Movement Analysis of Repetitive Writing Behaviour of First, Second and Third Grade Primary School Children

Background:This study investigates the influence of school playground facilities on children’s daily physical activity.Methods:Participants were 594 school children measured at preschool (age 6 to 7 years) and 3 years later in third grade (518 children age 9 to 10 years) from 18 schools in 2 suburban municipalities in Denmark. Physical activity data were obtained using accelerometers. These were related to the number of permanent play facilities in school grounds and the school playground area (m2).Results:The number of play facilities in the school grounds was positively associated with all measures of children’s activity. In preschool every 10 additional play facilities the children had access to was associated with an increase in the average accelerometer counts of 14% (r = .273, P < .001) in school time and 6.9% (r = .195, P < .001) overall. For the children in third grade, access to 10 additional play facilities was associated with an increase in school time activity level of 26% (r = .364, P < .001) and an increase in overall activity level of 9.4% (r = .211, P < .001). School playground area did not affect activity levels independently of the number of permanent play facilities.Conclusion:Increasing the number of play facilities in primary school playgrounds may increase the level of children’s daily physical activity.

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Investigation of basic cognitive predictors of reading and spelling abilities in Tunisian third-grade primary school children

Brain and Development ◽

10.1016/j.braindev.2014.09.010 ◽

2015 ◽

Vol 37 (6) ◽

pp. 579-591 ◽

Cited By ~ 6

Author(s):

Soulef Batnini ◽

Akira Uno

Keyword(s):

Primary School ◽

School Children ◽

Primary School Children ◽

Third Grade ◽

Cognitive Predictors ◽

Reading And Spelling

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Differences in the Upper-Limb Coordination of Primary School Children

Baltic Journal of Sport and Health Sciences ◽

10.33607/bjshs.v1i116.897 ◽

2020 ◽

Vol 1 (116) ◽

Author(s):

Miljan Hadzovic ◽

Predrag Ilic ◽

Aleksandra Aleksic Veljkovic

Keyword(s):

Primary School ◽

Upper Limb ◽

School Children ◽

Motor Development ◽

Body Height ◽

Great Influence ◽

Primary School Children ◽

Third Grade ◽

Medium Size ◽

Limb Coordination

Background. Monitoring the abilities of typically developed children is very important.Methods. This study aimed to determine the levels and differences in motor coordination of the upper extremities between first and third-grade primary school children using the subtest of the Bruininks-Oseretsky Test (BOT-2). The sample included 79 healthy subjects of both sexes, chronological age ranging from seven to nine years, body height 134.51 ± 8.43 cm (Mean ± SD), bodyweight 33.01 ± 8.65 kg (Mean ± SD). The Mann–Whitney U test determined differences between groups, for the benefit of the group of third-grade subjects in all upper extremity coordination variables.Results. The results showed that differences in age and biological growth and development in young children in some variables of upper-limb coordination influenced medium size (2ULC, 6ULC, 7ULC), but in most of the variables examined they had great influence (1ULC. 3ULC, 4ULC, 5ULC, TULC) according to Cohen’s criterion.Conclusion. It can be concluded that well-organized and expertly guided physical activities, as well as regular testing of children when it comes to developing coordination, can influence early detection of movement difficulties and eliminate problems in acquiring new coordination skills, and thus create an appropriate base for engaging in sports activities while growing up. Keywords: motor development, coordination, physical education.

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