Initial outcomes of a small group Physio/OT designed motor skills program (Bounce Back 4 Kids) for developmentally challenged primary school children: A case series

2013 ◽  
Vol 16 ◽  
pp. e19
Author(s):  
T. Wisbey-Roth
Keyword(s):  
Primary School ◽  
Small Group ◽  
Motor Skills ◽  
School Children ◽  
Case Series ◽  
Primary School Children ◽  
Bounce Back

scholarly journals The Historical and Psychological Significance of the Unorganized Games of New Zealand Primary School Children

2021 ◽  
Author(s):  
◽  
Brian Sutton-Smith
Keyword(s):  
New Zealand ◽  
Primary School ◽  
Small Group ◽  
School Children ◽  
Primary School Children ◽  
The North ◽  
Psychological Significance ◽  
East And West ◽  
Recurrent Motifs ◽  
East West

<p>In the Spring of 1948 while teaching at a primary school, I observed a small group of girls playing a game called "Tip the Finger". During the game one of the players chanted the following rhyme: "Draw a snake upon your back And this is the way it went North, South, East, West, Who tipped your finger?" I recognized immediately and with some surprise that this rhyme contained elements which were not invented by the children and were probably of some antiquity. I knew, for example, though only in a vague and unlearned manner, that the four pattern of the North, South, East and West and the Snake symbolism were recurrent motifs in mythology and folklore. I was aware also that there did not exits any specialized attempt to explain the part that games of this nature played in the lives of the players.</p>

LEVEL OF MOTOR SKILLS IN YOUNGER PRIMARY-SCHOOL CHILDREN AND THEIR SELECTED CONDITIONS

2016 ◽  
Vol 26 (76) ◽  
pp. 51-60
Author(s):  
Eligiusz Madejski ◽  
Grażyna Kosiba ◽  
Magdalena Majer
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Motor Skills ◽  
School Children ◽  
Primary Schools ◽  
School Achievement ◽  
Primary School Children ◽  
Physical Culture ◽  
Achievement Testing ◽  
Study Results

Aim. To assess the motor skill level of younger primary school children (grade 1-3) and the relationship between the motor skills of the participants and their knowledge on physical culture and physical activity. Basic procedures. The study was conducted among randomly selected children enrolled in grades 1-3 of primary schools in Krakow. 334 students aged 7-8, 365 aged 8-9 and 317 aged 9-10 took part in the study. The basic method was a diagnostic survey, and the technique was a questionnaire and school achievement testing. The SPSS 21 (IBM Corp., 2012) programme was used for statistical analysis of the study results. Statistically significant correlations were assumed at p &amp;amp;lt; 0.01 and were marked by two asterisks. Results. The highest percentage of subjects regarding the level of motor skills was in the middle and high ranges. The analysis of the results also showed an average level of physical activity and knowledge about physical culture in the majority of participants. Research also showed a statistically significant positive correlation between motor skills and the level of physical activity of children and the level of knowledge about physical culture. Conclusions. Younger school-girls and school-boys are generally above average in terms of selected motor skills. The age of the examined children clearly differentiated their level of motor skills. There was a statistically significant correlation between the motor skills and physical activity of children in their free time and their knowledge on physical culture.

scholarly journals Motor skills of primary school children: The differences compared to age

2020 ◽  
pp. 181-194
Author(s):  
Slobodan Pavlović ◽  
Dragan Marinković ◽  
Nebojša Mitrović
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Motor Skills ◽  
School Children ◽  
Motor Development ◽  
Primary School Children ◽  
General Level ◽  
Significant Difference ◽  
Hand Tapping ◽  
The Individual

Physical education, from the earliest age in preschool institutions, and then through primary and secondary schools, is the only place where children can, in the right way, acquire the knowledge on sports, skills, behaviour, necessary in order to get the continuity of physical activities in the adulthood. Primary school is a period when the students experience great changes in the overall developing status. Therefore, Physical Education has a fundamental role in the development of psychosomatic characteristics of children. While planning lessons of Physical Education, there is a special emphasis on the development of motor skills. The goal of this research refers to the establishing of the existing differences in the motor space of primary school children in relation to age. The sample consisted of 231 examinees who attended 3rd, 4th, 5th and 6th grade (age 11 ± 1.6 years), out of which there were (N = 109; TV = 147.6 ± 7; TM = 39.6 ± 7.1) boys, and (N = 122; TV = 148.3 ± 5.9; TM = 40 ± 5.3) girls. All examinees were the students from the territory of Zlatibor region and with the signed permission for performing testing by both parents. Motor skills have been estimated within school Physical Education, all with the purpose of getting more realistic picture on the motor skills of children. The presented results point to the existing differences between the groups of examinees of both genders on a general level, as well as the individual differences within the motor space. These differences are more noticeable with boys (F = 5.92; P = .00) than with girls (F = 4.79; P = .00). Statistically greater differences with boys have been noted in the following variables: "Hand tapping", "Hand clapping", "Throwing basketball ball", "the 30 m running flying start", "Pull-ups", and "Torso lift-ups". With girls, statistically significant difference have been notes in the following variables: "Throwing basketball ball", "the 30 m running flying start" and "Torso lift-ups". The value of this work is reflected in the fact that, during testing, a great number of tests were used for estimation of the examinees' motor space, all with the purpose of getting more complete picture on the existence of differences among the groups, categorised by gender and age. The importance of testing and perception of differences in motor skills and their monitoring presents one of the important activities during PE classes, all with the purpose of the adequate lesson programming, but also monitoring the motor development.

Development of fundamental motor skills between 2006 and 2016 in Dutch primary school children

2021 ◽  
pp. 1-18
Author(s):  
R. Mombarg ◽  
A. G. M. de Bruijn ◽  
I. A. M. Smits ◽  
B. T. Hemker ◽  
E. Hartman ◽  
...  
Keyword(s):  
Primary School ◽  
Motor Skills ◽  
School Children ◽  
Primary School Children ◽  
Fundamental Motor Skills

scholarly journals Fine motor deficits and attention deficit hyperactivity disorder in primary school children

2019 ◽  
Vol 25 ◽  
Author(s):  
Maria Mokobane ◽  
Basil J. Pillay ◽  
Anneke M. Meyer
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Primary School ◽  
Motor Skills ◽  
School Children ◽  
Attention Deficit ◽  
Primary School Children ◽  
Fine Motor ◽  
Control Group ◽  
Children With Adhd ◽  
Hyperactivity Disorder

Background: Many children with attention deficit hyperactivity disorder (ADHD) display motor deficiencies during their daily routine, which may have impact on their developmental course. Children with ADHD who experience motor deficiencies often display deficits in tasks requiring movements, such as handwriting.Aim: This study investigated deficiencies in fine motor skills in primary school children with ADHD. The study further sought to establish whether ADHD subtypes differ in deficiencies of fine motor performance, recorded for both the dominant and non-dominant hands.Methods: The Disruptive Behavior Disorders Rating Scale, completed by educators and parents, was used to screen for ADHD symptoms. Researchers confirmed the diagnosis of ADHD. Motor functioning was assessed using the Grooved Pegboard and Maze Coordination. The children diagnosed with ADHD were matched for age and gender with controls without ADHD. The sample consisted of an ADHD group (160) and control group (160) of primary school children from the Moletjie area.Results: Children with ADHD (predominantly inattentive subtype) and ADHD (combined subtype) performed significantly more poorly than the control group on the Grooved Pegboard (p < 0.05) with both the dominant and non-dominant hand. No significant difference between the hyperactivity and impulsiveness subtype and the controls were found. There was no difference on the Maze Coordination Task (p > 0.05) between the ADHD subtypes and the controls.Conclusion: Difficulties in fine motor skills are prevalent in children with ADHD, particularly in the ADHD-PI and ADHD-C. Problems are encountered in distal, complex, speeded tasks. The effect may lead to poor handwriting and academic performance.

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