducation sessions in the computer course, and described positive outcomes for both elements, including improved computer skills, improved self-esteem, and reduced social anxiety. Most participants were motivated to undertake further occupational rehabilitation after the course.Keywords: cognitive therapy, information technology, occupational rehabilitation, psychoeducation, self-help, social anxiety

  1. Fine motor skills in South African children with symptoms of ADHD: influence of subtype, gender, age, and hand dominance

    OpenAIRE

    Meyer Anneke; Sagvolden Terje

    2006-01-01

    Abstract Background Motor problems, often characterised as clumsiness or poor motor coordination, have been associated with ADHD in addition to the main symptom groups of inattention, impulsiveness, and overactivity. The problems addressed in this study were: (1) Are motor problems associated with ADHD symptoms, also in African cultures? (2) Are there differences in motor skills among the subtypes with ADHD symptoms? (3) Are there gender differences? (4) Is there an effect of age? (5) Are the...

  2. Biographic and behavioral factors are associated with music-related motor skills in children pianists.

    Science.gov (United States)

    Spector, June T; Yong, Raymond; Altenmüller, Eckart; Jabusch, Hans-Christian

    2014-10-01

    This study aimed to identify biographical and behavioral factors associated with children pianists' motor skills using an objective assessment of a music-relevant motor task. Motor skills at the piano were assessed in 30 children pianists by measuring temporal unevenness in standardized scale playing using musical instrument digital interface (MIDI)-based scale analysis. Questionnaires were used to collect detailed information about the amount of time playing the piano, practice characteristics, attitudes toward music and practice, and the environment of music and practice. Associations between performance values and variables from the questionnaire were investigated using multivariable linear regression. A higher number of years playing the piano, more frequent parental involvement in the child's practice, more frequent practice of technical exercises, and greater enjoyment of practice and of the visual arts were associated with better motor performance. In addition to cumulative experience and aspects of practice, extrinsic motivational factors (e.g., parental interest) and intrinsic motivational factors (e.g., an artistic disposition) were associated with better performance on a musically-relevant motor task in children pianists.

  3. Poor Design and Management Hamper Army's Basic Skills Education Program. Report to the Secretary of the Army.

    Science.gov (United States)

    General Accounting Office, Washington, DC.

    The Army's Basic Skills Education Program (BSEP) was studied to consider whether it was properly designed to determine the basic skills needed in Army jobs and to be effectively implemented. Information and reports on BSEP were reviewed, and three major commands were selected for evaluation. In designing the program, the Army did not identify the…

  4. Effects of robotically modulating kinematic variability on motor skill learning and motivation.

    Science.gov (United States)

    Duarte, Jaime E; Reinkensmeyer, David J

    2015-04-01

    It is unclear how the variability of kinematic errors experienced during motor training affects skill retention and motivation. We used force fields produced by a haptic robot to modulate the kinematic errors of 30 healthy adults during a period of practice in a virtual simulation of golf putting. On day 1, participants became relatively skilled at putting to a near and far target by first practicing without force fields. On day 2, they warmed up at the task without force fields, then practiced with force fields that either reduced or augmented their kinematic errors and were finally assessed without the force fields active. On day 3, they returned for a long-term assessment, again without force fields. A control group practiced without force fields. We quantified motor skill as the variability in impact velocity at which participants putted the ball. We quantified motivation using a self-reported, standardized scale. Only individuals who were initially less skilled benefited from training; for these people, practicing with reduced kinematic variability improved skill more than practicing in the control condition. This reduced kinematic variability also improved self-reports of competence and satisfaction. Practice with increased kinematic variability worsened these self-reports as well as enjoyment. These negative motivational effects persisted on day 3 in a way that was uncorrelated with actual skill. In summary, robotically reducing kinematic errors in a golf putting training session improved putting skill more for less skilled putters. Robotically increasing kinematic errors had no performance effect, but decreased motivation in a persistent way. PMID:25673732

  5. Description of the Assessment of Basic Language and Learning Skills Revisited (ABLLS-R

    Directory of Open Access Journals (Sweden)

    Semenovich M.L.

    2015-12-01

    Full Text Available Diagnostics and assessment of the functional skills of children with disabilities and autism spectrum disorders are to be conducted to develop comprehensive remedial educational programmes. The described Methodology of the Assessment of Basic Language and Learning Skills — Revisited (ABLLS-R allows to simplify and make the diagnostics more efficient, to conduct a comprehensive examination of the child in different areas of development, detect the formed and deficit skills. The second and final part of the description of the methodology offers recommendations on the filling of the Table of the Results of Initial and Repeated Testing and on the choice of goals of correctional work with a child on the basis of performance of individual test scales. The pattern of the table filled after the initial and repeated testing is given. In drawing up of the programme of individual development the willingness of the child to the development of that skill should be considered. Regular practice of selected skills in various situations and the preventive measures against the regression of skills are also important. Conclusive part. Beginning in № 3 (48, 2015

  6. Motor skills in Brazilian children with developmental coordination disorder versus children with motor typical development.

    Science.gov (United States)

    Cardoso, Ana Amélia; Magalhães, Livia Castro; Rezende, Marcia Bastos

    2014-12-01

    The aims of the study were to compare the performance of children with probable developmental coordination disorder (DCD) and motor typically developing peers on items from the Assessment of Motor Coordination and Dexterity (AMCD), to determine whether age, gender and type of school had significant impact on the scores of the AMCD items, to estimate the frequency of DCD among Brazilian children ages 7 and 8 years and to investigate whether children with DCD exhibit more symptoms of attention deficit and hyperactivity disorder than children with motor typical development. A total of 793 children were screened by the Developmental Coordination Disorder Questionnaire - Brazilian version (DCDQ-Brazil); 90 were identified as at risk for DCD; 91 matched controls were selected from the remaining participants. Children in both groups were evaluated with the AMCD, the Movement Assessment Battery for Children (MABC-II) and Raven's coloured progressive matrices. Thirty-four children were classified as probable DCD, as defined by a combination of the DCDQ-Brazil and MABC-II scores (fifth percentile). The final frequency of DCD among children ages 7 and 8 years was 4.3%. There were significant differences between children with and without DCD on the majority of AMCD items, indicating its potential for identifying DCD in Brazilian children. The use of a motor test (MABC-II) that is not validated for the Brazilian children is a limitation of the present study. Further studies should investigate whether the AMCD is useful for identifying DCD in other age groups and in children from different regions of Brazil. The application of the AMCD may potentially contribute in improving occupational therapy practice in Brazil and in identifying children that could benefit from occupational therapy services.

  7. Obesity and motor skills among 4 to 6-year-old children in the united states: nationally-representative surveys

    Directory of Open Access Journals (Sweden)

    Castetbon Katia

    2012-03-01

    Full Text Available Abstract Background Few population-based studies have assessed relationships between body weight and motor skills in young children. Our objective was to estimate the association between obesity and motor skills at 4 years and 5-6 years of age in the United States. We used repeated cross-sectional assessments of the national sample from the Early Childhood Longitudinal Survey-Birth Cohort (ECLS-B of preschool 4-year-old children (2005-2006; n = 5 100 and 5-6-year-old kindergarteners (2006-2007; n = 4 700. Height, weight, and fine and gross motor skills were assessed objectively via direct standardized procedures. We used categorical and continuous measures of body weight status, including obesity (Body Mass Index (BMI ≥ 95th percentile and BMI z-scores. Multivariate logistic and linear models estimated the association between obesity and gross and fine motor skills in very young children adjusting for individual, social, and economic characteristics and parental involvement. Results The prevalence of obesity was about 15%. The relationship between motor skills and obesity varied across types of skills. For hopping, obese boys and girls had significantly lower scores, 20% lower in obese preschoolers and 10% lower in obese kindergarteners than normal weight counterparts, p p Conclusions Based on objective assessment of children's motor skills and body weight and a full adjustment for confounding covariates, we find no reduction in overall coordination and fine motor skills in obese young children. Motor skills are adversely associated with childhood obesity only for skills most directly related to body weight.

  8. Genetic basis in motor skill and hand preference for tool use in chimpanzees (Pan troglodytes).

    Science.gov (United States)

    Hopkins, William D; Reamer, Lisa; Mareno, Mary Catherine; Schapiro, Steven J

    2015-02-01

    Chimpanzees are well known for their tool using abilities. Numerous studies have documented variability in tool use among chimpanzees and the role that social learning and other factors play in their development. There are also findings on hand use in both captive and wild chimpanzees; however, less understood are the potential roles of genetic and non-genetic mechanisms in determining individual differences in tool use skill and laterality. Here, we examined heritability in tool use skill and handedness for a probing task in a sample of 243 captive chimpanzees. Quantitative genetic analysis, based on the extant pedigrees, showed that overall both tool use skill and handedness were significantly heritable. Significant heritability in motor skill was evident in two genetically distinct populations of apes, and between two cohorts that received different early social rearing experiences. We further found that motor skill decreased with age and that males were more commonly left-handed than females. Collectively, these data suggest that though non-genetic factors do influence tool use performance and handedness in chimpanzees, genetic factors also play a significant role, as has been reported in humans. PMID:25520351

  9. Motor Skill Interventions to Improve Fundamental Movement Skills of Preschoolers with Developmental Delay

    Science.gov (United States)

    Kirk, Megan A.; Rhodes, Ryan E.

    2011-01-01

    Preschoolers with developmental delay (DD) are at risk for poor fundamental movement skills (FMS), but a paucity of early FMS interventions exist. The purpose of this review was to critically appraise the existing interventions to establish direction for future trials targeting preschoolers with DD. A total of 11 studies met the inclusion…

  10. Motor-Life-Skills of Toddlers--A Comparative Study of Norwegian and British Boys and Girls Applying the Early Years Movement Skills Checklist

    Science.gov (United States)

    Moser, Thomas; Reikerås, Elin

    2016-01-01

    This article discusses motor-life-skills in a sample (n?=?1083) of 33 months (2.9-year-old) children in Norwegian early childhood education and care institutions (ECEC-institutions) and to compare the findings with the results from a similar British sample. The Early Years Movement Skills Checklist (EYMSC) (Chambers and Sugden 2006) was applied.…

  11. Neural changes in the primate brain correlated with the evolution of complex motor skills.

    Science.gov (United States)

    Yamazaki, Y; Hikishima, K; Saiki, M; Inada, M; Sasaki, E; Lemon, R N; Price, C J; Okano, H; Iriki, A

    2016-01-01

    Complex motor skills of eventual benefit can be learned after considerable trial and error. What do structural brain changes that accompany such effortful long-term learning tell us about the mechanisms for developing innovative behavior? Using MRI, we monitored brain structure before, during and after four marmosets learnt to use a rake, over a long period of 10-13 months. Throughout learning, improvements in dexterity and visuo-motor co-ordination correlated with increased volume in the lateral extrastriate cortex. During late learning, when the most complex behavior was maintained by sustained motivation to acquire the skill, the volume of the nucleus accumbens increased. These findings reflect the motivational state required to learn, and show accelerated function in higher visual cortex that is consistent with neurocognitive divergence across a spectrum of primate species. PMID:27498966

  12. Relationship between motor skill and competition result of the collegiate badminton athletes

    Directory of Open Access Journals (Sweden)

    Sasaki Satoshi

    2011-12-01

    Full Text Available Recently, a lot of studies have investigated the talent identification in the world of sports. It is very important to get to know an elite athlete's motor skills. The present study investigated the index of talent identification for collegiate badminton athletes. Subjects were 20 badminton athletes (10 men and 10 women, from 18 to 22 years old whom belonged to the university. The men divided into the athletes who participated in intercollege badminton championship, and other athletes. The women divided into the athletes who had result best 16 and more in intercollege badminton championship, and other athletes. we measured the physique (3 items and motor skill (6 items. As a result, the positive correlation was seen between the competition result and the pro-agility test in men, and the vertical jump in women. Our findings suggest that adolescent badminton athletes with higher score have possibility to advance their career in badminton.

  13. Training basic laparoscopic skills using a custom-made video game

    OpenAIRE

    Goris, Jetse; Jalink, Maarten B; ten Cate Hoedemaker, Henk O

    2014-01-01

    Video games are accepted and used for a wide variety of applications. In the medical world, research on the positive effects of playing games on basic laparoscopic skills is rapidly increasing. Although these benefits have been proven several times, no institution actually uses video games for surgical training. This Short Communication describes some of the theoretical backgrounds, development and underlying educational foundations of a specifically designed video game and custom-made hardwa...

  14. Action observation and acquired motor skills: An fMRI study with expert dancers

    OpenAIRE

    Calvo-Merino, B.; Glaser, D.E.; Grezes, J.; Passingham, R. E.; Haggard, P

    2005-01-01

    When we observe someone performing an action, do our brains simulate making that action? Acquired motor skills offer a unique way to test this question, since people differ widely in the actions they have learned to perform. We used functional magnetic resonance imaging to study differences in brain activity between watching an action that one has learned to do and an action that one has not, in order to assess whether the brain processes of action observation are modulated by the expertise a...

  15. Parental Writing Support and Preschoolers' Early Literacy, Language, and Fine Motor Skills

    OpenAIRE

    Bindman, Samantha W.; Skibbe, Lori E.; Hindman, Annemarie H.; Aram, Dorit; Morrison, Frederick J.

    2014-01-01

    The current study examines the nature and variability of parents' aid to preschoolers in the context of a shared writing task, as well as the relations between this support and children's literacy, vocabulary, and fine motor skills. In total, 135 preschool children (72 girls) and their parents (primarily mothers) in an ethnically diverse, middle-income community were observed while writing a semi-structured invitation for a pretend birthday party together. Children's phonological awareness, a...

  16. The Effects of Multimedia Computer- Assisted Instruction on Learning Basic Ballet Skills with Physical Education Students

    Directory of Open Access Journals (Sweden)

    El-Moneim Doaa Abd

    2014-09-01

    Full Text Available Computer technology has become an integral part of physical education, yet there have been few studies exploring the use of multimedia technology in the instruction of Physical Education. The purpose of this study was to investigate if multimedia technology affected the learning of basic ballet skills. A total of 32 female students, mean age 18.1 years, studying at the Faculty of Physical Education Zagazig university were divided into two groups. The experimental group comprised 16 students. Participants in this group participated in a ballet class with multimedia technology for six weeks. Group two participated in the ballet class with the traditional method as the control group. Parameters assessed height, weight, age, and academic level. All participants were free of any disorders known to affect performance, such as bone fractures, osteoporosis, diabetes, or cardiovascular disease. Participants reported no use of anti-seizure drugs or alcohol. In addition, all participants were fully informed of the aims of the study, and gave their voluntary consent prior to participation. The measurement procedures were in accordance with ethical human experimentation. All statistical analyses were calculated with the SPSS statistical package. Results indicated significant differences between the two groups in learning the basic skills and levels of knowledge of ballet. Applying the proposed educational program meant using multimedia to teach basic ballet skills to second-year female students enrolled in the Faculty of Physical Education

  17. A Comparative Study on Motor Skills in 5-Year-Old Children with Phonological and Phonetic Disorders

    Directory of Open Access Journals (Sweden)

    Fatemeh Hasanati

    2011-06-01

    Full Text Available Background and Aim: Speech as a motor phenomenon requires repetitive and rapid function of articulatory organs performing extremely fine movements. Practice on motor skills results in facilitation in treatment progress of children with phonological disorders. The purpose of this study was to compare motor skills in 5-year-old children with phonological and phonetic disorders.Methods: Thirty-two children age 5 years, 16 with phonemical speech sound disorders and 16 with difficulty at a phonetic level participated in this study. TOLD Test was performed for linguistic skills investigation among children. Phonetic test, Wepman test, diadochokinesis and oral assessment was used for diagnosis between phonological and phonetic disorders. The children were also evaluated with Oseretsky motor developmental scale .Results: In comparison, mean scores of movement skills between both groups showed significant difference (p=0.006 and children with phonetic disorder got significantly higher scores on all part of this test.Conclusions: The findings of this study support the idea that speech sound disorders are frequently associated with motor problems, and that type of articulation disorder affects the motor performance in a different way. Phonological disorders seem to have more impact on motor performance than phonetic disorders. The results authenticate the need to pay more attention to the motor skills of children with articulation disorders.

  18. Parental Writing Support and Preschoolers' Early Literacy, Language, and Fine Motor Skills.

    Science.gov (United States)

    Bindman, Samantha W; Skibbe, Lori E; Hindman, Annemarie H; Aram, Dorit; Morrison, Frederick J

    2014-01-01

    The current study examines the nature and variability of parents' aid to preschoolers in the context of a shared writing task, as well as the relations between this support and children's literacy, vocabulary, and fine motor skills. In total, 135 preschool children (72 girls) and their parents (primarily mothers) in an ethnically diverse, middle-income community were observed while writing a semi-structured invitation for a pretend birthday party together. Children's phonological awareness, alphabet knowledge, word decoding, vocabulary, and fine motor skills were also assessed. Results revealed that parents provided variable, but generally low-level, support for children's approximation of sound-symbol correspondence in their writing (i.e., graphophonemic support), as well as for their production of letter forms (i.e., print support). Parents frequently accepted errors rather than asking for corrections (i.e., demand for precision). Further analysis of the parent-child dyads (n = 103) who wrote the child's name on the invitation showed that parents provided higher graphophonemic, but not print, support when writing the child's name than other words. Overall parental graphophonemic support was positively linked to children's decoding and fine motor skills, whereas print support and demand for precision were not related to any of the child outcomes. In sum, this study indicates that while parental support for preschoolers' writing may be minimal, it is uniquely linked to key literacy-related outcomes in preschool.

  19. FORELIMB PREFERENCE AND ASYMMETRY OF FOOD-PROCURING MOTOR SKILL PERFORMANCE BY RATS

    Directory of Open Access Journals (Sweden)

    I.S. Stashkevich

    2013-02-01

    Full Text Available Adult Wistar rats were trained to obtain food pellets from a narrow horizontal tube-feeder using their preferred forepaw when limb choice was available and using their non-preferred forepaw under forced retraining. Speed and precision variables of the performance of motor tasks using the preferred and non-preferred paws were examined in rats with different motor preferences. The dominant limb did not confer an advantage for complete skill performance compared to the non-preferred limb in either left-handed (left paw or right-handed (right paw rats. The total performance time of food-procuring tasks was shorter when using the left paw (a dominant right hemisphere, regardless of whether it was preferred (for left-handers or not (for right-handers under forced use. However, the preferred paw was most successful at the final stage of the performance of this skill (i.e. at grasping and food extraction compared to the non-preferred paw for both left- and right-handed rats. The advantage of the preferred paw in the accuracy of performance at the final stage was accompanied by slower performance of a quasi-ballistic component of separate movements compared to the non-preferred paw. The choice that defines paw preference can be determined by the specific motor and precision abilities necessary for successful completion of a food-procuring skill.

  20. Neuronal Substrates Underlying Performance Variability in Well-Trained Skillful Motor Task in Humans.

    Science.gov (United States)

    Mizuguchi, Nobuaki; Uehara, Shintaro; Hirose, Satoshi; Yamamoto, Shinji; Naito, Eiichi

    2016-01-01

    Motor performance fluctuates trial by trial even in a well-trained motor skill. Here we show neural substrates underlying such behavioral fluctuation in humans. We first scanned brain activity with functional magnetic resonance imaging while healthy participants repeatedly performed a 10 s skillful sequential finger-tapping task. Before starting the experiment, the participants had completed intensive training. We evaluated task performance per trial (number of correct sequences in 10 s) and depicted brain regions where the activity changes in association with the fluctuation of the task performance across trials. We found that the activity in a broader range of frontoparietocerebellar network, including the bilateral dorsolateral prefrontal cortex (DLPFC), anterior cingulate and anterior insular cortices, and left cerebellar hemisphere, was negatively correlated with the task performance. We further showed in another transcranial direct current stimulation (tDCS) experiment that task performance deteriorated, when we applied anodal tDCS to the right DLPFC. These results indicate that fluctuation of brain activity in the nonmotor frontoparietocerebellar network may underlie trial-by-trial performance variability even in a well-trained motor skill, and its neuromodulation with tDCS may affect the task performance. PMID:27516909

  1. TMS enhances retention of a motor skill in Parkinson’s Disease

    Science.gov (United States)

    Moisello, Clara; Blanco, Daniella; Fontanesi, Cecilia; Lin, Jing; Biagioni, Milton; Kumar, Pawan; Brys, Miroslaw; Loggini, Andrea; Marinelli, Lucio; Abbruzzese, Giovanni; Quartarone, Angelo; Tononi, Giulio; Di Rocco, Alessandro; Ghilardi, Maria Felice

    2015-01-01

    Background In Parkinson’s disease (PD), skill retention is poor, even when acquisition rate is generally preserved. Recent work in normal subjects suggests that 5 Hz-repetitive transcranial magnetic stimulation (5Hz-rTMS) may induce phenomena of long-term potentiation at the cortical level. Objective/Hypothesis We thus verified whether, in PD, 5Hz-rTMS enhances retention of a visuo-motor skill that involves the activity of the right posterior parietal cortex. Methods A group of patients with PD was tested in two two-day sessions, separated by one week (treatment and placebo sessions). The first day of each session, they learned to adapt their movements to a step-wise 60° visual rotation. Immediately after the task, either real 5Hz-rTMS (treatment) or sham (placebo) stimulation was applied over the right posterior parietal cortex (P6). Retention of this motor skill was tested the following day. Results In patients with PD, adaptation achieved at the end of training was comparable in the treatment and placebo sessions and was similar to that of a group of age-matched controls. However, retention indices tested on the following day were significantly lower in the placebo compared to the treatment session in which retention indices were restored to the level of the controls. Importantly, reaction and movement time as well as other kinematic measures were the same in the treatment and placebo sessions. Conclusion These results suggest that rTMS applied after the acquisition of a motor skill over specific areas involved in this process might enhance skill retention in PD. PMID:25533243

  2. Patterned-string tasks: relation between fine motor skills and visual-spatial abilities in parrots.

    Directory of Open Access Journals (Sweden)

    Anastasia Krasheninnikova

    Full Text Available String-pulling and patterned-string tasks are often used to analyse perceptual and cognitive abilities in animals. In addition, the paradigm can be used to test the interrelation between visual-spatial and motor performance. Two Australian parrot species, the galah (Eolophus roseicapilla and the cockatiel (Nymphicus hollandicus, forage on the ground, but only the galah uses its feet to manipulate food. I used a set of string pulling and patterned-string tasks to test whether usage of the feet during foraging is a prerequisite for solving the vertical string pulling problem. Indeed, the two species used techniques that clearly differed in the extent of beak-foot coordination but did not differ in terms of their success in solving the string pulling task. However, when the visual-spatial skills of the subjects were tested, the galahs outperformed the cockatiels. This supports the hypothesis that the fine motor skills needed for advanced beak-foot coordination may be interrelated with certain visual-spatial abilities needed for solving patterned-string tasks. This pattern was also found within each of the two species on the individual level: higher motor abilities positively correlated with performance in patterned-string tasks. This is the first evidence of an interrelation between visual-spatial and motor abilities in non-mammalian animals.

  3. Patterned-string tasks: relation between fine motor skills and visual-spatial abilities in parrots.

    Science.gov (United States)

    Krasheninnikova, Anastasia

    2013-01-01

    String-pulling and patterned-string tasks are often used to analyse perceptual and cognitive abilities in animals. In addition, the paradigm can be used to test the interrelation between visual-spatial and motor performance. Two Australian parrot species, the galah (Eolophus roseicapilla) and the cockatiel (Nymphicus hollandicus), forage on the ground, but only the galah uses its feet to manipulate food. I used a set of string pulling and patterned-string tasks to test whether usage of the feet during foraging is a prerequisite for solving the vertical string pulling problem. Indeed, the two species used techniques that clearly differed in the extent of beak-foot coordination but did not differ in terms of their success in solving the string pulling task. However, when the visual-spatial skills of the subjects were tested, the galahs outperformed the cockatiels. This supports the hypothesis that the fine motor skills needed for advanced beak-foot coordination may be interrelated with certain visual-spatial abilities needed for solving patterned-string tasks. This pattern was also found within each of the two species on the individual level: higher motor abilities positively correlated with performance in patterned-string tasks. This is the first evidence of an interrelation between visual-spatial and motor abilities in non-mammalian animals.

  4. TRANSFORMATION EFFECTS OF BASIC-MOTOR ABILITIES OF FOOTBALL PLAYERS 12 TO 14 YEARS OF AGE

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    Alen Kapidžić

    2010-06-01

    Full Text Available The main purpose of the research is to determine whether the working program containing large number of specific exercises will contribute to higher dynamic growth among the experimental group participants comparing to the control group participants according to the variables for evaluation of basic-motor abilities. In order to evaluate basic-motor abilities of testing candidates a battery with 15 measuring instruments was used. The research testing group is consisted of 78 football players 12 to 14 years of age, members of soccer schools in football clubs “SLOBODA”, “TUZLA” and “KLUB – 7” all from Tuzla. Attendees of all three soccer schools are members of pioneer competition selection within the football clubs they belong to. In order to reach purpose of the research, certain mathematical-statistical procedure has been used. Multivariate analysis of covariance was used in order to determine the effects, i.e. whether the experimental group expressed statistically significant effects after the program had been implemented comparing to the control group. Based on the results reached by Multivariate analysis of covariance, it has been determined that the experimental group achieved higher dynamic growth in four out of fifteen variables for evaluation of basic-motor abilities, including: MBFTAR – hand tapping, MFLBOS – side splits, MAGTUP – zig-zag test (running in the rectangular, MBAP2Z – both legs stand transversally on the bench with eyes closed. We have to emphasize that the working program containing both specific and acyclic exercises lead to statistically significant effects in the above mentioned variables. These data can contribute to more efficient selection of training means which would be applied in the work with football players of younger age groups.

  5. Comparing the Effects of Drug Therapy, Perceptual Motor Training, and Both Combined on the Motor Skills of School-Aged Attention Deficit Hyperactivity Disorder Children.

    Science.gov (United States)

    Taft Yazd, Susan Nasiri; Ayatizadeh, Farahnaz; Dehghan, Faezeh; Machado, Sergio; Wegner, Mirko

    2015-01-01

    The purpose of this research was to compare the effects of drug therapy, perceptual motor training and a combination of drug therapy and perceptual motor training on gross and fine motor skills of 6 to 12 year-old Iranian attention deficit hyperactivity disorder children. Thirty-six attention deficit hyperactivity disorder children currently under treatment in three Iranian psychological-neurological clinics participated in this research study. Participants were sampled from the accessible population and randomly assigned to three experimental groups (n = 12 each). The Conners Parent Rating Scale was used to classify the children and the Bruininks-Oseretsky Test of Motor Proficiency was administered before and after a three month treatment/ training session. Participants in the first experimental group received drug therapy (including methylphenidate). In the second group participants took part in 18 sessions of perceptual-motor skill training for six consecutive weeks, and in the third group children received both interventions. The results indicated that interventions using perceptual-motor training alone or in combination with a drug therapy significantly improved both gross and fine motor skills over a period of six weeks. Participants in the drug-only group showed no improvement in motor performance.

  6. Presynaptic control of group Ia afferents in relation to acquisition of a visuo-motor skill in healthy humans

    DEFF Research Database (Denmark)

    Perez, Monica A.; Lungholt, Bjarke K.S.; Nielsen, Jens Bo

    2005-01-01

    Sensory information continuously converges on the spinal cord during a variety of motor behaviours. Here, we examined presynaptic control of group Ia afferents in relation to acquisition of a novel motor skill. We tested whether repetition of two motor tasks with different degrees of difficulty...... of the monosynaptic Ia facilitation of the soleus H-reflex evoked by femoral nerve stimulation. The D1 inhibition was increased and the femoral nerve facilitation was decreased following the visuo-motor skill task, suggesting an increase in presynaptic inhibition of Ia afferents. No changes were observed...... in the disynaptic reciprocal Ia inhibition. Somatosensory evoked potentials (SEPs) evoked by stimulation of the tibial nerve (TN) were also unchanged, suggesting that transmission in ascending pathways was unaltered following the visuo-motor skill task. Together these observations suggest that a selective...

  7. Ghostman: Augmented Reality Application for Telerehabilitation and Remote Instruction of a Novel Motor Skill

    Directory of Open Access Journals (Sweden)

    Winyu Chinthammit

    2014-01-01

    Full Text Available This paper describes a pilot study using a prototype telerehabilitation system (Ghostman. Ghostman is a visual augmentation system designed to allow a physical therapist and patient to inhabit each other’s viewpoint in an augmented real-world environment. This allows the therapist to deliver instruction remotely and observe performance of a motor skill through the patient’s point of view. In a pilot study, we investigated the efficacy of Ghostman by using it to teach participants to use chopsticks. Participants were randomized to a single training session, receiving either Ghostman or face-to-face instructions by the same skilled instructor. Learning was assessed by measuring retention of skills at 24-hour and 7-day post instruction. As hypothesised, there were no differences in reduction of error or time to completion between participants using Ghostman compared to those receiving face-to-face instruction. These initial results in a healthy population are promising and demonstrate the potential application of this technology to patients requiring learning or relearning of motor skills as may be required following a stroke or brain injury.

  8. Impulse-variability theory: implications for ballistic, multijoint motor skill performance.

    Science.gov (United States)

    Urbin, M A; Stodden, David F; Fischman, Mark G; Weimar, Wendi H

    2011-01-01

    Impulse-variability theory (R. A. Schmidt, H. N. Zelaznik, B. Hawkins, J. S. Frank, & J. T. Quinn, 1979) accounts for the curvilinear relationship between the magnitude and resulting variability of the muscular forces that influence the success of goal-directed limb movements. The historical roots of impulse-variability theory are reviewed in the 1st part of this article, including the relationship between movement speed and spatial error. The authors then address the relevance of impulse-variability theory for the control of ballistic, multijoint skills, such as throwing, striking, and kicking. These types of skills provide a stark contrast to the relatively simple, minimal degrees of freedom movements that characterized early research. However, the inherent demand for ballistic force generation is a strong parallel between these simple laboratory tasks and multijoint motor skills. Therefore, the authors conclude by recommending experimental procedures for evaluating the adequacy of impulse variability as a theoretical model within the context of ballistic, multijoint motor skill performance.

  9. Fundamental motor skill, physical activity, and sedentary behavior in socioeconomically disadvantaged kindergarteners.

    Science.gov (United States)

    Gu, Xiangli

    2016-10-01

    Guided by Stodden et al's conceptual model, the main purpose of the study was to examine the relation between fundamental motor skills (FMS; locomotor and objective control skills), different intensity levels of physical activity (light PA [LPA], moderate-to-vigorous PA [MVPA], and vigorous PA[VPA]), and sedentary behavior (SB) in socioeconomically disadvantaged kindergarteners. A prospective design was used in this study and the data were collected across the 2013-2014 academic school year. Participants were 256 (129 boys; 127 girls; Mage = 5.37, SD = 0.48) kindergarteners recruited from three public schools in the southern United States. Results found that FMS were significantly related to LPA, MVPA, VPA, and SB. Regression analyses indicate that locomotor skills explained significant variance for LPA (6.4%; p result in participating in more varied physical activities, thus leading to lower risk of obesity-related behaviors. PMID:26691744

  10. BSEP/CSEP Reading Evaluation: A Study of the Effectiveness of the U.S. Army Europe's Basic Skills/Career Skills Job-Specific Reading Program.

    Science.gov (United States)

    Philippi, Jorie W.

    To measure the effectiveness of the Basic Skills Education Program (BSEP) reading curriculum--eight reading skill modules employing military job-specific reading materials and used by the U.S. Army in Europe (USAREUR)--and to provide information for improving it, a study examined 183 soldiers from 38 European posts who were enrolled in the BSEP…

  11. Overlapping Phenotypes in Autism Spectrum Disorder and Developmental Coordination Disorder: A Cross-Syndrome Comparison of Motor and Social Skills.

    Science.gov (United States)

    Sumner, Emma; Leonard, Hayley C; Hill, Elisabeth L

    2016-08-01

    Motor and social difficulties are often found in children with an autism spectrum disorder (ASD) and with developmental coordination disorder (DCD), to varying degrees. This study investigated the extent of overlap of these problems in children aged 7-10 years who had a diagnosis of either ASD or DCD, compared to typically-developing controls. Children completed motor and face processing assessments. Parents completed questionnaires concerning their child's early motor and current motor and social skills. There was considerable overlap between the ASD and DCD groups on the motor and social assessments, with both groups more impaired than controls. Furthermore, motor skill predicted social functioning for both groups. Future research should consider the relationships between core symptoms and their consequences in other domains. PMID:27126816

  12. The Effect of Traditional Games in Fundamental Motor Skill Development in 7-9 Year-Old Boys

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    Samaneh Hajihosseini

    2009-04-01

    Full Text Available Objective:The purpose of this study was to investigate the effect of traditional games on fundamental motor skills in seven to nine-year-old boys. Methods:Forty subjects of seven to nine-year-old boys selected randomly by a personal information questionnaire. After pretest by Test of Gross Motor Development- edition 2 (TGMD-2, gross motor skill, locomotor and object control motor skills, subjects were divided by random matching into two groups. The first group performed traditional games and the second group performed daily activities. Then children in first group played traditional game at 24 sessions. After 12 and 24 sessions, traditional game and daily activity groups participated in the mid and post tests. Data were analyzed by Variance Analyze of Repeated Measures. Findings: The results showed that traditional games with mean difference in fundamental motor skill development (17.12, P<0.001, and also with mean difference in locomotor (2.23, P=0.002, and mean difference in object control skill development (2.27, P=0.002 significantly are more effective than daily activities. Conclusion:Traditional game program is appropriate for a fundamental motor skill development.

  13. Site Development and Teaching of Motor Skills in Early Childhood Education

    Directory of Open Access Journals (Sweden)

    Pedro Gil Madrona

    2014-11-01

    Full Text Available In the stage of Early Childhood Education children continue a progressive discovery of their body itself as a source of feelings and sensations, exploring the different possibilities of action and body functions, will constitute the necessary experiences upon which children’s thought is being built. Besides, affective relationships established in situations of psychomotor education, and particularly through game, will be essential for children’s emotional development. In this sense, this article is focused on justifying the necessary presence of Psychomotor education in Early Childhood Education as well as on showing a pedagogical proposal based on an attractive and entertaining motor intervention for children at this stage. This article contains concepts and assumptions about the psychomotor development, movement contents, motor game and the methodological approach where psychomotor storytelling, learning corners, workshops and projects based on action and adventure spaces shine in their own right. Moreover, a didactic design based on programming motor skills at this stage of Early Childhood Education in a funny and lively way also plays a relevant role in this article. We argue that professionals working in the field of Early Childhood psychomotor skills may know and recognize the value of the proposals shown here so that they can teach us to be more critical regarding our professional practice, increasing our concern about the development of motor skills – physical education in Early Childhood Education in its systematic form – which without any doubt will result in children’s higher levels of welfare and health with regards to their own construction of the reality which surrounds them.

  14. Recontextualizing Dance Skills: Overcoming Impediments to Motor Learning and Expressivity in Ballet Dancers.

    Science.gov (United States)

    Karin, Janet

    2016-01-01

    The process of transmitting ballet's complex technique to young dancers can interfere with the innate processes that give rise to efficient, expressive and harmonious movement. With the intention of identifying possible solutions, this article draws on research across the fields of neurology, psychology, motor learning, and education, and considers their relevance to ballet as an art form, a technique, and a training methodology. The integration of dancers' technique and expressivity is a core theme throughout the paper. A brief outline of the historical development of ballet's aesthetics and training methods leads into factors that influence dancers' performance. An exploration of the role of the neuromotor system in motor learning and the acquisition of expert skills reveals the roles of sensory awareness, imagery, and intention in cuing efficient, expressive movement. It also indicates potentially detrimental effects of conscious muscle control, explicit learning and persistent naïve beliefs. Finally, the paper presents a new theory regarding the acquisition of ballet skills. Recontextualization theory proposes that placing a problematic task within a new context may engender a new conceptual approach and/or sensory intention, and hence the genesis of new motor programs; and that these new programs may lead to performance that is more efficient, more rewarding for the dancer, more pleasing aesthetically, and more expressive. From an anecdotal point of view, this theory appears to be supported by the progress of many dancers at various stages of their dancing lives. PMID:27047437

  15. Re-Contextualizing Dance Skills: Overcoming Impediments to Motor Learning and Expressivity in Ballet Dancers

    Directory of Open Access Journals (Sweden)

    Janet eKarin

    2016-03-01

    Full Text Available The process of transmitting ballet’s complex technique to young dancers can interfere with the innate processes that give rise to efficient, expressive and harmonious movement. With the intention of identifying possible solutions, this article draws on research across the fields of neurology, psychology, motor learning, and education, and considers their relevance to ballet as an art form, a technique, and a training methodology. The integration of dancers’ technique and expressivity is a core theme throughout the paper. A brief outline of the historical development of ballet’s aesthetics and training methods leads into factors that influence dancers’ performance. An exploration of the role of the neuromotor system in motor learning and the acquisition of expert skills reveals the roles of sensory awareness, imagery, and intention in cuing efficient, expressive movement. It also indicates potentially detrimental effects of conscious muscle control, explicit learning and persistent naïve beliefs. Finally, the paper presents a new theory regarding the acquisition of ballet skills. Recontextualisation theory proposes that placing a problematic task within a new context may engender a new conceptual approach and/or sensory intention, and hence the genesis of new motor programs; and that these new programs may lead to performance that is more efficient, more rewarding for the dancer, more pleasing aesthetically, and more expressive. From an anecdotal point of view, this theory appears to be supported by the progress of many dancers at various stages of their dancing lives.

  16. Perceptual Estimates of Motor Skill Proficiency Are Constrained by the Stability of Coordination Patterns.

    Science.gov (United States)

    Buchanan, John J

    2015-01-01

    This study demonstrated that motor skill proficiency ratings are constrained by the same order parameter dynamics that constrain action production and action perception processes. Participants produced rhythmic actions simulated by an animated stick figure of the human arm. The primary finding was that participants' proficiency ratings covaried most with relative phase (φ) variability compared to mean relative phase. In-phase (φ = 0°) was produced with the least variability and received the highest proficiency rating, whereas the patterns φ = ±150° were attempted with the most variability and received the lowest proficiency ratings. A temporal delay in attempting to produce the animated pattern had a large impact on produced relative phase, yet had little impact on the proficiency ratings. Proprioceptive processes provide individuals information on motor skill proficiency. The lead or lag motion of the hand to forearm segment of the animated arm was identified consistently through visual processes and revealed asymmetries in the mapping of visual input to motor output. The results are consistent with concepts from the dynamic pattern theory of coordination and are discussed with regard to relative phase as an informational variable that constraints the perception-action system across many levels.

  17. Fine motor skills of the hands in Polish and Czech female senior citizens from different backgrounds.

    Science.gov (United States)

    Skrzek, Anna; Přidalová, Miroslava; Sebastjan, Anna; Harásková, Dominika; Fugiel, Jaroslaw; Ignasiak, Zofia; Slawinska, Teresa; Rozek, Krystyna

    2015-08-01

    The aim of the present study was an in-depth analysis of fine motor skills of the hands in elderly women from different socio-cultural backgrounds. The research also included analysis of the associations of age with the variables assessing right- and left-hand motor skills and its effect on hand performance asymmetry. The study examined 486 women over the age of 60. The study measured dominant and non-dominant hand performance using the motor performance series test battery (aiming, line tracking, inserting pins, tapping) from the Vienna test system. The best results in the tests assessing coordinated hand movements were achieved by the group of elderly women attending a University of the Third Age in Poland. This may be the result of a larger variety of physical activity programs offered at this type of institution. However, due to the cross-sectional design of the study, additional research of a longitudinal nature needs to be performed using the same sample of individuals to draw any definitive conclusions. Additionally, a decrease in the differences between dominant and non-dominant hand function with age was observed. PMID:25520241

  18. Children's self-perceived bodily competencies and associations with motor skills, body mass index, teachers' evaluations, and parents' concerns

    DEFF Research Database (Denmark)

    Toftegaard-Stoeckel, Jan; Groenfeldt, Vivian; Andersen, Lars Bo

    2010-01-01

    The associations between physical competence, self-perceived bodily competence, parental concern for their children's motor skill development, and teachers' evaluation of their bodily competence were assessed in 646 six- to seven-year-olds. Physical competence was assessed by the German motor...... ability test "Korperkoordinationstest fur Kinder", while the children's, their parents', and their teachers' evaluations were obtained through questionnaires. Parental concern, teacher evaluation, and a high body mass index were the strongest predictors of low physical competence (motor skill quotient ...

  19. Pollen foraging: learning a complex motor skill by bumblebees (Bombus terrestris)

    Science.gov (United States)

    Raine, Nigel E.; Chittka, Lars

    2007-06-01

    To investigate how bumblebees (Bombus terrestris) learn the complex motor skills involved in pollen foraging, we observed naïve workers foraging on arrays of nectarless poppy flowers (Papaver rhoeas) in a greenhouse. Foraging skills were quantified by measuring the pollen load collected during each foraging bout and relating this to the number of flowers visited and bout duration on two consecutive days. The pollen standing crop (PSC) in each flower decreased drastically from 0530 to 0900 hours. Therefore, we related foraging performance to the changing levels of pollen available (per flower) and found that collection rate increased over the course of four consecutive foraging bouts (comprising between 277 and 354 individual flower visits), suggesting that learning to forage for pollen represents a substantial time investment for individual foragers. The pollen collection rate and size of pollen loads collected at the start of day 2 were markedly lower than at the end of day 1, suggesting that components of pollen foraging behaviour could be subject to imperfect overnight retention. Our results suggest that learning the necessary motor skills to collect pollen effectively from morphologically simple flowers takes three times as many visits as learning how to handle the most morphologically complex flowers to extract nectar, potentially explaining why bees are more specialised in their choice of pollen flowers.

  20. Effect of practice on performance of a skilled motor task in patients with Parkinson's disease.

    Science.gov (United States)

    Soliveri, P; Brown, R G; Jahanshahi, M; Marsden, C D

    1992-06-01

    Parkinson's disease leads to a breakdown in the execution of highly practised, skilled movements such as walking and handwriting. The improved execution of skilled movements with practice can be understood as a process of schema learning, the determining of the relevant parameters of the specific movement. The ability of patients with Parkinson's disease and age matched normal control subjects to improve their performance, with practice, on a skilled motor task, doing up buttons, was assessed. The task was assessed on its own and with simultaneous foot tapping. Both groups showed an initial improvement in the task on its own and deterioration in performance when buttoning with foot tapping. The amount of interference, however, decreased with practice, particularly in the patients with a 2 Hz tapping rate. The results suggest that patients with Parkinson's disease are capable of schema learning but require more practice than control subjects to achieve comparable levels of performance. This may be a reflection of the fundamental motor dysfunction of the disease rather than a specific learning deficit. PMID:1619411

  1. The Driving School System: Learning Automated Basic Driving Skills from a Teacher in a Real Car

    DEFF Research Database (Denmark)

    Markelic, Irene; Kjær-Nielsen, Anders; Pauwels, Karl;

    2011-01-01

    We present a system that learns basic vision based driving skills from a human teacher. In contrast to much other work in this area which is based on simulation, or data obtained from simulation, our system is implemented as a multi-threaded, parallel CPU/GPU architecture in a real car and trained...... of model based approaches. The system’s ability to imitate the teacher’s behavior is analyzed on known and unknown streets and the results suggest its use for steering assistance but limit the use of the acceleration signal to curve negotiation. We propose that this ability to adapt to the driver has high...

  2. The Level of Difficulty and Discrimination Power of the Basic Knowledge and Skills Examination (EXHCOBA.

    Directory of Open Access Journals (Sweden)

    Eduardo Backhoff Escudero

    2000-05-01

    Full Text Available The Basic Knowledge and Skills Examination (EXHCOBA is one of the few great-scale examinations in Mexico which has been publishing its psychometric parameters.  In this paper we describe the  item analysis results, regarding the exam’s difficulty level and discrimination power.  Results show that most of the items have a medium difficulty and a high discrimination power.  They also reveal that the mathematics items have better discrimination power levels than the ones which belong to social science.

  3. Distributing personal resuscitation manikins in an untrained population: how well are basic life support skills acquired?

    DEFF Research Database (Denmark)

    Nielsen, Anne Møller; Isbye, Dan Lou; Rasmussen, Lars Simon;

    2012-01-01

    Background Self-instruction with a DVD and a simple personal manikin is an effective alternative to traditional basic life support (BLS) courses. Objective To evaluate the effect of distributing DVD training kits to untrained laypersons. BLS skills were compared according to 2005 guidelines......-48 points) was calculated. The participants received a DVD training kit without instructions. The test was repeated after 3.5 months. Data were compared with data from a previous published study where participants completed the same course in groups with instructor facilitation. Results...

  4. Low-fidelity bench models for basic surgical skills training during undergraduate medical education

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    Rafael Denadai

    2014-04-01

    Full Text Available It is remarkable the reduction in the number of medical students choosing general surgery as a career. In this context, new possibilities in the field of surgical education should be developed to combat this lack of interest. In this study, a program of surgical training based on learning with models of low-fidelity bench is designed as a complementary alternative to the various methodologies in the teaching of basic surgical skills during medical education, and to develop personal interests in career choice.

  5. Automotive and Diesel Engine Rebuilding. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    Science.gov (United States)

    Salvatore, Gerald

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  6. Air Conditioning, Refrigeration and Heating. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    Science.gov (United States)

    Hardman, Thomas

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  7. Engaging Environments Enhance Motor Skill Learning in a Computer Gaming Task.

    Science.gov (United States)

    Lohse, Keith R; Boyd, Lara A; Hodges, Nicola J

    2016-01-01

    Engagement during practice can motivate a learner to practice more, hence having indirect effects on learning through increased practice. However, it is not known whether engagement can also have a direct effect on learning when the amount of practice is held constant. To address this question, 40 participants played a video game that contained an embedded repeated sequence component, under either highly engaging conditions (the game group) or mechanically identical but less engaging conditions (the sterile group). The game environment facilitated retention over a 1-week interval. Specifically, the game group improved in both speed and accuracy for random and repeated trials, suggesting a general motor-related improvement, rather than a specific influence of engagement on implicit sequence learning. These data provide initial evidence that increased engagement during practice has a direct effect on generalized learning, improving retention and transfer of a complex motor skill. PMID:26296097

  8. Using virtual humans and computer animations to learn complex motor skills: a case study in karate

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    Spanlang Bernhard

    2011-12-01

    Full Text Available Learning motor skills is a complex task involving a lot of cognitive issues. One of the main issues consists in retrieving the relevant information from the learning environment. In a traditional learning situation, a teacher gives oral explanations and performs actions to provide the learner with visual examples. Using virtual reality (VR as a tool for learning motor tasks is promising. However, it raises questions about the type of information this kind of environments can offer. In this paper, we propose to analyze the impact of virtual humans on the perception of the learners. As a case study, we propose to apply this research problem to karate gestures. The results of this study show no significant difference on the after training performance of learners confronted to three different learning environments (traditional group, video and VR.

  9. Engaging Environments Enhance Motor Skill Learning in a Computer Gaming Task.

    Science.gov (United States)

    Lohse, Keith R; Boyd, Lara A; Hodges, Nicola J

    2016-01-01

    Engagement during practice can motivate a learner to practice more, hence having indirect effects on learning through increased practice. However, it is not known whether engagement can also have a direct effect on learning when the amount of practice is held constant. To address this question, 40 participants played a video game that contained an embedded repeated sequence component, under either highly engaging conditions (the game group) or mechanically identical but less engaging conditions (the sterile group). The game environment facilitated retention over a 1-week interval. Specifically, the game group improved in both speed and accuracy for random and repeated trials, suggesting a general motor-related improvement, rather than a specific influence of engagement on implicit sequence learning. These data provide initial evidence that increased engagement during practice has a direct effect on generalized learning, improving retention and transfer of a complex motor skill.

  10. THE INFLUENCE OF THE EXERCISES OF GROSS AND FINE MOTOR SKILLS ON VISUO-MOTOR COORDINATION OF THE CEREBRAL PALSY CHILDREN

    OpenAIRE

    Almira Mujkić; Zlata Paprić

    2013-01-01

    Visuomotor coordination is reffered to eye coordination and to various parts of the body in different activities and games. The aim of the research was to establish the influence of the exercises of gross and fine motor skills on visuomotor coordination of the cerebral palsy children. The sample was the case study where a male person of 3 and a half years old was an examinee. Measuring instrument used was the Test of visuomotor coordination of the gross motor skills of the dominant hand. Data...

  11. THE INFLUENCE OF THE EXERCISES OF GROSS AND FINE MOTOR SKILLS ON VISUO-MOTOR COORDINATION OF THE CEREBRAL PALSY CHILDREN

    Directory of Open Access Journals (Sweden)

    Almira Mujkić

    2013-09-01

    Full Text Available Visuomotor coordination is reffered to eye coordination and to various parts of the body in different activities and games. The aim of the research was to establish the influence of the exercises of gross and fine motor skills on visuomotor coordination of the cerebral palsy children. The sample was the case study where a male person of 3 and a half years old was an examinee. Measuring instrument used was the Test of visuomotor coordination of the gross motor skills of the dominant hand. Data were analyzed by t-test.

  12. Development of a Test for Evaluating Beginning Taekwondo Students’ Motor Skills

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    Willy Pieter

    2012-07-01

    Full Text Available The purpose of the present investigation was to develop a motor skills test for beginners in tae-kwondo. Subjects were students enrolled in a beginning taekwondo class at a university on the West Coast of the USA. The taekwondo skills test battery was based on previous work in gymnastics and wrestling. Test-retest reliability, i.e., repeatability of the test, and objectivity coefficients, i.e., an index of the consistency between the raters, were calculated. The objectivity, i.e., a measure of the consistency between the raters over both days for Group 1 was very high, and for Group 2, high. The reliability, or the consistency of the results of the test when administered on two different occasions, was very high for both groups. Future research should comprise more subjects, while test batteries for intermediate and advanced students should be developed.

  13. Formation of culture motor activity of pupils of 5-6 classes by means of basic gymnastics

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    Deyneko A.H.

    2015-01-01

    Full Text Available Purpose : methodological conditions justify the use of basic gymnastics in physical education of pupils of secondary schools. The experimental test method creating a culture of motor activity by means of basic gymnastics in the system of physical education students grades 5-9. Material : experiment were selected 109 students. Results : The method comprises three stages: basic, special and profound. The developed method should be applied in the preparatory part of the lesson (15-20 minutes - invariant component of the curriculum. Found that means basic gymnastics culture is the basis for motor activity. Their conscious and correct implementation is a prerequisite to the motivational desire to exercise. Conclusions : It is proposed to evaluate the physical condition of students with criteria: compliance burden of a preparatory lesson preparedness and age of students; lack of fatigue during exercise basic gymnastics; the impact of stress on technique exercises.

  14. Retention of first aid and basic life support skills in undergraduate medical students

    Science.gov (United States)

    de Ruijter, Pim A.; Biersteker, Heleen A.; Biert, Jan; van Goor, Harry; Tan, Edward C.

    2014-01-01

    Background Undergraduate medical students follow a compulsory first aid (FA) and basic life support (BLS) course. Retention of BLS seems poor and only little information is provided on the retention of FA skills. This study aims at evaluating 1- and 2-year retention of FA and BLS training in undergraduate medical students. Methods One hundred and twenty students were randomly selected from first year (n=349) medical students who successfully followed a compulsory FA and BLS course. From these 120 students, 94 (78%) and 69 (58%) participated in retention tests of FA and BLS skills after 1 and 2 years, respectively. The assessment consisted of two FA stations and one BLS station. Results After 1 year, only 2% passed both FA and BLS stations and 68% failed both FA and BLS stations. After 2 years, 5% passed and 50% failed both FA and BLS stations. Despite the high failure rate at the stations, 90% adequately checked vital signs and started cardiopulmonary resuscitation appropriately. Conclusions The long-term retention of FA and BLS skills after a compulsory course in the first year is poor. Adequate check of vital signs and commencing cardiopulmonary resuscitation retained longer. PMID:25382803

  15. Retention of first aid and basic life support skills in undergraduate medical students

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    Pim A. de Ruijter

    2014-11-01

    Full Text Available Background: Undergraduate medical students follow a compulsory first aid (FA and basic life support (BLS course. Retention of BLS seems poor and only little information is provided on the retention of FA skills. This study aims at evaluating 1- and 2-year retention of FA and BLS training in undergraduate medical students. Methods: One hundred and twenty students were randomly selected from first year (n=349 medical students who successfully followed a compulsory FA and BLS course. From these 120 students, 94 (78% and 69 (58% participated in retention tests of FA and BLS skills after 1 and 2 years, respectively. The assessment consisted of two FA stations and one BLS station. Results: After 1 year, only 2% passed both FA and BLS stations and 68% failed both FA and BLS stations. After 2 years, 5% passed and 50% failed both FA and BLS stations. Despite the high failure rate at the stations, 90% adequately checked vital signs and started cardiopulmonary resuscitation appropriately. Conclusions: The long-term retention of FA and BLS skills after a compulsory course in the first year is poor. Adequate check of vital signs and commencing cardiopulmonary resuscitation retained longer.

  16. Learning a Motor Skill: Effects of Blocked Versus Random Practice a Review

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    Sarah Merbah

    2011-02-01

    Full Text Available Procedural learning refers to the ability to learn new perceptual, motor or cognitive skills. While many studies have explored procedural learning abilities in patients with different types of brain damage, the cognitive mechanisms involved in the acquisition of a new skill are still not well understood. The present review focuses on the conditions that optimise skill acquisition, and more specifically on the contextual interference effect (CIE, which refers to the advantage of a 'random' over a 'blocked' practice condition in skill learning tasks. According to both the 'elaboration' and 'reconstruction' hypotheses, the CIE can be explained by the fact that the random schedule requires more cognitive activity than the blocked one. However, if the CIE has been consistently demonstrated in laboratory studies, it is not so clear in field-based studies. We discuss this 'laboratory and field dilemma', and suggest that two main factors – task complexity and individual variables – may explain the discrepancy between the two types of studies.

  17. New Paradigms for Adult Learning: Building on Mexican Immigrants' Prior Experience To Develop Basic Skills for the Information Society.

    Science.gov (United States)

    Kissam, Edward

    This paper examines basic skills competencies developed by Mexican immigrant adult learners through participation in (although not always completion of) adult basic education programs conducted by the Mexican, Instituto Nacional para la Educacion de los Adultos (INEA). The comparison provides the conceptual basis for configuring instructional…

  18. Implementation of Vision-based Object Tracking Algorithms for Motor Skill Assessments

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    Beatrice Floyd

    2015-06-01

    Full Text Available Assessment of upper extremity motor skills often involves object manipulation, drawing or writing using a pencil, or performing specific gestures. Traditional assessment of such skills usually requires a trained person to record the time and accuracy resulting in a process that can be labor intensive and costly. Automating the entire assessment process will potentially lower the cost, produce electronically recorded data, broaden the implementations, and provide additional assessment infor-mation. This paper presents a low-cost, versatile, and easy-to-use algorithm to automatically detect and track single or multiple well-defined geometric shapes or markers. It therefore can be applied to a wide range of assessment protocols that involve object manipulation or hand and arm gestures. The algorithm localizes the objects using color thresholding and morphological operations and then estimates their 3-dimensional pose. The utility of the algorithm is demonstrated by implementing it for automating the following five protocols: the sport of Cup Stacking, the Soda Pop Coordination test, the Wechsler Block Design test, the visual-motor integration test, and gesture recognition.

  19. Implicit guidance to stable performance in a rhythmic perceptual-motor skill.

    Science.gov (United States)

    Huber, Meghan E; Sternad, Dagmar

    2015-06-01

    Feedback about error or reward is regarded essential for aiding learners to acquire a perceptual-motor skill. Yet, when a task has redundancy and the mapping between execution and performance outcome is unknown, simple error feedback does not suffice in guiding the learner toward the optimal solutions. The present study developed and tested a new means of implicitly guiding learners to acquire a perceptual-motor skill, rhythmically bouncing a ball on a racket. Due to its rhythmic nature, this task affords dynamically stable solutions that are robust to small errors and noise, a strategy that is independent from actively correcting error. Based on the task model implemented in a virtual environment, a time-shift manipulation was designed to shift the range of ball-racket contacts that achieved dynamically stable solutions. In two experiments, subjects practiced with this manipulation that guided them to impact the ball with more negative racket accelerations, the indicator for the strategy with dynamic stability. Subjects who practiced under normal conditions took longer time to acquire this strategy, although error measures were identical between the control and experimental groups. Unlike in many other haptic guidance or adaptation studies, the experimental groups not only learned, but also maintained the stable solution after the manipulation was removed. These results are a first demonstration that more subtle ways to guide the learner to better performance are needed especially in tasks with redundancy, where error feedback may not be sufficient.

  20. Contribution of the game in the development of motor skills during the physical education class

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    Eugen BOTA

    2013-12-01

    Full Text Available Aim: checking the influence of the dynamic game (taught in physical education lessons on the development of motor skills in 4th class middle school students. Materials and methods: The study was conducted over a period of six months, involving 30 students: boys (15 and girls (15, aged between 12 and 13. The evaluation of the athletes’ physical capacity was done by performing the following tests: speed running 50 m, long jump on the spot, resistance running 800 m G / 1000 m B, trunk lifting from lying position to sitting. Given the nature of the study, it did not require the use of sophisticated equipment. Conclusions: Methodical practicing of physical exercises (dynamic games proves itself more and more successful in terms of growth and normal, harmonical development of children and youth. In terms of motor skills, they have improved, which was revealed by the final testing results. Comparative analysis of the two test results across all samples showed that using dynamic games during the lessons had a positive effect on students. This drove to the effort capacity’s improvement with the parameters that were statistically significant in all the tests.

  1. The development of (non-)symbolic comparison skills throughout kindergarten and their relations with basic mathematical skills

    NARCIS (Netherlands)

    Toll, Sylke W M; Van Viersen, Sietske; Kroesbergen, Evelyn H.; Van Luit, Johannes E H

    2015-01-01

    Although numerical skills have proven to be important precursors for mathematical proficiency, longitudinal studies on numerical development are rather scarce. The overall goal of the present study is to gain insight in numerical skills, that is non-symbolic and symbolic comparison skills, as precur

  2. Beyond Passive Learning: Problem-Based Learning and Concept Maps to Promote Basic and Higher-Order Thinking in Basic Skills Instruction

    Science.gov (United States)

    Smith, Regina O.

    2014-01-01

    Research into the best practices for basic skills education, national bridge programs, the new GED® assessment, and accelerated developmental education indicated that contextualized instruction was most effective when preparing adult literacy students for college and work. Nevertheless, "remedial pedagogy" with a sole focus on the…

  3. Learner-controlled self-observation is advantageous for motor skill acquisition

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    Diane M Ste-Marie

    2013-01-01

    Full Text Available There were two main objectives of this research. First, we wanted to examine whether video feedback of the self (self-observation was more effective for motor skill learning when the choice to view the video was provided to the learner (learner-controlled; LC as opposed to an experimenter-controlled (EC delivery. Secondly, we explored whether there were differences in the self-regulatory processes of self-efficacy and intrinsic motivation, as well as perceived choice between the LC and EC conditions. Two groups (LC and EC of children (M age of 11.2 years; SD = 1.89 attempted to learn a progression of trampoline skills during a two-day acquisition phase in which video self-observation was available. The second acquisition day was followed by a no self-observation retention test one day later. It was hypothesized that, during retention, the LC group would be more self-efficacious about their ability to progress through the trampoline skills, show greater intrinsic motivation and perceived choice, and go further in skill progression than the EC group. Analysis of the acquisition data showed the LC group had greater increases in self-efficacy as compared to the EC group. Results of the retention test showed that the participants in the LC group obtained higher scores on the intrinsic motivation and perceived choice measures and had higher skill progression scores as compared to the EC group. Regression analysis showed that group assignment and self-efficacy were significant predictors of the physical performance benefits noted in retention. These findings are discussed within Zimmerman’s (2004 self-regulation of learning model.

  4. Effectiveness of experimental system in children’s mastering of main manual motor skills

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    Galamandjuk L. L.

    2015-07-01

    Full Text Available Purpose: determine effectiveness of simulated system of pre-school age children motor functioning’s preventive development for mastering of main movements for manual skills. Material: in the research five years’ children (control group n=150 and experimental group n=120 participated. Results: it was determined that transition from uncomfortable to comfortable for a child conditions of exercises’ fulfillment facilitates quicker formation of required motor program. It is connected with the fact that, independent on orientation of manual motor asymmetry progressing of semi-spheres’ interaction takes place. This interaction is an important condition of increasing of child functioning’s effectiveness in different aspects. Achievement of such result was also facilitated by physical exercises, which children practiced at home. Functioning of physical culture instructor and kindergarten teachers was also important: they formed parents’ conscious position concerning importance of such trainings; recommended effective means and methods. Conclusions: application of the offered system ensures much better result than traditional approach to this problem. It is one of keys to prevention of negative tendencies in development of pre-school age children.

  5. A Game-Based Virtualized Reality Approach for Simultaneous Rehabilitation of Motor Skill and Confidence

    Directory of Open Access Journals (Sweden)

    Alasdair G. Thin

    2012-01-01

    Full Text Available Virtualized reality games offer highly interactive and engaging user experience and therefore game-based approaches (GBVR may have significant potential to enhance clinical rehabilitation practice as traditional therapeutic exercises are often repetitive and boring, reducing patient compliance. The aim of this study was to investigate if a rehabilitation training programme using GBVR could simultaneously improve both motor skill (MS and confidence (CON, as they are both important determinants of daily living and physical and social functioning. The study was performed using a nondominant hand motor deficit model in nonambidextrous healthy young adults, whereby dominant and nondominant arms acted as control and intervention conditions, respectively. GBVR training was performed using a commercially available tennis-based game. CON and MS were assessed by having each subject perform a comparable real-world motor task (RWMT before and after training. Baseline CON and MS for performing the RWMT were significantly lower for the nondominant hand and improved after GBVR training, whereas there were no changes in the dominant (control arm. These results demonstrate that by using a GBVR approach to address a MS deficit in a real-world task, improvements in both MS and CON can be facilitated and such approaches may help increase patient compliance.

  6. Weight status and gender-related differences in motor skills and in child care - based physical activity in young children

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    Bonvin Antoine

    2012-03-01

    Full Text Available Abstract Background Over the last decades, a decline in motor skills and in physical activity and an increase in obesity has been observed in children. However, there is a lack of data in young children. We tested if differences in motor skills and in physical activity according to weight or gender were already present in 2- to 4-year-old children. Methods Fifty-eight child care centers in the French part of Switzerland were randomly selected for the Youp'là bouge study. Motor skills were assessed by an obstacle course including 5 motor skills, derived from the Zurich Neuromotor Assessment test. Physical activity was measured with accelerometers (GT1M, Actigraph, Florida, USA using age-adapted cut-offs. Weight status was assessed using the International Obesity Task Force criteria (healthy weight vs overweight for body mass index (BMI. Results Of the 529 children (49% girls, 3.4 ± 0.6 years, BMI 16.2 ± 1.2 kg/m2, 13% were overweight. There were no significant weight status-related differences in the single skills of the obstacle course, but there was a trend (p = 0.059 for a lower performance of overweight children in the overall motor skills score. No significant weight status-related differences in child care-based physical activity were observed. No gender-related differences were found in the overall motor skills score, but boys performed better than girls in 2 of the 5 motor skills (p ≤ 0.04. Total physical activity as well as time spent in moderate-vigorous and in vigorous activity during child care were 12-25% higher and sedentary activity 5% lower in boys compared to girls (all p Conclusions At this early age, there were no significant weight status- or gender-related differences in global motor skills. However, in accordance to data in older children, child care-based physical activity was higher in boys compared to girls. These results are important to consider when establishing physical activity recommendations or targeting

  7. THE IMPORTANCE OF DANCE GROUPS IN CHILDREN'S CLUBS FOR DEVELOPING THE PUPILS' MOTOR SKILLS

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    Tatiana DOBRESCU

    2012-07-01

    Full Text Available Dancing, like all physical activities, develops important psycho-motor qualities. The systematic andorganized practice of dancing influences in a positive manner the harmonious development of the body, improving thesuppleness and the coordination, educating the creativity and artistic imagination, and influencing the human psyche.The starting point in choosing this theme was my personal belief that dance methods could exert beneficial effects onthe pupils' skills during leisure time activities. With this paper I hope to contribute to making people aware of theeffects dance has on the teen-age girls’ psycho-motor skills. The aim of this paper was to optimize the training lessonin a sportive dance club by using specific means and adequate musical accompaniment. In developing this research, Istarted from the following hypothesis: Presumably, the selection of operational models and applying them with amusical accompaniment contributes to influencing the skills of the pupils in the dance sections of children's clubsbelonging to education institutions with extracurricular activity. The research was conducted throughout the academicyear 2010-2011 at the Children's Club in Suceava. Starting from the fact that dancing is a method less promoted in thehigh school age instructional activity, I believed I should start checking the applicative intervention on a group of 15female students between 15 and 17 years old. Most tests, both the ones using marks expressed by numbers, and theones using marks expressed by words, recorded progresses in the final testing, in comparison with the initial one,which means that the proposed models were effective on the studied pupils, thus the hypothesis being confirmed.

  8. Cognitive processes among skilled miniature golf players: effects of instructions on motor performance, concentration time, and perceived difficulty.

    Science.gov (United States)

    Bäckman, L; Molander, B

    1991-01-01

    Highly skilled miniature golf players were examined on a simplified miniature golf task under different instructional conditions. Results indicated that requirements to attend to a variety of technical aspects of the game during preparation impaired motor performance, whereas providing players with those aspects of the game they reported thinking of did not affect motor performance. Data on concentration time and perceived difficulty indicated that increasing cognitive demands were associated with a decline in motor precision. The overall pattern of results was interpreted such that attention directed at technical aspects of the game interfered with the players' normal cognitive activity. Susceptibility to interference is a characteristic feature of controlled cognitive operations. Thus, the present results are consistent with the view that conscious cognitive activity may support motor behavior also at late stages of skill development.

  9. Different Faces of Variability in the Adaptive Process of Motor Skill Learning.

    Science.gov (United States)

    Corrêa, Umberto Cesar; Benda, Rodolfo Novelino; de Oliveira, Dalton Lustosa; Ugrinowitsch, Herbert; Freudenheim, Andrea Michele; Tani, Go

    2015-10-01

    This study investigated the variability by considering an action programme as hierarchically organized, which reconciles invariant and variant features of motor skills at the macro- and microstructural level of analysis. It was assumed that invariant aspects of skilled actions express the macrostructure and therefore measures of sequencing, relative size, relative timing, relative force and relative pause time. The microstructure was related to the variant aspects so that total size, total movement time, total force, and total pause time were selected as its measures. These propositions were tested in an experimental design comprised by three learning phases: a stabilisation phase that entailed a given number of trials to achieve the functional stabilization on a graphic task, followed by transfer and retention phases. In the transfer phase, the graphic task was modified to yield different demands upon skill reorganization. Two such modifications demanded parametric changes (i.e. microstructure changes), in which graphic size and drawing speed were altered. Another modification demanded structural alterations (i.e. macrostructure change), in which drawing was changed. Overall, results supported the main predictions by showing that parametric changes in the task affected the microstructure, but did not affect the macrostructure consistently. Furthermore, a structural change affected both macro- and microstructure. PMID:26375936

  10. Motor Skills and Exercise Capacity Are Associated with Objective Measures of Cognitive Functions and Academic Performance in Preadolescent Children

    Science.gov (United States)

    Thomas, Richard; Larsen, Malte Nejst; Dahn, Ida Marie; Andersen, Josefine Needham; Krause-Jensen, Matilde; Korup, Vibeke; Nielsen, Claus Malta; Wienecke, Jacob; Ritz, Christian; Krustrup, Peter; Lundbye-Jensen, Jesper

    2016-01-01

    Objective To investigate associations between motor skills, exercise capacity and cognitive functions, and evaluate how they correlate to academic performance in mathematics and reading comprehension using standardised, objective tests. Methods This cross-sectional study included 423 Danish children (age: 9.29±0.35 years, 209 girls). Fine and gross motor skills were evaluated in a visuomotor accuracy-tracking task, and a whole-body coordination task, respectively. Exercise capacity was estimated from the Yo-Yo intermittent recovery level 1 children's test (YYIR1C). Selected tests from the Cambridge Neuropsychological Test Automated Battery (CANTAB) were used to assess different domains of cognitive functions, including sustained attention, spatial working memory, episodic and semantic memory, and processing speed. Linear mixed-effects models were used to investigate associations between these measures and the relationship with standard tests of academic performance in mathematics and reading comprehension. Results Both fine and gross motor skills were associated with better performance in all five tested cognitive domains (all P<0.001), whereas exercise capacity was only associated with better sustained attention (P<0.046) and spatial working memory (P<0.038). Fine and gross motor skills (all P<0.001), exercise capacity and cognitive functions such as working memory, episodic memory, sustained attention and processing speed were all associated with better performance in mathematics and reading comprehension. Conclusions The data demonstrate that fine and gross motor skills are positively correlated with several aspects of cognitive functions and with academic performance in both mathematics and reading comprehension. Moreover, exercise capacity was associated with academic performance and performance in some cognitive domains. Future interventions should investigate associations between changes in motor skills, exercise capacity, cognitive functions, and academic

  11. Training cognitive control in older adults with the space fortress game: the role of training instructions and basic motor ability.

    Science.gov (United States)

    Blumen, Helena M; Gopher, Daniel; Steinerman, Joshua R; Stern, Yaakov

    2010-01-01

    This study examined if and how cognitively healthy older adults can learn to play a complex computer-based action game called the Space Fortress (SF) as a function of training instructions [Standard vs. Emphasis Change (EC); e.g., Gopher et al., 1989] and basic motor ability. A total of 35 cognitively healthy older adults completed a 3-month SF training program with three SF sessions weekly. Twelve 3-min games were played during each session. Basic motor ability was assessed with an aiming task, which required rapidly rotating a spaceship to shoot targets. Older adults showed improved performance on the SF task over time, but did not perform at the same level as younger adults. Unlike studies of younger adults, overall SF performance in older adults was greater following standard instructions than following EC instructions. However, this advantage was primarily due to collecting more bonus points and not - the primary goal of the game - shooting and destroying the fortress, which in contrast benefited from EC instructions. Basic motor ability was low and influenced many different aspects of SF game learning, often interacted with learning rate, and influenced overall SF performance. These findings show that older adults can be trained to deal with the complexity of the SF task but that overall SF performance, and the ability to capitalize on EC instructions, differs when a basic ability such as motor control is low. Hence, the development of this training program as a cognitive intervention that can potentially compensate for age-related cognitive decline should consider that basic motor ability can interact with the efficiency of training instructions that promote the use of cognitive control (e.g., EC instructions) - and the confluence between such basic abilities and higher-level cognitive control abilities should be further examined.

  12. Is the Professionalisation of Adult Basic Skills Practice Possible, Desirable or Inevitable?

    Directory of Open Access Journals (Sweden)

    Carol Azumah Dennis

    2010-12-01

    Full Text Available This paper explores the meaning and implications of a policy-driven professionalisation of adult basic skills practice. Written amidst competing theoretical conceptualisations of professionalism, the paper focuses on a particular policy moment in Adult Language, Literacy and Numeracy (ALLN practice in England:  Skills for Life. The paper argues that the possibility of implementation of this policy is limited. The policy is filtered through the fragmented nature of the field, the embeddedness of literacy and what this paper calls an 'anti-professional' stance of ALLN practice. For policy makers, professionalisation is desirable, and its impact is far-reaching. It enables control of a key aspect of the service sector implicated in the supply of flexi-workers required by a globalised economy. In discussing the inevitability of professionalisation the paper draws on a small-scale research project to locate a space for the professional imagination, a space in which ALLN practitioners express motivations at odds with policy imperatives and enact professionalisation in ways that arguably hijack the momentum and resource that the policy provides.

  13. Obesity and motor skills among 4 to 6-year-old children in the united states: nationally-representative surveys

    OpenAIRE

    Castetbon Katia; Andreyeva Tatiana

    2012-01-01

    Abstract Background Few population-based studies have assessed relationships between body weight and motor skills in young children. Our objective was to estimate the association between obesity and motor skills at 4 years and 5-6 years of age in the United States. We used repeated cross-sectional assessments of the national sample from the Early Childhood Longitudinal Survey-Birth Cohort (ECLS-B) of preschool 4-year-old children (2005-2006; n = 5 100) and 5-6-year-old kindergarteners (2006-2...

  14. Locomotor play drives motor skill acquisition at the expense of growth: A life history trade-off.

    Science.gov (United States)

    Berghänel, Andreas; Schülke, Oliver; Ostner, Julia

    2015-08-01

    The developmental costs and benefits of early locomotor play are a puzzling topic in biology, psychology, and health sciences. Evolutionary theory predicts that energy-intensive behavior such as play can only evolve if there are considerable benefits. Prominent theories propose that locomotor play is (i) low cost, using surplus energy remaining after growth and maintenance, and (ii) beneficial because it trains motor skills. However, both theories are largely untested. Studying wild Assamese macaques, we combined behavioral observations of locomotor play and motor skill acquisition with quantitative measures of natural food availability and individual growth rates measured noninvasively via photogrammetry. Our results show that investments in locomotor play were indeed beneficial by accelerating motor skill acquisition but carried sizable costs in terms of reduced growth. Even under moderate natural energy restriction, investment in locomotor play accounted for up to 50% of variance in growth, which strongly contradicts the current theory that locomotor play only uses surplus energy remaining after growth and maintenance. Male immatures played more, acquired motor skills faster, and grew less than female immatures, leading to persisting size differences until the age of female maturity. Hence, depending on skill requirements, investment in play can take ontogenetic priority over physical development unconstrained by costs of play with consequences for life history, which strongly highlights the ontogenetic and evolutionary importance of play. PMID:26601237

  15. Development and Validation of a Test Instrument for the Assessment of Basic Motor Competencies in Primary School

    Science.gov (United States)

    Herrmann, Christian; Gerlach, Erin; Seelig, Harald

    2015-01-01

    A central aim of Physical Education (PE) is the promotion of basic motor competencies ("Motorische Basiskompetenzen" [MOBAK]). These are the necessary prerequisites for developing a physically active lifestyle. Valid test instruments are needed for the evaluation of the effect of PE. For this purpose, we developed a test instrument for…

  16. Do Basic Skills Predict Youth Unemployment (16- to 24-Year-Olds) Also when Controlled for Accomplished Upper-Secondary School? A Cross-Country Comparison

    Science.gov (United States)

    Lundetrae, Kjersti; Gabrielsen, Egil; Mykletun, Reidar

    2010-01-01

    Basic skills and educational level are closely related, and both might affect employment. Data from the Adult Literacy and Life Skills Survey were used to examine whether basic skills in terms of literacy and numeracy predicted youth unemployment (16-24 years) while controlling for educational level. Stepwise logistic regression showed that in…

  17. Music-supported training is more efficient than functional motor training for recovery of fine motor skills in stroke patients

    OpenAIRE

    Schneider, S.; Münte, TF.; Rodríguez Fornells, Antoni; Sailer, M; Altenmüller, E.

    2010-01-01

    MOTOR IMPAIRMENTS ARE COMMON AFTER STROKE but efficacious therapies for these dysfunctions are scarce. Extending an earlier study on the effects of music-supported training (MST), behavioral indices of motor function were obtained before and after a series of training sessions to assess whether this new treatment leads to improved motor functions. Furthermore, music-supported training was contrasted to functional motor training according to the principles of constraint-induced therapy (CIT). ...

  18. Assessing basic life support skills without an instructor: is it possible?

    Directory of Open Access Journals (Sweden)

    Mpotos Nicolas

    2012-07-01

    Full Text Available Abstract Background Current methods to assess Basic Life Support skills (BLS; chest compressions and ventilations require the presence of an instructor. This is time-consuming and comports instructor bias. Since BLS skills testing is a routine activity, it is potentially suitable for automation. We developed a fully automated BLS testing station without instructor by using innovative software linked to a training manikin. The goal of our study was to investigate the feasibility of adequate testing (effectiveness within the shortest period of time (efficiency. Methods As part of a randomised controlled trial investigating different compression depth training strategies, 184 medicine students received an individual appointment for a retention test six months after training. An interactive FlashTM (Adobe Systems Inc., USA user interface was developed, to guide the students through the testing procedure after login, while Skills StationTM software (Laerdal Medical, Norway automatically recorded compressions and ventilations and their duration (“time on task”. In a subgroup of 29 students the room entrance and exit time was registered to assess efficiency. To obtain a qualitative insight of the effectiveness, student’s perceptions about the instructional organisation and about the usability of the fully automated testing station were surveyed. Results During testing there was incomplete data registration in two students and one student performed compressions only. The average time on task for the remaining 181 students was three minutes (SD 0.5. In the subgroup, the average overall time spent in the testing station was 7.5 minutes (SD 1.4. Mean scores were 5.3/6 (SD 0.5, range 4.0-6.0 for instructional organisation and 5.0/6 (SD 0.61, range 3.1-6.0 for usability. Students highly appreciated the automated testing procedure. Conclusions Our automated testing station was an effective and efficient method to assess BLS skills in medicine students

  19. Effects of exergaming on executive function and motor skills in children with autism spectrum disorder: a pilot study.

    Science.gov (United States)

    Hilton, Claudia List; Cumpata, Kristina; Klohr, Cheryl; Gaetke, Shannon; Artner, Amanda; Johnson, Hailey; Dobbs, Sarah

    2014-01-01

    Executive function (EF) and motor deficits have consistently been documented in studies of people with autism spectrum disorders (ASD). We investigated the effects of a pilot 30-session Makoto arena training intervention, a light and sound speed-based exergame, on response speed, EF, and motor skills in school-aged children with ASD. Strong correlations were seen between certain EF and motor scores, suggesting a relationship between the two constructs. Participants increased their average reaction speed (effect size = 1.18). Significant improvement was seen in the EF areas of working memory and metacognition and the motor area of strength and agility. Findings suggest that use of exergaming, specifically the Makoto arena, has the potential to be a valuable addition to standard intervention for children with ASD who have motor and EF impairments. PMID:24367956

  20. Identifying the causes of underachievement: A plea for the inclusion of fine motor skills

    Directory of Open Access Journals (Sweden)

    Heidrun Stoeger

    2013-09-01

    Full Text Available Underachievers are children who show academic performance that is lower than what would be expected for their IQ. Previous research has investigated a number of variables that might explain underachievement and recently fine motor skills (FMS have been implicated as playing an important role. We extend this work by exploring the influence of FMS and attention on under-achievement and achievement. Fourth-grade children in Germany (n = 357, age = 10.8 were tested on measures of intelligence, attention, and FMS, and teachers were asked to report grades in mathematics. Amongst other findings, analyses indicated that underachievers had lower attention and FMS and that attention mediated the relation between FMS and maths achievement. Overall, the current findings contribute to the growing body of evidence that FMS play an important role in underachievement and are, therefore, a candidate for inclusion in the identification processes.

  1. Experimental and numerical evaluation of the heat fluxes in a basic two-dimensional motor

    Science.gov (United States)

    Nicoud, F.

    In the framework of a study assessing the ablation of Internal Thermal Insulation (ITI) of the Ariane 5 P230 Solid Rocket Booster (SRB), a 2D basic motor has been designed and manufactured at ONERA. During the first phase of the study, emphasis has been put on the heat flux measurements on an inert wall facing a propellant grain. In order to numerically reproduce the increase of the heat transfer exchange coefficient which is experimentally observed when one proceeds from the head-end to the aft-end of the port, a 2D explicit code with a two-equation turbulence model has been used. It is found that the computed heat transfer coefficient is closer to the experimental one when a wall law accounting for the mean density variations due to the large temperature gradient near the ITI is used. For this, the ITI is assumed to be completely inert and the wall temperature is imposed. The experimental data for two other tests, not numerically simulated, are also presented.

  2. Comparing Motor Skills in Autism Spectrum Individuals With and Without Speech Delay.

    Science.gov (United States)

    Barbeau, Elise B; Meilleur, Andrée-Anne S; Zeffiro, Thomas A; Mottron, Laurent

    2015-12-01

    Movement atypicalities in speed, coordination, posture, and gait have been observed across the autism spectrum (AS) and atypicalities in coordination are more commonly observed in AS individuals without delayed speech (DSM-IV Asperger) than in those with atypical or delayed speech onset. However, few studies have provided quantitative data to support these mostly clinical observations. Here, we compared perceptual and motor performance between 30 typically developing and AS individuals (21 with speech delay and 18 without speech delay) to examine the associations between limb movement control and atypical speech development. Groups were matched for age, intelligence, and sex. The experimental design included: an inspection time task, which measures visual processing speed; the Purdue Pegboard, which measures finger dexterity, bimanual performance, and hand-eye coordination; the Annett Peg Moving Task, which measures unimanual goal-directed arm movement; and a simple reaction time task. We used analysis of covariance to investigate group differences in task performance and linear regression models to explore potential associations between intelligence, language skills, simple reaction time, and visually guided movement performance. AS participants without speech delay performed slower than typical participants in the Purdue Pegboard subtests. AS participants without speech delay showed poorer bimanual coordination than those with speech delay. Visual processing speed was slightly faster in both AS groups than in the typical group. Altogether, these results suggest that AS individuals with and without speech delay differ in visually guided and visually triggered behavior and show that early language skills are associated with slower movement in simple and complex motor tasks.

  3. Differences in learning volitional (manual and non-volitional (posture aspects of a complex motor skill in young adult dyslexic and skilled readers.

    Directory of Open Access Journals (Sweden)

    Itamar Sela

    Full Text Available The 'Cerebellar Deficit Theory' of developmental dyslexia proposes that a subtle developmental cerebellar dysfunction leads to deficits in attaining 'automatic' procedures and therefore manifests as subtle motor impairments (e.g., balance control, motor skill learning in addition to the reading and phonological difficulties. A more recent version of the theory suggests a core deficit in motor skill acquisition. This study was undertaken to compare the time-course and the nature of practice-related changes in volitional (manual and non-volitional (posture motor performance in dyslexic and typical readers while learning a new movement sequence. Seventeen dyslexic and 26 skilled young adult readers underwent a three-session training program in which they practiced a novel sequence of manual movements while standing in a quiet stance position. Both groups exhibited robust and well-retained gains in speed, with no loss of accuracy, on the volitional, manual, aspects of the task, with a time-course characteristic of procedural learning. However, the dyslexic readers exhibited a pervasive slowness in the initiation of volitional performance. In addition, while typical readers showed clear and well-retained task-related adaptation of the balance and posture control system, the dyslexic readers had significantly larger sway and variance of sway throughout the three sessions and were less efficient in adapting the posture control system to support the acquisition of the novel movement sequence. These results support the notion of a non-language-related deficit in developmental dyslexia, one related to the recruitment of motor systems for effective task performance rather than to a general motor learning disability.

  4. Teaching Basic First-Aid Skills against Home Accidents to Children with Autism through Video Modeling

    Science.gov (United States)

    Ergenekon, Yasemin

    2012-01-01

    It is known that children with DD can learn first-aid skills and use whenever needed. Applying first-aid skills was taught to three inclusion students with autism through "first-aid skills training package". In the study multiple probe design with probe trials across behaviors was used. The findings indicated that first-aid skills training package…

  5. Time series analysis of knowledge of results effects during motor skill acquisition.

    Science.gov (United States)

    Blackwell, J R; Simmons, R W; Spray, J A

    1991-03-01

    Time series analysis was used to investigate the hypothesis that during acquisition of a motor skill, knowledge of results (KR) information is used to generate a stable internal referent about which response errors are randomly distributed. Sixteen subjects completed 50 acquisition trials of each of three movements whose spatial-temporal characteristics differed. Acquisition trials were either blocked, with each movement being presented in series, or randomized, with the presentation of movements occurring in random order. Analysis of movement time data indicated the contextual interference effect reported in previous studies was replicated in the present experiment. Time series analysis of the acquisition trial data revealed the majority of individual subject response patterns during blocked trials were best described by a model with a temporarily stationary, internal reference of the criterion and systematic, trial-to-trial variation of response errors. During random trial conditions, response patterns were usually best described by a "White-noise" model. This model predicts a permanently stationary, internal reference associated with randomly distributed response errors that are unaffected by KR information. These results are not consistent with previous work using time series analysis to describe motor behavior (Spray & Newell, 1986). PMID:2028084

  6. The Relationships among Fundamental Motor Skills, Health-Related Physical Fitness, and Body Fatness in South Korean Adolescents with Mental Retardation

    Science.gov (United States)

    Foley, John T.; Harvey, Stephen; Chun, Hae-Ja; Kim, So-Yeun

    2008-01-01

    The purpose of this study was to examine the following: (a) the relationships among the latent constructs of fundamental motor skills (FMS), health-related physical fitness (HRF), and observed body fatness in South Korean adolescents with mental retardation (MR); (b) the indirect effect of fundamental motor skills on body fatness when mediated by…

  7. Motor and Tactile-Perceptual Skill Differences between Individuals with High-Functioning Autism and Typically Developing Individuals Ages 5-21

    Science.gov (United States)

    Abu-Dahab, Sana M. N.; Skidmore, Elizabeth R.; Holm, Margo B.; Rogers, Joan C.; Minshew, Nancy J.

    2013-01-01

    We examined motor and tactile-perceptual skills in individuals with high-functioning autism (IHFA) and matched typically developing individuals (TDI) ages 5-21 years. Grip strength, motor speed and coordination were impaired in IHFA compared to matched TDI, and the differences between groups varied with age. Although tactile-perceptual skills of…

  8. Older age relates to worsening of fine motor skills: a population-based study of middle-aged and elderly persons

    NARCIS (Netherlands)

    Hoogendam, Y.Y.; Van der Lijn, F.; Vernooij, M.W.; Hofman, A.; Niessen, W.J.; Van der Lugt, A.; Arfan Ikram, M.; Van der Geest, J.N.

    2014-01-01

    Introduction: In a population-based study of 1,912 community-dwelling persons of 45 years and older, we investigated the relation between age and fine motor skills using the Archimedes spiral-drawing test. Also, we studied the effect of brain volume on fine motor skills. Methods: Participants were

  9. Fine motor skills disorders in the course of Wilson′s disease

    Directory of Open Access Journals (Sweden)

    Gunther Peter

    2009-01-01

    Full Text Available Objectives : Fine motor skills disorders belong to the neurological manifestation of Wilson′s disease. The aim of this study is to investigate if fine motor performance changes during the course of the disease and with therapy. Methods : In 15 neurological patients with Wilson′s disease, severity of neurological symptoms was assessed with a neurology score. A test battery consisting of the hand writing of a test sentence, lines of "double-l" and retracing a circle was carried out for analysis. By means of a computer-aided analysis of the patient`s handwriting, 10 kinematic parameters of the writing trace were calculated. These parameters were determined once at the very beginning of the study and then again after 7 years. Results : Improvement of clinical symptoms was observed after onset of therapy only within the first 2 years. In contrast to the standard population, a reduced degree of automation could be detected both at the beginning and at the end of the 7-year interval. There was no significant change in 8 out of the 10 kinematic parameters during the observation period, 2 deteriorated. Discussion : The absence of a significant increase in fine motor disturbances proves, on the one hand, the efficacy of the therapy regime applied. On the other hand, the end point of a possible reversibility had been reached. A computer-aided analysis of the patient`s handwriting allows for a sensitive detection of the "functional scar" in the extrapyramidal control and can subsequently prompt a timely correction of therapy in case of progression.

  10. Deficits in fine motor skill as an important factor in the identification of gifted underachievers in primary school

    Directory of Open Access Journals (Sweden)

    HEIDRUN STOEGER

    2008-06-01

    Full Text Available The underachievement of gifted students is one of the most disturbing and, simultaneously, most enduring problems for gifted education. Previously, the identification of underachievement has largely focused on discrepancies between achievement and cognitive abilities. This is partially due to the fact that, despite having detected some of the reasons for underachievement, current knowledge is still fragmentary and cannot fully explain the phenomenon. In particular the association with fine motor skills has not yet been adequately investigated. In a study with 4th grade students, it was demonstrated that achievement differences between gifted underachievers (n = 31 and achievers (n = 97 could best be explained by their fine motor skills and the interaction between fine motor skills and concentration. These results provide the first indications that deficits in fine motor skills can be predictors of underachievement and, consequently, could well be integrated into the identification process in the future. The findings are discussed with regard to action regulation and in terms of educational implications.

  11. The effect of surgery and intracerebral injections on motor skill learning in rats: results from a database analysis.

    Science.gov (United States)

    Schubring-Giese, M; Luft, A R; Hosp, J A

    2016-10-15

    Male Long-Evans rats are often used to investigate neural mechanisms of learning in the motor system. Successful acquisition of a skilled motor task is influenced by various variables such as animal supplier and batch membership. In this retrospective analysis of our laboratory database, we investigate how head and brain surgery as well as intracerebral injections that were performed to address particular scientific questions affect motor learning. Overall, invasive interventions (n=90) slow the acquisition of a skilled-reaching task when compared to naïve animals (n=184; P=0.01). With respect to subgroups, this detrimental effect widely differs between particular procedures: whereas epidural implantations of thin-film electrode arrays and punctual injection through pre-implanted cannulas into primary motor cortex (M1) do not interfere with learning, skill acquisition is slowed after chronic infusion using osmotic minipumps into M1 and skill acquisition is lastingly impaired after bilateral cannula implantation within the dorsal striatum. In line with previous reports, breeder-specific differences could be observed in the analysis of the overall population. In summary, interventions may impair learning-behavior in an unpredictable fashion. Thus, a comparison of behavioral data to a naïve population is recommended to be aware of these drawbacks. PMID:27457136

  12. Training the Motor Aspects of Pre-Driving Skills of Young Adults with and without Autism Spectrum Disorder

    Science.gov (United States)

    Brooks, Johnell; Kellett, Julie; Seeanner, Julia; Jenkins, Casey; Buchanan, Caroline; Kinsman, Anne; Kelly, Desmond; Pierce, Susan

    2016-01-01

    The purpose of this study was to investigate the utility of using a driving simulator to address the motor aspects of pre-driving skills with young adults with Autism Spectrum Disorder (ASD). A group of neurotypical control participants and ten participants with ASD completed 18 interactive steering and pedal exercises with the goal to achieve…

  13. Effects of Electrical Stimulation, Exercise Training and Motor Skills Training on Strength of Children with Meningomyelocele: A Systematic Review

    Science.gov (United States)

    Dagenais, Liese M.; Lahay, Erin R.; Stueck, Kailey A.; White, Erin; Williams, Lindsay; Harris, Susan R.

    2009-01-01

    This systematic review provides a critical synthesis of research regarding the effects of electrical stimulation, exercise training, and motor skills training on muscle strength in children with meningomyelocele. Nine databases were searched using terms related to meningomyelocele and physical therapy interventions. Of 298 potentially relevant…

  14. Fine Motor Skills and Mathematics Achievement in East Asian American and European American Kindergartners and First Graders

    Science.gov (United States)

    Luo, Zupei; Jose, Paul E.; Huntsinger, Carol S.; Pigott, Therese D.

    2007-01-01

    This study examined whether fine motor skills were related to the initial scores and growth rate of mathematics achievement in American kindergartners and first graders. Participants were 244 East Asian American and 9,816 European American children from the US-based Early Childhood Longitudinal Study (ECLS-K). To control sampling bias, two…

  15. Avaliação do desempenho motor global e em habilidades motoras axiais e apendiculares de lactentes frequentadores de creche Assessment of global motor performance and gross and fine motor skills of infants attending day care centers

    Directory of Open Access Journals (Sweden)

    Carolina T Souza

    2010-08-01

    Full Text Available OBJETIVO: Analisar o desempenho motor global em habilidades motoras axiais e apendiculares de lactentes que frequentavam, em tempo integral, duas Escolas Municipais de Educação Infantil. MÉTODOS: Estudo longitudinal do qual participaram 30 lactentes avaliados aos 12 e 17 meses de vida com a escala motora das Bayley Scales of Infant and Toddler Development-III, que possibilita a análise do desempenho motor global, apendicular e axial e a discrepância entre eles. Utilizaram-se o teste de Wilcoxon e o Coeficiente de Correlação de Spearman. RESULTADOS: A maioria dos participantes apresentou desempenho motor global dentro dos limites de normalidade, porém abaixo da média de referência aos 12 e 17 meses, com 30% classificados como suspeitos de atraso em pelo menos uma das avaliações. O desempenho motor axial foi inferior ao apendicular aos 12 e aos 17 meses, com grande discrepância entre eles especialmente na 2ª avaliação. Observou-se marcada variabilidade individual nas habilidades motoras apendiculares, com fraca correlação linear no desempenho entre a 1ª e a 2ª avaliações nesse domínio. Nas habilidades axiais e no desempenho motor global, encontrou-se menor variabilidade individual, com correlações moderadas e positivas entre a 1ª e a 2ª avaliações. Identificaram-se quatro lactentes com suspeita de atraso no desenvolvimento motor em ambas as avaliações. CONCLUSÕES: O estudo aponta necessidade de maior atenção ao desenvolvimento motor durante os primeiros 17 meses de crianças que frequentam creches, com especial vigilância à motricidade axial (considerando que ela é parte integrante do desenvolvimento global da criança e às crianças com desempenho suspeito de atraso em duas avaliações consecutivas.OBJECTIVE: To analyze the global motor performance and the gross and fine motor skills of infants attending two public child care centers full-time. METHODS: This was a longitudinal study that included 30 infants

  16. Predicting Motor Skills from Strengths and Difficulties Questionnaire Scores, Language Ability, and Other Features of New Zealand Children Entering Primary School

    Science.gov (United States)

    Sargisson, Rebecca J.; Powell, Cheniel; Stanley, Peter; de Candole, Rosalind

    2014-01-01

    The motor and language skills, emotional and behavioural problems of 245 children were measured at school entry. Fine motor scores were significantly predicted by hyperactivity, phonetic awareness, prosocial behaviour, and the presence of medical problems. Gross motor scores were significantly predicted by the presence of medical problems. The…

  17. Motor skill training and strength training are associated with different plastic changes in the central nervous system

    DEFF Research Database (Denmark)

    Jensen, Jesper Lundbye; Marstrand, Peter C.D.; Nielsen, Jens Bo

    2005-01-01

    were obtained at rest and during voluntary contraction in the course of the training. The training paradigms induced specific changes in the motor performance capacity of the subjects. The strength training group increased maximal dynamic and isometric muscle strength by 31% (P ... performing skill training. With repeated skill training three times per week for 4 wk, MEPmax increased and the minimal stimulation intensity required to elicit MEPs decreased significantly at rest and during contraction (P ... decreased significantly at rest but not during contraction in the strength-trained subjects (P = 0.01). No significant changes were observed in a control group. A significant correlation between changes in neurophysiological parameters and motor performance was observed for skill learning but not strength...

  18. Should Adolescents Go "Back" to the Basics?: A Review of Teaching Word Reading Skills to Middle and High School Students

    Science.gov (United States)

    Joseph, Laurice M.; Schisler, Rebecca

    2009-01-01

    The purpose of this review was to explore the effectiveness of teaching basic reading skills to adolescents. Studies that were published in the past 20 years from 1986 to 2006 were selected and reviewed on the basis of specific criteria for inclusion. Results indicated that there were 23 studies that met the criteria. Findings revealed that…

  19. European consensus on a competency-based virtual reality training program for basic endoscopic surgical psychomotor skills

    NARCIS (Netherlands)

    van Dongen, Koen W.; Ahlberg, Gunnar; Bonavina, Luigi; Carter, Fiona J.; Grantcharov, Teodor P.; Hyltander, Anders; Schijven, Marlies P.; Stefani, Alessandro; van der Zee, David C.; Broeders, Ivo A. M. J.

    2011-01-01

    Virtual reality (VR) simulators have been demonstrated to improve basic psychomotor skills in endoscopic surgery. The exercise configuration settings used for validation in studies published so far are default settings or are based on the personal choice of the tutors. The purpose of this study was

  20. New understanding of basic knowledge and skills%新“双基”论

    Institute of Scientific and Technical Information of China (English)

    夏晋祥

    2012-01-01

    基本知识和基本技能是决定人发展的重要基础,而“爱心”和良好的习惯却是决定人发展的根本因素。“爱心”的形成既受自身遗传物质因素的影响,也受着家庭、社会、学校等多方面因素的影响,但教育的影响却是具有主导的作用。良好习惯的培养是一个复杂的过程,既需要充分认识到其重要性,又必须坚持不懈,直到成功。%The basic knowledge and skills do lay essential foundation for a person's development; however, love and habit are essential factors driving the development. The growth of love for a purpose is determined by the person's genetic genes primarily, and by social effects of the family, school and community, as well. More speeifieally, school education works the best of all. As for the habit, its nurturing is a complicated process, which requires us both to understand its far-reaching significance and to follow the habit till the purpose is reached.

  1. Virtual reality training for endoscopic surgery : composing a validated training program for basic skills

    NARCIS (Netherlands)

    Dongen, van Koen Willem

    2010-01-01

    Endoscopic surgery demands different specific psychomotor skills than open surgery. Virtual reality simulation training has the potential to be a valuable tool in training these skills, because simulation provides the opportunity to train psychomotor skills in a safe environment. In addition to trai

  2. The Basic Study Skills Curriculum Guide for Grades 7-9.

    Science.gov (United States)

    Prince George's County Public Schools, Upper Marlboro, MD.

    This guide has been designed for use in teaching study skills to junior high school students, grades seven through nine. It contains lessons developed and refined over a three-year period in the skills areas of listening, scheduling and task analysis, memory, notetaking, and using a textbook. Each skills area is developed in the context of a…

  3. The Basic Study Skills Curriculum Guide for Grades 10-12.

    Science.gov (United States)

    Prince George's County Public Schools, Upper Marlboro, MD.

    This guide has been designed for use in teaching study skills to high school students, grades ten through twelve. It contains lessons developed and refined over a three-year period in the skills areas of listening, scheduling and task analysis, memory, notetaking, and using a textbook. Each skills area is developed in the context of a kindergarten…

  4. Can Perceptuo-Motor Skills Assessment Outcomes in Young Table Tennis Players (7-11 years) Predict Future Competition Participation and Performance? An Observational Prospective Study.

    Science.gov (United States)

    Faber, Irene R; Elferink-Gemser, Marije T; Faber, Niels R; Oosterveld, Frits G J; Nijhuis-Van der Sanden, Maria W G

    2016-01-01

    Forecasting future performance in youth table tennis players based on current performance is complex due to, among other things, differences between youth players in growth, development, maturity, context and table tennis experience. Talent development programmes might benefit from an assessment of underlying perceptuo-motor skills for table tennis, which is hypothesized to determine the players' potential concerning the perceptuo-motor domain. The Dutch perceptuo-motor skills assessment intends to measure the perceptuo-motor potential for table tennis in youth players by assessing the underlying skills crucial for developing technical and tactical qualities. Untrained perceptuo-motor tasks are used as these are suggested to represent a player's future potential better than specific sport skills themselves as the latter depend on exposure to the sport itself. This study evaluated the value of the perceptuo-motor skills assessment for a talent developmental programme by evaluating its predictive validity for competition participation and performance in 48 young table tennis players (7-11 years). Players were tested on their perceptuo-motor skills once during a regional talent day, and the subsequent competition results were recorded half-yearly over a period of 2.5 years. Logistic regression analysis showed that test scores did not predict future competition participation (p >0.05). Yet, the Generalized Estimating Equations analysis, including the test items 'aiming at target', 'throwing a ball', and 'eye-hand coordination' in the best fitting model, revealed that the outcomes of the perceptuo-motor skills assessment were significant predictors for future competition results (R2 = 51%). Since the test age influences the perceptuo-motor skills assessment's outcome, another multivariable model was proposed including test age as a covariate (R2 = 53%). This evaluation demonstrates promising prospects for the perceptuo-motor skills assessment to be included in a talent

  5. Can Perceptuo-Motor Skills Assessment Outcomes in Young Table Tennis Players (7-11 years) Predict Future Competition Participation and Performance? An Observational Prospective Study.

    Science.gov (United States)

    Faber, Irene R; Elferink-Gemser, Marije T; Faber, Niels R; Oosterveld, Frits G J; Nijhuis-Van der Sanden, Maria W G

    2016-01-01

    Forecasting future performance in youth table tennis players based on current performance is complex due to, among other things, differences between youth players in growth, development, maturity, context and table tennis experience. Talent development programmes might benefit from an assessment of underlying perceptuo-motor skills for table tennis, which is hypothesized to determine the players' potential concerning the perceptuo-motor domain. The Dutch perceptuo-motor skills assessment intends to measure the perceptuo-motor potential for table tennis in youth players by assessing the underlying skills crucial for developing technical and tactical qualities. Untrained perceptuo-motor tasks are used as these are suggested to represent a player's future potential better than specific sport skills themselves as the latter depend on exposure to the sport itself. This study evaluated the value of the perceptuo-motor skills assessment for a talent developmental programme by evaluating its predictive validity for competition participation and performance in 48 young table tennis players (7-11 years). Players were tested on their perceptuo-motor skills once during a regional talent day, and the subsequent competition results were recorded half-yearly over a period of 2.5 years. Logistic regression analysis showed that test scores did not predict future competition participation (p >0.05). Yet, the Generalized Estimating Equations analysis, including the test items 'aiming at target', 'throwing a ball', and 'eye-hand coordination' in the best fitting model, revealed that the outcomes of the perceptuo-motor skills assessment were significant predictors for future competition results (R2 = 51%). Since the test age influences the perceptuo-motor skills assessment's outcome, another multivariable model was proposed including test age as a covariate (R2 = 53%). This evaluation demonstrates promising prospects for the perceptuo-motor skills assessment to be included in a talent

  6. da Vinci Skills Simulator for Assessing Learning Curve and Criterion-based Training of Robotic Basic Skills

    NARCIS (Netherlands)

    Brinkman, W.M.; Luursema, J.M.; Kengen, B.; Schout, B.M.; Witjes, J.A.; Bekkers, R.L.M.

    2013-01-01

    OBJECTIVE: To answer 2 research questions: what are the learning curve patterns of novices on the da Vinci skills simulator parameters and what parameters are appropriate for criterion-based robotic training. MATERIALS AND METHODS: A total of 17 novices completed 2 simulator sessions within 3 days.

  7. Individual Differences in Language Development: Relationship with Motor Skill at 21 Months

    Science.gov (United States)

    Alcock, Katherine J.; Krawczyk, Kirsty

    2010-01-01

    Language development has long been associated with motor development, particularly manual gesture. We examined a variety of motor abilities--manual gesture including symbolic, meaningless and sequential memory, oral motor control, gross and fine motor control--in 129 children aged 21 months. Language abilities were assessed and cognitive and…

  8. Developing the Basic English Language Skills in Nigerian Colleges of Education: A Case Study of Three Colleges of Education

    Directory of Open Access Journals (Sweden)

    Oris Tom-Lawyer

    2016-05-01

    Full Text Available This paper examines the pedagogies employed in developing the Basic English language skills in Nigerian Colleges of Education, with particular reference to three colleges. It investigates the adequacy of the English language skills in the preparation of the Nigeria Certificate in Education (NCE English language teachers as the poor performance of Nigerian students in external English language examinations has become a source of concern to educational stakeholders (Patrick, Sui, Didam & Ojo, 2014. The Nigeria Certificate in Education is the principal qualification for teaching in Nigeria (National Policy Brief, 2005. The paper constitutes a section of a larger study that evaluated the implementation of the NCE English Language curriculum. The Context, Input, Process and Product (CIPP Evaluation model is the theoretical framework in the study. A mixed methods approach was adopted within the CIPP framework, while utilizing a case study. Twenty lecturers and one hundred and twenty students from three Colleges of Education comprise the sample drawn through multistage and purposive sampling. The instruments were documentary reviews, observation checklists, interviews, questionnaires and field notes. The methods of analysis were thematic content analysis and descriptive/ inferential analysis. The study revealed that lecturers do not adopt contemporary and appropriate pedagogy for the teaching of the four language skills. It recommends this aspect should be re-considered. Similarly, an immediate review of the Practical Listening Skills and Speech work aspect of the course outline is required as the lecturers have noted that it is abstract.Keywords: English Language, Basic Language skill, College of Education

  9. Early Education Screening Test Battery of Basic Skills Development: Criteria for Personalizing Programs.

    Science.gov (United States)

    University City School District, MO.

    The development and content of the Early Education Screening Test Battery are described elsewhere (TM 000 184). This report provides norms for the Gross Motor Test (GMO), Visual-Motor Integration (VMI), four scales of the Illinois Test of Psycholinguistic Abilities (ITPA), Peabody Picture Vocabulary Test (PPVT), and the Behavior Rating Scale…

  10. Efficacy of yoga therapy on subjective well-being and basic living skills of patients having chronic schizophrenia

    Directory of Open Access Journals (Sweden)

    Babu Paikkatt

    2012-01-01

    Full Text Available Background: Scientific studies demonstrate efficacy of yogic treatment methods in stress and anxiety related disorders, psychosomatic disorders and physical illness. Very few studies have been conducted on schizophrenic patients. Aims: This study was conducted to determine the efficacy of yoga therapy on subjective well-being, basic living skills, self-care, interpersonal, communicational and routine functions of schizophrenic patients. Materials and Methods: Thirty chronic schizophrenic hospitalized patients were selected from Ranchi Institute of Neuro-Psychiatry and Allied Sciences, Ranchi and were randomly assigned to the experimental group (yoga therapy along with Pharmacotherapy, n=15, and to control group (Pharmacotherapy alone, n=15. Baseline assessment was done using Post Graduate Institute general well-being measure (GWBM, Checklist for basic living skills and Indian disability evaluation and assessment scale (IDEAS. The experimental group attended yoga therapy every day for about 1΍ h including motivational and feedback session. After 1 month post-assessment was done for both the groups. Statistical Analysis: Pearson Chi-square test was used for comparing the results. Results: At the end of 1 month experimental group showed better rating in comparison to control group in PGI GWBM, basic living skills and IDEAS. Conclusion: Yoga could improve patients′ subjective well-being, their daily basic living functioning, personal hygiene, self-care, interpersonal activities and communication, and prompted more involvement in routine work.

  11. Cognitive demands of error processing associated with preparation and execution of a motor skill.

    Science.gov (United States)

    Lam, Wing Kai; Masters, Richard S W; Maxwell, Jonathan P

    2010-12-01

    Maxwell et al. [Maxwell, J. P., Masters, R. S. W., Kerr, E., & Weedon, E. (2001). The implicit benefit of learning without errors. The Quarterly Journal of Experimental Psychology, 54A, 1049-1068. The implicit benefit of learning without errors. The Quarterly Journal of Experimental Psychology, 54A, 1049-1068] suggested that, following unsuccessful movements, the learner forms hypotheses about the probable causes of the error and the required movement adjustments necessary for its elimination. Hypothesis testing is an explicit process that places demands on cognitive resources. Demands on cognitive resources can be identified by measuring probe reaction times (PRT) and movement times. Lengthened PRT and movement times reflects increased cognitive demands. Thus, PRT and movement times should be longer following errors, relative to successful, movements. This hypothesis was tested using a motor skill (golf putting). Furthermore, the association between error processing and the preparation and execution phases of movement was examined. The data confirmed that cognitive demand is greater for trials following an error, relative to trials without an error. This effect was apparent throughout learning and in both the preparatory and execution phases of the movement. Cognitive effort also appeared to be higher during movement preparation, relative to movement execution. PMID:21074112

  12. The effect of stereotype threat on performance of a rhythmic motor skill.

    Science.gov (United States)

    Huber, Meghan E; Seitchik, Allison E; Brown, Adam J; Sternad, Dagmar; Harkins, Stephen G

    2015-04-01

    Many studies using cognitive tasks have found that stereotype threat, or concern about confirming a negative stereotype about one's group, debilitates performance. The few studies that documented similar effects on sensorimotor performance have used only relatively coarse measures to quantify performance. This study tested the effect of stereotype threat on a rhythmic ball bouncing task, where previous analyses of the task dynamics afforded more detailed quantification of the effect of threat on motor control. In this task, novices hit the ball with positive racket acceleration, indicative of unstable performance. With practice, they learn to stabilize error by changing their ball-racket impact from positive to negative acceleration. Results showed that for novices, stereotype threat potentiated hitting the ball with positive racket acceleration, leading to poorer performance of stigmatized females. However, when the threat manipulation was delivered after having acquired some skill, reflected by negative racket acceleration, the stigmatized females performed better. These findings are consistent with the mere effort account that argues that stereotype threat potentiates the most likely response on the given task. The study also demonstrates the value of identifying the control mechanisms through which stereotype threat has its effects on outcome measures.

  13. An Empirical Determination of Tasks Essential to Successful Performance as a Bulk Fertilizer Plant Worker. Determination of a Common Core of Basic Skills in Agribusiness and Natural Resources.

    Science.gov (United States)

    Miller, Daniel R.; And Others

    To improve vocational educational programs in agriculture, occupational information on a common core of basic skills within the occupational area of the bulk fertilizer plant worker is presented in the revised task inventory survey. The purpose of the occupational survey was to identify a common core of basic skills which are performed and are…

  14. An Empirical Determination of Tasks Essential to Successful Performance as a Tree Service Worker. Determination of a Common Core of Basic Skills in Agribusiness and Natural Resources.

    Science.gov (United States)

    Waddy, Paul H.; And Others

    To improve vocational educational programs in agriculture, occupational information on a common core of basic skills within the occupational area of the tree service worker is presented in the revised task inventory survey. The purpose of the occupational survey was to identify a common core of basic skills which are performed and are essential…

  15. Teaching Skills and Health-Related Fitness through a Preservice Gymnastics Program

    Science.gov (United States)

    Donham-Foutch, Shae

    2007-01-01

    Children who do not develop a foundation of basic motor skills are less likely to participate in regular physical activity. An excellent way of teaching basic motor skills, as well as health-related fitness, is through gymnastics. Many young teachers, however, think that teaching gymnastics is too challenging and do not know how to incorporate it…

  16. Destrezas Pre-Vocacionales: Curriculo Basico. Guia para el Maestro (Prevocational Skills: Basic Curriculum. Teacher's Guide).

    Science.gov (United States)

    Puerto Rico State Dept. of Education, Hato Rey. Office of Special Education.

    The Auxiliary Secretary of Vocational, Technical, and Higher Skill Instruction of Puerto Rico has the responsibility of offering prevocational services to students with disabilities. In the prevocational phase, the student receives academic instruction and acquires the knowledge and skills of general employment. This teacher's guide, in Spanish,…

  17. Long-term progressive motor skill training enhances corticospinal excitability for the ipsilateral hemisphere and motor performance of the untrained hand

    DEFF Research Database (Denmark)

    Christiansen, Lasse; Larsen, Malte Nejst; Grey, Michael James;

    2016-01-01

    excitability of the left non-trained hand. Subjects practiced a visuomotor tracking task engaging right digit V for 6 weeks with either progressively increasing task difficulty (PT) or no progression (NPT). Corticospinal excitability(CSE) was evaluated from the resting motor threshold(rMT) and recruitment......It is well-established that unilateral motor practice can lead to increased performance in the opposite non-trained hand. Here, we test the hypothesis that progressively increasing task difficulty during long-term skill training with the dominant right hand increase performance and corticomotor.......001) and 8 days later (76±14%,Ptask performance compared to NPT (19±15%,P=0.024 and 27±15%,P=0.016). Following the initial training session, CSE increased across all subjects. After 6 weeks of training and 8 days later, only PT was accompanied by increased CSE...

  18. Fine motor skills in adult Tourette patients are task-dependent

    OpenAIRE

    Neuner Irene; Arrubla Jorge; Ehlen Corinna; Janouschek Hildegard; Nordt Carlos; Fimm Bruno; Schneider Frank; Shah N; Kawohl Wolfram

    2012-01-01

    Abstract Background Tourette syndrome is a neuropsychiatric disorder characterized by motor and phonic tics. Deficient motor inhibition underlying tics is one of the main hypotheses in its pathophysiology. Therefore the question arises whether this supposed deficient motor inhibition affects also voluntary movements. Despite severe motor tics, different personalities who suffer from Tourette perform successfully as neurosurgeon, pilot or professional basketball player. Methods For the investi...

  19. Effect of Implicit Perceptual-Motor Training on Decision-Making Skills and Underpinning Gaze Behavior in Combat Athletes.

    Science.gov (United States)

    Milazzo, Nicolas; Farrow, Damian; Fournier, Jean F

    2016-08-01

    This study investigated the effect of a 12-session, implicit perceptual-motor training program on decision-making skills and visual search behavior of highly skilled junior female karate fighters (M age = 15.7 years, SD = 1.2). Eighteen participants were required to make (physical or verbal) reaction decisions to various attacks within different fighting scenarios. Fighters' performance and eye movements were assessed before and after the intervention, and during acquisition through the use of video-based and on-mat decision-making tests. The video-based test revealed that following training, only the implicit perceptual-motor group (n = 6) improved their decision-making accuracy significantly compared to a matched motor training (placebo, n = 6) group and a control group (n = 6). Further, the implicit training group significantly changed their visual search behavior by focusing on fewer locations for longer durations. In addition, the session-by-session analysis showed no significant improvement in decision accuracy between training session 1 and all the other sessions, except the last one. Coaches should devote more practice time to implicit learning approaches during perceptual-motor training program to achieve significant decision-making improvements and more efficient visual search strategy with elite athletes. PMID:27371637

  20. Effect of Implicit Perceptual-Motor Training on Decision-Making Skills and Underpinning Gaze Behavior in Combat Athletes.

    Science.gov (United States)

    Milazzo, Nicolas; Farrow, Damian; Fournier, Jean F

    2016-08-01

    This study investigated the effect of a 12-session, implicit perceptual-motor training program on decision-making skills and visual search behavior of highly skilled junior female karate fighters (M age = 15.7 years, SD = 1.2). Eighteen participants were required to make (physical or verbal) reaction decisions to various attacks within different fighting scenarios. Fighters' performance and eye movements were assessed before and after the intervention, and during acquisition through the use of video-based and on-mat decision-making tests. The video-based test revealed that following training, only the implicit perceptual-motor group (n = 6) improved their decision-making accuracy significantly compared to a matched motor training (placebo, n = 6) group and a control group (n = 6). Further, the implicit training group significantly changed their visual search behavior by focusing on fewer locations for longer durations. In addition, the session-by-session analysis showed no significant improvement in decision accuracy between training session 1 and all the other sessions, except the last one. Coaches should devote more practice time to implicit learning approaches during perceptual-motor training program to achieve significant decision-making improvements and more efficient visual search strategy with elite athletes.

  1. Effects of short-term training on behavioral learning and skill acquisition during intraoral fine motor task.

    Science.gov (United States)

    Kumar, A; Grigoriadis, J; Trulsson, M; Svensson, P; Svensson, K G

    2015-10-15

    Sensory information from the orofacial mechanoreceptors are used by the nervous system to optimize the positioning of food, determine the force levels, and force vectors involved in biting of food morsels. Moreover, practice resulting from repetition could be a key to learning and acquiring a motor skill. Hence, the aim of the experiment was to test the hypothesis that repeated splitting of a food morsel during a short-term training with an oral fine motor task would result in increased performance and optimization of jaw movements, in terms of reduction in duration of various phases of the jaw movements. Thirty healthy volunteers were asked to intraorally manipulate and split a chocolate candy, into two equal halves. The participants performed three series (with 10 trials) of the task before and after a short-term (approximately 30 min) training. The accuracy of the split and vertical jaw movement during the task were recorded. The precision of task performance improved significantly after training (22% mean deviation from ideal split after vs. 31% before; Pfine motor task induces behavior learning, skill acquisition and optimization of jaw movements in terms of better performance and reduction in the duration of jaw movements, during the task. The finding of the present study provides insights into how humans learn oral motor behaviors or the kind of adaptation that takes place after a successful prosthetic rehabilitation. PMID:26162238

  2. Effects of Motor Skill Intervention on Gross Motor Development, Creative Thinking and Academic Performance in Preschool Children

    Directory of Open Access Journals (Sweden)

    Judith Jiménez Díaz

    2010-08-01

    Full Text Available The purpose of this study was to investigate how students (mean= 6.08±0.5 years benefit from a physical education program in motor performance, creative thinking and academic achievement. Students (n = 39 were randomly assigned to comparison group (6 boys and 7 girls who received the regular preschool program (which includes 1 session of 30 minutes per week; intervention group 1 (6 boys and 7 girls who received the regular preschool program plus 1 session of 30 minutes per week of the intervention program; or intervention group 2 (6 boys and 7 girls, who received the regular preschool program plus 1 session of 60 minutes per week of the intervention program; during 8 weeks. All participants performed the Test of Gross Motor Development (TGMD-2 and the Torrance Test of Creative Thinking (TTCT before and after the study. The academic achievement score was given by the school. The ANOVA (Group x Gender x Time pre and post analysis revealed a significant triple interaction in the object control. Significant double interactions in the locomotor subscale and in the gross motor quotient were also found. After the post-hoc analysis, the results suggest that the physical education program benefits the gross motor performance and did not have an effect on the creative thinking or on the academic achievement.

  3. Developing an eBook-Integrated High-Fidelity Mobile App Prototype for Promoting Child Motor Skills and Taxonomically Assessing Children's Emotional Responses Using Face and Sound Topology.

    Science.gov (United States)

    Brown, William; Liu, Connie; John, Rita Marie; Ford, Phoebe

    2014-01-01

    Developing gross and fine motor skills and expressing complex emotion is critical for child development. We introduce "StorySense", an eBook-integrated mobile app prototype that can sense face and sound topologies and identify movement and expression to promote children's motor skills and emotional developmental. Currently, most interactive eBooks on mobile devices only leverage "low-motor" interaction (i.e. tapping or swiping). Our app senses a greater breath of motion (e.g. clapping, snapping, and face tracking), and dynamically alters the storyline according to physical responses in ways that encourage the performance of predetermined motor skills ideal for a child's gross and fine motor development. In addition, our app can capture changes in facial topology, which can later be mapped using the Facial Action Coding System (FACS) for later interpretation of emotion. StorySense expands the human computer interaction vocabulary for mobile devices. Potential clinical applications include child development, physical therapy, and autism.

  4. Disparity in Frontal Lobe Connectivity on a Complex Bimanual Motor Task Aids in Classification of Operator Skill Level.

    Science.gov (United States)

    Andreu-Perez, Javier; Leff, Daniel Richard; Shetty, Kunal; Darzi, Ara; Yang, Guang-Zhong

    2016-06-01

    Objective metrics of technical performance (e.g., dexterity, time, and path length) are insufficient to fully characterize operator skill level, which may be encoded deep within neural function. Unlike reports that capture plasticity across days or weeks, this articles studies long-term plasticity in functional connectivity that occurs over years of professional task practice. Optical neuroimaging data are acquired from professional surgeons of varying experience on a complex bimanual coordination task with the aim of investigating learning-related disparity in frontal lobe functional connectivity that arises as a consequence of motor skill level. The results suggest that prefrontal and premotor seed connectivity is more critical during naïve versus expert performance. Given learning-related differences in connectivity, a least-squares support vector machine with a radial basis function kernel is employed to evaluate skill level using connectivity data. The results demonstrate discrimination of operator skill level with accuracy ≥0.82 and Multiclass Matthew's Correlation Coefficient ≥0.70. Furthermore, these indices are improved when local (i.e., within-region) rather than inter-regional (i.e., between-region) frontal connectivity is considered (p = 0.002). The results suggest that it is possible to classify operator skill level with good accuracy from functional connectivity data, upon which objective assessment and neurofeedback may be used to improve operator performance during technical skill training. PMID:26899241

  5. Construction of somatic and motor skills of people training taekwondo WTF

    Directory of Open Access Journals (Sweden)

    Cieslicka Miroslawa.

    2012-10-01

    Full Text Available The purpose of this study was to analyze in terms of somatic and motor skills young people from high school in Bydgoszcz, taekwondo class profile. The object of the study were participants of Interschool Student Sports Club "Piętnastka" training this sport. The study included 36 patients aged 14.5, 15.5 and 16.5 years. Measured the height and body weight were and done the International Physical Fitness Test which included the following tests: long jump, hang on bent arms (girls or rising in the overhang on the stick (boys, shuttles run 4 x 10 m moving pads, traces of the lying and the slope in front trunk. The results were analyzed by gender and age, and tested the correlation between pairs of traits. It also examined how young people from their own studies compare to peers in the regional study conducted in 2005 by Marek Napierala [3]. After analyzing the test results the following conclusions: 1 Boys from our studies are characterized by a greater height and weight and achieve better results in all samples IPFT than girls; 2 Physical fitness increases with age - the best results attained IPFT students from the oldest age group (16.5 years; 3 Good results in other trials provide good performance in the course of 4 x 10 m; 4 Boys who train taekwondo in IPFT perform better than their peers from Kujawsko-Pomorskie in all age groups; 5 The sum of the calculated points obtained according to the scale T for girls is higher for taekwondo. However in not all trials, the girls from our studies performed better.

  6. The Effect of the Duration of Basic Life Support Training on the Learners’ Cardiopulmonary and Automated External Defibrillator Skills

    Directory of Open Access Journals (Sweden)

    Jin Hyuck Lee

    2016-01-01

    Full Text Available Background. Basic life support (BLS training with hands-on practice can improve performance during simulated cardiac arrest, although the optimal duration for BLS training is unknown. This study aimed to assess the effectiveness of various BLS training durations for acquiring cardiopulmonary resuscitation (CPR and automated external defibrillator (AED skills. Methods. We randomised 485 South Korean nonmedical college students into four levels of BLS training: level 1 (40 min, level 2 (80 min, level 3 (120 min, and level 4 (180 min. Before and after each level, the participants completed questionnaires regarding their willingness to perform CPR and use AEDs, and their psychomotor skills for CPR and AED use were assessed using a manikin with Skill-Reporter™ software. Results. There were no significant differences between levels 1 and 2, although levels 3 and 4 exhibited significant differences in the proportion of overall adequate chest compressions (p<0.001 and average chest compression depth (p=0.003. All levels exhibited a greater posttest willingness to perform CPR and use AEDs (all, p<0.001. Conclusions. Brief BLS training provided a moderate level of skill for performing CPR and using AEDs. However, high-quality skills for CPR required longer and hands-on training, particularly hands-on training with AEDs.

  7. The Effect of the Duration of Basic Life Support Training on the Learners' Cardiopulmonary and Automated External Defibrillator Skills

    Science.gov (United States)

    Kang, Ku Hyun; Song, Keun Jeong; Lee, Chang Hee

    2016-01-01

    Background. Basic life support (BLS) training with hands-on practice can improve performance during simulated cardiac arrest, although the optimal duration for BLS training is unknown. This study aimed to assess the effectiveness of various BLS training durations for acquiring cardiopulmonary resuscitation (CPR) and automated external defibrillator (AED) skills. Methods. We randomised 485 South Korean nonmedical college students into four levels of BLS training: level 1 (40 min), level 2 (80 min), level 3 (120 min), and level 4 (180 min). Before and after each level, the participants completed questionnaires regarding their willingness to perform CPR and use AEDs, and their psychomotor skills for CPR and AED use were assessed using a manikin with Skill-Reporter™ software. Results. There were no significant differences between levels 1 and 2, although levels 3 and 4 exhibited significant differences in the proportion of overall adequate chest compressions (p < 0.001) and average chest compression depth (p = 0.003). All levels exhibited a greater posttest willingness to perform CPR and use AEDs (all, p < 0.001). Conclusions. Brief BLS training provided a moderate level of skill for performing CPR and using AEDs. However, high-quality skills for CPR required longer and hands-on training, particularly hands-on training with AEDs. PMID:27529066

  8. The Effect of the Duration of Basic Life Support Training on the Learners' Cardiopulmonary and Automated External Defibrillator Skills.

    Science.gov (United States)

    Lee, Jin Hyuck; Cho, Youngsuk; Kang, Ku Hyun; Cho, Gyu Chong; Song, Keun Jeong; Lee, Chang Hee

    2016-01-01

    Background. Basic life support (BLS) training with hands-on practice can improve performance during simulated cardiac arrest, although the optimal duration for BLS training is unknown. This study aimed to assess the effectiveness of various BLS training durations for acquiring cardiopulmonary resuscitation (CPR) and automated external defibrillator (AED) skills. Methods. We randomised 485 South Korean nonmedical college students into four levels of BLS training: level 1 (40 min), level 2 (80 min), level 3 (120 min), and level 4 (180 min). Before and after each level, the participants completed questionnaires regarding their willingness to perform CPR and use AEDs, and their psychomotor skills for CPR and AED use were assessed using a manikin with Skill-Reporter™ software. Results. There were no significant differences between levels 1 and 2, although levels 3 and 4 exhibited significant differences in the proportion of overall adequate chest compressions (p < 0.001) and average chest compression depth (p = 0.003). All levels exhibited a greater posttest willingness to perform CPR and use AEDs (all, p < 0.001). Conclusions. Brief BLS training provided a moderate level of skill for performing CPR and using AEDs. However, high-quality skills for CPR required longer and hands-on training, particularly hands-on training with AEDs. PMID:27529066

  9. Older age relates to worsening of fine motor skills: a population-based study of middle-aged and elderly persons

    OpenAIRE

    Yoo Young eHoogendam; Fedde evan der Lijn; Meike W eVernooij; Albert eHofman; Wiro J eNiessen; Aad evan der Lugt; M Arfan eIkram; Jos N evan der Geest

    2014-01-01

    Introduction: In a population-based study of 1,912 community-dwelling persons of 45 years and older we investigated the relation between age and fine motor skills using the Archimedes spiral-drawing test. Also, we studied the effect of brain volume on fine motor skills. Methods: Participants were required to trace a template of a spiral on an electronic drawing board. Clinical scores from this test were obtained by visual assessment of the drawings. Quantitative measures were objectively dete...

  10. Intermanual transfer and bilateral cortical plasticity is maintained in older adults after skilled motor training with simple and complex tasks

    Directory of Open Access Journals (Sweden)

    Daina S. E. Dickins

    2015-05-01

    Full Text Available Intermanual transfer refers to the phenomenon whereby unilateral motor training induces performance gains in both the trained limb and in the opposite, untrained limb. Evidence indicates that intermanual transfer is attenuated in older adults following training on a simple ballistic movement task, but not after training on a complex task. This study investigated whether differences in plasticity in bilateral motor cortices underlie these differential intermanual transfer effects in older adults. Twenty young (65 years trained on a simple (repeated ballistic thumb abduction and complex (sequential finger-thumb opposition task in separate sessions. Behavioral performance was used to quantify intermanual transfer between the dominant (trained and non-dominant (untrained hands. The amplitude of motor-evoked potentials (MEPs induced by single pulse transcranial magnetic stimulation (TMS was used to investigate excitability changes in bilateral motor cortices. Contrary to predictions, both age groups exhibited performance improvements in both hands after unilateral skilled motor training with simple and complex tasks. These performance gains were accompanied by bilateral increases in cortical excitability in both groups for the simple but not the complex task. The findings suggest that advancing age does not necessarily influence the capacity for intermanual transfer after training with the dominant hand.

  11. The Effects of Basic Gymnastics Training Integrated with Physical Education Courses on Selected Motor Performance Variables

    Science.gov (United States)

    Alpkaya, Ufuk

    2013-01-01

    The purpose of this study is to determine the influence of gymnastics training integrated with physical education courses on selected motor performance variables in seven year old girls. Subjects were divided into two groups: (1) control group (N=15, X=7.56 plus or minus 0.46 year old); (2) gymnastics group (N=16, X=7.60 plus or minus 0.50 year…

  12. The Development of Fundamental Motor Skills of Four- to Five-Year-Old Preschool Children and the Effects of a Preschool Physical Education Curriculum

    Science.gov (United States)

    Iivonen, S.; Saakslahti, A.; Nissinen, K.

    2011-01-01

    Altogether 38 girls and 46 boys aged four to five years were studied to analyse the linear and non-linear development of fundamental motor skills. The children were grouped into one experimental and one control group to study the effects of an eight-month preschool physical education curriculum. In the course of one year, the balance skills of the…

  13. Five Years Old Preschool Children's Motor-Verbal Skills:A Follow-up into the First-grade

    Directory of Open Access Journals (Sweden)

    Azade Mirzaei

    2009-12-01

    Full Text Available "n Objective : "n "nThe major objective of this study was to determine the means and 95% confidence interval of normal 6 years old children's motor-verbal skills. Based on the results of this study we could develop a measure to diagnose abnormal motor skills. In addition, in this follow-up study, we compared the first-graders' motor-verbal skills to their own skills one year earlier. "nMethod: In this follow-up study, the development of motor-verbal skills was studied in 220 normal readers in the first-grade after 1 year. We administered naming speed test and word and phrase repetition to assess motor-verbal skills. Data were analyzed by descriptive statistic and paired t-test. "nResults: The mean of the 6 years old first-graders' speed naming was 87 words per 100 second. In addition, means and standard deviations of word and phrase repetition were 8.41(2.92 and 6.51(1.73 respectively. In addition,, paired t-test showed a significant difference between naming speed, word and phrase repetition first-grade and 5 years old children score(naming speed: t=10.95, p<0.001, word repetition: t= 14.23, p<0.001, phrase repetition: t=12.11, p<0.001 . Conclusion:In general, 5 years old children's motor-verbal skills significantly improved after one year. Furthermore, the results of this study provide the norm for speech and language pathologists and other professionals. It is important to note that if 5 years old children's motor-verbal skills are under this norm, it will be anticipated that they are at the risk of literacy problem and dyslexia.

  14. Learning to never forget – Time scales and specificity of long-term memory of a motor skill

    Directory of Open Access Journals (Sweden)

    Se-Woong ePark

    2013-09-01

    Full Text Available Despite anecdotal reports that humans retain acquired motor skills for many years, if not a lifetime, long-term memory of motor skills has received little attention. While numerous neuroimaging studies showed practice-induced cortical plasticity, the behavioral correlates, what is retained and also what is forgotten, are little understood. This longitudinal case study on four subjects presents detailed kinematic analyses of humans practicing a bimanual polyrhythmic task over 2 months with retention tests after 6 months and, for two subjects, after 8 years. Results showed that individuals not only retained the task, but also reproduced their individual style of performance, even after 8 years. During practice, variables such as the two hands’ frequency ratio and relative phase changed at different rates, indicative of multiple time-scales of neural processes. Frequency leakage across hands, reflecting inter manual crosstalk, attenuated at a significantly slower rate and was the only variable not maintained after 8 years. Complementing recent findings on neuroplasticity in grey and white matter, our study presents new behavioral evidence that highlights the multi-scale process of practice-induced changes and its remarkable persistence. Results suggest that motor memory may comprise not only higher-level task achievement but also individual kinematic signatures.

  15. Perceived sports competence mediates the relationship between childhood motor skill proficiency and adolescent physical activity and fitness: a longitudinal assessment

    Directory of Open Access Journals (Sweden)

    van Beurden Eric

    2008-08-01

    Full Text Available Abstract Background The purpose of this paper was to investigate whether perceived sports competence mediates the relationship between childhood motor skill proficiency and subsequent adolescent physical activity and fitness. Methods In 2000, children's motor skill proficiency was assessed as part of a school-based physical activity intervention. In 2006/07, participants were followed up as part of the Physical Activity and Skills Study and completed assessments for perceived sports competence (Physical Self-Perception Profile, physical activity (Adolescent Physical Activity Recall Questionnaire and cardiorespiratory fitness (Multistage Fitness Test. Structural equation modelling techniques were used to determine whether perceived sports competence mediated between childhood object control skill proficiency (composite score of kick, catch and overhand throw, and subsequent adolescent self-reported time in moderate-to-vigorous physical activity and cardiorespiratory fitness. Results Of 928 original intervention participants, 481 were located in 28 schools and 276 (57% were assessed with at least one follow-up measure. Slightly more than half were female (52.4% with a mean age of 16.4 years (range 14.2 to 18.3 yrs. Relevant assessments were completed by 250 (90.6% students for the Physical Activity Model and 227 (82.3% for the Fitness Model. Both hypothesised mediation models had a good fit to the observed data, with the Physical Activity Model accounting for 18% (R2 = 0.18 of physical activity variance and the Fitness Model accounting for 30% (R2 = 0.30 of fitness variance. Sex did not act as a moderator in either model. Conclusion Developing a high perceived sports competence through object control skill development in childhood is important for both boys and girls in determining adolescent physical activity participation and fitness. Our findings highlight the need for interventions to target and improve the perceived sports competence of youth.

  16. Basic Extension Skills Training (BEST): A Responsive Approach to Integrated Extension for Rural Development in Botswana

    Science.gov (United States)

    Gboku, Matthew L. S.; Modise, Oitshepile M.

    2008-01-01

    In a rapidly changing society like Botswana, the competition for employment, training and progression on the job has become very high. The development of skills is therefore a crucial and integral part of nation building, which needs a direct link to a training programme to continuously help staff to cope with the different needs they meet in the…

  17. Basic Legal Techniques Course at Catholic University School of Law; First-Year Lawyering Skills

    Science.gov (United States)

    Marple, William

    1974-01-01

    Describes each unit of a course required for first-year law students which seeks to develop legal skills in case analysis and synthesis, research and writing, oral presentation, client interviewing, pleading, fact investigation, counseling, pre-trial discovery, and negotiation. Includes explanation of a clinical unit utilizing a simulated consumer…

  18. Do Basic Psychomotor Skills Transfer Between Different Image-based Procedures?

    NARCIS (Netherlands)

    Buzink, S.N.; Goossens, R.H.M.; Schoon, E.J.; De Ridder, H.; Jakimowicz, J.J.

    2010-01-01

    Background - Surgical techniques that draw from multiple types of image-based procedures (IBP) are increasing, such as Natural Orifice Transluminal Endoscopic Surgery, fusing laparoscopy and flexible endoscopy. However, little is known about the relation between psychomotor skills for performing dif

  19. Computer-Based Basic Skills Instruction in a CETA Funded Project: A Case Study.

    Science.gov (United States)

    Caldwell, Robert M.; Hedl, John J., Jr.

    1984-01-01

    Reports on a study that (1) examined the effectiveness of computer-based education in developing literacy and mathematics skills in young adults to enable them to secure unsubsidized employment and (2) compared motivation of CETA-funded students with those who sought training voluntarily. Discusses failures of CETA training projects and makes…

  20. Flowers in the Desert: The Impact of Policy on Basic Skills Provision in the Workplace

    Science.gov (United States)

    Finlay, Ian; Hodgson, Ann; Steer, Richard

    2007-01-01

    In this paper we argue that learning in the workplace can bring considerable benefits for learners and employers. It draws on data from in-depth interviews and secondary sources from eight sites of work-based learning as part of wider research into the effects of five national policy mechanisms within the Learning and Skills Sector. We also have…

  1. Evaluation of the Individualized Study Program: Reduced Study Load Option and Basic Skills Workshops.

    Science.gov (United States)

    Hunziker, Celeste M.

    The Individualized Study Program (ISP) at the University of California, Davis, which is designed to enhance retention of students with academic skill deficiencies, was evaluated. The target group was disadvantaged students who had not met the university's entrance requirements. Attention was focused on two aspects of the program: allowing students…

  2. Construct and concurrent validity of a Nintendo Wii video game made for training basic laparoscopic skills

    NARCIS (Netherlands)

    Jalink, M. B.; Goris, J.; Heineman, E.; Pierie, J. P. E. N.; ten Cate Hoedemaker, H. O.

    2014-01-01

    Background Virtual reality (VR) laparoscopic simulators have been around for more than 10 years and have proven to be cost-and time-effective in laparoscopic skills training. However, most simulators are, in our experience, considered less interesting by residents and are often poorly accessible. Co

  3. Application of stepping motor

    International Nuclear Information System (INIS)

    This book is divided into three parts, which is about practical using of stepping motor. The first part has six chapters. The contents of the first part are about stepping motor, classification of stepping motor, basic theory og stepping motor, characteristic and basic words, types and characteristic of stepping motor in hybrid type and basic control of stepping motor. The second part deals with application of stepping motor with hardware of stepping motor control, stepping motor control by microcomputer and software of stepping motor control. The last part mentions choice of stepping motor system, examples of stepping motor, measurement of stepping motor and practical cases of application of stepping motor.

  4. A Model of Motor Inhibition for a Complex Skill: Baseball Batting

    Science.gov (United States)

    Gray, Rob

    2009-01-01

    The ability to inhibit an ongoing action in response to a signal from the environment is important for many perceptual-motor actions. This paper examines a particular example of this behavior: attempting to inhibit or "check" a swing in baseball batting. A model of motor inhibition in batting is proposed. In the model there are three different…

  5. A network for audio-motor coordination in skilled pianists and non-musicians.

    Science.gov (United States)

    Baumann, Simon; Koeneke, Susan; Schmidt, Conny F; Meyer, Martin; Lutz, Kai; Jancke, Lutz

    2007-08-01

    Playing a musical instrument requires efficient auditory and motor processing. Fast feed forward and feedback connections that link the acoustic target to the corresponding motor programs need to be established during years of practice. The aim of our study is to provide a detailed description of cortical structures that participate in this audio-motor coordination network in professional pianists and non-musicians. In order to map these interacting areas using functional magnetic resonance imaging (fMRI), we considered cortical areas that are concurrently activated during silent piano performance and motionless listening to piano sound. Furthermore we investigated to what extent interactions between the auditory and the motor modality happen involuntarily. We observed a network of predominantly secondary and higher order areas belonging to the auditory and motor modality. The extent of activity was clearly increased by imagination of the absent modality. However, this network did neither comprise primary auditory nor primary motor areas in any condition. Activity in the lateral dorsal premotor cortex (PMd) and the pre-supplementary motor cortex (preSMA) was significantly increased for pianists. Our data imply an intermodal transformation network of auditory and motor areas which is subject to a certain degree of plasticity by means of intensive training. PMID:17603027

  6. Basic motor-fitness acquisition: how are Brazilian and Portuguese children?

    Directory of Open Access Journals (Sweden)

    Luiz Antonio Pereira da Silva

    2008-06-01

    Full Text Available Considering the child motor-development phases and the consequent genetic and sociocultural interference, and taking into account that a great majprity of Brazilian population is of Portuguese extraction, an expectation to compare Brasilian and Portuguese children’s motor development was created. To carry out the investigation 58 Portuguese elementary school children from Gondomar, in the northern area of the country, and 64 Brazilian elementary school children from Maringá, in the northern area of the State of Paraná, were chosen as samples. An eight-test battery of test was selected from AAPHERD (1980 and EUROFIT (1988. This tests were applied to all children under the same existing circumstances and by the same researcher at the beginning and at the end of the schoolyear. The analysis of the results showed that in the comparison between the two groups and regardless of gender three tests out of eight presented significant diferences (p > 0.01 in benefit of Brasilian children and only one in benefit of Portuguese children. In the post-test the Portuguese children showed a better performance decreasing the difference between the two groups when Brazilian children displayed significant favorable results in two tests against two significant favorable results of the Portuguese children. Taking into account the shortcomings and gender conditions of the two groups Silva (1995, the results suggest that Brazilian children from Maringá reach the fourth grade in better motor-fitness conditions than Portuguese children from Gondomar. However the scientifically structured and systematic work has made Portuguese schoolchildren eventually reach a better performance.

  7. Fine motor skills in South African children with symptoms of ADHD: influence of subtype, gender, age, and hand dominance

    Directory of Open Access Journals (Sweden)

    Meyer Anneke

    2006-10-01

    Full Text Available Abstract Background Motor problems, often characterised as clumsiness or poor motor coordination, have been associated with ADHD in addition to the main symptom groups of inattention, impulsiveness, and overactivity. The problems addressed in this study were: (1 Are motor problems associated with ADHD symptoms, also in African cultures? (2 Are there differences in motor skills among the subtypes with ADHD symptoms? (3 Are there gender differences? (4 Is there an effect of age? (5 Are there differences in performance between the dominant and non-dominant hand? Method A total of 528 children (264 classified as having symptoms of ADHD and 264 matched comparisons of both genders and from seven different South African ethnic groups participated in the study. They were assessed with three simple, easy to administer instruments which measure various functions of motor speed and eye-hand coordination: The Grooved Pegboard, the Maze Coordination Task, and the Finger Tapping Test. The results were analysed as a function of subtype, gender, age, and hand dominance. Results The findings indicate that children with symptoms of ADHD performed significantly poorer on the Grooved Pegboard and Motor Coordination Task, but not on the Finger Tapping Test than their comparisons without ADHD symptoms. The impairment was most severe for the subtype with symptoms of ADHD-C (combined and less severe for the subtypes with symptoms of ADHD-PI (predominantly inattentive and ADHD-HI (predominantly hyperactive/impulsive. With few exceptions, both genders were equally affected while there were only slight differences in performance between the dominant and non-dominant hand. The deficiencies in motor control were mainly confined to the younger age group (6 – 9 yr. Conclusion An association between the symptoms of ADHD and motor problems was demonstrated in terms of accuracy and speed in fairly complex tasks, but not in simple motor tests of speed. This deficiency is found

  8. Writing to dictation and handwriting performance among Chinese children with dyslexia: relationships with orthographic knowledge and perceptual-motor skills.

    Science.gov (United States)

    Cheng-Lai, Alice; Li-Tsang, Cecilia W P; Chan, Alan H L; Lo, Amy G W

    2013-10-01

    The purpose of this study was to investigate the relationships between writing to dictation, handwriting, orthographic, and perceptual-motor skills among Chinese children with dyslexia. A cross-sectional design was used. A total of 45 third graders with dyslexia were assessed. Results of stepwise multiple regression models showed that Chinese character naming was the only predictor associated with word dictation (β=.32); handwriting speed was related to deficits in rapid automatic naming (β=-.36) and saccadic efficiency (β=-.29), and visual-motor integration predicted both of the number of characters exceeded grid (β=-.41) and variability of character size (β=-.38). The findings provided support to a multi-stage working memory model of writing for explaining the possible underlying mechanism of writing to dictation and handwriting difficulties.

  9. Relationship between Isometric Strength of Six Lower Limb Muscle Groups and Motor Skills among Nursing Home Residents.

    Science.gov (United States)

    Buckinx, F; Croisier, J L; Reginster, J Y; Petermans, J; Goffart, E; Bruyère, O

    2015-01-01

    This research aimed to assess the correlation between isometric muscle strength of the lower limb and motor skills. This is a cross sectional study performed among volunteer nursing home residents included in the SENIOR (Sample of Elderly Nursing home Individuals: an Observational Research) cohort. The present analysis focused on isometric muscle strength of 6 lower limb muscle groups (i.e. knee extensors, knee flexors, hip abductors, hip extensors, ankle flexors and ankle extensors), assessed using a validated hand-held dynamometer (i.e. the MicroFET2 device), and motor skills evaluated using the Tinetti test, the Timed Up and Go test, the Short Physical Performance Battery test (SPPB) and the walking speed. The relationship between all these parameters was tested by means of a multiple correlation, adjusted on age, sex and body mass index. 450 nursing home residents (69.8% of women) with a mean age of 83.1±9.4 years were included in this study. Our results showed a significant inverse correlation between lower limb muscle strength and the time required to perform the TUG test or gait speed, except for ankle flexors and ankle extensors. The relationship between the Tinetti test or the SPPB score, and lower limb muscle strength was significant, except for ankle flexors and ankle extensors. In conclusion, a positive association between lower limb muscle strength of the four main muscle groups and motor skills of the elderly nursing residents was found in this research. Therefore, special attention should be given to these muscle groups during rehabilitation programs.

  10. Learning and teaching motor skills in regional anesthesia: a different perspective.

    Science.gov (United States)

    Slater, Reuben J; Castanelli, Damian J; Barrington, Michael J

    2014-01-01

    Existing literature on learning in regional anesthesia broadly covers the rate of skill acquisition and the structure of educational programs. A complementary body of literature spanning psychology to medical education can be found describing skill acquisition in other fields. Concepts described in this literature have direct application to the teaching of regional anesthesia. This review introduces a selection of these complementary educational concepts, applying them to ultrasound-guided regional anesthesia skills education. Key educational concepts presented in this article can be divided into 3 sections, namely, how residents acquire manual skills, how tutors teach, and type of feedback.

  11. Effects of an Exhaustive Exercise on Motor Skill Learning and on the Excitability of Primary Motor Cortex and Supplementary Motor Area.

    Science.gov (United States)

    Coco, Marinella; Perciavalle, Vincenzo; Cavallari, Paolo; Perciavalle, Valentina

    2016-03-01

    We examined, on 28 healthy adult subjects, the possible correlations of an exhaustive exercise, and the consequent high blood lactate levels, on immediate (explicit) and delayed (implicit) motor execution of sequential finger movements (cognitive task). Moreover, we determined with transcranial magnetic stimulation whether changes in motor performance are associated with variations in excitability of primary motor area (M1) and supplementary motor area (SMA). We observed that, after an acute exhaustive exercise, the large increase of blood lactate is associated with a significant worsening of both explicit and implicit sequential visuomotor task paradigms, without gender differences. We also found that, at the end of the exhaustive exercise, there is a change of excitability in both M1 and SMA. In particular, the excitability of M1 was increased whereas that of SMA decreased and, also in this case, without gender differences. These results support the idea that an increase of blood lactate after an exhaustive exercise appears to have a protective effect at level of primary cortical areas (as M1), although at the expense of efficiency of adjacent cortical regions (as SMA). PMID:26986109

  12. Can Perceptuo-Motor Skills Assessment Outcomes in Young Table Tennis Players (7–11 years) Predict Future Competition Participation and Performance? An Observational Prospective Study

    Science.gov (United States)

    2016-01-01

    Forecasting future performance in youth table tennis players based on current performance is complex due to, among other things, differences between youth players in growth, development, maturity, context and table tennis experience. Talent development programmes might benefit from an assessment of underlying perceptuo-motor skills for table tennis, which is hypothesized to determine the players’ potential concerning the perceptuo-motor domain. The Dutch perceptuo-motor skills assessment intends to measure the perceptuo-motor potential for table tennis in youth players by assessing the underlying skills crucial for developing technical and tactical qualities. Untrained perceptuo-motor tasks are used as these are suggested to represent a player’s future potential better than specific sport skills themselves as the latter depend on exposure to the sport itself. This study evaluated the value of the perceptuo-motor skills assessment for a talent developmental programme by evaluating its predictive validity for competition participation and performance in 48 young table tennis players (7–11 years). Players were tested on their perceptuo-motor skills once during a regional talent day, and the subsequent competition results were recorded half-yearly over a period of 2.5 years. Logistic regression analysis showed that test scores did not predict future competition participation (p >0.05). Yet, the Generalized Estimating Equations analysis, including the test items ‘aiming at target’, ‘throwing a ball’, and ‘eye-hand coordination’ in the best fitting model, revealed that the outcomes of the perceptuo-motor skills assessment were significant predictors for future competition results (R2 = 51%). Since the test age influences the perceptuo-motor skills assessment’s outcome, another multivariable model was proposed including test age as a covariate (R2 = 53%). This evaluation demonstrates promising prospects for the perceptuo-motor skills assessment to be

  13. Effects of short-term training on behavioral learning and skill acquisition during intraoral fine motor task

    DEFF Research Database (Denmark)

    Kumar, Abhishek; Grigoriadis, Joannis; Trulsson, Mats;

    2015-01-01

    movements. Thirty healthy volunteers were asked to intraorally manipulate and split a chocolate candy, into two equal halves. The participants performed three series (with ten 10 trials) of the task before and after a short-term (approximately 30min) training. The accuracy of the split and vertical jaw...... task induces behavior learning, skill acquisition and optimization of jaw movements in terms of better performance and reduction in the duration of jaw movements, during the task. The finding of the present study provides insights on into how humans learn oral motor behaviors or the kind of adaptation...

  14. The Effects of SPARK Physical Education Program on Fundamental Motor Skills in 4-6 Year-Old Children

    OpenAIRE

    Mostafavi, Reza; Ziaee, Vahid; Akbari, Hakimeh; Haji-Hosseini, Samaneh

    2013-01-01

    Objective The purpose of this study was to investigate the effect of SPARK Physical Education (PE) program on fundamental motor skills in 4-6 year children. SPARK (Sports, Play, and Active Recreation for Kids) is an evidence based PE program designed in order to promote the lifelong wellbeing. Methods In total, 90 children aged 4 to 6 years were selected randomly. The children were allocated into 3 groups with separate PE programs: 1-SPARK, 2-Gymnastics and 3-Routine activity. Using the Test ...

  15. The Effects of SPARK Physical Education Program on Fundamental Motor Skills in 4-6 Year Children

    OpenAIRE

    Reza Mostafavi; Vahid Ziaee; Hakimeh Akbari; Samaneh Haji-Hosseini

    2013-01-01

    Objective: The purpose of this study was to investigate the effect of SPARK Physical Education (PE) program on fundamental motor skills in 4-6 year children. SPARK (Sports, Play, and Active Recreation for Kids) is an evidence based PE program designed in order to promote the lifelong wellbeing.Methods: In total, 90 children aged 4 to 6 years were selected randomly. The children were allocated into 3 groups with separate PE programs: 1-SPARK, 2-Gymnastics and 3-Routine activity. Using the Test...

  16. Motor skills and exercise capacity are associated with objective measures of cognitive functions and academic performance in preadolescent children

    DEFF Research Database (Denmark)

    Geertsen, Svend Sparre; Thomas, Richard; Larsen, Malte Nejst;

    2016-01-01

    the Cambridge Neuropsychological Test Automated Battery (CANTAB) were used to assess different domains of cognitive functions, including sustained attention, spatial working memory, episodic and semantic memory, and processing speed. Linear mixed-effects models were used to investigate associations between...... sustained attention (Pcapacity and cognitive functions such as working memory, episodic memory, sustained attention and processing speed were all associated with better performance in mathematics and reading......OBJECTIVE: To investigate associations between motor skills, exercise capacity and cognitive functions, and evaluate how they correlate to academic performance in mathematics and reading comprehension using standardised, objective tests. METHODS: This cross-sectional study included 423 Danish...

  17. The influence of basic skills development on social interaction and play: in the example of a boy with autism spectrum disorders and delays in the development

    OpenAIRE

    Leskovšek, Maša

    2013-01-01

    Autism Spectrum Disorders (ASD) are complex neurodevelopmental disorders that result in a change of behaviour in communication, social interaction, imagination and adaptability of thinking skills. Despite the fact that ASD stay with someone their whole life, it is possible to improve the condition and well-being of someone who has ASD in all the most important areas of their lives. An early intervention is crucial for an improvement of someone's condition. Basic skills are skills that norm...

  18. Benefits of physical exercise on basic visuo-motor functions across age

    Directory of Open Access Journals (Sweden)

    Marika eBerchicci

    2014-03-01

    Full Text Available Motor performance deficits of older adults are due to dysfunction at multiple levels. Age-related differences have been documented on executive functions; motor control becomes more reliant on cognitive control mechanisms, including the engagement of the prefrontal cortex (PFC, possibly compensating for age-related sensorimotor declines. Since at functional level the PFC showed the largest age-related differences during discriminative response task, we wonder whether those effects are mainly due to the cognitive difficulty in stimulus discrimination or they could be also detected in a much easier task. In the present study, we measured the association of physical exercise with the PFC activation and response times (RTs using a simple response task (SRT, in which the participants were asked to respond as quickly as possible by manual key-press to visual stimuli. Simultaneous behavioral (RTs and electroencephalographic (EEG recordings were performed on 84 healthy participants aged 19-86 years. The whole sample was divided into three cohorts (young, middle-aged and older; each cohort was further divided into two equal sub-cohorts (exercise and not-exercise based on a self-report questionnaire measuring physical exercise. The EEG signal was segmented in epochs starting 1100 prior to stimulus onset and lasting 2-s. Behavioral results showed age effects, indicating a slowing of RTs with increasing age. The EEG results showed a significant interaction between age and exercise on the activities recorded on the PFC. The results indicates that: a the brain of older adults needs the PFC engagement also to perform elementary task, such as the SRT, while this activity is not necessary in younger adults, b physical exercise could reduce this age-related reliance on extra cognitive control also during the performance of a SRT, and c the activity of the PFC is a sensitive index of the benefits of physical exercise on sensorimotor decline.

  19. Teaching Basic Cooking Skills: Evaluation of the North Carolina Extension "Cook Smart, Eat Smart" Program

    Science.gov (United States)

    Dunn, Carolyn; Jayaratne, K. S. U.; Baughman, Kristen; Levine, Katrina

    2014-01-01

    Cook Smart, Eat Smart (CSES) is a 12-hour cooking school that teaches participants to prepare nutritious, delicious food using simple, healthy preparation techniques, basic ingredients, and minimal equipment. The purpose of this evaluation was to examine the impact of CSES on food preparation and meal consumption behavior. Program outcomes include…

  20. Destrezas de Matematica: Curriculo Basico. Guia para el Maestro (Mathematics Skills: Basic Curriculum. Teacher's Guide).

    Science.gov (United States)

    Puerto Rico State Dept. of Education, Hato Rey. Office of Special Education.

    The fundamental importance of basic mathematics to daily life is emphasized in this teacher's guide for special education teachers in Puerto Rico. While it is necessary for the teacher to determine the needs and abilities of each student and adapt the curriculum accordingly, this guide presents, in Spanish, a set of lesson plans, each with an…