Commentary on “Weight Status and Gross Motor Skill in Kindergarten Children”

2012 ◽  
Vol 24 (4) ◽  
pp. 360
Author(s):  
Nava Blum ◽  
Arnon Blum
Keyword(s):  
Motor Skill ◽  
Weight Status ◽  
Kindergarten Children ◽  
Gross Motor ◽  
Gross Motor Skill

Weight Status and Gross Motor Skill in Kindergarten Children

2012 ◽  
Vol 24 (4) ◽  
pp. 353-360 ◽  
Author(s):  
Dawn Roberts ◽  
Diana Veneri ◽  
Robert Decker ◽  
Mary Gannotti
Keyword(s):  
Motor Skill ◽  
Weight Status ◽  
Kindergarten Children ◽  
Gross Motor ◽  
Gross Motor Skill

scholarly journals Gross motor skill development of kindergarten children in Japan

2018 ◽  
Vol 30 (5) ◽  
pp. 711-715
Author(s):  
Thanda Aye ◽  
Tsugumi Kuramoto-Ahuja ◽  
Tamae Sato ◽  
Kaori Sadakiyo ◽  
Miyoko Watanabe ◽  
...  
Keyword(s):  
Motor Skill ◽  
Skill Development ◽  
Kindergarten Children ◽  
Gross Motor ◽  
Motor Skill Development ◽  
Gross Motor Skill

scholarly journals Gross motor skill development of 5-year-old Kindergarten children in Myanmar

2017 ◽  
Vol 29 (10) ◽  
pp. 1772-1778 ◽  
Author(s):  
Thanda Aye ◽  
Khin Saw Oo ◽  
Myo Thuzar Khin ◽  
Tsugumi Kuramoto-Ahuja ◽  
Hitoshi Maruyama
Keyword(s):  
Motor Skill ◽  
Skill Development ◽  
Kindergarten Children ◽  
Gross Motor ◽  
Motor Skill Development ◽  
Gross Motor Skill

Relationship of Reaction Time and Movement Time in a Gross Motor Skill

1973 ◽  
Vol 36 (2) ◽  
pp. 453-454 ◽  
Author(s):  
Richard Groves
Keyword(s):  
Reaction Time ◽  
Motor Skill ◽  
Movement Time ◽  
Gross Motor ◽  
Moment Coefficient ◽  
Relationship Of ◽  
Gross Motor Skill

The purpose of the study was to investigate the independence of reaction time (RT) and movement time (MT) in a gross motor skill, the racing start in swimming. RT and MT were quantified for each S by counting frames of film for five trials. The Pearson product-moment coefficient of –.231 ( p > .05) between means indicated that RT and MT were independent factors.

Temporary Fatigue Effects in a Gross Motor Skill

1972 ◽  
Vol 4 (4) ◽  
pp. 217-222 ◽  
Author(s):  
Doyice J. Cotten ◽  
Jerry R. Thomas ◽  
William R. Spieth ◽  
Judson Biasiotto
Keyword(s):  
Motor Skill ◽  
Gross Motor ◽  
Gross Motor Skill

scholarly journals Gross motor skill performance in children with and without visual impairments—Research to practice

2013 ◽  
Vol 34 (10) ◽  
pp. 3246-3252 ◽  
Author(s):  
Matthias O. Wagner ◽  
Pamela S. Haibach ◽  
Lauren J. Lieberman
Keyword(s):  
Motor Skill ◽  
Visual Impairments ◽  
Research To Practice ◽  
Gross Motor ◽  
Skill Performance ◽  
Gross Motor Skill

Control of Muscular Tension in Learning a Novel Gross Motor Skill

1971 ◽  
Vol 32 (2) ◽  
pp. 556-558 ◽  
Author(s):  
Marjorie Paben ◽  
Joel Rosentswieg
Keyword(s):  
College Women ◽  
Motor Skill ◽  
Gross Motor ◽  
Maximum Tension ◽  
Muscular Tension ◽  
Gross Motor Skill

15 college women were taught how to relax and how to produce, on command, given percentages of maximum tension through EMG. A comparison was made with 15 control Ss of the ability to learn a novel gross motor skill. Significant differences were found, indicating that learned control of general muscular tension facilitates learning.

scholarly journals Developing Intervention Strategies to Optimise Body Composition in Early Childhood in South Africa

2017 ◽  
Vol 2017 ◽  
pp. 1-13 ◽  
Author(s):  
Catherine E. Draper ◽  
Simone A. Tomaz ◽  
Matthew Stone ◽  
Trina Hinkley ◽  
Rachel A. Jones ◽  
...  
Keyword(s):  
Physical Activity ◽  
Body Composition ◽  
Motor Skills ◽  
Motor Skill ◽  
Intervention Strategies ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Rural Settings ◽  
Teachers And Parents ◽  
Gross Motor Skill

Purpose. The purpose of this research was to collect data to inform intervention strategies to optimise body composition in South African preschool children.Methods. Data were collected in urban and rural settings. Weight status, physical activity, and gross motor skill assessments were conducted with 341 3–6-year-old children, and 55 teachers and parents/caregivers participated in focus groups.Results. Overweight and obesity were a concern in low-income urban settings (14%), but levels of physical activity and gross motor skills were adequate across all settings. Focus group findings from urban and rural settings indicated that teachers would welcome input on leading activities to promote physical activity and gross motor skill development. Teachers and parents/caregivers were also positive about young children being physically active. Recommendations for potential intervention strategies include a teacher-training component, parent/child activity mornings, and a home-based component for parents/caregivers.Conclusion. The findings suggest that an intervention focussed on increasing physical activity and improving gross motor skills per se is largely not required but that contextually relevant physical activity and gross motor skills may still be useful for promoting healthy weight and a vehicle for engaging with teachers and parents/caregivers for promoting other child outcomes, such as cognitive development.

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