Motivational Climate, Motor-Skill Development, and Perceived Competence: Two Studies of Developmentally Delayed Kindergarten Children

2004 ◽  
Vol 23 (3) ◽  
pp. 216-234 ◽  
Author(s):  
Nadia C. Valentini ◽  
Mary E. Rudisill
Keyword(s):  
Motor Skill ◽  
Skill Development ◽  
Motivational Climate ◽  
Kindergarten Children ◽  
Developmentally Delayed ◽  
Physical Competence ◽  
Object Control ◽  
Skill Performance ◽  
Motor Skill Development ◽  
Positive Pattern

Two studies were conducted to examine the effects of motivational climate on motor-skill development and perceived physical competence in kindergarten children with developmental delays. In Experiment 1, two intervention groups were exposed to environments with either high (mastery climate) or low autonomy for 12 weeks. Results showed that the mastery-climate group demonstrated significantly better locomotor performance and higher perceived physical competence postintervention than did the low-autonomy group, although both groups improved in locomotor and object-control skill performance. The second investigation extended the findings of the first by determining that the intervention effects were present 6 months later. In summary, the mastery-climate group showed positive changes in skill development and perceived physical competence, and this positive pattern of change was maintained over time.

Motivational Climate, Psychological Responses, and Motor Skill Development in Children’s Sport: A Field-Based Intervention Study

1995 ◽  
Vol 17 (3) ◽  
pp. 294-311 ◽  
Author(s):  
Marc Theeboom ◽  
Paul De Knop ◽  
Maureen R. Weiss
Keyword(s):  
Intrinsic Motivation ◽  
Motor Skill ◽  
Skill Development ◽  
Perceived Competence ◽  
Motivational Climate ◽  
Traditional Group ◽  
Motor Skill Development ◽  
Positive Experiences ◽  
Mastery Motivational Climate ◽  
Depth Interviews

Recent research in educational psychology suggests that provision of a mastery motivational climate will maximize enjoyment, perceived competence, and intrinsic motivation in children (Ames, 1992a, 1992b, 1992c). Minimal research has been conducted to test this proposition in the physical domain. The purpose of this study was to examine the effectiveness of a performance versus mastery oriented teaching program on children’s enjoyment, perceived competence, intrinsic motivation, and motor skill development. Children (N = 119) 8 to 12 years of age were randomly assigned to one of the two programs for 3 weeks during an organized sports program. Results revealed that children in the mastery oriented group reported significantly higher levels of enjoyment and exhibited better motor skills than those in the performance oriented group. In-depth interviews further indicated that children in the mastery program were almost unanimous in reporting high levels of perceived competence and intrinsic motivation, while those from the traditional group showed less pronounced effects. These results provide empirical evidence that a mastery motivational climate can result in more positive experiences for young athletes as they learn new skills.

An Inclusive Mastery Climate Intervention and the Motor Skill Development of Children with and Without Disabilities

2004 ◽  
Vol 21 (4) ◽  
pp. 330-347 ◽  
Author(s):  
Nadia C. Valentini ◽  
Mary E. Rudisill
Keyword(s):  
Motor Development ◽  
Motor Skill ◽  
Comparison Group ◽  
Skill Development ◽  
Learning Opportunities ◽  
Post Intervention ◽  
Gross Motor Development ◽  
Skill Performance ◽  
Motor Skill Development ◽  
Before And After

The intent of this study was to examine how students (ages 5.9 to 10.9 years) with and without disabilities benefit from an inclusive mastery climate intervention. Participants were randomly distributed into intervention (19 participants with disabilities and 31 participants without disabilities) and comparison (17 participants with disabilities and 37 without disabilities) groups. Participants performed the Test of Gross Motor Development before and after the intervention. The analyses revealed that children with and without disabilities who received the 12-week intervention demonstrated significant improvement in motor skill performance from pre- to post- intervention while the comparison group did not. These findings suggest that the mastery climate intervention provided similar learning opportunities for students with and without disabilities.

scholarly journals Gross motor skill development of kindergarten children in Japan

2018 ◽  
Vol 30 (5) ◽  
pp. 711-715
Author(s):  
Thanda Aye ◽  
Tsugumi Kuramoto-Ahuja ◽  
Tamae Sato ◽  
Kaori Sadakiyo ◽  
Miyoko Watanabe ◽  
...  
Keyword(s):  
Motor Skill ◽  
Skill Development ◽  
Kindergarten Children ◽  
Gross Motor ◽  
Motor Skill Development ◽  
Gross Motor Skill

scholarly journals A Follow-Up Study of Motor Skill Development and Its Determinants in Preschool Children from Middle-Income Family

2020 ◽  
Vol 2020 ◽  
pp. 1-13
Author(s):  
Huan Wang ◽  
Yanjie Chen ◽  
Jianing Liu ◽  
Huanhuan Sun ◽  
Weizhen Gao
Keyword(s):  
Growth Rate ◽  
Home Environment ◽  
Motor Development ◽  
Motor Skill ◽  
Skill Development ◽  
Annual Growth Rate ◽  
Middle Income ◽  
Object Control ◽  
Motor Skill Development

We tracked the motor skill development of young children aged 3–6 years and investigated the influence of middle-income home environment on the development of motor skill. 268 children were selected from kindergartens in Beijing. The Test of Gross Motor Development (TGMD) tool was used to test the development of locomotor and object-control skills (LS and OS), and a survey of children’s behaviour and home environment was conducted. During the follow-up, the LS and OS of children aged 3–6 years continued to grow, with an annual growth rate of 20% and 30%. Five LS indicators and two OS indicators were significantly higher in the 3–4-year group than in the 4–5 and 5–6-year groups ( p < 0.01 ). The age-sex trend model showed that girls’ locomotor skill developed at a significantly higher rate than that of boys ( β = 6.3004 and 4.6782, p < 0.001 ). Three-year-old boys performed significantly better than girls on object-control motor skill ( p < 0.05 ). Factors affecting the rate of children’s motor skill development in middle-income families included the frequency of playing with friends ( β = 0.133 , p = 0.032 ) and the frequency of bicycling, skateboarding, dancing, running, and jumping ( β = 0.041 , p = 0.042 ). Family income, parents’ education level, and family activity area did not significantly affect the growth rate of motor skills. For middle-income families, the improvement of material environment at home like more playing spaces and toys did not speed up the motor development, while more opportunities to play with friends and engage in a variety of sports activities could promote children’s motor skill development.

scholarly journals Gross motor skill development of 5-year-old Kindergarten children in Myanmar

2017 ◽  
Vol 29 (10) ◽  
pp. 1772-1778 ◽  
Author(s):  
Thanda Aye ◽  
Khin Saw Oo ◽  
Myo Thuzar Khin ◽  
Tsugumi Kuramoto-Ahuja ◽  
Hitoshi Maruyama
Keyword(s):  
Motor Skill ◽  
Skill Development ◽  
Kindergarten Children ◽  
Gross Motor ◽  
Motor Skill Development ◽  
Gross Motor Skill

scholarly journals Development of fundamental motor skills in children of a public school in the city of Sao Paulo

2015 ◽  
Vol 9 (1) ◽  
Author(s):  
Decio Rodrigues ◽  
Eric Leal Avigo ◽  
Jose Angelo Barela
Keyword(s):  
Public School ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Skill Development ◽  
First Grade ◽  
Chronological Age ◽  
Gross Motor ◽  
Fundamental Motor Skills ◽  
Motor Skill Development

BACKGROUND: One common observation is that Brazilian children are failing to achieve the expected proficiency, regarding the chronological age, in performing gross motor skills. PURPOSE: The aim was to verify the development of fundamental motor skills of 6- and 9-year-old children from a public school of São Paulo city. METHOD: Eight two children were selected from the first and fourth Elementary year, 40 children from the first grade (6.6 year-old, 20 boys and 20 girls) and 42 children from the fourth grade (9.2 year-old, 21 boys and 21 girls). Children were videotaped performing the Test of Gross Motor Development tasks, locomotor and object-control subtests. Three experimenters inspected the video images and rated the children’s performance following the suggested criteria. RESULTS: Nine-year-old children were advanced in fundamental motor skill performance compared to 6-year-old, but children from both age groups are delayed to the expected fundamental motor skill development. Moreover, the developmental delay is even worse as chronological age increases, with 6-year-old rated as poor whereas 9-year-old children are rated as very poor in fundamental motor skill development. CONCLUSION: These results raise several concerns regarding the importance of mastering the basic motor skills and future enrolment in motor activities.

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