WorldWideScience

Sample records for gross motor skill

  1. 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,…

  2. Gross motor skill development of kindergarten children in Japan.

    Science.gov (United States)

    Aye, Thanda; Kuramoto-Ahuja, Tsugumi; Sato, Tamae; Sadakiyo, Kaori; Watanabe, Miyoko; Maruyama, Hitoshi

    2018-05-01

    [Purpose] The purposes of this study were to assess and explore the gender-based differences in gross motor skill development of 5-year-old Japanese children. [Subjects and Methods] This cross-sectional study recruited 60 healthy 5-year-old (third-year kindergarten, i.e., nencho ) children (34 boys, 26 girls) from one local private kindergarten school in Otawara city, Tochigi Prefecture, Japan. Gross motor skills, including six locomotor and six object control skills, were assessed using the test of gross motor development, second edition (TGMD-2). All subjects performed two trials of each gross motor skill, and the performances were video-recorded and scored. Assessment procedures were performed according to the standardized guidelines of the TGMD-2. [Results] The majority of subjects had an average level of overall gross motor skills. Girls had significantly better locomotor skills. Boys had significantly better object control skills. [Conclusion] The gross motor skill development of 5-year-old Japanese children involves gender-based differences in locomotor and object control skills. This study provided valuable information that can be used to establish normative references for the gross motor skills of 5-year-old Japanese children.

  3. Assessing Gross Motor Skills of Kosovar Preschool Children

    Science.gov (United States)

    Shala, Merita

    2009-01-01

    In the light of the new developments in preschool education in Kosovo, this study attempts to carry out an assessment of the development of gross motor skills of preschool children attending institutional education. The emphasis is on creating a set of tests to measure the motor attainments of these children by conducting assessments of the…

  4. Gross Motor Skill Acquisition in Adolescents with Down Syndrome

    Science.gov (United States)

    Meegan, Sarah; Maraj, Brian K. V.; Weeks, Daniel; Chua, Romeo

    2006-01-01

    The purpose of this study was to assess whether verbal-motor performances deficits exhibited by individuals with Down syndrome limited their ability to acquire gross motor skills when given visual and verbal instruction together and then transferred to either a visual or verbal instructional mode to reproduce the movement. Nine individuals with…

  5. 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,…

  6. School Physical Activity Programming and Gross Motor Skills in Children.

    Science.gov (United States)

    Burns, Ryan D; Fu, You; Hannon, James C; Brusseau, Timothy A

    2017-09-01

    We examined the effect of a comprehensive school physical activity program (CSPAP) on gross motor skills in children. Participants were 959 children (1st-6th grade; Mean age = 9.1 ± 1.5 years; 406 girls, 553 boys) recruited from 5 low-income schools receiving a year-long CSPAP intervention. Data were collected at the beginning of the school year and at a 36-week follow-up. Gross motor skills were assessed using the Test for Gross Motor Development (3rd ed.) (TGMD-3) instrument. Multi-level mixed effects models were employed to examine the effect of CSPAP on TGMD-3 scores, testing age and sex as effect modifiers and adjusting for clustering of observations within the data structure. There were statistically significant coefficients for time (β = 8.1, 95% CI [3.9, 12.3], p skills and ball skills sub-test scores. Children showed improved gross motor skill scores at the end of the 36-week CSPAP that were modified by age, as younger children displayed greater improvements in TGMD-3 scores compared to older children.

  7. A Study on Gross Motor Skills of Preschool Children

    Science.gov (United States)

    Wang, Joanne Hui-Tzu

    2004-01-01

    The purpose of this study was to investigate the effects of a creative movement program on gross motor skills of preschool children. Sixty children between the ages of 3 to 5 were drawn from the population of a preschool in Taichung, Taiwan. An experimental pretest-posttest control-group design was utilized. The children enrolled in the…

  8. Gross Motor Profile and Its Association with Socialization Skills in Children with Autism Spectrum Disorders

    OpenAIRE

    Hardiono D. Pusponegoro; Pustika Efar; Soedjatmiko; Amanda Soebadi; Agus Firmansyah; Hui-Ju Chen; Kun-Long Hung

    2016-01-01

    While social impairment is considered to be the core deficit in children with autism spectrum disorder (ASD), a large proportion of these children have poor gross motor ability, and gross motor deficits may influence socialization skills in children with ASD. The objectives of this study were to compare gross motor skills in children with ASD to typically developing children, to describe gross motor problems in children with ASD, and to investigate associations between gross motor and sociali...

  9. The relationship between gross motor skills and visual perception of preschoolers

    OpenAIRE

    TEPELI, Kezban

    2014-01-01

    Answers were searched for these questions; “Is there a relationship between visual perceptions and gross motor skills of preschool children?”, “Are preschool children's visual perceptions predictors of their gross motor skills?”, “Is there any difference between visual perceptions of the children having low, average and high level of gross motor skills?” within this study where the relationship between preschool children's visual perceptions and their gross motor skills were compara...

  10. 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. Copyright © 2015 Elsevier B.V. All rights reserved.

  11. 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,…

  12. Trained, Generalized, and Collateral Behavior Changes of Preschool Children Receiving Gross-Motor Skills Training.

    Science.gov (United States)

    Kirby, Kimberly C.; Holborn, Stephen W.

    1986-01-01

    Three preschool children participated in a behavioral training program to improve their gross-motor skills. Results indicated that the program improved the 10 targeted gross-motor skills and that improvements sometimes generalized to other settings. The program did not produce changes in fine-motor skills or social behaviors. Implications are…

  13. 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...

  14. 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

  15. Gross Motor Profile and Its Association with Socialization Skills in Children with Autism Spectrum Disorders.

    Science.gov (United States)

    Pusponegoro, Hardiono D; Efar, Pustika; Soedjatmiko; Soebadi, Amanda; Firmansyah, Agus; Chen, Hui-Ju; Hung, Kun-Long

    2016-12-01

    While social impairment is considered to be the core deficit in children with autism spectrum disorder (ASD), a large proportion of these children have poor gross motor ability, and gross motor deficits may influence socialization skills in children with ASD. The objectives of this study were to compare gross motor skills in children with ASD to typically developing children, to describe gross motor problems in children with ASD, and to investigate associations between gross motor and socialization skills in children with ASD. This was a cross-sectional study including 40 ASD children aged from 18 months to 6 years and 40 age-matched typically developing controls. Gross motor and socialization skills were scored using the Vineland Adaptive Behavior Scales, 2 nd edition (Vineland-II). Below average gross motor function was found in eight of 40 (20%) ASD children. The mean gross motor v-scale score in the ASD group was 15.1 [standard deviation (SD) 3.12], significantly lower than in the control group [18.7, SD 2.09, p = 0.0001; 95% confidence intervals (CI) from -4.725 to -2.525]. The differences were most prominent in ball throwing and catching, using stairs, jumping, and bicycling. The ASD children with gross motor impairments had a mean socialization domain score of 66.6 (SD 6.50) compared to 85.7 (SD 10.90) in those without gross motor impairments (p = 0.0001, 95% CI from -25.327 to -12.736). Children with ASD had lower gross motor skills compared to typically developing children. Gross motor impairments were found in 20% of the ASD children, and these children also had lower socialization skills than those without gross motor impairments. Copyright © 2016. Published by Elsevier B.V.

  16. Are gross motor skills and sports participation related in children with intellectual disabilities?

    NARCIS (Netherlands)

    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 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

  17. 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…

  18. Relationships Between Gross Motor Skills and Social Function in Young Boys With Autism Spectrum Disorder.

    Science.gov (United States)

    Holloway, Jamie M; Long, Toby M; Biasini, Fred

    2018-05-02

    The purpose of this study was to examine the relationship between gross motor skills and social function in young boys with autism spectrum disorder. Twenty-one children with autism spectrum disorder participated in the study. The Peabody Developmental Motor Scales Second Edition and the Miller Function and Participation Scales were used to assess gross motor skills. The Social Skills Improvement System Rating Scales was used to assess social function. Moderately high correlations were found between overall gross motor and social skills (r = 0.644) and between the core stability motor subtest and overall social skills (r = -0.672). Specific motor impairments in stability, motor accuracy, and object manipulation scores were predictive of social function. This study suggests that motor skills and social function are related in young boys with autism. Implications for physical therapy intervention are also discussed.

  19. Divergence of fine and gross motor skills in prelingually deaf children: implications for cochlear implantation.

    Science.gov (United States)

    Horn, David L; Pisoni, David B; Miyamoto, Richard T

    2006-08-01

    The objective of this study was to assess relations between fine and gross motor development and spoken language processing skills in pediatric cochlear implant users. The authors conducted a retrospective analysis of longitudinal data. Prelingually deaf children who received a cochlear implant before age 5 and had no known developmental delay or cognitive impairment were included in the study. Fine and gross motor development were assessed before implantation using the Vineland Adaptive Behavioral Scales, a standardized parental report of adaptive behavior. Fine and gross motor scores reflected a given child's motor functioning with respect to a normative sample of typically developing, normal-hearing children. Relations between these preimplant scores and postimplant spoken language outcomes were assessed. In general, gross motor scores were found to be positively related to chronologic age, whereas the opposite trend was observed for fine motor scores. Fine motor scores were more strongly correlated with postimplant expressive and receptive language scores than gross motor scores. Our findings suggest a disassociation between fine and gross motor development in prelingually deaf children: fine motor skills, in contrast to gross motor skills, tend to be delayed as the prelingually deaf children get older. These findings provide new knowledge about the links between motor and spoken language development and suggest that auditory deprivation may lead to atypical development of certain motor and language skills that share common cortical processing resources.

  20. 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)…

  1. The Performance of Fundamental Gross Motor Skills by Children Enrolled in Head Start.

    Science.gov (United States)

    Woodard, Rebecca J.; Yun, Joonkoo

    2001-01-01

    This study sought to descriptively evaluate the performance of fundamental gross motor skills among Head Start children. Levels of performance were compared and contrasted with performance profiles of the Test of Gross Motor Development. Findings suggest that Head Start curriculum should focus on the importance of developing fundamental gross…

  2. A preliminary investigation of the relationship between language and gross motor skills in preschool children.

    Science.gov (United States)

    Merriman, W J; Barnett, B E

    1995-12-01

    This study was undertaken to explore the relationship between language skills and gross-motor skills of 28 preschool children from two private preschools in New York City. Pearson product-moment correlation coefficients were calculated for language (revised Preschool Language Scale) and gross motor (Test of Gross Motor Development) scores. Locomotor skills were significantly related to both auditory comprehension and verbal ability while object control scores did not correlate significantly with either language score. These results were discussed in terms of previous research and with reference to dynamical systems theory. Suggestions for research were made.

  3. Gross motor skill development of 5-year-old Kindergarten children in Myanmar.

    Science.gov (United States)

    Aye, Thanda; Oo, Khin Saw; Khin, Myo Thuzar; Kuramoto-Ahuja, Tsugumi; Maruyama, Hitoshi

    2017-10-01

    [Purpose] The purpose of this study was to examine the gross motor skill development of 5-year-old Kindergarten children in Myanmar. [Subjects and Methods] Total 472 healthy Kindergarten children (237 males, 235 females) of 2016-2017 academic year from four schools in urban area and four schools in rural area of Myanmar were recruited. The gross motor skill development of all subjects was assessed with the test of gross motor development second edition (TGMD-2). All subjects performed two trials for each gross motor skill and the performance was video recorded and scored. The assessment procedures were done according to the standardized guidelines of TGMD-2. [Results] The majority of subjects had average level of gross motor skill rank. The significant differences were found on the run and gallop of locomotor skills and the most of object control skills except the catch between males and females. The significant differences were also found between subjects from urban and rural areas. [Conclusion] Gross motor skill development of 5-year-old Kindergarten children in Myanmar had gender-based and region-based differences on both locomotor and object control skills. This study added a valuable information to the establishment of a normative reference of Kindergarten aged children for future studies.

  4. 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, spelling, and mathematics were examined in children with learning disabilities. As expected, the children with learning disabilities scored poorer on both the locomotor and object-control subtests than their typically developing peers. Furthermore, in children with learning disabilities a specific relationship was observed between reading and locomotor skills and a trend was found for a relationship between mathematics and object-control skills: the larger children's learning lag, the poorer their motor skill scores. This study stresses the importance of specific interventions facilitating both motor and academic abilities. Copyright © 2011 Elsevier Ltd. All rights reserved.

  5. Associations between gross motor skills and physical activity in Australian toddlers.

    Science.gov (United States)

    Veldman, Sanne L C; Jones, Rachel A; Santos, Rute; Sousa-Sá, Eduarda; Pereira, João R; Zhang, Zhiguang; Okely, Anthony D

    2018-08-01

    Physical activity can be promoted by high levels of gross motor skills. A systematic review found a positive relationship in children (3-18 years) but only few studies examined this in younger children. The aim of this study was to examine the association between gross motor skills and physical activity in children aged 11-29 months. Cross-sectional study. This study involved 284 children from 30 childcare services in NSW, Australia (Mean age=19.77±4.18months, 53.2% boys). Physical activity was measured using accelerometers (Actigraph GT3X+). Gross motor skills were assessed using the Peabody Developmental Motor Scales Second Edition (PDMS-2). Multilevel linear regression analyses were computed to assess associations between gross motor skills and physical activity, adjusting for sex, age and BMI. Children spent 53.08% of their time in physical activity and 10.39% in moderate to vigorous physical activity (MVPA). Boys had higher total physical activity (pskills score was 96.16. Boys scored higher than girls in object manipulation (pskills and total physical activity or MVPA. Although gross motor skills were not associated with physical activity in this sample, stronger associations are apparent in older children. This study therefore highlights a potential important age to promote gross motor skills. Copyright © 2017 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  6. 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…

  7. Divergent Development of Gross Motor Skills in Children Who Are Blind or Sighted

    Science.gov (United States)

    Brambring, Michael

    2006-01-01

    This empirical study compared the average ages at which four congenitally blind children acquired 29 gross motor skills with age norms for sighted children. The results indicated distinct developmental delays in the acquisition of motor skills and a high degree of variability in developmental delays within and across the six subdomains that were…

  8. Oropharyngeal dysphagia and gross motor skills in children with cerebral palsy.

    Science.gov (United States)

    Benfer, Katherine A; Weir, Kelly A; Bell, Kristie L; Ware, Robert S; Davies, Peter S W; Boyd, Roslyn N

    2013-05-01

    To determine the prevalence of oropharyngeal dysphagia (OPD) and its subtypes (oral phase, pharyngeal phase, saliva control), and their relationship to gross motor functional skills in preschool children with cerebral palsy (CP). It was hypothesized that OPD would be present across all gross motor severity levels, and children with more severe gross motor function would have increased prevalence and severity of OPD. Children with a confirmed diagnosis of CP, 18 to 36 months corrected age, born in Queensland between 2006 and 2009, participated. Children with neurodegenerative conditions were excluded. This was a cross-sectional population-based study. Children were assessed by using 2 direct OPD measures (Schedule for Oral Motor Assessment; Dysphagia Disorders Survey), and observations of signs suggestive of pharyngeal phase impairment and impaired saliva control. Gross motor skills were described by using the Gross Motor Function Measure, Gross Motor Function Classification System (GMFCS), Manual Ability Classification System, and motor type/ distribution. OPD was prevalent in 85% of children with CP, and there was a stepwise relationship between OPD and GMFCS level. There was a significant increase in odds of having OPD, or a subtype, for children who were nonambulant (GMFCS V) compared with those who were ambulant (GMFCS I) (odds ratio = 17.9, P = .036). OPD was present across all levels of gross motor severity using direct assessments. This highlights the need for proactive screening of all young children with CP, even those with mild impairments, to improve growth and nutritional outcomes and respiratory health.

  9. 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 ≤ IQ ≥ 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 both groups. The Test of Gross Motor Development-2 and a self-report measure were used to assess children's gross motor skills and sports participation, respectively. The children with ID scored significantly lower on almost all specific motor skill items than the typically developing children. Children with mild ID scored lower on the locomotor skills than children with borderline ID. Furthermore, we found in all groups that children with higher object-control scores participated more in organized sports than children with lower object-control scores. Our results support the importance of attention for well-developed gross motor skills in children with borderline and mild ID, especially to object-control skills, which might contribute positively to their sports participation. Copyright © 2011 Elsevier Ltd. All rights reserved.

  10. Fine and gross motor skills differ between healthy-weight and obese children.

    Science.gov (United States)

    Gentier, Ilse; D'Hondt, Eva; Shultz, Sarah; Deforche, Benedicte; Augustijn, Mireille; Hoorne, Sofie; Verlaecke, Katja; De Bourdeaudhuij, Ilse; Lenoir, Matthieu

    2013-11-01

    Within the obesity literature, focus is put on the link between weight status and gross motor skills. However, research on fine motor skills in the obese (OB) childhood population is limited. Therefore, the present study focused on possible weight related differences in gross as well as fine motor skill tasks. Thirty-four OB children (12 ♀ and 22 ♂, aged 7-13 years) were recruited prior to participating in a multidisciplinary treatment program at the Zeepreventorium (De Haan, Belgium). Additionally, a control group of 34 age and gender-matched healthy-weight (HW) children was included in the study. Anthropometric measures were recorded and gross and fine motor skills were assessed using the Bruininks-Oseretsky Test of Motor Proficiency, second edition (BOT-2). Results were analyzed by independent samples t-tests, multivariate analysis of variance, and a chi-squared test. Being OB was detrimental for all subtests evaluating gross motor skill performance (i.e., upper-limb coordination, bilateral coordination, balance, running speed and agility, and strength). Furthermore, OB children performed worse in fine motor precision and a manual dexterity task, when compared to their HW peers. No group differences existed for the fine motor integration task. Our study provides evidence that lower motor competence in OB children is not limited to gross motor skills alone; OB children are also affected by fine motor skill problems. Further investigation is warranted to provide possible explanations for these differences. It is tentatively suggested that OB children experience difficulties with the integration and processing of sensory information. Future research is needed to explore whether this assumption is correct and what the underlying mechanism(s) could be. Copyright © 2013 Elsevier Ltd. All rights reserved.

  11. Gross Motor Skills and Cardiometabolic Risk in Children: A Mediation Analysis.

    Science.gov (United States)

    Burns, Ryan D; Brusseau, Timothy A; Fu, You; Hannon, James C

    2017-04-01

    The purpose of this study was to examine the linear relationship between gross motor skills and cardiometabolic risk, with aerobic fitness as a mediator variable, in low-income children from the United States. Participants were a convenience sample of 224 children (mean ± SD age = 9.1 ± 1.1 yr; 129 girls and 95 boys) recruited from five low-income elementary schools from the Mountain West Region of the United States. Gross motor skills were assessed using the Test for Gross Motor Development, 3rd Edition. Gross motor skills were analyzed using a locomotor skill, a ball skill, and a total gross motor skill score. Aerobic fitness was assessed using the Progressive Aerobic Cardiovascular Endurance Run that was administered during physical education class. A continuous and age- and sex-adjusted metabolic syndrome score (MetS) was calculated from health and blood marker measurements collected in a fasted state before school hours. Total effects, average direct effects, and indirect effects (average causal mediation effect) were calculated using a bootstrap mediation analysis method via a linear regression algorithm. The average causal mediation effect of gross locomotor skills on MetS scores, using aerobic fitness as the mediator variable, was statistically significant (β = -0.055, 95% confidence interval = -0.097 to -0.021, P = 0.003). The model explained approximately 17.5% of the total variance in MetS with approximately 43.7% of the relationship between locomotor skills and MetS mediated through aerobic fitness. Ball skills did not significantly relate with cardiometabolic risk. There is a significant relationship between gross locomotor skills and cardiometabolic risk that is partially mediated through aerobic fitness in a sample of low-income children from the United States.

  12. 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

    2013-03-01

    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) were assessed from 2 to 7 months of age. The following variables were analyzed: percentage of time in midline and fine and gross motor scores on the Bayley Scales of Infant Development (BSID-III). Infants with neonatal stroke demonstrated poor performance in midline behaviors and fine and gross motor scores on the BSID-III. These results suggest that infants with NS have poor midline behaviors and motor skill development early in infancy. Copyright © 2012 Elsevier Ltd. All rights reserved.

  13. The relationships between gross motor coordination and sport-specific skills in adolescent non-athletes

    Directory of Open Access Journals (Sweden)

    Chagas Daniel V

    2017-12-01

    Full Text Available Purpose. While the usefulness of gross motor coordination score as predictor of sports performance in young athletes has been demonstrated, practical applications in the settings where the focus is not on elite performance is limited. Further, little is known about the extent to which gross motor coordination score is associated with sport-specific skills among adolescent nonathletes. The aim of this study was to analyse the relationship between the degree of gross motor coordination and execution in specific volleyball tests among adolescent non-athletes. Methods. The total of 34 students (27 females and 7 males aged 13-14 years who regularly participated in volleyball during physical education classes were randomly recruited. Gross motor coordination was assessed with the Körperkoordinationstest für Kinder. Motor performance on volley-specific skills was indicated by two product-oriented tasks: volleyball under service and service reception. Correlation and linear regression analyses were applied to examine the associations between motor coordination scores and motor performance in volley-specific skills. Results. Motor coordination score was positively correlated with motor performance on specific skills (r = 0.503, p = 0.02. Linear regression analysis revealed that motor coordination score accounted for 23% of the variance in the motor performance on volleyball skills (R2 = 0.253, R2 adjusted = 0.230, F = 10.836, p = 0.02. Conclusions. The degree of gross motor coordination seems to play a significant role in the execution of specific volleyball tasks.

  14. Effects of gross motor function and manual function levels on performance-based ADL motor skills of children with spastic cerebral palsy

    OpenAIRE

    Park, Myoung-Ok

    2017-01-01

    [Purpose] The purpose of this study was to determine effects of Gross Motor Function Classification System and Manual Ability Classification System levels on performance-based motor skills of children with spastic cerebral palsy. [Subjects and Methods] Twenty-three children with cerebral palsy were included. The Assessment of Motor and Process Skills was used to evaluate performance-based motor skills in daily life. Gross motor function was assessed using Gross Motor Function Classification S...

  15. Development of a Computerized Adaptive Test of Children's Gross Motor Skills.

    Science.gov (United States)

    Huang, Chien-Yu; Tung, Li-Chen; Chou, Yeh-Tai; Wu, Hing-Man; Chen, Kuan-Lin; Hsieh, Ching-Lin

    2018-03-01

    To (1) develop a computerized adaptive test for gross motor skills (GM-CAT) as a diagnostic test and an outcome measure, using the gross motor skills subscale of the Comprehensive Developmental Inventory for Infants and Toddlers (CDIIT-GM) as the candidate item bank; and (2) examine the psychometric properties and the efficiency of the GM-CAT. Retrospective study. A developmental center of a medical center. Children with and without developmental delay (N=1738). Not applicable. The CDIIT-GM contains 56 universal items on gross motor skills assessing children's antigravity control, locomotion, and body movement coordination. The item bank of the GM-CAT had 44 items that met the dichotomous Rasch model's assumptions. High Rasch person reliabilities were found for each estimated gross motor skill for the GM-CAT (Rasch person reliabilities =.940-.995, SE=.68-2.43). For children aged 6 to 71 months, the GM-CAT had good concurrent validity (r values =.97-.98), adequate to excellent diagnostic accuracy (area under receiver operating characteristics curve =.80-.98), and moderate to large responsiveness (effect size =.65-5.82). The averages of items administered for the GM-CAT were 7 to 11, depending on the age group. The results of this study support the use of the GM-CAT as a diagnostic and outcome measure to estimate children's gross motor skills in both research and clinical settings. Copyright © 2017 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

  16. PROMOTING GROSS MOTOR SKILLS IN TODDLERS: THE ACTIVE BEGINNINGS PILOT CLUSTER RANDOMIZED TRIAL.

    Science.gov (United States)

    Veldman, Sanne L C; Okely, Anthony D; Jones, Rachel A

    2015-12-01

    This study examined the feasibility, acceptability, and potential efficacy of a gross motor skill program for toddlers. An 8-wk. skills program in which children practiced three skills was implemented for 10 min. daily in two randomly designated childcare centers. Two other centers served as the control group. Recruitment and retention rates were collected for feasibility. Data on professional development, children's participation, program duration, and appropriateness of the lessons were collected for acceptability, and the Test of Gross Motor Development-2 and Get Skilled, Get Active (total of 28 points) were used to look at the potential efficacy. The participants were 60 toddlers (M age=2.5 yr., SD=0.4; n=29 boys), and the retention rate was 95%. Overall participation was 76%, and educators rated 98% of the lessons as appropriate. Compared with the control group, the intervention group showed significantly greater improvements in motor skills (pmotor skills among toddlers.

  17. Promoting gross motor skills and physical activity in childcare: A translational randomized controlled trial.

    Science.gov (United States)

    Jones, Rachel A; Okely, Anthony D; Hinkley, Trina; Batterham, Marijka; Burke, Claire

    2016-09-01

    Educator-led programs for physical activity and motor skill development show potential but few have been implemented and evaluated using a randomized controlled design. Furthermore, few educator-led programs have evaluated both gross motor skills and physical activity. Therefore, the aim of this study was to evaluate a gross motor skill and physical activity program for preschool children which was facilitated solely by childcare educators. A six-month 2-arm randomized controlled trial was implemented between April and September 2012 in four early childhood centers in Tasmania, Australia. Educators participated in ongoing professional development sessions and children participated in structured physical activity lessons and unstructured physical activity sessions. In total, 150 children were recruited from four centers which were randomized to intervention or wait-list control group. Six early childhood educators from the intervention centers were trained to deliver the intervention. Gross motor skills were assessed using the Test of Gross Motor Development (2nd edition) and physical activity was measured objectively using GT3X+ Actigraph accelerometers. No statistically significant differences were identified. However, small to medium effect sizes, in favor of the intervention group, were evident for four of the five gross motor skills and the total gross motor skill score and small to medium effect sizes were reported for all physical activity outcomes. This study highlights the potential of educator-led physical activity interventions and supports the need for further translational trials within the early childhood sector. Copyright © 2015 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  18. Gross motor skill performance in children with and without visual impairments--research to practice.

    Science.gov (United States)

    Wagner, Matthias O; Haibach, Pamela S; Lieberman, Lauren J

    2013-10-01

    The aim of this study was to provide an empirical basis for teaching gross motor skills in children with visual impairments. For this purpose, gross motor skill performance of 23, 6-12 year old, boys and girls who are blind (ICD-10 H54.0) and 28 sighted controls with comparable age and gender characteristics was compared on six locomotor and six object control tasks using the Test of Gross Motor Development-Second Edition. Results indicate that children who are blind perform significantly (pskills, whereby running, leaping, kicking and catching are the most affected skills, and corresponding differences are related to most running, leaping, kicking and catching component. Practical implications are provided. Copyright © 2013 Elsevier Ltd. All rights reserved.

  19. Assessment of global motor performance and gross and fine motor skills of infants attending day care centers.

    Science.gov (United States)

    Souza, Carolina T; Santos, Denise C C; Tolocka, Rute E; Baltieri, Letícia; Gibim, Nathália C; Habechian, Fernanda A P

    2010-01-01

    To analyze the global motor performance and the gross and fine motor skills of infants attending two public child care centers full-time. This was a longitudinal study that included 30 infants assessed at 12 and 17 months of age with the Motor Scale of the Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III). This scale allows the analysis of global motor performance, fine and gross motor performance, and the discrepancy between them. The Wilcoxon test and Spearman's correlation coefficient were used. Most of the participants showed global motor performance within the normal range, but below the reference mean at 12 and 17 months, with 30% classified as having "suspected delays" in at least one of the assessments. Gross motor development was poorer than fine motor development at 12 and at 17 months of age, with great discrepancy between these two subtests in the second assessment. A clear individual variability was observed in fine motor skills, with weak linear correlation between the first and the second assessment of this subtest. A lower individual variability was found in the gross motor skills and global motor performance with positive moderate correlation between assessments. Considering both performance measurements obtained at 12 and 17 months of age, four infants were identified as having a "possible delay in motor development". The study showed the need for closer attention to the motor development of children who attend day care centers during the first 17 months of life, with special attention to gross motor skills (which are considered an integral part of the child's overall development) and to children with suspected delays in two consecutive assessments.

  20. Effect of Spark Motor Program on the development of gross motor skills in intellectually disabled educable boys

    Directory of Open Access Journals (Sweden)

    Hashem Faal Moganloo

    2013-11-01

    Results: Spark Program caused significant changes in all the variables of the study, except speed and agility, in the experimental group after 24 sessions. The changes included: agility and speed (P=0.731, balance (P=0, strength (P=0.002, and bilateral coordination (P=0. Conclusion: Spark Motor Program can improve gross motor skills in intellectually disabled educable students.

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

    NARCIS (Netherlands)

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

    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

  2. Gross Motor Skills and Sports Participation of Children with Visual Impairments

    Science.gov (United States)

    Houwen, Suzanne; Visscher, Chris; Hartman, Esther; Lemmink, Koen 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 mainstream schools participated. The results showed that…

  3. Get Kids Moving: Simple Activities To Build Gross-Motor Skills.

    Science.gov (United States)

    Texas Child Care, 2003

    2003-01-01

    Highlights the importance of activities to build gross motor skills and provides hints for encouraging such activities. Specific areas of activities presented are: (1) running and jumping; (2) music games; (3) action games; (4) races; (5) bed sheets or parachutes; (6) hula hoops; (7) balls; (8) batting; (9) balance; and (10) creative movement. (SD)

  4. Gross Motor Skills in Children With Idiopathic Clubfoot and the Association Between Gross Motor Skills, Foot Involvement, Gait, and Foot Motion.

    Science.gov (United States)

    Lööf, Elin; Andriesse, Hanneke; André, Marie; Böhm, Stephanie; Iversen, Maura D; Broström, Eva W

    2017-02-24

    Little is known regarding gross motor skills (GMS) in children with idiopathic clubfoot (IC). This study describes GMS, specifically foot involvement and asymmetries, and analyses the association between GMS, gait, and foot status in children with IC. Gross motor tasks and gait were analyzed in children with IC and typically developed (TD) children. GMS were assessed using videotapes and the Clubfoot Assessment Protocol (CAP). The Gait Deviation Index (GDI) and GDI-Kinetic were calculated from gait analyses. Children were divided into bilateral, unilateral clubfoot, or TD groups. To analyze asymmetries, feet within each group were further classified into superior or inferior foot, depending on their CAP scores. Correlations identified associations between CAP and GDI, GDI-Kinetic, passive foot motion, and Dimeglio Classification Scores at birth in the clubfeet. In total, 75 children (mean age, 5 years) were enrolled (bilateral n=22, unilateral clubfoot n=25, TD=28). Children with clubfeet demonstrated significantly lower GMS, gait, and foot motion compared with TD children. One leg standing and hopping deviated in 84% and 91%, respectively, in at least one foot in children with clubfoot. Gross motor asymmetries were evident in both children with bilateral and unilateral involvement. In children with unilateral clubfoot, contralateral feet showed few deviations in GMS compared with TD; however, differences existed in gait and foot motion. The association between GMS and gait, foot motion, and initial foot status varied between poor and moderate. Gross motor deficits and asymmetries are present in children with both bilateral and unilateral IC. Development of GMS of the contralateral foot mirrors that of TD children, but modifies to the clubfoot in gait and foot motion. The weak association with gait, foot motion, and initial clubfoot severity indicates that gross motor measurements represent a different outcome entity in clubfoot treatment. We therefore, recommend

  5. Effects of Aquatic Intervention on Gross Motor Skills in Children with Cerebral Palsy: A Systematic Review.

    Science.gov (United States)

    Roostaei, Meysam; Baharlouei, Hamzeh; Azadi, Hamidreza; Fragala-Pinkham, Maria A

    2017-10-20

    To review the literature on the effects of aquatic intervention on gross motor skills for children with cerebral palsy (CP). Six databases were searched from inception to January 2016. Aquatic studies for children aged 1-21 years with any type or CP classification and at least one outcome measuring gross motor skills were included. Information was extracted on study design, outcomes, and aquatic program type, frequency, duration, and intensity. Quality was rated using the Centre of Evidence-Based Medicine: Levels of Evidence and the PEDro scale. Of the 11 studies which met inclusion criteria, only two used randomized control trial design, and the results were mixed. Quality of evidence was rated as moderate to high for only one study. Most studies used quasi-experimental designs and reported improvements in gross motor skills for within group analyses after aquatic programs were held for two to three times per week and lasting for 6-16 weeks. Participants were classified according to the Gross Motor Function Classification System (GMFCS) levels I-V, and were aged 3-21 years. Mild to no adverse reactions were reported. Evidence on aquatic interventions for ambulatory children with CP is limited. Aquatic exercise is feasible and adverse effects are minimal; however, dosing parameters are unclear. Further research is needed to determine aquatic intervention effectiveness and exercise dosing across age categories and GMFCS levels.

  6. Difference in children's gross motor skills between two types of preschools.

    Science.gov (United States)

    Chow, Bik C; Louie, Lobo H T

    2013-02-01

    The purpose of this study was to assess the influence of preschool type (public vs private) on motor skill performance in 239 (121 boys, 118 girls) preschool children ages 3 to 6.5 yr. Preschoolers were tested on 12 fundamental motor skills from the Test of Gross Motor Development-Second Edition and 11 anthropometrics (body height, weight, Body Mass Index, waist and hip girths, and body segment lengths). Analysis of variance controlled for anthropometrics and age indicated that children from private preschools performed better on locomotor skills than those from public preschools. However, no difference was found in object control skills. The results suggest that performance of locomotor skills by preschool children is affected by their schools' physical environment.

  7. Early gross motor skills predict the subsequent development of language in children with autism spectrum disorder.

    Science.gov (United States)

    Bedford, Rachael; Pickles, Andrew; Lord, Catherine

    2016-09-01

    Motor milestones such as the onset of walking are important developmental markers, not only for later motor skills but also for more widespread social-cognitive development. The aim of the current study was to test whether gross motor abilities, specifically the onset of walking, predicted the subsequent rate of language development in a large cohort of children with autism spectrum disorder (ASD). We ran growth curve models for expressive and receptive language measured at 2, 3, 5 and 9 years in 209 autistic children. Measures of gross motor, visual reception and autism symptoms were collected at the 2 year visit. In Model 1, walking onset was included as a predictor of the slope of language development. Model 2 included a measure of non-verbal IQ and autism symptom severity as covariates. The final model, Model 3, additionally covaried for gross motor ability. In the first model, parent-reported age of walking onset significantly predicted the subsequent rate of language development although the relationship became non-significant when gross motor skill, non-verbal ability and autism severity scores were included (Models 2 & 3). Gross motor score, however, did remain a significant predictor of both expressive and receptive language development. Taken together, the model results provide some evidence that early motor abilities in young children with ASD can have longitudinal cross-domain influences, potentially contributing, in part, to the linguistic difficulties that characterise ASD. Autism Res 2016, 9: 993-1001. © 2015 The Authors Autism Research published by Wiley Periodicals, Inc. on behalf of International Society for Autism Research. © 2015 The Authors Autism Research published by Wiley Periodicals, Inc. on behalf of International Society for Autism Research.

  8. Relationship between communication skills and gross motor function in preschool-aged children with cerebral palsy.

    Science.gov (United States)

    Coleman, Andrea; Weir, Kelly A; Ware, Robert S; Boyd, Roslyn N

    2013-11-01

    To explore the communication skills of children with cerebral palsy (CP) at 24 months' corrected age with reference to typically developing children, and to determine the relationship between communication ability, gross motor function, and other comorbidities associated with CP. Prospective, cross-sectional, population-based cohort study. General community. Children with CP (N=124; mean age, 24mo; functional severity on Gross Motor Function Classification System [GMFCS]: I=47, II=14, III=22, IV=19, V=22). Not applicable. Parents reported communication skills on the Communication and Symbolic Behavior Scales Developmental Profile (CSBS-DP) Infant-Toddler Checklist. Two independent physiotherapists classified motor type, distribution, and GMFCS. Data on comorbidities were obtained from parent interviews and medical records. Children with mild CP (GMFCS I/II) had mean CSBS-DP scores that were 0.5 to 0.6 SD below the mean for typically developing peers, while those with moderate-severe impairment (GMFCS III-V) were 1.4 to 2.6 SD below the mean. GMFCS was significantly associated with performance on the CSBS-DP (F=18.55, Pgross motor ability accounting for 38% of the variation in communication. Poorer communication was strongly associated with gross motor function and full-term birth. Preschool-aged children with CP, with more severe gross motor impairment, showed delayed communication, while children with mild motor impairment were less vulnerable. Term-born children had significantly poorer communication than those born prematurely. Because a portion of each gross motor functional severity level is at risk, this study reinforces the need for early monitoring of communication development for all children with CP. Copyright © 2013 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

  9. Correlation between cognitive function, gross motor skills and health â

    African Journals Online (AJOL)

    Saly Said Abd El-Hady

    and health – Related quality of life in children with Down syndrome. Saly Said Abd El-Hady ... knowledge. It is a general term involving multiple classes of mental capacities. ..... organizations that can inappropriately influence this work. .... skills, cognitive development and balance functions of children with Down · syndrome.

  10. Effects of gross motor function and manual function levels on performance-based ADL motor skills of children with spastic cerebral palsy.

    Science.gov (United States)

    Park, Myoung-Ok

    2017-02-01

    [Purpose] The purpose of this study was to determine effects of Gross Motor Function Classification System and Manual Ability Classification System levels on performance-based motor skills of children with spastic cerebral palsy. [Subjects and Methods] Twenty-three children with cerebral palsy were included. The Assessment of Motor and Process Skills was used to evaluate performance-based motor skills in daily life. Gross motor function was assessed using Gross Motor Function Classification Systems, and manual function was measured using the Manual Ability Classification System. [Results] Motor skills in daily activities were significantly different on Gross Motor Function Classification System level and Manual Ability Classification System level. According to the results of multiple regression analysis, children categorized as Gross Motor Function Classification System level III scored lower in terms of performance based motor skills than Gross Motor Function Classification System level I children. Also, when analyzed with respect to Manual Ability Classification System level, level II was lower than level I, and level III was lower than level II in terms of performance based motor skills. [Conclusion] The results of this study indicate that performance-based motor skills differ among children categorized based on Gross Motor Function Classification System and Manual Ability Classification System levels of cerebral palsy.

  11. Determinants of gross motor skill performance in children with visual impairments.

    Science.gov (United States)

    Haibach, Pamela S; Wagner, Matthias O; Lieberman, Lauren J

    2014-10-01

    Children with visual impairments (CWVI) generally perform poorer in gross motor skills when compared with their sighted peers. This study examined the influence of age, sex, and severity of visual impairment upon locomotor and object control skills in CWVI. Participants included 100 CWVI from across the United States who completed the Test of Gross Motor Development II (TGMD-II). The TGMD-II consists of 12 gross motor skills including 6 object control skills (catching, kicking, striking, dribbling, throwing, and rolling) and 6 locomotor skills (running, sliding, galloping, leaping, jumping, and hopping). The full range of visual impairments according to United States Association for Blind Athletes (USABA; B3=20/200-20/599, legally blind; B2=20/600 and up, travel vision; B1=totally blind) were assessed. The B1 group performed significantly worse than the B2 (0.000 ≤ p ≤ 0.049) or B3 groups (0.000 ≤ p ≤ 0.005); however, there were no significant differences between B2 and B3 except for the run (p=0.006), catch (p=0.000), and throw (p=0.012). Age and sex did not play an important role in most of the skills, with the exception of boys outperforming girls striking (p=0.009), dribbling (p=0.013), and throwing (p=0.000), and older children outperforming younger children in dribbling (p=0.002). The significant impact of the severity of visual impairment is likely due to decreased experiences and opportunities for children with more severe visual impairments. In addition, it is likely that these reduced experiences explain the lack of age-related differences in the CWVI. The large disparities in performance between children who are blind and their partially sighted peers give direction for instruction and future research. In addition, there is a critical need for intentional and specific instruction on motor skills at a younger age to enable CWVI to develop their gross motor skills. Copyright © 2014 Elsevier Ltd. All rights reserved.

  12. Gross motor skills in toddlers: Prevalence and socio-demographic differences.

    Science.gov (United States)

    Veldman, Sanne L C; Jones, Rachel A; Santos, Rute; Sousa-Sá, Eduarda; Okely, Anthony D

    2018-05-19

    Gross motor skills (GMS) are a vital component of a child's development. Monitoring levels and correlates of GMS is important to ensure appropriate strategies are put in place to promote these skills in young children. The aim of this study was to describe the current level of GMS development of children aged 11-29months and how these levels differ by age, sex, BMI and socio-economic status. Cross-sectional study. This study involved children from 30 childcare services in NSW, Australia. GMS were assessed using the Peabody Developmental Motor Scales Second Edition. Prevalence was reported using the gross motor quotient and both raw and standard scores for locomotor, object manipulation and stationary subtests. Socio-demographics were collected via parent questionnaires. Analyses included t-tests, chi-square tests, one-way ANOVA and linear regression models. This study included 335 children (mean age=19.80±4.08months, 53.9% boys). For the gross motor quotient, 23.3% of the children scored below average. For the GMS subtests, 34.3% of children scored below average for locomotion, 10.1% for object manipulation and 0.3% for stationary. Boys were more proficient in object manipulation than girls (p=0.001). GMS were negatively associated with age and a higher socio-economic status (all pstudy to show the prevalence of below average at locomotor skills in toddlers is higher than reported in normative samples. Early commencement of GMS promotion is recommended with a focus on locomotor skills and girls' object manipulation skills. Copyright © 2018 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  13. Relationship between habitual physical activity and gross motor skills is multifaceted in 5- to 8-year-old children.

    Science.gov (United States)

    Laukkanen, A; Pesola, A; Havu, M; Sääkslahti, A; Finni, T

    2014-04-01

    Adequate motor skills are essential for children participating in age-related physical activities, and gross motor skills may play an important role for maintaining sufficient level of physical activity (PA) during life course. The purpose of this study was to examine the relationship between gross motor skills and PA in children when PA was analyzed by both metabolic- and neuromuscular-based methods. Gross motor skills (KTK--Körperkoordinationstest für Kinder and APM inventory--manipulative skill test) of 84 children aged 5-8 years (53 preschoolers, 28 girls; 31 primary schoolers, 18 girls) were measured, and accelerometer-derived PA was analyzed using in parallel metabolic counts and neuromuscular impact methods. The gross motor skills were associated with moderate-to-high neuromuscular impacts, PA of vigorous metabolic intensity, and mean level of PA in primary school girls (0.5 motor skills (0.4 motor skills and PA stressing both metabolic and neuromuscular systems in children. Furthermore, PA highly stressing neuromuscular system interacts with gross motor proficiency in girls especially. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  14. Effect of a 12-Week Physical Activity Program on Gross Motor Skills in Children.

    Science.gov (United States)

    Burns, Ryan D; Fu, You; Fang, Yi; Hannon, James C; Brusseau, Timothy A

    2017-12-01

    This study examined the effects of a 12-week Comprehensive School Physical Activity Program (CSPAP) on gross motor skill development in children from low-income families. Participants were 1,460 school-aged children (mean age = 8.4 ± 1.8 years; 730 girls, 730 boys) recruited from three schools receiving U.S. governmental financial assistance. Students were recruited from grades K-6. CSPAP was implemented over one semester during the 2014-2015 school year. Select gross motor skill items were assessed during each student's physical education class at baseline and at a 12-week follow-up using the Test for Gross Motor Development-2nd Edition (TGMD-2). Each student's TGMD-2 score was converted to a percentage of the total possible score. A 7 × 2 × 2 analysis of variance test with repeated measures was employed to examine the effects of age, sex, and time on TGMD-2 percent scores, adjusting for clustering within the data structure. There were greater TGMD-2 percent scores at follow-up compared with baseline (82.4% vs. 72.6%, mean difference = 9.8%, p < .001, Cohen's d = 0.67), and greater improvements were seen in younger children compared with older children (mean difference of change = 4.0%-7.5%, p < .01, Cohen's d = 0.30-0.55).

  15. 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…

  16. Comparison the Impact of Spark Motor Program and Basketball Techniques on Improving Gross Motor Skills in Educable Intellectually Disabled Boys

    Directory of Open Access Journals (Sweden)

    Hashem Faal Moghanlo

    2014-09-01

    Full Text Available Background & objectives : Different types of practises are known for improving motor skills in intellectually disabled boys. The purpose of this study was to compar e the impact of spark motor program and basketball on improving of gross motor skills in this people.   Methods: In this semi-experimental study , from 98 educable intellectually disabled students who studied in special school in Urmia, 30 children ( age range of 9 to 13 years and IQ mean 64.4 were selected objectively and divided in three groups (2 experimental and 1 control based on pre - test. BOTMP was used as a measurement of motor ability. Selected motor program (Spark motor program including strengthening training, games, sports and basketball techniques was performed for 24 sessions. T-tests (dependent and co-variance were used to comparison of results.   Results: In Spark group after 24 sessions, there were significant effects on balance (p= 0.000, bilateral coordination (p=0.000 and strength (p=0.001. There was no significant effect in agility and speed (p= 0.343 in basketball techniques group after 24 sessions, there were significant effects in agility and speed (p= 0.001, balance (p= 0.000, bilateral coordination (p= 0.013 and strength (p= 0.007.   Conclusion: Based on the results of this study, it can be claimed that the Spark program and basketball techniques improve gross motor skills in educable intellectually disabled students. We also found a significant difference between the Spark program and basketball techniques efficacy on the improved skills. Furthermore, the efficacy of Spark program was significantly higher than basketball techniques (p<0.05.

  17. Gross and fine motor skills in children treated for acute lymphoblastic leukaemia.

    Science.gov (United States)

    De Luca, Cinzia R; McCarthy, Maria; Galvin, Jane; Green, Jessica L; Murphy, Alexandra; Knight, Sarah; Williams, Jacqueline

    2013-06-01

    Chemotherapy treatment for acute lymphoblastic leukaemia (ALL) may disrupt motor development, with suggestions that gross and fine motor deficits are different depending on time since treatment. Thirty-seven participants aged between 2.5 to 5 years at the time of diagnosis were assessed using the Movement Assessment Battery for Children, 2nd Edition (MABC-2) and the Bruininks-Oseretsky Test of Motor Proficiency, 2nd Edition, Short Form (BOT-2 SF), and divided into groups (i.e., months-off-treatment): (1) 0-12, (2) 13-24, and (3) 25-60 for comparison. MABC-2 and BOT-2 SF mean total scores fell within the average range. Twenty-six percent of the sample performed in the impaired range on the MABC-2. Group 2 had significantly lower Manual Dexterity scores than the normative population and lower BOT-2 SF scores than Group 1. Most children treated for ALL display appropriate motor skills, yet around a quarter experience general motor difficulties. Time-off-treatment did not affect the prevalence of motor impairments on any measure.

  18. Gross-Motor Skill Acquisition by Preschool Dance Students under Self-Instruction Procedures

    Science.gov (United States)

    Vintere, Parsla; Hemmes, Nancy S.; Brown, Bruce L.; Poulson, Claire L.

    2004-01-01

    The effects of two training procedures -- (a) modeling and praise and (b) self-instruction, modeling, and praise -- on complex gross-motor chain acquisition for preschool dance class students were evaluated. Six girls participated in the study. A multiple baseline design across six gross-motor chains with a secondary group comparison for treatment…

  19. The effect of aquatic intervention on the gross motor function and aquatic skills in children with cerebral palsy.

    Science.gov (United States)

    Dimitrijević, Lidija; Aleksandrović, Marko; Madić, Dejan; Okičić, Tomislav; Radovanović, Dragan; Daly, Daniel

    2012-05-01

    The objective of this study was to investigate the effect of an aquatic intervention on the gross motor function and aquatic skills of children with cerebral palsy (CP). Twenty-nine children with CP, aged 5 to 14, were recruited. Fourteen children completed an aquatic intervention (EG), and 13 children served as controls (CG). Two participants dropped out due to events (illness) unrelated to the intervention. The aquatic intervention lasted 6 weeks (2 sessions per week at 55 minutes per session) with a follow-up period of 3 weeks. The outcome measures were the Gross Motor Function Measure (GMFM) for motor function and the Water Orientation Test Alyn 2 (WOTA 2) for aquatic skills assessment. A significant improvement was observed in the secondary assessment of GMFM and WOTA 2. In contrast to the aquatic skills improvement, the GMFM change was not maintained at follow-up. Our results indicate that children with CP can improve gross motor function on dry land and aquatic skills with a 6-week water intervention. The intervention period was too short for sustainable improvement in dry-land motor skills after intervention (follow-up), but time was sufficient to achieve sustainable improvements in aquatic skills.

  20. Task-specific gross motor skills training for ambulant school-aged children with cerebral palsy: a systematic review.

    Science.gov (United States)

    Toovey, Rachel; Bernie, Charmaine; Harvey, Adrienne R; McGinley, Jennifer L; Spittle, Alicia J

    2017-01-01

    The primary objective is to systematically evaluate the evidence for the effectiveness of task-specific training (TST) of gross motor skills for improving activity and/or participation outcomes in ambulant school-aged children with cerebral palsy (CP). The secondary objective is to identify motor learning strategies reported within TST and assess relationship to outcome. Systematic review. Relevant databases were searched for studies including: children with CP (mean age >4 years and >60% of the sample ambulant); TST targeting gross motor skills and activity (skill performance, gross motor function and functional skills) and/or participation-related outcomes. Quality of included studies was assessed using standardised tools for risk of bias, study design and quality of evidence across outcomes. Continuous data were summarised for each study using standardised mean difference (SMD) and 95% CIs. Thirteen studies met inclusion criteria: eight randomised controlled trials (RCTs), three comparative studies, one repeated-measures study and one single-subject design study. Risk of bias was moderate across studies. Components of TST varied and were often poorly reported. Within-group effects of TST were positive across all outcomes of interest in 11 studies. In RCTs, between-group effects were conflicting for skill performance and functional skills, positive for participation-related outcomes (one study: Life-HABITS performance SMD=1.19, 95% CI 0.3 to 2.07, pmotor function. The quality of evidence was low-to-moderate overall. Variability and poor reporting of motor learning strategies limited assessment of relationship to outcome. Limited evidence for TST for gross motor skills in ambulant children with CP exists for improving activity and participation-related outcomes and recommendations for use over other interventions are limited by poor study methodology and heterogeneous interventions. PROSPERO ID42016036727.

  1. Correlation between cognitive function, gross motor skills and health – Related quality of life in children with Down syndrome

    Directory of Open Access Journals (Sweden)

    Saly Said Abd El-Hady

    2018-04-01

    Full Text Available Background: Children with Down syndrome (DS have delayed motor and cognitive development and have problems in health related quality of life (HRQOL. Purpose: To evaluate the correlation between cognitive function; attention/concentration, gross motor skills; standing and walking, running, jumping domains and HRQOL in children with DS. Subjects and methods: Seventy children with DS of both sexes (37 boys and 33 girls were selected from El Tarbia El Fekria School for children with Special Needs and Education and National Institute of neuro motor system. They were selected to be ranged in age from 8 to 12 years and to be free from visual, hearing or perceptual problems. They were divided into two age groups; group A (8–10 years, and group B (10–12 years. The Rehacom was used to evaluate the cognitive function (attention/concentration, the Gross Motor Function Measure-88 (GMFM-88 was used to evaluate the gross motor skills and the Pediatric quality of life inventory parent-proxy report (PedsQL TM was used to evaluate the HRQOL. Results: There was a weak to moderate correlation between the cognitive function, GMFM and HRQOL in both age groups. The level of difficulty of attention/concentration was moderate, positively and significantly correlated with GMFM; standing and walking, running, jumping domains in both age groups. There was a moderate, positive and significant correlation was found between the physical score of HRQOL and walking, running, jumping domain in age group B and between the psychosocial score of HRQOL and standing domain in age group A. Conclusion: The cognitive function and HRQOL should be considered in the evaluation of children with DS in addition to gross motor skills as there was a correlation between the cognitive function, HRQOL and GMFM. Keywords: Cognitive function, Gross motor skills, Health – related quality of life, Down syndrome children

  2. Infants with Down Syndrome: Percentage and Age for Acquisition of Gross Motor Skills

    Science.gov (United States)

    Pereira, Karina; Basso, Renata Pedrolongo; Lindquist, Ana Raquel Rodrigues; da Silva, Louise Gracelli Pereira; Tudella, Eloisa

    2013-01-01

    The literature is bereft of information about the age at which infants with Down syndrome (DS) acquire motor skills and the percentage of infants that do so by the age of 12 months. Therefore, it is necessary to identify the difference in age, in relation to typical infants, at which motor skills were acquired and the percentage of infants with DS…

  3. THE INFLUENCE OF THE EXERCISES OF GROSS AND FINE MOTOR SKILLS ON VISUO-MOTOR COORDINATION OF THE CEREBRAL PALSY CHILDREN

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    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.

  4. Validating the Rett Syndrome Gross Motor Scale

    DEFF Research Database (Denmark)

    Downs, Jenny; Stahlhut, Michelle; Wong, Kingsley

    2016-01-01

    .93-0.98). The standard error of measurement for the total score was 2 points and we would be 95% confident that a change 4 points in the 45-point scale would be greater than within-subject measurement error. The Rett Syndrome Gross Motor Scale could be an appropriate measure of gross motor skills in clinical practice......Rett syndrome is a pervasive neurodevelopmental disorder associated with a pathogenic mutation on the MECP2 gene. Impaired movement is a fundamental component and the Rett Syndrome Gross Motor Scale was developed to measure gross motor abilities in this population. The current study investigated...... the validity and reliability of the Rett Syndrome Gross Motor Scale. Video data showing gross motor abilities supplemented with parent report data was collected for 255 girls and women registered with the Australian Rett Syndrome Database, and the factor structure and relationships between motor scores, age...

  5. Changes in gross grasp strength and fine motor skills in adolescents with pediatric multiple sclerosis.

    Science.gov (United States)

    Squillace, Mary; Ray, Sharon; Milazzo, Maria

    2015-01-01

    This study examined the gross grasp strength and fine motor dexterity of adolescents, who are diagnosed with multiple sclerosis (MS). A total sample size of 72 participants between the ages of 13 to 17 was studied. Thirty six with a diagnosis of pediatric relapse remitting MS and 36 matched control participants were selected from various local youth groups. Data on hand strength and dexterity was collected using a dynamometer, nine hole peg board and Purdue pegboard on both groups. Utilizing ANCOVA to describe the differences across the two groups by diagnosis, controlling for age and gender, it was found that the MS group demonstrated significantly decreased dexterity when compared to age and gender matched controls. There was no significant difference in gross grasp strength by diagnostic group. This preliminary study showed that children with a diagnosis of pediatric MS may have differences in fine motor dexterity, but not gross grasp strength from their peers who do not have the diagnosis. Further study is indicated to examine this phenomenon.

  6. Infants with Down syndrome: percentage and age for acquisition of gross motor skills.

    Science.gov (United States)

    Pereira, Karina; Basso, Renata Pedrolongo; Lindquist, Ana Raquel Rodrigues; da Silva, Louise Gracelli Pereira; Tudella, Eloisa

    2013-03-01

    The literature is bereft of information about the age at which infants with Down syndrome (DS) acquire motor skills and the percentage of infants that do so by the age of 12 months. Therefore, it is necessary to identify the difference in age, in relation to typical infants, at which motor skills were acquired and the percentage of infants with DS that acquire them in the first year of life. Infants with DS (N=20) and typical infants (N=25), both aged between 3 and 12 months, were evaluated monthly using the AIMS. In the prone position, a difference of up to 3 months was found for the acquisition of the 3rd to 16th skill. There was a difference in the percentage of infants with DS who acquired the 10th to 21st skill (from 71% to 7%). In the supine position, a difference of up to one month was found from the 3rd to 7th skill; however, 100% were able to perform these skills. In the sitting position, a difference of 1-4 months was found from the 1st to 12th skill, ranging from 69% to 29% from the 9th to 12th. In the upright position, the difference was 2-3 months from the 3rd to 8th skill. Only 13% acquired the 8th skill and no other skill was acquired up to the age of 12 months. The more complex the skills the greater the difference in age between typical infants and those with DS and the lower the percentage of DS individuals who performed the skills in the prone, sitting and upright positions. None of the DS infants were able to stand without support. Copyright © 2012 Elsevier Ltd. All rights reserved.

  7. Effects of Motor Skill Intervention on Gross Motor Development, Creative Thinking and Academic Performance in Preschool Children

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    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.

  8. The Effect of Physical Exercise on the Development of Gross Motor Skills in Children with Attention Deficit / Hyperactivity Disorder

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    Saeed Kosari

    2013-02-01

    Full Text Available Background: The study is about to examine the effect of the selective physical exercises on gross motor activities of children with attention deficit hyperactivity disorder (ADHD. Materials and Methods: In this quasi-experimental study out of 120 students with ADHD who were studying under supervision of Tehran Department of Education of Exceptional Children, a number of 20 children (8.8±0.7 years old with ADHD were selected randomly and based on pre-test. The measuring tool was the Bruininks-Oseretsky test of motor proficiency. The selected motor program (SPARK physical education program including reinforcement activities, playing and sporting for children was repeated for 18 sessions by our subjects. The Kolmogorov-Smirnov test (KS-test was used to check normal data distribution and the correlative t-test and independent t-test were used to compare mean values. Results: Eighteen sessions of the selected motor activities for the experiment group made significant differences in all variables of the study, but it was not the case for the control group. The experiment group’s differences were running speed and agility (p=0.001, balance (p=0.001, bilateral coordination (p=0.001 and strength (p=0.001.Conclusion: With regard to results of the study, it can be claimed that the selected physical education program which has been inspired by Spark physical education program is able to improve gross motor skills in children with ADHD.

  9. Gross and fine motor skills of children with Hurler syndrome (MPS-IH) post umbilical cord blood transplantation: a case series report.

    Science.gov (United States)

    Dusing, Stacey C; Rosenberg, Angela; Hiemenz, Jennifer R; Piner, Shelley; Escolar, Maria

    2005-01-01

    Recent advancements in medical treatment of Hurler syndrome have resulted in longer life expectancies and a greater need for therapeutic services. The purpose of this case series is to provide recommendations for assessing children with Hurler syndrome after umbilical cord blood transplant (UCBT). CLINICAL DESCRIPTIONS: Two children with Hurler syndrome were seen for longitudinal assessments following an UCBT for Hurler syndrome. The raw scores and percentage of fine and gross motor items each child completed on the Motor Scale of the Bayley Scales of Infant Development II (BSID-II) were reviewed. Both children gained new motor skills with each successive motor assessment. Both children were able to complete a higher percentage of fine motor skills than gross motor skills in the most advanced item set assessed. The children presented in these two case reports both had better fine motor skills than gross motor skills, which inflated their standard scores on the BSID-II. Clinicians assessing children with Hurler syndrome should use standardized assessments that allow for differentiation of fine and gross motor skills to prevent this situation.

  10. A Field-Based Testing Protocol for Assessing Gross Motor Skills in Preschool Children: The Children's Activity and Movement in Preschool Study Motor Skills Protocol

    Science.gov (United States)

    Williams, Harriet G.; Pfeiffer, Karin A.; Dowda, Marsha; Jeter, Chevy; Jones, Shaverra; Pate, Russell R.

    2009-01-01

    The purpose of this study was to develop a valid and reliable tool for use in assessing motor skills in preschool children in field-based settings. The development of the Children's Activity and Movement in Preschool Study Motor Skills Protocol included evidence of its reliability and validity for use in field-based environments as part of large…

  11. Associations between fine and gross motor skills, aerobic fitness, cognition and academic performance in 7-8 years old Danish children

    DEFF Research Database (Denmark)

    Lind, Rune Rasmussen; Beck, Mikkel Malling; Geertsen, Svend Sparre

    Purpose: The current literature is concentrated around the positive effects of aerobic fitness (AF) on performance in cognitive tests (CP) and academic performance (AP) (reviewed in Hillman 2008). However, motor skills (MS) are often overlooked in this equation, and studies evaluating both AF......, phonological working-memory capacity (PWM), spatial working-memory capacity (SWM), math performance (MP) and fine- and gross-motor skill (FMS & GMS) assessed. Results: Significant associations were found between FMS and MP (P

  12. The Effects of an Intervention on the Gross and Fine Motor Skills of Hispanic Pre-K Children from Low SES Backgrounds

    Science.gov (United States)

    Hamilton, Michelle; Liu, Ting

    2018-01-01

    The purpose of this study was to examine the effects of a motor skill intervention on gross and fine motor skill performance of Hispanic pre-K children from low SES backgrounds. One hundred and forty-nine pre-K children were randomly assigned to an intervention group (n = 74) and control group (n = 75). All children were assessed on fine and gross…

  13. Validating the Rett Syndrome Gross Motor Scale.

    Directory of Open Access Journals (Sweden)

    Jenny Downs

    Full Text Available Rett syndrome is a pervasive neurodevelopmental disorder associated with a pathogenic mutation on the MECP2 gene. Impaired movement is a fundamental component and the Rett Syndrome Gross Motor Scale was developed to measure gross motor abilities in this population. The current study investigated the validity and reliability of the Rett Syndrome Gross Motor Scale. Video data showing gross motor abilities supplemented with parent report data was collected for 255 girls and women registered with the Australian Rett Syndrome Database, and the factor structure and relationships between motor scores, age and genotype were investigated. Clinical assessment scores for 38 girls and women with Rett syndrome who attended the Danish Center for Rett Syndrome were used to assess consistency of measurement. Principal components analysis enabled the calculation of three factor scores: Sitting, Standing and Walking, and Challenge. Motor scores were poorer with increasing age and those with the p.Arg133Cys, p.Arg294* or p.Arg306Cys mutation achieved higher scores than those with a large deletion. The repeatability of clinical assessment was excellent (intraclass correlation coefficient for total score 0.99, 95% CI 0.93-0.98. The standard error of measurement for the total score was 2 points and we would be 95% confident that a change 4 points in the 45-point scale would be greater than within-subject measurement error. The Rett Syndrome Gross Motor Scale could be an appropriate measure of gross motor skills in clinical practice and clinical trials.

  14. Validating the Rett Syndrome Gross Motor Scale.

    Science.gov (United States)

    Downs, Jenny; Stahlhut, Michelle; Wong, Kingsley; Syhler, Birgit; Bisgaard, Anne-Marie; Jacoby, Peter; Leonard, Helen

    2016-01-01

    Rett syndrome is a pervasive neurodevelopmental disorder associated with a pathogenic mutation on the MECP2 gene. Impaired movement is a fundamental component and the Rett Syndrome Gross Motor Scale was developed to measure gross motor abilities in this population. The current study investigated the validity and reliability of the Rett Syndrome Gross Motor Scale. Video data showing gross motor abilities supplemented with parent report data was collected for 255 girls and women registered with the Australian Rett Syndrome Database, and the factor structure and relationships between motor scores, age and genotype were investigated. Clinical assessment scores for 38 girls and women with Rett syndrome who attended the Danish Center for Rett Syndrome were used to assess consistency of measurement. Principal components analysis enabled the calculation of three factor scores: Sitting, Standing and Walking, and Challenge. Motor scores were poorer with increasing age and those with the p.Arg133Cys, p.Arg294* or p.Arg306Cys mutation achieved higher scores than those with a large deletion. The repeatability of clinical assessment was excellent (intraclass correlation coefficient for total score 0.99, 95% CI 0.93-0.98). The standard error of measurement for the total score was 2 points and we would be 95% confident that a change 4 points in the 45-point scale would be greater than within-subject measurement error. The Rett Syndrome Gross Motor Scale could be an appropriate measure of gross motor skills in clinical practice and clinical trials.

  15. Effect of Sensory Integration Therapy on Gross and Fine Motor Skills of 5-7 Years old Children with Down Syndrome

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    Hossein Sourtji

    2008-07-01

    Full Text Available Objective: Children with Down syndrome have sensory integration dysfunction, and a range of physical problems and difficulties that may affect their motor development. The aim of present study was to determine effectiveness of sensory integration therapy on gross and fine motor skills of 5-7 years old children with Down syndrome.  Materials & Methods: Sixty 5-7 years old children were diagnosed as having Down syndrome, were selected by randomized sampling and participated in this experimental study. Each participant was assessed by researcher, that the assessment used was Peabody Developmental Motor Scales. The children were randomly assigned to the intervention (sensory integration therapy and control groups. Sensory integration therapy was given to intervention group. Data were analyzed by Leven test, Independent T test and covariance analysis. Results: There was significant difference between pretest and post test scores of intervention and control groups in gross motor development (P<0.000, but in fine motor development there was significant difference between pretest and post test scores only in intervention group (P<0.001 and in control group it wasn’t significant (P=0.013. Also there was significant difference between two groups in gross and fine motor development (P<0.001. Conclusion: The results showed the sensory integration therapy were effective in gross and fine motor of children with Down syndrome. It was concluded that sensory integration therapy should be applied for children with Down syndrome who have gross and fine motor difficulties.

  16. Exploring the Relationship between Participation in a Structured Sports Program and Development of Gross Motor Skills in Children Ages 3 to 6 Years

    Science.gov (United States)

    Jahagirdar, Ishanee; Venditti, Laura Anne; Duncan, Andrea; Reed, Nick; Fleming, Sean

    2017-01-01

    This study looked at the relationship between participation in a structured sports program and gross-motor-skills development in children aged 3 to 6 years. Twenty-seven children participated in the study, with 16 children receiving an eight-week sports program intervention. Children were assessed at pre- and postintervention using a modified…

  17. Gross motor function, functional skills and caregiver assistance in children with spastic cerebral palsy (CP) with and without cerebral visual impairment (CVI)

    NARCIS (Netherlands)

    Salavati, M.; Rameckers, E.A.A.; Steenbergen, B.; Schans, C.P. van der

    2014-01-01

    Aim: To determine whether the level of gross motor function and functional skills in children with cerebral palsy (CP) and cerebral visual impairment (CVI) as well as caregiver assistance are lower in comparison with the corresponding group of children experiencing CP without CVI. Method: Data

  18. Gross motor function, functional skills and caregiver assistance in children with spastic cerebral palsy (CP) with and without cerebral visual impairment (CVI)

    NARCIS (Netherlands)

    Salavati, Masoud; Rameckers, E.A.A.; Steenbergen, B.; van der Schans, Cees

    2014-01-01

    Abstract Aim: To determine whether the level of gross motor function and functional skills in children with cerebral palsy (CP) and cerebral visual impairment (CVI) as well as caregiver assistance are lower in comparison with the corresponding group of children experiencing CP without CVI. Method:

  19. The Effect of Resistance Training on Performance of Gross Motor Skills and Balance in Children with Spastic Cerebral Palsy

    OpenAIRE

    Ebrahim Zarrinkalam; Majid Ebadi Fara

    2016-01-01

    Objective: Cerebral palsy is the most common chronic motor disability in children and can have negative effect on motor functions. The purpose of this study was to investigate the effect of eight weeks resistance training on gross motor ability, balance and walking speed in a group of such children. Methods: 21 cerebral palsy boys with spastic diplegia, aged between 12 and 16 years (mean, 13.66 years), participated in this study. A pre-test, involving walking, sitting, standing and walkin...

  20. The Effect of Resistance Training on Performance of Gross Motor Skills and Balance in Children with Spastic Cerebral Palsy

    Directory of Open Access Journals (Sweden)

    Ebrahim Zarrinkalam

    2016-03-01

    Full Text Available Objective: Cerebral palsy is the most common chronic motor disability in children and can have negative effect on motor functions. The purpose of this study was to investigate the effect of eight weeks resistance training on gross motor ability, balance and walking speed in a group of such children. Methods: 21 cerebral palsy boys with spastic diplegia, aged between 12 and 16 years (mean, 13.66 years, participated in this study. A pre-test, involving walking, sitting, standing and walking up stairs. They were randomly divided into an experimental and control groups. Then, the experimental group participated in 8 weeks of resistance training.  The data was attained from a 10 meter walk test, Berg Balance Test, gross motor ability Section E, D and GMFCS tests.  Kolmogorov-Smirnov test, sample t-test were used for analyzing the data. Results: The results showed a significant improvement in the performance of experimental group in gross motor abilities section  E and D, balance and walking speed after 8 weeks of resistance training (P <0.05(. However, significant differences were not observed in the control group before and after the study (P <0.05.  Conclusion: The results showed that resistance training improves gross motor ability, balance and gait in children with cerebral palsy hence, it is recommended that resistance exercise be used as a therapeutic modality for children with cerebral palsy.

  1. Assessment of Fine and Gross Motor Skills and Its Relationship with Some Anthropometric Indices and Environmental Factors among Preschool Children Aged in 3-6 in North of Tehran

    OpenAIRE

    Hassan Kordi

    2015-01-01

    Objective: One of the most important issues in the development of fundamental motor skills in the early years of life is development of fine and gross motor skills. The aim of this study was fine and gross motor skills assessment and the relationship between some anthropometric indices and environmental factors with the development of fine and gross motor skills in preschool children that aged 3-6 in north of Tehran,2014. Materials & Methods: The research society was Tehran’s first and se...

  2. Assessment of Fine and Gross Motor Skills and Its Relationship with Some Anthropometric Indices and Environmental Factors among Preschool Children Aged in 3-6 in North of Tehran

    Directory of Open Access Journals (Sweden)

    Hassan Kordi

    2015-01-01

    Full Text Available Objective: One of the most important issues in the development of fundamental motor skills in the early years of life is development of fine and gross motor skills. The aim of this study was fine and gross motor skills assessment and the relationship between some anthropometric indices and environmental factors with the development of fine and gross motor skills in preschool children that aged 3-6 in north of Tehran,2014. Materials & Methods: The research society was Tehran’s first and second areas preschools. Four preschools were selected based on availability and 206 children (girls and boys participated voluntary. Data were collected from the family information questionnaires and Denver development test type 2. Results: On average, only 56/06 percent of children in gross motor skills and 77/56 percent of children in fine motor skills were in normal and developed conditions. But 23/86 percent of children in gross motor skills and 14/9 percent of children in fine motor skills were at caution and 12/83 percent of children in gross motor skills and 7/56 percent of children in fine motor skills were exposed to delayed development delays in performance. There was a significant correlation among some of the anthropometric indices such as shoulder, hip and arm length, waist, chest circumference and the performance of some gross motor skills such as jumping, hoping, throwing. Among environmental factors, factors like watching television time and sleeping time affected children's kicking. Conclusion: A noticeable number of children who participated in this study had poor gross motor skills, thus strengthening and improving these skills required to specific attention and planning.

  3. Leveling the Playing Field: Assessment of Gross Motor Skills in Low Socioeconomic Children to their Higher Socioeconomic Counterparts

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    Megan M. Adkins

    2017-07-01

    Full Text Available Background: Fundamental movements (FM of children influence the willingness to engage in physical activity (PA. Thus, proper FM skills are the foundation for a lifespan of PA. Objective: This study examined what factors may affect children’s PA in relation to FM pattern capabilities. Methods: The study examined the influence of SES when three low-income schools were provided additional PA opportunities on days PE was not taught. FM patterns in relation to object control (OC and locomotor skill (LC development were evaluated on K (n = 871, 1st (n = 893, and 2nd graders (n = 829 using the Test of Gross Motor Development-2 (TGMD-2 instrument (Ulrich, 2000. Schools were dichotomized and categorized as being low SES (n = 2008 and high SES (n = 578 status. Results: A significant relationship was revealed with LC (r = 0.264; p = 0.001, OC (r = 0.171; p = 0.001, and total TGMD-2 (r = 0.264; p = 0.001. Low and high SES schools significantly improved overall TGMD-2 scores. High SES schools children were significantly higher in LC [F, (2, 1272 = 29.31, p = 0.001], OC [F, (2, 1272 = 23.14, p = 0.001], and total TGMD-2 [F, (1, 1272 = 38.11, p = 0.001]. Conclusion: Low SES schools need to concentrate on PA-based activities to engage students in FM patterns, to help narrow the gap in FM capabilities. In addition, the increase in PA opportunities for lower SES schools could positively impact brain function, cardiovascular fitness, and overall well-being.

  4. 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

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    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

  5. Assessment of Preschoolers' Gross Motor Proficiency: Revisiting Bruininks-Oseretsky Test of Motor Proficiency

    Science.gov (United States)

    Lam, Hazel Mei Yung

    2011-01-01

    Literature reveals that there are very few validated motor proficiency tests for young children. According to Gallahue and Ozmun, the Bruininks-Oseretsky Test of Motor Proficiency is a valid test. However, manipulative skills, which are classified as gross motor skills by most motor development specialists, are only tested in the Upper Limb…

  6. Brief Assessment of Motor Function: Content Validity and Reliability of the Upper Extremity Gross Motor Scale

    Science.gov (United States)

    Cintas, Holly Lea; Parks, Rebecca; Don, Sarah; Gerber, Lynn

    2011-01-01

    Content validity and reliability of the Brief Assessment of Motor Function (BAMF) Upper Extremity Gross Motor Scale (UEGMS) were evaluated in this prospective, descriptive study. The UEGMS is one of five BAMF ordinal scales designed for quick documentation of gross, fine, and oral motor skill levels. Designed to be independent of age and…

  7. The swimming program effects on the gross motor function, mental adjustment to the aquatic environment, and swimming skills in children with cerebral palsy: A pilot study

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    Jorgić Bojan

    2012-01-01

    Full Text Available The aim of this research was to determine the swimming program effects on the gross motor function, mental adjustment to the aquatic environment and the ability to move in the water and swim in children with cerebral palsy. The sample consisted of seven children (4 boys and 3 girls with spastic cerebral palsy and an average age of 9y 5mo ± 1y 3 mo. The swimming program lasted 6 weeks, with two swimming sessions per week. Each session lasted 45 minutes. The swimming program included the application of the Halliwick Method and swimming exercises which are used in a healthy population. The GMFM test was used for the assessment of gross motor functions. The WOTA2 test was applied to assess mental adjustment and swimming skills. The Wilcoxon matched pairs test was used to determine the statistically significant differences between the initial and final measuring. The results have indicated that there was statistically significant differences in the E dimension (p=0.04 and the total score T (p=0.03 of the GMFM test, then for mental adjustment to the aquatic environment WMA (p=0.02, ability to move in water andswimming skills WSW (p=0.03 and the overall result WTO (p=0.02 of the WOTA2 test. The applied swimming program had a statistically significant effect on the improvement in walking, running and jumping as well as the overall gross motor functions of children with cerebral palsy. The applied program also contributed to a statistically significant influence on the increase in mental adjustment to the aquatic environment and the ability to move in water and swim.

  8. Trends in physical activity, health-related fitness, and gross motor skills in children during a two-year comprehensive school physical activity program.

    Science.gov (United States)

    Brusseau, Timothy A; Hannon, James C; Fu, You; Fang, Yi; Nam, Kahyun; Goodrum, Sara; Burns, Ryan D

    2018-01-06

    The purpose of this study was to examine the trends in school-day step counts, health-related fitness, and gross motor skills during a two-year Comprehensive School Physical Activity Program (CSPAP) in children. Longitudinal trend analysis. Participants were a sample of children (N=240; mean age=7.9±1.2 years; 125 girls, 115 boys) enrolled in five low-income schools. Outcome variables consisted of school day step counts, Body Mass Index (BMI), estimated VO 2 Peak , and gross motor skill scores assessed using the Test of Gross Motor Development-3rd Edition (TGMD-3). Measures were collected over a two-year CSPAP including a baseline and several follow-up time-points. Multi-level mixed effects models were employed to examine time trends on each continuous outcome variable. Markov-chain transition models were employed to examine time trends for derived binary variables for school day steps, BMI, and estimated VO 2 Peak . There were statistically significant time coefficients for estimated VO 2 Peak (b=1.10mL/kg/min, 95% C.I. [0.35mL/kg/min-2.53mL/kg/min], p=0.009) and TGMD-3 scores (b=7.8, 95% C.I. [6.2-9.3], p<0.001). There were no significant changes over time for school-day step counts or BMI. Boys had greater change in odds of achieving a step count associating with 30min of school day MVPA (OR=1.25, 95% C.I. [1.02-1.48], p=0.044). A two-year CSPAP related to increases in cardio-respiratory endurance and TGMD-3 scores. School day steps and BMI were primarily stable across the two-year intervention. Copyright © 2018 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  9. The effects of 12 weeks exercise program on the level of gross motor skill of the children with Atypical autism

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    Ersin Arslan

    2015-10-01

    Full Text Available Aim: This study was conducted to determine the effects of the 12- weeks-exercise program on the level of grossmotor skills of children with Atypical Autism. Material and Method: 14 male children, who were diagnosed with Atypical Autism, were recruitted for the study (Mean Age was 10.07±0.25 years, weight 24.97±0.64kg, length was126.79±1.33cm. They were divided into two groups. 1st group was defined as Autistic Exercise Group (AEG, n= 7, 2nd group was defined as Autistic Control Group (ACG, n=7. In this study, the tests related with running speed and fleetness, balance, bilateral coordination and strength of the parameters of Bruininks-Oseretsky Rough Motor Sufficiency Test (BOT2 were applied. Exercise program was applied to the children in exercise group for 12 weeks’ period, 60 minutes each day and three days a week, conducting a teaching technique based on reduction of the clues gradually. Data were analyzed by Paired Sample Wilcoxon test and Mann-Whitney U test was used. The significance level of p 0.05. Besides, no difference was seen at the statistical comparison of the data of pre and final tests for the control group (p>0.05. Conclusion: In conclusion it can be emphasized that exercises, which are done regularly, can have important contributions on the developments of parameters of rough motor skills of children with Atypical Autistism

  10. Assessment of gross motor skills and phenotype profile in children 9-11 years of age in survivors of acute lymphoblastic leukemia.

    Science.gov (United States)

    Leone, Mario; Viret, Pierre; Bui, Hung Tien; Laverdière, Caroline; Kalinova, Émilia; Comtois, Alain-Steve

    2014-01-01

    The purpose of this study was to evaluate the usefulness of a new gross motor skill test battery in acute lymphoblastic leukemia (ALL) children who have been off therapy for at least 1 year and to assess its discriminatory power (discriminant analysis) from healthy children. Twenty children (10 males and 10 females) 9-11 years of age (median age = 10.6 years) were assessed by the UQAC-UQAM test battery and then compared to recent provincial norms. This pilot study was also an opportunity to validate this test battery as a reliable tool for clinical or research purposes in the area of chronic or disabling diseases in children. Eleven motor skill variables grouped into five factors have been measured (speed, agility, balance, coordination, and reaction time). Scores from 10 of the 11 motor skill tests showed significant differences when compared to the control group (P ≤ 0.05). Nearly 50% of patients obtained an average score below the 15th percentile. Furthermore, stepwise discriminant analysis allowed classifying successfully 88.4% of children in the correct group (ALL or Control). The normal development of GMS among children affected by ALL appears to have been compromised. The UQAC-UQAM test battery seems to be sensitive enough to quantify with precision the extent of the motor impairment in these children. The UQAC-UQAM test battery appears to be a useful tool to evaluate the extent to which ALL survivors are affected. Early motor intervention should be considered for those patients even during the treatment periods. © 2013 Wiley Periodicals, Inc.

  11. Self-care and mobility skills in children with cerebral palsy, related to their manual ability and gross motor function classifications.

    Science.gov (United States)

    Öhrvall, Ann-Marie; Eliasson, Ann-Christin; Löwing, Kristina; Ödman, Pia; Krumlinde-Sundholm, Lena

    2010-11-01

    The aim of this study was to investigate the acquisition of self-care and mobility skills in children with cerebral palsy (CP) in relation to their manual ability and gross motor function. Data from the Pediatric Evaluation of Disability Inventory (PEDI) self-care and mobility functional skill scales, the Manual Ability Classification System (MACS), and the Gross Motor Function Classification System (GMFCS) were collected from 195 children with CP (73 females, 122 males; mean age 8 y 1 mo; SD 3 y 11 mo; range 3-15 y); 51% had spastic bilateral CP, 36% spastic unilateral CP, 8% dyskinetic CP, and 3% ataxic CP. The percentage of children classified as MACS levels I to V was 28%, 34%, 17%, 7%, and 14% respectively, and classified as GMFCS levels I to V was 46%, 16%, 15%, 11%, and 12% respectively. Children classified as MACS and GMFCS levels I or II scored higher than children in MACS and GMFCS levels III to V on both the self-care and mobility domains of the PEDI, with significant differences between all classification levels (pskills (66%) and that GMFCS was the strongest predictor of mobility skills (76%). A strong correlation between age and self-care ability was found among children classified as MACS level I or II and between age and mobility among children classified as GMFCS level I. Many of these children achieved independence, but at a later age than typically developing children. Children at other MACS and GMFCS levels demonstrated minimal progress with age. Knowledge of a child's MACS and GMFCS level can be useful when discussing expectations of, and goals for, the development of functional skills. © The Authors. Journal compilation © Mac Keith Press 2010.

  12. Interlimb Coordination: An Important Facet of Gross-Motor Ability

    Science.gov (United States)

    Bobbio, Tatiana; Gabbard, Carl; Cacola, Priscila

    2009-01-01

    Motor development attains landmark significance during early childhood. Although early childhood educators may be familiar with the gross-motor skill category, the subcategory of interlimb coordination needs greater attention than it typically receives from teachers of young children. Interlimb coordination primarily involves movements requiring…

  13. Gross Motor Development of Malaysian Hearing Impaired Male Pre- and Early School Children

    Science.gov (United States)

    Zawi, Khairi; Lian, Denise Koh Choon; Abdullah, Rozlina Tan

    2014-01-01

    Acquisition of gross motor skill is a natural developmental process for children. This aspect of human development increases with one's chronological age, irrespective of any developmental conditions. The purpose of this study was to assess the level of gross motor skill development among pre- and early school-aged children with motor disability.…

  14. Influence of aquatic physical therapy on gross motor skills in children under 5 years of age with cerebral palsy: Systematic review.

    Directory of Open Access Journals (Sweden)

    Julio Latorre-García

    2017-05-01

    Full Text Available Introduction: The aquatic environment has been used and is used to perform physiotherapy treatments in different pathologies including cerebral palsy. No method has been proven more effective than the others. Aim: The objective of this article is to carry out a systematic review of the scientific literature on how physical exercise in water affects the gross motor skills and neurodevelopment of children with cerebral palsy. Methods: A systematic search was carried out using the PRISMA model. The search for articles in this review was done in the databases through Scopus and PubMed, as well as in the Web of Science (WOS platform and in official websites of international organizations, such as the World Health Organization (WHO. The review was carried out between the months of June and December of the year 2016. Results: Of the 8 studies that met the inclusion criteria, only two used randomized control trial design and the results were mixed. Most of the studies used quasi-experimental designs and reported improvements in gross motor skills, for group analyzes, after the aquatic programs were maintained from two to three sessions a week and lasted from 6 to 16 weeks. Participants were evaluated and classified according to the different development scales, and were less than 5 years old. Conclusions: Although the different studies have not demonstrated a greater efficacy of aquatic physiotherapy compared to other treatment concepts, neither has been less, so that the exercise in water increases the therapeutic possibilities to which the chronic nature of the Pathology must access the patient throughout his life. Aquatic exercise is feasible and adverse effects are minimal; but the dosage parameters are not clear. However, in order to promote the prescription by physicians of this type of therapy, it is necessary to carry out research studies that demonstrate in a quantitative way the efficacy of the method, with longer and longer samples.

  15. Development of Child and Family-Centered Engagement Guidelines for Clinical Administration of the Challenge to Measure Advanced Gross Motor Skills: A Qualitative Study.

    Science.gov (United States)

    Gibson, Barbara E; Mistry, Bhavnita; Wright, F Virginia

    2017-07-28

    This article describes a qualitative study aimed at producing child-centered guidelines for the administration of a measure of children's advanced gross motor skills, the Challenge. The purpose of the guidelines is to promote collaborative interpretation and application of results. The study was conducted in three Canadian cities and included 31 children with cerebral palsy (GMFCS Level I or II) ages 8 to 18 and one parent/caregiver per child (N = 62 participants). Following Challenge administration, each child and one of their caregivers took part in separate qualitative interviews. Analyses were oriented to exploring understandings of the purposes of testing, impressions of the child's performance, and perceptions of how results might inform activity choices and interventions. Three themes were generated: investments in doing well; I know my child/myself; and caregivers' interpretations of child's performance. Themes were then integrated with principles of child and family-centered care to develop The Challenge Engagement Guidelines directed at reducing test anxiety and enhancing shared decision making. The Guidelines are the first of their kind to integrate child and family-centered principles into the administration protocol of a motor measure. Although developed for the Challenge, the principles have applicability to other rehabilitation measures.

  16. Physical therapy interventions for gross motor skills in people with an intellectual disability aged 6 years and over: a systematic review.

    Science.gov (United States)

    Hocking, Judith; McNeil, Julian; Campbell, Jared

    2016-12-01

    The systematic review was undertaken to investigate the effectiveness of physical therapy interventions for improving gross motor skills (GMSs) in people with an intellectual disability aged 6 years and older. There is a lack of physical therapy research for GMSs in this population, and no prior systematic review. People with an intellectual disability may require specific teaching approaches within therapy interventions to accommodate their cognitive and learning needs. People with an intellectual disability who suffer from GMS deficits can benefit from physical therapy to help improve their GMSs. Data sources were PubMed, CINAHL, Embase, and ProQuest. Reference lists of relevant identified articles were also hand searched. Papers published in English from 1 January 2008 to 22 October 2014 were considered for inclusion. This start date was chosen to reflect the tenets of the United Nations Convention on the Rights of Persons with Disabilities which was ratified in 2008.Eligible study designs for inclusion were randomized controlled trial (RCT), pseudo-RCT, repeated measures, and case report. Overall, 887 potential articles were identified, of which 42 were retrieved for full-text review, and seven were finally included. Critical appraisal was independently conducted by two reviewers using the Joanna Briggs Institute appraisal checklists; no articles were excluded following critical appraisal. Data extraction was performed using Joanna Briggs Institute Meta-Analysis of Statistics Assessment and Review Instrument data extraction instruments. High heterogeneity between the studies precluded meta-analysis of the results; a narrative synthesis was completed instead. Two RCTs, two pseudo-RCTs, two repeated measures studies, and one case report were included. Studies varied in regard to participants' intellectual disability, and the clinical interventions used. Interventions were well tolerated with negligible adverse effects. Significant improvements were reported for

  17. 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,

  18. MotorSense: Using Motion Tracking Technology to Support the Identification and Treatment of Gross-Motor Dysfunction.

    Science.gov (United States)

    Arnedillo-Sánchez, Inmaculada; Boyle, Bryan; Bossavit, Benoît

    2017-01-01

    MotorSense is a motion detection and tracking technology that can be implemented across a range of environments to assist in detecting delays in gross-motor skills development. The system utilises the motion tracking functionality of Microsoft's Kinect™. It features games that require children to perform graded gross-motor tasks matched with their chronological and developmental ages. This paper describes the rationale for MotorSense, provides an overview of the functionality of the system and illustrates sample activities.

  19. Accuracy of the Alberta Infant Motor Scale (AIMS) to detect developmental delay of gross motor skills in preterm infants: a systematic review.

    Science.gov (United States)

    de Albuquerque, Plínio Luna; Lemos, Andrea; Guerra, Miriam Queiroz de Farias; Eickmann, Sophie Helena

    2015-02-01

    To assess, through a systematic review, the ability of Alberta Infant Motor Scale (AIMS) to diagnose delayed motor development in preterm infants. Systematic searches identified five studies meeting inclusion criteria. These studies were evaluated in terms of: participants' characteristics, main results and risk of bias. The risk of bias was assessed with the Quality Assessment of Diagnostic Accuracy Studies--second edition (QUADAS-2). All five studies included a high risk of bias in at least one of the assessed fields. The most frequent biases included were presented in patient selection and lost follow up. All studies used the Pearson correlation coefficient to assess the diagnostic capability of the Alberta Infant Motor Scale. None of the assessed studies used psychometric measures to analyze the data. Given the evidence, the research supporting the ability of Alberta Infant Motor Scale to diagnose delayed motor development in preterm infants presents limitations. Further studies are suggested in order to avoid the above-mentioned biases to assess the Alberta Infant Motor Scale accuracy in preterm babies.

  20. Vitamin B12 and Folic Acid Improve Gross Motor and Problem-Solving Skills in Young North Indian Children: A Randomized Placebo-Controlled Trial.

    Science.gov (United States)

    Kvestad, Ingrid; Taneja, Sunita; Kumar, Tivendra; Hysing, Mari; Refsum, Helga; Yajnik, Chittaranjan S; Bhandari, Nita; Strand, Tor A

    2015-01-01

    Deficiencies of vitamin B12 and folate are associated with delayed development and neurological manifestations. The objective of this study was to measure the effect of daily supplementation of vitamin B12 and/or folic acid on development in young North Indian children. In a randomized, double blind trial, children aged six to 30 months, received supplement with placebo or vitamin B12 and/or folic acid for six months. Children were allocated in a 1:1:1:1 ratio in a factorial design and in blocks of 16. We measured development in 422 children by the Ages and Stages Questionnaire 3rd ed. at the end of the intervention. Compared to placebo, children who received both vitamin B12 and folic acid had 0.45 (95% CI 0.19, 0.73) and 0.28 (95% CI 0.02, 0.54) higher SD-units in the domains of gross motor and problem solving functioning, respectively. The effect was highest in susceptible subgroups consisting of stunted children, those with high plasma homocysteine (> 10 μmol/L) or in those who were younger than 24 at end study. With the exception of a significant improvement on gross motor scores by vitamin B12 alone, supplementation of either vitamin alone had no effect on any of the outcomes. Our findings suggest that supplementation of vitamin B12 and folic acid benefit development in North Indian Children. ClinicalTrials.gov NCT00717730.

  1. The relationship between spasticity and gross motor capability in nonambulatory children with spastic cerebral palsy.

    Science.gov (United States)

    Katusic, Ana; Alimovic, Sonja

    2013-09-01

    Spasticity has been considered as a major impairment in cerebral palsy (CP), but the relationship between this impairment and motor functions is still unclear, especially in the same group of patients with CP. The aim of this investigation is to determine the relationship between spasticity and gross motor capability in nonambulatory children with spastic CP. Seventy-one children (30 boys, 41 girls) with bilateral spastic cerebral palsy and with Gross Motor Function Classification System (GMFCS) levels IV (n=34) and V (n=37) were included in the study. The spasticity level in lower limbs was evaluated using the Modified Modified Ashworth Scale and the gross motor function with the Gross Motor Function Measure (GMFM-88). Spearman's correlation analysis was used to determine the nature and the strength of the relationship. The results showed a moderate correlation between spasticity and gross motor skills (ρ=0.52 for the GMFCS level; ρ=0.57 for the GMFM-88), accounting for less than 30% of the explained variance. It seems that spasticity is just one factor among many others that could interfere with gross motor skills, even in children with severe forms of spastic CP. Knowledge of the impact of spasticity on motor skills may be useful in the setting of adequate rehabilitation strategies for nonambulatory children with spastic CP.

  2. 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.

  3. 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.

  4. Structural equation modeling of motor impairment, gross motor function, and the functional outcome in children with cerebral palsy.

    Science.gov (United States)

    Park, Eun-Young; Kim, Won-Ho

    2013-05-01

    Physical therapy intervention for children with cerebral palsy (CP) is focused on reducing neurological impairments, improving strength, and preventing the development of secondary impairments in order to improve functional outcomes. However, relationship between motor impairments and functional outcome has not been proved definitely. This study confirmed the construct of motor impairment and performed structural equation modeling (SEM) between motor impairment, gross motor function, and functional outcomes of regarding activities of daily living in children with CP. 98 children (59 boys, 39 girls) with CP participated in this cross-sectional study. Mean age was 11 y 5 mo (SD 1 y 9 mo). The Manual Muscle Test (MMT), the Modified Ashworth Scale (MAS), range of motion (ROM) measurement, and the selective motor control (SMC) scale were used to assess motor impairments. Gross motor function and functional outcomes were measured using the Gross Motor Function Measure (GMFM) and the Functional Skills domain of the Pediatric Evaluation of Disability Inventory (PEDI) respectively. Measurement of motor impairment was consisted of strength, spasticity, ROM, and SMC. The construct of motor impairment was confirmed though an examination of a measurement model. The proposed SEM model showed good fit indices. Motor impairment effected gross motor function (β=-.0869). Gross motor function and motor impairment affected functional outcomes directly (β=0.890) and indirectly (β=-0.773) respectively. We confirmed that the construct of motor impairment consist of strength, spasticity, ROM, and SMC and it was identified through measurement model analysis. Functional outcomes are best predicted by gross motor function and motor impairments have indirect effects on functional outcomes. Copyright © 2013 Elsevier Ltd. All rights reserved.

  5. Psychiatric Symptoms in Children with Gross Motor Problems

    Science.gov (United States)

    Emck, Claudia; Bosscher, Ruud J.; van Wieringen, Piet C. W.; Doreleijers, Theo; Beek, Peter J.

    2012-01-01

    Children with psychiatric disorders often demonstrate gross motor problems. This study investigates if the reverse also holds true by assessing psychiatric symptoms present in children with gross motor problems. Emotional, behavioral, and autism spectrum disorders (ASD), as well as psychosocial problems, were assessed in a sample of 40 children…

  6. 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.

  7. A longitudinal study on gross motor development in children with learning disorders.

    Science.gov (United States)

    Westendorp, Marieke; Hartman, Esther; Houwen, Suzanne; Huijgen, Barbara C H; Smith, Joanne; Visscher, Chris

    2014-02-01

    This longitudinal study examined the development of gross motor skills, and sex-differences therein, in 7- to 11-years-old children with learning disorders (LD) and compared the results with typically developing children to determine the performance level of children with LD. In children with LD (n=56; 39 boys, 17 girls), gross motor skills were assessed with the Test of Gross Motor Development-2 and measured annually during a 3-year period. Motor scores of 253 typically developing children (125 boys, 112 girls) were collected for references values. The multilevel analyses showed that the ball skills of children with LD improved with age (p50). Boys had higher ball skill scores than girls (p=.002) and these differences were constant over time. Typically developing children outperformed the children with LD on the locomotor skills and ball skills at all ages, except the locomotor skills at age 7. Children with LD develop their ball skills later in the primary school-period compared to typically developing peers. However, 11 year-old children with LD had a lag in locomotor skills and ball skills of at least four and three years, respectively, compared to their peers. Copyright © 2013 Elsevier Ltd. All rights reserved.

  8. The effect of height, weight and head circumference on gross motor development in achondroplasia.

    Science.gov (United States)

    Ireland, Penelope Jane; Ware, Robert S; Donaghey, Samantha; McGill, James; Zankl, Andreas; Pacey, Verity; Ault, Jenny; Savarirayan, Ravi; Sillence, David; Thompson, Elizabeth; Townshend, Sharron; Johnston, Leanne M

    2013-02-01

    This study aimed to investigate whether height, weight, head circumference and/or relationships between these factors are associated with gross motor milestone acquisition in children with achondroplasia. Population-based data regarding timing of major gross motor milestones up to 5 years were correlated with height, weight and head circumference at birth and 12 months in 48 children with achondroplasia born in Australia and New Zealand between 2000 and 2009. Although as a group children with achondroplasia showed delayed gross motor skill acquisition, within group differences in height, weight or head circumference did not appear to influence timing of gross motor skills before 5 years. The exception was lie to sit transitioning, which appears likely to occur earlier if the child is taller and heavier at 12 months, and later if the child has significant head-to-body disproportion. This is the first study to investigate the relationship between common musculoskeletal impairments associated with achondroplasia and timing of gross motor achievement. Identification of the musculoskeletal factors that exacerbate delays in transitioning from lying to sitting will assist clinicians to provide more proactive assessment, advice and intervention regarding motor skill acquisition for this population. © 2013 The Authors. Journal of Paediatrics and Child Health © 2013 Paediatrics and Child Health Division (Royal Australasian College of Physicians).

  9. Correlates of Gross Motor Competence in Children and Adolescents: A Systematic Review and Meta-Analysis.

    Science.gov (United States)

    Barnett, Lisa M; Lai, Samuel K; Veldman, Sanne L C; Hardy, Louise L; Cliff, Dylan P; Morgan, Philip J; Zask, Avigdor; Lubans, David R; Shultz, Sarah P; Ridgers, Nicola D; Rush, Elaine; Brown, Helen L; Okely, Anthony D

    2016-11-01

    Gross motor competence confers health benefits, but levels in children and adolescents are low. While interventions can improve gross motor competence, it remains unclear which correlates should be targeted to ensure interventions are most effective, and for whom targeted and tailored interventions should be developed. The aim of this systematic review was to identify the potential correlates of gross motor competence in typically developing children and adolescents (aged 3-18 years) using an ecological approach. Motor competence was defined as gross motor skill competency, encompassing fundamental movement skills and motor coordination, but excluding motor fitness. Studies needed to assess a summary score of at least one aspect of motor competence (i.e., object control, locomotor, stability, or motor coordination). A structured electronic literature search was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. Six electronic databases (CINAHL Complete, ERIC, MEDLINE Complete, PsycINFO ® , Scopus and SPORTDiscus with Full Text) were searched from 1994 to 5 August 2014. Meta-analyses were conducted to determine the relationship between potential correlates and motor competency if at least three individual studies investigated the same correlate and also reported standardized regression coefficients. A total of 59 studies were identified from 22 different countries, published between 1995 and 2014. Studies reflected the full range of age groups. The most examined correlates were biological and demographic factors. Age (increasing) was a correlate of children's motor competence. Weight status (healthy), sex (male) and socioeconomic background (higher) were consistent correlates for certain aspects of motor competence only. Physical activity and sport participation constituted the majority of investigations in the behavioral attributes and skills category. Whilst we found physical activity to be a positive

  10. 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…

  11. Responsiveness of the Test of Basic Motor Skills of Children with Down Syndrome

    Science.gov (United States)

    van den Heuvel, Marieke E.; de Jong, Inge; Lauteslager, Peter E. M.; Volman, M. J. M.

    2009-01-01

    The aim of this study was to examine the responsiveness of the Test of Basic Motor Skills for Children with Down Syndrome (BMS). Forty-one children with Down Syndrome, 3 to 36 months of age, participated in the study. Gross motor skills were assessed three times using the BMS and the Gross Motor Function Measure (GMFM) before and after a baseline…

  12. A longitudinal study on gross motor development in children with learning disorders

    NARCIS (Netherlands)

    Westendorp, Marieke; Hartman, Esther; Houwen, Suzanne; Huijgen, Barbara C. H.; Smith, Joanne; Visscher, Chris

    This longitudinal study examined the development of gross motor skills, and sex-differences therein, in 7; to 11-years-old children with learning disorders (LD) and compared the results with typically developing children to determine the performance level of children with LD. In children with LD (n

  13. Gross Motor Performance and Physical Fitness in Children with Psychiatric Disorders

    Science.gov (United States)

    Emck, Claudia; Bosscher, Ruud J.; van Wieringen, Piet C. W.; Doreleijers, Theo; Beek, Peter J.

    2011-01-01

    Aim: Gross motor performance appears to be impaired in children with psychiatric disorders but little is known about which skill domains are affected in each disorder, nor about possible accompanying deficits in physical fitness. The present study has sought to provide information about these issues in children with emotional, behavioural, and…

  14. Obesity leads to declines in motor skills across childhood.

    Science.gov (United States)

    Cheng, J; East, P; Blanco, E; Sim, E Kang; Castillo, M; Lozoff, B; Gahagan, S

    2016-05-01

    Poor motor skills have been consistently linked with a higher body weight in childhood, but the causal direction of this association is not fully understood. This study investigated the temporal ordering between children's motor skills and weight status at 5 and 10 years. Participants were 668 children (54% male) who were studied from infancy as part of an iron deficiency anaemia preventive trial and follow-up study in Santiago, Chile. All were healthy, full-term and weighing 3 kg or more at birth. Cross-lagged panel modelling was conducted to understand the temporal precedence between children's weight status and motor proficiency. Analyses also examined differences in gross and fine motor skills among healthy weight, overweight, and obese children. A higher BMI at 5 years contributed to declines in motor proficiency from 5 to 10 years. There was no support for the reverse, that is, poor motor skills at 5 years did not predict increases in relative weight from 5 to 10 years. Obesity at 5 years also predicted declines in motor proficiency. When compared with normal weight children, obese children had significantly poorer total and gross motor skills at both 5 and 10 years. Overweight children had poorer total and gross motor skills at 10 years only. The differences in total and gross motor skills among normal weight, overweight and obese children appear to increase with age. There were small differences in fine motor skill between obese and non-obese children at 5 years only. Obesity preceded declines in motor skills and not the reverse. Study findings suggest that early childhood obesity intervention efforts might help prevent declines in motor proficiency that, in turn, may positively impact children's physical activity and overall fitness levels. © 2016 John Wiley & Sons Ltd.

  15. The relationship of motor skills and adaptive behavior skills in young children with autism spectrum disorders.

    Science.gov (United States)

    MacDonald, Megan; Lord, Catherine; Ulrich, Dale

    2013-11-01

    To determine the relationship of motor skills and the core behaviors of young children with autism, social affective skills and repetitive behaviors, as indicated through the calibrated autism severity scores. The univariate GLM tested the relationship of gross and fine motor skills measured by the gross motor scale and the fine motor scale of the MSEL with autism symptomology as measured by calibrated autism severity scores. Majority of the data collected took place in an autism clinic. A cohort of 159 young children with ASD (n=110), PDD-NOS (n=26) and non-ASD (developmental delay, n=23) between the ages of 12-33 months were recruited from early intervention studies and clinical referrals. Children with non-ASD (developmental delay) were included in this study to provide a range of scores indicted through calibrated autism severity. Not applicable. The primary outcome measures in this study were calibrated autism severity scores. Fine motor skills and gross motor skills significantly predicted calibrated autism severity (p motor skills displayed higher levels of calibrated autism severity. The fine and gross motor skills are significantly related to autism symptomology. There is more to focus on and new avenues to explore in the realm of discovering how to implement early intervention and rehabilitation for young children with autism and motor skills need to be a part of the discussion.

  16. 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. Copyright © 2016 Elsevier Ltd. All rights reserved.

  17. Programme to encourage the development of fine motor skills with a girl with developmental delay

    OpenAIRE

    Ivančič, Urška

    2017-01-01

    Movement plays an important role in the integral development of a child. Good motor skills facilitate learning and thus they consequently have a positive impact on improved learning success. The theoretical part presents the importance and role of gross motor skills and its relationship to the development of fine motor skills. More specifically, we have focused on the following: the course of development of fine motor skills, the impact fine motor skills have on the child and we have also loo...

  18. Interventions to improve gross motor performance in children with neurodevelopmental disorders: a meta-analysis.

    Science.gov (United States)

    Lucas, Barbara R; Elliott, Elizabeth J; Coggan, Sarah; Pinto, Rafael Z; Jirikowic, Tracy; McCoy, Sarah Westcott; Latimer, Jane

    2016-11-29

    Gross motor skills are fundamental to childhood development. The effectiveness of current physical therapy options for children with mild to moderate gross motor disorders is unknown. The aim of this study was to systematically review the literature to investigate the effectiveness of conservative interventions to improve gross motor performance in children with a range of neurodevelopmental disorders. A systematic review with meta-analysis was conducted. MEDLINE, EMBASE, AMED, CINAHL, PsycINFO, PEDro, Cochrane Collaboration, Google Scholar databases and clinical trial registries were searched. Published randomised controlled trials including children 3 to ≤18 years with (i) Developmental Coordination Disorder (DCD) or Cerebral Palsy (CP) (Gross Motor Function Classification System Level 1) or Developmental Delay or Minimal Acquired Brain Injury or Prematurity (gross motor outcomes obtained using a standardised assessment tool. Meta-analysis was performed to determine the pooled effect of intervention on gross motor function. Methodological quality and strength of meta-analysis recommendations were evaluated using PEDro and the GRADE approach respectively. Of 2513 papers, 9 met inclusion criteria including children with CP (n = 2) or DCD (n = 7) receiving 11 different interventions. Only two of 9 trials showed an effect for treatment. Using the least conservative trial outcomes a large beneficial effect of intervention was shown (SMD:-0.8; 95% CI:-1.1 to -0.5) with "very low quality" GRADE ratings. Using the most conservative trial outcomes there is no treatment effect (SMD:-0.1; 95% CI:-0.3 to 0.2) with "low quality" GRADE ratings. Study limitations included the small number and poor quality of the available trials. Although we found that some interventions with a task-orientated framework can improve gross motor outcomes in children with DCD or CP, these findings are limited by the very low quality of the available evidence. High quality intervention

  19. Development of fine motor skills in preterm infants.

    Science.gov (United States)

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

    2013-11-01

    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, using ['motor skills' or 'fine motor function' and 'preterm infant'] as the search string. Impaired gross and fine motor skills are among the most frequently occurring problems encountered by preterm children who do not develop cerebral palsy. The prevalence is around 40% for mild to moderate impairment and 20% for moderate impairment. Fine motor skill scores on the Movement Assessment Battery for Children are about 0.62 of a standard deviation lower compared with term children. Risk factors for fine motor impairments include moderately preterm birth (odds ratio [OR] 2.0) and, among very preterm children (development of and recovery from brain injury could guide future intervention attempts aimed at improving fine motor skills of preterm children. © The Authors. Developmental Medicine & Child Neurology © 2013 Mac Keith Press.

  20. Awareness and use of Gross Motor Function Classification System ...

    African Journals Online (AJOL)

    Introduction The degree of disability in children with Cerebral Palsy (CP) can be evaluated with the Gross Motor Function Classification System (GMFCS), a valid tool which was designed for such purposes. However, there appears to be paucity of data on the awareness and use of the GMFCS particularly in the ...

  1. Fine and Gross Motor Ability in Males with ADHD

    Directory of Open Access Journals (Sweden)

    J Gordon Millichap

    2003-09-01

    Full Text Available Both fine and gross motor abilities were evaluated in 10-year-old males with attention deficit hyperactivity disorder (ADHD and compared to a group of control children at the School of Psychology, Curtin University of Technology, Perth, Australia.

  2. Skeletal maturation, fundamental motor skills and motor coordination in children 7-10 years.

    Science.gov (United States)

    Freitas, Duarte L; Lausen, Berthold; Maia, José António; Lefevre, Johan; Gouveia, Élvio Rúbio; Thomis, Martine; Antunes, António Manuel; Claessens, Albrecht L; Beunen, Gaston; Malina, Robert M

    2015-01-01

    Relationships between skeletal maturation and fundamental motor skills and gross motor coordination were evaluated in 429 children (213 boys and 216 girls) 7-10 years. Skeletal age was assessed (Tanner-Whitehouse 2 method), and stature, body mass, motor coordination (Körperkoordinations Test für Kinder, KTK) and fundamental motor skills (Test of Gross Motor Development, TGMD-2) were measured. Relationships among chronological age, skeletal age (expressed as the standardised residual of skeletal age on chronological age) and body size and fundamental motor skills and motor coordination were analysed with hierarchical multiple regression. Standardised residual of skeletal age on chronological age interacting with stature and body mass explained a maximum of 7.0% of the variance in fundamental motor skills and motor coordination over that attributed to body size per se. Standardised residual of skeletal age on chronological age alone accounted for a maximum of 9.0% of variance in fundamental motor skills, and motor coordination over that attributed to body size per se and interactions between standardised residual of skeletal age on chronological age and body size. In conclusion, skeletal age alone or interacting with body size has a negligible influence on fundamental motor skills and motor coordination in children 7-10 years.

  3. Poor motor skills: a risk marker for bully victimization.

    Science.gov (United States)

    Bejerot, Susanne; Plenty, Stephanie; Humble, Alice; Humble, Mats B

    2013-01-01

    Children who are clumsy are often bullied. Nevertheless, motor skills have been overlooked in research on bullying victimization. A total of 2,730 Swedish adults (83% females) responded to retrospective questions on bullying, their talents in physical education (i.e., coordination and balls skills) and school academics. Poor talents were used as indicators of poor gross motor skills and poor academic skills. A subset of participants also provided information on educational level in adulthood, childhood obesity, belonging to an ethic minority in school and socioeconomic status relative to schoolmates. A total of 29.4% of adults reported being bullied in school, and 18.4% reported having below average gross motor skills. Of those with below average motor skills, 48.6% were bullied in school. Below average motor skills in childhood were associated with an increased risk (OR 3.01 [95% CI: 1.97-4.60]) of being bullied, even after adjusting for the influence of lower socioeconomic status, poor academic performance, being overweight, and being a bully. Higher odds for bully victimization were also associated with lower socioeconomic status (OR 2.29 [95% CI: 1.45-3.63]), being overweight (OR 1.71 [95% CI: 1.18-2.47]) and being a bully (OR 2.18 [95% CI: 1.53-3.11]). The findings indicate that poor gross motor skills constitute a robust risk-marker for vulnerability for bully victimization. © 2013 The Authors. Aggressive Behavior Published by Wiley-Blackwell.

  4. Motor Skill Competence and Perceived Motor Competence: Which Best Predicts Physical Activity among Girls?

    Science.gov (United States)

    Khodaverdi, Zeinab; Bahram, Abbas; Khalaji, Hassan; Kazemnejad, Anoshirvan

    2013-10-01

    The main purpose of this study was to determine which correlate, perceived motor competence or motor skill competence, best predicts girls' physical activity behavior. A sample of 352 girls (mean age=8.7, SD=0.3 yr) participated in this study. To assess motor skill competence and perceived motor competence, each child completed the Test of Gross Motor Development-2 and Physical Ability sub-scale of Marsh's Self-Description Questionnaire. Children's physical activity was assessed by the Physical Activity Questionnaire for Older Children. Multiple linear regression model was used to determine whether perceived motor competence or motor skill competence best predicts moderate-to-vigorous self-report physical activity. Multiple regression analysis indicated that motor skill competence and perceived motor competence predicted 21% variance in physical activity (R(2)=0.21, F=48.9, P=0.001), and motor skill competence (R(2)=0.15, ᵝ=0.33, P= 0.001) resulted in more variance than perceived motor competence (R(2)=0.06, ᵝ=0.25, P=0.001) in physical activity. Results revealed motor skill competence had more influence in comparison with perceived motor competence on physical activity level. We suggest interventional programs based on motor skill competence and perceived motor competence should be administered or implemented to promote physical activity in young girls.

  5. Cognitive-motor interference during fine and gross motor tasks in children with Developmental Coordination Disorder (DCD).

    Science.gov (United States)

    Schott, Nadja; El-Rajab, Inaam; Klotzbier, Thomas

    2016-10-01

    While typically developing children produce relatively automatized postural control processes, children with DCD seem to exhibit an automatization deficit. Dual tasks with various cognitive loads seem to be an effective way to assess the automatic deficit hypothesis. The aims of the study were: (1) to examine the effect of a concurrent cognitive task on fine and gross motor tasks in children with DCD, and (2) to determine whether the effect varied with different difficulty levels of the concurrent task. We examined dual-task performance (Trail-Making-Test, Trail-Walking-Test) in 20 children with DCD and 39 typically developing children. Based on the idea of the Trail-Making-Test, participants walked along a fixed pathway, following a prescribed path, delineated by target markers of (1) increasing sequential numbers, and (2) increasing sequential numbers and letters. The motor and cognitive dual-task effects (DTE) were calculated for each task. Regardless of the cognitive task, children with DCD performed equally well in fine and gross motor tasks, and were slower in the dual task conditions than under single task-conditions, compared with children without DCD. Increased cognitive task complexity resulted in slow trail walking as well as slower trail tracing. The motor interference for the gross motor tasks was least for the simplest conditions and greatest for the complex conditions and was more pronounced in children with DCD. Cognitive interference was low irrespective of the motor task. Children with DCD show a different approach to allocation of cognitive resources, and have difficulties making motor skills automatic. The latter notion is consistent with impaired cerebellar function and the "automatization deficit hypothesis", suggesting that any deficit in the automatization process will appear if conscious monitoring of the motor skill is made more difficult by integrating another task requiring attentional resources. Copyright © 2016 Elsevier Ltd. All

  6. Gross Motor Development in Children Aged 3-5 Years, United States 2012.

    Science.gov (United States)

    Kit, Brian K; Akinbami, Lara J; Isfahani, Neda Sarafrazi; Ulrich, Dale A

    2017-07-01

    Objective Gross motor development in early childhood is important in fostering greater interaction with the environment. The purpose of this study is to describe gross motor skills among US children aged 3-5 years using the Test of Gross Motor Development (TGMD-2). Methods We used 2012 NHANES National Youth Fitness Survey (NNYFS) data, which included TGMD-2 scores obtained according to an established protocol. Outcome measures included locomotor and object control raw and age-standardized scores. Means and standard errors were calculated for demographic and weight status with SUDAAN using sample weights to calculate nationally representative estimates, and survey design variables to account for the complex sampling methods. Results The sample included 339 children aged 3-5 years. As expected, locomotor and object control raw scores increased with age. Overall mean standardized scores for locomotor and object control were similar to the mean value previously determined using a normative sample. Girls had a higher mean locomotor, but not mean object control, standardized score than boys (p  0.05). Conclusions In a nationally representative sample of US children aged 3-5 years, TGMD-2 mean locomotor and object control standardized scores were similar to the established mean. These results suggest that standardized gross motor development among young children generally did not differ by demographic or weight status.

  7. The relationship between body mass index and gross motor development in children aged 3 to 5 years.

    Science.gov (United States)

    Nervik, Deborah; Martin, Kathy; Rundquist, Peter; Cleland, Joshua

    2011-01-01

    To investigate the relationship between obesity and gross motor development in children who are developing typically and determine whether body mass index (BMI) predicts difficulty in gross motor skills. BMIs were calculated and gross motor skills examined in 50 children who were healthy aged 3 to 5 years using the Peabody Developmental Motor Scales, 2nd edition (PDMS-2). Pearson chi-square statistic and stepwise linear hierarchical regression were used for analysis. A total of 24% of the children were overweight/obese, whereas 76% were found not to be overweight/obese. Fifty-eight percent of the overweight/obese group scored below average on the PDMS-2 compared to 15% of the nonoverweight group. Association between BMI and gross motor quotients was identified with significance of less than 0.002. Regression results were nonsignificant with all 50 subjects, yet showed significance (P = 0.018) when an outlier was excluded. Children aged 3 to 5 years with high BMIs may have difficulty with their gross motor skills. Further research is needed.

  8. Motor Skill Competence and Perceived Motor Competence: Which Best Predicts Physical Activity among Girls?

    OpenAIRE

    Khodaverdi, Zeinab; Bahram, Abbas; Khalaji, Hassan; Kazemnejad, Anoshirvan

    2013-01-01

    Abstract Background The main purpose of this study was to determine which correlate, perceived motor competence or motor skill competence, best predicts girls? physical activity behavior. Methods A sample of 352 girls (mean age=8.7, SD=0.3 yr) participated in this study. To assess motor skill competence and perceived motor competence, each child completed the Test of Gross Motor Development-2 and Physical Ability sub-scale of Marsh?s Self-Description Questionnaire. Children?s physical activit...

  9. Motor skills in kindergarten: Internal structure, cognitive correlates and relationships to background variables.

    Science.gov (United States)

    Oberer, Nicole; Gashaj, Venera; Roebers, Claudia M

    2017-04-01

    The present study aimed to contribute to the discussion about the relation between motor coordination and executive functions in preschool children. Specifically, the relation between gross and fine motor skills and executive functions as well as the relation to possible background variables (SES, physical activity) were investigated. Based on the data of N=156 kindergarten children the internal structure of motor skills was investigated and confirmed the theoretically assumed subdivision of gross and fine motor skills. Both, gross and fine motor skills correlated significantly with executive functions, whereas the background variables seemed to have no significant impact on the executive functions and motor skills. Higher order control processes are discussed as an explanation of the relation between executive functions and motor skills. Copyright © 2017 Elsevier B.V. All rights reserved.

  10. Association Between Gross-Motor and Executive Function Depends on Age and Motor Task Complexity

    DEFF Research Database (Denmark)

    Spedden, Meaghan E; Malling, Anne Sofie B; Andersen, Ken K

    2017-01-01

    The objective was to examine associations between motor and executive function across the adult lifespan and to investigate the role of motor complexity in these associations. Young, middle-aged and older adults (n = 82; 19-83y) performed two gross-motor tasks with different levels of complexity...... and a Stroop-like computer task. Performance was decreased in older adults. The association between motor and cognitive performance was significant for older adults in the complex motor task (p = 0.03, rs = -0.41), whereas no significant associations were found for young or middle-aged groups, suggesting...... that the link between gross-motor and executive function emerges with age and depends on motor complexity....

  11. Deficits in Lower Limb Muscle Reflex Contraction Latency and Peak Force Are Associated With Impairments in Postural Control and Gross Motor Skills of Children With Developmental Coordination Disorder: A Cross-Sectional Study.

    Science.gov (United States)

    Fong, Shirley S M; Ng, Shamay S M; Guo, X; Wang, Yuling; Chung, Raymond C K; Stat, Grad; Ki, W Y; Macfarlane, Duncan J

    2015-10-01

    This cross-sectional, exploratory study aimed to compare neuromuscular performance, balance and motor skills proficiencies of typically developing children and those with developmental coordination disorder (DCD) and to determine associations of these neuromuscular factors with balance and motor skills performances in children with DCD.One hundred thirty children with DCD and 117 typically developing children participated in the study. Medial hamstring and gastrocnemius muscle activation onset latencies in response to an unexpected posterior-to-anterior trunk perturbation were assessed by electromyography and accelerometer. Hamstring and gastrocnemius muscle peak force and time to peak force were quantified by dynamometer, and balance and motor skills performances were evaluated with the Movement Assessment Battery for Children (MABC).Independent t tests revealed that children with DCD had longer hamstring and gastrocnemius muscle activation onset latencies (P  0.025), than the controls. Multiple regression analysis accounting for basic demographics showed that gastrocnemius peak force was independently associated with the MABC balance subscore and ball skills subscore, accounting for 5.7% (P = 0.003) and 8.5% (P = 0.001) of the variance, respectively. Gastrocnemius muscle activation onset latency also explained 11.4% (P skills subscore.Children with DCD had delayed leg muscle activation onset times and lower isometric peak forces. Gastrocnemius peak force was associated with balance and ball skills performances, whereas timing of gastrocnemius muscle activation was a determinant of ball skill performance in the DCD population.

  12. Motor skills and calibrated autism severity in young children with autism spectrum disorder.

    Science.gov (United States)

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

    2014-04-01

    In addition to the core characteristics of autism spectrum disorder (ASD), motor skill deficits are present, persistent, and pervasive across age. Although motor skill deficits have been indicated in young children with autism, they have not been included in the primary discussion of early intervention content. One hundred fifty-nine young children with a confirmed diagnosis of ASD (n = 110), PDD-NOS (n = 26), and non-ASD (n = 23) between the ages of 14-33 months participated in this study.1 The univariate general linear model tested the relationship of fine and gross motor skills and social communicative skills (using calibrated autism severity scores). Fine motor and gross motor skills significantly predicted calibrated autism severity (p motor skills have greater social communicative skill deficits. Future directions and the role of motor skills in early intervention are discussed.

  13. Reliability of the test of gross motor development second edition (TGMD-2) for Kindergarten children in Myanmar.

    Science.gov (United States)

    Aye, Thanda; Oo, Khin Saw; Khin, Myo Thuzar; Kuramoto-Ahuja, Tsugumi; Maruyama, Hitoshi

    2017-10-01

    [Purpose] The purpose of this study was to investigate reliability of the test of gross motor development second edition (TGMD-2) for Kindergarten children in Myanmar. [Subjects and Methods] Fifty healthy Kindergarten children (23 males, 27 females) whose parents/guardians had given written consent were participated. The subjects were explained and demonstrated all 12 gross motor skills of TGMD-2 before the assessment. Each subject individually performed two trials for each gross motor skill and the performance was video recorded. Three raters separately watched the video recordings and rated for inter-rater reliability. The second assessment was done one month later with 25 out of 50 subjects for test-rest reliability. The video recordings of 12 subjects were randomly selected from the first 50 recordings for intra-rater reliability six weeks after the first assessment. The agreement on the locomotor and object control raw scores and the gross motor quotient (GMQ) were calculated. [Results] The findings of all the reliability coefficients for the locomotor and object control raw scores and the GMQ were interpreted as good and excellent reliability. [Conclusion] The results represented that TGMD-2 is a highly reliable and appropriate assessment tool for assessing gross motor skill development of Kindergarten children in Myanmar.

  14. Promoting physical activity, healthy eating and gross motor skills development among preschoolers attending childcare centers: Process evaluation of the Healthy Start-Départ Santé intervention using the RE-AIM framework.

    Science.gov (United States)

    Ward, Stéphanie; Chow, Amanda Froehlich; Humbert, M Louise; Bélanger, Mathieu; Muhajarine, Nazeem; Vatanparast, Hassan; Leis, Anne

    2018-06-01

    The Healthy Start-Départ Santé intervention was developed to promote physical activity, gross motor skills and healthy eating among preschoolers attending childcare centers. This process evaluation aimed to report the reach, effectiveness, adoption, implementation and maintenance of the Healthy Start-Départ Santé intervention. The RE-AIM framework was used to guide this process evaluation. Data were collected across 140 childcare centers who received the Healthy Start-Départ Santé intervention in the provinces of Saskatchewan and New Brunswick, Canada. Quantitative data were collected through director questionnaires at 10 months and 2 years after the initial training and analyzed using descriptive statistics. Qualitative data were collected throughout the intervention. The intervention was successful in reaching a large number of childcare centres and engaging both rural and urban communities across Saskatchewan and New Brunswick. Centres reported increasing opportunities for physical activity and healthy eating, which were generally low-cost, easy and quick to implement. However, these changes were rarely transformed into formal written policies. A total of 87% of centers reported using the physical activity resource and 68% using the nutrition resource on a weekly basis. Implementation fidelity of the initial training was high. Of those centers who received the initial training, 75% participated in the mid-point booster session training. Two year post-implementation questionnaires indicated that 47% of centers were still using the Active Play Equipment kit, while 42% were still using the physical activity resource and 37% were still using the nutrition resource. Key challenges to implementation and sustainability identified during the evaluation were consistent among all of the REAIM elements. These challenges included lack of time, lack of support from childcare staff and low parental engagement. Findings from this study suggest the implementation of

  15. Effect of Group Setting on Gross Motor Performance in Children 3-5 Years Old with Motor Delays.

    Science.gov (United States)

    Fay, Deanne; Wilkinson, Tawna; Wagoner, Michelle; Brooks, Danna; Quinn, Lauren; Turnell, Andrea

    2017-02-01

    The purpose of this study was to evaluate differences in gross motor performance of children 3-5 years of age with motor delays when assessed individually compared to assessment in a group setting among peers with typical development (TD). Twenty children with motor delays and 42 children with TD were recruited from a preschool program. A within-subject repeated measures design was used; each child with delay was tested both in an individual setting and in a group setting with two to four peers with TD. Testing sessions were completed 4-8 days apart. Ten different motor skills from the Peabody Developmental Motor Scales-2 were administered. Performance of each item was videotaped and scored by a blinded researcher. Overall gross motor performance was significantly different (p < .05) between the two settings, with 14 of 20 children demonstrating better performance in the group setting. In particular, children performed better on locomotion items (p < .05). The higher scores for locomotion in the group setting may be due to the influence of competition, motivation, or modeling. Assessing a child in a group setting is recommended as part of the evaluation process.

  16. The impact of diurnal sleep on the consolidation of a complex gross motor adaptation task

    Science.gov (United States)

    Hoedlmoser, Kerstin; Birklbauer, Juergen; Schabus, Manuel; Eibenberger, Patrick; Rigler, Sandra; Mueller, Erich

    2015-01-01

    Diurnal sleep effects on consolidation of a complex, ecological valid gross motor adaptation task were examined using a bicycle with an inverse steering device. We tested 24 male subjects aged between 20 and 29 years using a between-subjects design. Participants were trained to adapt to the inverse steering bicycle during 45 min. Performance was tested before (TEST1) and after (TEST2) training, as well as after a 2 h retention interval (TEST3). During retention, participants either slept or remained awake. To assess gross motor performance, subjects had to ride the inverse steering bicycle 3 × 30 m straight-line and 3 × 30 m through a slalom. Beyond riding time, we sophisticatedly measured performance accuracy (standard deviation of steering angle) in both conditions using a rotatory potentiometer. A significant decrease of accuracy during straight-line riding after nap and wakefulness was shown. Accuracy during slalom riding remained stable after wakefulness but was reduced after sleep. We found that the duration of rapid eye movement sleep as well as sleep spindle activity are negatively related with gross motor performance changes over sleep. Together these findings suggest that the consolidation of adaptation to a new steering device does not benefit from a 2 h midday nap. We speculate that in case of strongly overlearned motor patterns such as normal cycling, diurnal sleep spindles and rapid eye movement sleep might even help to protect everyday needed skills, and to rapidly forget newly acquired, interfering and irrelevant material. PMID:25256866

  17. Interrater reliability assessment using the Test of Gross Motor Development-2.

    Science.gov (United States)

    Barnett, Lisa M; Minto, Christine; Lander, Natalie; Hardy, Louise L

    2014-11-01

    The aim was to examine interrater reliability of the object control subtest from the Test of Gross Motor Development-2 by live observation in a school field setting. Reliability Study--cross sectional. Raters were rated on their ability to agree on (1) the raw total for the six object control skills; (2) each skill performance and (3) the skill components. Agreement for the object control subtest and the individual skills was assessed by an intraclass correlation (ICC) and a kappa statistic assessed for skill component agreement. A total of 37 children (65% girls) aged 4-8 years (M = 6.2, SD = 0.8) were assessed in six skills by two raters; equating to 222 skill tests. Interrater reliability was excellent for the object control subset (ICC = 0.93), and for individual skills, highest for the dribble (ICC = 0.94) followed by strike (ICC = 0.85), overhand throw (ICC = 0.84), underhand roll (ICC = 0.82), kick (ICC = 0.80) and the catch (ICC = 0.71). The strike and the throw had more components with less agreement. Even though the overall subtest score and individual skill agreement was good, some skill components had lower agreement, suggesting these may be more problematic to assess. This may mean some skill components need to be specified differently in order to improve component reliability. Crown Copyright © 2013. Published by Elsevier Ltd. All rights reserved.

  18. Motor Skill Learning in Children.

    Science.gov (United States)

    Gabbard, Carl P.

    The purpose of this article is to briefly describe schema theory and indicate its relevance to early childhood development, with specific reference to children's acquisition of motor skills. Schema theory proposes an explanation of how individuals learn and perform a seemingly endless variety of movements. According to Schmidt (1975), goal…

  19. Gross and fine motor function in fibromyalgia and chronic fatigue syndrome.

    Science.gov (United States)

    Rasouli, Omid; Fors, Egil A; Borchgrevink, Petter Chr; Öhberg, Fredrik; Stensdotter, Ann-Katrin

    2017-01-01

    This paper aimed to investigate motor proficiency in fine and gross motor function, with a focus on reaction time (RT) and movement skill, in patients with fibromyalgia (FM) and chronic fatigue syndrome (CFS) compared to healthy controls (HC). A total of 60 individuals (20 CFS, 20 FM, and 20 HC), age 19-49 years, participated in this study. Gross motor function in the lower extremity was assessed using a RT task during gait initiation in response to an auditory trigger. Fine motor function in the upper extremity was measured during a precision task (the Purdue Pegboard test) where the number of pins inserted within 30 s was counted. No significant differences were found between FM and CFS in any parameters. FM and CFS groups had significantly longer RT than HC in the gait initiation ( p =0.001, and p =0.004 respectively). In the Purdue Pegboard test, 20% in the FM group, 15% in the CFS groups, and 0% of HC group, scored below the threshold of the accepted performance. However, there were no significant differences between FM, CFS, and HC in this task ( p =0.12). Compared to controls, both CFS and FM groups displayed significantly longer RT in the gait initiation task. Generally, FM patients showed the worst results in both tests, although no group differences were found in fine motor control, according to the Purdue Pegboard test.

  20. Effects of hippotherapy on gross motor function and functional performance of children with cerebral palsy.

    Science.gov (United States)

    Park, Eun Sook; Rha, Dong Wook; Shin, Jung Soon; Kim, Soohyeon; Jung, Soojin

    2014-11-01

    The purpose of our study was to investigate the effects of hippotherapy on gross motor function and functional performance in children with spastic cerebral palsy (CP). We recruited 34 children (M:F=15:19, age: 3-12 years) with spastic CP who underwent hippotherapy for 45 minutes twice a week for 8 weeks. Twenty-one children with spastic CP were recruited for control group. The distribution of gross motor function classification system level and mean age were not significantly different between the two groups. Outcome measures, including the Gross Motor Function Measure (GMFM)-66, GMFM-88 and the Pediatric Evaluation of Disability Inventory: Functional Skills Scale (PEDI-FSS), were assessed before therapy and after the 8-weeks intervention as outcome measures. There were no significant differences between intervention and control groups in mean baseline total scores of GMFM-66, GMFM-88 or PEDI-FSS. After the 8-weeks intervention, mean GMFM-66 and GMFM-88 scores were significantly improved in both groups. However, the hippotherapy group had significantly greater improvement in dimension E and GMFM-66 total score than the control group. The total PEDI-FSS score and the sub-scores of its 3 domains were significantly improved in the hippotherapy group, but not in the control group. The results of our study demonstrate the beneficial effects of hippotherapy on gross motor function and functional performance in children with CP compared to control group. The significant improvement in PEDI-FSS scores suggests that hippotherapy may be useful to maximize the functional performance of children with CP.

  1. The Influence of Motor Skills on Measurement Accuracy

    Science.gov (United States)

    Brychta, Petr; Sadílek, Marek; Brychta, Josef

    2016-10-01

    This innovative study trying to do interdisciplinary interface at first view different ways fields: kinantropology and mechanical engineering. A motor skill is described as an action which involves the movement of muscles in a body. Gross motor skills permit functions as a running, jumping, walking, punching, lifting and throwing a ball, maintaining a body balance, coordinating etc. Fine motor skills captures smaller neuromuscular actions, such as holding an object between the thumb and a finger. In mechanical inspection, the accuracy of measurement is most important aspect. The accuracy of measurement to some extent is also dependent upon the sense of sight or sense of touch associated with fine motor skills. It is therefore clear that the level of motor skills will affect the precision and accuracy of measurement in metrology. Aim of this study is literature review to find out fine motor skills level of individuals and determine the potential effect of different fine motor skill performance on precision and accuracy of mechanical engineering measuring.

  2. 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…

  3. Concurrent Validity of Two Standardized Measures of Gross Motor Function in Young Children with Autism Spectrum Disorder.

    Science.gov (United States)

    Holloway, Jamie M; Long, Toby; Biasini, Fred

    2018-04-02

    This study provides information on how two standardized measures based on different theoretical frameworks can be used in collecting information on motor development and performance in 4- and 5-year-olds with autism spectrum disorder (ASD). The purpose of the study was to determine the concurrent validity of the Miller Function and Participation Scales (M-FUN) with the Peabody Developmental Motor Scales, Second Edition (PDMS-2) in young children with ASD. The gross motor sections of the PDMS-2 and the M-FUN were administered to 22 children with ASD between the ages of 48 and 71 months. Concurrent validity between overall motor scores and agreement in identification of motor delay were assessed. A very strong correlation (Pearson's r =.851) was found between the M-FUN scale scores and the PDMS-2 gross motor quotients (GMQs). Strong agreement in identification of children with average motor skills and delayed motor skills at 1.5 standard deviations below the mean was also found. This study supports the concurrent validity of the M-FUN with the PDMS-2 for young children with ASD. While both tests provide information regarding motor delay, the M-FUN may provide additional information regarding the neurological profile of the child.

  4. 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…

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

    Directory of Open Access Journals (Sweden)

    Patrizia Tortella

    Full Text Available 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.

  6. 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.

  7. 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

    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

  8. Mathematical Skills and Motor Life Skills in Toddlers: Do Differences in Mathematical Skills Reflect Differences in Motor Skills?

    Science.gov (United States)

    Reikerås, Elin; Moser, Thomas; Tønnessen, Finn Egil

    2017-01-01

    This study examines possible relations between early mathematical skills and motor life skills in 450 toddlers aged two years and nine months. The study employs baseline data from the longitudinal Stavanger Project--The Learning Child. The children's mathematical skills and motor life skills were assessed by structured observation in the natural…

  9. Gross motor performance and self-perceived motor competence in children with emotional, behavioural, and pervasive developmental disorders: a review

    NARCIS (Netherlands)

    Emck, C.; Bosscher, R.J.; Beek, P.J.; Doreleijers, T.A.H.

    2009-01-01

    Aims: Motor performance and self-perceived motor competence have a great impact on the psychosocial development of children in general. In this review, empirical studies of gross motor performance and self-perception of motor competence in children with emotional (depression and anxiety),

  10. Relação entre índice de massa corporal e habilidade motora grossa em crianças de quatro a seis anos Relationship between body mass index and gross motor skill in four to six year-old children

    Directory of Open Access Journals (Sweden)

    Fabrizio Zandonadi Catenassi

    2007-08-01

    Full Text Available Este estudo teve por objetivo verificar a relação entre o desempenho em tarefas de habilidade motora grossa com o índice de massa corporal (IMC em meninos e meninas de quatro a seis anos de idade. Para tanto, foram analisadas 27 crianças, sendo 16 meninos e 11 meninas, com idade média de 5,64 ± 0,67 anos. As crianças foram submetidas ao Test of Gross Motor Development - Second Edition (TGMD-2, proposto por Ulrich (2000 e ao Körperkoordinations-test für Kinder (KTK, proposto por Kiphard e Schilling (1974. A pontuação obtida nos dois testes foi reduzida a uma escala comum a ambos. Foi verificada a correlação entre essa escala e o IMC das crianças por meio do teste de correlação de Spearman, com P This study had to aim to verify the relationship between performance in gross motor skill tasks and body mass index (BMI in four to six year-old boys and girls. 27 children were analyzed, 16 boys and 11 girls, mean age of 5.64 ± 0.67 years. The children were submitted to the Test of Gross Motor Development-Second Edition (TGMD-2, proposed by Ulrich (2000 and to the Körperkoordinations-test für Kinder (KTK, proposed by Kiphard and Schilling (1974. The punctuation obtained in the two tests was reduced to a scale common to both. The correlation between this scale and the BMI of the children was verified through the Spearman correlation test, with P < 0.05. No significant interaction was observed among variables when boys and girls were analyzed or when the analysis was conducted with gender distinction. Moreover, no interaction between the BMI and tasks which required higher demand of physical capacities was observed, which should be verified in further studies. It was possible to conclude from our results, that the performance of four to six year-old children in tasks which involved gross motor skill did not relate with BMI.

  11. De Gross Motor Function Measure (GMFM): een onderzoek naar de betrouwbaarheid van de Nederlandse vertaling.

    NARCIS (Netherlands)

    Veenhof, C.; Ketelaar, M.; Petegem-van Beek, E. van

    2003-01-01

    This article is about the psychometric characteristics of the Dutch translation of the Gross Motor Function Measure (GMFM). It describes the reliability of the instrument. The article "Gross Motor Function Measure" (GMFM): a validity study of the Dutch translation focusses on the responsiveness of

  12. De Gross Motor Function Measure (GMFM): een onderzoek naar de responsiviteit van de Nederlandse vertaling.

    NARCIS (Netherlands)

    Veenhof, C.; Ketelaar, M.; Petegem-van Beek, E. van; Vermeer, A.

    2003-01-01

    This article is about the psychometric characteristics of the Dutch translation of the Gross Motor Function Measure (GMFM). It describes the responsiveness to change. The article "Gross Motor Function Measure (GMFM): a reliability study of the Dutch translation" focuses on the reliability of the

  13. Exploring the Interaction of Motor and Social Skills With Autism Severity Using the SFARI Dataset.

    Science.gov (United States)

    Colombo-Dougovito, Andrew M; Reeve, Ronald E

    2017-04-01

    Social communicative deficits and stereotyped or repetitive interests or behaviors are the defining features of autism spectrum disorder (ASD). A growing body of research suggests that gross motor deficits are also present in most children with ASD. This study sought to understand how pediatric ASD severity is related to motor skills and social skills. A multivariate analysis of variance analysis of 483 children with autism ( N = 444) and ASD ( N = 39) revealed a nonsignificant difference between groups. Results suggest little difference between severity groups on gross motor and social skills within the limited age range of the participants (about 5.6 years of age).

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

    Science.gov (United States)

    Kaiser, M-L; Schoemaker, M M; Albaret, J-M; Geuze, R H

    2014-11-06

    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 among children with ADHD aged between 6 and 16 years? What are the effects of ADHD medication on motor skills and motor control? The following keywords were introduced in the main databases: attention disorder and/or ADHD, motor skills and/or handwriting, children, medication. Of the 45 articles retrieved, 30 described motor skills of children with ADHD and 15 articles analysed the influence of ADHD medication on motor skills and motor control. More than half of the children with ADHD have difficulties with gross and fine motor skills. The children with ADHD inattentive subtype seem to present more impairment of fine motor skills, slow reaction time, and online motor control during complex tasks. The proportion of children with ADHD who improved their motor skills to the normal range by using medication varied from 28% to 67% between studies. The children who still show motor deficit while on medication might meet the diagnostic criteria of developmental coordination disorder (DCD). It is important to assess motor skills among children with ADHD because of the risk of reduced participation in activities of daily living that require motor coordination and attention. Copyright © 2014 Elsevier Ltd. All rights reserved.

  15. Analysis of an intervention directed to the development of balance and gross and fine motor coordination

    Directory of Open Access Journals (Sweden)

    Letícia Carrillo Maronesi

    2015-07-01

    Full Text Available Introduction: Children’s motor skills evolve according to age and the continuing influence of intrinsic and extrinsic factors that cause variations from one child to another; this makes the course of development unique in each child. Objective: To develop an intervention for a child with delays in fine motor coordination, gross motor coordination and balance and analyze its impact on the child’s development. Methods: Pre- and post-test quasi-experimental design. The instrument used was the Motor Development Scale applied to a 4 year old child. An intervention plan was developed based on the results obtained throught the tests. The plan consists of activities designed to stimulate the aforementioned acquisitions. The implementation of the intervention plan lasted two months. The child was tested at the beginning and at the end of the intervention to determine whether there was gain in the stimulated acquisitions. The JT method was adopted for data analysis and verification of occurrence of reliable and clinically relevant positive changes. Results: The results of this study demonstrate that reliable positive changes occurred with respect to the psychomotor items that underwent stimulation. Conclusion: It is possible to infer that this intervention had a positive effect on the child’s development . Hence, this study contributes to improve the care provided to children with delayed psychomotor development, illustrating possibilities of strategies and activities. It also allows the recognition of the action of occupational therapists as one of the professionals who compose the multidisciplinary team focused on early intervention.

  16. Fine motor control

    Science.gov (United States)

    ... gross (large, general) motor control. An example of gross motor control is waving an arm in greeting. Problems ... out the child's developmental age. Children develop fine motor skills over time, by practicing and being taught. To ...

  17. Clubfoot Does Not Impair Gross Motor Development in 5-Year-Olds.

    Science.gov (United States)

    Zapata, Karina A; Karol, Lori A; Jeans, Kelly A; Jo, Chan-Hee

    2018-04-01

    To evaluate the gross motor development of 5-year-olds using the Peabody Developmental Motor Scales, 2nd Edition (PDMS-2), test after initial nonoperative management of clubfoot as infants. The PDMS-2 Stationary, Locomotion, and Object Manipulation subtests were assessed on 128 children with idiopathic clubfeet at the age of 5 years. Children were categorized by their initial clubfoot severity as greater than 13, unilateral or bilateral involvement, and required surgery. Children with treated clubfeet had average gross motor scores (99 Gross Motor Quotient) compared with age-matched normative scores. Children with more severe clubfeet required surgery significantly more than children with less severe scores (P < .01). Peabody scores were not significantly different according to initial clubfoot severity, unilateral versus bilateral involvement, and surgical versus nonsurgical outcomes. Clubfoot does not significantly impair gross motor development in 5-year-olds.

  18. Attainment of gross motor milestones by preterm children with normal development upon school entry

    NARCIS (Netherlands)

    van Dokkum, Nienke H; de Kroon, Marlou L A; Bos, Arend F; Reijneveld, Sijmen A; Kerstjens, Jorien M

    BACKGROUND: Little is known on the motor development of moderately preterm born (MPT) children, in comparison with early preterm born (EPT) children and fullterm born (FT), for children with normal motor outcomes at school entry. AIMS: To compare attainment rates of gross motor milestones reached

  19. The central role of trunk control in the gross motor function of children with cerebral palsy

    DEFF Research Database (Denmark)

    Curtis, Derek John; Butler, Penny; Saavedra, Sandy

    2015-01-01

    . The participants were tested using the Gross Motor Function Measure (GMFM), the Pediatric Evaluation of Disability Inventory (PEDI), and the Segmental Assessment of Trunk Control (SATCo). Results Linear regression analysis showed a positive relationship between the segmental level of trunk control and age......, with both gross motor function and mobility. Segmental trunk control measured using the SATCo could explain between 38% and 40% of variation in GMFM and between 32% and 37% of variation in PEDI. Interpretation This study suggests a strong association between segmental trunk postural control and gross motor...

  20. A Novel Approach to Diagnosing Motor Skills

    Science.gov (United States)

    Aguirre, Aitor; Lozano-Rodero, Alberto; Matey, Luis M.; Villamañe, Mikel; Ferrero, Begoña

    2014-01-01

    The combination of virtual reality interactive systems and educational technologies have been used in the training of procedural tasks, but there is a lack of research with regard to providing specific assistance for acquiring motor skills. In this paper we present a novel approach to evaluating motor skills with an interactive intelligent…

  1. Impact of Vitamin D Supplementation on Gross Motor Development of Healthy Term Infants: A Randomized Dose-Response Trial.

    Science.gov (United States)

    Wicklow, Brandy; Gallo, Sina; Majnemer, Annette; Vanstone, Catherine; Comeau, Kathryn; Jones, Glenville; L'Abbe, Mary; Khamessan, Ali; Sharma, Atul; Weiler, Hope; Rodd, Celia

    2016-08-01

    In addition to benefits for bone health, vitamin D is implicated in muscle function in children and adults. To determine if vitamin D dosage positively correlated with gross motor development at 3 and 6 months of age. We hypothesized that higher doses would be associated with higher scores for gross motor skills. A consecutive sample of 55 healthy, term, and breastfed infants from Montreal, Canada were recruited from a randomized trial of vitamin D supplementation between 2009 and 2012. Infants were randomized to 400 International Units (IU) (n = 19), 800 IU (n = 18) or 1,200 IU (n = 18) vitamin D3/day. Motor performance at 3 and 6 months was quantified by the Alberta Infant Motor Scale (AIMS). Plasma vitamin D3 metabolites were measured by tandem mass spectrometry. AIMS scores did not differ at 3 months. However, total AIMS scores and sitting subscores were significantly higher at 6 months in infants receiving 400 IU/day compared to 800 IU/day and 1,200 IU/day groups (p gross motor achievements were significantly higher in infants receiving 400 IU/day vitamin D. Our findings also support longer infants being slightly delayed.

  2. Motor Skill Learning and Corticospinal Excitability

    DEFF Research Database (Denmark)

    Christiansen, Lasse

    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...... a novel visuomotor skill. I hypothesized that changes in CSE accompanying long-term motor practice relate to the process of learning rather than repetitive practice on an acquired skill and investigated this by incrementally increasing task difficulty and thus postponing saturation of learning....... Furthermore, we aimed to investigate the feasibility of applying paired associative stimulation to the investigation of learning-dependent motor cortical plasticity by comparing the transient increase in CSE accompanying motor skill learning to the associative plasticity induced by pairing electrical motor...

  3. Autism spectrum disorders and motor skills: the effect on socialization as measured by the Baby And Infant Screen For Children with aUtIsm Traits (BISCUIT).

    Science.gov (United States)

    Sipes, Megan; Matson, Johnny L; Horovitz, Max

    2011-01-01

    To examine the effects of ASD diagnosis and motor skills on socialization in young children. Two samples were used: gross motor skills sample (n = 408) and fine motor skills sample (n = 402). The Battelle Developmental Inventory-Second Edition assessed motor skills, while the Baby and Infant Screen for Children with aUtIsm Traits, Part 1 assessed socialization. A main effect of diagnosis was found for both samples on socialization such that those with autism exhibited the most severe deficits followed by those with PDD-NOS and then atypically developing children. There was a main effect for gross motor skills, with high gross motor skills showing less social impairment. The interaction term was only significant in regards to fine motor skills. The individual effects of ASD diagnosis and motor impairment as well as the interaction have implications for the assessment and treatment in these individuals.

  4. Longitudinal Association Between Gross Motor Capacity and Neuromusculoskeletal Function in Children and Youth With Cerebral Palsy

    NARCIS (Netherlands)

    Vos, Rimke C.; Becher, Jules G.; Voorman, Jeanine M.; Gorter, Jan Willem; van Eck, Mirjam; van Meeteren, Jetty; Smits, Dirk Wouter; Twisk, Jos W.; Dallmeijer, Annet J.

    Objective: To examine associations over longitudinal measurements between neuromusculoskeletal function and gross motor capacity in children and youth with cerebral palsy (CP). Design: A prospective cohort study. Setting: Rehabilitation departments of university medical centers and rehabilitations

  5. Interaction of Language Processing and Motor Skill in Children with Specific Language Impairment

    Science.gov (United States)

    DiDonato Brumbach, Andrea C.; Goffman, Lisa

    2014-01-01

    Purpose: To examine how language production interacts with speech motor and gross and fine motor skill in children with specific language impairment (SLI). Method: Eleven children with SLI and 12 age-matched peers (4-6 years) produced structurally primed sentences containing particles and prepositions. Utterances were analyzed for errors and for…

  6. Relationship between Motor Skill and Body Mass Index in 5- to 10-Year-Old Children

    Science.gov (United States)

    D'Hondt, Eva; Deforche, Benedicte; De Bourdeaudhuij, Ilse; Lenoir, Matthieu

    2009-01-01

    The purpose of this study was to investigate gross and fine motor skill in overweight and obese children compared with normal-weight peers. According to international cut-off points for Body Mass Index (BMI) from Cole et al. (2000), all 117 participants (5-10 year) were classified as being normal-weight, overweight, or obese. Level of motor skill…

  7. Effect of physical therapy frequency on gross motor function in children with cerebral palsy

    OpenAIRE

    Park, Eun-Young

    2016-01-01

    [Purpose] This study attempted to investigate the effect of physical therapy frequency based on neurodevelopmental therapy on gross motor function in children with cerebral palsy. [Subjects and Methods] The study sample included 161 children with cerebral palsy who attended a convalescent or rehabilitation center for disabled individuals or a special school for children with physical disabilities in South Korea. Gross Motor Function Measure data were collected according to physical therapy fr...

  8. Child, family and environmental correlates of children's motor skill proficiency.

    Science.gov (United States)

    Barnett, Lisa; Hinkley, Trina; Okely, Anthony D; Salmon, Jo

    2013-07-01

    To identify factors associated with children's motor skills. Cross-sectional. Australian preschool-aged children were recruited in 2009 as part of a larger study. Parent proxy-report of child factors (age, sex, parent perception of child skill, participation in unstructured and structured activity), self-report of parent factors (confidence in their own skills to support child's activity, parent-child physical activity interaction, parent physical activity) and perceived environmental factors (play space visits, equipment at home) were collected. Moderate to vigorous physical activity (MVPA) (ActiGraph GT1M accelerometer) and motor skills (Test of Gross Motor Development-2) were also assessed. After age adjustment, variables were checked for association with raw object control and locomotor scores. Variables with associations of pobject control as respective outcome variables. Motor skills were assessed for 76 children (42 female), mean [SD] age=4.1 [0.68]; 71 completed parent proxy-report and 53 had valid MVPA data. Child age, swimming lessons, and home equipment were positively associated explaining 20% of locomotor skill variance, but only age was significant (β=0.36, p=0.002). Child age and sex, unstructured activity participation, MVPA%, parent confidence, home equipment (all positively associated), and dance participation (inversely associated) explained 32% object control variance. But only age (β=0.67, p<0.0001), MVPA% (β=0.37, p=0.038) and no dance (β=-0.34, p=0.028) were significant. Motor skill correlates differ according to skill category and are context specific with child level correlates appearing more important. Copyright © 2012 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  9. Gross and fine motor function in fibromyalgia and chronic fatigue syndrome

    Directory of Open Access Journals (Sweden)

    Rasouli O

    2017-02-01

    Full Text Available Omid Rasouli,1,2 Egil A Fors,3 Petter Chr Borchgrevink,4,5 Fredrik Öhberg,6 Ann-Katrin Stensdotter1 1Department of Neuromedicine and Movement Science, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, Trondheim, Norway; 2Department of Public Health and Nursing, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, Trondheim, Norway; 3Department of Public Health and Nursing, General Practice Research Unit, Norwegian University of Science and Technology, Trondheim, Norway; 4Department of Circulation and Medical Imaging, Pain and Palliation Research Group, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, Trondheim, Norway; 5National Competence Centre for Complex Symptom Disorders, St. Olav’s University Hospital, Trondheim, Norway; 6Department of Radiation Sciences, Biomedical Engineering, Umeå University, Umeå, Sweden Purpose: This paper aimed to investigate motor proficiency in fine and gross motor function, with a focus on reaction time (RT and movement skill, in patients with fibromyalgia (FM and chronic fatigue syndrome (CFS compared to healthy controls (HC.Methods: A total of 60 individuals (20 CFS, 20 FM, and 20 HC, age 19–49 years, participated in this study. Gross motor function in the lower extremity was assessed using a RT task during gait initiation in response to an auditory trigger. Fine motor function in the upper extremity was measured during a precision task (the Purdue Pegboard test where the number of pins inserted within 30 s was counted.Results: No significant differences were found between FM and CFS in any parameters. FM and CFS groups had significantly longer RT than HC in the gait initiation (p=0.001, and p=0.004 respectively. In the Purdue Pegboard test, 20% in the FM group, 15% in the CFS groups, and 0% of HC group, scored below the threshold of the accepted performance. However, there were no

  10. To What Extent Can Motor Imagery Replace Motor Execution While Learning a Fine Motor Skill?

    NARCIS (Netherlands)

    Sobierajewicz, Jagna; Szarkiewicz, Sylwia; Prekoracka-Krawczyk, Anna; Jaskowski, Wojciech; van der Lubbe, Robert Henricus Johannes

    2016-01-01

    Motor imagery is generally thought to share common mechanisms with motor execution. In the present study, we examined to what extent learning a fine motor skill by motor imagery may substitute physical practice. Learning effects were assessed by manipulating the proportion of motor execution and

  11. Gross Motor Function Measure Evolution Ratio: Use as a Control for Natural Progression in Cerebral Palsy.

    Science.gov (United States)

    Marois, Pierre; Marois, Mikael; Pouliot-Laforte, Annie; Vanasse, Michel; Lambert, Jean; Ballaz, Laurent

    2016-05-01

    To develop a new way to interpret Gross Motor Function Measure (GMFM-66) score improvement in studies conducted without control groups in children with cerebral palsy (CP). The curves, which describe the pattern of motor development according to the children's Gross Motor Function Classification System level, were used as historical control to define the GMFM-66 expected natural evolution in children with CP. These curves have been modeled and generalized to fit the curve to particular children characteristics. Research center. Not applicable. Not applicable. Not applicable. Assuming that the GMFM-66 score evolution followed the shape of the Rosenbaum curves, by taking into account the age and GMFM-66 score of children, the expected natural evolution of the GMFM-66 score was predicted for any group of children with CP who were Ratio, was defined as follows: Gross Motor Function Measure Evolution Ratio=measured GMFM-66 score change/expected natural evolution. For practical or ethical reasons, it is almost impossible to use control groups in studies evaluating effectiveness of many therapeutic modalities. The Gross Motor Function Measure Evolution Ratio gives the opportunity to take into account the expected natural evolution of the gross motor function of children with CP, which is essential to accurately interpret the therapy effect on the GMFM-66. Copyright © 2016 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

  12. Comparison of Motor Skills in Children with Developmental Coordination Disorder and Normal Peers

    Directory of Open Access Journals (Sweden)

    Sahel Hemmati

    2008-09-01

    Full Text Available Objectives: Developmental Coordination Disorder (DCD is a motor skill disorder which impacts upon a child, s ability to perform age-appropriate activity of daily living and academic performance. They have problems in gross & fine motors, their upper limb coordination are impaired, too. In this way, we decided to compare motors skills with BOTMP test in children with DCD and their normal peers. Methods: In this study 30 children with DCD (age range is 6/5-8/5 have studied and compared with their normal peers. Bruininks-Oseretsky Test of Motor Proficiency (BOTMP was used. Results: The study showed Motor skills in DCD children are significantly poorer than their normal peers. (P<0/001 Gross motor, Fine motor skills and the upper limb coordination are significant impaired in DCD children. Discussion: In the process of evaluation Children with DCD, standard instrument, like BOTMP can be used.BOTMP detected deficiency in gross & fine motor and other area like, upper limb coordination. We need accurate in formations for better treatment. BOTMP can be used in the process of evaluation for every DCD child, after that goals of treatment will be clearer.

  13. Motor skills in Czech children with attention-deficit/hyperactivity disorder and their neurotypical counterparts.

    Science.gov (United States)

    Scharoun, S M; Bryden, P J; Otipkova, Z; Musalek, M; Lejcarova, A

    2013-11-01

    Attention-deficit/hyperactivity disorder (ADHD) is the most commonly diagnosed neurobehavioural disorder. Characterized by recurring problems with impulsiveness and inattention in combination with hyperactivity, motor impairments have also been well documented in the literature. The aim of this study was to compare the fine and gross motor skills of male and female children with ADHD and their neurotypical counterparts within seven skill assessments. This included three fine motor tasks: (1) spiral tracing, (2) dot filling, (3) tweezers and beads; and four gross motor tasks: (1) twistbox, (2) foot tapping, (3) small plate finger tapping, and (4) large plate finger tapping. It was hypothesized that children with ADHD would display poorer motor skills in comparison to neurotypical controls in both fine and gross motor assessments. However, statistically significant differences between the groups only emerged in four of the seven tasks (spiral tracing, dot filling, tweezers and beads and foot tapping). In line with previous findings, the complexity underlying upper limb tasks solidified the divide in performance between children with ADHD and their neurotypical counterparts. In light of similar research, impairments in lower limb motor skill were also observed. Future research is required to further delineate trends in motor difficulties in ADHD, while further investigating the underlying mechanisms of impairment. Copyright © 2013 Elsevier Ltd. All rights reserved.

  14. 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. Copyright © 2015 Elsevier B.V. All rights reserved.

  15. Test of gross motor development-2 for Filipino children with intellectual disability: validity and reliability.

    Science.gov (United States)

    Capio, Catherine M; Eguia, Kathlynne F; Simons, Johan

    2016-01-01

    This study aimed to examine aspects of validity and reliability of the Test of Gross Motor Development-2 (TGMD-2) in Filipino children with intellectual disability. Content and construct validity were verified, as well as inter-rater and intra-rater reliability. Two paediatric physiotherapists tested 81 children with intellectual disability (mean age = 9.29 ± 2.71 years) on locomotor and object control skills. Analysis of covariance, confirmatory factor analysis and analysis of variance were used to test validity, while Cronbach's alpha, intra-class correlation coefficients (ICC) and Bland-Altman plots were used to examine reliability. Age was a significant predictor of locomotor and object control scores (P = 0.004). The data fit the hypothesised two-factor model with fit indices as follows: χ(2) = 33.525, DF = 34, P = 0.491, χ(2)/DF = 0.986. As hypothesised, gender was a significant predictor for object control skills (P = 0.038). Participants' mean scores were significantly below mastery (locomotor, P intellectual disability.

  16. Effect of task-oriented training and high-variability practice on gross motor performance and activities of daily living in children with spastic diplegia.

    Science.gov (United States)

    Kwon, Hae-Yeon; Ahn, So-Yoon

    2016-10-01

    [Purpose] This study investigates how a task-oriented training and high-variability practice program can affect the gross motor performance and activities of daily living for children with spastic diplegia and provides an effective and reliable clinical database for future improvement of motor performances skills. [Subjects and Methods] This study randomly assigned seven children with spastic diplegia to each intervention group including that of a control group, task-oriented training group, and a high-variability practice group. The control group only received neurodevelopmental treatment for 40 minutes, while the other two intervention groups additionally implemented a task-oriented training and high-variability practice program for 8 weeks (twice a week, 60 min per session). To compare intra and inter-relationships of the three intervention groups, this study measured gross motor performance measure (GMPM) and functional independence measure for children (WeeFIM) before and after 8 weeks of training. [Results] There were statistically significant differences in the amount of change before and after the training among the three intervention groups for the gross motor performance measure and functional independence measure. [Conclusion] Applying high-variability practice in a task-oriented training course may be considered an efficient intervention method to improve motor performance skills that can tune to movement necessary for daily livelihood through motor experience and learning of new skills as well as change of tasks learned in a complex environment or similar situations to high-variability practice.

  17. Threshold values of ankle dorsiflexion and gross motor function in 60 children with cerebral palsy

    DEFF Research Database (Denmark)

    Rasmussen, Helle M; Svensson, Joachim; Thorning, Maria

    2018-01-01

    Background and purpose - Threshold values defining 3 categories of passive range of motion are used in the Cerebral Palsy follow-Up Program to guide clinical decisions. The aim of this study was to investigate the threshold values by testing the hypothesis that passive range of motion in ankle...... dorsiflexion is associated with gross motor function and that function differs between the groups of participants in each category. Patients and methods - We analyzed data from 60 ambulatory children (aged 5-9 years) with spastic cerebral palsy. Outcomes were passive range of motion in ankle dorsiflexion...... with flexed and extended knee and gross motor function (Gait Deviation Index, Gait Variable Score of the ankle, peak dorsiflexion during gait, 1-minute walk, Gross Motor Function Measure, the Pediatric Quality of Life Inventory Cerebral Palsy Module, and Pediatric Outcomes Data Collection Instrument). Results...

  18. Longitudinal Change in the Relationship between Fundamental Motor Skills and Perceived Competence: Kindergarten to Grade 2

    Directory of Open Access Journals (Sweden)

    Jeff R. Crane

    2017-08-01

    Full Text Available As children transition from early to middle childhood, the relationship between motor skill proficiency and perceptions of physical competence should strengthen as skills improve and inflated early childhood perceptions decrease. This study examined change in motor skills and perceptions of physical competence and the relationship between those variables from kindergarten to grade 2. Participants were 250 boys and girls (Mean age = 5 years 8 months in kindergarten. Motor skills were assessed using the Test of Gross Motor Development-2 and perceptions were assessed using a pictorial scale of perceived competence. Mixed-design analyses of variance revealed there was a significant increase in object-control skills and perceptions from kindergarten to grade 2, but no change in locomotor skills. In kindergarten, linear regression showed that locomotor skills and object-control skills explained 10% and 9% of the variance, respectively, in perceived competence for girls, and 7% and 11%, respectively, for boys. In grade 2, locomotor skills predicted 11% and object-control skills predicted 19% of the variance in perceptions of physical competence, but only among the boys. Furthermore, the relationship between motor skills and perceptions of physical competence strengthened for boys only from early to middle childhood. However, it seems that forces other than motor skill proficiency influenced girls’ perceptions of their abilities in grade 2.

  19. Psychological Readiness and Motor Skills Needed for Toilet Training

    Science.gov (United States)

    ... Text Size Email Print Share Psychological Readiness and Motor Skills Needed for Toilet Training Page Content Article Body ... to see toilet training as a desirable skill. Motor Skills In addition to his physiological development, your child’s ...

  20. Improving gross motor function and postural control with hippotherapy in children with Down syndrome: case reports.

    Science.gov (United States)

    Champagne, Danielle; Dugas, Claude

    2010-11-01

    The purpose of this case report is to describe the impact of an 11-week hippotherapy program on the gross motor functions of two children (respectively 28 and 37 months old) diagnosed with Down syndrome. Hippotherapy is a strategy that uses the horse's motion to stimulate and enhance muscle contraction and postural control. The children were assessed by the Gross Motor Function Measure (GMFM) and accelerometry. The results indicate that both children improved on many dimensions of the GMFM. Power spectral analysis of the acceleration signals showed improvement in postural control of either the head or trunk, because the children adopted two different adaptative strategies to perturbation induced by the moving horse.

  1. Interaction of language processing and motor skill in children with specific language impairment.

    Science.gov (United States)

    DiDonato Brumbach, Andrea C; Goffman, Lisa

    2014-02-01

    To examine how language production interacts with speech motor and gross and fine motor skill in children with specific language impairment (SLI). Eleven children with SLI and 12 age-matched peers (4-6 years) produced structurally primed sentences containing particles and prepositions. Utterances were analyzed for errors and for articulatory duration and variability. Standard measures of motor, language, and articulation skill were also obtained. Sentences containing particles, as compared with prepositions, were less likely to be produced in a priming task and were longer in duration, suggesting increased difficulty with this syntactic structure. Children with SLI demonstrated higher articulatory variability and poorer gross and fine motor skills compared with aged-matched controls. Articulatory variability was correlated with generalized gross and fine motor performance. Children with SLI show co-occurring speech motor and generalized motor deficits. Current theories do not fully account for the present findings, though the procedural deficit hypothesis provides a framework for interpreting overlap among language and motor domains.

  2. Do active video games benefit the motor skill development of non-typically developing children and adolescents: A systematic review.

    Science.gov (United States)

    Page, Zoey E; Barrington, Stephanie; Edwards, Jacqueline; Barnett, Lisa M

    2017-12-01

    The use of interactive video gaming, known as 'exergames' or 'active video games (AVG)' may provide an opportunity for motor skill development. Youth with non-typical patterns of development may have deficits in gross motor skill capacities and are therefore an intervention target. The aim was to determine the effectiveness of AVG use on motor skill development in non-typically developing children and adolescents. Review article. The PRISMA protocol was used to conduct a systematic review of EBSCOhost, Embase, Gale Cengage, Informit, Ovid, ProQuest, PubMed, Scopus and Web of Science databases. A total of 19 articles met inclusion criteria (non-typically developing participants such as those with a learning or developmental delay aged 3-18, use of an AVG console, assessed one or more gross motor skills). Studies were excluded if gross motor skill outcomes encompassed fine motor skills or reflected mobility related to daily living. Interventions included children and adolescents with eight different conditions. The Nintendo Wii was the most utilised gaming platform (14/19 studies). Studies examined a combination of skills, with most examining balance (15/19), five studies examining ball skills, and other gross motor skills such as coordination (3 studies), running (3 studies) and jumping (3 studies). There was strong evidence that AVG's improved balance. AVG's also appeared to benefit participants with Cerebral Palsy. AVG's could be a valuable tool to improve gross motor skills of non-typically developing children. There is scope for further exploration, particularly of ball, coordination and locomotor skills and varying platforms to draw more conclusive evaluations. Copyright © 2017 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  3. Fine motor skills and expressive language: a study with children with congenital hypotyreoidism.

    Science.gov (United States)

    Frezzato, Renata Camargo; Santos, Denise Castilho Cabrera; Goto, Maura Mikie Fukujima; Ouro, Michelle Prado Cabral do; Santos, Carolina Taddeo Mendes Dos; Dutra, Vivian; Lima, Maria Cecília Marconi Pinheiro

    2017-03-09

    To screen the global development of children with and without congenital hypothyroidism and to investigate the association between fine motor skills and expressive language development in both groups. This is a prospective study of a cohort of children diagnosed with Congenital Hypothyroidism and monitored in a reference service for congenital hypothyroidism of a public hospital and of children without this disorder. The screening was performed using the Bayley Scales of Infant Development III in the cognitive, gross and fine motor skills, and receptive and expressive language domains. The children's performance was expressed in three categories: competent, and non-competent. We screened 117 children with average age of 21 months diagnosed with Congenital Hypothyroidism at birth, with the Thyroid Stimulating Hormone (TSH) level normalized during screening, and 51 children without the condition. The children with Congenital Hypothyroidism presented lower performance in gross and fine motor skills upon comparison between the two groups, and no differences were found in the cognitive and receptive and expressive language domains. The association between fine motor skills and language persisted in the group with Hypothyroidism, demonstrating that the interrelationship of skills is present in all individuals, although this group is two times more likely to present expressive language impairment when fine motor skills are already compromised. In the development process, both skills - motor and expressive language - might be associated and/or dependent on each other in the sample assessed.

  4. Early motor development and later language and reading skills in children at risk of familial dyslexia.

    Science.gov (United States)

    Viholainen, Helena; Ahonen, Timo; Lyytinen, Paula; Cantell, Marja; Tolvanen, Asko; Lyytinen, Heikki

    2006-05-01

    Relationships between early motor development and language and reading skills were studied in 154 children, of whom 75 had familial risk of dyslexia (37 females, 38 males; at-risk group) and 79 constituted a control group (32 females, 47 males). Motor development was assessed by a structured parental questionnaire during the child's first year of life. Vocabulary and inflectional morphology skills were used as early indicators of language skills at 3 years 6 months and 5 years or 5 years 6 months of age, and reading speed was used as a later indicator of reading skills at 7 years of age. The same subgroups as in our earlier study (in which the cluster analysis was described) were used in this study. The three subgroups of the control group were 'fast motor development', 'slow fine motor development', and 'slow gross motor development', and the two subgroups of the at-risk group were 'slow motor development' and 'fast motor development'. A significant difference was found between the development of expressive language skills. Children with familial risk of dyslexia and slow motor development had a smaller vocabulary with poorer inflectional skills than the other children. They were also slower in their reading speed at the end of the first grade at the age of 7 years. Two different associations are discussed, namely the connection between early motor development and language development, and the connection between early motor development and reading speed.

  5. Early motor skill competence as a mediator of child and adult physical activity

    Directory of Open Access Journals (Sweden)

    Paul D. Loprinzi

    2015-01-01

    Full Text Available Objective: In order to effectively promote physical activity (PA during childhood, and across the lifespan, a better understanding of the role of early motor skill development on child and adult PA is needed. Methods: Here, we propose a conceptual model delineating the hypothesized influence of motor skill development on child and adult PA, while providing an overview of the current empirical research related to this model. Results: There is consistent and emerging evidence showing that adequate motor skill competence, particularly locomotor and gross motor skills, is associated with increased PA levels during the preschool, child, and adolescent years, with early motor skill development also influencing enjoyment of PA as well as long-term PA and motor skill performance. The physical education setting appears to be a well-suited environment for motor skill development. Conclusion: Employing appropriate strategies to target motor skill development across the childhood years is of paramount interest in helping shape children's PA behavior, their experiences related to PA, as well as maintain their PA.

  6. Attainment of gross motor milestones in children with Down syndrome in Kosovo - developmental perspective.

    Science.gov (United States)

    Beqaj, Samire; Jusaj, Njomza; Živković, Vujica

    2017-08-01

    Aim To investigate the age (in months) at which motor skills are developed in children with Down syndrome (DS), and compare it to the age of the development of the same skills in both, children with typical development (TD), and children with DS reported by four other studies. Methods Sixteen children (7 girls and 9 boys) were monthly assessed for the development of nineteen motor skills between 2008 and 2011. The mean ages when the skills were accomplished were presented using descriptive statistics. Independent T-samples test (significance skills. No significant difference was found between developmental age in children from the present study and children with DS from other studies. Conclusion The rate of attainment of motor skills is delayed in children with DS in comparison to children with TD, however, the developmental sequence is the same. The delayed development is more prominent in more complex skills. Copyright© by the Medical Assotiation of Zenica-Doboj Canton.

  7. Evaluation of the reliability and construct validity of test of gross motor development-2 (Ulrich 2 in children of Semnan province

    Directory of Open Access Journals (Sweden)

    Mohammad Ali Soltanian

    2012-12-01

    Full Text Available Introduction: The purpose of this study was to assess the validity and reliability of the second edition of test of gross motor development (TGMD-2; Ulrich in 7-11 aged children of Semnan province, Iran.Materials and Methods: TGMD-2 measures 12 fundamental movement skills divided evenly into locomotor and object control subtests. 1277 children (651 girls and 626 boys aged from seven to eleven years were participated.Results: Cronbach's alpha coefficients for the two subtests were ranged from 0.60 to 0.78, and test-retest reliability was from 0.86 to 0.89. Two-factor structure of TGMD-2 and proper assignment of skills to locomotor and object control factors were supported for our population.Conclusion: Based on our findings, we conclude that the TGMD-2 is an appropriate tool to examine the gross motor skills in this population

  8. Gross motor function in children with spastic Cerebral Palsy and Cerebral Visual Impairment : A comparison between outcomes of the original and the Cerebral Visual Impairment adapted Gross Motor Function Measure-88 (GMFM-88-CVI)

    NARCIS (Netherlands)

    Salavati, M.; Rameckers, E. A. A.; Waninge, A.; Krijnen, W. P.; Steenbergen, B.; van der Schans, C. P.

    Purpose: To investigate whether the adapted version of the Gross Motor Function Measure 88 (GMFM-88) for children with Cerebral Palsy (CP) and Cerebral Visual Impairment (CVI) results in higher scores. This is most likely to be a reflection of their gross motor function, however it may be the result

  9. Gross motor development and physical activity in kindergarten age children.

    Science.gov (United States)

    Colella, Dario; Morano, Milena

    2011-10-01

    Physical activity in kindergarten is a fundamental part of the child's educational process. Body experience and physical activity contribute to the development of self-awareness and the learning of different modes of expression, as well as encouraging the acquisition of physically active lifestyles. Recent scientific evidence has confirmed the role of physical activity in disease prevention and quality of life improvement, and stressed the importance of integrated educational programmes promoting physical activity and healthy eating habits. A key priority of scientific research is to identify the opportunities and methods of motor learning and to increase the daily physical activity levels of children by reducing sedentary time and promoting active play and transport (i.e. walking, cycling). Family, school and community involvement are all needed to assure adherence to the official guidelines on how much physical activity children need to boost their health and stave off obesity.

  10. Effect of hippotherapy on gross motor function in children with cerebral palsy: a randomized controlled trial.

    Science.gov (United States)

    Kwon, Jeong-Yi; Chang, Hyun Jung; Yi, Sook-Hee; Lee, Ji Young; Shin, Hye-Yeon; Kim, Yun-Hee

    2015-01-01

    To examine whether hippotherapy has a clinically significant effect on gross motor function in children with cerebral palsy (CP). Randomized controlled trial. Outpatient therapy center. Ninety-two children with CP, aged 4-10 years, presenting variable function (Gross Motor Function Classification System [GMFCS] levels I-IV). Hippotherapy (30 minutes twice weekly for 8 consecutive weeks). Gross Motor Function Measure (GMFM)-88, GMFM-66, and Pediatric Balance Scale. Pre- and post-treatment measures were completed by 91 children (45 in the intervention group and 46 in the control group). Differences in improvement on all three measures significantly differed between groups after the 8-week study period. Dimensions of GMFM-88 improved significantly after hippotherapy varied by GMFCS level: dimension E in level I, dimensions D and E in level II, dimensions C and D in level III, and dimensions B and C in level IV. Hippotherapy positively affects gross motor function and balance in children with CP of various functional levels.

  11. An Exploratory Product Evaluation of the Manchester Motor Skills Programme

    Science.gov (United States)

    Lodal, Katherine; Bond, Caroline

    2017-01-01

    This study is an exploratory product evaluation of the Manchester Motor Skills Programme (MMSP). A mixed methodology was used to explore intended, unintended, positive and negative outcomes for four Key Stage 2 (KS2) children with motor skills difficulties who participated in the MMSP. The children's motor skills, social skills and self-esteem…

  12. Gender Differences in Fundamental Motor Skill Development in Disadvantaged Preschoolers from Two Geographical Regions

    Science.gov (United States)

    Goodway, Jacqueline D.; Robinson, Leah E.; Crowe, Heather

    2010-01-01

    This study examined the influence of gender and region on object control (OC) and locomotor skill development. Participants were 275 midwestern African American and 194 southwestern Hispanic preschool children who were disadvantaged. All were evaluated on the Test of Gross Motor Development-2 (Ulrich, 2000). Two, 2 Gender (girls, boys) x 2 Region…

  13. Factors Associated with Enhanced Gross Motor Progress in Children with Cerebral Palsy: A Register-Based Study.

    Science.gov (United States)

    Størvold, Gunfrid V; Jahnsen, Reidun B; Evensen, Kari Anne I; Romild, Ulla K; Bratberg, Grete H

    2018-05-01

    To examine associations between interventions and child characteristics; and enhanced gross motor progress in children with cerebral palsy (CP). Prospective cohort study based on 2048 assessments of 442 children (256 boys, 186 girls) aged 2-12 years registered in the Cerebral Palsy Follow-up Program and the Cerebral Palsy Register of Norway. Gross motor progress estimates were based on repeated measures of reference percentiles for the Gross Motor Function Measure (GMFM-66) in a linear mixed model. Mean follow-up time: 2.9 years. Intensive training was the only intervention factor associated with enhanced gross motor progress (mean 3.3 percentiles, 95% CI: 1.0, 5.5 per period of ≥3 sessions per week and/or participation in an intensive program). Gross motor function was on average 24.2 percentiles (95% CI: 15.2, 33.2) lower in children with intellectual disability compared with others. Except for eating problems (-10.5 percentiles 95% CI: -18.5, -2.4) and ankle contractures by age (-1.9 percentiles 95% CI: -3.6, -0.2) no other factors examined were associated with long-term gross motor progress. Intensive training was associated with enhanced gross motor progress over an average of 2.9 years in children with CP. Intellectual disability was a strong negative prognostic factor. Preventing ankle contractures appears important for gross motor progress.

  14. Relation between hand function and gross motor function in full term infants aged 4 to 8 months

    Directory of Open Access Journals (Sweden)

    Solange F. Nogueira

    2015-02-01

    Full Text Available Background: In children, reaching emerges around four months of age, which is followed by rapid changes in hand function and concomitant changes in gross motor function, including the acquisition of independent sitting. Although there is a close functional relationship between these domains, to date they have been investigated separately. Objective: To investigate the longitudinal profile of changes and the relationship between the development of hand function (i.e. reaching for and manipulating an object and gross motor function in 13 normally developing children born at term who were evaluated every 15 days from 4 to 8 months of age. Method: The number of reaches and the period (i.e. time of manipulation to an object were extracted from video synchronized with the Qualisys(r movement analysis system. Gross motor function was measured using the Alberta Infant Motor Scale. ANOVA for repeated measures was used to test the effect of age on the number of reaches, the time of manipulation and gross motor function. Hierarchical regression models were used to test the associations of reaching and manipulation with gross motor function. Results: Results revealed a significant increase in the number of reaches (p<0.001, the time of manipulation (p<0.001 and gross motor function (p<0.001 over time, as well as associations between reaching and gross motor function (R2=0.84; p<0.001 and manipulation and gross motor function (R2=0.13; p=0.02 from 4 to 6 months of age. Associations from 6 to 8 months of age were not significant. Conclusion: The relationship between hand function and gross motor function was not constant, and the age span from 4 to 6 months was a critical period of interdependency of hand function and gross motor function development.

  15. Balance, Proprioception, and Gross Motor Development of Chinese Children Aged 3 to 6 Years.

    Science.gov (United States)

    Jiang, Gui-Ping; Jiao, Xi-Bian; Wu, Sheng-Kou; Ji, Zhong-Qiu; Liu, Wei-Tong; Chen, Xi; Wang, Hui-Hui

    2018-01-01

    The authors' aim was to find the features of balance, proprioception, and gross motor development of Chinese children 3-6 years old and their correlations, provide theoretical support for promoting children's motor development, and enrich the world theoretical system of motor development. This study used a Tekscan foot pressure measurement instrument (Tekscan, Inc., Boston, MA), walking on a balance beam, Xsens 3-dimensional positional measuring system (Xsens Technologies, Enschede, the Netherlands), and Test of Gross Motor Development-2 to assess static balance, dynamic balance, knee proprioception, and levels of gross motor development (GMD) of 3- to 6-year-old children (n = 60) in Beijing. The results are as follows: children had significant age differences in static balance, dynamic balance, proprioception, and levels of GMD; children had significant gender differences in static balance, proprioception, and levels of GMD; children's static balance, dynamic balance, and proprioception had a very significant positive correlation with GMD (p < .01), but no significant correlation with body mass index.

  16. Laterality of cerebral hemispheres on CT scan and gross motor function in severely handicapped children

    Energy Technology Data Exchange (ETDEWEB)

    Iwasaki, Nobuaki; Hamano, Kenzo; Nakamoto, Natsue; Okada, Yusuke [Tsukuba Univ., Ibaraki (Japan); Takeya, Toshiki

    1997-06-01

    The relation between brain damage and gross motor function in severely handicapped children (spastic type) was studied. The subjects were fifteen cases with laterality in their cerebral hemisphere CT scans (laterality group) and 28 cases with no laterality (control group). All cases were divided into four groups according to the level of gross motor function. The grade of brain damage was estimated based on CT scan analysis using the following parameters and index: maximum frontal extracerebral space (ES), maximum width of Sylvian fissure (SY), Evans` ratio, and cella media index. In the laterality group, the parameters and index were measured for both cerebral hemispheres, respectively. In the more severely disturbed hemisphere of the laterality group, ES and SY were significantly enlarged compared with those of the cases with the same level of motor function in the control group (p<0.01). In the less severely disturbed hemisphere of the laterality group, the ES, SY, Evans` ratio and cell media index were not significantly enlarged compared to cases with the same level of motor function as the control group. These findings may indicate that gross motor function of severely handicapped children is closely related to the less severely disturbed cerebral hemisphere. (author)

  17. Laterality of cerebral hemispheres on CT scan and gross motor function in severely handicapped children

    International Nuclear Information System (INIS)

    Iwasaki, Nobuaki; Hamano, Kenzo; Nakamoto, Natsue; Okada, Yusuke; Takeya, Toshiki.

    1997-01-01

    The relation between brain damage and gross motor function in severely handicapped children (spastic type) was studied. The subjects were fifteen cases with laterality in their cerebral hemisphere CT scans (laterality group) and 28 cases with no laterality (control group). All cases were divided into four groups according to the level of gross motor function. The grade of brain damage was estimated based on CT scan analysis using the following parameters and index: maximum frontal extracerebral space (ES), maximum width of Sylvian fissure (SY), Evans' ratio, and cella media index. In the laterality group, the parameters and index were measured for both cerebral hemispheres, respectively. In the more severely disturbed hemisphere of the laterality group, ES and SY were significantly enlarged compared with those of the cases with the same level of motor function in the control group (p<0.01). In the less severely disturbed hemisphere of the laterality group, the ES, SY, Evans' ratio and cell media index were not significantly enlarged compared to cases with the same level of motor function as the control group. These findings may indicate that gross motor function of severely handicapped children is closely related to the less severely disturbed cerebral hemisphere. (author)

  18. 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.

  19. 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 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 skills appeared distinct. Further, controlling for background variables, higher levels of both EF and fine motor skills, specifically design copy, predicted higher achievement on multiple subtests at kindergarten entry, as well as improvement from fall to spring. Implications for research on school readiness are discussed. PMID:22537276

  20. The Effect of Sport Activities on Perceptual-motor Skills among Obese Children with Down Syndrome

    Directory of Open Access Journals (Sweden)

    Abdollah Ghasemi

    2015-07-01

    Full Text Available Objective: The aim of the present study was to investigate the effect of eight weeks selected sport trainings on perceptual- motor skills among typical obese girls and girls with Down syndrome (aged 7-13. Materials & Methods: In this quasi-experimental study with control group, 22 obese children with Down syndrome and 22 typical obese children who were selected purposefully participated in 24 purposeful sport training sessions. All groups were assessed with Bruininks-Oseretsky Test of Motor Proficiency before and after training sessions. Results: The findings showed that both groups of participants significantly developed in their gross motor skills (P<0.05 but not in fine skills. Also, the results indicated that obese children with Down syndrome had significantly (P<0.05 higher progress in both gross and fine motor skills than typical children. Conclusion: Despite of the variety of influential genetic and environmental constraints on obese children with Down syndrome they can develop their perceptual-motor skills via purposeful sport trainings such as play and leisure. Necessity of early perceptual-motor training is discussed.

  1. Motor skills training promotes motor functional recovery and induces synaptogenesis in the motor cortex and striatum after intracerebral hemorrhage in rats.

    Science.gov (United States)

    Tamakoshi, Keigo; Ishida, Akimasa; Takamatsu, Yasuyuki; Hamakawa, Michiru; Nakashima, Hiroki; Shimada, Haruka; Ishida, Kazuto

    2014-03-01

    We investigated the effects of motor skills training on several types of motor function and synaptic plasticity following intracerebral hemorrhage (ICH) in rats. Male Wistar rats were injected with collagenase into the left striatum to induce ICH, and they were randomly assigned to the ICH or sham groups. Each group was divided into the motor skills training (acrobatic training) and control (no exercise) groups. The acrobatic group performed acrobatic training from 4 to 28 days after surgery. Motor functions were assessed by motor deficit score, the horizontal ladder test and the wide or narrow beam walking test at several time points after ICH. The number of ΔFosB-positive cells was counted using immunohistochemistry to examine neuronal activation, and the PSD95 protein levels were analyzed by Western blotting to examine synaptic plasticity in the bilateral sensorimotor cortices and striata at 14 and 29 days after ICH. Motor skills training following ICH significantly improved gross motor function in the early phase after ICH and skilled motor coordinated function in the late phase. The number of ΔFosB-positive cells in the contralateral sensorimotor cortex in the acrobatic group significantly increased compared to the control group. PSD95 protein expression in the motor cortex significantly increased in the late phase, and in the striatum, the protein level significantly increased in the early phase by motor skills training after ICH compared to no training after ICH. We demonstrated that motor skills training improved motor function after ICH in rats and enhanced the neural activity and synaptic plasticity in the striatum and sensorimotor cortex. Copyright © 2013 Elsevier B.V. All rights reserved.

  2. Spontaneous movements of preterm infants is associated with outcome of gross motor development.

    Science.gov (United States)

    Miyagishima, Saori; Asaka, Tadayoshi; Kamatsuka, Kaori; Kozuka, Naoki; Kobayashi, Masaki; Igarashi, Lisa; Hori, Tsukasa; Tsutsumi, Hiroyuki

    2018-04-30

    We conducted a longitudinal cohort study to analyze the relationship between outcome of gross motor development in preterm infants and factors that might affect their development. Preterm infants with a birth weight of antigravity limbs movements by 3D motion capture system at 3 months corrected age. Gross motor developmental outcomes at 6 and 12 months corrected age were evaluated using the Alberta Infant Motor Scale (AIMS). Statistical analysis was carried out by canonical correlation analysis. Eighteen preterm infants were included. In the 6 months corrected age analysis, spontaneous movement had a major effect on Prone and Sitting at 6 months corrected age of AIMS. In the 12 months corrected age analysis, spontaneous movement had a major effect on Sitting and Standing at 12 months corrected age of AIMS. In preterm infants, better antigravity spontaneous movements at 3 months corrected age were significantly correlated with better gross motor development at 6 or 12 months corrected age. Copyright © 2018 The Japanese Society of Child Neurology. Published by Elsevier B.V. All rights reserved.

  3. Fine motor skills in children with Down syndrome

    OpenAIRE

    Memišević Haris; Mačak Amra

    2014-01-01

    Fine motor skills are very important for children's overall functioning. Their development is necessary for many everyday activities such as dressing, feeding, holding objects, etc. Moreover, fine motor skills are also correlated to the children's academic success at school. Recent research suggests a close relationship between motor skills and intelligence. Given the relative paucity of literature on fine motor skills in different etiological groups of children with intellectual disability (...

  4. Effect of hyperbaric environment on fine motor skills

    OpenAIRE

    Les, Martin

    2017-01-01

    Title: Effect of hyperbaric environment on fine motor skills Objectives: The aim of study is to assess the changes fine motor skills due to hyperbaric environment in preparation for selected tests of fine motor skills. Methods: The first method was used empirically - research. Then the method chosen of compilation of the information obtained. The basic method to work was the experimental measurement method specially constructed tests on fine motor skills. All measured values were statisticall...

  5. Correlation between cognitive function, gross motor skills and health â

    African Journals Online (AJOL)

    Saly Said Abd El-Hady

    ... attention and concentration, learning, memory and language that can result in mild to profound ... adulthood and affect health related quality of life (HRQOL) and wellbeing in ... investigate the correlation between cognitive function; attention/-.

  6. A Motor-Skills Programme to Enhance Visual Motor Integration of Selected Pre-School Learners

    Science.gov (United States)

    Africa, Eileen K.; van Deventer, Karel J.

    2017-01-01

    Pre-schoolers are in a window period for motor skill development. Visual-motor integration (VMI) is the foundation for academic and sport skills. Therefore, it must develop before formal schooling. This study attempted to improve VMI skills. VMI skills were measured with the "Beery-Buktenica developmental test of visual-motor integration 6th…

  7. Physical fitness of primary school children in the reflection of different levels of gross motor coordination

    Directory of Open Access Journals (Sweden)

    Ingrid Ružbarská

    2016-12-01

    Full Text Available Background: Lower level of motor competences may result in unsuccessful engaging of children in physical activities as early as pre-school age and also prepubescent ages. This may subsequently lead to a spiral of forming negative attitudes towards an active lifestyle and may be accompanied by a negative trend in weight status and physical fitness outcomes. Objective: The aim of the study was to identify and analyze differences in physical fitness and somatic parameters of primary school-aged children according to level of their gross motor coordination. Methods:  A sample of 436 children aged 7 to 10 years, of which were 222 girls and 214 boys, performed physical fitness tests - Eurofit test battery. The level of motor coordination was assessed using the test battery Körperkoordination-Test-für-Kinder (KTK. The anthropometric data (body mass, body height, sum of five skinfolds were measured. The one-way ANOVA was used to assess differences in physical fitness test items and anthropometry parameters between children with normal motor quotient (MQ ≥ 86 and decreased levels of gross motor coordination (MQ ≤ 85. Results: Research findings indicate a strongly negative trend in physical development of children with motor deficits (MQ ≤ 85. The results of ANOVA revealed significantly less favourable level of most of the assessed physical fitness parameters in children with decreased level of motor coordination. Conclusions: The findings suggest that physical fitness outcomes of primary school-aged children are associated with a lower level of motor coordination. Motor coordination probably plays an important role in preventing, or moderating the so-called negative trajectory leading to childhood overweight or obesity.

  8. 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 motor skills, post hoc comparisons found that all children improved their motor skills (p 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 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.

  9. 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 motor skills, post hoc comparisons found that all children improved their motor skills (p 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 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

  10. Does Parent Report Gross Motor Function Level of Cerebral Palsy Children Impact on the Quality of Life in these Children?

    Science.gov (United States)

    Pashmdarfard, Marzieh; Amini, Malek; Badv, Reza Shervin; Ghaffarzade Namazi, Narges; Rassafiani, Mehdi

    2017-01-01

    The aim of this study was to assess the effect of parent report gross motor function level of cerebral palsy (CP) children on the parent report quality of life of CP children. Sampling of this cross-sectional study was done in occupational therapy clinics and CP children's schools in 2016 in Zanjan, Iran. Samples size was 60 CP children aged 6-12 yr and for sampling method, a non-probability convenience was used. For assessing the quality of life of CP children the cerebral palsy quality of life (CP QOL) questionnaire and for assessing the level of gross motor function of CP children the Gross Motor Function Classification System Family Report Questionnaire (GMFCSFRQ) were used. The average age of children (22 males and 30 females) was 8.92 yr old (minimum 6 yr and maximum 12 yr). The relationship between the level of gross motor function and participation and physical health was direct and significant (r=0.65). The relationship between functioning, access to services and family health with the level of gross motor function was direct but was not significant ( P >0.05) and the relationship between pain and impact of disability and emotional well-being with the level of gross motor function was significant ( P quality of life of children with cerebral palsy. It means that the level of gross motor function cannot be used as a predictor of quality of life for children with cerebral palsy alone.

  11. Longitudinal cohort protocol study of oropharyngeal dysphagia: relationships to gross motor attainment, growth and nutritional status in preschool children with cerebral palsy

    Science.gov (United States)

    Benfer, Katherine A; Weir, Kelly A; Bell, Kristie L; Ware, Robert S; Davies, Peter S W; Boyd, Roslyn N

    2012-01-01

    Introduction The prevalence of oropharyngeal dysphagia (OPD) in children with cerebral palsy (CP) is estimated to be between 19% and 99%. OPD can impact on children's growth, nutrition and overall health. Despite the growing recognition of the extent and significance of health issues relating to OPD in children with CP, lack of knowledge of its profile in this subpopulation remains. This study aims to investigate the relationship between OPD, attainment of gross motor skills, growth and nutritional status in young children with CP at and between two crucial age points, 18–24 and 36 months, corrected age. Methods and analysis This prospective longitudinal population-based study aims to recruit a total of 200 children with CP born in Queensland, Australia between 1 September 2006 and 31 December 2009 (60 per birth-year). Outcomes include clinically assessed OPD (Schedule for Oral Motor Assessment, Dysphagia Disorders Survey, Pre-Speech Assessment Scale, signs suggestive of pharyngeal phase impairment, Thomas-Stonell and Greenberg Saliva Severity Scale), parent-reported OPD on a feeding questionnaire, gross motor skills (Gross Motor Function Measure, Gross Motor Function Classification System and motor type), growth and nutritional status (linear growth and body composition) and dietary intake (3 day food record). The strength of relationship between outcome and exposure variables will be analysed using regression modelling with ORs and relative risk ratios. Ethics and dissemination This protocol describes a study that provides the first large population-based study of OPD in a representative sample of preschool children with CP, using direct clinical assessment. Ethics has been obtained through the University of Queensland Medical Research Ethics Committee, the Children's Health Services District Ethics Committee, and at other regional and organisational ethics committees. Results are planned to be disseminated in six papers submitted to peer reviewed journals

  12. Temperature dependency in motor skill learning.

    Science.gov (United States)

    Immink, Maarten A; Wright, David L; Barnes, William S

    2012-01-01

    The present study investigated the role of temperature as a contextual condition for motor skill learning. Precision grip task training occurred while forearm cutaneous temperature was either heated (40-45 °C) or cooled (10-15 °C). At test, temperature was either reinstated or changed. Performance was comparable between training conditions while at test, temperature changes decreased accuracy, especially after hot training conditions. After cold training, temperature change deficits were only evident when concurrent force feedback was presented. These findings are the first evidence of localized temperature dependency in motor skill learning in humans. Results are not entirely accounted for by a context-dependent memory explanation and appear to represent an interaction of neuromuscular and sensory processes with the temperature present during training and test.

  13. Impact of malnutrition on gastrointestinal disorders and gross motor abilities in children with cerebral palsy.

    Science.gov (United States)

    Campanozzi, Angelo; Capano, Guglielmo; Miele, Erasmo; Romano, Alfonso; Scuccimarra, Goffredo; Del Giudice, Ennio; Strisciuglio, Caterina; Militerni, Roberto; Staiano, Annamaria

    2007-01-01

    Children with cerebral palsy (CP) often demonstrate abnormal feeding behaviours, leading to reduced food consumption and malnutrition. Moreover, most of them present with gastrointestinal disorders, such as gastroesophageal reflux disease (GERD) and/or chronic constipation (CC), and poor motor function rehabilitation. The aim of our study was to assess the possible relationship between malnutrition and gastrointestinal problems and to evaluate the role of nutrition on their gross motor abilities in a population of children with CP and mental retardation. Twenty-one consecutive children (10 boys; mean age: 5.8+/-4.7 years; range: 1-14 years) with CP and severe mental retardation. Nutritional assessment included the measurement of body mass index (BMI=W/H2), fat body mass (FBM) and fat free mass (FFM). Children with symptoms suggesting GERD underwent prolonged 24h intraesophageal pH monitoring and/or upper GI endoscopy with biopsies before and after a 6 months of pharmaceutical (omeprazole) and nutritional (20% increment of daily caloric intake) treatments. The motor function was evaluated by "The Gross Motor Function Measure" (GMFM) before and after the 6 months on nutritional rehabilitation. BMI for age was or=25 degrees percentile, five of nine (55.5%) patients had persistent GERD when they were taken off the medication. Malnutrition and gastrointestinal disorders are very common in children with cerebral palsy. Improved nutritional status, particularly fat free mass gain, appears to have an impact on motor function in children with CP.

  14. Multiple systems for motor skill learning

    OpenAIRE

    Clark, Dav; Ivry, Richard B.

    2010-01-01

    Motor learning is a ubiquitous feature of human competence. This review focuses on two particular classes of model tasks for studying skill acquisition. The serial reaction time (SRT) task is used to probe how people learn sequences of actions, while adaptation in the context of visuomotor or force field perturbations serves to illustrate how preexisting movements are recalibrated in novel environments. These tasks highlight important issues regarding the representational changes that occur d...

  15. The relationship between perceived physical competence and fundamental motor skills in preschool children.

    Science.gov (United States)

    Robinson, Leah E

    2011-07-01

    The purpose of this investigation had two folds. First, it aimed to discover the relationship between perceived physical competence and fundamental motor skills in preschoolers. Secondly, it examined the effect of sex on perceived physical competence and fundamental motor skills within the sample. A total of 119 children (mean age 4.00, SD 0.55 years) participated in this study. The Test of Gross Motor Development--2nd Edition was used to assess fundamental motor skills and the Pictorial Scale of Perceived Competence and Social Acceptance was used to assess perceived physical competence. The results show a moderate and significant correlation between perceived physical competence and fundamental motor skills. Sex differences were also found with boys demonstrating more proficient motor skills and reporting higher perceived physical competence compared with girls. The findings provide relevant information to the child development literature and suggest that a positive relationship exist between preschoolers' self-perceptions of the physical ability and fundamental motor skills. © 2010 Blackwell Publishing Ltd.

  16. The clinical effect of hippotherapy on gross motor function of children with Cerebral Palsy

    Directory of Open Access Journals (Sweden)

    K Litlle

    2013-12-01

    Full Text Available Background: Cerebral palsy (CP is the most common cause of physical disability affecting gross motor function (GMF in early childhood. Hippotherapy is a treatment approach aimed at improving GMF in children with CP. Several systematic reviews have been published showing an improvement in Dimension E of the Gross Motor Function Measure (GMFM after hippotherapy. However, these reviews failed to evaluate the clinical effect of hippotherapy in improving GMF in children with CP. Objective: To critically appraise the evidence of hippotherapy to ascertain whether it is a clinically meaningful approach for children with CP. Methodology: Five computerised bibliographic databases were searched. Predetermined inclusion and exclusion criteria were set. The PEDro scale was used to assess the quality of the studies. A revised JBI Data extraction tool was used to extract data from the selected articles. Revman© Review Manager Software was used to create forest plots for comparisons of results. Results: All studies used the GMFM as an outcome measure for gross motor function. The added benefit of hippotherapy is a minimum 1% and a maximum 7% increase on the GMFM scores. However, all 95% confidence intervals (CI around all the mean differences were insignificant. Conclusion: The clinical effect of hippotherapy on the GMF of children with CP is small. Larger studies are required to provide evidence of the effect of hippotherapy within this population.

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

    Science.gov (United States)

    2012-01-01

    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 motor skills and fine motor skills of young children were not consistently related to BMI z-scores and obesity. 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. PMID:22420636

  18. Obesity and motor skills among 4 to 6-year-old children in the United States: nationally-representative surveys.

    Science.gov (United States)

    Castetbon, Katia; Andreyeva, Tatiana

    2012-03-15

    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. 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 Obese girls could jump 1.6-1.7 inches shorter than normal weight peers (p motor skills and fine motor skills of young children were not consistently related to BMI z-scores and obesity. 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.

  19. Relation between hand function and gross motor function in full term infants aged 4 to 8 months

    Science.gov (United States)

    Nogueira, Solange F.; Figueiredo, Elyonara M.; Gonçalves, Rejane V.; Mancini, Marisa C.

    2015-01-01

    Background: In children, reaching emerges around four months of age, which is followed by rapid changes in hand function and concomitant changes in gross motor function, including the acquisition of independent sitting. Although there is a close functional relationship between these domains, to date they have been investigated separately. Objective: To investigate the longitudinal profile of changes and the relationship between the development of hand function (i.e. reaching for and manipulating an object) and gross motor function in 13 normally developing children born at term who were evaluated every 15 days from 4 to 8 months of age. Method: The number of reaches and the period (i.e. time) of manipulation to an object were extracted from video synchronized with the Qualisys(r) movement analysis system. Gross motor function was measured using the Alberta Infant Motor Scale. ANOVA for repeated measures was used to test the effect of age on the number of reaches, the time of manipulation and gross motor function. Hierarchical regression models were used to test the associations of reaching and manipulation with gross motor function. Results: Results revealed a significant increase in the number of reaches (pgross motor function (pgross motor function (R2=0.84; pgross motor function (R2=0.13; p=0.02) from 4 to 6 months of age. Associations from 6 to 8 months of age were not significant. Conclusion: The relationship between hand function and gross motor function was not constant, and the age span from 4 to 6 months was a critical period of interdependency of hand function and gross motor function development. PMID:25714437

  20. The effects of an early motor skill intervention on motor skills, levels of physical activity, and socialization in young children with autism spectrum disorder: A pilot study.

    Science.gov (United States)

    Ketcheson, Leah; Hauck, Janet; Ulrich, Dale

    2017-05-01

    Despite evidence suggesting one of the earliest indicators of an eventual autism spectrum disorder diagnoses is an early motor delay, there remain very few interventions targeting motor behavior as the primary outcome for young children with autism spectrum disorder. The aim of this pilot study was to measure the efficacy of an intensive motor skill intervention on motor skills (Test of Gross Motor Development-2), physical activity (accelerometers), and socialization (Playground Observation of Peer Engagement) in young children with autism spectrum disorder. A total of 20 children with autism spectrum disorder aged 4-6 years participated. The experimental group ( n = 11) participated in an 8-week intervention consisting of motor skill instruction for 4 h/day, 5 days/week. The control group ( n = 9) did not receive the intervention. A repeated-measures analysis of covariance revealed statistically significant differences between groups in all three motor outcomes, locomotor ( F(1, 14) = 10.07, p intervention services delivered to young children with autism spectrum disorder.

  1. Improvement of gross motor and cognitive abilities by an exercise training program: three case reports

    Directory of Open Access Journals (Sweden)

    Alesi M

    2014-03-01

    Full Text Available Marianna Alesi,1 Giuseppe Battaglia,2 Michele Roccella,1 Davide Testa,1 Antonio Palma,2 Annamaria Pepi1 1Department of Psychology, 2Department of Law, Social and Sport Science, University of Palermo, Palermo, Italy Background: This work examined the efficacy of an integrated exercise training program (coach and family in three children with Down syndrome to improve their motor and cognitive abilities, in particular reaction time and working memory. Methods: The integrated exercise training program was used in three children with Down syndrome, comprising two boys (M1, with a chronological age of 10.3 years and a mental age of 4.7 years; M2, with a chronological age of 14.6 years and a mental age of less than 4 years and one girl (F1, chronological age 14.0 years and a mental age of less than 4 years. Results: Improvements in gross motor ability scores were seen after the training period. Greater improvements in task reaction time were noted for both evaluation parameters, ie, time and omissions. Conclusion: There is a close interrelationship between motor and cognitive domains in individuals with atypical development. There is a need to plan intervention programs based on the simultaneous involvement of child and parents and aimed at promoting an active lifestyle in individuals with Down syndrome. Keywords: disability, Down syndrome, gross motor abilities, cognitive abilities, physical activity

  2. Motor skills at 23 years of age in young adults born preterm with very low birth weight.

    Science.gov (United States)

    Husby, Ingrid Marie; Skranes, Jon; Olsen, Alexander; Brubakk, Ann-Mari; Evensen, Kari Anne I

    2013-09-01

    Motor skills have previously not been reported in young adults born with very low birth weight (VLBW), although they are commonly reported in children and adolescents. To compare fine and gross motor skills in VLBW young adults with matched term-born controls, and to study longitudinal changes in the VLBW group. A geographically based follow-up study of a VLBW group and a control group. Thirty-six VLBW (birth weight ≤ 1500 g) young adults, including four participants with cerebral palsy (CP), and 37 matched controls (birth weight ≥ 10th centile) were examined at 14 and 23 years of age. Fine and gross motor skills were assessed using Grooved Pegboard test (GP), Trail Making Test-5 (TMT-5), Movement Assessment Battery for Children-2 (Movement ABC-2) and High-level Mobility Assessment Tool (HiMAT). VLBW young adults were slower than controls on GP (p = 0.026) and TMT-5 (p motor skills in the VLBW group. The proportion of participants with motor problems did not change between age 14 and 23. After exclusion of participants with CP, scores were essentially the same. VLBW young adults had overall poorer fine and gross motor skills compared with controls. Reduced speed seemed to be an underlying problem. Longitudinal findings indicate that VLBW children have not outgrown their motor problems when entering adulthood. Copyright © 2013 Elsevier Ltd. All rights reserved.

  3. Skeletal maturation, fundamental motor skills and motor performance in preschool children.

    Science.gov (United States)

    Freitas, D L; Lausen, B; Maia, J A; Gouveia, É R; Antunes, A M; Thomis, M; Lefevre, J; Malina, R M

    2018-06-01

    Relationships among skeletal age (SA), body size and fundamental motor skills (FMS) and motor performance were considered in 155 boys and 159 girls 3-6 years of age. Stature and body mass were measured. SA of the hand-wrist was assessed with the Tanner-Whitehouse II 20 bone method. The Test of Gross Motor Development, 2 nd edition (TGMD-2) and the Preschool Test Battery were used, respectively, to assess FMS and motor performance. Based on hierarchical regression analyses, the standardized residuals of SA on chronological age (SAsr) explained a maximum of 6.1% of the variance in FMS and motor performance in boys (ΔR 2 3 , range 0.0% to 6.1%) and a maximum of 20.4% of the variance in girls (ΔR 2 3 , range 0.0% to 20.4%) over that explained by body size and interactions of SAsr with body size (step 3). The interactions of the SAsr and stature and body mass (step 2) explained a maximum of 28.3% of the variance in boys (ΔR 2 2 , range 0.5% to 28.3%) and 16.7% of the variance in girls (ΔR 2 2 , range 0.7% to 16.7%) over that explained by body size alone. With the exception of balance, relationships among SAsr and FMS or motor performance differed between boys and girls. Overall, SA per se or interacting with body size had a relatively small influence in FMS and motor performance in children 3-6 years of age. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

  4. 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…

  5. The influence of motor imagery on the learning of a fine hand motor skill

    NARCIS (Netherlands)

    Sobierajewicz, Jagna; Przekoracka-Krawczyk, Anna; Jaśkowski, Wojciech; Verwey, Willem B.; van der Lubbe, Rob

    2017-01-01

    Motor imagery has been argued to affect the acquisition of motor skills. The present study examined the specificity of motor imagery on the learning of a fine hand motor skill by employing a modified discrete sequence production task: the Go/NoGo DSP task. After an informative cue, a response

  6. Multiple systems for motor skill learning.

    Science.gov (United States)

    Clark, Dav; Ivry, Richard B

    2010-07-01

    Motor learning is a ubiquitous feature of human competence. This review focuses on two particular classes of model tasks for studying skill acquisition. The serial reaction time (SRT) task is used to probe how people learn sequences of actions, while adaptation in the context of visuomotor or force field perturbations serves to illustrate how preexisting movements are recalibrated in novel environments. These tasks highlight important issues regarding the representational changes that occur during the course of motor learning. One important theme is that distinct mechanisms vary in their information processing costs during learning and performance. Fast learning processes may require few trials to produce large changes in performance but impose demands on cognitive resources. Slower processes are limited in their ability to integrate complex information but minimally demanding in terms of attention or processing resources. The representations derived from fast systems may be accessible to conscious processing and provide a relatively greater measure of flexibility, while the representations derived from slower systems are more inflexible and automatic in their behavior. In exploring these issues, we focus on how multiple neural systems may interact and compete during the acquisition and consolidation of new behaviors. Copyright © 2010 John Wiley & Sons, Ltd. This article is categorized under: Psychology > Motor Skill and Performance. Copyright © 2010 John Wiley & Sons, Ltd.

  7. The efficacy of GMFM-88 and GMFM-66 to detect changes in gross motor function in children with cerebral palsy (CP): a literature review.

    Science.gov (United States)

    Alotaibi, Madawi; Long, Toby; Kennedy, Elizabeth; Bavishi, Siddhi

    2014-01-01

    The purpose of this study was to review published research on the use of the Gross Motor Function Measure (GMFM-88) and (GMFM-66) as outcome measures to determine if these tools detect changes in gross motor function in children with cerebral palsy (CP) undergoing interventions. A comprehensive literature search was conducted using Medline and PubMed to identify studies published from January 2000 through January 2011 that reported the accuracy of GMFM-88 and GMFM-66 to measure changes over time in children with CP undergoing interventions. The keywords used for the search were "GMFM" and "CP". Two of the authors (M.A. and S.B.) reviewed the titles and abstracts found in the databases. The methodological quality of the studies was assessed by using the Critical Review Form-Quantitative Studies. Of 62 papers initially identified, 21 studies fulfilled the inclusion criteria. These articles consist of three longitudinal studies, six randomized controlled trials, four repeated measure design, six pre-post test design, a case series and one non-randomized prospective study. The included studies were generally of moderate to high methodological quality. The studies included children from a wide age range of 10 months to 16 years. According to the National Health and Medical Research Council, the study designs were level II, III-2, III-3 and IV. The review suggests that the GMFM-88 and GMFM-66 are useful as outcome measures to detect changes in gross motor function in children with CP undergoing interventions. Implications for Rehabilitation Accurate measurement of change in gross motor skill acquisition is important to determine effectiveness of intervention programs in children with cerebral palsy (CP). The Gross Motor Function Measure (GMFM-88 and GMFM-66) are common tools used by rehabilitation specialists to measure gross motor function in children with CP. The GMFM appears to be an effective outcome tool for measuring change in gross motor function according to

  8. A window of opportunity? Motor skills and perceptions of competence of children in Kindergarten

    Directory of Open Access Journals (Sweden)

    LeGear Mark

    2012-03-01

    Full Text Available Abstract Background Our aim was to examine the relationship between motor skill proficiency and perceptions of competence of children in their first year of school. We also explored gender-based differences. Findings Participants were 260 kindergarten children (mean age = 5y 9 m; boys = 52% from eight schools; representing 78% of eligible children in those schools. Motor skills were measured using the Test of Gross Motor Development-2 and perceptions of physical competence were assessed using the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Motor skill scores were generally low (percentile ranks ranged from 16 - 24 but perceptions of physical competence were positive (boys = 18.1/24.0, girls = 19.5/24.0. A MANOVA showed a significant overall effect for gender (Wilk's lambda = .84 with F (3, 254 = 15.84, p Conclusions Although motor skill levels were quite low, the children generally held positive perceptions of their physical competence. These positive perceptions provide a window of opportunity for fostering skillfulness. The modest relationships between perceptions of competence and motor skill proficiency suggest that the children are beginning to make self-judgments at a young age. Accordingly, opportunities for children to become and feel physically competent need to occur early in their school or preschool life.

  9. A window of opportunity? Motor skills and perceptions of competence of children in kindergarten.

    Science.gov (United States)

    LeGear, Mark; Greyling, Lizette; Sloan, Erin; Bell, Rick I; Williams, Buffy-Lynne; Naylor, Patti-Jean; Temple, Viviene A

    2012-03-15

    Our aim was to examine the relationship between motor skill proficiency and perceptions of competence of children in their first year of school. We also explored gender-based differences. Participants were 260 kindergarten children (mean age = 5y 9 m; boys = 52%) from eight schools; representing 78% of eligible children in those schools. Motor skills were measured using the Test of Gross Motor Development-2 and perceptions of physical competence were assessed using the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Motor skill scores were generally low (percentile ranks ranged from 16 - 24) but perceptions of physical competence were positive (boys = 18.1/24.0, girls = 19.5/24.0). A MANOVA showed a significant overall effect for gender (Wilk's lambda = .84 with F (3, 254) = 15.84, p competence among girls was not significant; however all other correlations were modest but significant. Although motor skill levels were quite low, the children generally held positive perceptions of their physical competence. These positive perceptions provide a window of opportunity for fostering skillfulness. The modest relationships between perceptions of competence and motor skill proficiency suggest that the children are beginning to make self-judgments at a young age. Accordingly, opportunities for children to become and feel physically competent need to occur early in their school or preschool life.

  10. 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.

  11. 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.

  12. Motor cortex is required for learning but not for executing a motor skill.

    Science.gov (United States)

    Kawai, Risa; Markman, Timothy; Poddar, Rajesh; Ko, Raymond; Fantana, Antoniu L; Dhawale, Ashesh K; Kampff, Adam R; Ölveczky, Bence P

    2015-05-06

    Motor cortex is widely believed to underlie the acquisition and execution of motor skills, but its contributions to these processes are not fully understood. One reason is that studies on motor skills often conflate motor cortex's established role in dexterous control with roles in learning and producing task-specific motor sequences. To dissociate these aspects, we developed a motor task for rats that trains spatiotemporally precise movement patterns without requirements for dexterity. Remarkably, motor cortex lesions had no discernible effect on the acquired skills, which were expressed in their distinct pre-lesion forms on the very first day of post-lesion training. Motor cortex lesions prior to training, however, rendered rats unable to acquire the stereotyped motor sequences required for the task. These results suggest a remarkable capacity of subcortical motor circuits to execute learned skills and a previously unappreciated role for motor cortex in "tutoring" these circuits during learning. Copyright © 2015 Elsevier Inc. All rights reserved.

  13. Motor cortex is required for learning but not executing a motor skill

    Science.gov (United States)

    Kawai, Risa; Markman, Timothy; Poddar, Rajesh; Ko, Raymond; Fantana, Antoniu; Dhawale, Ashesh; Kampff, Adam R.; Ölveczky, Bence P.

    2018-01-01

    Motor cortex is widely believed to underlie the acquisition and execution of motor skills, yet its contributions to these processes are not fully understood. One reason is that studies on motor skills often conflate motor cortex’s established role in dexterous control with roles in learning and producing task-specific motor sequences. To dissociate these aspects, we developed a motor task for rats that trains spatiotemporally precise movement patterns without requirements for dexterity. Remarkably, motor cortex lesions had no discernible effect on the acquired skills, which were expressed in their distinct pre-lesion forms on the very first day of post-lesion training. Motor cortex lesions prior to training, however, rendered rats unable to acquire the stereotyped motor sequences required for the task. These results suggest a remarkable capacity of subcortical motor circuits to execute learned skills and a previously unappreciated role for motor cortex in ‘tutoring’ these circuits during learning. PMID:25892304

  14. Do Fine Motor Skills Contribute to Early Reading Development?

    Science.gov (United States)

    Suggate, Sebastian; Pufke, Eva; Stoeger, Heidrun

    2018-01-01

    Background: Little is known about how fine motor skills (FMS) relate to early literacy skills, especially over and above cognitive variables. Moreover, a lack of distinction between FMS, grapho-motor and writing skills may have hampered previous work. Method: In Germany, kindergartners (n = 144, aged 6;1) were recruited before beginning formal…

  15. Sibling Relationships of Preschool-Aged Children in Gross Motor Environments.

    Science.gov (United States)

    Erbaugh, Sarah J.; Clifton, Marguerite A.

    1984-01-01

    The behaviors and interactions of preschool-aged siblings in object-oriented and body-oriented conditions were observed to discover if the child's siblings significantly influenced motor skill development. This study focused on categories of sibling behaviors and interactions. (Author/DF)

  16. Relationship of ocular accommodation and motor skills performance in developmental coordination disorder.

    Science.gov (United States)

    Rafique, Sara A; Northway, Nadia

    2015-08-01

    Ocular accommodation provides a well-focussed image, feedback for accurate eye movement control, and cues for depth perception. To accurately perform visually guided motor tasks, integration of ocular motor systems is essential. Children with motor coordination impairment are established to be at higher risk of accommodation anomalies. The aim of the present study was to examine the relationship between ocular accommodation and motor tasks, which are often overlooked, in order to better understand the problems experienced by children with motor coordination impairment. Visual function, gross and fine motor skills were assessed in children with developmental coordination disorder (DCD) and typically developing control children. Children with DCD had significantly poorer accommodation facility and amplitude dynamics compared to controls. Results indicate a relationship between impaired accommodation and motor skills. Specifically, accommodation anomalies correlated with visual motor, upper limb and fine dexterity task performance. Consequently, we argue accommodation anomalies influence the ineffective coordination of action and perception in DCD. Furthermore, reading disabilities were related to poorer motor performance. We postulate the role of the fastigial nucleus as a common pathway for accommodation and motor deficits. Implications of the findings and recommended visual screening protocols are discussed. Copyright © 2015 Elsevier B.V. All rights reserved.

  17. Using Achievement Goal Theory in Motor Skill Instruction: A Systematic Review.

    Science.gov (United States)

    Palmer, Kara K; Chinn, Katherine M; Robinson, Leah E

    2017-12-01

    Over the past two decades, achievement goal theory (AGT) has been used as a theoretical framework to design and implement motor skill programming in young children. The purpose of this systematic review was to examine the effects of AGT in motor skill interventions and programming in children aged 0-12 years. This systematic literature search was conducted using three databases: Google Scholar, PubMed, and EBSCOhost. Studies were included if they met the following four inclusion criteria: (1) had an intervention with a gross motor outcome, (2) used an intervention grounded in AGT, (3) included young children (aged 0-12 years), and (4) were written in English. Studies were rated according to methodological reporting quality. All literature searches and reporting were consistent with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) protocol. A total of 12 studies met all inclusion criteria and were included in the sample. All studies reported that AGT motor skill interventions were effective for improving motor skills in young children. Studies varied in regard to intervention groups, duration, dosage, and the personnel responsible for implementing the intervention. None of the included studies met the requirements to be considered as having high methodological quality. Based on these findings, AGT is an effective theoretical approach for designing and implementing motor skill interventions for young children.

  18. Longitudinal development of gross motor function among Dutch children and young adults with cerebral palsy: an investigation of motor growth curves.

    Science.gov (United States)

    Smits, Dirk-Wouter; Gorter, Jan Willem; Hanna, Steven E; Dallmeijer, Annet J; van Eck, Mirjam; Roebroeck, Marij E; Vos, Rimke C; Ketelaar, Marjolijn

    2013-04-01

    The aim of this study was to describe patterns for gross motor development by level of severity in a Dutch population of individuals with cerebral palsy (CP). This longitudinal study included 423 individuals (260 males, 163 females) with CP. The mean age at baseline was 9 years 6 months (SD 6y 2mo, range 1-22y). The level of severity of CP among participants, according to the Gross Motor Function Classification System (GMFCS), was 50% level I, 13% level II, 14% level III, 13% level IV, and 10% level V. Participants had been assessed up to four times with the Gross Motor Function Measure (GMFM-66) at 1- or 2-year intervals between 2002 and 2009. Data were analysed using non-linear mixed effects modelling. For each GMFCS level, patterns were created by contrasting a stable limit model (SLM) with a peak and decline model (PDM), followed by estimating limits and rates of gross motor development. The SLM showed a better fit for all GMFCS levels than the PDM. Within the SLM, significant differences between GMFCS levels were found for both the limits (higher values for lower GMFCS levels) and the rates (higher values for GMFCS levels I-II vs level IV and for GMFCS levels I-IV vs level V) of gross motor development. The results validate the existence of five distinct patterns for gross motor development by level of severity of CP. ©The Authors. Developmental Medicine & Child Neurology © 2013 Mac Keith Press.

  19. Fine motor skills development of children with autism sepctrum disorder.

    OpenAIRE

    Marešová, Petra

    2010-01-01

    My diploma thesis topic is Fine motor skills development of children with autism spectrum disorder. The objective of this document is to create a well arranged group of exercises and structured tasks aimed to develop fine motor skills of children at pre-school age with autism spectrum disorder. Theoretical part of this diploma thesis contains basic information related to autism and various details about motor skills. Practical section describes individual jobs and structured tasks used for fi...

  20. Sleep-related offline improvements in gross motor task performance occur under free recall requirements

    Directory of Open Access Journals (Sweden)

    Andreas eMalangre

    2016-03-01

    Full Text Available Nocturnal sleep effects on memory consolidation following gross motor sequence learning were examined using a complex arm movement task. This task required participants to produce non-regular spatial patterns in the horizontal plane by successively fitting a small peg into different target-holes on an electronic pegboard. The respective reaching movements typically differed in amplitude and direction. Targets were visualized prior to each transport movement on a computer screen. With this task we tested 18 subjects (22.6 +/- 1.9 years; 8 female using a between-subjects design. Participants initially learned a 10-element arm movement sequence either in the morning or in the evening. Performance was retested under free recall requirements 15 minutes post training, as well as 12 hrs and 24 hrs later. Thus each group was provided with one sleep-filled and one wake retention interval. Dependent variables were error rate (number of erroneous sequences and average sequence execution time (correct sequences only. Performance improved during acquisition. Error rate remained stable across retention. Sequence execution time (inverse to execution speed significantly decreased again during the sleep-filled retention intervals, but remained stable during the respective wake intervals. These results corroborate recent findings on sleep-related enhancement consolidation in ecological valid, complex gross motor tasks. At the same time they suggest this effect to be truly memory-based and independent from repeated access to extrinsic sequence information during retests.

  1. Evaluation of gross motor function before and after virtual reality application

    Directory of Open Access Journals (Sweden)

    Luiza da Silva Pereira Tannus

    Full Text Available Abstract Introduction: Recently virtual reality has been aggregated to the therapeutic possibilities for patients who need functionality gains, such as individuals with cerebral palsy (CP. Aim: to evaluate the effects of virtual reality on the gross motor function of individuals with CP. Methods: longitudinal study, realized in a special education school, with five individuals with CP (7.4 years of age ± 1.14 of both sexes, evaluated using the B, D and E dimensions of the GMFM 88, before and after the application of three Wii Fit Plus(r console games: Hula Hoop, Slide Penguin and Soccer Heading. These games were applied for four minutes per game, at the beginner level, twice a week, for twelve consecutives weeks. The normality of the sample was evaluated through the Shapiro-Wilk's test. The results obtained before and after the Wii Fit(r application were compared using descriptive statistics. Results: all the individuals obtained improvements in the dimensions evaluated after the virtual reality application, with a 5.14% general improvement, varying between 1.9% and 9.6%. The standing (D and walking, running and jumping (E dimensions were the dimensions which obtained higher improvement percentages. Conclusion: considering the study limitations, the results obtained suggest that virtual reality can promote benefits in the gross motor function of individuals with cerebral palsy.

  2. Vitamin D levels are associated with gross motor function in amyotrophic lateral sclerosis.

    Science.gov (United States)

    Paganoni, Sabrina; Macklin, Eric A; Karam, Chafic; Yu, Hong; Gonterman, Fernando; Fetterman, K Ashley; Cudkowicz, Merit; Berry, James; Wills, Anne-Marie

    2017-10-01

    The objective of this study was to determine whether serum vitamin D [25(OH)D] levels are associated with disease progression in amyotrophic lateral sclerosis (ALS). 25(OH)D was measured in subjects enrolled in a multicenter study for validation of ALS biomarkers. Baseline 25(OH)D levels were correlated with baseline ALSFRS-R scores. Average 25(OH)D levels from baseline and month 6 visits (seasonally asynchronous) were used to predict subsequent rate of change in ALSFRS-R from month 6 to month 18. Most subjects had either insufficient or deficient 25(OH)D levels. Lower 25(OH)D was associated with lower ALSFRS-R gross motor scores, but not lower ALSFRS-R total scores at baseline. Levels of 25(OH)D were not predictive of disease progression over the next 12 months. 25(OH)D was associated with baseline gross motor ALSFRS-R scores but did not predict the rate of disease progression. Vitamin D levels may reflect poor mobility in patients with ALS. Muscle Nerve, 2017 Muscle Nerve 56: 726-731, 2017. © 2017 Wiley Periodicals, Inc.

  3. A Group Motor Skills Program for Children with Coordination Difficulties: Effect on Fundamental Movement Skills and Physical Activity Participation.

    Science.gov (United States)

    Kane, Kyra J; Staples, Kerri L

    2016-01-01

    Children with coordination difficulties are at risk of low levels of physical activity (PA) participation. This intervention examined the effects of a multidisciplinary program that emphasized parent participation on motor skill performance and PA. Ten boys (5-7 years) completed a group program consisting of conditioning exercises and activities designed to address child-selected goals. Motor proficiency and PA participation were assessed before and after the program using the Test of Gross Motor Development (TGMD-2) and triaxial accelerometers, respectively. Rating scales captured child and parent perceptions of performance for each child's goals. TGMD-2 subtest raw scores, age equivalent and percentile scores improved, along with parent ratings of their child's performance. Six children reported skill improvements. On average, moderate to vigorous PA improved by 10 min per day although these gains were not significant. Time spent in sedentary activities was unchanged. None of the children met the Canadian PA and sedentary behaviour guidelines. The results support effectiveness of a group program to improve gross motor performance and levels of PA in children with coordination difficulties. Gains in both of these domains also have the potential to impact quality of life and reduce health risks associated with inactivity.

  4. 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 Pperformance 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 performance to elucidate the causality of these associations. PMID:27560512

  5. 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.

  6. The Relationship between Motor, Imitation, and Early Social Communication Skills in Children with Autism.

    Science.gov (United States)

    Dadgar, Hooshang; Alaghband Rad, Javad; Soleymani, Zahra; Khorammi, Anahita; McCleery, Joe; Maroufizadeh, Saman

    2017-10-01

    Objective: Development of early social skills in children is a complex process. To understand this process, it is important to assess how strengths or weaknesses in other developmental domains may be affected by these skills. The present study aimed at investigating the association of motor skills and imitation ability with early social communication skills in children with autism spectrum disorder (ASD). Method: In this study, 20 children with ASD aged 3 to 5 years (M = 4.05, SD = 0.55) participated. All children were diagnosed as ASD based on the DSM-V criteria by an independent child psychiatrist. Additionally, Autism Diagnostic interview-Revised was used for subsequent diagnostic confirmation. Children were tested with Test of Gross Motor Development (TGMD-2), the Motor Imitation Scale (MIS), and the Early Social Communication Scales (ESCS). All examinations were videotaped for subsequent scoring. The relationship between these skills was estimated by Pearson correlation coefficient. Results: A significant and strong correlation was obtained between TGMD total score and imitation total score (r =.776; p 0.05). A significant correlation was found between MIS and TGMD total scores with Initiating Joint Attention and Responding to Joint Attention (p≤0/025) as ESCS subscales. But MIS and TGMD total scores were not correlated with social interaction and responding to behavioral requests subscales. Conclusion: The results of the present study showed that indicated both imitation ability and motor function have an association with each other and with early social communication skills.

  7. 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…

  8. Effectiveness of Motor Skill Intervention Varies Based on Implementation Strategy

    Science.gov (United States)

    Brian, Ali; Taunton, Sally

    2018-01-01

    Background: Young children from disadvantaged settings often present delays in fundamental motor skills (FMS). Young children can improve their FMS delays through developmentally appropriate motor skill intervention programming. However, it is unclear which pedagogical strategy is most effective for novice and expert instructors. Purpose: The…

  9. A System of Movement and Motor Skill Challenges for Children

    Science.gov (United States)

    Hill, Grant M.; Turner, Bud

    2012-01-01

    Given increasing childhood inactivity and obesity, and minimal time for quality physical education in elementary and secondary schools, it is essential that children are motivated and held accountable for independent motor and movement skill practice. The Movement and Motor Skill Challenge System provides a comprehensive set of stimulating,…

  10. 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.…

  11. Effect of body-weight suspension training versus treadmill training on gross motor abilities of children with spastic diplegic cerebral palsy.

    Science.gov (United States)

    Emara, Hatem A; El-Gohary, Tarek M; Al-Johany, Ahmed A

    2016-06-01

    Suspension training and treadmill training are commonly used for promoting functional gross motor skills in children with cerebral palsy. The aim of this study was to compare the effect of body-weight suspension training versus treadmill training on gross motor functional skills. Assessor-blinded, randomized, controlled intervention study. Outpatient rehabilitation facility. Twenty children with spastic diplegia (7 boys and 13 girls) in the age ranged from 6 to 8 years old were randomly allocated into two equal groups. All children were assessed at baseline, after 18-session and after 36-session. During the twelve-week outpatient rehabilitation program, both groups received traditional therapeutic exercises. Additionally, one group received locomotor training using the treadmill while the other group received locomotor training using body-weight suspension through the dynamic spider cage. Assessment included dimensions "D" standing and "E" walking of the gross motor function measure, in addition to the 10-m Walking Test and the five times sit to stand test. Training was applied three times per week for twelve consecutive weeks. No significant difference was found in standing or walking ability for measurements taken at baseline or after 18-session of therapy. Measurements taken at 36-session showed that suspension training achieved significantly (Ptraining for dimension D as well as for dimension E. No significant difference was found between suspension training and treadmill training regarding walking speed or sit to stand transitional skills. Body-weight suspension training is effective in improving walking and locomotor capabilities in children with spastic diplegia. After three month suspension training was superior to treadmill training. Body-weight suspension training promotes adequate postural stability, good balance control, and less exertion which facilitates efficient and safe gait.

  12. Motor Skills and Exercise Capacity Are Associated with Objective Measures of Cognitive Functions and Academic Performance in Preadolescent Children.

    Directory of Open Access Journals (Sweden)

    Svend Sparre Geertsen

    Full Text Available 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.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.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.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 performance to elucidate the

  13. The effect of a physical activity intervention on preschoolers' fundamental motor skills - A cluster RCT.

    Science.gov (United States)

    Wasenius, Niko S; Grattan, Kimberly P; Harvey, Alysha L J; Naylor, Patti-Jean; Goldfield, Gary S; Adamo, Kristi B

    2018-07-01

    To assess the effect of a physical activity intervention delivered in the childcare centres (CC), with or without a parent-driven home physical activity component, on children's fundamental motor skills (FMS). Six-month 3-arm cluster randomized controlled trial. Preschoolers were recruited from 18 licensed CC. CC were randomly assigned to a typical curriculum comparison group (COM), childcare intervention alone (CC), or childcare intervention with parental component (CC+HOME). FMS was measured with the Test of Gross Motor Development-2. Linear mixed models were performed at the level of the individual while accounting for clustering. Raw locomotor skills score increased significantly in the CC group (mean difference=2.5 units, 95% Confidence Intervals, CI, 1.0-4.1, p0.05) between group differences were observed in the raw object control skills, sum of raw scores, or gross motor quotient. No significant sex differences were found in any of the measured outcomes. A physical activity intervention delivered in childcare with or without parents' involvement was effective in increasing locomotor skills in preschoolers. Copyright © 2017 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  14. Test of Gross Motor Development: expert validity, confirmatory validity and internal consistence

    Directory of Open Access Journals (Sweden)

    Nadia Cristina Valentini

    2008-01-01

    The Test of Gross Motor Development (TGMD-2 is an instrument used to evaluate children’s level of motor development. The objective of this study was to translate and verify the clarity and pertinence of the TGMD-2 items by experts and the confirmatory factorial validity and the internal consistence by means of test-retest of the Portuguese TGMD-2. A cross-cultural translation was used to construct the Portuguese version. The participants of this study were 7 professionals and 587 children, from 27 schools (kindergarten and elementary from 3 to 10 years old (51.1% boys and 48.9% girls. Each child was videotaped performing the test twice. The videotaped tests were then scored. The results indicated that the Portuguese version of the TGMD-2 contains clear and pertinent motor items; demonstrated satisfactory indices of confirmatory factorial validity (÷2/gl = 3.38; Goodness-of-fit Index = 0.95; Adjusted Goodness-of-fit index = 0.92 and Tucker and Lewis’s Index of Fit = 0.83 and test-retest internal consistency (locomotion r = 0.82; control of object: r = 0.88. The Portuguese TGMD-2 demonstrated validity and reliability for the sample investigated.

  15. Associations of Gross Motor Delay, Behavior, and Quality of Life in Young Children With Autism Spectrum Disorder.

    Science.gov (United States)

    Hedgecock, James B; Dannemiller, Lisa A; Shui, Amy M; Rapport, Mary Jane; Katz, Terry

    2018-04-01

    Young children with autism spectrum disorder (ASD) often have gross motor delays that may accentuate problem daytime behavior and health-related quality of life (QoL). The objective of this study was to describe the degree of gross motor delays in young children with ASD and associations of gross motor delays with problem daytime behavior and QoL. The primary hypothesis was that Gross motor delays significantly modifies the associations between internalizing or externalizing problem daytime behavior and QoL. This study used a cross-sectional, retrospective analysis. Data from 3253 children who were 2 to 6 years old and who had ASD were obtained from the Autism Speaks Autism Treatment Network and analyzed using unadjusted and adjusted linear regression. Measures included the Vineland Adaptive Behavior Scales, 2nd edition, gross motor v-scale score (VABS-GM) (for Gross motor delays), the Child Behavior Checklist (CBCL) (for Problem daytime behavior), and the Pediatric Quality of Life Inventory (PedsQL) (for QoL). The mean VABS-GM was 12.12 (SD = 2.2), representing performance at or below the 16th percentile. After adjustment for covariates, the internalizing CBCL t score decreased with increasing VABS-GM (β = - 0.64 SE = 0.12). Total and subscale PedsQL scores increased with increasing VABS-GM (for total score: β = 1.79 SE = 0.17; for subscale score: β = 0.9-2.66 SE = 0.17-0.25). CBCL internalizing and externalizing t scores decreased with increasing PedsQL total score (β = - 0.39 SE = 0.01; β = - 0.36 SE = 0.01). The associations between CBCL internalizing or externalizing t scores and PedsQL were significantly modified by VABSGM (β = - 0.026 SE = 0.005]; β = - 0.019 SE = 0.007). The study lacked ethnic and socioeconomic diversity. Measures were collected via parent report without accompanying clinical assessment. Cross motor delay was independently associated with Problem daytime behavior and QoL in children with ASD. Gross

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

    OpenAIRE

    Barela, José Angelo

    2013-01-01

    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 be...

  17. Score of Fine Motor Skill in Children with Down Syndrome using Nintendo Wii

    Directory of Open Access Journals (Sweden)

    Puspasari Sinaga

    2016-09-01

    Full Text Available Background: Down syndrome occurs due to an extra chromosome 21, known as Trisomy 21. In addition to delayed cognitive and speech development, children with Down syndrome may also experience delayed gross and fine motor development. Virtual Reality Therapy, such as Nintendo Wii is a computer-based technology that allows users to interact with a virtual three-dimensional scenario and the most innovative physical rehabilitation method. High scores indicate that the player has a good motor skill. This study aimed to examine the difference between the score of fine motor skill in children with and without Down syndrome. Methods: An analytic cross-sectional study was conducted from August to November 2015 to 40 children aged between 9–12 years old who came from public primary schools and special needs schools in Bandung, West Java. They were divided into 2 groups using random gender and age pairing; one group was children with Down syndrome and another other group was normal children. The children’ scores of Nintendo Wii game were collected three times. The collected data were statistically analyzed by Chi-Square test. Results: The proportion of children with low-grade fine motor skill in Down syndrome group was larger than those with high-grade fine motor skill. In the other hand, in normal children group, the proportion was reversed compared to Down syndrome group. There was a significant difference in score of fine motor skill between children with Down syndrome and normal children (p=0.000. Conclusions: The fine motor skill of children with Down syndrome is poorer than normal children’s.

  18. Relationship between motor, imitation and, early social communication skills in children with autism

    Directory of Open Access Journals (Sweden)

    hooshang Dadgar

    2017-10-01

    Full Text Available Background: The aim of this study was investigation the association of motor skills and imitation ability with early social communication skills in children with autism spectrum disorder (ASD.Method: Twenty children with ASD aged 3-5 years (M=4.05, SD=0.55 were tested with Test of Gross Motor Development (TGMD-2, the Motor Imitation Scale (MIS and, the Early Social Communication Scales (ESCS.Results: There was significant and strong correlation between TGMD total score and imitation total score(r =.776; p <0.001.However, the relationship between MIS subscales and TGMD-2 locomotor subtest scores was not significant (P>0.05. A significant correlation was found between MIS and TGMD total scores with ESCS subscales except social interaction and responding to behavioral requests subscales.Conclusion: The results support previous studies that indicated both imitation ability and motor function have association with some early social communication skills. However, these results showed the needs for clinicians to target imitation and motor skills in early intervention programs in ASD.

  19. The development of a screening tool to evaluate gross motor function in HIV-infected infants.

    Science.gov (United States)

    Hilburn, Nicole; Potterton, Joanne; Stewart, Aimee; Becker, Piet

    2011-12-01

    Neurodevelopmental delay or HIV encephalopathy is a stage four disease indicator for paediatric HIV/AIDS according to the World Health Organisation (WHO), and may be used as a criterion for initiation of highly active antiretroviral therapy (HAART). To date, the only means of prevention of this condition is early initiation of HAART. Studies which have been carried out in South African clinics have revealed the high prevalence of this condition. In developing countries, commencement of HAART is based on declining virologic and immunologic status, as standardised neurodevelopmental assessment tools are not widely available. A standardised developmental screening tool which is suitable for use in a developing country is therefore necessary in order to screen for neurodevelopmental delay to allow for further assessment and referral to rehabilitation services, as well as providing an additional assessment criterion for initiation of HAART. The infant gross motor screening test (IGMST) was developed for this purpose. The standardisation sample of the IGMST consisted of 112 HIV-infected infants between six and 18 months of age. Item selection for the IGMST was based on the Gross Motor scale of the Bayley Scales of Infant Development (BSID)-III. Content validity was assessed by a panel of experts using a nominal group technique (NGT; agreement >80%). Concurrent validity (n=60) of the IGMST was carried out against the BSID-III, and agreement was excellent (K=0.85). The diagnostic properties of the IGMST were evaluated and revealed: sensitivity 97.4%, specificity 85.7%, positive predictive value (PPV) 92.7%, and negative predictive value (NPV) 94.7%. Reliability testing (n=30) revealed inter-rater reliability as: r=1, test-retest reliability: r=0.98 and intra-rater reliability: r=0.98. The results indicate that the statistical properties of the IGMST are excellent, and the tool is suitable for use within the paediatric HIV setting.

  20. 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.

  1. Towards Machine Learning of Motor Skills

    Science.gov (United States)

    Peters, Jan; Schaal, Stefan; Schölkopf, Bernhard

    Autonomous robots that can adapt to novel situations has been a long standing vision of robotics, artificial intelligence, and cognitive sciences. Early approaches to this goal during the heydays of artificial intelligence research in the late 1980s, however, made it clear that an approach purely based on reasoning or human insights would not be able to model all the perceptuomotor tasks that a robot should fulfill. Instead, new hope was put in the growing wake of machine learning that promised fully adaptive control algorithms which learn both by observation and trial-and-error. However, to date, learning techniques have yet to fulfill this promise as only few methods manage to scale into the high-dimensional domains of manipulator robotics, or even the new upcoming trend of humanoid robotics, and usually scaling was only achieved in precisely pre-structured domains. In this paper, we investigate the ingredients for a general approach to motor skill learning in order to get one step closer towards human-like performance. For doing so, we study two major components for such an approach, i.e., firstly, a theoretically well-founded general approach to representing the required control structures for task representation and execution and, secondly, appropriate learning algorithms which can be applied in this setting.

  2. Comparison of performance on process- and product-oriented assessments of fundamental motor skills across childhood.

    Science.gov (United States)

    Logan, Samuel W; Barnett, Lisa M; Goodway, Jacqueline D; Stodden, David F

    2017-04-01

    Process-oriented motor competence (MC) assessments evaluate how a movement is performed. Product-oriented assessments evaluate the outcome of a movement. Determining the concurrent validity of process and product assessments is important to address the predictive utility of motor competence for health. The current study aimed to: (1) compare process and product assessments of the standing long jump, hop and throw across age groups and (2) determine the capacity of process assessments to classify levels of MC. Participants included 170 children classified into three age groups: 4-5, 7-8 and 10-11 years old. Participants' skills were examined concurrently using three process assessments ((Test of Gross Motor Development-2nd edition [TGMD-2]), Get Skilled; Get Active, and developmental sequences) and one product measure (throw speed, jump and hop distance). Results indicate moderate to strong correlations between (1) process assessments across skills and age groups (r range = .37-70) and (2) process and product assessments across skills and age groups (r range = .26-.88). In general, sensitivity to detect advanced skill level is lowest for TGMD-2 and highest for developmental sequences for all three skills. The use of process and product assessments is suggested to comprehensively capture levels of MC in human movement.

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

    Directory of Open Access Journals (Sweden)

    Leah Elizabeth Robinson

    2016-09-01

    Full Text Available 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-minute 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 < .001. In regards to motor skills, post hoc comparisons found that all children improved their motor skills (p < .05, but the CHAMP group improved significantly more than the control group (p < .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 < .05. CHAMP is a mastery climate movement program that may be an approach to 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 age

  4. Test of Gross Motor Development : Expert Validity, confirmatory validity and internal consistence

    Directory of Open Access Journals (Sweden)

    Nadia Cristina Valentini

    2008-12-01

    Full Text Available The Test of Gross Motor Development (TGMD-2 is an instrument used to evaluate children’s level of motordevelopment. The objective of this study was to translate and verify the clarity and pertinence of the TGMD-2 items by expertsand the confirmatory factorial validity and the internal consistence by means of test-retest of the Portuguese TGMD-2. Across-cultural translation was used to construct the Portuguese version. The participants of this study were 7 professionalsand 587 children, from 27 schools (kindergarten and elementary from 3 to 10 years old (51.1% boys and 48.9% girls.Each child was videotaped performing the test twice. The videotaped tests were then scored. The results indicated thatthe Portuguese version of the TGMD-2 contains clear and pertinent motor items; demonstrated satisfactory indices ofconfirmatory factorial validity (χ2/gl = 3.38; Goodness-of-fit Index = 0.95; Adjusted Goodness-of-fit index = 0.92 and Tuckerand Lewis’s Index of Fit = 0.83 and test-retest internal consistency (locomotion r = 0.82; control of object: r = 0.88. ThePortuguese TGMD-2 demonstrated validity and reliability for the sample investigated.

  5. Fine motor skills in children with Down syndrome

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    Memišević Haris

    2014-01-01

    Full Text Available Fine motor skills are very important for children's overall functioning. Their development is necessary for many everyday activities such as dressing, feeding, holding objects, etc. Moreover, fine motor skills are also correlated to the children's academic success at school. Recent research suggests a close relationship between motor skills and intelligence. Given the relative paucity of literature on fine motor skills in different etiological groups of children with intellectual disability (ID, we examined these skills in children with Down syndrome. The sample for this study comprised 90 children with ID, aged 7-15, who were divided in three etiological groups: 1. Down syndrome, 2. Organic/other genetic cause of ID and 3. Unknown etiology of ID. Fine motor skills were assessed by the Purdue Pegboard Test. The results of this study indicate that children with Down syndrome did not differ statistically significantly from the other two etiological groups. On the other hand, children with unknown etiology of ID performed statistically better than children with organic/other genetic cause of ID. An additional goal was to examine fine motor skills in children with Down syndrome in relation to the child's sex. There were no statistically significant differences in fine motor skills between girls and boys with Down syndrome. It is important to provide children with Down syndrome, and all other children with ID, with early (rehabilitation programs for the improvement of their fine motor skills. Special educators and rehabilitators should play a crucial role in the assessment and in creating programs for the development of these skills.

  6. Infant Motor Skills After a Cardiac Operation: The Need for Developmental Monitoring and Care.

    Science.gov (United States)

    Uzark, Karen; Smith, Cynthia; Donohue, Janet; Yu, Sunkyung; Romano, Jennifer C

    2017-08-01

    Neurodevelopmental dysfunction is increasingly recognized as a common outcome of congenital heart defects and their treatment in infancy. The effects of the intensive care unit (ICU) experience and environment on these infants are unknown and potentially modifiable, but no validated metric is available for objective evaluation of early motor impairments in the ICU/hospital setting. The purpose of this study was to characterize the motor status of hospitalized infants after cardiac operations, including the development and field-testing of the Congenital Heart Assessment of Sensory and Motor Status (CHASMS) metric. CHASMS item generation was based on review of the literature, focused interviews with parents, and expert consensus. A nurse administered CHASMS to 100 infants aged younger than 10 months old undergoing cardiac operations. Preoperative and postoperative CHASMS scores were compared, and associations between CHASMS scores and patient characteristics were examined. Physical therapists assessed neuromotor skills by using the Test of Infant Motor Performance or the Alberta Infant Motor Scales for correlation with CHASMS scores. CHASMS gross motor scores declined postoperatively in 64% (25 of 39). Lower CHASMS scores, after adjusting for age, were associated with longer duration of mechanical ventilation (p motor CHASMS scores were significantly correlated with Test of Infant Motor Performance (r = 0.70, p Motor Scales scores (r = 0.88, p Motor impairments in infants after cardiac operations are common and may be exacerbated by longer intubation and prolonged exposure to the ICU environment. The feasibility, reliability, and validity of CHASMS were supported for the evaluation of motor skills in this at-risk population. Copyright © 2017 The Society of Thoracic Surgeons. Published by Elsevier Inc. All rights reserved.

  7. Early neuromotor development of high risk infants - Gross motor function in preterm and full-term born infants

    NARCIS (Netherlands)

    van Haastert, I.C.

    2011-01-01

    This thesis is the result of 20 years follow-up of preterm and full-term born ‘graduates’ of the neonatal intensive care unit of the Wilhelmina Children’s Hospital, Utrecht. The aim was to answer questions that arose during admission and follow-up assessments. Typical gross motor development of

  8. Comparison of Effectiveness of Adeli Suit Therapy and Bobath Approach on Gross Motor Function Improvement in Children with Cerebral Palsy

    Directory of Open Access Journals (Sweden)

    Mohammad Khayat-Zadeh-Mahani

    2010-07-01

    Full Text Available Objective: The aim of this study was to determine the effectiveness of Adeli Suit Therapy (AST and Bobath approach on improvement of gross motor function in children with cerebral palsy aged 4 to 11 years of old. Materials & Methods: In this experimental and randomized clinical trial study, 24 children with cerebral palsy were selected simply according to inclusive and exclusive criteria from patients referred to ValieAsr rehabilitation center and then assigned into two Adeli Suit Thrapy and Bobath groups by simple random method. Period of therapeutic intervention was 36 sessions, 3 times per week for both groups. Assessment tool was Gross Motor Function Measure test (GMFM–66. Data was analyzed by Kolmogroff Smirnoff, Independent T-test and ANOVA for repeated measurements. Results: After intervention, the gross motor function improved significantly in both groups (P<0.001. Follow up study revealed significant improvement of functions in Adeli Suit group (P=0.007 and significant regression of functions in Bobath group (P=0.004. There was no significant difference, just after the intervention, between two groups (P=0.598, but there was significant difference between two groups at follow up assessments (P=0.002. Conclusion: Both Adeli Suit and Bobath approaches are effective in improvement of gross motor functions in children with cerebral palsy during the therapeutic sessions. At follow up study, the Adeli Suit group, were still improving their function whereas the Bobath group regressed.

  9. Knee Muscle Strength at Varying Angular Velocities and Associations with Gross Motor Function in Ambulatory Children with Cerebral Palsy

    Science.gov (United States)

    Hong, Wei-Hsien; Chen, Hseih-Ching; Shen, I-Hsuan; Chen, Chung-Yao; Chen, Chia-Ling; Chung, Chia-Ying

    2012-01-01

    The aim of this study was to evaluate the relationships of muscle strength at different angular velocities and gross motor functions in ambulatory children with cerebral palsy (CP). This study included 33 ambulatory children with spastic CP aged 6-15 years and 15 children with normal development. Children with CP were categorized into level I (n =…

  10. The effect of amblyopia on fine motor skills in children.

    Science.gov (United States)

    Webber, Ann L; Wood, Joanne M; Gole, Glen A; Brown, Brian

    2008-02-01

    In an investigation of the functional impact of amblyopia in children, the fine motor skills of amblyopes and age-matched control subjects were compared. The influence of visual factors that might predict any decrement in fine motor skills was also explored. Vision and fine motor skills were tested in a group of children (n = 82; mean age, 8.2 +/- 1.7 [SD] years) with amblyopia of different causes (infantile esotropia, n = 17; acquired strabismus, n = 28; anisometropia, n = 15; mixed, n = 13; and deprivation n = 9), and age-matched control children (n = 37; age 8.3 +/- 1.3 years). Visual motor control (VMC) and upper limb speed and dexterity (ULSD) items of the Bruininks-Oseretsky Test of Motor Proficiency were assessed, and logMAR visual acuity (VA) and Randot stereopsis were measured. Multiple regression models were used to identify the visual determinants of fine motor skills performance. Amblyopes performed significantly poorer than control subjects on 9 of 16 fine motor skills subitems and for the overall age-standardized scores for both VMC and ULSD items (P multiple regression model that took into account the intercorrelation between visual characteristics, poorer fine motor skills performance was associated with strabismus (F(1,75) = 5.428; P = 0.022), but not with the level of binocular function, refractive error, or visual acuity in either eye. Fine motor skills were reduced in children with amblyopia, particularly those with strabismus, compared with control subjects. The deficits in motor performance were greatest on manual dexterity tasks requiring speed and accuracy.

  11. 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.

  12. Assessing fundamental motor skills in Belgian children aged 3-8 years highlights differences to US reference sample.

    Science.gov (United States)

    Bardid, Farid; Huyben, Floris; Lenoir, Matthieu; Seghers, Jan; De Martelaer, Kristine; Goodway, Jacqueline D; Deconinck, Frederik J A

    2016-06-01

    This study aimed to understand the fundamental motor skills (FMS) of Belgian children using the process-oriented Test of Gross Motor Development, Second Edition (TGMD-2) and to investigate the suitability of using the United States (USA) test norms in Belgium. FMS were assessed using the TGMD-2. Gender, age and motor performance were examined in 1614 Belgian children aged 3-8 years (52.1% boys) and compared with the US reference sample. More proficient FMS performance was found with increasing age, from 3 to 6 years for locomotor skills and 3 to 7 years for object control skills. Gender differences were observed in object control skills, with boys performing better than girls. In general, Belgian children had lower levels of motor competence than the US reference sample, specifically for object control skills. The score distribution of the Belgian sample was skewed, with 37.4% scoring below average and only 6.9% scoring above average. This study supported the usefulness of the TGMD-2 as a process-oriented instrument to measure gross motor development in early childhood in Belgium. However, it also demonstrated that caution is warranted when using the US reference norms. ©2016 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

  13. The Dutch motor skills assessment as tool for talent development in table tennis: a reproducibility and validity study.

    Science.gov (United States)

    Faber, Irene R; Nijhuis-Van Der Sanden, Maria W G; Elferink-Gemser, Marije T; Oosterveld, Frits G J

    2015-01-01

    A motor skills assessment could be helpful in talent development by estimating essential perceptuo-motor skills of young players, which are considered requisite to develop excellent technical and tactical qualities. The Netherlands Table Tennis Association uses a motor skills assessment in their talent development programme consisting of eight items measuring perceptuo-motor skills specific to table tennis under varying conditions. This study aimed to investigate this assessment regarding its reproducibility, internal consistency, underlying dimensions and concurrent validity in 113 young table tennis players (6-10 years). Intraclass correlation coefficients of six test items met the criteria of 0.7 with coefficients of variation between 3% and 8%. Cronbach's alpha valued 0.853 for internal consistency. The principal components analysis distinguished two conceptually meaningful factors: "ball control" and "gross motor function." Concurrent validity analyses demonstrated moderate associations between the motor skills assessment's results and national ranking; boys r = -0.53 (P motor skills assessment seems to be a reproducible, objective part of a talent development programme, more longitudinal studies are required to investigate its predictive validity.

  14. Gross motor development in full-term Greek infants assessed by the Alberta Infant Motor Scale: reference values and socioeconomic impact.

    Science.gov (United States)

    Syrengelas, Dimitrios; Kalampoki, Vassiliki; Kleisiouni, Paraskevi; Konstantinou, Dimitrios; Siahanidou, Tania

    2014-07-01

    The aims of this study were to investigate gross motor development in Greek infants and establish AIMS percentile curves and to examine possible association of AIMS scores with socioeconomic parameters. Mean AIMS scores of 1068 healthy Greek full-term infants were compared at monthly age level with the respective mean scores of the Canadian normative sample. In a subgroup of 345 study participants, parents provided, via interview, information about family socioeconomic status. Multiple linear regression analysis was performed to evaluate the relationship of infant motor development with socioeconomic parameters. Mean AIMS scores did not differ significantly between Greek and Canadian infants in any of the 19 monthly levels of age. In multiple linear regression analysis, the educational level of the mother and also whether the infant was being raised by grandparents/babysitter were significantly associated with gross motor development (p=0.02 and psocioeconomic factors are associated with the infants' motor development. Copyright © 2014 Elsevier Ltd. All rights reserved.

  15. Do Perceptions of Competence Mediate The Relationship Between Fundamental Motor Skill Proficiency and Physical Activity Levels of Children in Kindergarten?

    Science.gov (United States)

    Crane, Jeff R; Naylor, Patti J; Cook, Ryan; Temple, Viviene A

    2015-07-01

    Perceptions of competence mediate the relationship between motor skill proficiency and physical activity among older children and adolescents. This study examined kindergarten children's perceptions of physical competence as a mediator of the relationship between motor skill proficiency as a predictor variable and physical activity levels as the outcome variable; and also with physical activity as a predictor and motor skill proficiency as the outcome. Participants were 116 children (mean age = 5 years 7 months, 58% boys) from 10 schools. Motor skills were measured using the Test of Gross Motor Development-2 and physical activity was monitored through accelerometry. Perceptions of physical competence were measured using The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children, and the relationships between these variables were examined using a model of mediation. The direct path between object control skills and moderate-vigorous physical activity (MVPA) was significant and object control skills predicted perceived physical competence. However, perceived competence did not mediate the relationship between object control skills and MVPA. The significant relationship between motor proficiency and perceptions of competence did not in turn influence kindergarten children's participation in physical activity. These findings support concepts of developmental differences in the structure of the self-perception system.

  16. Motor Skills and Exercise Capacity Are Associated with Objective Measures of Cognitive Functions and Academic Performance in Preadolescent Children.

    Science.gov (United States)

    Geertsen, Svend Sparre; 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

    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. 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. Both fine and gross motor skills were associated with better performance in all five tested cognitive domains (all Pmotor skills (all Pmotor 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 performance to elucidate the causality of these associations.

  17. Mothers' questionnaire of preschoolers' language and motor skills: a validation study.

    Science.gov (United States)

    Gudmundsson, E; Gretarsson, S J

    2013-03-01

    Parent questionnaires of child motor and language skills are useful in many contexts. This study validates one such measure, the Preschool Child Development Inventory (PCDI), a mother-answered standardized measure of motor (fine and gross) and language (expression and comprehension) skills of 3-6-year-old children. Eighty-one mothers answered the inventory and their children were concurrently tested on six verbal subtests of WPPSI-R(IS). The six language and motor subtests of the PCDI revealed the predicted convergent and divergent correlations with the verbal subtests of the WPPSI-R(IS). As predicted, the motor subtests diverged and the language subtests converged with the expected WPPSI-R(IS) subtests. Principal components analysis of all the measures (the PCDI and the WPPSI-R(IS) subtests) revealed two components, verbal and motor in content. The findings support the validity of a mother-answered inventory to assess language and motor development. It is pointed out that such inventories are a viable brief and cost effective alternative to individual testing, both to supplement such measures in clinical practice and as main information in research, for example on determinants of development. Some suggestions are made for future research and applications. © 2012 Blackwell Publishing Ltd.

  18. Effects of home-based locomotor treadmill training on gross motor function in young children with cerebral palsy: a quasi-randomized controlled trial.

    Science.gov (United States)

    Mattern-Baxter, Katrin; McNeil, Stefani; Mansoor, Jim K

    2013-11-01

    To examine the effects of an intensive home-based program of treadmill training on motor skills related to walking in preambulatory children with cerebral palsy (CP). Quasi-randomized controlled trial. Homes of the participants. Children with CP (N=12) with Gross Motor Function Classification System levels I and II were assigned to the intervention group (n=6; mean age ± SD, 21.76±6.50mo) and control group (n=6; 21.25±6.07mo). All children were tested preintervention, postintervention, at a 1-month follow-up, and at a 4-month follow-up. All children received their weekly scheduled physical therapy sessions at their homes. In addition, children in the intervention group walked on a portable treadmill in their homes 6 times per week, twice daily for 10- to 20-minute sessions, for 6 weeks. The intervention was carried out by the children's parents with weekly supervision by a physical therapist. Gross Motor Function Measure-66 Dimensions D/E, Peabody Developmental Motor Scales-2 (PDMS-2), Pediatric Evaluation of Disability Inventory (PEDI), timed 10-m walk test (10MWT), and Functional Mobility Scale (FMS). The Friedman test and Mann-Whitney U test were conducted for within-group and between-group differences, respectively. There was a significant between-group treatment effect for the PDMS-2 at posttest (P=.01) and 1-month postintervention follow-up (P=.09), as well as for the PEDI at posttest (P=.01), the 1-month postintervention follow-up (P=.009), and the 4-month postintervention follow-up (P=.04). The FMS was significant at the posttest (P=.04). Home-based treadmill training accelerates the attainment of walking skills and decreases the amount of support used for walking in young children with CP. Copyright © 2013 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

  19. Weight loss and improved gross motor coordination in children as a result of multidisciplinary residential obesity treatment.

    Science.gov (United States)

    D'Hondt, Eva; Gentier, Ilse; Deforche, Benedicte; Tanghe, Ann; De Bourdeaudhuij, Ilse; Lenoir, Matthieu

    2011-10-01

    This study evaluated the short-term effectiveness of a multidisciplinary residential obesity treatment program by describing changes in body weight, related measures, and gross motor co-ordination. Secondarily, it was examined to what extent the amount of relative weight loss achieved by overweight and obese (OW/OB) participants explained the projected improvement in gross motor co-ordination. Thirty-six OW/OB children (aged 10.5 ± 1.4 years, 12 girls and 24 boys) were recruited at the Zeepreventorium VZW (De Haan, Belgium), where they followed a specific program consisting of moderate dietary restriction, psychological support, and physical activity. For reference purposes, an additional group of 36 age- and gender-matched healthy-weight (HW) children was included in the study. Anthropometric measures were recorded and gross motor co-ordination was assessed using the Körperkoordinationstest für Kinder (KTK) on two occasions with an interval of 4 months. Regardless of the test moment, OW/OB participants displayed significantly poorer KTK performances (P motor co-ordination performance, with a greater increase in KTK score(s) from baseline to re-test as compared to HW peers (P motor co-ordination, which in turn may promote physical activity participation.

  20. Introduction of the gross motor function classification system in Venezuela--a model for knowledge dissemination.

    Science.gov (United States)

    Löwing, Kristina; Arredondo, Ynes C; Tedroff, Marika; Tedroff, Kristina

    2015-09-04

    A current worldwide common goal is to optimize the health and well-being of children with cerebral palsy (CP). In order to reach that goal, for this heterogeneous group, a common language and classification systems are required to predict development and offer evidence based interventions. In most countries in Africa, South America, Asia and Eastern Europe the classification systems for CP are unfamiliar and rarely used. Education and implementation are required. The specific aims of this study were to examine a model in order to introduce the Gross Motor Function Classification System (GMFCS-E&R) in Venezuela, and to examine the validity and the reliability. Children with CP, registered at a National child rehabilitation centre in Venezuela, were invited to participate. The Spanish version of GMFCS-E&R was used. The Wilson mobility scale was translated and used to examine the concurrent validity. A structured questionnaire, comprising aspects of mobility and gross motor function, was constructed. In addition, each child was filmed. A paediatrician in Venezuela received supervised self-education in GMFCS-E&R and the Wilson mobility scale. A Swedish student was educated in GMFCS-E&R and the Wilson mobility scale prior to visiting Venezuela. In Venezuela, all children were classified and scored by the paediatrician and student independently. An experienced paediatric physiotherapist (PT) in Sweden made independent GMFCS-E&R classifications and Wilson mobility scale scorings, accomplished through merging data from the structured questionnaire with observations of the films. Descriptive statistics were used and reliability was presented with weighted Kappa (Kw). Spearman's correlation coefficient was calculated to explore the concurrent validity between GMFCS-E&R and Wilson mobility scale. Eighty-eight children (56 boys), mean age 10 years (3-18), with CP participated. The inter-rater reliability of GMFCS-E&R between; the paediatrician and the PT was Kw = 0.85 (95% CI

  1. Retrospectively Assessed Early Motor and Current Pragmatic Language Skills in Autistic and Neurotypical Children.

    Science.gov (United States)

    Stevenson, Jennifer L; Lindley, Caitlin E; Murlo, Nicole

    2017-08-01

    Autistic individuals often struggle developmentally, even in areas that are not explicit diagnostic criteria, such as motor skills. This study explored the relation between early motor skills, assessed retrospectively, and current pragmatic language skills. Caregivers of neurotypical and autistic children, matched on gender and age, completed assessments of their child's early motor development and current language abilities. Early motor skills were correlated with later pragmatic language skills, and autistic children exhibited fewer motor skills than neurotypical children. In fact, motor skills were a better predictor of an autism spectrum diagnosis than were scores on a measure of current pragmatic language. These results highlight the important role of motor skills in autism spectrum disorders.

  2. 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…

  3. Teaching Motor Skills to Individuals with Autism Spectrum Disorders

    Science.gov (United States)

    Todd, Teri

    2012-01-01

    Autism Spectrum Disorders (ASDs) are commonly characterized by deficits in the social and communication domains. However, up to 80 percent of this population also have poor motor skills. Individuals with an ASD experience difficulties in motor planning, imitation, and postural stability. A better understanding of these deficits and of strategies…

  4. Initiating a Developmental Motor Skills Program for Identified Primary Students.

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    Harville, Valerie Terrill

    A physical education specialist at an elementary school in one of the fastest growing sections of the country developed and implemented a developmental motor skills program for primary school students. The program focused on: (1) developing a method of referring students for testing; (2) providing a specialized motor diagnostic test; (3) improving…

  5. Context-Dependent Decay of Motor Memories during Skill Acquisition

    OpenAIRE

    Ingram, James?N.; Flanagan, J.?Randall; Wolpert, Daniel?M.

    2013-01-01

    Summary Current models of motor learning posit that skill acquisition involves both the formation and decay of multiple motor memories that can be engaged in different contexts [1?9]. Memory formation is assumed to be context dependent, so that errors most strongly update motor memories associated with the current context. In contrast, memory decay is assumed to be context independent, so that movement in any context leads to uniform decay across all contexts. We demonstrate that for both obj...

  6. Factors affecting development of motor skills in extremely low birth weight children.

    Science.gov (United States)

    O'Connor, Anna R; Birch, Eileen E; Spencer, Rand

    2009-01-01

    The aim of this study is to analyze the impact of ophthalmic and neonatal factors on motor development in extremely low birth weight (ELBW) children. Sixty-four ELBW children at least 3 years of age were recruited. Visual acuity (VA) was assessed using the Teller acuity cards (TACs) and a letter test, if possible. A validated questionnaire assessing 25 fine (part A) and 20 gross motor (part B) skills was administered to the parents. Data were collected on retinopathy of prematurity (ROP) zone, intraventricular haemorrhage (IVH), length of stay in hospital, and number of days on oxygen. Abnormal TAC acuity was associated with significantly lower scores on both parts A and B (part A: 21.5 versus 11.8, p development, particularly fine motor development.

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

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    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.

  8. Motor performance of pupils with attention deficit hyperactivity disorder (ADHD).

    OpenAIRE

    Otipková, Zuzana

    2012-01-01

    Title: Motor performance of pupils with attention deficit hyperactivity disorder (ADHD). Objectives: The aim of the work was to determine the level of fine and gross motor skills of upper extremities of the pupils with diagnosis ADHD at schools specialized on these pupils and compare it with the fine and gross motor skills of upper extremities of children without this diagnosis at common elementary school. Further work objective was to determine the level of gross motor skills of lower limbs ...

  9. Content validity and reliability of test of gross motor development in Chilean children

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    Marcelo Cano-Cappellacci

    2015-01-01

    Full Text Available ABSTRACT OBJECTIVE To validate a Spanish version of the Test of Gross Motor Development (TGMD-2 for the Chilean population. METHODS Descriptive, transversal, non-experimental validity and reliability study. Four translators, three experts and 92 Chilean children, from five to 10 years, students from a primary school in Santiago, Chile, have participated. The Committee of Experts has carried out translation, back-translation and revision processes to determine the translinguistic equivalence and content validity of the test, using the content validity index in 2013. In addition, a pilot implementation was achieved to determine test reliability in Spanish, by using the intraclass correlation coefficient and Bland-Altman method. We evaluated whether the results presented significant differences by replacing the bat with a racket, using T-test. RESULTS We obtained a content validity index higher than 0.80 for language clarity and relevance of the TGMD-2 for children. There were significant differences in the object control subtest when comparing the results with bat and racket. The intraclass correlation coefficient for reliability inter-rater, intra-rater and test-retest reliability was greater than 0.80 in all cases. CONCLUSIONS The TGMD-2 has appropriate content validity to be applied in the Chilean population. The reliability of this test is within the appropriate parameters and its use could be recommended in this population after the establishment of normative data, setting a further precedent for the validation in other Latin American countries.

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

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    Rebecca eRienhoff

    2013-09-01

    Full Text Available 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.

  11. Gene Expression Changes in the Motor Cortex Mediating Motor Skill Learning

    Science.gov (United States)

    Cheung, Vincent C. K.; DeBoer, Caroline; Hanson, Elizabeth; Tunesi, Marta; D'Onofrio, Mara; Arisi, Ivan; Brandi, Rossella; Cattaneo, Antonino; Goosens, Ki A.

    2013-01-01

    The primary motor cortex (M1) supports motor skill learning, yet little is known about the genes that contribute to motor cortical plasticity. Such knowledge could identify candidate molecules whose targeting might enable a new understanding of motor cortical functions, and provide new drug targets for the treatment of diseases which impair motor function, such as ischemic stroke. Here, we assess changes in the motor-cortical transcriptome across different stages of motor skill acquisition. Adult rats were trained on a gradually acquired appetitive reach and grasp task that required different strategies for successful pellet retrieval, or a sham version of the task in which the rats received pellet reward without needing to develop the reach and grasp skill. Tissue was harvested from the forelimb motor-cortical area either before training commenced, prior to the initial rise in task performance, or at peak performance. Differential classes of gene expression were observed at the time point immediately preceding motor task improvement. Functional clustering revealed that gene expression changes were related to the synapse, development, intracellular signaling, and the fibroblast growth factor (FGF) family, with many modulated genes known to regulate synaptic plasticity, synaptogenesis, and cytoskeletal dynamics. The modulated expression of synaptic genes likely reflects ongoing network reorganization from commencement of training till the point of task improvement, suggesting that motor performance improves only after sufficient modifications in the cortical circuitry have accumulated. The regulated FGF-related genes may together contribute to M1 remodeling through their roles in synaptic growth and maturation. PMID:23637843

  12. The influence of a real job on upper limb performance in motor skill tests: which abilities are transferred?

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    Giangiardi, Vivian Farahte; Alouche, Sandra Regina; de Freitas, Sandra Maria Sbeghen Ferreira; Pires, Raquel Simoni; Padula, Rosimeire Simprini

    2018-06-01

    To investigate whether the specificities of real jobs create distinctions in the performance of workers in different motor tests for the upper limbs, 24 participants were divided into two groups according to their specific job: fine and repetitive tasks and general tasks. Both groups reproduced tasks related to aiming movements, handling and strength of the upper limbs. There were no significant differences between groups in the dexterity and performance of aiming movements. However, the general tasks group had higher grip strength than the repetitive tasks group, demonstrating differences according to job specificity. The results suggest that a particular motor skill in a specific job cannot improve performance in other tasks with the same motor requirements. The transfer of the fine and gross motor skills from previous experience in a job-specific task is the basis for allocating training and guidance to workers.

  13. The Relationship between Actual Fundamental Motor Skill Proficiency, Perceived Motor Skill Confidence and Competence, and Physical Activity in 8–12-Year-Old Irish Female Youth

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    Orlagh Farmer

    2017-09-01

    Full Text Available This study examines the relationship between actual fundamental motor skill (FMS proficiency, perceived motor confidence and competence, and physical activity (PA among female children (n= 160; mean age = 10.69 ± 1.40 years. The Test of Gross Motor Development-2nd Edition (TGMD-2 was used to assess seven FMSs (locomotor, object-control, and stability. Motor confidence and competence were assessed using a valid skill-specific scale, and a modified version of the Self-Perception Profile for Children. PA levels were assessed using self-report (PA Questionnaire for Older Children (PAQ-C and classified as low, moderate, and high active. One-way and two-way ANOVAs (post-hoc honest significant difference (HSD and correlation coefficients were used to analyse the data. Findings indicate that the majority of youth (71.8% were not meeting the minimum 60 min of daily PA recommended for health, and that 98.1% did not achieve the FMS proficiency expected for their age. While there were high levels of perceived physical self-confidence (PSC reported within FMS skill-specific tasks, there was no significant correlation observed between actual FMS proficiency and perceived PSC among the cohort. Results show that low, moderately, and highly active female participants differ significantly in terms of their overall FMS (p = 0.03 and locomotor (LOC control scores (p = 0.03. Results from a two-way between-groups analysis of variance also revealed no statistically significant interaction effect between PA grouping and physical performance self-concept (PPSC on overall FMS proficiency levels. Results of a multiple linear regression indicate that perceived PSC is a significant predictor (beta = 0.183 of participants’ overall PA levels. Data show a need for targeting low levels of PA, and low FMS proficiency in female youth, and for developing interventions aiming to enhance perceived PSC levels.

  14. Relationships between Isometric Muscle Strength, Gait Parameters, and Gross Motor Function Measure in Patients with Cerebral Palsy.

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    Shin, Hyung Ik; Sung, Ki Hyuk; Chung, Chin Youb; Lee, Kyoung Min; Lee, Seung Yeol; Lee, In Hyeok; Park, Moon Seok

    2016-01-01

    This study investigated the correlation between isometric muscle strength, gross motor function, and gait parameters in patients with spastic cerebral palsy and to find which muscle groups play an important role for gait pattern in a flexed knee gait. Twenty-four ambulatory patients (mean age, 10.0 years) with spastic cerebral palsy who were scheduled for single event multilevel surgery, including distal hamstring lengthening, were included. Preoperatively, peak isometric muscle strength was measured for the hip flexor, hip extensor, knee flexor, and knee extensor muscle groups using a handheld dynamometer, and three-dimensional (3D) gait analysis and gross motor function measure (GMFM) scoring were also performed. Correlations between peak isometric strength and GMFM, gait kinematics, and gait kinetics were analyzed. Peak isometric muscle strength of all muscle groups was not related to the GMFM score and the gross motor function classification system level. Peak isometric strength of the hip extensor and knee extensor was significantly correlated with the mean pelvic tilt (r=-0.588, p=0.003 and r=-0.436, p=0.033) and maximum pelvic obliquity (r=-0.450, p=0.031 and r=-0.419, p=0.041). There were significant correlations between peak isometric strength of the knee extensor and peak knee extensor moment in early stance (r=0.467, p=0.021) and in terminal stance (r=0.416, p=0.043). There is no correlation between muscle strength and gross motor function. However, this study showed that muscle strength, especially of the extensor muscle group of the hip and knee joints, might play a critical role in gait by stabilizing pelvic motion and decreasing energy consumption in a flexed knee gait.

  15. Relationship between gross motor and intellectual function in children with cerebral palsy: a cross-sectional study.

    Science.gov (United States)

    Dalvand, Hamid; Dehghan, Leila; Hadian, Mohammad Reza; Feizy, Awat; Hosseini, Seyed Ali

    2012-03-01

    To explore the relationship between gross motor and intellectual function in children with cerebral palsy (CP). A cross-sectional study. Occupational therapy clinic. Children with CP (N=662; 281 girls, 381 boys; age range, 3-14y). Not applicable. Intelligence testing was carried out by means of the Wechsler Preschool and Primary Scale of Intelligence and the Wechsler Intelligence Scale for Children-Revised. Gross motor function level was determined by the Gross Motor Function Classification System Expanded and Revised (GMFCS E&R). Of the children, 10.4% were at level I of the GMFCS E&R, 38% at levels II and III, and 51.5% at levels IV and V. The lowest level of intelligence or profound intellectual disability was found in children with spastic quadriplegia (n=28, 62.2%). Children at the lowest levels (I-IV, GMFCS E&R) obtained higher ratings in terms of intelligence in comparison with children at level V. Based on the present results, the diagnosis was statistically related to the intellectual level as dependent variable (Pintelligence, respectively. Sex and age were not statistically related to the dependent variable. The study results demonstrated a significant association between GMFCS E&R and intellectual function. Therefore, we suggest that particular attention should be paid to the intellectual level in terms of evaluations of gross motor function. These results, in respect, might be interested for occupational and physical therapists who are involved in rehabilitation programs for these children. Copyright © 2012 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

  16. Early postoperative physical therapy for improving short-term gross motor outcome in infants with cyanotic and acyanotic congenital heart disease.

    Science.gov (United States)

    Haseba, Sumihito; Sakakima, Harutoshi; Nakao, Syuhei; Ohira, Misaki; Yanagi, Shigefumi; Imoto, Yutaka; Yoshida, Akira; Shimodozono, Megumi

    2018-07-01

    We analysed the gross motor recovery of infants and toddlers with cyanotic and acyanotic congenital heart disease (CHD) who received early postoperative physical therapy to see whether there was any difference in the duration to recovery. This study retrospectively evaluated the influence of early physical therapy on postoperative gross motor outcomes of patients with CHD. The gross motor ability of patients with cyanotic (n = 25, average age: 376.4 days) and acyanotic (n = 26, average age: 164.5 days) CHD was evaluated using our newly developed nine-grade mobility assessment scale. Physical therapy was started at an average of five days after surgery, during which each patient's gross motor ability was significantly decreased compared with the preoperative level. Patients (who received early postoperative physical therapy) with cyanotic (88.0%) and acyanotic CHD (96.2%) showed improved preoperative mobility grades by the time of hospital discharge. However, patients with cyanotic CHD had a significantly prolonged recovery period compared to those with acyanotic CHD (p congenital heart disease are likely at greater risk of gross motor delays and have a prolonged recovery period of gross motor ability compared to those with acyanotic congenital heart disease. Early postoperative physical therapy for patients with congenital heart disease after cardiac surgery promoted gross motor recovery. The postoperative recovery period to preoperative mobility grade was affected by pre-, intra-, and postoperative factors. Rehabilitation experts should consider the risk of gross motor delays of patients with congenital heart disease after cardiac surgery and the early postoperative physical therapy to promote their gross motor recovery.

  17. 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.

  18. Functional Communication Profiles in Children with Cerebral Palsy in Relation to Gross Motor Function and Manual and Intellectual Ability.

    Science.gov (United States)

    Choi, Ja Young; Park, Jieun; Choi, Yoon Seong; Goh, Yu Ra; Park, Eun Sook

    2018-07-01

    The aim of the present study was to investigate communication function using classification systems and its association with other functional profiles, including gross motor function, manual ability, intellectual functioning, and brain magnetic resonance imaging (MRI) characteristics in children with cerebral palsy (CP). This study recruited 117 individuals with CP aged from 4 to 16 years. The Communication Function Classification System (CFCS), Viking Speech Scale (VSS), Speech Language Profile Groups (SLPG), Gross Motor Function Classification System (GMFCS), Manual Ability Classification System (MACS), and intellectual functioning were assessed in the children along with brain MRI categorization. Very strong relationships were noted among the VSS, CFCS, and SLPG, although these three communication systems provide complementary information, especially for children with mid-range communication impairment. These three communication classification systems were strongly related with the MACS, but moderately related with the GMFCS. Multiple logistic regression analysis indicated that manual ability and intellectual functioning were significantly related with VSS and CFCS function, whereas only intellectual functioning was significantly related with SLPG functioning in children with CP. Communication function in children with a periventricular white matter lesion (PVWL) varied widely. In the cases with a PVWL, poor functioning was more common on the SLPG, compared to the VSS and CFCS. Very strong relationships were noted among three communication classification systems that are closely related with intellectual ability. Compared to gross motor function, manual ability seemed more closely related with communication function in these children. © Copyright: Yonsei University College of Medicine 2018.

  19. Motor skills, cognition, and work performance of people with severe mental illness.

    Science.gov (United States)

    Lipskaya-Velikovsky, Lena; Elgerisi, Dikla; Easterbrook, Adam; Ratzon, Navah Z

    2018-01-12

    Employment offers many benefits to people with mental illness, yet their employment rate is much lower than that of the general population. We investigated the effect of work-related motor skills, neurocognition, and job attitudes on the work performance of people with mental illness, comparing those working in sheltered workshops, with controls working in similar jobs. Twenty-nine adults with severe mental illness and 27 controls matched by gender and age were enrolled into the study using convenience sampling. They were assessed for gross and fine motor hand functioning, job attitudes, work performance, and cognition. People with mental illness scored lower on work performance, cognitive functioning, and hand dexterity while sitting and working with tools. They were assigned lower job loads than were controls, and perceived the physical environment at work as more constraining than did controls. Assembling motor skills significantly explained the work performance of people with mental illness. The results expand our understanding of the complexities involved in the employment of people with severe mental illness, and point to new paths for improving vocational outcomes of people with severe mental illness, taking into account their motor skills and job attitudes. Implications for rehabilitation Therapists should be aware that employed people with severe mental illness may have various unmet needs, affecting their work performance and experience of stress. This study results demonstrate importance of motor skills and perception of the work environment for the promotion of vocational outcomes among individuals with severe mental illness. Employment of people with severe mental illness should be viewed from holistic perspective as with general population, rather than focused on traditionally illness-related factors.

  20. The Relationship between Fundamental Motor Skill Proficiency and Participation in Organized Sports and Active Recreation in Middle Childhood

    Directory of Open Access Journals (Sweden)

    Stephanie C. Field

    2017-06-01

    Full Text Available Motor skill proficiency in middle childhood is associated with higher physical activity levels at that age and is predictive of adolescent physical activity levels. Much of the previous research in this area has used accelerometry in determining these relationships, and as a result, little is known about what physical activities the children are engaging in. Therefore the aim of this study was to examine rates of participation in physical activities, the relationships between motor proficiency and how often children participate, and if there were gender-based differences in participation, motor skills, or the relationship between these variables. Participants were 400 boys and girls (Mean age = 9 years 6 months in grade 4. Motor skills were assessed using the Test of Gross Motor Development-2 (TGMD-2 and physical activity participation was measured using the Children’s Assessment of Participation and Enjoyment (CAPE. Descriptive statistics, chi-squared analyses, and multivariate analysis of variance (MANOVA were used to examine activity patterns and whether these patterns differed by gender. Correlation coefficients were used to estimate the relationships between fundamental motor skill proficiency and participation. The boys and girls participated in many of the same activities, but girls were more likely to participate in most of the informal physical activities. More boys than girls participated in team sports, boys participated more frequently in team sports, and the boys’ object control and locomotor skill proficiency were significantly associated with participation in team sports. There were some significant associations between motor skills and participation in specific activities; however it is not clear if participation is developing skillfulness or those who are more skilled are engaging and persisting with particular activities.

  1. MPORTANCE OF PHYSICAL ACTIVITY IN OBESE CHILDREN IN RELATION TO MOTOR SKILLS A SYSTEMATIC REVIEW

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    Ganesh Sundaram Subramanian

    2014-12-01

    Full Text Available Background: Childhood obesity has reached epidemic proportions worldwide and is associated with increased cardio vascular mortality and morbidity in adult life. In children, obesity correlates strongly with a progressive reduction in the level of physical activity and changes in food habits. Methods: This study is a qualitative research study. A secondary data collection technique was utilized and conducted through a search of articles published between 2005 and 2014 in PubMed and Google scholar databases. The objective of the present study is to provide a systemic review of the available literature and outline the factors in early life that are associated with an increased risk of obesity in children there by leading to poor gross motor skill performance with the help of Anthropometric assessment, Body composition and Motor skills proficiency. Results: Importantly recent studies have demonstrated that exercise training improves vascular endothelial function and stimulation of pressure receptors leading to increased vagal activity in obese children. The current literature highlights the importance of adding exercise programs to clinics, schools and families for the physical and psychological wellbeing of children. Conclusion: Overall findings from the present review showed that normal children with physical exercise are more superior in motor skills compared to other peers. Results of the previous studies indicated that normal children’s are more efficient in bilateral coordination in greater balancing, efficient upper limb coordination and greater strength

  2. Can a virtual reality assessment of fine motor skill predict successful central line insertion?

    Science.gov (United States)

    Mohamadipanah, Hossein; Parthiban, Chembian; Nathwani, Jay; Rutherford, Drew; DiMarco, Shannon; Pugh, Carla

    2016-10-01

    Due to the increased use of peripherally inserted central catheter lines, central lines are not performed as frequently. The aim of this study is to evaluate whether a virtual reality (VR)-based assessment of fine motor skills can be used as a valid and objective assessment of central line skills. Surgical residents (N = 43) from 7 general surgery programs performed a subclavian central line in a simulated setting. Then, they participated in a force discrimination task in a VR environment. Hand movements from the subclavian central line simulation were tracked by electromagnetic sensors. Gross movements as monitored by the electromagnetic sensors were compared with the fine motor metrics calculated from the force discrimination tasks in the VR environment. Long periods of inactivity (idle time) during needle insertion and lack of smooth movements, as detected by the electromagnetic sensors, showed a significant correlation with poor force discrimination in the VR environment. Also, long periods of needle insertion time correlated to the poor performance in force discrimination in the VR environment. This study shows that force discrimination in a defined VR environment correlates to needle insertion time, idle time, and hand smoothness when performing subclavian central line placement. Fine motor force discrimination may serve as a valid and objective assessment of the skills required for successful needle insertion when placing central lines. Copyright © 2016 Elsevier Inc. All rights reserved.

  3. 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.…

  4. INFLUENCE OF MOTOR MANIFESTATIONS FROM THE EUROFIT PROGRAM FOR CHILDREN ON MOTOR SKILLS AND HABITS AT HIGH SCHOOL FEMALE STUDENTS

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    Viktor Mitrevski

    2011-08-01

    Full Text Available The survey was conducted among 183 regular female students in the secondary education. The objective of the research was to see what was the correlation, i.e. the influence of a system of motor tests EUROFIT program for children on motor test - polygon to assess motor skills and habits of pupils who regularly attended the course sport and sport activities. The sample of indicators included one criteria variable for the assessment of motor skills and habits and eight motor variables for the assessment of motor skills. With regression analysis was determined the impact of the system of motor variables on the criterion.

  5. 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…

  6. Does childhood motor skill proficiency predict adolescent fitness?

    Science.gov (United States)

    Barnett, Lisa M; Van Beurden, Eric; Morgan, Philip J; Brooks, Lyndon O; Beard, John R

    2008-12-01

    To determine whether childhood fundamental motor skill proficiency predicts subsequent adolescent cardiorespiratory fitness. In 2000, children's proficiency in a battery of skills was assessed as part of an elementary school-based intervention. Participants were followed up during 2006/2007 as part of the Physical Activity and Skills Study, and cardiorespiratory fitness was measured using the Multistage Fitness Test. Linear regression was used to examine the relationship between childhood fundamental motor skill proficiency and adolescent cardiorespiratory fitness controlling for gender. Composite object control (kick, catch, throw) and locomotor skill (hop, side gallop, vertical jump) were constructed for analysis. A separate linear regression examined the ability of the sprint run to predict cardiorespiratory fitness. Of the 928 original intervention participants, 481 were in 28 schools, 276 (57%) of whom were assessed. Two hundred and forty-four students (88.4%) completed the fitness test. One hundred and twenty-seven were females (52.1%), 60.1% of whom were in grade 10 and 39.0% were in grade 11. As children, almost all 244 completed each motor assessments, except for the sprint run (n = 154, 55.8%). The mean composite skill score in 2000 was 17.7 (SD 5.1). In 2006/2007, the mean number of laps on the Multistage Fitness Test was 50.5 (SD 24.4). Object control proficiency in childhood, adjusting for gender (P = 0.000), was associated with adolescent cardiorespiratory fitness (P = 0.012), accounting for 26% of fitness variation. Children with good object control skills are more likely to become fit adolescents. Fundamental motor skill development in childhood may be an important component of interventions aiming to promote long-term fitness.

  7. Motor Skills and Free-Living Physical Activity Showed No Association Among Preschoolers in 2012 U.S. National Youth Fitness Survey.

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    Loprinzi, Paul D; Frith, Emily

    2017-04-01

    Albeit limited, some emerging work, using convenience-based samples, has demonstrated that greater motor skill development is associated with higher physical activity among preschool-aged children. The purpose of this study was to evaluate this topic using data from the 2012 National Youth Fitness Survey that included 329 preschool-aged children (3-5 years). Parents proxy-reported their child's physical activity, with motor skill level assessed from the Test of Gross Motor Development-Second Edition (TGMD2). Motor skill levels (Gross Motor Quotient, locomotor or object control) were not associated with preschool free-living physical activity in any analytic model. Thus, in this large sample of preschoolers, contrary to research with older children, motor skill level was not associated with physical activity. Findings are discussed in terms of study limitations of (a) a reliance on parent report of children's physical activity levels and (b) the possibility that physical activity data within the national survey were too limited in range to show possible associations to motor skill development with higher levels of free-living physical activity in preschoolers.

  8. Gross Motor Function Classification System Expanded & Revised (GMFCS E & R: reliability between therapists and parents in Brazil

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    Daniela B. R. Silva

    2013-10-01

    Full Text Available BACKGROUND: Several studies have demonstrated the importance of using the Gross Motor Function Classification System (GMFCS to classify gross motor function in children with cerebral palsy, but the reliability of the expanded and revised version has not been examined in Brazil (GMFCS E & R. OBJECTIVE:: To determine the intra- and inter-rater reliability of the Portuguese-Brazil version of the GMFCS E & R applied by therapists and compare to classification provided by parents of children with cerebral palsy. METHOD: Data were obtained from 90 children with cerebral palsy, aged 4 to 18 years old, attending the neurology or rehabilitation service of a Brazilian hospital. Therapists classified the children's motor function using the GMFCS E & R and parents used the Brazilian Portuguese version of the GMFCS Family Report Questionnaire. Intra- and inter-rater reliability was obtained through percentage agreement and Cohen's unweighted Kappa statistics (k. The Chi-square test was used to identify significant differences in the classification of parents and therapists. RESULTS: Almost perfect agreement was reached between the therapists [K=0.90 (95% confidence interval 0.83-0.97] and intra-raters (therapists with K=1.00 [95% confidence interval (1.00-1.00], p<0.001. Agreement between therapists and parents was substantial (k=0.716, confidence interval 0.596-0.836, though parents classify gross motor impairment more severely than therapists (p=0.04. CONCLUSIONS: The Portuguese version of the GMFCS E & R is reliable for use by parents and therapists. Parents tend to classify their children's limitations more severely, because they know their performance in different environments.

  9. Gross motor function in children with spastic Cerebral Palsy and Cerebral Visual Impairment: A comparison between outcomes of the original and the Cerebral Visual Impairment adapted Gross Motor Function Measure-88 (GMFM-88-CVI).

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    Salavati, M; Rameckers, E A A; Waninge, A; Krijnen, W P; Steenbergen, B; van der Schans, C P

    2017-01-01

    To investigate whether the adapted version of the Gross Motor Function Measure-88 (GMFM-88) for children with Cerebral Palsy (CP) and Cerebral Visual Impairment (CVI) results in higher scores. This is most likely to be a reflection of their gross motor function, however it may be the result of a better comprehension of the instruction of the adapted version. The scores of the original and adapted GMFM-88 were compared in the same group of children (n=21 boys and n=16 girls), mean (SD) age 113 (30) months with CP and CVI, within a time span of two weeks. A paediatric physical therapist familiar with the child assessed both tests in random order. The GMFCS level, mental development and age at testing were also collected. The Wilcoxon signed-rank test was used to compare two different measurements (the original and adapted GMFM-88) on a single sample, (the same child with CP and CVI; pchildren with CP and CVI showed a positive difference in percentage score on at least one of the five dimensions and positive percentage scores for the two versions differed on all five dimensions for fourteen children. For six children a difference was seen in four dimensions and in 10 children difference was present in three dimensions (GMFM dimension A, B& C or C, D & E) (pchildren with CP and CVI that is not adversely impacted bytheir visual problems. On the basis of these findings, we recommend using the adapted GMFM-88 to measure gross motor functioning in children with CP and CVI. Copyright © 2016 Elsevier Ltd. All rights reserved.

  10. 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…

  11. Protein Synthesis Inhibition Blocks Consolidation of an Acrobatic Motor Skill

    Science.gov (United States)

    Kaelin-Lang, Alain; Dichgans, Johannes; Schulz, Jorg B.; Luft, Andreas R.; Buitrago, Manuel M.

    2004-01-01

    To investigate whether motor skill learning depends on de novo protein synthesis, adult rats were trained in an acrobatic locomotor task (accelerating rotarod) for 7 d. Animals were systemically injected with cycloheximide (CHX, 0.5 mg/kg, i.p.) 1 h before sessions 1 and 2 or sessions 2 and 3. Control rats received vehicle injections before…

  12. 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…

  13. 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…

  14. Developmental Relations among Motor and Cognitive Processes and Mathematics Skills

    Science.gov (United States)

    Kim, Helyn; Duran, Chelsea A. K.; Cameron, Claire E.; Grissmer, David

    2018-01-01

    This study explored transactional associations among visuomotor integration, attention, fine motor coordination, and mathematics skills in a diverse sample of one hundred thirty-five 5-year-olds (kindergarteners) and one hundred nineteen 6-year-olds (first graders) in the United States who were followed over the course of 2 school years.…

  15. 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…

  16. Preliminary Validation of the Motor Skills Rating Scale

    Science.gov (United States)

    Cameron, Claire E.; Chen, Wei-Bing; Blodgett, Julia; Cottone, Elizabeth A.; Mashburn, Andrew J.; Brock, Laura L.; Grissmer, David

    2012-01-01

    This study examined psychometric properties of the Motor Skills Rating Scale (MSRS), a questionnaire designed for classroom teachers of children in early elementary school. Items were developed with the guidance of two occupational therapists, and factor structure was examined with an exploratory factor analysis (EFA). The resulting model showed…

  17. 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...

  18. Motor skills of first year students in Human Movement Studies ...

    African Journals Online (AJOL)

    should also be a clear distinction between movement activities as part of the formal academic programme and activities as part of an extra mural activity plan. Keywords: Motor skills; Movement; Physical development; First year students. South African Journal for Research in Sport, Physical Education and Recreation Vol.

  19. Language and motor skills in siblings of children with autism spectrum disorder: A meta-analytic review.

    Science.gov (United States)

    Garrido, Dunia; Petrova, Dafina; Watson, Linda R; Garcia-Retamero, Rocio; Carballo, Gloria

    2017-11-01

    Children with autism spectrum disorder (ASD) show significant linguistic and motor impairments compared to children with typical development (TD). Findings from studies of siblings of children with ASD show similarities to conclusions from studies of children with ASD. The current meta-analysis reviewed studies reporting linguistic and/or motor skills in siblings of children with ASD compared to siblings of children with TD. Thirty-four studies published between 1994 and 2016 met all inclusion criteria. We compared three different age groups (12 months or younger, 13 to 24 months, and 25 to 36 months). At 12 months, compared to siblings of children with TD, siblings of children with ASD had worse receptive language (d = -.43, 95% CI [-.53, -.33]) and expressive language skills (d = -.40, 95% CI [-.57, -.23]), and these effects were sustained at 24 and 36 months. Similar, albeit smaller differences in fine motor skills were detected at 12 months (d = -.22, 95% CI [-.39, -.04]), and these differences were larger at 36 months (d = -.36, 95% CI [-.54, -.17]). There were differences in gross motor skills at 12 months (d = -.22, 95% CI [-.40, -.04]), but only a few studies were available at later ages. Compared to siblings of children with TD, infants who have siblings with ASD have worse linguistic and motor skills. These differences are detectable as early as when infants are 12 months old and seem to be sustained until they are 3 years old. Differences in language skills are larger than those in motor skills, especially during the first year. Autism Res 2017, 10: 1737-1750. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. We reviewed studies reporting linguistic and/or motor skills in siblings of children with autism spectrum disorder (ASD) compared to those in siblings of children with typical development. The results showed that as a group, those infants who have siblings with ASD have less advanced linguistic and motor

  20. Motor skill learning, retention, and control deficits in Parkinson's disease.

    Directory of Open Access Journals (Sweden)

    Lisa Katharina Pendt

    Full Text Available Parkinson's disease, which affects the basal ganglia, is known to lead to various impairments of motor control. Since the basal ganglia have also been shown to be involved in learning processes, motor learning has frequently been investigated in this group of patients. However, results are still inconsistent, mainly due to skill levels and time scales of testing. To bridge across the time scale problem, the present study examined de novo skill learning over a long series of practice sessions that comprised early and late learning stages as well as retention. 19 non-demented, medicated, mild to moderate patients with Parkinson's disease and 19 healthy age and gender matched participants practiced a novel throwing task over five days in a virtual environment where timing of release was a critical element. Six patients and seven control participants came to an additional long-term retention testing after seven to nine months. Changes in task performance were analyzed by a method that differentiates between three components of motor learning prominent in different stages of learning: Tolerance, Noise and Covariation. In addition, kinematic analysis related the influence of skill levels as affected by the specific motor control deficits in Parkinson patients to the process of learning. As a result, patients showed similar learning in early and late stages compared to the control subjects. Differences occurred in short-term retention tests; patients' performance constantly decreased after breaks arising from poorer release timing. However, patients were able to overcome the initial timing problems within the course of each practice session and could further improve their throwing performance. Thus, results demonstrate the intact ability to learn a novel motor skill in non-demented, medicated patients with Parkinson's disease and indicate confounding effects of motor control deficits on retention performance.

  1. 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.

  2. Fundamental Motor Skill Proficiency of 6- to 9-Year-Old Singaporean Children.

    Science.gov (United States)

    Mukherjee, Swarup; Ting Jamie, Lye Ching; Fong, Leong Hin

    2017-06-01

    Fundamental movement proficiency (FMS) is most successfully acquired during early school years. This cross-sectional study assessed FMS proficiency in Singaporean children at the start of and following 2.5 years of primary school physical education (PE). Participants were 244 children from Primary 1 and 3 levels. Fundamental movement skills (FMS) were assessed with the Test of Gross Motor Development-Second Edition (TGMD-2) that includes locomotor (LOCO) and object control (OC) subtests. Most children were rated "average" and "below average" for LOCO skills but "poor" and "below average" for OC skills without significant gender differences on either subtest or overall FMS proficiency and without FMS mastery. These young Singaporean children failed to exhibit age-appropriate FMS proficiency despite early PE exposure, and they demonstrated lags in FMS compared with the TGMD-2 U.S. normative sample. We discuss implications for sports competence perception, difficulty in coping with later movement learning expectations and reduced later motivation to participate in PE and play. We also discuss implications for preschool and lower primary school PE curricula with a particular focus on both OC skills and LOCO skills requiring muscular fitness like hopping and jumping.

  3. Finger-Based Numerical Skills Link Fine Motor Skills to Numerical Development in Preschoolers.

    Science.gov (United States)

    Suggate, Sebastian; Stoeger, Heidrun; Fischer, Ursula

    2017-12-01

    Previous studies investigating the association between fine-motor skills (FMS) and mathematical skills have lacked specificity. In this study, we test whether an FMS link to numerical skills is due to the involvement of finger representations in early mathematics. We gave 81 pre-schoolers (mean age of 4 years, 9 months) a set of FMS measures and numerical tasks with and without a specific finger focus. Additionally, we used receptive vocabulary and chronological age as control measures. FMS linked more closely to finger-based than to nonfinger-based numerical skills even after accounting for the control variables. Moreover, the relationship between FMS and numerical skill was entirely mediated by finger-based numerical skills. We concluded that FMS are closely related to early numerical skill development through finger-based numerical counting that aids the acquisition of mathematical mental representations.

  4. 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...

  5. Influence of motor skills training on children's development evaluated in the Motor skills in PreSchool (MiPS) study-DK: study protocol for a randomized controlled trial, nested in a cohort study.

    Science.gov (United States)

    Hestbaek, Lise; Andersen, Sarah Thurøe; Skovgaard, Thomas; Olesen, Line Groenholt; Elmose, Mette; Bleses, Dorthe; Andersen, Simon Calmar; Lauridsen, Henrik Hein

    2017-08-29

    Good motor skills are considered important for children's physical, social, and psychological development, but the relationship is still poorly understood. Preschool age seems to be decisive for the development of motor skills and probably the most promising time-window in relation to preventive strategies based on improved motor skills. This research program has four overall aims: (1) investigation of the effect of a structured program aimed at improving motor skills in 3-6-year-old children on current and future motor skills, health, cognition, and wellbeing; (2) establish reference data on motor skills in 3-6-year-olds; (3) description of early development of musculoskeletal problems; and (4) establishment of a population-based cohort of 3-6-year-olds. Over a four-year period, all preschools in a Danish municipality, Svendborg, will implement a new program aimed at optimizing children's motor skills. By introducing the program into a subset of the preschools at onset and comparing these children to another subset (control) that will not receive the intervention the first three years, it is possible to document a potential effect of the intervention. At the same time, a cohort will be established including all children attending preschools in the municipality with extensive baseline data collection: gross and fine motor skills; movement patterns; musculoskeletal complaints; physical activity; anthropometry; general wellbeing; cognitive abilities; language status; medical history; demographic background; and more. The children are aged 3-6 years at baseline. A total of 1461 children have been invited into the cohort, 368 to the intervention arm and 359 to the control arm. Follow-up time for the trial is 2.5 years. The cohort is planned to run at least until the children leave school at age 15-16 years. Longer follow-up will depend on future funding. If the results of the trial are positive, the intervention can be implemented in other similar settings with

  6. Motor skills and functional characteristics of students of different somatotypes

    Directory of Open Access Journals (Sweden)

    M.M. Kolokoltsev

    2018-02-01

    Full Text Available He purpose of the article is to study correlation of motor and functional characteristics of students of different somatotypes. Material : it was examined first year students (n=577, 17-18 years old. All students were trained in discipline “Physical education”. It was carried out somatotyping. It was considered motor skills and functional characteristics of students. Results : it was determined the reliable differences in values of parameters of motor tests and functional characteristics of students’ organism. It is determined that by the end of the first year of study the positive dynamics is registered: in sthenics (in two of seven motor tests; in asthenics (in four tests. It wasn’t found the reliable positive changes in group of hypersthenics. Students of sthenic and asthenic somatotypes have higher functional reserves of cardiorespiratory system, than girls of hypersthenics somatotype. Conclusions: constitutional features of motor skills and functional parameters of students of different somatotypes allow to concretize provisions of methodology of planning the individual differentiated training in discipline Physical education.

  7. Does transcranial direct current stimulation affect the learning of a fine sequential hand motor skill with motor imagery?

    NARCIS (Netherlands)

    Sobierajewicz, Jagna; Jaskowski, Wojciech; van der Lubbe, Robert Henricus Johannes

    2017-01-01

    Learning a fine sequential hand motor skill, comparable to playing the piano or learning to type, improves not only due to physical practice, but also due to motor imagery. Previous studies revealed that transcranial direct current stimulation (tDCS) and motor imagery independently affect motor

  8. Development of the Correspondence between Real and Imagined Fine and Gross Motor Actions

    Science.gov (United States)

    Sachet, Alison B.; Frey, Scott H.; Jacobs, Stéphane; Taylor, Marjorie

    2016-01-01

    The development of the correspondence between real and imagined motor actions was investigated in 2 experiments. Experiment 1 evaluated whether children imagine body position judgments of fine motor actions in the same way as they perform them. Thirty-two 8-year-old children completed a task in which an object was presented in different…

  9. 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.

  10. 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…

  11. 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…

  12. The validity of parental reports on motor skills performance level in preschool children: a comparison with a standardized motor test.

    Science.gov (United States)

    Zysset, Annina E; Kakebeeke, Tanja H; Messerli-Bürgy, Nadine; Meyer, Andrea H; Stülb, Kerstin; Leeger-Aschmann, Claudia S; Schmutz, Einat A; Arhab, Amar; Ferrazzini, Valentina; Kriemler, Susi; Munsch, Simone; Puder, Jardena J; Jenni, Oskar G

    2018-05-01

    Motor skills are interrelated with essential domains of childhood such as cognitive and social development. Thus, the evaluation of motor skills and the identification of atypical or delayed motor development is crucial in pediatric practice (e.g., during well-child visits). Parental reports on motor skills may serve as possible indicators to decide whether further assessment of a child is necessary or not. We compared parental reports on fundamental motor skills performance level (e.g., hopping, throwing), based on questions frequently asked in pediatric practice, with a standardized motor test in 389 children (46.5% girls/53.5% boys, M age = 3.8 years, SD = 0.5, range 3.0-5.0 years) from the Swiss Preschoolers' Health Study (SPLASHY). Motor skills were examined using the Zurich Neuromotor Assessment 3-5 (ZNA3-5), and parents filled in an online questionnaire on fundamental motor skills performance level. The results showed that the answers from the parental report correlated only weakly with the objectively assessed motor skills (r = .225, p skills would be desirable, the parent's report used in this study was not a valid indicator for children's fundamental motor skills. Thus, we may recommend to objectively examine motor skills in clinical practice and not to exclusively rely on parental report. What is Known: • Early assessment of motor skills in preschool children is important because motor skills are essential for the engagement in social activities and the development of cognitive abilities. Atypical or delayed motor development can be an indicator for different developmental needs or disorders. • Pediatricians frequently ask parents about the motor competences of their child during well-child visits. What is New: • The parental report on fundamental motor skills performance level used in this study was not a reliable indicator for describing motor development in the preschool age. • Standardized examinations of motor skills are

  13. Counting on fine motor skills: links between preschool finger dexterity and numerical skills.

    Science.gov (United States)

    Fischer, Ursula; Suggate, Sebastian P; Schmirl, Judith; Stoeger, Heidrun

    2017-10-26

    Finger counting is widely considered an important step in children's early mathematical development. Presumably, children's ability to move their fingers during early counting experiences to aid number representation depends in part on their early fine motor skills (FMS). Specifically, FMS should link to children's procedural counting skills through consistent repetition of finger-counting procedures. Accordingly, we hypothesized that (a) FMS are linked to early counting skills, and (b) greater FMS relate to conceptual counting knowledge (e.g., cardinality, abstraction, order irrelevance) via procedural counting skills (i.e., one-one correspondence and correctness of verbal counting). Preschool children (N = 177) were administered measures of procedural counting skills, conceptual counting knowledge, FMS, and general cognitive skills along with parent questionnaires on home mathematics and fine motor environment. FMS correlated with procedural counting skills and conceptual counting knowledge after controlling for cognitive skills, chronological age, home mathematics and FMS environments. Moreover, the relationship between FMS and conceptual counting knowledge was mediated by procedural counting skills. Findings suggest that FMS play a role in early counting and therewith conceptual counting knowledge. © 2017 John Wiley & Sons Ltd.

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

    Science.gov (United States)

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

    2015-11-01

    This review aims to give an overview of studies providing evidence for a relationship between motor and cognitive skills in typically developing children. A systematic review. PubMed, Web of Science, and PsychINFO were searched for relevant articles. A total of 21 articles were included in this study. Methodological quality was independently assessed by two reviewers. Motor and cognitive skills were divided into six categories. There was either no correlation in the literature, or insufficient evidence for or against many correlations between motor skills and cognitive skills. However, weak-to-strong evidence was found for some correlations between underlying categories of motor and cognitive skills, including complex motor skills and higher order cognitive skills. Furthermore, a stronger relationship between underlying categories of motor and cognitive skills was found in pre-pubertal children compared to pubertal children (older than 13 years). Weak-to-strong relations were found between some motor and cognitive skills. The results suggest that complex motor intervention programs can be used to stimulate both motor and higher order cognitive skills in pre-pubertal children. Copyright © 2014 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  15. The Computerized Perceptual Motor Skills Assessment: A new visual perceptual motor skills evaluation tool for children in early elementary grades.

    Science.gov (United States)

    Howe, Tsu-Hsin; Chen, Hao-Ling; Lee, Candy Chieh; Chen, Ying-Dar; Wang, Tien-Ni

    2017-10-01

    Visual perceptual motor skills have been proposed as underlying courses of handwriting difficulties. However, there is no evaluation tool currently available to assess these skills comprehensively and to serve as a sensitive measure. The purpose of this study was to validate the Computerized Perceptual Motor Skills Assessment (CPMSA), a newly developed evaluation tool for children in early elementary grades. Its test-retest reliability, concurrent validity, discriminant validity, and responsiveness were examined in 43 typically developing children and 26 children with handwriting difficulty. The CPMSA demonstrated excellent reliability across all subtests with intra-class correlation coefficients (ICCs)≥0.80. Significant moderate correlations between the domains of the CPMSA and corresponding gold standards including Beery VMI, the TVPS-3, and the eye-hand coordination subtest of the DTVP-2 demonstrated good concurrent validity. In addition, the CPMSA showed evidence of discriminant validity in samples of children with and without handwriting difficulty. This article provides evidence in support of the CPMSA. The CPMSA is a reliable, valid, and promising measure of visual perceptual motor skills for children in early elementary grades. Directions for future study and improvements to the assessment are discussed. Copyright © 2017. Published by Elsevier Ltd.

  16. Fine motor skills in children with prenatal alcohol exposure or fetal alcohol spectrum disorder.

    Science.gov (United States)

    Doney, Robyn; Lucas, Barbara R; Jones, Taryn; Howat, Peter; Sauer, Kay; Elliott, Elizabeth J

    2014-01-01

    Prenatal alcohol exposure (PAE) can cause fetal alcohol spectrum disorders (FASD) and associated neurodevelopmental impairments. It is uncertain which types of fine motor skills are most likely to be affected after PAE or which assessment tools are most appropriate to use in FASD diagnostic assessments. This systematic review examined which types of fine motor skills are impaired in children with PAE or FASD; which fine motor assessments are appropriate for FASD diagnosis; and whether fine motor impairments are evident at both "low" and "high" PAE levels. A systematic review of relevant databases was undertaken using key terms. Relevant studies were extracted using a standardized form, and methodological quality was rated using a critical appraisal tool. Twenty-four studies met inclusion criteria. Complex fine motor skills, such as visual-motor integration, were more frequently impaired than basic fine motor skills, such as grip strength. Assessment tools that specifically assessed fine motor skills more consistently identified impairments than those which assessed fine motor skills as part of a generalized neurodevelopmental assessment. Fine motor impairments were associated with "moderate" to "high" PAE levels. Few studies reported fine motor skills of children with "low" PAE levels, so the effect of lower PAE levels on fine motor skills remains uncertain. Comprehensive assessment of a range of fine motor skills in children with PAE is important to ensure an accurate FASD diagnosis and develop appropriate therapeutic interventions for children with PAE-related fine motor impairments.

  17. The Relationship Between Perceptual Motor Skills and Attention

    Directory of Open Access Journals (Sweden)

    Vanessa de Sousa

    Full Text Available Abstract: Although the relationship between perceptual motor skills and attention is reported in the literature, few studies have empirically explored this association. Thus, the objective of this study was to investigate the relationship between these constructs, using the Bender-Gestalt Test: Gradual Scoring System (B-SPG and the Psychological Battery for Attention Assessment (BPA. The participants were 320 children from four public schools in a city located in the South of the state of Minas Gerais, with ages ranging from seven to 10 years (M = 8.39, SD = 1.10 and 196 (55.9 % female. The results showed negative, moderate and significant correlations between the total scores of the instruments, indicating the relationship between the constructs. Although the data has confirmed the existence of a relationship between perceptual motor skills and attention, further studies with samples from other regions are necessary.

  18. Developmental Relations Among Motor and Cognitive Processes and Mathematics Skills.

    Science.gov (United States)

    Kim, Helyn; Duran, Chelsea A K; Cameron, Claire E; Grissmer, David

    2018-03-01

    This study explored transactional associations among visuomotor integration, attention, fine motor coordination, and mathematics skills in a diverse sample of one hundred thirty-five 5-year-olds (kindergarteners) and one hundred nineteen 6-year-olds (first graders) in the United States who were followed over the course of 2 school years. Associations were dynamic, with more reciprocal transactions occurring in kindergarten than in the later grades. Specifically, visuomotor integration and mathematics exhibited ongoing reciprocity in kindergarten and first grade, attention contributed to mathematics in kindergarten and first grade, mathematics contributed to attention across the kindergarten year only, and fine motor coordination contributed to mathematics indirectly, through visuomotor integration, across kindergarten and first grade. Implications of examining the hierarchical interrelations among processes underlying the development of children's mathematics skills are discussed. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

  19. Drama for children with special needs (motor skill development)

    OpenAIRE

    Cameron, Fiona

    1991-01-01

    During placement in secondary schools, the author notice a general lack of confidence in the ability to use movement. Many of these "Clumsy Children" expressed difficulties with reading and writing and in the area of Mathematics. Was there a connection between under-developed motor skills and general academic and social behaviour? Primary 1-3 are structured around "learning by doing". After that the work changes to more cognitive based learning and more classroom structure. If the children do...

  20. 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.

  1. 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.

  2. Coordination Motor Skills of Military Pilots Subjected to Survival Training.

    Science.gov (United States)

    Tomczak, Andrzej

    2015-09-01

    Survival training of military pilots in the Polish Army gains significance because polish pilots have taken part in more and more military missions. Prolonged exercise of moderate intensity with restricted sleep or sleep deprivation is known to deteriorate performance. The aim of the study was thus to determine the effects of a strenuous 36-hour exercise with restricted sleep on selected motor coordination and psychomotor indices. Thirteen military pilots aged 30-56 years were examined twice: pretraining and posttraining. The following tests were applied: running motor adjustment (15-m sprint, 3 × 5-m shuttle run, 15-m slalom, and 15-m squat), divided attention, dynamic body balance, handgrip strength differentiation. Survival training resulted in significant decreases in maximum handgrip strength (from 672 to 630 N), corrected 50% max handgrip (from 427 to 367 N), error 50% max (from 26 to 17%), 15-m sprint (from 5.01 to 4.64 m·s), and 15-m squat (2.20 to 1.98 m·s). The training improvements took place in divided attention test (from 48.2 to 57.2%). The survival training applied to pilots only moderately affected some of their motor adjustment skills, the divided attention, and dynamic body balance remaining unaffected or even improved. Further studies aimed at designing a set of tests for coordination motor skills and of soldiers' capacity to fight for survival under conditions of isolation are needed.

  3. [Breastfeeding, gross motor development and obesity, is there any causal association?

    Science.gov (United States)

    Weisstaub N, Gerardo; Schonhaut B, Luisa; Salazar R, Gabriela

    2017-01-01

    Childhood obesity is the main nutritional and public health problem in Chile, being the principal causes, the increase in energy dense foods and the decline of physical activity. Interventions to prevent obesity at infancy are focused mainly in improving quality and quantity of dietary intake, without taking into account physical activity, which is expressed under two years of age, mainly by motor development. Some studies have proven that motor development at early age, may influence the ability to perform physical activity. Thus, infants scoring a lower motor development may have a greater risk of becoming obese. It isn’t know if childhood obesity causes lower motor development (given that children may have greater difficulty to move), or on the contrary, it is the lower ability to move, which increases the obesity risk. The objective of this manuscriptis analize the evidence regards the relation between breastfeeding, motor development and obesity in the childhood.To be able to understand this asocation and casual mecanism, it is important to develop stategys focused in early infancy to promote breastfeeding, healthy eating and early stimulation, starting in pediatric office.

  4. Context-dependent decay of motor memories during skill acquisition.

    Science.gov (United States)

    Ingram, James N; Flanagan, J Randall; Wolpert, Daniel M

    2013-06-17

    Current models of motor learning posit that skill acquisition involves both the formation and decay of multiple motor memories that can be engaged in different contexts. Memory formation is assumed to be context dependent, so that errors most strongly update motor memories associated with the current context. In contrast, memory decay is assumed to be context independent, so that movement in any context leads to uniform decay across all contexts. We demonstrate that for both object manipulation and force-field adaptation, contrary to previous models, memory decay is highly context dependent. We show that the decay of memory associated with a given context is greatest for movements made in that context, with more distant contexts showing markedly reduced decay. Thus, both memory formation and decay are strongest for the current context. We propose that this apparently paradoxical organization provides a mechanism for optimizing performance. While memory decay tends to reduce force output, memory formation can correct for any errors that arise, allowing the motor system to regulate force output so as to both minimize errors and avoid unnecessary energy expenditure. The motor commands for any given context thus result from a balance between memory formation and decay, while memories for other contexts are preserved. Copyright © 2013 Elsevier Ltd. All rights reserved.

  5. Longitudinal evaluation of fine motor skills in children with leukemia.

    Science.gov (United States)

    Hockenberry, Marilyn; Krull, Kevin; Moore, Ki; Gregurich, Mary Ann; Casey, Marissa E; Kaemingk, Kris

    2007-08-01

    Improved survival for children with acute lymphocytic leukemia (ALL) has allowed investigators to focus on the adverse or side effects of treatment and to develop interventions that promote cure while decreasing the long-term effects of therapy. Although much attention has been given to the significant neurocognitive sequelae that can occur after ALL therapy, limited investigation is found addressing fine motor function in these children and motor function that may contribute to neurocognitive deficits in ALL survivors. Fine motor and sensory-perceptual performances were examined in 82 children with ALL within 6-months of diagnosis and annually for 2 years (year 1 and year 2, respectively) during therapy. Purdue Pegboard assessments indicated significant slowing of fine motor speed and dexterity for the dominant hand, nondominant hand, and both hands simultaneously for children in this study. Mean Visual-Motor Integration (VMI) scores for children with low-risk and high-risk ALL decreased from the first evaluation to year 1 and again at year 2. Mean VMI scores for children with standard risk ALL increased from the first evaluation to year 1 and then decreased at year 2. Significant positive correlations were found between the Purdue and the VMI at both year 1 and year 2, suggesting that the Pegboard performance consistently predicts the later decline in visual-motor integration. Significant correlations were found between the Purdue Pegboard at baseline and the Performance IQ during year 1, though less consistently during year 2. A similar pattern was also observed between the baseline Pegboard performance and performance on the Coding and Symbol Search subtests during year 1 and year 2. In this study, children with ALL experienced significant and persistent visual-motor problems throughout therapy. These problems continued during the first and second years of treatment. These basic processing skills are necessary to the development of higher-level cognitive

  6. Effects of Individual and School-Level Characteristics on a Child’s Gross Motor Coordination Development

    Directory of Open Access Journals (Sweden)

    Raquel Chaves

    2015-07-01

    Full Text Available The aim of this study was to identify child and school-level characteristics that explained inter-individual differences in gross motor coordination (GMC. Participants (n = 390, recruited from 18 Portuguese primary schools, were aged 6 to 10 years of age. Birth weight, body fat (BF, physical activity (PA, physical fitness (PF and GMC were assessed. School size, setting, infrastructure and physical education classes were considered as school context markers. A multilevel modeling approach was used to identify hierarchical effects (child and school levels. It was found that children-level variables (sex, PF, and BF significantly explained 63% of the 90% variance fraction at the individual level; boys outperformed girls (p < 0.05, individuals with higher BF were less coordinated (p < 0.05, and those with higher PF were more coordinated (p < 0.05. School-variables (e.g. school size and playing surface explained 84% of the 10% variation fraction. These findings confirm the roles of sex, PFS and BF. Interestingly they also suggest that the school environment plays a minor but significant role in GMC development. However, it is important to stress that the school context and conditions can also play an important role in a child’s motor development, providing adequate and enriching motor opportunities.

  7. Motor skill delays in pre-school children with leukemia one year after treatment: Hematopoietic stem cell transplantation therapy as an important risk factor.

    Science.gov (United States)

    Taverna, Livia; Tremolada, Marta; Bonichini, Sabrina; Tosetto, Barbara; Basso, Giuseppe; Messina, Chiara; Pillon, Marta

    2017-01-01

    CNS-directed therapies for the treatment of leukemia can adversely affect the acquisition of new skills, such as reading/writing and math. Two years after the end of treatments, children show gross and fine motor skill delays that may persist even when patients are considered healed. The goal of the present study was to assess motor skills difficulties in pre-school children with leukemia one year after treatment. Particular attention has been paid to those patients who had undergone Hematopoietic Stem Cell Transplantation (HSCT) and to the relationship between motor delays and age bands. Participants were 60 children (median age of 5; inter quartile range: 3.07-5.76), including 31 females and 29 males, 91.7% of them were affected by acute lymphoblastic leukemia (ALL), and 8.3% by acute myeloid leukemia (AML). Five children had undergone HCST. Parents were interviewed by Vineland Adaptive Behavior Scales (VABS) on children's motor skills and filled in the Italian Temperament Questionnaire (QUIT). VABS's total scores were converted into equivalent mental age scores (EMA). A score difference of at least three months between current age and equivalent mental age was considered a developmental delay. Non-parametric analyses were run to understand if HSCT treatment and a specific age band influence children's motor skills. Significant delays were found in global motor skills (56.7%) as well as in fine and gross motor domains. Mann Whitney U tests showed that children with HSCT were reported to have lower gross motor mean ranks (U = 62; p = 0.004; Mean rank = 15.40) than peers without HSCT (Mean rank = 31.87) and lower mean rank values on motor temperament scale (U = 9; p = 0.003; HSCT Mean rank = 4.75 versus no HSCT Mean rank = 27.81). Kruskal Wallis' tests identified the high risk treatment showing that HSCT experience negatively impacted the motor skills and temperamental motor activity of pre-school children one year after the diagnosis of leukemia.

  8. Motor skill delays in pre-school children with leukemia one year after treatment: Hematopoietic stem cell transplantation therapy as an important risk factor.

    Directory of Open Access Journals (Sweden)

    Livia Taverna

    Full Text Available CNS-directed therapies for the treatment of leukemia can adversely affect the acquisition of new skills, such as reading/writing and math. Two years after the end of treatments, children show gross and fine motor skill delays that may persist even when patients are considered healed. The goal of the present study was to assess motor skills difficulties in pre-school children with leukemia one year after treatment. Particular attention has been paid to those patients who had undergone Hematopoietic Stem Cell Transplantation (HSCT and to the relationship between motor delays and age bands. Participants were 60 children (median age of 5; inter quartile range: 3.07-5.76, including 31 females and 29 males, 91.7% of them were affected by acute lymphoblastic leukemia (ALL, and 8.3% by acute myeloid leukemia (AML. Five children had undergone HCST. Parents were interviewed by Vineland Adaptive Behavior Scales (VABS on children's motor skills and filled in the Italian Temperament Questionnaire (QUIT. VABS's total scores were converted into equivalent mental age scores (EMA. A score difference of at least three months between current age and equivalent mental age was considered a developmental delay. Non-parametric analyses were run to understand if HSCT treatment and a specific age band influence children's motor skills. Significant delays were found in global motor skills (56.7% as well as in fine and gross motor domains. Mann Whitney U tests showed that children with HSCT were reported to have lower gross motor mean ranks (U = 62; p = 0.004; Mean rank = 15.40 than peers without HSCT (Mean rank = 31.87 and lower mean rank values on motor temperament scale (U = 9; p = 0.003; HSCT Mean rank = 4.75 versus no HSCT Mean rank = 27.81. Kruskal Wallis' tests identified the high risk treatment showing that HSCT experience negatively impacted the motor skills and temperamental motor activity of pre-school children one year after the diagnosis of leukemia.

  9. Motor skill delays in pre-school children with leukemia one year after treatment: Hematopoietic stem cell transplantation therapy as an important risk factor

    Science.gov (United States)

    Bonichini, Sabrina; Tosetto, Barbara; Basso, Giuseppe; Messina, Chiara; Pillon, Marta

    2017-01-01

    CNS-directed therapies for the treatment of leukemia can adversely affect the acquisition of new skills, such as reading/writing and math. Two years after the end of treatments, children show gross and fine motor skill delays that may persist even when patients are considered healed. The goal of the present study was to assess motor skills difficulties in pre-school children with leukemia one year after treatment. Particular attention has been paid to those patients who had undergone Hematopoietic Stem Cell Transplantation (HSCT) and to the relationship between motor delays and age bands. Participants were 60 children (median age of 5; inter quartile range: 3.07–5.76), including 31 females and 29 males, 91.7% of them were affected by acute lymphoblastic leukemia (ALL), and 8.3% by acute myeloid leukemia (AML). Five children had undergone HCST. Parents were interviewed by Vineland Adaptive Behavior Scales (VABS) on children’s motor skills and filled in the Italian Temperament Questionnaire (QUIT). VABS’s total scores were converted into equivalent mental age scores (EMA). A score difference of at least three months between current age and equivalent mental age was considered a developmental delay. Non-parametric analyses were run to understand if HSCT treatment and a specific age band influence children’s motor skills. Significant delays were found in global motor skills (56.7%) as well as in fine and gross motor domains. Mann Whitney U tests showed that children with HSCT were reported to have lower gross motor mean ranks (U = 62; p = 0.004; Mean rank = 15.40) than peers without HSCT (Mean rank = 31.87) and lower mean rank values on motor temperament scale (U = 9; p = 0.003; HSCT Mean rank = 4.75 versus no HSCT Mean rank = 27.81). Kruskal Wallis’ tests identified the high risk treatment showing that HSCT experience negatively impacted the motor skills and temperamental motor activity of pre-school children one year after the diagnosis of leukemia. PMID

  10. Prospective associations between measures of gross and fine motor coordination in infants and objectively measured physical activity and sedentary behavior in childhood.

    Science.gov (United States)

    Sánchez, Guillermo F López; Williams, Genevieve; Aggio, Daniel; Vicinanza, Domenico; Stubbs, Brendon; Kerr, Catherine; Johnstone, James; Roberts, Justin; Smith, Lee

    2017-11-01

    One important determinant of childhood physical activity and sedentary behavior may be that of motor development in infancy. The present analyses aimed to investigate whether gross and fine motor delays in infants were associated with objective and self-reported activity in childhood. Data were from the UK Millennium Cohort Study, a prospective cohort study, involving UK children born on or around the millennium (September 2000 and January 2002). When children were 9 months old, parents reported children's fine and gross motor-coordination, and at 7 years, sports club attendance and daily TV viewing time. Children's physical activity was measured using accelerometers at 7 years. Adjusted regression models were used to examine associations between delayed motor development and accelerometry measured moderate-to-vigorous physical activity and sedentary behavior, and parent-reported sport club attendance and TV viewing time. In this sample (n = 13,021), gross motor delay in infancy was associated with less time in moderate-to-vigorous physical activity (B -5.0 95% confidence interval [CI] -6.8, -3.2) and more time sedentary (B 13.5 95% CI 9.3, 17.8) in childhood. Gross and fine motor delays during infancy were associated with a reduced risk of having high attendance at sports clubs in childhood (both relative risk [RR] 0.7, 95% CI 0.6, 0.9). Fine motor delays, but not gross delays, were also associated with an increased risk of having high TV viewing time (RR 1.3 95% CI 1.0, 1.6). Findings from the present study suggest that delays in motor development in infancy are associated with physical activity and sedentary time in childhood.

  11. Hippocampal EEG and behaviour in dog. I. Hippocampal EEG correlates of gross motor behaviour

    NARCIS (Netherlands)

    Arnolds, D.E.A.T.; Lopes da Silva, F.H.; Aitink, J.W.; Kamp, A.

    It was shown that rewarding spectral shifts (i.e. increase in amplitude or peak frequency of the hippocampal EEG) causes a solitary dog to show increased motor behaviour. Rewarded spectral shifts concurred with a variety of behavioural transitions. It was found that statistically significant

  12. Risk Factors for Gross Motor Dysfunction in Infants with Congenital Heart Disease

    Science.gov (United States)

    Long, Suzanne H.; Eldridge, Bev J.; Galea, Mary P.; Harris, Susan R.

    2011-01-01

    Infants with congenital heart disease (CHD) that is severe enough to require early surgery are at risk for cognitive and motor delays, as well as musculoskeletal impairments, and are best managed by an interdisciplinary team during their hospital stay and after discharge. The purpose of this article is to review some of the risk factors associated…

  13. 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.

  14. 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

  15. A study of the effect of training pregnant women about attachment skills on infants’ motor development indices at birth to four months

    Directory of Open Access Journals (Sweden)

    Akram Dokuhaki

    2017-06-01

    Full Text Available Background. During pregnancy fetus-maternal attachment can improve maternal-fetal attachment, and have positive effects on the infant’s growth and development. Objectives. This study aimed to investigate the effect of training pregnant mothers about attachment skills on infants’ motor development indices at birth to four months. Material and methods. This study is a clinical trial with convenient sampling on 190 pregnant women in Hafez hospital. They were randomly divided into two groups: intervention and control. There were 94 and 96 patients in the control and intervention groups, respectively. In the intervention group, 6 sessions of 90-minute educational classes were held. After birth, the infants were compared, in both groups, in terms of motor status using the Denver questionnaire at birth to the age of 4 months. Results . In the intervention group, educating the women on fetal-maternal attachment skills was associated with infants’ earlier achievement age in terms of some gross motor, all fields of speech-language, and one item of fine-adaptive motor realms. In addition, the infants’ age was significantly reduced in achieving some personal-social items, as well as gross-fine scope at one and three months. Conclusions . Training the mothers in attachment skills increased fetal-maternal attachment and improved the motor development indicators in infants aged up to four months. Therefore, training in attachment skills is recommended to be given as a component of routine pregnancy care.

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

    Science.gov (United States)

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

    2009-02-01

    This study investigated early androgen influence on the development of human motor and visuomotor characteristics. Participants, ages 12-45 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 which females generally outperform males. Physical characteristics (height and weight) were measured to explore whether body parameters could explain differences in motor skills. Females with CAH were stronger and showed better targeting than unaffected females and showed reduced fine visuomotor skill on one pegboard measure, with no difference on the other. Males with CAH were weaker than unaffected males in grip strength but did not differ on the targeting or pegboard measures. Correction for body size could not explain the findings for females, but suggests that the reduced strength of males with CAH may relate to their smaller stature. Further, the targeting advantage in females with CAH persisted following adjustment for their greater strength. Results in females support the hypothesis that androgen may masculinize, or promote, certain motor characteristics at which males excel, and contribute to defeminization of certain fine motor characteristics at which females excel. Thus, these data suggest that organizational effects of androgens on behavior during prenatal life may extend to motor characteristics and may contribute to general sex differences in motor-related behaviors; however, alternative explanations based on activational influences of androgen or altered experiential factors cannot be excluded without further study.

  17. 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

    Declines in the ability to learn motor skills in older adults are commonly attributed to deficits in the encoding of sensorimotor information during motor practice. We investigated whether aging also impairs motor memory consolidation by assessing the susceptibility to memory interference and off...... 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......-related declines in motor skill learning are not produced exclusively by deficits in the encoding of sensorimotor information during practice. Aging also increases the susceptibility to memory interference and reduces off-line gains in motor skill learning after practice....

  18. Fundamental motor skills: A systematic review of terminology.

    Science.gov (United States)

    Logan, Samuel W; Ross, Samantha M; Chee, Keanu; Stodden, David F; Robinson, Leah E

    2018-04-01

    The three aims of this systematic review are to describe: (1) use of the term fundamental motor/movement skills (FMS) in published articles; (2) the quality of definitions; and (3) relative use of process- and product- oriented assessments to measure FMS. The inclusion criteria included: (a) peer-reviewed article, (b) printed in English, (c) published between January 2000 and 31 December 2015, (d) presence of either the term "fundamental motor or movement skill" in the title and/or abstract, and (e) FMS were a measured outcome. There has been an increase in the number of publications on FMS in recent years, with the majority of studies conducted in Australia (n = 41, 33%). Approximately 24% of studies (n = 30) did not provide any explicit definition of FMS. A majority of studies reported the use of process-oriented measures (n = 98, 79%) compared to product-oriented measures (n = 23, 19%), and few studies used both (n = 6, 5%). We recommend that researchers provide: (1) an operational definition of FMS that states FMS are the "building blocks" (or similar terminology) of more advanced, complex movements; (2) specific categories of skills that compose FMS; and (3) at least one specific example of a FMS.

  19. Reliability of the Brazilian Portuguese version of the Gross Motor Function Measure in children with cerebral palsy

    Science.gov (United States)

    Almeida, Kênnea M.; Albuquerque, Karolina A.; Ferreira, Marina L.; Aguiar, Stéphany K. B.; Mancini, Marisa C.

    2016-01-01

    OBJECTIVE: To test the intra- and interrater reliability of the Brazilian Portuguese version of the 66-item Gross Motor Function Measure (GMFM-66). METHOD: The sample included 48 children with cerebral palsy (CP), ranging from 2-17 years old, classified at levels I to IV of the Gross Motor Function Classification System (GMFCS) and four child rehabilitation examiners. A main examiner evaluated all children using the GMFM-66 and video-recorded the assessments. The other examiners watched the video recordings and scored them independently for the assessment of interrater reliability. For the intrarater reliability evaluation, the main examiner watched the video recordings one month after the evaluation and re-scored each child. We calculated reliability by using intraclass correlation coefficients (ICC) with their respective 95% confidence intervals. RESULTS: Excellent test reliability was documented. The intrarater reliability of the total sample was ICC=0.99 (95% CI 0.98-0.99), and the interrater reliability was ICC=0.97 (95% CI 0.95-0.98). The reliability across GMFCS levels ranged from ICC=0.92 (95% CI 0.72-0.98) to ICC=0.99 (95% CI 0.99-0.99); the lowest value was the interrater reliability for the GMFCS IV group. Reliability in the five GMFM dimensions varied from ICC=0.95 (95% CI 0.93-0.97) to ICC=0.99 (95% CI 0.99-0.99). CONCLUSION: The Brazilian Portuguese version of the GMFM-66 showed excellent intra- and interrater reliability when used in Brazilian children with CP levels GMFCS I to IV. PMID:26786081

  20. Cognitive and Developmental Influences in Visual-Motor Integration Skills in Young Children

    Science.gov (United States)

    Decker, Scott L.; Englund, Julia A.; Carboni, Jessica A.; Brooks, Janell H.

    2011-01-01

    Measures of visual-motor integration skills continue to be widely used in psychological assessments with children. However, the construct validity of many visual-motor integration measures remains unclear. In this study, we investigated the relative contributions of maturation and cognitive skills to the development of visual-motor integration…

  1. Evaluating the importance of social motor synchronization and motor skill for understanding autism.

    Science.gov (United States)

    Fitzpatrick, Paula; Romero, Veronica; Amaral, Joseph L; Duncan, Amie; Barnard, Holly; Richardson, Michael J; Schmidt, R C

    2017-10-01

    Impairments in social interaction and communicating with others are core features of autism spectrum disorder (ASD), but the specific processes underlying such social competence impairments are not well understood. An important key for increasing our understanding of ASD-specific social deficits may lie with the social motor synchronization that takes place when we implicitly coordinate our bodies with others. Here, we tested whether dynamical measures of synchronization differentiate children with ASD from controls and further explored the relationships between synchronization ability and motor control problems. We found (a) that children with ASD exhibited different and less stable patterns of social synchronization ability than controls; (b) children with ASD performed motor movements that were slower and more variable in both spacing and timing; and (c) some social synchronization that involved motor timing was related to motor ability but less rhythmic synchronization was not. These findings raise the possibility that objective dynamical measures of synchronization ability and motor skill could provide new insights into understanding the social deficits in ASD that could ultimately aid clinical diagnosis and prognosis. Autism Res 2017, 10: 1687-1699. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.

  2. 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.

  3. 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

    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

  4. Hemispheric surgery for refractory epilepsy in children and adolescents: outcome regarding seizures, motor skills and adaptive function.

    Science.gov (United States)

    Hamad, Ana Paula; Caboclo, Luís Otávio; Centeno, Ricardo; Costa, Livia Vianez; Ladeia-Frota, Carol; Junior, Henrique Carrete; Gomez, Nicolas Garofalo; Marinho, Murilo; Yacubian, Elza Márcia Targas; Sakamoto, Américo Ceiki

    2013-11-01

    The aim of the study was to report the seizure outcome, motor skills and adaptive motor functions in a series of children and adolescents who underwent hemispheric surgery, analysing the risk-benefits of surgery. The clinical course, seizure and motor function outcomes of 15 patients who underwent hemispheric surgery were reviewed. The mean age at surgery was 9.5, with 1-9 years follow-up. The underlying pathologies were Rasmussen encephalitis, vascular disorders, and hemimegalencephaly. All the patients presented with severe epilepsy and different degrees of hemiparesis, although motor functionality was preserved in 80% of the patients. At last follow-up, 67% were seizure free, and 20% rarely experienced seizures. Antiepileptic drugs were reduced in 60%, and complete withdrawal from such drugs was successful in 20% of the patients. The motor outcome following the surgery varied between the patients. Despite the motor deficit after surgery, the post-operative motor function showed unchanged for gross motor function in most (60%), while 27% improved. Similar results were obtained for the ability to handle objects in daily life activities. Sixty percent of the children were capable of handling objects, with somewhat reduced coordination and/or motor speed. Pre-surgical motor function continues to play a role in the pre-surgical evaluation process in order to provide a baseline for outcome. Hemispheric surgery, once regarded as a radical intervention and last treatment resource, may become routinely indicated for refractory hemispheric epilepsy in children and adolescents, with oftentime favourable motor outcomes. Copyright © 2013 British Epilepsy Association. Published by Elsevier Ltd. All rights reserved.

  5. 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...

  6. 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

    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......-referenced classification of MS, the Danish sample distribution was significantly well for aiming and catching but poorer for the motor coordination test.The total sample and the least active children were most active on weekdays, during preschool time and in the late afternoon at the weekend. However, a relatively larger...... 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...

  7. 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…

  8. Amount of kinematic feedback affects learning of speech motor skills.

    Science.gov (United States)

    Ballard, Kirrie J; Smith, Heather D; Paramatmuni, Divija; McCabe, Patricia; Theodoros, Deborah G; Murdoch, Bruce E

    2012-01-01

    Knowledge of Performance (KP) feedback, such as biofeedback or kinematic feedback, is used to provide information on the nature and quality of movement responses for the purpose of guiding active learning or rehabilitation of motor skills. It has been proposed that KP feedback may interfere with long-term learning when provided throughout training. Here, twelve healthy English-speaking adults were trained to produce a trilled Russian [r] in words with KP kinematic feedback using electropalatography (EPG) and without KP (noKP). Five one-hour training sessions were provided over one week with testing pretraining and one day and one week posttraining. No group differences were found at pretraining or one day post training for production accuracy. A group by time interaction supported the hypothesis that providing kinematic feedback continually during skill acquisition interferes with retention.

  9. RELATION BETWEEN LATENT SPECIFIC MOTOR ABILITIES AND SITUATION MOTOR SKILLS WITH VOLLEYBALL PLAYERS AGED FROM 16 TO 17

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    Rabit Veseli

    2015-05-01

    Full Text Available The game of volleyball with its dynamic character is present in the world of the sport with permanent development and growing popularity and fans. Volleyball is part of a pollystructural complex sports activities. It is performed on a ground of a relatively small size (18 x 9 meters and is a kind of game that requires of players a high level of advanced motoric abilities (speed, strength, endurance, a fast rate of visual reaction, explosivity, as well as specific motoric skills (precision etc.. Scientific conclusion as well as the growing number of conducted researches in the very game, have a real contribution to its modern development and level of popularity. Situation-motoric skills make a significant dimension in the structure of volleyball game. The subject of the research is specific-motoric abilities and situation-motoric skills of 52 volleyball players aged from 16 to 17. The basic goal of the research is to establish the effect of specific-motoric abilities on situation-motoric skills of volleyball players in latent space. In order to assess the specific-motoric abilities 9 tests are used, and to assess the situation-motoric skills 3 precision tests are used. The results obtained from the 12 applied tests are worked out through the basic statistic parameters. Through component factor analysis 3 latent specific-motoric dimensions are isolated as well as one situation-motoric dimension. By regressive analysis there is established a low but statistically significant relation between the criterion and predictor latent dimensions. That confirms the dependence and relation between the specific-motoric abilities and situation-motoric skills. Researches in the fi eld of similar questions have been conducted by the following authors: Jurko et al., 2013 and Nešić, et al., 2011.

  10. 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 skills have greater social communicative skill deficits. How this relationship exists behaviorally, needs to be explored further.

  11. ANTROPOMETRIC CHARACTERISTICS AND MOTOR SKILLS OF YOUNG MONTENEGRO BASKETBALL PLAYERS

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    Milovan Ljubojević

    2012-09-01

    Full Text Available Testing and measurement in basketball is basically supposed to help in the initial evaluation and interpretation of features and capabilities of players that are important for their activity. The main objective of testing is the possibility of obtaining information about the three general indicators in basketball practice, namely: the level of current results in certain ability, the pace of results improvement in the ability and stability of the results in tests of ability. For this purpose, testing and measurement of young basketball players, members of the Montenegro under-18 team, was carried out. The aim of this paper is to present the basic features and capabilities of young basketball players of Montenegro and their comparison with some other teams. Variables from anthropometry space were measured: body height, arm span, reach height, body mass. Motor skills were observed by variables: the last squat, thrust from a flat bench, rear thrust, lying-sitting for 30 seconds, sargent test, long jump, 20 yard test, kamikaze, špagat, sitting bow. Based on the processed results it can be concluded that the motor skills of our young players, tested in this study, are at the level of the young players of other representations. The results will be of great help to coaches who work with these players.

  12. Toward Personalized Vibrotactile Support When Learning Motor Skills

    Directory of Open Access Journals (Sweden)

    Olga C. Santos

    2017-01-01

    Full Text Available Personal tracking technologies allow sensing of the physical activity carried out by people. Data flows collected with these sensors are calling for big data techniques to support data collection, integration and analysis, aimed to provide personalized support when learning motor skills through varied multisensorial feedback. In particular, this paper focuses on vibrotactile feedback as it can take advantage of the haptic sense when supporting the physical interaction to be learnt. Despite each user having different needs, when providing this vibrotactile support, personalization issues are hardly taken into account, but the same response is delivered to each and every user of the system. The challenge here is how to design vibrotactile user interfaces for adaptive learning of motor skills. TORMES methodology is proposed to facilitate the elicitation of this personalized support. The resulting systems are expected to dynamically adapt to each individual user’s needs by monitoring, comparing and, when appropriate, correcting in a personalized way how the user should move when practicing a predefined movement, for instance, when performing a sport technique or playing a musical instrument.

  13. Capacity to improve fine motor skills in Williams syndrome.

    Science.gov (United States)

    Berencsi, A; Gombos, F; Kovács, I

    2016-10-01

    Individuals with Williams syndrome (WS) are known to have difficulties in carrying out fine motor movements; however, a detailed behavioural profile of WS in this domain is still missing. It is also unknown how great the capacity to improve these skills with focused and extensive practice is. We studied initial performance and learning capacity in a sequential finger tapping (FT) task in WS and in typical development. Improvement in the FT task has been shown to be sleep dependent. WS subjects participating in the current study have also participated in earlier polysomnography studies, although not directly related to learning. WS participants presented with great individual variability. In addition to generally poor initial performance, learning capacity was also greatly limited in WS. We found indications that reduced sleep efficiency might contribute to this limitation. Estimating motor learning capacity and the depth of sleep disorder in a larger sample of WS individuals might reveal important relationships between sleep and learning, and contribute to efficient intervention methods improving skill acquisition in WS. © 2016 The Authors. Journal of Intellectual Disability Research published by MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

  14. Systematic review and meta-analysis of the effect of equine assisted activities and therapies on gross motor outcome in children with cerebral palsy.

    Science.gov (United States)

    Tseng, Sung-Hui; Chen, Hung-Chou; Tam, Ka-Wai

    2013-01-01

    To evaluate the literature on the efficacy of equine assisted activities and therapies (EAAT) on gross motor outcomes representing the ICF component of body functions and activity in children with cerebral palsy (CP). We conducted a systematic review and meta-analysis of randomized controlled trials and observational studies of hippotherapy (HPOT) and therapeutic horseback riding (TR) for children with spastic CP. Gross motor outcomes, assessed via muscle activity and muscle tone, gait, posture and Gross Motor Function Measures (GMFM) were evaluated. Five TR studies and nine HPOT studies were included. Our meta-analysis indicated that short-term HPOT (total riding time 8-10 min) significantly reduced asymmetrical activity of the hip adductor muscles. HPOT could improve postural control in children with spastic CP, GMFCS level < 5. However, the evidence did not show a statistically significant effect on GMFM after long-term HPOT or TR (total riding time, 8-22 h) in children with spastic CP. This systematic review found insufficient evidence to support the claim that long-term TR or HPOT provide a significant benefit to children with spastic CP. We found no statistically significant evidence of either therapeutic effect or maintenance effects on the gross motor activity status in CP children.

  15. Test of Gross Motor Development-3 (TGMD-3) with the Use of Visual Supports for Children with Autism Spectrum Disorder: Validity and Reliability

    Science.gov (United States)

    Allen, K. A.; Bredero, B.; Van Damme, T.; Ulrich, D. A.; Simons, J.

    2017-01-01

    The validity and reliability of the Test of Gross Motor Development-3 (TGMD-3) were measured, taking into consideration the preference for visual learning of children with autism spectrum disorder (ASD). The TGMD-3 was administered to 14 children with ASD (4-10 years) and 21 age-matched typically developing children under two conditions: TGMD-3…

  16. The Effect of Picture Task Cards on Performance of the Test of Gross Motor Development by Preschool-Aged Children: A Preliminary Study

    Science.gov (United States)

    Breslin, Casey M.; Robinson, Leah E.; Rudisill, Mary E.

    2013-01-01

    Performance on the Test of Gross Motor Development (Second Edition; TGMD-2) by children with autism spectrum disorders improves when picture task cards were implemented into the assessment protocol [Breslin, C.M., & Rudisill, M.E. (2011). "The effect of visual supports on performance of the TGMD-2 for children with autism spectrum…

  17. Fine and Gross Motor Task Performance When Using Computer-Based Video Models by Students with Autism and Moderate Intellectual Disability

    Science.gov (United States)

    Mechling, Linda C.; Swindle, Catherine O.

    2013-01-01

    This investigation examined the effects of video modeling on the fine and gross motor task performance by three students with a diagnosis of moderate intellectual disability (Group 1) and by three students with a diagnosis of autism spectrum disorder (Group 2). Using a multiple probe design across three sets of tasks, the study examined the…

  18. Short- and long-term effects of selective dorsal rhizotomy on gross motor function in ambulatory children with spastic diplegia Clinical article

    NARCIS (Netherlands)

    van Schie, P.E.M.; Schothorst, M.; Dallmeijer, A.J.; Vermeulen, R.J.; van Ouwerkerk, W.J.R.; Strijers, R.L.M.; Becher, J.G.

    2011-01-01

    Object. The primary aim of this prospective cohort study was to evaluate the short-term (1 year) and long-term (mean 6 years) effects of selective dorsal rhizotomy (SDR) on gross motor function and spasticity in ambulatory children with spastic diplegia. Secondary aims were to investigate side

  19. Relationship between age, sex and body mass index with fundamental motor skills among 3 to 6 years-old children

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    Vameghi Roshanak

    2013-01-01

    Full Text Available The prevalence of childhood obesity is a serious public health problem. This problem is a multi-component disease and several factors are involved in its development. The childhood obesity led to poor mastery of fundamental motor skills (FMS and failure to develop in specialized skills that required in organized sports and activities. Thus, the purpose of this study was to examine the relationship between age, sex and body mass index (BMI with FMS in 3 to 6 years-old children. A total of 600 preschool children (300 boys and 300 girls between the ages of 3 to 6 years old participated in this research. Subjects were selected through multi-stage cluster random sampling in five regions in Tehran. Using the Ohio State University Scale of Intra Gross Motor Assessment (OSU-SIGMA FMS were assess. Body mass index (BMI was directly measured from height (m2/weight (kg for each child. The results showed that the negative correlations between jumping, skipping, hopping and throwing skills and BMI in any 3 groups children were significant (P0.05. The boys were performed better than girls in all FMS except hopping and skipping skills. In these skills the girls were better performed in all ages. These results highlight the need to provide organized opportunities which facilitate FMS and decreased high BMI levels in preschool children.

  20. Avaliação da motricidade ampla e fina na Síndrome de Williams: relato de caso Findings of the gross and fine motor in the Syndrome William Case: case Report

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    Marcela Melo Almeida

    2010-12-01

    Full Text Available O presente estudo teve como objetivo analisar os achados da motricidade ampla e fina de uma criança de 8 anos de idade portador da Síndrome de Williams. Foram coletados dados biológicos da criança e da mãe durante a gestação e história pré, peri e pós-natal da criança e suas condições clínicas. O desenvolvimento motor amplo e fino foi avaliado pelo Inventário Portage Operacionalizado. Os resultados demonstraram que a criança revelou maior dificuldade na motricidade fina em relação à ampla, apresentando dificuldades na escrita, em manipular objetos que necessite fazer movimento de pronação e supinação e dificuldade no movimento de pinça.This study aimed to analyze the findings of motor and fine of an 8 years old holder of Williams Syndrome. Data were collected biological child and mother during pregnancy and history of pre, peri and postnatal child and their clinical conditions. The development and fine motor function was assessed by Portage Guide. The results showed that children showed greater difficulty with fine motor skills in relation to gross skills, having difficulty in writing, to manipulate objects that need to make movement of pronation and supination and difficulty in of the pincer movement.

  1. 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. Copyright © 2015 Elsevier Inc. All rights reserved.

  2. Structural Correlates of Skilled Performance on a Motor Sequence Task

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    Christopher J Steele

    2012-10-01

    Full Text Available The brain regions functionally engaged in motor sequence performance are well established, but the structural characteristics of these regions and the fibre pathways involved have been less well studied. In addition, relatively few studies have combined multiple magnetic resonance imaging (MRI and behavioural performance measures in the same sample. Therefore, the current study used diffusion tensor imaging, probabilistic tractography, and voxel-based morphometry to determine the structural correlates of skilled motor performance. Further, we compared these findings with fMRI results in the same sample. We correlated final performance and rate of improvement measures on a temporal motor sequence task with skeletonised fractional anisotropy (FA and whole brain grey matter (GM volume. Final synchronisation performance was negatively correlated with FA in white matter underlying bilateral sensorimotor cortex – an effect that was mediated by a positive correlation with radial diffusivity. Multi-fibre tractography indicated that this region contained crossing fibres from the corticospinal tract and superior longitudinal fasciculus (SLF. The identified SLF pathway linked parietal and auditory cortical regions that have been shown to be functionally engaged in this task. Thus, we hypothesise that enhanced synchronisation performance on this task may be related to greater fibre integrity of the SLF. Rate of improvement on synchronisation was positively correlated with GM volume in cerebellar lobules HVI and V – regions that showed training-related decreases in activity in the same sample. Taken together, our results link individual differences in brain structure and function to motor sequence performance on the same task. Further, our study illustrates the utility of using multiple MR measures and analysis techniques to specify the interpretation of structural findings.

  3. Relationship between motor proficiency and body composition in 6- to 10-year-old children.

    Science.gov (United States)

    Marmeleira, José; Veiga, Guida; Cansado, Hugo; Raimundo, Armando

    2017-04-01

    The aim of this study is to examine the relationship between motor skill competence and body composition of 6- to 10-year-old children. Seventy girls and 86 boys participated. Body composition was measured by body mass index and skinfold thickness. Motor proficiency was evaluated through the Bruininks-Oseretsky Test of Motor Proficiency-Short Form, which included measures of gross motor skills and fine motor skills. Significant associations were found for both sexes between the percentage of body fat and (i) the performance in each gross motor task, (ii) the composite score for gross motor skills and (iii) the motor proficiency score. The percentage of body fat was not significantly associated with the majority of the fine motor skills items and with the respective composite score. Considering body weigh categories, children with normal weight had significantly higher scores than their peers with overweight or with obesity in gross motor skills and in overall motor proficiency. Children's motor proficiency is negatively associated with body fat, and normal weight children show better motor competence than those who are overweight or obese. The negative impact of excessive body weight is stronger for gross motor skills that involve dynamic body movements than for stationary object control skills; fine motor skills appear to be relatively independent of the constraints imposed by excessive body weight. © 2017 Paediatrics and Child Health Division (The Royal Australasian College of Physicians).

  4. Effects of two distinct group motor skill interventions in psychological and motor skills of children with Developmental Coordination Disorder: A pilot study.

    Science.gov (United States)

    Caçola, Priscila; Romero, Michael; Ibana, Melvin; Chuang, Jennifer

    2016-01-01

    Children with Developmental Coordination Disorder (DCD) have an increased risk for mental health difficulties. The present pilot study aimed to determine whether distinct group intervention programs improved several psychological variables (anxiety; adequacy and predilection for physical activity; participation, preferences, and enjoyment for activities) and motor skills from the perspective of a child with DCD as well as parental perceptions of motor skills, rate of function, and strengths and difficulties. Eleven children participated in Program A and thirteen in Program B. Both involved 10 sessions of 1 h each. Program A focused on task-oriented activities in a large group involving motor skill training and collaboration and cooperation among children, while Program B was composed of three groups with a direct goal-oriented approach for training of skills chosen by the children. Results indicated that children improved motor skills after both programs, but showed distinct results in regards to other variables - after Program A, children showed higher anxiety and lower levels of enjoyment, even though parents detected an improvement in rate of function and a decrease in peer problems. With Program B, children decreased anxiety levels, and parents noted a higher control of movement of their children. Regardless of the group approach, children were able to improve motor skills. However, it is possible that the differences between groups may have influenced parents' perception of their children's motor and psychological skills, as well as children's perception of anxiety. Copyright © 2016 Elsevier Inc. All rights reserved.

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

    OpenAIRE

    Pitchford, Nicola J.; 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...

  6. Region and task-specific activation of Arc in primary motor cortex of rats following motor skill learning.

    Science.gov (United States)

    Hosp, J A; Mann, S; Wegenast-Braun, B M; Calhoun, M E; Luft, A R

    2013-10-10

    Motor learning requires protein synthesis within the primary motor cortex (M1). Here, we show that the immediate early gene Arc/Arg3.1 is specifically induced in M1 by learning a motor skill. Arc mRNA was quantified using a fluorescent in situ hybridization assay in adult Long-Evans rats learning a skilled reaching task (SRT), in rats performing reaching-like forelimb movement without learning (ACT) and in rats that were trained in the operant but not the motor elements of the task (controls). Apart from M1, Arc expression was assessed within the rostral motor area (RMA), primary somatosensory cortex (S1), striatum (ST) and cerebellum. In SRT animals, Arc mRNA levels in M1 contralateral to the trained limb were 31% higher than ipsilateral (pmotor skill learning in rats. Copyright © 2013 IBRO. Published by Elsevier Ltd. All rights reserved.

  7. Influence of disability type on upper-limb motor skills.

    Science.gov (United States)

    Tokarski, Tomasz; Roman-Liu, Danuta

    2016-12-01

    This study was carried out in order to determine the effect of physical disability (paraplegia) and sensory disability (deafness) on motor skills of the upper limbs. Studies were distinguished by two parameters: the nature of the control curve (sine or random) and the magnitude of the isometric force exerted on the lever (10 N, 20 N, 40 N, 80 N). A comparison of the quality of manual force control in a visual detection task among groups of people with sensory disability (deaf), people with physical disability (paraplegic) and people without disability showed differences among those groups. Values of force above 20 N create conditions of lower quality of control and of direction of force exertion outside the body. At the same time, the study proved that people with some types of disability can perform certain work tasks as effectively as people without disability.

  8. A review of environmental contributions to childhood motor skills

    Science.gov (United States)

    Golding, Jean; Emmett, Pauline; Iles-Caven, Yasmin; Steer, Colin; Lingam, Raghu

    2013-01-01

    Although much of children’s motor skills have a heredity component, at least half of the variance is likely to be influenced by the environment It is important to ascertain features of the environment that are responsible so that toxins can be avoided, children at risk can be identified and beneficial interventions initiated. This review outlines the results of published studies and recommends the areas where further research is required. We found much confusion with little comparability concerning the ages or measures used. Few studies had sufficient power and few allowed for confounders. We found that research to date implicates associations with prenatal drinking ≥4 drinks of alcohol per day; diabetes; taking antidepressant drugs; being deficient in iodine or iron; dietary fish; and postnatal depression. The child appearing to be most at risk was born of low birth weight (but not due to preterm delivery); or with neonatal problems. PMID:24170258

  9. Motor skills under varied gravitoinertial force in parabolic flight

    Science.gov (United States)

    Ross, Helen E.

    Parabolic flight produces brief alternating periods of high and low gravitoinertial force. Subjects were tested on various paper-and-pencil aiming and tapping tasks during both normal and varied gravity in flight. It was found that changes in g level caused directional errors in the z body axis (the gravity axis), the arm aiming too high under 0g and too low under 2g. The standard deviation also increased for both vertical and lateral movements in the mid-frontal plane. Both variable and directional errors were greater under 0g than 2g. In an unpaced reciprocal tapping task subjects tended to increase their error rate rather than their movement time, but showed a non-significant trend towards slower speeds under 0g for all movement orientations. Larger variable errors or slower speeds were probably due to the difficulty of re-organising a motor skill in an unfamiliar force environment, combined with anchorage difficulties under 0g.

  10. TEHORIES OF CONNECTIONS – PRACTICAL IMPLICATIONS IN ACQUIRING MOTOR SKILLS

    Directory of Open Access Journals (Sweden)

    Zoran Milošević

    2010-09-01

    Full Text Available Theories of learning which are classified in two broad schools as theories of connections and cognitive theories, differ among themselves according to specific interaction relationships between external stimulus (S, reaction and behavior and organism (R, i.e. particular learner (O. In relation to pedagogical practices, predominance of a certain school is not rare, often without any objective insight into their potentials related to age, sex, learning contents and other determinants. Well-known approaches within the theories of relations include classical Pavlov reflex, Guthry’s close conditioning, associating of Thorndyke, and Skinner’s efficient conditioning. Practical implications of these theories in acquiring motor skills are related to an active learner’s approach, significance of repetition – exercising, supporting, and rewarding correct answers, as well as strengthening a new behavior by imitation of a sample – modeling.

  11. Dissociable effects of practice variability on learning motor and timing skills.

    Science.gov (United States)

    Caramiaux, Baptiste; Bevilacqua, Frédéric; Wanderley, Marcelo M; Palmer, Caroline

    2018-01-01

    Motor skill acquisition inherently depends on the way one practices the motor task. The amount of motor task variability during practice has been shown to foster transfer of the learned skill to other similar motor tasks. In addition, variability in a learning schedule, in which a task and its variations are interweaved during practice, has been shown to help the transfer of learning in motor skill acquisition. However, there is little evidence on how motor task variations and variability schedules during practice act on the acquisition of complex motor skills such as music performance, in which a performer learns both the right movements (motor skill) and the right time to perform them (timing skill). This study investigated the impact of rate (tempo) variability and the schedule of tempo change during practice on timing and motor skill acquisition. Complete novices, with no musical training, practiced a simple musical sequence on a piano keyboard at different rates. Each novice was assigned to one of four learning conditions designed to manipulate the amount of tempo variability across trials (large or small tempo set) and the schedule of tempo change (randomized or non-randomized order) during practice. At test, the novices performed the same musical sequence at a familiar tempo and at novel tempi (testing tempo transfer), as well as two novel (but related) sequences at a familiar tempo (testing spatial transfer). We found that practice conditions had little effect on learning and transfer performance of timing skill. Interestingly, practice conditions influenced motor skill learning (reduction of movement variability): lower temporal variability during practice facilitated transfer to new tempi and new sequences; non-randomized learning schedule improved transfer to new tempi and new sequences. Tempo (rate) and the sequence difficulty (spatial manipulation) affected performance variability in both timing and movement. These findings suggest that there is a

  12. Effect of a new physiotherapy concept on bone mineral density, muscle force and gross motor function in children with bilateral cerebral palsy.

    Science.gov (United States)

    Stark, C; Nikopoulou-Smyrni, P; Stabrey, A; Semler, O; Schoenau, E

    2010-06-01

    The purpose of this study was to determine the effect of a new physiotherapy concept on bone density, muscle force and motor function in bilateral spastic cerebral palsy children. In a retrospective data analysis 78 children were analysed. The concept included whole body vibration, physiotherapy, resistance training and treadmill training. The concept is structured in two in-patient stays and two periods of three months home-based vibration training. Outcome measures were dual-energy x-ray absorption (DXA), Leonardo Tilt Table and a modified Gross Motor Function Measure before and after six months of training. Percent changes were highly significant for bone mineral density, -content, muscle mass and significant for angle of verticalisation, muscle force and modified Gross Motor Function Measure after six months training. The new physiotherapy concept had a significant effect on bone mineral density, muscle force and gross motor function in bilateral spastic cerebral palsy children. This implicates an amelioration in all International Classification of Functioning, Disability and Health levels. The study serves as a basis for future research on evidence based paediatric physiotherapy taking into account developmental implications.

  13. The Association between Motor Skill Competence and Physical Fitness in Young Adults

    Science.gov (United States)

    Stodden, David; Langendorfer, Stephen; Roberton, Mary Ann

    2009-01-01

    We examined the relationship between competence in three fundamental motor skills (throwing, kicking, and jumping) and six measures of health-related physical fitness in young adults (ages 18-25). We assessed motor skill competence using product scores of maximum kicking and throwing speed and maximum jumping distance. A factor analysis indicated…

  14. Level of Transformation of Motor Skills in Female Volleyball Players Influenced by Training Operators

    Directory of Open Access Journals (Sweden)

    Ifet Mahmutović

    2016-06-01

    Full Text Available The aim of this paper is to determine the level of improvement of motor skills of female volleyball players influenced by kinesiology operators in a period of 6 months. Research was conducted on sample subject of 130 female volleyball players aged from 13±0.6 (mean±SD. Sample variables are divided in two groups: 9 variables of assessment of basic motor skills and 5 variables of assessment of situational motor skills. Analysing difference of arithmetic means between of initial and final measures of treated variables it is determined that there is statistically significant difference on the level Sig=0.001, except for variables of Jelka test which determinates speed duration of female volleyball players. Analysis of quantity changes of basic motor skills, shows that the most important projections on selected discriminative function of basic motor skills have the following variables: body lifting in 30 sec; dynamometry of a hand, hand tapping; pull-up; throwing a 1 kg ball from lying position; side defence movement; push-up on bars and situational motor skill are the variables: precision of tactic serving; consecutive bumping; wall-spikes. Comprehensive development of female volleyball players and diversity in the level of volleyball specialization of the development will depend on systematic work on treated motor skills. This program appeared to be efficient. However, it is necessary to gradually increase the demands for the female volleyball players and to put the accent on performance of acquired situational motor skills in future work.

  15. The Relationship Between Fine Motor Skills and Social Development and Maturation

    Directory of Open Access Journals (Sweden)

    Leila Dehghan

    2017-11-01

    Discussion: According to the results, there is a significant association between fine motor skills with respect to visual-motor skills of hands and social competence and maturity in children, and it can be used as impact factor for to improve in children’s social growth.

  16. Infant and Toddler Oral- and Manual-Motor Skills Predict Later Speech Fluency in Autism

    Science.gov (United States)

    Gernsbacher, Morton Ann; Sauer, Eve A.; Geye, Heather M.; Schweigert, Emily K.; Goldsmith, H. Hill

    2008-01-01

    Background: Spoken and gestural communication proficiency varies greatly among autistic individuals. Three studies examined the role of oral- and manual-motor skill in predicting autistic children's speech development. Methods: Study 1 investigated whether infant and toddler oral- and manual-motor skills predict middle childhood and teenage speech…

  17. Bidirectional association between weight status and motor skills in adolescents : A 4-year longitudinal study.

    Science.gov (United States)

    Greier, Klaus; Drenowatz, Clemens

    2018-05-01

    Despite considerable efforts the prevalence of overweight and obesity in youth remains high. Poor motor skills have been associated with increased body weight but there is still limited information on the longitudinal association of these health parameters. This study examined the prospective association between motor skills and body weight in 10- to 14-year-old youth. Body weight, height and motor skills, assessed via the German motor test 16-18 (Deutscher Motorik Test, DMT6-18), were measured in 213 middle school students (57% male) every year over a 4‑year period. Club sports participation and migration status were assessed via a questionnaire. Besides an inverse cross-sectional association between body weight and motor skills, excess body weight was associated with impaired development of motor skills (p skills at baseline also reduced the odds of becoming overweight/obese during the observation period. These results were independent of club sports participation. There is a bidirectional, synergistic association between body weight and motor skills. Facilitating the development of motor skills in children and adolescents may therefore be a viable intervention strategy targeting weight management and physical activity in youth.

  18. 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.…

  19. 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

    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. 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. 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. 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.

  20. Determining the Motor Skills Development of Mentally Retarded Children through the Contribution of Visual Arts

    Science.gov (United States)

    Erim, Gonca; Caferoglu, Müge

    2017-01-01

    Visual arts education is a process that helps the reflection of inner worlds, socialization via group works and healthier motor skills development of normally developing or handicapped children like the mentally retarded. This study aims to determine the influence of visual art studies on the motor skills development of primary school first grade…

  1. Teacher Compliance and Accuracy in State Assessment of Student Motor Skill Performance

    Science.gov (United States)

    Hall, Tina J.; Hicklin, Lori K.; French, Karen E.

    2015-01-01

    Purpose: The purpose of this study was to investigate teacher compliance with state mandated assessment protocols and teacher accuracy in assessing student motor skill performance. Method: Middle school teachers (N = 116) submitted eighth grade student motor skill performance data from 318 physical education classes to a trained monitoring…

  2. Does Computer-Based Motor Skill Assessment Training Transfer to Live Assessing?

    Science.gov (United States)

    Kelly, Luke E.; Taliaferro, Andrea; Krause, Jennifer

    2012-01-01

    Developing competency in motor skill assessment has been identified as a critical need in physical educator preparation. We conducted this study to evaluate (a) the effectiveness of a web-based instructional program--Motor Skill Assessment Program (MSAP)--for developing assessment competency, and specifically (b) whether competency developed by…

  3. But I can’t pass that far! The influence of motor skill on decision making

    NARCIS (Netherlands)

    Bruce, L.; Farrow, D.; Raynor, A.; Mann, D.L.

    2012-01-01

    Objectives: The influence of motor skill on perceptual-cognitive and perceptual-motor decision making has been theorised but not verified empirically. Method: Expert (n=19), developmental (n=20), and lesser-skilled netballers (n=19) completed tests designed to evaluate three different components of

  4. 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…

  5. 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

    learning. Here we investigated the effect of visuo-motor skill training involving the ankle muscles on the coupling between electroencephalographic (EEG) activity recorded from the motor cortex (Cz) and electromyographic (EMG) activity recorded from the left tibialis anterior (TA) muscle in 11 volunteers...... between cortex and muscle as part of the motor learning process....

  6. 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.

  7. 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.

  8. Motor development and motor resonance difficulties in autism: relevance to early intervention for language and communication skills

    Science.gov (United States)

    McCleery, Joseph P.; Elliott, Natasha A.; Sampanis, Dimitrios S.; Stefanidou, Chrysi A.

    2013-01-01

    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. PMID:23630476

  9. The Influence of Guided Error-Based Learning on Motor Skills Self-Efficacy and Achievement.

    Science.gov (United States)

    Chien, Kuei-Pin; Chen, Sufen

    2018-01-01

    The authors investigated the role of errors in motor skills teaching, specifically the influence of errors on skills self-efficacy and achievement. The participants were 75 undergraduate students enrolled in pétanque courses. The experimental group (guided error-based learning, n = 37) received a 6-week period of instruction based on the students' errors, whereas the control group (correct motion instruction, n = 38) received a 6-week period of instruction emphasizing correct motor skills. The experimental group had significantly higher scores in motor skills self-efficacy and outcomes than did the control group. Novices' errors reflect their schema in motor skills learning, which provides a basis for instructors to implement student-centered instruction and to facilitate the learning process. Guided error-based learning can effectively enhance beginners' skills self-efficacy and achievement in precision sports such as pétanque.

  10. The effect of training in an interactive dynamic stander on ankle dorsiflexion and gross motor function in children with cerebral palsy

    DEFF Research Database (Denmark)

    Curtis, Derek John; Bencke, Jesper; Mygind, Bente

    2014-01-01

    OBJECTIVE: To study the effect of active stretching of ankle plantarflexors using an interactive dynamic stander in children with cerebral palsy (CP). METHODS: Six children in Gross Motor Function Classification System classes I-III, aged 4-10 years, trained intensive active dorsiflexion...... in an interactive dynamic stander using ankle movement to play custom computer games following a 10-week control period. Gross Motor Function Measure Item Set, gait performance and passive and active dorsiflexion with extended and flexed knee were chosen as outcome parameters. RESULTS: Median active and passive......, these results may indicate that intensive active stretching in an interactive dynamic stander could be an effective new conservative clinical treatment of ankle plantarflexor contracture in children with CP....

  11. Adaptive behaviour and motor skills in children with upper limb deficiency.

    Science.gov (United States)

    Mano, Hiroshi; Fujiwara, Sayaka; Haga, Nobuhiko

    2018-04-01

    The dysfunction of individuals with upper limb deficiencies affects their daily lives and social participation. To clarify the adaptive behaviours and motor skills of children with upper limb deficiencies. Cross-sectional survey. The subjects were 10 children ranging from 1 to 6 years of age with unilateral upper limb deficiencies at the level distal to the elbow who were using only cosmetic or passive prostheses or none at all. To measure their adaptive behaviour and motor skills, the Vineland Adaptive Behavior Scales, Second Edition was used. They were evaluated on the domains of communication, daily living skills, socialization and motor skills. We also examined the relationship of the scores with age. There were no statistically significant scores for domains or subdomains. The domain standard score of motor skills was significantly lower than the median scores of the domains and was negatively correlated with age. Children with upper limb deficiencies have individual weaknesses in motor skill behaviours, and these weaknesses increase with age. It may be helpful in considering approaches to rehabilitation and the prescription of prostheses to consider the characteristics and course of children's motor skill behaviours. Clinical relevance Even if children with unilateral upper limb deficiencies seem to compensate well for their affected limb function, they have or will experience individual weaknesses in motor skills. We should take this into consideration to develop better strategies for rehabilitation and prostheses prescriptions.

  12. Desempenho motor grosso e sua associação com fatores neonatais, familiares e de exposição à creche em crianças até três anos de idade Gross motor performance and its association with neonatal and familial factors and day care exposure among children up to three years old

    Directory of Open Access Journals (Sweden)

    DCC Santos

    2009-04-01

    evaluated 145 children (58 aged 6-11 months, 54 aged 12-23 months and 33 aged 24-38 months attending six public day care centers in Piracicaba, State of São Paulo. The Peabody Developmental Motor Scale-2 test was used to assess overall gross motor performance and the motor subtests that make up the scale (reflexes, stationary skills, locomotion skills and object manipulation. Neonatal, familial and daycare center exposure data were also collected and their association with suspected delays in gross motor performance was investigated. RESULTS:The prevalence of suspected delays in gross motor performance was 17%, with disadvantages among children under 24 months of age and with regard to locomotion skills. There were associations of risk between suspected delays in gross motor performance and family income, and between suspected delays in locomotion skills and parental educational level. Children whose families had a monthly income of up to 700 reais were 2.81 times more likely to present delays in gross motor performance. Children whose parents had up to eight years of education were 4.63 times more likely to present delays in locomotion skills. There was no association of risk with the other variables. CONCLUSION: The results indicate the need for greater attention to motor development during the first 24 months of children who attend day care centers, especially those with low-income and less-educated parents.

  13. Hands On, Minds On: How Executive Function, Motor, and Spatial Skills Foster School Readiness

    Science.gov (United States)

    Cameron, Claire E.

    2018-01-01

    A growing body of research indicates that three foundational cognitive skills--executive function, motor skills, and spatial skills--form the basis for children to make a strong academic, behavioral, and social transition to formal school. Given inequitable early learning environments or "opportunity gaps" in the United States, these…

  14. Enhancing the Motor Skills of Children with Autism Spectrum Disorders: A Pool-Based Approach

    Science.gov (United States)

    Lee, Jihyun; Porretta, David L.

    2013-01-01

    Children with autism spectrum disorders (ASDs) often experience difficulties with motor skill learning and performance. The pool is a unique learning environment that can help children with ASDs learn or improve aquatic skills, fitness, and social skills. A pool-based approach is also aligned with the elements of dynamic systems theory, which…

  15. Neural substrates underlying stimulation-enhanced motor skill learning after stroke.

    Science.gov (United States)

    Lefebvre, Stéphanie; Dricot, Laurence; Laloux, Patrice; Gradkowski, Wojciech; Desfontaines, Philippe; Evrard, Frédéric; Peeters, André; Jamart, Jacques; Vandermeeren, Yves

    2015-01-01

    Motor skill learning is one of the key components of motor function recovery after stroke, especially recovery driven by neurorehabilitation. Transcranial direct current stimulation can enhance neurorehabilitation and motor skill learning in stroke patients. However, the neural mechanisms underlying the retention of stimulation-enhanced motor skill learning involving a paretic upper limb have not been resolved. These neural substrates were explored by means of functional magnetic resonance imaging. Nineteen chronic hemiparetic stroke patients participated in a double-blind, cross-over randomized, sham-controlled experiment with two series. Each series consisted of two sessions: (i) an intervention session during which dual transcranial direct current stimulation or sham was applied during motor skill learning with the paretic upper limb; and (ii) an imaging session 1 week later, during which the patients performed the learned motor skill. The motor skill learning task, called the 'circuit game', involves a speed/accuracy trade-off and consists of moving a pointer controlled by a computer mouse along a complex circuit as quickly and accurately as possible. Relative to the sham series, dual transcranial direct current stimulation applied bilaterally over the primary motor cortex during motor skill learning with the paretic upper limb resulted in (i) enhanced online motor skill learning; (ii) enhanced 1-week retention; and (iii) superior transfer of performance improvement to an untrained task. The 1-week retention's enhancement driven by the intervention was associated with a trend towards normalization of the brain activation pattern during performance of the learned motor skill relative to the sham series. A similar trend towards normalization relative to sham was observed during performance of a simple, untrained task without a speed/accuracy constraint, despite a lack of behavioural difference between the dual transcranial direct current stimulation and sham

  16. The Dutch motor skills assessment as tool for talent development in table tennis : a reproducibility and validity study

    NARCIS (Netherlands)

    Faber, Irene R.; Nijhuis-Van der Sanden, Maria W. G.; Elferink-Gemser, Marije T.; Oosterveld, Frits G. J.

    2015-01-01

    A motor skills assessment could be helpful in talent development by estimating essential perceptuo-motor skills of young players, which are considered requisite to develop excellent technical and tactical qualities. The Netherlands Table Tennis Association uses a motor skills assessment in their

  17. The Dutch motor skills assessment as tool for talent development in table tennis: a reproducibility and validity study

    NARCIS (Netherlands)

    Faber, I.R.; Nijhuis-Van der Sanden, M.W.G.; Elferink-Gemser, M.T.; Oosterveld, F.G.

    2015-01-01

    A motor skills assessment could be helpful in talent development by estimating essential perceptuo-motor skills of young players, which are considered requisite to develop excellent technical and tactical qualities. The Netherlands Table Tennis Association uses a motor skills assessment in their

  18. The Dutch motor skills assessment as tool for talent development in table tennis: a reproducibility and validity study

    NARCIS (Netherlands)

    Faber, I.R.; Nijhuis-Van der Sanden, M.W.; Elferink-Gemser, M.T.; Oosterveld, F.G.J.

    2014-01-01

    Abstract A motor skills assessment could be helpful in talent development by estimating essential perceptuo-motor skills of young players, which are considered requisite to develop excellent technical and tactical qualities. The Netherlands Table Tennis Association uses a motor skills assessment in

  19. iPad applications that required a range of motor skills promoted motor coordination in children commencing primary school.

    Science.gov (United States)

    Axford, Caitlin; Joosten, Annette V; Harris, Courtenay

    2018-04-01

    Children are reported to spend less time engaged in outdoor activity and object-related play than in the past. The increased use and mobility of technology, and the ease of use of tablet devices are some of the factors that have contributed to these changes. Concern has been raised that the use of such screen and surface devices in very young children is reducing their fine motor skill development. We examined the effectiveness of iPad applications that required specific motor skills designed to improve fine motor skills. We conducted a two-group non-randomised controlled trial with two pre-primary classrooms (53 children; 5-6 years) in an Australian co-educational school, using a pre- and post-test design. The effectiveness of 30 minutes daily use of specific iPad applications for 9 weeks was compared with a control class. Children completed the Beery Developmental Test of Visual Motor Integration (VMI) and observation checklist, the Shore Handwriting Screen, and self-care items from the Hawaii Early Learning Profile. On post testing, the experimental group made a statistically and clinically significant improvement on the VMI motor coordination standard scores with a moderate clinical effect size (P motor skill-specific applications as an intervention in occupational therapy practice and as part of at home or school play. © 2018 Occupational Therapy Australia.

  20. TEHORIES OF CONNECTIONS – PRACTICAL IMPLICATIONS IN ACQUIRING MOTOR SKILLS

    Directory of Open Access Journals (Sweden)

    Zoran Milošević

    2010-03-01

    Full Text Available Theories of learning which are classified in two broad schools as theories of connections and cognitive theories, differ among themselves according to specific interaction relationships between external stimulus (S, reaction and behavior and organism (R, i.e. particular learner (O. In relation to pedagogical practices, predominance of a certain school is not rare, often without any objective insight into their potentials related to age, sex, learning contents and other determinants. Supporters of the theories of connections treat behavior as a result of relations or associations, whereas learning occurs when these relations are strengthened by repetition or when new relations are formed. These theories are usually classified as theories of stimulus-reaction (S-R, whereas associating in this sense is used to stress the concept most theories usually agree upon: that learning consists of relations and link between stimuli (S-S, between stimuli and reactions (S-R, or between reaction and impulse (R-P. Well-known approaches within the theories of relations include classical Pavlov reflex, Guthry’s close conditioning, associating of Thorndyke, and Skinner’s efficient conditioning. Practical implications of these theories in acquiring motor skills are related to an active learner’s approach, significance of repetition – exercising, supporting, and rewarding correct answers, as well as strengthening a new behavior by imitation of a sample – modeling.

  1. Cerebellar direct current stimulation enhances on-line motor skill acquisition through an effect on accuracy.

    Science.gov (United States)

    Cantarero, Gabriela; Spampinato, Danny; Reis, Janine; Ajagbe, Loni; Thompson, Tziporah; Kulkarni, Kopal; Celnik, Pablo

    2015-02-18

    The cerebellum is involved in the update of motor commands during error-dependent learning. Transcranial direct current stimulation (tDCS), a form of noninvasive brain stimulation, has been shown to increase cerebellar excitability and improve learning in motor adaptation tasks. Although cerebellar involvement has been clearly demonstrated in adaptation paradigms, a type of task that heavily relies on error-dependent motor learning mechanisms, its role during motor skill learning, a behavior that likely involves error-dependent as well as reinforcement and strategic mechanisms, is not completely understood. Here, in humans, we delivered cerebellar tDCS to modulate its activity during novel motor skill training over the course of 3 d and assessed gains during training (on-line effects), between days (off-line effects), and overall improvement. We found that excitatory anodal tDCS applied over the cerebellum increased skill learning relative to sham and cathodal tDCS specifically by increasing on-line rather than off-line learning. Moreover, the larger skill improvement in the anodal group was predominantly mediated by reductions in error rate rather than changes in movement time. These results have important implications for using cerebellar tDCS as an intervention to speed up motor skill acquisition and to improve motor skill accuracy, as well as to further our understanding of cerebellar function. Copyright © 2015 the authors 0270-6474/15/353285-06$15.00/0.

  2. Combined treatment using acupuncture and music therapy on children with cerebral palsy Gross motor function measure comparison In 60 cases

    Institute of Scientific and Technical Information of China (English)

    Lixiong Wu; Haibo Yu; Yongfeng Liu

    2008-01-01

    BACKGROUND: The use of acupuncture has received recognition to effectively treat cerebral palsy. Moreover, music therapy can be used to modify treatment of cerebral palsy. OBJECTIVE: To study the effects of combined treatment using acupuncture and music therapy on gross motor function measure (GMFM) of children with cerebral palsy, compared with acupuncture treatment alone. DESIGN, TIME AND SETTING: Randomized, controlled, clinical study. The experiment was conducted in Shenzhen Hospital of Traditional Chinese Medicine between January 2007 and September 2007. PARTICIPANTS: All children with cerebral palsy in the trial were from the outpatient department of Shenzhen Hospital of Traditional Chinese Medicine. The children were randomly divided into two groups: 30 children in Group B received acupuncture and music therapy, while 30 children in Group A received only acupuncture therapy. METHODS: Subjects in Groups A and B received acupuncture based on syndrome differentiation. The main acupoints were necessary for all participants. At first, flash needling was applied to the acupoints. For the remaining acupoints, the technique of transverse needling was applied to the head acupoints, and perpendicular needling was used for the other points. The inserted needles were twirled and then maintained for 30 minutes. The needle was twirled for one second every other 10 minutes, without reinforcing-reducing techniques. The therapy was performed every other day. The trial consisted of three periods each, and lasted for 84 days. Subjects in Group B received music therapy. They listened to music that they preferred while acupuncture was being performed. Following acupuncture, they were allowed to perform musical activities, such as percussion, singing, and dancing. The music therapy was scheduled for one hour, including listening to music for 30 minutes and music activities for 30 minutes. MAIN OUTCOME MEASURES: The comprehensive functional evaluation scale of cerebral palsy and

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

    DEFF Research Database (Denmark)

    Hoffmann, Pablo F.

    2008-01-01

    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....... 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...

  4. Long lasting structural changes in primary motor cortex after motor skill learning: a behavioural and stereological study

    Directory of Open Access Journals (Sweden)

    PAOLA MORALES

    2008-12-01

    Full Text Available Many motor skills, once acquired, are stored over a long time period, probably sustained by permanent neuronal changes. Thus, in this paper we have investigated with quantitative stereology the generation and persistence of neuronal density changes in primary motor cortex (MI following motor skill learning (skilled reaching task. Rats were trained a lateralised reaching task during an "early" (22-31 days oíd or "late" (362-371 days oíd postnatal period. The trained and corresponding control rats were sacrificed at day 372, immediately after the behavioural testing. The "early" trained group preserved the learned skilled reaching task when tested at day 372, without requiring any additional training. The "late" trained group showed a similar capacity to that of the "early" trained group for learning the skilled reaching task. All trained animáis ("early" and "late" trained groups showed a significant Ínter hemispheric decrease of neuronal density in the corresponding motor forelimb representation área of MI (cortical layers II-III

  5. Examination of motor skill competency in students: evidence-based physical education curriculum

    Directory of Open Access Journals (Sweden)

    Weiyun Chen

    2017-02-01

    Full Text Available Abstract Background Researchers found that children with a competent level of motor skill performance are more likely to be physically active. This study examined how well K-1 students demonstrated motor skill competency in relation to Physical Education Content Standard 1. Methods Participants were K-1 grade students (N = 1,223-1,588; boys = 568–857; girls = 526–695; Mean age = 5.5 yrs old who were enrolled in nine elementary schools. The K-1 students’ motor skill competency in running, weight transferring, hand dribbling, and underhand catching skills was assessed using four PE Metrics skill assessment rubrics in the intervention year 1 and year 2, respectively. Data were analyzed by means of descriptive statistics and independent sample t-tests. Results The students in the intervention year 1 and year 2 cohorts performed at the Competent Level or higher in the four skill assessments. The prevalence of the students’ demonstration of skill competency across the four skills was high in the two intervention years. The intervention year 2 cohort scored significantly higher than the intervention year 1 cohort in the four skill assessments. The boys significantly outperformed than the girls in the two manipulative skills in the intervention year 1 and in the two manipulative skills and the weight transferring skill in the intervention year 2. No gender differences in the running skill in either year were found. Conclusions The evidence-based CATCH PE play a critical role in developing and building K-1 students’ ability to demonstrate motor skill competency in four fundamental skills. Trial registration ClinicalTrials.gov ID: NCT03015337 , registered date: 1/09/2017, as "retrospectively registered".

  6. 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.

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

    NARCIS (Netherlands)

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

    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

  8. 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.

  9. Shared and differentiated motor skill impairments in children with dyslexia and/or attention deficit disorder: From simple to complex sequential coordination.

    Directory of Open Access Journals (Sweden)

    Marie-Ève Marchand-Krynski

    Full Text Available Dyslexia and Attention deficit disorder (AD are prevalent neurodevelopmental conditions in children and adolescents. They have high comorbidity rates and have both been associated with motor difficulties. Little is known, however, about what is shared or differentiated in dyslexia and AD in terms of motor abilities. Even when motor skill problems are identified, few studies have used the same measurement tools, resulting in inconstant findings. The present study assessed increasingly complex gross motor skills in children and adolescents with dyslexia, AD, and with both Dyslexia and AD. Our results suggest normal performance on simple motor-speed tests, whereas all three groups share a common impairment on unimanual and bimanual sequential motor tasks. Children in these groups generally improve with practice to the same level as normal subjects, though they make more errors. In addition, children with AD are the most impaired on complex bimanual out-of-phase movements and with manual dexterity. These latter findings are examined in light of the Multiple Deficit Model.

  10. Age and gender differences in fundamental motor skills (original version in English

    Directory of Open Access Journals (Sweden)

    Judith Jiménez Díaz

    2015-10-01

    Full Text Available Fundamental motor skills are the basis for participation in more advanced lifetime activities. Whereas considerable research has been reported on motor behavior of children, much less is known about performance in later years, especially adulthood. Therefore, the aim of this study was to examine age and gender differences on fundamental motor skills (FMS ability across three age groups: children (M = 9.37 yr., SD = 1.26, adolescents (M = 14.80 yr., SD = 2.04 and young-adults (M = 19.88 yr., SD = 2.72. Participants (n = 114 were assessed on five locomotor skills (run, gallop, slide, hop, and distance jump and five object control skills (bounce, catch, overhand throw, strike and kick using the Test for Fundamental Motor Skills, which is a process-oriented instrument. ANOVA results comparing gender and group revealed no significant interactions. Moreover, main effects for group were found for three individual skills: galloping –adolescents and young-adults performed better than children (p < .01–, throwing –children and adolescents performed better than young-adults (p < .01 –, and kicking –young-adults performed better than children and adolescents (p < .05–. Also, we found main effects for gender for total FMS ability (p < .01, locomotor subscale (p < .05 and object control subscale (p < .01, and for six individual motor skills: run (p < .05, jump (p < .05, throw (p < .01, kick (p < .01, bounce (p < .01 and strike (p < .01; males outperformed females for all the skills. However, in view of total FMS ability, locomotor skills and object control skills results suggest similar performance across ages. Therefore, it is important to enhance fundamental motor skills at all ages, as an option to help individuals engage in physical activities.

  11. DO INFANTS USING BABY WALKERS SUFFER DEVELOPMENTAL DELAYS IN ACQUISITION OF MOTOR SKILLS?

    OpenAIRE

    A. Talebian; A. Honarpishe; A. Taghavi; E. Fakharian; M. Parsa; GA. Mousavi

    2008-01-01

     AbstractObjectiveDevelopment is a complex process, completed over a specific period of time, through the maturation of the nervous system. It is affected by genetic, ethnic, nutritional, social, and economic factors; one of the environmental factors affecting the acquisition of motor skills in infants is the use of baby walkers. Since this device is very commonly used for infants in our country, we conducted this study to evaluate its effects on the acquisition of motor skills in this age gr...

  12. 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.

  13. Fine motor skill predicts expressive language in infant siblings of children with autism.

    Science.gov (United States)

    LeBarton, Eve Sauer; Iverson, Jana M

    2013-11-01

    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 skill from 12 to 24 months in HR infants (Study 1) and its relation to later expressive vocabulary at 36 months in HR infants (Study 2). In Study 1, we also included 25 infants without a family history of autism to serve as a normative comparison group for a parent-report fine motor measure. We found that HR infants exhibited fine motor delays between 12 and 24 months and expressive vocabulary delays at 36 months. Further, fine motor skill significantly predicted expressive language at 36 months. Fine motor and expressive language skills are related early in development in HR infants, who, as a group, exhibit risk for delays in both. Our findings highlight the importance of considering fine motor skill in children at risk for language impairments and may have implications for early identification of expressive language difficulties. © 2013 John Wiley & Sons Ltd.

  14. Occupational Therapy Interventions Effect on Visual-Motor Skills in Children with Learning Disorders

    Directory of Open Access Journals (Sweden)

    Batoul Mandani

    2007-07-01

    Full Text Available Objective: Visual-motor skill is a part of visual perception which can integrate visual processing skills to fine movements. Visual-motor dysfunction is often to cause problems in copying and writing. The purpose of this study is investigation of occupational therapy interventions effect on the visual-motor skill in children with learning disorders. Materials & Methods: In this interventional and experimental study, 23 students with learning disorders (2nd, 3rd, 4th grade were selected and they were divided (through Randomized Block Method into two groups, 11 persons as intervention group and the others as the control group (12 people. Both groups were administered the “Test of Visual-Motor Skills- Revised” (TVMS-R. Then case group received occupational therapy interventions for 16 sessions and two groups were administered by TVMS-R again. Data was analyzed by using paired T-test and independent T-test. Results: Total mark of TVMS-R demonstrated statistically significant difference in visual-motor skills between case and control groups (P<0/001. This test has 8 categories. Total mark of 1, 3,4,6,8 categories demonstrated that occupational therapy had significant effect on visual analysis skills (P<0/005. Total mark of 2, 5, 7 categories demonstrated that occupational therapy had significant effect on visual-spatial skills (P<0/001. Conclusion: Occupational therapy interventions had significant effect on the visual-motor skills and its items (visual-spatial, visual analysis, visual-motor integration and eye fixation skills.

  15. Damaging de novo mutations diminish motor skills in children on the autism spectrum.

    Science.gov (United States)

    Buja, Andreas; Volfovsky, Natalia; Krieger, Abba M; Lord, Catherine; Lash, Alex E; Wigler, Michael; Iossifov, Ivan

    2018-02-20

    In individuals with autism spectrum disorder (ASD), de novo mutations have previously been shown to be significantly correlated with lower IQ but not with the core characteristics of ASD: deficits in social communication and interaction and restricted interests and repetitive patterns of behavior. We extend these findings by demonstrating in the Simons Simplex Collection that damaging de novo mutations in ASD individuals are also significantly and convincingly correlated with measures of impaired motor skills. This correlation is not explained by a correlation between IQ and motor skills. We find that IQ and motor skills are distinctly associated with damaging mutations and, in particular, that motor skills are a more sensitive indicator of mutational severity than is IQ, as judged by mutational type and target gene. We use this finding to propose a combined classification of phenotypic severity: mild (little impairment of either), moderate (impairment mainly to motor skills), and severe (impairment of both IQ and motor skills). Copyright © 2018 the Author(s). Published by PNAS.

  16. 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…

  17. 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…

  18. 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…

  19. Relationship between Motor Skill Competency and Executive Function in Children with Down's Syndrome

    Science.gov (United States)

    Schott, N.; Holfelder, B.

    2015-01-01

    Background: Previous studies suggest that children with Down's syndrome (DS), a genetically based neurodevelopmental disorder, demonstrate motor problems and cognitive deficits. The first aim of this study was to examine motor skills and executive functions (EFs) in school-age children with DS. The second aim was to investigate the relationship…

  20. Fine Motor Function Skills in Patients with Parkinson Disease with and without Mild Cognitive Impairment.

    Science.gov (United States)

    Dahdal, Philippe; Meyer, Antonia; Chaturvedi, Menorca; Nowak, Karolina; Roesch, Anne D; Fuhr, Peter; Gschwandtner, Ute

    2016-01-01

    The objective of this study was to investigate the relation between impaired fine motor skills in Parkinson disease (PD) patients and their cognitive status, and to determine whether fine motor skills are more impaired in PD patients with mild cognitive impairment (MCI) than in non-MCI patients. Twenty PD MCI and 31 PD non-MCI patients (mean age 66.7 years, range 50-84, 36 males/15 females), all right-handed, took part in a motor performance test battery. Steadiness, precision, dexterity, velocity of arm-hand movements, and velocity of wrist-finger movements were measured and compared across groups and analyzed for confounders (age, sex, education, severity of motor symptoms, and disease duration). Statistical analysis included t tests corrected for multiple testing, and a linear regression with stepwise elimination procedure was used to select significant predictors for fine motor function. PD MCI patients performed significantly worse in precision (p motor function skills were confounded by age. Fine motor skills in PD MCI patients are impaired compared to PD non-MCI patients. Investigating the relation between the fine motor performance and MCI in PD might be a relevant subject for future research. © 2016 S. Karger AG, Basel.

  1. Motor Skill Performance by Low SES Preschool and Typically Developing Children on the PDMS-2

    Science.gov (United States)

    Liu, Ting; Hoffmann, Chelsea; Hamilton, Michelle

    2017-01-01

    The purpose of this study was to compare the motor skill performance of preschool children from low socioeconomic (SES) backgrounds to their age matched typically developing peers using the Peabody Developmental Motor Scales-2 (PDMS-2). Sixty-eight children (34 low SES and 34 typically developing; ages 3-5) performed the PDMS-2. Standard scores…

  2. 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…

  3. [Stimulation at home and motor development among 36-month-old Mexican children].

    Science.gov (United States)

    Osorio, Erika; Torres-Sánchez, Luisa; Hernández, María Del Carmen; López-Carrillo, Lizbeth; Schnaas, Lourdes

    2010-01-01

    To identify the relationship between stimulation at home and motor development among 36 month-old children. The development of gross and fine motor skills of 169 infants (50.9% boys and 49.1% girls) was assessed at the age of 36 months with the Peabody Developmental Motor Scale. The quality of home stimulation was determined during a prior evaluation (at 30 months) by means of the HOME Scale. Total stimulation at home was significantly associated with better performance in the gross and fine motor areas. Particular aspects of this home stimulation were related to better gross and fine motor functions. Static balance and locomotion (gross motor skills) and grasping and visual-motor integration (fine motor skills) are associated with particular aspects of home stimulation, such as parent-child interaction, verbal reinforcement of the child's positive actions and providing the child with clear boundaries.

  4. Sit to Talk: Relation between Motor Skills and Language Development in Infancy.

    Science.gov (United States)

    Libertus, Klaus; Violi, Dominic A

    2016-01-01

    Relations between walking skills and language development have been reported in 10- to 14-month-old infants. However, whether earlier emerging motor milestones also affect language skills remains unknown. The current research fills this gap by examining the relation between reaching and sitting skills and later language development, respectively. Reaching and sitting were assessed eight times, starting when infants (N = 29) were around 3 months of age. All assessments were completed and recorded remotely via videoconference using Skype or FaceTime. Subsequently, infants' language and motor skills were assessed via parent questionnaires (Communicative Development Inventories and Early Motor Questionnaire) at 10 and 14 months of age. Results revealed a significant correlation between the emergence of sitting skills and receptive vocabulary size at 10 and 14 months of age. Regression analyses further confirmed this pattern and revealed that the emergence of sitting is a significant predictor of subsequent language development above and beyond influences of concurrent motor skills. These findings suggest that the onset of independent sitting may initiate a developmental cascade that results in increased language learning opportunities. Further, this study also demonstrates how infants' early motor skills can be assessed remotely using videoconference.

  5. Sit to talk: Relation between motor skills and language development in infancy

    Directory of Open Access Journals (Sweden)

    Klaus eLibertus

    2016-03-01

    Full Text Available Relations between walking skills and language development have been reported in 10- to 14-month-old infants. However, whether earlier emerging motor milestones also affect language skills remains unknown. The current research fills this gap by examining the relation between reaching and sitting skills and later language development respectively. Reaching and sitting were assessed eight times, starting when infants (N=29 were around three months of age. All assessments were completed and recorded remotely via videoconference using Skype or FaceTime. Subsequently, infants’ language and motor skills were assessed via parent questionnaires (Communicative Development Inventories and Early Motor Questionnaire at 10 and 14 months of age. Results revealed a significant correlation between the emergence of sitting skills and receptive vocabulary size at 10 and 14 months of age. Regression analyses further confirmed this pattern and revealed that the emergence of sitting is a significant predictor of subsequent language development above and beyond influences of concurrent motor skills. These findings suggest that the onset of independent sitting may initiate a developmental cascade that results in increased language learning opportunities. Further, this study also demonstrates how infants’ early motor skills can be assessed remotely using videoconference.

  6. Motor skills development in children with inattentive versus combined subtypes of ADHD.

    Science.gov (United States)

    Vasserman, Marsha; Bender, H Allison; Macallister, William S

    2014-01-01

    The relations between attention-deficit hyperactivity disorder (ADHD) and motor skills are well documented, with research indicating both early and lifelong motor deficits in children with this disorder. Despite neuroanatomical and neurodevelopmental differences, which may predict differential rates of motor impairment between ADHD subtypes, evaluation of motor skill deficits in children with different presentations are limited in scope and equivocal in findings. The present investigation evaluated early motor development history and objectively measured motor skills in children with ADHD-Inattentive subtype (ADHD-I) and ADHD-Combined subtype (ADHD-C). One hundred and one children with ADHD-I (n = 53) and ADHD-C (n = 48) were included. Variables included Full-Scale IQ (FSIQ), history of motor delays, and utilization of early intervention services, as well as objectively measured motor impairment as assessed via tasks of fine-motor coordination. No between-group differences were found for FSIQ, but differences in age emerged, with the ADHD-I group being older. No differences in early motor delays were observed, though a considerably higher percentage of children with ADHD-C demonstrated early difficulties. Surprisingly, although children and adolescents with ADHD-C reported more frequent utilization of early intervention services, those with ADHD-I exhibited greater levels of current motor impairment on objective tasks. Given the over-representation of older children in the ADHD-I group, data were reanalyzed after excluding participants older than 10 years of age. Although the between-group differences were no longer significant, more than twice the number of parents of children with ADHD-C reported early motor delays, as compared with the ADHD-I group. Overall, children with ADHD-I were more likely to exhibit current objectively measured motor impairment, possibly due to later identification, less intervention, and/or different neurodevelopmental substrates

  7. Motor Skill Assessment of Children: Is There an Association between Performance-Based, Child-Report, and Parent-Report Measures of Children's Motor Skills?

    Science.gov (United States)

    Kennedy, Johanna; Brown, Ted; Chien, Chi-Wen

    2012-01-01

    Client-centered practice requires therapists to actively seek the perspectives of children and families. Several assessment tools are available to facilitate this process. However, when evaluating motor skill performance, therapists typically concentrate on performance-based assessment. To improve understanding of the information provided by the…

  8. 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…

  9. 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

  10. Motor Skill Assessment in Autism Spectrum Disorder: A Case Study

    Science.gov (United States)

    Liu, Ting; Breslin, Casey M.; ElGarhy, Sayed

    2017-01-01

    Without proper motor assessment, children with autism spectrum disorder may be placed in educational settings that are inappropriate for their motor abilities. However, many practitioners find it challenging to choose which assessment to use to assess these children, especially with the number of instruments available. The purpose of this study…

  11. Using Video Game Telemetry Data to Research Motor Chunking, Action Latencies, and Complex Cognitive-Motor Skill Learning.

    Science.gov (United States)

    Thompson, Joseph J; McColeman, C M; Stepanova, Ekaterina R; Blair, Mark R

    2017-04-01

    Many theories of complex cognitive-motor skill learning are built on the notion that basic cognitive processes group actions into easy-to-perform sequences. The present work examines predictions derived from laboratory-based studies of motor chunking and motor preparation using data collected from the real-time strategy video game StarCraft 2. We examined 996,163 action sequences in the telemetry data of 3,317 players across seven levels of skill. As predicted, the latency to the first action (thought to be the beginning of a chunked sequence) is delayed relative to the other actions in the group. Other predictions, inspired by the memory drum theory of Henry and Rogers, received only weak support. Copyright © 2017 Cognitive Science Society, Inc.

  12. Relations of Preschoolers' Visual-Motor and Object Manipulation Skills with Executive Function and Social Behavior

    Science.gov (United States)

    MacDonald, Megan; Lipscomb, Shannon; McClelland, Megan M.; Duncan, Rob; Becker, Derek; Anderson, Kim; Kile, Molly

    2016-01-01

    Purpose: The purpose of this article was to examine specific linkages between early visual-motor integration skills and executive function, as well as between early object manipulation skills and social behaviors in the classroom during the preschool year. Method: Ninety-two children aged 3 to 5 years old (M[subscript age] = 4.31 years) were…

  13. 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.

  14. Refinement of learned skilled movement representation in motor cortex deep output layer

    Science.gov (United States)

    Li, Qian; Ko, Ho; Qian, Zhong-Ming; Yan, Leo Y. C.; Chan, Danny C. W.; Arbuthnott, Gordon; Ke, Ya; Yung, Wing-Ho

    2017-01-01

    The mechanisms underlying the emergence of learned motor skill representation in primary motor cortex (M1) are not well understood. Specifically, how motor representation in the deep output layer 5b (L5b) is shaped by motor learning remains virtually unknown. In rats undergoing motor skill training, we detect a subpopulation of task-recruited L5b neurons that not only become more movement-encoding, but their activities are also more structured and temporally aligned to motor execution with a timescale of refinement in tens-of-milliseconds. Field potentials evoked at L5b in vivo exhibit persistent long-term potentiation (LTP) that parallels motor performance. Intracortical dopamine denervation impairs motor learning, and disrupts the LTP profile as well as the emergent neurodynamical properties of task-recruited L5b neurons. Thus, dopamine-dependent recruitment of L5b neuronal ensembles via synaptic reorganization may allow the motor cortex to generate more temporally structured, movement-encoding output signal from M1 to downstream circuitry that drives increased uniformity and precision of movement during motor learning. PMID:28598433

  15. SOME METHODOLOGICAL ASPECTS OF FORMING MOTOR SKILLS NECESSARY TO SIGHT-READING PIANO LESSONS

    Directory of Open Access Journals (Sweden)

    ROMAN RUSLANA

    2015-12-01

    Full Text Available This article focuses on one of the urgent problems of forming a pianist – the development of score reading skills, in parti­cular the development of motor skills required for this aptitude. Since this ability is not innate, the formation of score reading skills becomes one of the central problems of musical education. Sight-reading is a complex process, requiring the development of complex musical abilities: skills in piano technique, musical and auditory representations, internal hearing. The article pre­sents a series of exercises that can serve as a solid basis for the formation and development of score reading skills.

  16. Differences in motor skills of pupils aged 13 measured in 1970 and 1995

    Directory of Open Access Journals (Sweden)

    Stojanović Darko

    2013-01-01

    Full Text Available Body fat percentage is higher in relation to muscle in reduced physical activity, which significantly affects the level of motorabilities of students. The results of previously conducted research in the area of motor skills quickly become obsolete. During school age tracking students growth and development enables us to assess the regularity of the developmental period. By measuring the motor dimensions we come to some data about their development. If we want to get to the question of whether there is a change in the development of motor skills, it is necessary to compare their development with the development of students the same age measured more than twenty years. The aim of this study was to determine the difference of motor abilities of the pupils aged 13 years measured in 1970 and 1995 year. Measurement of motor skills are performed according to the methodology that was applied by Kurelić et al. (1975. Determination of differences was done by Difference test from the statistical package Statistica 8.0 for Windows, compared to the availabledata of means and standard deviations of respondents. The results of this research indicate that students which are measured in 1970 had better motor skills compared to students of the same age measured in 1995, except in test foot taping (MTAN.

  17. [Motor capacities involved in the psychomotor skills of the cardiopulmonary resuscitation technique: recommendations for the teaching-learning process].

    Science.gov (United States)

    Miyadahira, A M

    2001-12-01

    It is a bibliographic study about the identification of the motor capacities involved in the psychomotor skills of the cardiopulmonary resuscitation (CPR) which aims to obtain subsidies to the planning of the teaching-learning process of this skill. It was found that: the motor capacities involved in the psychomotor skill of the CPR technique are predominantly cognitive and motor, involving 9 perceptive-motor capacities and 8 physical proficiency capacities. The CPR technique is a psychomotor skill classified as open, done in series and categorized as a thin and global skill and the teaching-learning process of the CPR technique has an elevated degree of complexity.

  18. 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

    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...... 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.......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...

  19. IMPACT OF MENTAL SKILLS ON MOTOR LEARNING IN MOROCCAN HIGH SCHOOL STUDENTS

    OpenAIRE

    A. Eloirdi; A. Arfaoui; A.O.T. Ahami

    2016-01-01

    The issue of motor learning and underlying factors are widely debated. This work has a double aim, to bring out the profile of mental skills and to evaluate their correlation with performance in sport and physical education in Moroccan secondary school students. The study was based on a sample of 202 Moroccan students. We used the test Mental Skills Assessment Tool (OMSAT-3) to assess mental skills. According to the results, the OMSAT-3 displayed a very satisfactory internal consistency, ...

  20. The effect of fine motor skills on handwriting legibility in preschool age children.

    Science.gov (United States)

    Seo, Sang-Min

    2018-02-01

    [Purpose] The purpose of this study was to examine the effect that fine motor skills have on handwriting legibility in children of preschool age. [Subjects and Methods] The subjects of this study were 52 children of normal growth and development. In order to ascertain handwriting legibility, a Korean alphabet writing assessment was used; to measure fine motor skills, fine motor precision and manual dexterity, sub-items of BOT-2 were measured. Furthermore, in order to measure in-hand manipulation skills, a Functional Dexterity Test was conducted. [Results] The results of the study showed a high level of correlation between fine motor skills and handwriting legibility. The study revealed that the accuracy of hand and in-hand manipulation skills is factors that have an effect on handwriting legibility. [Conclusion] Through the current research, occupational therapists can provide activities that aid the development of fine motor precision and in-hand manipulation skills for children during the instruction and treatment of handwriting to preschool age children, which helps to conduct better legibility in their handwriting.

  1. Multiple roads lead to Rome: combined high-intensity aerobic and strength training vs. gross motor activities leads to equivalent improvement in executive functions in a cohort of healthy older adults.

    Science.gov (United States)

    Berryman, Nicolas; Bherer, Louis; Nadeau, Sylvie; Lauzière, Séléna; Lehr, Lora; Bobeuf, Florian; Lussier, Maxime; Kergoat, Marie Jeanne; Vu, Thien Tuong Minh; Bosquet, Laurent

    2014-01-01

    The effects of physical activity on cognition in older adults have been extensively investigated in the last decade. Different interventions such as aerobic, strength, and gross motor training programs have resulted in improvements in cognitive functions. However, the mechanisms underlying the relationship between physical activity and cognition are still poorly understood. Recently, it was shown that acute bouts of exercise resulted in reduced executive control at higher relative exercise intensities. Considering that aging is characterized by a reduction in potential energy ([Formula: see text] max - energy cost of walking), which leads to higher relative walking intensity for the same absolute speed, it could be argued that any intervention aimed at reducing the relative intensity of the locomotive task would improve executive control while walking. The objective of the present study was to determine the effects of a short-term (8 weeks) high-intensity strength and aerobic training program on executive functions (single and dual task) in a cohort of healthy older adults. Fifty-one participants were included and 47 (age, 70.7 ± 5.6) completed the study which compared the effects of three interventions: lower body strength + aerobic training (LBS-A), upper body strength + aerobic training (UBS-A), and gross motor activities (GMA). Training sessions were held 3 times every week. Both physical fitness (aerobic, neuromuscular, and body composition) and cognitive functions (RNG) during a dual task were assessed before and after the intervention. Even though the LBS-A and UBS-A interventions increased potential energy to a higher level (Effect size: LBS-A-moderate, UBS-A-small, GMA-trivial), all groups showed equivalent improvement in cognitive function, with inhibition being more sensitive to the intervention. These findings suggest that different exercise programs targeting physical fitness and/or gross motor skills may lead to equivalent improvement in

  2. 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

  3. Effects of tDCS on Bimanual Motor Skills: A Brief Review.

    Science.gov (United States)

    Pixa, Nils H; Pollok, Bettina

    2018-01-01

    Transcranial direct current stimulation (tDCS) is a non-invasive brain stimulation technique that allows the modulation of cortical excitability as well as neuroplastic reorganization using a weak constant current applied through the skull on the cerebral cortex. TDCS has been found to improve motor performance in general and motor learning in particular. However, these effects have been reported almost exclusively for unimanual motor tasks such as serial reaction time tasks, adaptation tasks, or visuo-motor tracking. Despite the importance of bimanual actions in most activities of daily living, only few studies have investigated the effects of tDCS on bimanual motor skills. The objectives of this review article are: (i) to provide a concise overview of the few existing studies in this area; and (ii) to discuss the effects of tDCS on bimanual motor skills in healthy volunteers and patients suffering from neurological diseases. Despite considerable variations in stimulation protocols, the bimanual tasks employed, and study designs, the data suggest that tDCS has the potential to enhance bimanual motor skills. The findings imply that the effects of tDCS vary with task demands, such as complexity and the level of expertise of the participating volunteers. Nevertheless, optimized stimulation protocols tailored to bimanual tasks and individual performance considering the underlying neural substrates of task execution are required in order to probe the effectiveness of tDCS in greater detail, thus creating an opportunity to support motor recovery in neuro-rehabilitation.

  4. The effectiveness of a community-based fundamental motor skill intervention in children aged 3-8 years: Results of the "Multimove for Kids" project.

    Science.gov (United States)

    Bardid, Farid; Lenoir, Matthieu; Huyben, Floris; De Martelaer, Kristine; Seghers, Jan; Goodway, Jacqueline D; Deconinck, Frederik J A

    2017-02-01

    The purpose of this study was to examine the effectiveness of a 30-week fundamental motor skill program in typically developing young children and to investigate possible sex differences. A multicenter quasi experimental design was set up for this study which involved 992 children aged 3-8 years. All participants received their typical Physical Education curriculum and habitual movement activities. The intervention group (n=523; 53.5% boys) received a weekly 60-min motor skill session provided by trained local instructors in existing child settings; the control group (n=469; 49.7% boys) received no additional practice. Fundamental motor skills were assessed using the Test of Gross Motor Development, 2nd Edition before and after the intervention. To assess the effect of the intervention and possible sex differences, hierarchical linear regressions analyses were conducted for locomotor and object control gain scores. The intervention group demonstrated a higher gain in both locomotor (β=3.78, SE=1.08, pskills than the control group. Girls demonstrated a lower gain in object control skills (β=-3.50, SE=0.49, pskills (β=1.01, SE=0.44, p=0.022) than boys, regardless of group. The present study demonstrated the effectiveness of a wide-scale community-based intervention in typically developing children. The sex differences reported may indicate the need to use different pedagogical and instructional strategies to enable boys and girls to develop and master a wide range of motor skills. Copyright © 2016 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

  5. Age-related differences in acquisition of perceptual-motor skills: working memory as a mediator.

    Science.gov (United States)

    Kennedy, Kristen M; Partridge, Ty; Raz, Naftali

    2008-03-01

    Aging is associated with reduced performance on information processing speed, memory, and executive functions tasks. Although older adults are also less apt in acquiring new perceptual-motor skills, it is unclear whether and how skill acquisition difficulties are associated with age-related general cognitive differences. We addressed this question by examining structural relations among measures of cognitive resources (working memory) and indices of perceptual-motor skill acquisition (pursuit rotor and mirror tracing) in 96 healthy adults aged 19-80 years of age. Three competing structural models were tested: a single (common) factor model, a dual correlated factors model, and a hierarchical dual-factor model. The third model provided the best fit to the data, indicating age differences in simple perceptual-motor skill are partially mediated by more complex abilities.

  6. The timing and importance of motor skills course in knee arthroscopy training.

    Science.gov (United States)

    Çetinkaya, Engin; Çift, Hakan; Aybar, Ahmet; Erçin, Ersin; Güler, Gamze Babür; Poyanlı, Oğuz

    2017-07-01

    The aim of this prospective study is to evaluate the impact of the simulation training program in learning duration of arthroscopic motor skills. Furthermore, we investigated the difference between junior and experienced residents in the improvement of arthroscopic motor skills duration. We established 2 study groups according to participants' year of experience in orthopedic residency with junior group residents with three years or less than three years experience as group 1 and experienced group with over 3 years of experience as group 2. We calculated duration change of motor skill test results for each participant before and after the course. The tools used were; auto scoring mirror tracer(ASMT), 0'Conner the tweezer dexterity test(OCTDT), etch-a-sketch with overlay(ESOT), purdue the pegboard test(PPT), two-arm coordination test(TACT) and grooved pegboard test(GPT) which were all produced by Lafayette firm. These instruments were used to practice and measure the basic motor skills. All post-course test durations for participants decreased significantly when compared to pre-course. We calculated percentage change of motor skill test results for each participant before and after the course. All motor skill test percentage changes were similar between two groups. In comparison of participants according to their experiences, results revealed that there was no difference in test results of experienced and junior surgeons. Both groups had provided equal improvement in terms of motor skills. As our results revealed, residents will be able to act with a strong motivation to learn applications through basic arthroscopic information gained in early period of orthopedic training and will make more successful applications of real patients. Copyright © 2017 Turkish Association of Orthopaedics and Traumatology. Production and hosting by Elsevier B.V. All rights reserved.

  7. 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…

  8. Influence of motor skills training on children’s development evaluated in the Motor skills in PreSchool (MiPS) study-DK: study protocol for a randomized controlled trial, nested in a cohort study

    DEFF Research Database (Denmark)

    Hestbaek, Lise; Andersen, Sara Thurøe; Skovgaard, Thomas

    2017-01-01

    BACKGROUND: Good motor skills are considered important for children's physical, social, and psychological development, but the relationship is still poorly understood. Preschool age seems to be decisive for the development of motor skills and probably the most promising time-window in relation...... to preventive strategies based on improved motor skills. This research program has four overall aims: (1) investigation of the effect of a structured program aimed at improving motor skills in 3-6-year-old children on current and future motor skills, health, cognition, and wellbeing; (2) establish reference...... data on motor skills in 3-6-year-olds; (3) description of early development of musculoskeletal problems; and (4) establishment of a population-based cohort of 3-6-year-olds. METHODS: Over a four-year period, all preschools in a Danish municipality, Svendborg, will implement a new program aimed...

  9. Relations of Preschoolers' Visual-Motor and Object Manipulation Skills With Executive Function and Social Behavior.

    Science.gov (United States)

    MacDonald, Megan; Lipscomb, Shannon; McClelland, Megan M; Duncan, Rob; Becker, Derek; Anderson, Kim; Kile, Molly

    2016-12-01

    The purpose of this article was to examine specific linkages between early visual-motor integration skills and executive function, as well as between early object manipulation skills and social behaviors in the classroom during the preschool year. Ninety-two children aged 3 to 5 years old (M age  = 4.31 years) were recruited to participate. Comprehensive measures of visual-motor integration skills, object manipulation skills, executive function, and social behaviors were administered in the fall and spring of the preschool year. Our findings indicated that children who had better visual-motor integration skills in the fall had better executive function scores (B = 0.47 [0.20], p gender, Head Start status, and site location, but not after controlling for children's baseline levels of executive function. In addition, children who demonstrated better object manipulation skills in the fall showed significantly stronger social behavior in their classrooms (as rated by teachers) in the spring, including more self-control (B - 0.03 [0.00], p social behavior in the fall and other covariates. Children's visual-motor integration and object manipulation skills in the fall have modest to moderate relations with executive function and social behaviors later in the preschool year. These findings have implications for early learning initiatives and school readiness.

  10. Fundamental motor skills, nutritional status, perceived competence, and school performance of Brazilian children in social vulnerability: Gender comparison.

    Science.gov (United States)

    Nobre, Glauber Carvalho; Valentini, Nadia Cristina; Nobre, Francisco Salviano Sales

    2018-06-01

    Being at risk or in social vulnerability situations can affect important aspects of child development. The aim of this study was to investigate fundamental motor skills (locomotor and object control) and school (writing, arithmetic, reading) performances, the perceived competence and the nutritional status of girls and boys living in social vulnerability in the poorest regions of Brazil. Two hundred eleven (211) children (87 girls, 41%), 7-10-year-old (M = 8.3, SD = 0.9), from public schools in Ceará (Brazil), living in social vulnerability, participated in the study. Children were assessed using the Test of Gross Motor Development - 2, the Body Mass Index (BMI), the Self-Perception Profile for Children, and the School Performance Test. Multivariate analysis of covariance (MANCOVA), adjusted for age, did not show any significant effect for locomotion. There was an effect of gender on the object control. Boys showed higher scores in striking, kicking, throwing, and rolling a ball. Quade's nonparametric analysis showed no difference in BMI between the genders. Most children presented healthy weight. The MANCOVA showed no effect of gender on children's scores on perceived competence on the subscales; moderate scores were found for most children. There were no gender effects on school performance; both boys and girls demonstrated inferior performance. Boys and girls in social vulnerability showed inferior performance in most motor skills, moderate perceived competence and inferior school performance. These results reveal that the appropriate development of these children is at risk and that intervention strategies should be implemented to compensate the difficulties presented. Copyright © 2018 Elsevier Ltd. All rights reserved.

  11. Neuropsychology and the relearning of motor skills following stroke

    NARCIS (Netherlands)

    Hochstenbach, J; Mulder, T

    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

  12. Effects of overweight and obese body mass on motor planning and motor skills during obstacle crossing in children.

    Science.gov (United States)

    Gill, Simone V; Hung, Ya-Ching

    2014-01-01

    Little is known about how obesity relates to motor planning and skills during functional tasks. We collected 3-D kinematics and kinetics as normal weight (n=10) and overweight/obese (n=12) children walked on flat ground and as they crossed low, medium, and high obstacles. We investigated if motor planning and motor skill impairments were evident during obstacle crossing. Baseline conditions showed no group differences (all ps>.05). Increased toe clearance was found on low obstacles (p=.01) for the overweight/obese group and on high obstacles (p=.01) for the normal weight group. With the crossing leg, the overweight/obese group had larger hip abduction angles (p=.01) and medial ground reaction forces (p=.006) on high obstacles and high anterior ground reaction forces on low obstacles (p=.001). With the trailing leg, overweight/obese children had higher vertical ground reaction forces on high obstacles (p=.005) and higher knee angles (p=.01) and anterior acceleration in the center of mass (p=.01) on low obstacles. These findings suggest that differences in motor planning and skills in overweight/obese children may be more apparent during functional activities. Copyright © 2013 Elsevier Ltd. All rights reserved.

  13. 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.

  14. 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…

  15. Altered synaptic plasticity in Tourette's syndrome and its relationship to motor skill learning.

    Directory of Open Access Journals (Sweden)

    Valerie Cathérine Brandt

    Full Text Available Gilles de la Tourette syndrome is a neuropsychiatric disorder characterized by motor and phonic tics that can be considered motor responses to preceding inner urges. It has been shown that Tourette patients have inferior performance in some motor learning tasks and reduced synaptic plasticity induced by transcranial magnetic stimulation. However, it has not been investigated whether altered synaptic plasticity is directly linked to impaired motor skill acquisition in Tourette patients. In this study, cortical plasticity was assessed by measuring motor-evoked potentials before and after paired associative stimulation in 14 Tourette patients (13 male; age 18-39 and 15 healthy controls (12 male; age 18-33. Tic and urge severity were assessed using the Yale Global Tic Severity Scale and the Premonitory Urges for Tics Scale. Motor learning was assessed 45 minutes after inducing synaptic plasticity and 9 months later, using the rotary pursuit task. On average, long-term potentiation-like effects in response to the paired associative stimulation were present in healthy controls but not in patients. In Tourette patients, long-term potentiation-like effects were associated with more and long-term depression-like effects with less severe urges and tics. While motor learning did not differ between patients and healthy controls 45 minutes after inducing synaptic plasticity, the learning curve of the healthy controls started at a significantly higher level than the Tourette patients' 9 months later. Induced synaptic plasticity correlated positively with motor skills in healthy controls 9 months later. The present study confirms previously found long-term improvement in motor performance after paired associative stimulation in healthy controls but not in Tourette patients. Tourette patients did not show long-term potentiation in response to PAS and also showed reduced levels of motor skill consolidation after 9 months compared to healthy controls. Moreover

  16. 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

  17. 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.

  18. THE EFFECT OF EGGSHELL MOSAIC TRAINING TOWARD FINE MOTOR SKILLS OF CHILDREN WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITY (IDD

    Directory of Open Access Journals (Sweden)

    Diadra Finalistiani

    2017-02-01

    Full Text Available The purpose of this research was to determine the effect of eggshell mosaic toward fine motor skills of children with intellectual and develompental disability. The data was collected with observation, and the analysis technique used analysis in condition and analysis between conditions. The conclusion of this research was eggshell mosaic gives effect toward the fine motor skills of the children, it was shown from fine motor skills of the children before eggshell mosaic treatment, during the treatment and after controlling, and the fine motor skills of the children was improved.

  19. 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.

  20. Assessment of sensorimotor cortical representation asymmetries and motor skills in violin players.

    Science.gov (United States)

    Schwenkreis, Peter; El Tom, Susan; Ragert, Patrick; Pleger, Burkhard; Tegenthoff, Martin; Dinse, Hubert R

    2007-12-01

    As a model for use-dependent plasticity, the brains of professional musicians have been extensively studied to examine structural and functional adaptation to unique requirements of skilled performance. Here we provide a combination of data on motor performance and hand representation in the primary motor and somatosensory cortex of professional violin players, with the aim of assessing possible behavioural consequences of sensorimotor cortical asymmetries. We studied 15 healthy right-handed professional violin players and 35 healthy nonmusician controls. Motor and somatosensory cortex asymmetry was assessed by recording the motor output map after transcranial magnetic stimulation from a small hand muscle, and by dipole source localization of somatosensory evoked potentials after electrical stimulation of the median and ulnar nerves. Motor performance was examined using a series of standardized motor tasks covering different aspects of hand function. Violin players showed a significant right-larger-than-left asymmetry of the motor and somatosensory cortex, whereas nonmusician controls showed no significant interhemispheric difference. The amount of asymmetry in the motor and somatosensory cortices of musicians was significantly correlated. At the behavioural level, motor performance did not significantly differ between musicians and nonmusicians. The results support a use-dependent enlargement of the left hand representation in the sensorimotor cortex of violin players. However, these cortical asymmetries were not paralleled by accompanying altered asymmetries at a behavioural level, suggesting that the reorganisation might be task-specific and does not lead to improved motor abilities in general.

  1. Artificial feedback for remotely supervised training of motor skills

    NARCIS (Netherlands)

    van Dijk, Henk; Hermens, Hermanus J.

    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

  2. Gender differences in young children's interactions when learning fundamental motor skills.

    Science.gov (United States)

    Garcia, C

    1994-09-01

    The purpose of the study was to examine how young children interact in the context of learning fundamental motor skills. Twenty-nine preschool children were observed during a period of six consecutive months while they were participating in their daily motor skills program. Fieldwork research methodology was used and data were collected using participant observation techniques. During data analysis, emerging patterns were identified and cross-referenced against data collected from other sources (triangulation). Girls were found to interact in a cooperative, caring, and sharing manner. Boys were found to interact in a competitive, individualized, and egocentric manner. A cultural pattern of cooperative interaction among Asian children was found. In addition, both boys and girls tried to maintain their gender style of interaction when dealing with the opposite sex. This study reveals several aspects of the social environment that may need to be considered when teaching motor skills to young children.

  3. 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.

  4. Recruitment of prefrontal-striatal circuit in response to skilled motor challenge.

    Science.gov (United States)

    Guo, Yumei; Wang, Zhuo; Prathap, Sandhya; Holschneider, Daniel P

    2017-12-13

    A variety of physical fitness regimens have been shown to improve cognition, including executive function, yet our understanding of which parameters of motor training are important in optimizing outcomes remains limited. We used functional brain mapping to compare the ability of two motor challenges to acutely recruit the prefrontal-striatal circuit. The two motor tasks - walking in a complex running wheel with irregularly spaced rungs or walking in a running wheel with a smooth internal surface - differed only in the extent of skill required for their execution. Cerebral perfusion was mapped in rats by intravenous injection of [C]-iodoantipyrine during walking in either a motorized complex wheel or in a simple wheel. Regional cerebral blood flow (rCBF) was quantified by whole-brain autoradiography and analyzed in three-dimensional reconstructed brains by statistical parametric mapping and seed-based functional connectivity. Skilled or simple walking compared with rest, increased rCBF in regions of the motor circuit, somatosensory and visual cortex, as well as the hippocampus. Significantly greater rCBF increases were noted during skilled walking than for simple walking. Skilled walking, unlike simple walking or the resting condition, was associated with a significant positive functional connectivity in the prefrontal-striatal circuit (prelimbic cortex-dorsomedial striatum) and greater negative functional connectivity in the prefrontal-hippocampal circuit. Our findings suggest that the level of skill of a motor training task determines the extent of functional recruitment of the prefrontal-corticostriatal circuit, with implications for a new approach in neurorehabilitation that uses circuit-specific neuroplasticity to improve motor and cognitive functions.

  5. Gender impacts on motor skill proficiency-physical activity relationship in children

    Directory of Open Access Journals (Sweden)

    Diana Samara

    2015-12-01

    Full Text Available BACKGROUND Physical activity is the greatest contributor to achievement of adequate physical activity. Children performing adequate daily physical activity will get positive benefits from their activity. Several studies indicate a difference in motor skills between boys and girls. To understand the development of motor skill proficiency and physical activity in boys and girls, a study was conducted to determine the role of gender on motor skill proficiency and physical activity in children aged 6-12 years. METHODS A cross-sectional observational study was conducted and a total of 162 children were included at a primary school in the Grogol area, West Jakarta. Data collection was by questionnaire-based interviews, covering age, gender, and physical activity (watching TV, playing games, and outdoor play. Assessment of motor skills was performed using the Bruininks-Oseretsky Test–Second Edition (BOT-2. Data analysis was performed using SPSS for Windows release 17.0 and level of significance was set at 0.05. RESULTS Multiple linear regression results showed that in boys the strength subset was the most influential factor on TV watching activity, with the higher scores for strength indicating a lower TV watching activity (â=-0.125;p=0.021. Age was the most influential factor on outdoor playing activity in girls, with older girls having lower outdoor playing activity (â=-0.375;p=0.016. CONCLUSIONS This study revealed that gender difference impacts on motor skills and physical activity in children. Higher motor proficiency increases outdoor playing activity only in boys. Primary school pupils should be given opportunities for performing outdoor playing activities to improve their motor proficiency.

  6. Gender impacts on motor skill proficiency-physical activity relationship in children

    Directory of Open Access Journals (Sweden)

    Diana Samara

    2012-12-01

    Full Text Available Background Physical activity is the greatest contributor to achievement of adequate physical activity. Children performing adequate daily physical activity will get positive benefits from their activity. Several studies indicate a difference in motor skills between boys and girls. To understand the development of motor skill proficiency and physical activity in boys and girls, a study was conducted to determine the role of gender on motor skill proficiency and physical activity in children aged 6-12 years. Methods A cross-sectional observational study was conducted and a total of 162 children were included at a primary school in the Grogol area, West Jakarta. Data collection was by questionnaire-based interviews, covering age, gender, and physical activity (watching TV, playing games, and outdoor play. Assessment of motor skills was performed using the Bruininks-Oseretsky Test–Second Edition (BOT-2. Data analysis was performed using SPSS for Windows release 17.0 and level of significance was set at 0.05. Results Multiple linear regression results showed that in boys the strength subset was the most influential factor on TV watching activity, with the higher scores for strength indicating a lower TV watching activity (â=-0.125;p=0.021. Age was the most influential factor on outdoor playing activity in girls, with older girls having lower outdoor playing activity (â=-0.375;p=0.016. Conclusions This study revealed that gender difference impacts on motor skills and physical activity in children. Higher motor proficiency increases outdoor playing activity only in boys. Primary school pupils should be given opportunities for performing outdoor playing activities to improve their motor proficiency.

  7. Effects of Physical Activity on Motor Skills and Cognitive Development in Early Childhood: A Systematic Review

    Directory of Open Access Journals (Sweden)

    Nan Zeng

    2017-01-01

    Full Text Available Objective. This study synthesized literature concerning casual evidence of effects of various physical activity programs on motor skills and cognitive development in typically developed preschool children. Methods. Electronic databases were searched through July 2017. Peer-reviewed randomized controlled trials (RCTs examining the effectiveness of physical activity on motor skills and cognitive development in healthy young children (4–6 years were screened. Results. A total of 15 RCTs were included. Of the 10 studies assessing the effects of physical activity on motor skills, eight (80% reported significant improvements in motor performance and one observed mixed findings, but one failed to promote any beneficial outcomes. Of the five studies investigating the influence of physical activity on cognitive development, four (80% showed significant and positive changes in language learning, academic achievement, attention, and working memory. Notably, one indicated no significant improvements were observed after the intervention. Conclusions. Findings support causal evidence of effects of physical activity on both motor skills and cognitive development in preschool children. Given the shortage of available studies, future research with large representative samples is warranted to explore the relationships between physical activity and cognitive domains as well as strengthen and confirm the dose-response evidence in early childhood.

  8. Effects of Physical Activity on Motor Skills and Cognitive Development in Early Childhood: A Systematic Review.

    Science.gov (United States)

    Zeng, Nan; Ayyub, Mohammad; Sun, Haichun; Wen, Xu; Xiang, Ping; Gao, Zan

    2017-01-01

    This study synthesized literature concerning casual evidence of effects of various physical activity programs on motor skills and cognitive development in typically developed preschool children. Electronic databases were searched through July 2017. Peer-reviewed randomized controlled trials (RCTs) examining the effectiveness of physical activity on motor skills and cognitive development in healthy young children (4-6 years) were screened. A total of 15 RCTs were included. Of the 10 studies assessing the effects of physical activity on motor skills, eight (80%) reported significant improvements in motor performance and one observed mixed findings, but one failed to promote any beneficial outcomes. Of the five studies investigating the influence of physical activity on cognitive development, four (80%) showed significant and positive changes in language learning, academic achievement, attention, and working memory. Notably, one indicated no significant improvements were observed after the intervention. Findings support causal evidence of effects of physical activity on both motor skills and cognitive development in preschool children. Given the shortage of available studies, future research with large representative samples is warranted to explore the relationships between physical activity and cognitive domains as well as strengthen and confirm the dose-response evidence in early childhood.

  9. LATENT STRUCTURE OF MOTOR ABILITIES AND SKILLS OF DEAF CHILDREN

    Directory of Open Access Journals (Sweden)

    Husnija Hasanbegović

    2012-04-01

    Full Text Available In this work surveys of latent motility abilities and skills of school children are shown. The sample for this survey was consisted of two subsamples. First one has consisted of deaf children N=29, and the second one has consisted hearing children of same age N=69. Subsamples of deaf is chosen according to model of applied sample, and subsample is chosen randomly, so two stages group sample N=90 has been created. After quantitative differences have been discovered between subsamples, hearing pupils have shown statistically better results at motility skills and techniques than deaf children and cumulative results have been subjected to inter correlation of variables. The target of using this method was determination of saturation of common variability through saturation of variables and their correlation by Ortoblique rotation for determination of latent information that are going to serve as practical guides at education and deaf children treatment, because of improvement of their motility abilities and skills according to hearing children. Three factors have been singled out as main preview of measurement on manifest variables. According to first review of measuring it has been established that at deaf children is needed to work on improving of physical abilities and mobility and then developed motility abilities and skills. Their information has been gained most probably by non system fluctuations as information about ability of balance maintaining which is most probably non dependable of motility abilities and skills as at deaf and hearing children too. According to this survey by entering the structure of measuring instrument it is possible to create programs for improving motility abilities and skills at deaf children.

  10. Motor skills of children with unilateral visual impairment in the Infant Aphakia Treatment Study.

    Science.gov (United States)

    Celano, Marianne; Hartmann, E Eugenie; DuBois, Lindreth G; Drews-Botsch, Carolyn

    2016-02-01

    To assess motor functioning in children aged 4 years 6 months enrolled in the Infant Aphakia Treatment Study, and to determine contributions of visual acuity and stereopsis to measured motor skills. One hundred and four children (53% female) with unilateral aphakia randomized to intraocular lens