Motor Skill Performances of Children Who Are Deaf

1996 ◽  
Vol 13 (4) ◽  
pp. 400-414 ◽  
Author(s):  
Gail M. Dummer ◽  
John L. Haubenstricker ◽  
David A. Stewart
Keyword(s):  
Motor Skills ◽  
Skill Acquisition ◽  
Motor Development ◽  
Object Control ◽  
Fundamental Motor Skills ◽  
Qualitative And Quantitative ◽  
Gross Motor Development ◽  
The Mean ◽  
Gender Patterns ◽  
And Gender

The Test of Gross Motor Development (TGMD) was used to assess the fundamental motor skills of 91 girls and 110 boys aged 4 to 18 years who attended two schools for students who are deaf. Average hearing loss, determined by better ear average, was 96.94 dB (SD = 14.40 dB). Modifications to the procedures for administering the TGMD included visual demonstrations and the use of signing to communicate instructions. The raw score means of subjects aged 4–10 years who were deaf were lower than those of the TGMD standardization sample of same-aged children who could hear at six of seven age levels on both the object-control and locomotor subscales. However, there were relatively small differences in the mean scores of the two groups. Subjects with mature movement patterns for the throw, kick, jump, and run performed better on quantitative tests for those skills than subjects with immature patterns. Typical age and gender patterns of skill acquisition were revealed for both the qualitative and quantitative aspects of the fundamental motor skills examined.

scholarly journals Fundamental Motor Skills of Children in Deprived Areas of England: A Focus on Age, Gender and Ethnicity

Children ◽  
2018 ◽  
Vol 5 (8) ◽  
pp. 110 ◽  
Author(s):  
Leanne Adeyemi-Walker ◽  
Michael Duncan ◽  
Jason Tallis ◽  
Emma Eyre
Keyword(s):  
Early Childhood ◽  
Motor Skills ◽  
Middle Childhood ◽  
Motor Development ◽  
Ethnically Diverse ◽  
Object Control ◽  
Fundamental Motor Skills ◽  
Black And White ◽  
Gross Motor Development ◽  
Males And Females

This study compared the mastery of fundamental motor skills (FMS) of males and females in early-childhood (four to five years, n = 170) and in middle-childhood (nine to ten years, n = 109) who attend schools in deprived and ethnically diverse areas of England. Process FMS (object control and locomotor skills) were observed using the Test of Gross Motor Development-2. Sprint speed over 10 meters and jump distance assessments were conducted using light gates and tape measures. A gender (male vs. female) by year-group (early-childhood vs. middle-childhood) interaction was shown for the process and product-oriented FMS measurements. Middle-childhood males and females demonstrated significantly greater FMS mastery, as compared to early-childhood (p < 0.05). Furthermore, middle-childhood males demonstrated significantly greater mastery of total FMS, object control skills, and product-oriented assessments, in comparison to females (p < 0.05). Children of Black and White ethnic groups achieved significantly greater mastery of locomotor skills, compared to Asian children, though this did not differ by year-group (p < 0.05). The results suggest that FMS development in deprived and ethnically diverse areas in England varies between genders during middle-childhood and ethnicity. Thus, interventions addressing the lack of FMS mastery achievement, shown in middle-childhood girls and children from Asian ethnic backgrounds, may be pivotal. Further exploration of the role of ethnicity would provide greater clarity in approaching interventions to improve FMS.

A Comparison of the Fundamental Motor Skills of Preschool-Aged Children With and Without Visual Impairments

2020 ◽  
pp. 1-10
Author(s):  
Ali Brian ◽  
Sally Taunton Miedema ◽  
Jerraco L. Johnson ◽  
Isabel Chica
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Developmental Trajectories ◽  
Visual Impairments ◽  
Physical Activity Behavior ◽  
Underlying Mechanism ◽  
Fundamental Motor Skills ◽  
Gross Motor Development ◽  
Preschool Aged Children ◽  
Ball Skills

Fundamental motor skills (FMS) are an underlying mechanism driving physical activity behavior and promoting positive developmental trajectories for health. However, little is known about FMS of preschool-aged children with visual impairments (VI). The purpose of this study was to examine the FMS of preschool-aged children (N = 25) with (n = 10) and without (n = 15) VI as measured using the Test of Gross Motor Development-3. Children without VI performed significantly higher than their peers for locomotor (M = +11.87, p = .014, η2 = .31) and ball skills (M = +13.69, p < .001, η2 = .56). Regardless of the presence of a VI, many participants struggled with developing FMS, with the greatest disparity resting within ball skills. These findings help to clarify the FMS levels of preschool-aged children with VI. Thus, there is a need for both further inquiry and intervention for all children.

scholarly journals Socioeconomic and Familial Factors Associated with Gross Motor Skills among US Children Aged 3–5 Years: The 2012 NHANES National Youth Fitness Survey

2020 ◽  
Vol 17 (12) ◽  
pp. 4491 ◽  
Author(s):  
Soyang Kwon ◽  
Meghan O’Neill
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Family Income ◽  
Secondary Analysis ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Object Control ◽  
Factors Associated ◽  
Gross Motor Development ◽  
Us Children

The first aim of this study was to examine the prevalence of below average gross motor skills in a representative sample of US children aged 3 to 5 years. The second aim was to identify socioeconomic and familial characteristics that are associated with below average gross motor skills. Secondary analysis was conducted using the datasets from the 2012 National Health and Examination Survey National Youth Fitness Survey (NNYFS). The NNYFS assessed gross motor skills among 329 children aged 3–5 years, using the Test of Gross Motor Development-Second Edition (TGMD-2). Socioeconomic and familial characteristics of interest, such as family income and family structure, were asked in an in-person interview. This study estimated that one in three US children age 3 to 5 years old (33.9%) scored below average for gross motor quotient. In the gross motor subsets, one in four (24.4%) scored below average for locomotion and two in five (39.9%) scored below average for object control. Children living below the poverty threshold were more likely to have a higher gross motor quotient (odds ratio, OR = 2.76; 95% confidence interval, CI = 1.09–7.00). Girls were more likely to have a higher locomotor score (OR = 2.17; 95% CI = 1.10–4.25). Those living with other child(ren) aged ≤5 years were more likely to have a higher locomotor score (OR = 2.36; 95% CI = 1.01–5.54), while those living with child(ren) aged 6–17 years were more likely to have a higher object control score (OR = 1.83; 95% CI = 1.24–2.69). This study revealed risk factors associated with poor gross motor development, furthering our understanding of gross motor development in early childhood.

scholarly journals Bi-directional prospective associations between objectively measured physical activity and fundamental motor skills in children: a two-year follow-up

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Ada Kristine Ofrim Nilsen ◽  
Sigmund Alfred Anderssen ◽  
Kjersti Johannessen ◽  
Katrine Nyvoll Aadland ◽  
Einar Ylvisaaker ◽  
...  
Keyword(s):  
Physical Activity ◽  
Young Children ◽  
Motor Skills ◽  
Motor Development ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
Gross Motor ◽  
Object Control ◽  
Fundamental Motor Skills

Abstract Background The direction of the longitudinal relationship between physical activity (PA) and fundamental motor skills (FMS) remains unclear. We evaluated the bi-directional, prospective relationships between intensity-specific physical activity (PA) and domain-specific fundamental motor skills (FMS) over 2 years in children attending preschool at baseline. Methods A sample of 230 children (mean age at baseline 4.7 yr, 52% boys) from the 'Sogn og Fjordane Preschool Physical Activity Study' was measured 2 years apart. PA was assessed using ActiGraph accelerometers (GT3X+). FMS were evaluated by a test battery guided by the 'Test of Gross Motor Development 3' and the 'Preschooler Gross Motor Quality Scale'. PA outcomes were total PA (TPA [counts per minute]) and intensity specific PA and sedentary behaviour (SED) (min/day). FMS outcomes were locomotor, object control, and balance skills. Linear mixed model adjusting for potential co-variates was used to evaluate the bi-directional prospective associations between these variables, including the moderating effect of sex and age. Results Baseline total PA, moderate-to-vigorous PA (MVPA), and vigorous PA predicted higher locomotor, object control, and balance skills at follow-up (standardized regression coefficient (β): 0.17 to 0.26, p = 0.002–0.017). Baseline SED predicted lower locomotor skills at follow-up (β: − 0.27, p = 0.012). Baseline light PA did not predict FMS at follow-up. Baseline FMS were not associated with PA or SED at follow-up. Conclusions MVPA was positively associated with development of FMS in young children. In contrast, FMS were not related to future PA levels. Our results suggest promotion of MVPA is important for FMS development in young children.

scholarly journals Age and gender differences in fundamental motor skills (original version in English)

2015 ◽  
Vol 13 (2) ◽  
pp. 1-16
Author(s):  
Judith Jiménez Díaz ◽  
Walter Salazar Rojas ◽  
María Morera
Keyword(s):  
Gender Differences ◽  
Young Adults ◽  
Motor Skills ◽  
Age And Gender ◽  
Object Control ◽  
Fundamental Motor Skills ◽  
Age And Gender Differences ◽  
And Gender ◽  
Main Effects ◽  
Better Than

Fundamental motor skills are the basis for participation in more advanced lifetime activities. Whereas considerable research has been reported on motor behavior of children, much less is known about performance in later years, especially adulthood. Therefore, the aim of this study was to examine age and gender differences on fundamental motor skills (FMS) ability across three age groups: children (M = 9.37 yr., SD = 1.26), adolescents (M = 14.80 yr., SD = 2.04) and young-adults (M = 19.88 yr., SD = 2.72). Participants (n = 114) were assessed on five locomotor skills (run, gallop, slide, hop, and distance jump) and five object control skills (bounce, catch, overhand throw, strike and kick) using the Test for Fundamental Motor Skills, which is a process-oriented instrument. ANOVA results comparing gender and group revealed no significant interactions. Moreover, main effects for group were found for three individual skills: galloping –adolescents and young-adults performed better than children (p < .01)–, throwing –children and adolescents performed better than young-adults (p < .01) –, and kicking –young-adults performed better than children and adolescents (p < .05)–. Also, we found main effects for gender for total FMS ability (p < .01), locomotor subscale (p < .05) and object control subscale (p < .01), and for six individual motor skills: run (p < .05), jump (p < .05), throw (p < .01), kick (p < .01), bounce (p < .01) and strike (p < .01); males outperformed females for all the skills. However, in view of total FMS ability, locomotor skills and object control skills results suggest similar performance across ages. Therefore, it is important to enhance fundamental motor skills at all ages, as an option to help individuals engage in physical activities.

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.

scholarly journals Academic achievement associated with motor performance and sex in different subcultures

2017 ◽  
Vol 27 (2) ◽  
pp. 213 ◽  
Author(s):  
Francisco Salviano Sales Nobre ◽  
Paulo Felipe Ribeiro Bandeira ◽  
Nadia Cristina Valentini
Keyword(s):  
School Performance ◽  
Motor Development ◽  
Motor Performance ◽  
Performance Test ◽  
Object Control ◽  
Developmental Context ◽  
Gross Motor Development ◽  
Childhood Gender ◽  
And Gender ◽  
Linear Regressions

Introduction: School and motor performances demonstrates achievements of children throughout childhood. Gender and the child's developmental context interfere with the differentiated trends of intensity and direction of school and motor performance.Objective: To analyze the association among school performance, motor performance, and the sex of children of different subculturesMethod: The study included 233 children aged 7 to 10 years, 127 boys (8.2 ± 0.92 years) and 106 girls (8.4 ± 0.85 years), from three different subcultures (semi-arid, mountainous, and coastal weather) of Northeast Brazil. Data were collected from the School Performance Test and the Test of Gross Motor Development-2. Descriptive statistics, comparisons, and multivariate multiple linear regressions were used for analysis.Results: It was found that school delays were prevalent in boys, and motor delays, specifically in object control skills, were prevalent in girls. Motor performance is positively associated with performance in writing, reading, and arithmetic, but this relationship is specific for each subculture.Conclusions: There was an association among school performance, motor performance, and the sex of children in different Northeastern subcultures, evidencing the influence of subcultures and gender on the children’s performance.

scholarly journals Run, jump, throw and catch: How proficient are children attending English schools at the fundamental motor skills identified as key within the school curriculum?

2019 ◽  
Vol 26 (4) ◽  
pp. 814-826 ◽  
Author(s):  
Michael J Duncan ◽  
Clare MP Roscoe ◽  
Mark Noon ◽  
Cain CT Clark ◽  
Wesley O’Brien ◽  
...  
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Weight Status ◽  
School Curriculum ◽  
Similar Proportion ◽  
Developmental Potential ◽  
Fundamental Motor Skills ◽  
Gross Motor Development ◽  
Skill Performance ◽  
Stage 1

This study examined proficiency levels in fundamental motor skills (FMS) in children within Key Stage 1 and 2 of the English school system. Four hundred and ninety-two children aged 6–9 Years old (245 boys, 247 girls) from school Years Two ( n = 130), Three ( n = 154) and Four ( n = 208) participated in this study. FMS for the run, jump, throw and catch were assessed using the Test of Gross Motor Development – 2. The proportion of children who achieved mastery or near mastery of the skills was determined. For the whole sample, 18.5% ( n = 91) did not achieve mastery in any of the four skills. A similar proportion (18.7%, n = 92) achieved mastery in all four of the FMS examined in this study. The proportion of children achieving mastery of all four skills was lower for Year Two children (0%) compared to children in years Three (24%) and Four (25%). More boys (25.7%) achieved mastery in all four of the FMS compared to girls (11.7%). Individual behavioural components in skill performance were also examined. The results of the present study highlight that less than one-fifth of children aged 6–9 years old have mastered the four key FMS identified by the physical education (PE) curriculum despite having the developmental potential to become fundamentally competent by six years of age. Fostering positive trajectories of FMS development presents a challenge for PE specialists given the association between FMS mastery in childhood and physical activity, weight status and health.

Locomotor and Object Control Skills of Children Diagnosed with Autism

2001 ◽  
Vol 18 (4) ◽  
pp. 405-416 ◽  
Author(s):  
Sheri L. Berkeley ◽  
Lauriece L. Zittel ◽  
Lisa V. Pitney ◽  
Stacia E. Nichols
Keyword(s):  
General Population ◽  
Motor Skills ◽  
Motor Development ◽  
Children With Autism ◽  
Population Differences ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Object Control ◽  
Gross Motor Development ◽  
Young Children With Autism

The purpose of this study was to examine the locomotor and object control skills of children, ages 6–8 years, with autism and to compare their performances with the norms reported by Ulrich (1985) for the Test of Gross Motor Development (TGMD). Consistent with trends from the general population, differences were found between boys (n = 10) and girls (n = 5) with the largest differences found in the object control skill performances. Overall fundamental skill delays were demonstrated by 73% of all participants, placing them in the poor and very poor TGMD performance categories. These findings support the need to assess the gross motor skills of young children with autism in addition to other developmental skill areas outlined in diagnostic manuals.

scholarly journals HUBUNGAN ANTARA PERSEPSI ANAK TERHADAP KEMAMPUAN YANG DIMILIKI DAN KEMAMPUAN GERAK YANG SEBENARNYA

2011 ◽  
Vol 2 (2) ◽  
pp. 58-65
Author(s):  
Ahadin
Keyword(s):  
Primary School ◽  
Motor Development ◽  
Motor Skill ◽  
Social Acceptance ◽  
Physical Competence ◽  
Actual Object ◽  
Object Control ◽  
Gross Motor Development ◽  
And Gender ◽  
Motor Skill Competence

To examine the relationship between perceived physical competence and actual motor skill competence of the first and the second years students of primary school at primary school number 31 an Banda Aceh municipality whose ages ranged from 5 to 7 year (N=30). All students individually completed the Harter and pike (1984) Pictorial Scale of Perceived Competence and Social Acceptance (PSPCSA) was measured by using the Test of Gross Motor Development (TGMD) Ulrich, 1985. Data collected from 30 students consist of 15 boys and 15 girls, whose average age X=6.7 year, standard deviation 0.41, the boys average age X=6.87 year and the girls average age X=6.12 year. The background of the students whose father work as government official and the rest unemployed family or work at private sector. Four separate ANOVA’s were conducted to determine gender differences in perceived physical competence and actual motor skill competence: locomotor, object control, and TGMD-Total. ANOVA documented that the boys and girls did not differ in perceived physical competence, F (1,57) = 0,427;P=0,52. The object control component of actual motor skill competence differed for gender F (1,57) = 10,91; P =0,001. Gender by locomotor competence, F (1,57) = 1,96; P = 0,17 and TGMD-Total F (1,57) = 0, 73; P = 0,40. The boys actual object control motor skill competence exceeded the girls. Correlation and regression models were used to examine the influence of actual motor skill competence and gender on perceived physical competence factors were not significantly correlated with perceived physical competence. These correlation were 0,00 for locomotor and 0, 25 for TGMD – Total competence. The object control sub scale was significantly correlated r = 0,33 with perceived physical competence F ( 1,58) = 4,17 ; p = 0,05. The correlation for actual motor skill competence was low to moderately correlated with perceived physical copentence.

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