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

2015 ◽  
Vol 43 ◽  
pp. 146-154 ◽  
Author(s):  
Louisa D. Raisbeck ◽  
Jed A. Diekfuss
Keyword(s):  
Motor Skills ◽  
Dual Tasks ◽  
Gross Motor ◽  
Gross Motor Skills

PENGEMBANGAN FISIK MOTORIK ANAK USIA DINI DENGAN BERMAI

Edupedia ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 67-77
Author(s):  
Farhatin Masrurah ◽  
Khulusinniyah Khulusinniyah
Keyword(s):  
Early Childhood ◽  
High Activity ◽  
Motor Skills ◽  
Motor Development ◽  
Rapid Growth ◽  
Skills Development ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Gross Motor ◽  
Gross Motor Skills

The first five years of a children’s age is the period of rapid growth with physical and motor development. Those process will develop well if stimulated continuously. Early childhood always identic with high activity requires the opportunity to express their abilities. Therefore playing method is very urgent inchildren’s gross motor skills and fine motor skills development through a variety of playing activities both indoors and outdoors. Playing is an activity that cannot be separated from early childhood’s world. All playing activities will be carried out happily. By the same token learning by playing will be done happily without any sense of being forced or oppressed.

Gross Motor Development in Preschool Children with Learning Disabilities

1989 ◽  
Vol 6 (3) ◽  
pp. 268-279 ◽  
Author(s):  
James H. Rimmer ◽  
Luke E. Kelly
Keyword(s):  
Learning Disabilities ◽  
Preschool Children ◽  
Motor Skills ◽  
Motor Development ◽  
Free Play ◽  
Adapted Physical Education ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development ◽  
School Year

The purpose of this pilot study was to descriptively evaluate the effects of three different programs on the development of gross motor skills of preschool children with learning disabilities (n = 29). No attempt was made to equate the groups or control for differences between the programs or instructional staff. Two of the programs were used by the respective schools to develop the gross motor skills of their audience. The programs were called occupational therapy (OT) (45–60 min/day, 5 days/week) and adapted physical education (APE) (30 min/day, 4 days/week). A third group was evaluated to determine whether maturational effects had any involvement in gross motor development. This group was called the noninstructional program (NIP) (30 min/day, 2 days/week) and was solely involved in free play. The programs were all in session for the entire school year (33–35 weeks). The results of the study revealed that the children in the APE program made more significant gains across objectives, and particularly on the qualitative measures, than did the children in the OT or NIP groups.

Infants with Down syndrome: Percentage and age for acquisition of gross motor skills

2013 ◽  
Vol 34 (3) ◽  
pp. 894-901 ◽  
Author(s):  
Karina Pereira ◽  
Renata Pedrolongo Basso ◽  
Ana Raquel Rodrigues Lindquist ◽  
Louise Gracelli Pereira da Silva ◽  
Eloisa Tudella
Keyword(s):  
Down Syndrome ◽  
Motor Skills ◽  
Gross Motor ◽  
Gross Motor Skills

All within grasp

2021 ◽  
Vol 22 (9) ◽  
pp. 27-28
Author(s):  
Sian Marsh
Keyword(s):  
Motor Skills ◽  
Rating Scale ◽  
Physical Development ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
A Priority

Understanding how physical development links to children's readiness for school is a priority for trainees on the EYITT programme. Sian Marsh describes how one trainee is using the Movement Environment Rating Scale to support colleagues to develop children's fine and gross motor skills.

Exploring Relations Between Gross Motor Skills, Attention, and Inhibition in Adolescents

2017 ◽  
Vol 49 (5S) ◽  
pp. 1036
Author(s):  
Jonathan Rivard ◽  
Julie Bouchard ◽  
Annie Gagné ◽  
Linda Paquette ◽  
Jacinthe Dion ◽  
...  
Keyword(s):  
Motor Skills ◽  
Gross Motor ◽  
Gross Motor Skills
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