Influence of a Motor Skill Intervention Program on Perceived Competence of At-Risk African American Preschoolers

1996 ◽  
Vol 13 (3) ◽  
pp. 288-301 ◽  
Author(s):  
Jacqueline D. Goodway ◽  
Mary E. Rudisill
Keyword(s):  
At Risk ◽  
African American ◽  
Motor Skill ◽  
Intervention Program ◽  
Social Acceptance ◽  
Peer Acceptance ◽  
Perceived Competence ◽  
Control Group ◽  
Physical Competence ◽  
Motor Skill Intervention

This study was conducted to determine the influence of a motor skill intervention (MSI) program on the perceived competence and social acceptance of African American preschoolers who are at risk of school failure/developmental delay. Two groups of preschoolers enrolled in a compensatory prekindergarten program participated in a 12-week intervention. The motor skill intervention (MSI) group received an MSI program, while the control group (C) received the regular prekindergarten program. All children completed Harter’s Pictorial Scale of Perceived Competence and Social Acceptance prior to and following the 12-week program. The results indicated that all children, regardless of group, reported high perceived physical and cognitive competence and high perceived maternal and peer acceptance. Additionally, the MSI group reported significantly higher perceived physical competence scores after receiving the MSI program. The MSI group also reported higher perceived physical competence than the C group on postintervention scores. No gender differences were found. It was concluded that perceived competence and social acceptance were enhanced by participation in an MSI program.

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

2002 ◽  
Vol 16 (1) ◽  
pp. 61 ◽  
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

Parent-Assisted Instruction in a Motor Skill Program for At-Risk Preschool Children

1999 ◽  
Vol 16 (4) ◽  
pp. 415-426 ◽  
Author(s):  
Michelle Hamilton ◽  
Jacqueline Goodway ◽  
John Haubenstricker
Keyword(s):  
At Risk ◽  
Preschool Children ◽  
Developmental Delay ◽  
Motor Development ◽  
Motor Skill ◽  
Intervention Program ◽  
Academic Failure ◽  
Control Group ◽  
Object Control ◽  
Experimental Group

The purpose was to investigate the effectiveness of parental involvement on the acquisition of object-control skills of preschool children who are at risk for developmental delay or academic failure. The experimental group (n = 15) participated in an 8-week motor skill intervention program consisting of two 45-min lessons per week delivered by the children’s parents. The control group (n = 12) participated in the regular motor skill program, which consisted of movement songs delivered by the parents. All children were pretested and posttested on the object-control subscale of the Test of Gross Motor Development (Ulrich, 1985). Both groups performed in the lower 20th percentile on the pretest. A 2 X 2 (Group X Test) ANOVA revealed that the experimental group improved significantly in the object-control subscale score from pretest to posttest, whereas the control group did not change. The results provide support for including parents in the instructional process of children who are at risk for developmental delay or academic failure.

Effects of Special Olympics Participation on the Perceived Competence and Social Acceptance of Mentally Retarded Children

1989 ◽  
Vol 6 (1) ◽  
pp. 40-51 ◽  
Author(s):  
Sandra L. Gibbons ◽  
Frank B. Byshakra
Keyword(s):  
Social Acceptance ◽  
Peer Acceptance ◽  
Perceived Competence ◽  
Track And Field ◽  
Special Olympics ◽  
Physical Competence ◽  
Maternal Acceptance ◽  
Homogeneity Of Variance ◽  
Mentally Retarded Children ◽  
The Stability

Little research has been conducted on the psychosocial outcomes that may occur in adapted populations who participate in Special Olympics. This study examined changes in perceived competence of participants and nonparticipants of a 1 1/2-day Special Olympics track and field meet. Pre- and posttest measures of the physical, cognitive, peer acceptance, and maternal acceptance subscales of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children were obtained from participants (N=24) and non-participant controls (N=24). A test of homogeneity of variance on pretest scores revealed that both groups were equivalent on the perceived competence and social acceptance measures. A MAHOVA was conducted to compare gain scores on all four measures between the two groups. Results indicated that both groups differed significantly on the perceived physical competence and peer acceptance measures. The stability of gains in perceived competence over time, and further examination of perceived competence and its correlates with adapted populations, were suggested as future directions for research.

scholarly journals Efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia

CoDAS ◽  
2015 ◽  
Vol 27 (2) ◽  
pp. 128-134 ◽  
Author(s):  
Natália Fusco ◽  
Giseli Donadon Germano ◽  
Simone Aparecida Capellini
Keyword(s):  
Developmental Dyslexia ◽  
Motor Skill ◽  
Intervention Program ◽  
Perceptual Skills ◽  
Positive Effects ◽  
Visual Spatial ◽  
Group I ◽  
Visual Motor ◽  
Motor Skill Intervention

Purpose: To verify the efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia. Methods: The participants were 20 students from third to fifth grade of a public elementary school in Marília, São Paulo, aged from 8 years to 11 years and 11 months, distributed into the following groups: Group I (GI; 10 students with developmental dyslexia) and Group II (GII; 10 students with good academic performance). A perceptual and visual-motor intervention program was applied, which comprised exercises for visual-motor coordination, visual discrimination, visual memory, visual-spatial relationship, shape constancy, sequential memory, visual figure-ground coordination, and visual closure. In pre- and post-testing situations, both groups were submitted to the Test of Visual-Perceptual Skills (TVPS-3), and the quality of handwriting was analyzed using the Dysgraphia Scale. Results: The analyzed statistical results showed that both groups of students had dysgraphia in pretesting situation. In visual perceptual skills, GI presented a lower performance compared to GII, as well as in the quality of writing. After undergoing the intervention program, GI increased the average of correct answers in TVPS-3 and improved the quality of handwriting. Conclusion: The developed intervention program proved appropriate for being applied to students with dyslexia, and showed positive effects because it provided improved visual perception skills and quality of writing for students with developmental dyslexia.

scholarly journals Early intervention for children at risk of visual processing dysfunctions from 1 year of age: a randomized controlled trial protocol

Trials ◽  
2020 ◽  
Vol 21 (1) ◽  
Author(s):  
Marlou J. G. Kooiker ◽  
Yoni van der Linden ◽  
Jenneke van Dijk ◽  
Ymie J. van der Zee ◽  
Renate M. C. Swarte ◽  
...  
Keyword(s):  
At Risk ◽  
Randomized Controlled Trial ◽  
Visual Processing ◽  
Intervention Program ◽  
Controlled Trial ◽  
Clinical Care ◽  
Control Group ◽  
Randomized Controlled ◽  
Extremely Preterm ◽  
Intervention Protocol

Abstract Background An increasing number of children are suffering from brain damage-related visual processing dysfunctions (VPD). There is currently a lack of evidence-based intervention methods that can be used early in development. We developed a visual intervention protocol suitable from 1 year of age. The protocol is structured, comprehensive and individually adaptive, and is paired with quantitative outcome assessments. Our aim is to investigate the effectiveness of this first visual intervention program for young children with (a risk of) VPD. Methods This is a single-blind, placebo-controlled trial that is embedded within standard clinical care. The study population consists of 100 children born very or extremely preterm (< 30 weeks) at 1 year of corrected age (CA), of whom 50% are expected to have VPD. First, children undergo a visual screening at 1 year CA. If they are classified as being at risk of VPD, they are referred to standard care, which involves an ophthalmic and visual function assessment and a (newly developed) visual intervention program. This program consists of a general protocol (standardized and similar for all children) and a supplement protocol (adapted to the specific needs of the child). Children are randomly allocated to an intervention group (starting upon inclusion at 1 year CA) or a control group (postponed: starting at 2 years CA). The control group will receive a placebo treatment. The effectiveness of early visual intervention will be examined with follow-up visual and neurocognitive assessments after 1 year (upon completion of the direct intervention) and after 2 years (upon completion of the postponed intervention). Discussion Through this randomized controlled trial we will establish the effectiveness of a new and early visual intervention program. Combining a general and supplement protocol enables both structured comparisons between participants and groups, and custom habilitation that is tailored to a child’s specific needs. The design ensures that all included children will benefit from participation by advancing the age at which they start receiving an intervention. We expect results to be applicable to the overall population of children with (a risk of) VPD early in life. Trial registration Netherlands Trial Register: NTR6952. Registered 19 January 2018.

scholarly journals Effects of Exergaming on Preschoolers’ Executive Functions and Perceived Competence: A Pilot Randomized Trial

2019 ◽  
Vol 8 (4) ◽  
pp. 469 ◽  
Author(s):  
Shanying Xiong ◽  
Peng Zhang ◽  
Zan Gao
Keyword(s):  
Executive Functions ◽  
Urban Areas ◽  
Social Acceptance ◽  
Intervention Group ◽  
Perceived Competence ◽  
Physical Competence ◽  
Post Intervention ◽  
Significant Difference ◽  
Over Time ◽  
Perceived Social Acceptance

Purpose: This study aimed to evaluate the effects of a child-centered exergaming program and a traditional teacher-led physical activity (PA) program on preschoolers’ executive functions and perceived competence. Methods: Sixty children aged 4–5 years from an urban childcare center in China completed an 8-week exergaming/traditional PA intervention. After baseline measurements of executive functions and perceived competence (i.e., perceived physical competence and social acceptance), children were randomly assigned to either an exergaming group or traditional PA group (30 children per group). Exergaming and traditional PA programs were offered 20 min/session by trained instructors for 8 weeks. Post-intervention measures were identical to baseline measures. Results: In general, children’s executive functions, perceived physical competence, and perceived social acceptance were enhanced over time. Analysis of variance revealed significant time by group interaction effects for executive functions, F(1, 58) = 12.01, p = 0.01, and perceived social acceptance, F(1, 58) = 6.04, p = 0.02, indicating that the exergaming intervention group displayed significantly greater increases in executive functions and perceived social acceptance in comparison with traditional PA children. In addition, children’s executive functions and perceived physical and social competence significantly improved from baseline to post-intervention. However, there was no significant difference in the increase of children’s perceived physical competence across groups over time. Conclusion: The results suggested exergaming to be beneficial in enhancing young children’s executive functions and perceived social acceptance compared to the traditional PA program. More diverse samples with a longer intervention duration in preschool children in urban areas are warranted.

Injury Prevention in Sweden: Helping Soccer Players at Risk

2005 ◽  
Vol 27 (1) ◽  
pp. 32-38 ◽  
Author(s):  
Urban Johnson ◽  
Johan Ekengren ◽  
Mark B. Andersen
Keyword(s):  
At Risk ◽  
Injury Risk ◽  
Intervention Program ◽  
Collegiate Athletes ◽  
Soccer Players ◽  
Control Group ◽  
Event Scale ◽  
Injury Model ◽  
And Control ◽  
Psychosocial Profiles

This study examined the effectiveness of a prevention intervention program to lower the incidence of injury for soccer players with at-risk psychosocial profiles. The Sport Anxiety Scale, the Life Event Scale for Collegiate Athletes, and the Athletic Coping Skills Inventory-28 were used to screen for psychosocial risk factors outlined in the stress and injury model (Williams & Andersen, 1998). Thirty-two high injury-risk players were identified and randomly assigned to treatment and control groups. Injuries of participants were reported by their coaches. The intervention program consisted of training in 6 mental skills distributed in 6 to 8 sessions during 19 weeks of the competitive season. The results showed that the brief intervention prevention program significantly lowered the number of injuries in the treatment group compared with the control group.

POLICE STUDIES PROGRAM FOR YOUTH AT RISK: THE ROLE OF POLICE DISTRIBUTIVE JUSTICE AND PERSONAL MORALITY IN EXPLAINING POLICE LEGITIMACY

2020 ◽  
Vol 11 (4.2) ◽  
pp. 57-79
Author(s):  
Ameen Azmy
Keyword(s):  
At Risk ◽  
Distributive Justice ◽  
Intervention Program ◽  
Police Legitimacy ◽  
Control Group ◽  
Personal Morality ◽  
Youth At Risk ◽  
Perceptions Of Police ◽  
Police Studies ◽  
Experimental Group

This study examined a unique police studies intervention program by comparing two groups of youth-at-risk in two types of residential youth schools. The experimental group included 129 youths who had attended a police studies program, while the control group included 167 youths who had attended a different intervention program, without police studies. We hypothesized that the experimental group would have more positive perceptions of police legitimacy and distributive justice and higher levels of personal morality than the control group would. Moreover, we hypothesized that the relationship between the type of the intervention program and perceptions of police legitimacy would be explained by youths’ personal morality and perceptions of police distributive justice. The study showed that the experimental group had more positive perceptions of police legitimacy and higher personal morality than did the control group, but there were no differences in perceived police distributive justice between the two groups. In addition, while personal morality partly mediated the link between the type of intervention program and perceptions of police legitimacy, perceived police distributive justice did not. Empirical and theoretical implications are discussed.

Perceived Physical Competence and Actual Motor Skill Competence of African American Preschool Children

1997 ◽  
Vol 14 (4) ◽  
pp. 314-326 ◽  
Author(s):  
Jacqueline D. Goodway ◽  
Mary E. Rudisill
Keyword(s):  
African American ◽  
Preschool Children ◽  
Motor Development ◽  
Motor Skill ◽  
Physical Competence ◽  
Object Control ◽  
Gross Motor Development ◽  
And Gender ◽  
Motor Skill Competence ◽  
The Relationship

This study examined the relationship between perceived physical competence and actual motor skill competence in African American preschool children at risk of school failure and/or developmental delay (N = 59). A secondary purpose was to determine gender differences and the accuracy of self-perceptions. All children completed a perceived physical competence subscale (Harter & Pike, 1984). Actual motor skill competence was measured by Ulrich’s (1985) Test of Gross Motor Development (TGMD), resulting in three scores (locomotor, object-control, and TGMD-Total). Stepwise regression analysis revealed that locomotor competence (p = .99) and gender (p = .81) did not predict perceived physical competence, but object-control competence (p = .01) did significantly predict perceived physical competence. Adding gender to this regression model did not significantly predict perceived physical competence (p = .69). These findings showed that these children are not accurate at perceiving their physical competence.

Music, body movement, and dance intervention program for children with developmental coordination disorder

2020 ◽  
pp. 030573562093635
Author(s):  
Ariadna Díaz-Pérez ◽  
Gregorio Vicente-Nicolás ◽  
Ana Vanesa Valero-García
Keyword(s):  
At Risk ◽  
Motor Skills ◽  
Intervention Program ◽  
Developmental Coordination Disorder ◽  
Body Movement ◽  
Cognitive Stimulation ◽  
Primary School Children ◽  
Control Group ◽  
Movement Assessment ◽  
Coordination Disorder

The aim of this study is to evaluate the effectiveness of an intervention program, based on music, movement, and dance, aimed at improving motor skills in children at risk of developmental coordination disorder (DCD). Participants comprised 70 primary school children (47 boys/23 girls) aged between 6 and 8 years. Participants were given the Spanish adaptation of the Movement Assessment Battery for Children–Second Edition (MABC-2) to identify difficulties and initially classify into three groups: a group of 17 at risk of DCD who participated in the intervention program (Experimental Group), a group of 18 at risk of DCD who did not participate (Control Group with Risk) and a group of 35 children, with scores higher than the cutoff point (Control Group without Risk). The results show a significant improvement in the motor skills of children who participated in the intervention program, while those in the Control Group showed no significant changes in the second evaluation compared with the first. Likewise, it could be affirmed that this intervention based on group activities involving music, movement, and dance is a very successful blend for motor improvement in children with coordination problems, due to the combination of cognitive stimulation areas and techniques.

Sign in / Sign up

Export Citation Format

Share Document