The Effects of Online Motor Skill Assessment Training on Assessment Competence of Physical Educators

2020 ◽  
pp. 1-13
Author(s):  
Wesley J. Wilson ◽  
Ali Brian ◽  
Luke E. Kelly
Keyword(s):  
Motor Skill ◽  
Program Completion ◽  
Skill Assessment ◽  
Control Group ◽  
Physical Educators ◽  
Guided Practice ◽  
Assessment Scores ◽  
Practice Tests ◽  
Professional Development Needs ◽  
Assessment Training

Novice teachers struggle with assessing fundamental motor skills. With growing time constraints, not to mention the current COVID-19 pandemic, professional development needs to be streamlined, asynchronous, and online to meet the needs of current teachers. The purpose of this study was to test the feasibility and efficacy of the Motor Skill Assessment Program (MSAP) in increasing the assessment competency of the underhand roll among physical educators and to examine which factors associated with posttest assessment scores. Twenty-nine physical educators (female = 21, male = 8) completed the program. Paired sample t tests were used to determine the efficacy of the program in improving assessment accuracy from pretest to posttest. Associations between posttest scores assessed which factors predicted success within the program addressing feasibility. Program completion resulted in significantly better posttest assessment scores among participants. Guided practice attempts and average scores on guided practice tests correlated most strongly and positively with posttest scores. The assessment training program increased the assessment competency of physical educators. Guided practice and using practice tests best predicted participant learning. Now that the MSAP results with teacher learning and is feasible, this efficacy trial should be scaled up to feature a control group and more skills.

scholarly journals Football Juggling Learning Alters the Working Memory and White Matter Integrity in Early Adulthood: A Randomized Controlled Study

2021 ◽  
Vol 11 (9) ◽  
pp. 3843
Author(s):  
Yifan Shi ◽  
Kelong Cai ◽  
Hao Zhu ◽  
Xiaoxiao Dong ◽  
Xuan Xiong ◽  
...  
Keyword(s):  
Working Memory ◽  
White Matter ◽  
Motor Skill ◽  
Early Adulthood ◽  
Skill Learning ◽  
Neural Mechanisms ◽  
White Matter Integrity ◽  
Control Group ◽  
Motor Skill Learning ◽  
Experimental Group

Cross-sectional studies suggest that motor skill learning is associated with working memory (WM) and white matter integrity (WMI). However, it has not been established whether motor skill learning improves WM performance, and information on its neural mechanisms have not been clearly elucidated. Therefore, this study compared WM and WMI across time points prior to and following football juggling learning, in early adulthood (18–20 years old), relative to a control group. Study participants in the experimental group were subjected to football juggling for 10 weeks while participants in the control category went on with their routine life activities for the same period of time and were not involved in the learning-related activities. Data on cognitive measurements and that from diffusion tensor imaging (DTI) were collected before and after learning. There was a significant improvement in WM performance of the experimental group after motor learning, although no improvement was observed in the control group. Additionally, after learning, DTI data revealed a significant increase in functional anisotropy (FA) in the genu of corpus callosum (GOCC) and the right anterior corona radiata (R.ACR) in the experimental group. Moreover, the better WM associated with football juggling learning was correlated to a higher FA. Mediation analysis suggested that FA in the GOCC acts as a mediation variable between football juggling learning and WM. These findings show that motor skill learning improves the WM and remodels WMI in early adulthood. With a particular emphasis on the importance of WMI in motor skill learning and WM, this study also revealed the possible neural mechanisms mediated by WMI.

scholarly journals PSIV-31 Do community-engaged learning courses benefit the equine student over a traditional laboratory setting?

2020 ◽  
Vol 98 (Supplement_4) ◽  
pp. 468-469
Author(s):  
Avery Walters ◽  
Katie Cagle-Holtcamp ◽  
Molly Nicodemus ◽  
Holly Evans ◽  
Samantha Lee ◽  
...  
Keyword(s):  
Community Engagement ◽  
Skill Assessment ◽  
Laboratory Setting ◽  
Engaged Learning ◽  
Pedagogical Strategies ◽  
Engaged Pedagogy ◽  
Assessment Scores ◽  
Self Evaluation ◽  
Confidence Levels ◽  
Paired Samples

Abstract Vocational training is essential in developing both the skills and confidence to perform these activities within a profession. This type of training can be achieved through a traditional laboratory setting or within a laboratory centered around community engagement activities. While the benefits of both types of pedagogical strategies have been documented, comparison of these approaches to teaching in the equine environment is limited, and yet, development of skills and confidence is essential to the equine student as they step into the equine industry. Therefore, the objective of the study was to compare development of students’ confidence levels and skills through a traditional equine laboratory-setting to that of a community-engaged pedagogy. The study was conducted over the fall semester. A survey instrument was given at the beginning (pre-) and end (post-) of each semester for a weekly 2-hour traditional equine laboratory (TL; n = 36) and an equine course with a weekly 2-hour equine community engagement activity (CE; n = 47). Students in both course types completed a total of 30 hours handling horses during the semester. The survey consisted of 18 questions evaluating the student’s confidence in their perceived equine horsemanship skills. Students ranked their confidence from 1–5 with 5 indicating higher confidence. A skill assessment was completed by course instructors in conjunction with the students’ self-evaluation surveys. The skill assessment consisted of 10 questions with instructors ranking skills from 1–4 with 4 indicating higher skill level. Paired samples t-tests showed significant differences by the end of the semester in the skill assessment scores for both the TL and CE courses (P < 0.01) and in the student-perceived confidence levels for the CE course (P < 0.01). Although results indicate that both pedagogical strategies can be beneficial in equine skill development, community-engaged learning courses can provide a more effective approach to improving confidence in equine students.

scholarly journals Effect of Equine-Assisted Activities on Social and Sensory Functioning of Children with Autism

2018 ◽  
Vol 26 (6) ◽  
pp. 551-575
Author(s):  
Drew C. Coman ◽  
Margaret P. Bass ◽  
Michael Alessandri ◽  
Christine S. Ghilain ◽  
Maria M. Llabre
Keyword(s):  
Treatment Strategies ◽  
Specific Treatment ◽  
Children With Autism ◽  
Control Group ◽  
Therapeutic Effects ◽  
Post Intervention ◽  
Assessment Scores ◽  
The Social ◽  
Teacher Reports ◽  
Equine Assisted

Abstract This is a replication, randomized control trial, that investigated the therapeutic effects of a 12-week equine-assisted (EA) intervention on the social and sensory functioning of children with autism. Reliability and stability of parent and teacher reports of children’s social and sensory functioning across three assessment times were assessed, in support of the validity of observed outcomes. Furthermore, it was hypothesized that children in the EA group (n = 25) would significantly improve, relative to a wait-list control group (n = 25), in both domains of functioning. Results indicated that reports were reliable, and children in the experimental group improved in overall social and sensory functioning, as well as within specific subdomains, with “unblinded” assessment methods. Relative to the pre-assessment scores, children improved in functioning in specific areas at post-assessment and 8-weeks post-intervention. Therefore, results of the study suggest EA activities may be a beneficial modality for delivering autism-specific treatment strategies.

scholarly journals 4326 Effects of Single-dose Preoperative Pregabalin on Postoperative Pain and Opioid Consumption in Cleft Orthognathic Surgery

2020 ◽  
Vol 4 (s1) ◽  
pp. 29-29
Author(s):  
Abdullah Said ◽  
Ema Zubovic ◽  
Austin Y Ha ◽  
Gary B Skolnic ◽  
Jacob AuBuchon ◽  
...  
Keyword(s):  
Single Dose ◽  
Postoperative Pain ◽  
Orthognathic Surgery ◽  
Cleft Lip ◽  
Cleft Lip And Palate ◽  
Opioid Consumption ◽  
Control Group ◽  
Assessment Scores ◽  
Pain Scores ◽  
Post Operative Pain

OBJECTIVES/GOALS: The current opioid epidemic has placed post-operative pain management under scrutiny. Limiting post-operative pain can decrease overall opioid usage in the recovery period, especially after orthognathic surgery. Several studies have illustrated the efficacy of pregabalin in decreasing postoperative pain and opioid usage in adults undergoing orthognathic surgery. We aim to study the effects of a single dose of preoperative pregabalin on postoperative pain and total opioid consumption after orthognathic surgery in individuals with cleft lip and palate. METHODS/STUDY POPULATION: This was a retrospective cohort study of consecutive patients who received Le Fort I midface advancement between June 2012 and July 2019 by one of two surgeons at a single institution. We took advantage of our institution’s implementation, beginning in 2016, of a one-time dose of preoperative pregabalin for LeFort I midface advancement. All patients had diagnosed cleft lip and palate. The treatment group received a one-time preoperative dose of pregabalin. The control group did not receive pregabalin. Total morphine milligram equivalents (MME) consumption was calculated by adding intraoperative opioid administration and postoperative opioid consumption during admission. Postoperative pain control during admission consisted of oral oxycodone and intravenous (IV) hydromorphone or morphine. Duration of hospitalization and pain intensity assessed with the numeric pain rating scale (0-10) were also recorded. The mean postoperative pain assessment scores during admission was calculated for each patient. The median of these individual mean pain assessment scores for each group was subsequently computed. RESULTS/ANTICIPATED RESULTS: Twenty-three patients (14 males, 9 females) were included in this study; 12 patients received pregabalin (median dose: 150mg, range: 100-200mg). Mean age (years) at operation of the pregabalin (18.3 ± 1.9) and control groups (17.8 ± 1.9) were also equivalent (p = 0.571). Median hospital stay for both groups was 1.0 day. The pregabalin group had significantly lower consumption of total opioids during admission (total MME 70.95 MME; IQR: 24.65-150.17) compared to the control group (138.00 MME; IQR: 105.00-232.48) (MU = 31.00, p = 0.031). Although pain scores in the treatment group (3.21 ± 2.03) were lower than in the control group (3.71 ± 2.95), the difference was not statistically significant (p = 0.651, 95% Cl [−1.75, 2.75]). DISCUSSION/SIGNIFICANCE OF IMPACT: Based on the results, a one-time preoperative oral dose of pregabalin before orthognathic surgery in patients with cleft lip and palate reduced total opioid consumption during admission. However, there was no difference in length of stay or pain scores within the two groups. A single preemptive oral dose of pregabalin should be considered an effective adjunct to pain management protocols in patients undergoing orthognathic surgery.

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.

High-intensity Interval Exercise Promotes Motor Cortex Disinhibition and Early Motor Skill Consolidation

2017 ◽  
Vol 29 (4) ◽  
pp. 593-604 ◽  
Author(s):  
Ellen L. Stavrinos ◽  
James P. Coxon
Keyword(s):  
Motor Cortex ◽  
Motor Skill ◽  
High Intensity ◽  
Primary Motor Cortex ◽  
Long Term Potentiation ◽  
Exercise Group ◽  
Cortical Inhibition ◽  
Motor Memory ◽  
Control Group ◽  
High Intensity Interval

Gamma-aminobutyric acid (GABA) inhibition shapes motor cortex output, gates synaptic plasticity in the form of long-term potentiation, and plays an important role in motor learning. Remarkably, recent studies have shown that acute cardiovascular exercise can improve motor memory, but the cortical mechanisms are not completely understood. We investigated whether an acute bout of lower-limb high-intensity interval (HIT) exercise could promote motor memory formation in humans through changes in cortical inhibition within the hand region of the primary motor cortex. We used TMS to assess the input–output relationship, along with inhibition involving GABAA and GABAB receptors. Measures were obtained before and after a 20-min session of HIT cycling (exercise group) or rest (control group). We then had the same participants learn a new visuomotor skill and perform a retention test 5 hr later in the absence of sleep. No differences were found in corticomotor excitability or GABAB inhibition; however, synaptic GABAA inhibition was significantly reduced for the exercise group but not the control group. HIT exercise was found to enhance motor skill consolidation. These findings link modification of GABA to improved motor memory consolidation after HIT exercise and suggest that the beneficial effects of exercise on consolidation might not be dependent on sleep.

scholarly journals PENGARUH MODEL PEMBELAJARAN TARI KREATIF TERHADAP KEMAMPUAN MOTORIK KASAR KELOMPOK B GUGUS I KECAMATAN BANJAR

2019 ◽  
Vol 7 (2) ◽  
pp. 239
Author(s):  
LUH PUTU LESTARIANI . ◽  
Luh Putu Putrini Mahadewi, S.Pd., M.S. . ◽  
Dr. Putu Aditya Antara, S.Pd., M.Pd. .
Keyword(s):  
Motor Skill ◽  
Learning Model ◽  
Average Score ◽  
Control Group ◽  
Cluster Sampling ◽  
Gross Motor ◽  
Creative Dance ◽  
Group B ◽  
Gross Motor Skill ◽  
Experimental Group

Permasalahan dalam penelitian ini adalah kemampuan motorik kasar pada anak kelompok B di Gugus I Kecamatan Banjar,Kabupaten Buleleng Tahun Pelajaran 2018/2019. Penelitian ini bertujuan untuk mengetahui perbedaan hasil kemampuan motorik kasar antara kelompok yang dibelajarkan dengan model pembelajaran tari kreatif dengan kelompok anak yang dibelajarkan dengan model pembelajaran konvensional pada kelompok B di TK Gugus I kecamatan Banjar Tahun Pelajaran 2018/2019. Penelitian ini termasuk penelitian semu yang menggunakan desain non- equivalent posttest only control group design. Jumlah populasi sebanyak 326 anak. Menggunakan Dengan teknik Cluster Sampling untuk mengambil sampel dari populasi. Sebanyak 26 orang anak kelompok B Taman Kanak-Kanak Sinar Harapan dilibatkan sebagai kelompok eksperimen dan 25 orang anak kelompok B Taman Kanak-kanak Widya Kumara Sari dilibatkan sebagai kelompok kontrol. Teknik pegumpulan data menggunakan teknik observasi, kemudian data yang terkumpul dianalisis dengan menggunakan uji-t. Hasil penelitian ini menemukan bahwa terdapat perbedaan hasil kemampuan motorik kasar antara kelompok anak yang dibelajarkan dengan model pembelajaran tari kreatif dengan kelompok anak yang dibelajarkan dengan model pembelajaran konvensional kelompok B. Hal ini ditunjukkan dengan hasil signifikan yaitu 5% dengan derajat kebebasan 49 maka, thitung >ttabel yaitu 24,13 > 2,009. Jadi H1 diterima dan H0 ditolak. Skor rata-rata siswa kelompok eksperimen yaitu 74,84, dan skor rata-rata kelompok kontrol yaitu 45,16. Hal ini berarti skor rata-rata kelompok eksperimen>skor rata-rata kelompok kontrol. Hasil tersebut menunjukkan bahwa terdapat perbedaan antara kemampuan motorik kasar pada anak yang dibelajarkan dengan model pembelajaran tari kreatif dengan anak yang dibelajarkan dengan model pembelajaran konvensional pada anak kelompok B di TK Gugus I Kecamatan Banjar Tahun Pelajaran 2018/2019. Kata Kunci : Kemampuan Motorik Kasar, Tari Kreatif. The problem in this study was gross motor skills in children group B in group I Kecamatan Banjar,Kabupaten Buleleng of the study year 2018/2019. This study aimed at determining the differences of the results of gross motor skill between groups who were taught with creative dance learning model with groups of children who were taught with conventional learning model in group B at TK Gugus I Kecamatan Banjar in academic year 2018/2019. This research was a quasi-research using non-equivalent post-test only control group design. Total population of 326 children. Used Cluster Sampling technique to take samples from the population. There were 26 children in group B of Taman Kanak-Kanak Sinar Harapan which were involved as the experimental group and 25 children in group B of Taman Kanak-Kanak Widya Kumara Sari as the control group. The data collection techniques used observation techniques, then the data collected were analyzed using t-test. The results of this study found that there were differences in the results of gross motor skill between groups of children who were taught by creative dance learning model with groups of children who were taught by conventional learning model in group B. The results were indicated by significant results, that was, 5% with 49 degrees of freedom, tcount> ttable which was 24,13 > 2,009. H1 was accepted and H0 was rejected. The average score of the experimental group was 74.84, and the average score of the control group was 45.16. It means that the average score of the experimental group> the average score of the control group. The results indicate that there is a difference between gross motor skill of children who were taught by creative dance learning model with children who were taught with conventional learning model in group B in TK Gugus I Kecamatan Banjar in academic year 2018/2019.keyword : Gross Motor Skill, Creative Dance

scholarly journals The Effect of Wrist Kinesiotaping on Hand Motor Exercise in Fine Motor Skill for Children with Cerebral Palsy

1970 ◽  
Vol 10 (1) ◽  
pp. 1-10
Author(s):  
Erna Setiawati
Keyword(s):  
Cerebral Palsy ◽  
Motor Skill ◽  
Current Method ◽  
Controlled Study ◽  
Fine Motor ◽  
Control Group ◽  
Fine Motor Skill ◽  
Post Intervention ◽  
Significant Difference ◽  
And Control

ABSTRACTIntroduction: Kinesiotaping (KT) is one of current method that being used for hands problems in cerebral palsy. The purpose of this study was to evaluate the effect of kinesiotaping at wrist combined with hand motor exercise in fine motor skill for children with cerebral palsy.Methods: The design was simple randomized controlled study pre and post intervention. There were 18 children who divided into kinesiotaping and control group. Subjects in the KT group received hand motor exercise and wrist kinesiotaping. Subjects in control group received only hand motor exercise.Both groups received the exercise for 4 weeks. There were difference in the MACS score which is used to measure fine motor skills in this study. Pre and posttest scores were collected before applying kinesiotaping and after 4 weeks of intervention.Results: Both groups showed an increase in MACS score after 4 weeks intervention. For MACS score, there was statistically significant difference in KT group (p = 0.025), but not statistically significant in control group (p = 0.083).Conclusion: Wrist kinesiotaping can be used for adjunct therapy combined with conventional hand motor exercise for improving manual ability in the hand and fin e motor skill in cerebral palsy.Keywords: Cerebral palsy, fine motor skill, wrist kinesiotaping.

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