Structured Observation of Motor Performance in Infants: Level and quality associated with later motor development

This study aims to: to analyze the profile of fine motor development achievement in children of island (5-6 years old) in teulaga tujuh langsa village. This research uses a qualitative approach with descriptive analysis. The data analyzed are the results of interviews by parents, and the results of observations of children in Teulaga Tujuh Langsa Village. The results of research conducted on the profile of fine motor performance of island children aged 5-6 years can be concluded that the achievement of fine motor development of children in the village of Teulaga Tujuh has developed in accordance with the 6 stages of achievement of fine motor development of children aged 5-6 years. His accomplishments include drawing according to patterns, imitating shapes, using stationery, cutting, sticking and expressing something with movement.

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A brief review on motor development: fundamental motor skills as a basis for motor skill learning

Brazilian Journal of Motor Behavior ◽

10.20338/bjmb.v15i5.257 ◽

2021 ◽

Vol 15 (5) ◽

pp. 342-355

Author(s):

Rodolfo N. Benda ◽

Nádia F. S. Marinho ◽

Marcelo G. Duarte ◽

Patrick C. Ribeiro-Silva ◽

Paloma R. Ortigas ◽

...

Keyword(s):

Motor Skills ◽

Motor Development ◽

Motor Performance ◽

Development Process ◽

Skill Learning ◽

Motor Skill Learning ◽

Motor Competence ◽

Fundamental Motor Skills ◽

Motor Activities ◽

The Relationship

In this study, we review the relationship between motor development and motor learning, and present a new metaphor that represents the sequence of motor development, which highlights fundamental motor skills as an important phase in the process. As one of the most relevant phases of motor development, several studies that analyzed fundamental motor skills were reviewed in typical developing children as well as in children with disabilities. Most studies revealed motor performance levels below expected since proficiency was not observed. We discuss these results considering fundamental motor skills as essential for the motor development process. Such results raise the awareness of the need to offer children conditions to explore and experience motor activities in order to enhance motor competence.

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The influence of a motor skill intervention on the motor performance and perceived competence of children with motor delays

Revista Paulista de Educação Física ◽

10.11606/issn.2594-5904.rpef.2002.138698 ◽

2002 ◽

Vol 16 (1) ◽

pp. 61 ◽

Cited By ~ 2

Author(s):

Nadia Cristina Valentini

Keyword(s):

Motor Development ◽

Motor Skill ◽

Motor Performance ◽

Social Acceptance ◽

Perceived Competence ◽

Gross Motor ◽

Gross Motor Development ◽

Motor Skill Intervention

Fundamentado em teorias de motivação (Ames, 1987, 1992a, b; Epstein, 1988, 1989; Nicholls, 1984) o objetivo deste estudo foi determinar a influência de uma intervenção motora, com técnica de motivação orientada para a maestria (TMOM), no desenvolvimento motor e na percepção de competência física de crianças com idades entre seis e 10 anos que demonstraram atrasos motores previamente identificados. Noventa e uma crianças com atrasos motores foram aleatoriamente distribuídas em dois grupos: intervenção (N = 41) e controle (N = 50). Os participantes do grupo de intervenção foram submetidos a 12 semanas (duas sessões semanais). Ao início e término da intervenção, todos os participantes realizaram o Test o f Gross Motor Development - TGMD organizado por Ulrich (1985). Os participantes que experienciaram a intervenção também responderam a Pictorial Scale of Perceived Competence and Social Acceptance - PSPCSA (Harter & Pike, 1984) no início e no término da intervenção. A influência da intervenção na percepção de competência física foi avaliada através de ANOVA com medidas repetidas. Os resultados evidenciaram que a intervenção promoveu mudanças significantes e positivas em relação à percepção de competência física de meninos e meninas com atrasos no desenvolvimento motor. A ênfase na TMOM propicia ao professor oportunidades para criar experiências motoras que suprem as necessidades de todas as crianças, indiferentes de suas experiências prévias e diferentes níveis de habilidades, promovendo a autonomia das crianças colocando-as como sujeitos de suas conquistas. Em outras palavras, permite as crianças explorarem seu próprio processo de aprendizagem

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Are Teaching Principles Associated With Improved Motor Performance in Children With Developmental Coordination Disorder? A Pilot Study

Physical Therapy ◽

10.2522/ptj.20050158 ◽

2006 ◽

Vol 86 (9) ◽

pp. 1221-1230 ◽

Cited By ~ 22

Author(s):

Anuschka S Niemeijer ◽

Marina M Schoemaker ◽

Bouwien CM Smits-Engelsman

Keyword(s):

Motor Development ◽

Motor Performance ◽

Developmental Coordination Disorder ◽

Physical Therapists ◽

Gross Motor Development ◽

Age Related ◽

Teaching Principles ◽

Movement Performance ◽

Movement Assessment ◽

Coordination Disorder

Abstract Background and Purpose. Physical therapists' teaching skills often are disregarded in research studies. We examined whether the use of different teaching principles during neuromotor task training was associated with treatment effects. Subjects. Nineteen children (mean age=7 years 5 months, range=5–10 years) who had developmental coordination disorder and who performed below the 15th percentile on the age-related Movement Assessment Battery for Children (M-ABC) and 11 physical therapists participated in the study. Methods. One intervention session for each child was videotaped. The frequency of the use of principles included in the motor teaching principles taxonomy (Niemeijer et al, 2003) was correlated with changes in motor performance on the M-ABC and the second edition of the Test of Gross Motor Development. Results. Providing clues on how to perform a task, asking children about a task, and explaining why a movement should be executed in a certain way were related to better movement performance. Discussion and Conclusion. Teaching principles may be associated with success in therapeutic situations.

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Comparative study between school and motor performance in children aged 6 to 11 years according to teachers’ perceptions

Fisioterapia em Movimento ◽

10.1590/1980-5918.032.ao12 ◽

2019 ◽

Vol 32 ◽

Author(s):

Glória Maria Vilella-Cortez ◽

Heloisa Helena Marrara Ferreira ◽

Geruza Perlato Bella

Keyword(s):

School Performance ◽

Motor Skills ◽

Motor Development ◽

Motor Performance ◽

Chronological Age ◽

General Motor ◽

Chi Square ◽

Poor School Performance ◽

Chi Square Test ◽

Poor School

Abstract Introduction: Motor skills are enlarged during schooling age, with possible relation between motor and school performance. Objective: Compare motor skills of children with good and poor school performance, according to the teacher’s perception in the classroom. Method: School children aged 6 to 11 years were divided into two groups; poor school performance (PSP) and good school performance (GSP) and evaluated using the Motor Development Scale (MDS). The chronological age, general motor age and the motor quotient of each area evaluated were compared between the groups using the Mann-Whitney Test. The Chi-square test was used to associate the motor performance classification and the school performance. Results: Chronological age was similar between groups, although the general motor age was smaller in the PSP. The general motor quotient and the motor quotients in the areas of body scheme, spatial and temporal organization were significantly smaller in PSP. Most children were classified by the MDS as Low Normal or Medium Normal motor skills in both groups; however in the GSP, 27.5% of the children had a High Normal or Superior motor development and only 2.5% were classified as Very Inferior or Inferior. In the PSP, 12.5% had a Very Inferior or Inferior performance and only 6.25% had a High Normal or Superior performance (p < 0.05 - chi-square test). Conclusion: Results show a direct connection between poor school performance and motor skill difficulties, which illustrates the relation between motor and cognitive skills.

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The Structured Observation of Motor Performance in Infants has convergent and discriminant validity in preterm and term infants

Acta Paediatrica ◽

10.1111/apa.13774 ◽

2017 ◽

Vol 106 (5) ◽

pp. 740-748 ◽

Cited By ~ 3

Author(s):

Cecilia Montgomery ◽

Lena Hellström Westas ◽

Katarina Strand Brodd ◽

Karin Sonnander ◽

Kristina Persson

Keyword(s):

Motor Performance ◽

Discriminant Validity ◽

Term Infants ◽

Convergent And Discriminant Validity ◽

Structured Observation

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Prediction of gross motor development and independent walking in infants born very preterm using the Test of Infant Motor Performance and the Alberta Infant Motor Scale

Early Human Development ◽

10.1016/j.earlhumdev.2013.04.016 ◽

2013 ◽

Vol 89 (9) ◽

pp. 693-697 ◽

Cited By ~ 13

Author(s):

Jacqueline Nuysink ◽

Ingrid C. van Haastert ◽

Maria J.C. Eijsermans ◽

Corine Koopman-Esseboom ◽

Paul J.M. Helders ◽

...

Keyword(s):

Motor Development ◽

Motor Performance ◽

Gross Motor ◽

Gross Motor Development ◽

Very Preterm

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Secular Changes of Adiposity and Motor Development in Czech Preschool Children: Lifestyle Changes in Fifty-Five Year Retrospective Study

BioMed Research International ◽

10.1155/2015/823841 ◽

2015 ◽

Vol 2015 ◽

pp. 1-9 ◽

Cited By ~ 11

Author(s):

Petr Sedlak ◽

Jana Pařízková ◽

Robert Daniš ◽

Hana Dvořáková ◽

Jana Vignerová

Keyword(s):

Physical Activity ◽

Preschool Children ◽

Motor Development ◽

Motor Performance ◽

Skinfold Thickness ◽

Lifestyle Changes ◽

Preschool Age ◽

Energy Output ◽

Way Of Life ◽

Inadequate Food Intake

Secular trends of adiposity and motor development in preschool children since the fifties of the last century up to the beginning of this millennium were analyzed so as to reveal possible changes due to continuously differentiating lifestyle. In preschool children (n=3678) height, weight, skinfold thickness over triceps, subscapular, and suprailiac were measured by Harpenden caliper in 1957, 1977, 1980, 1985, 1990, and 2012. Simultaneously, motor performance was tested by evaluating the achievements in broad jump and throwing a ball, as a marker of adaptation to changing level of physical activity, free games, and exercise. Along the period of five decades the values of skinfold thickness increased significantly until 2012, mainly on the trunk. Simultaneously, the level of motor performance significantly decreased. Modifications of the way of life during the mentioned five decades characterized by sedentarism and inadequate food intake as related to energy output influenced negatively both adiposity and motor performance already in preschool children. Mostly increased deposition of fat on the trunk which is considered as a marker of possible development of metabolic syndrome was apparent already in preschool age, indicating the importance of early intervention concerning also physical activity and availability for exercise since early life.

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Relationships of Perceptual-Motor Development to Hyperkinesis, Educational Placement, Drug Utilization, Socioeconomic Status, and Age

Perceptual and Motor Skills ◽

10.2466/pms.1983.56.1.15 ◽

1983 ◽

Vol 56 (1) ◽

pp. 15-18 ◽

Cited By ~ 1

Author(s):

Michael W. Churton

Keyword(s):

Socioeconomic Status ◽

Drug Utilization ◽

Motor Development ◽

Motor Performance ◽

Spatial Organization ◽

Educational Placement ◽

Perceptual Motor Performance ◽

Visual Motor ◽

Motor Accuracy

Hyperkinesis, educational placement, drug utilization, socioeconomic status and age were used to predict performance on The Purdue Perceptual-motor Survey subtests that measured balance, spatial organization, neurological organization, and visual motor accuracy. The variables were poor to moderate predictors of perceptual-motor performance of 9 hyperkinetic children.

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