Erratum: Zimmer et al. (2016)

2017 ◽  
Vol 5 (1) ◽  
pp. 177
Keyword(s):  
Motor Learning ◽  
William James ◽  
Online Version ◽  
Learning And Development ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Movement Difficulties

The DOI for the article “Fundamental Movement Skills in Children With and Without Movement Difficulties, by Chantelle Zimmer, Kerri L. Staples, and William James Harvey, in the Journal of Motor Learning and Development 4(2), was incorrectly printed. The correct DOI for this article is http://dx.doi.org/10.1123/jmld.2016-0001. The online version of this article has been corrected.

Fundamental Movement Skills in Children With and Without Movement Difficulties

2016 ◽  
Vol 4 (2) ◽  
pp. 324-343 ◽  
Author(s):  
Chantelle Zimmer ◽  
Kerri L. Staples ◽  
William James Harvey
Keyword(s):  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Movement Difficulties

Meaningful movement behaviour involves more than the learning of fundamental movement skills

2017 ◽  
Vol 39 (2) ◽  
pp. 5-20
Author(s):  
Niek Pot ◽  
Ivo van Hilvoorde ◽  
José Afonso ◽  
Jeroen Koekoek ◽  
Len Almond
Keyword(s):  
Movement Behaviour ◽  
Movement Skills ◽  
Fundamental Movement Skills

scholarly journals School-Time Movement Behaviors and Fundamental Movement Skills in Preschoolers: An Isotemporal Reallocation Analysis

2021 ◽  
pp. 003151252110131
Author(s):  
Clarice Maria de Lucena Martins ◽  
Cain Craig Truman Clark ◽  
Rafael Miranda Tassitano ◽  
Anastácio Neco de Souza Filho ◽  
Anelise Reis Gaya ◽  
...  
Keyword(s):  
Low Income ◽  
Motor Development ◽  
Compositional Analysis ◽  
Cross Sectional Study ◽  
Fine Motor ◽  
Cross Sectional ◽  
Movement Skills ◽  
School Time ◽  
Fundamental Movement Skills ◽  
Time Movement

Little is known of how reallocations of time spent in different movement behaviors during preschool might relate to preschoolers’ fundamental movement skills (FMS), a key predictor of later physical activity (PA). Thus, the aim of this study was to examine (a) whether preschoolers’ school-time movement was associated with their FMS and (b) the effects on FMS of reallocating time between PA and sedentary behavior (SB). This was a cross-sectional study, using intervention data with Brazilian low-income preschoolers. We observed Brazilian preschoolers of both sexes ( Mage = 4.5, SD = 0.8 years-old; 101boys) over 10 hours of school-time and objectively assessed their PA and SB with Actigraph wGT3X and their FMS with the Test of Gross Motor Development – Second Edition. We explored the associations between school-time movement behaviors and FMS and between reallocated school-time movement behaviors and FES using compositional analysis in R (version 1.40-1), robCompositions (version 0.92-7), and lmtest (version 0.9-35) packages. This isotemporal reallocation showed that, for manipulative skills, reallocating time (5, 10, and 15 minutes, respectively) from light PA to SB was associated with increasing skill (0.14, 0.28, and 0.42 FMS units), raising questions as to whether fine motor activity occurred during SB. Thus, school-time movement significantly predicted FMS, with a modest increase in SB, at the expense of light PA eliciting improved manipulative skills.

Hyperkinesis: A Review of Literature

1989 ◽  
Vol 6 (4) ◽  
pp. 313-327 ◽  
Author(s):  
Michael W. Churton
Keyword(s):  
Learning Disabilities ◽  
Motor Learning ◽  
Motor Activity ◽  
School Age Children ◽  
School Age ◽  
Psychomotor Skills ◽  
Review Of Literature ◽  
Educational Strategies ◽  
Learning And Development ◽  
Attentional Deficit

The review of literature focuses upon a disorder that affects between 2 and 25% of school-age children. Commonly referred to as hyperkinesis, the disorder lacks definitive consensus on nomenclature, etiology, treatment, and symptomatology. The divergence in identifying hyperkinesis as a homogeneous disorder has prevented the development of data based educational strategies. The disorder is often associated with learning disabilities, and research in hyperkinesis or attentional deficit disorder relative to psychomotor skills and learning has been limited. Subsequently, motor activity programs have not had the resources to address the motor needs of these children. This paper reviews the divergency in the literature on hyperkinesis and offers research considerations in the area of motor learning and development for these children.

Fundamental movement skills proficiency in children with developmental coordination disorder: does physical self-concept matter?

2015 ◽  
Vol 38 (1) ◽  
pp. 45-51 ◽  
Author(s):  
Jie Yu ◽  
Cindy H. P. Sit ◽  
Catherine M. Capio ◽  
Angus Burnett ◽  
Amy S. C. Ha ◽  
...  
Keyword(s):  
Developmental Coordination Disorder ◽  
Self Concept ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Coordination Disorder
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