Potential Role of Plyometric Training in the Development of Motor Performance Skills: A Narrative Review

2021 ◽  
pp. 1-13
Author(s):  
Andrew Sortwell ◽  
Michael Newton ◽  
Daniel A. Marinho ◽  
Jorge Knijnik ◽  
Rodrigo Ramirez-Campillo
Keyword(s):  
Primary School ◽  
Motor Development ◽  
Motor Performance ◽  
Physical Activities ◽  
Primary School Children ◽  
Plyometric Training ◽  
Performance Skills ◽  
Training Activities ◽  
Children’S Exposure

Offering children chances to optimize their engagement in physical activities during their life span is one of the major aims of school physical education (PE). To this end, the maximum development of motor performance skills can help primary school children participate in various physical activities throughout their lives. The purpose of this review was to examine the effects of plyometric training activities on motor performance skills of children and the application of plyometrics within the PE setting. Relevant studies on the topics of motor performance skills, plyometrics, athlete development, and motor development in children and adolescents were examined. The paper reveals that plyometric training activities can improve motor performance skills such as running, jumping, and kicking. The literature also suggests that children’s exposure to plyometric exercises may result in an accelerated improvement in primary school PE class. This review concludes with a proposal to enhance children’s motor performance skills using plyometric exercises in primary PE classes.

scholarly journals Information devices as a factor causing children’s disorders

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 122-130
Author(s):  
Elena Nachinova ◽  
Alla Vasilevskaya
Keyword(s):  
Primary School ◽  
Motor Development ◽  
Negative Impact ◽  
Research Work ◽  
Primary School Children ◽  
Electronic Information ◽  
Educational Work ◽  
Younger Generation ◽  
The One ◽  
Primary School Pupils

The article addresses the problem of the negative impact of the irregular use of electronic information carriers on primary school pupils’ psychophysical development. Foreign researches and WHO data on the allowed time of use of information devices for children and teenagers, their impact on heath, speech and motor development of the younger generation are presented. The concept “information device” is defined, the main contradictions of the active use of information devices by children are described which are resulted, on the one hand, from the impossibility of education and socialisation of the younger generation apart from electronic information devices, and, on the other hand, due to their negative impact on children’s health and psychophysical development. The choice of the age group for the study is substantiated – the primary school age, at which psychophysical and psychosocial changes take place, significant for the entire subsequent period of a child’s schooling. It is emphasised that at this age period children’s computer dependence has not yet formed, even a positive effect of the use of a computer on the mental development of a primary school pupil is noted. At the same time, the use of information devices in the education and leisure of primary school pupils requires a proper organisation of their educational work, balance of various activities, formation of pupils’ conscious behaviour, which will contribute both to the education of the child and his / her proper psychophysical development. The content of the experimental research work, which was carried out at the elementary grades of schools in Odessa region involving second-third-grade pupils and their parents, is described. The results of the surveys represented by pupils and their parents, pedagogical observations, assessment of pupils’ performance, the characteristics of their speech and motor development have shown an increase in the time allotted to children to work with information devices and the negative impact of their irregular use on the psychophysical development of primary school children.

scholarly journals The Contribution of Executive Functions in Predicting Mathematical Creativity in Typical Elementary School Classes: A Twofold Role for Updating

2020 ◽  
Vol 8 (2) ◽  
pp. 26
Author(s):  
Marije Stolte ◽  
Trinidad García ◽  
Johannes E. H. Van Luit ◽  
Bob Oranje ◽  
Evelyn H. Kroesbergen
Keyword(s):  
Executive Functions ◽  
Primary School ◽  
School Children ◽  
Cognitive Abilities ◽  
Mathematical Creativity ◽  
Mathematical Ability ◽  
Primary School Children ◽  
Starting Model ◽  
General Creativity

The goal of the current study was to investigate the role of executive functions in mathematical creativity. The sample included 278 primary school children (ages 8–13). Two models were compared: the starting model tested whether executive functions (shifting, updating, and inhibition), domain-general creativity, and mathematical ability directly predicted mathematical creativity. The second model, which fitted the data best, included the additional assumption that updating influences mathematical creativity indirectly through mathematical ability and domain-general creativity. Updating was positively related to mathematical creativity. Additionally, updating was positively related to mathematical ability and domain-general creativity. Inhibition, shifting, domain-general creativity and mathematical ability did not have a significant contribution to either model but did positively correlate with mathematical creativity. This study reports the first empirical evidence that updating is a predictor of mathematical creativity in primary school children and demonstrates that creativity is a higher order cognitive process, activating a variety of cognitive abilities.

scholarly journals Touch and look: The role of visual‐haptic cues for categorical learning in primary school children

2020 ◽  
Vol 29 (2) ◽  
Author(s):  
Hannah Broadbent ◽  
Tamsin Osborne ◽  
Natasha Kirkham ◽  
Denis Mareschal
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Haptic Cues ◽  
Categorical Learning

The Learning Dialogue As a Tool to Educate Primary School Students (by the example of “The Basics of Religious Cultures and Secular Ethics” Course)

2015 ◽  
Vol 3 (4) ◽  
pp. 3-9
Author(s):  
Виноградова ◽  
Natalya Vinogradova
Keyword(s):  
Primary School ◽  
Primary School Children ◽  
School Students ◽  
Communicative Skills ◽  
Intellectual Abilities ◽  
Secular Ethics ◽  
Ethics Course ◽  
Religious Cultures ◽  
School Roles

The paper concerns one of the active methods to educate primary school children, namely, the learning dialogue. The features of this learning method, considered as a higher-priority tool for teaching the Basics of Religious Cultures and Secular Ethics at primary school are examined. Ways to learn curriculum materials are described, while it is stated that application of the said ways of learning helps to enhance the role of learning dialogue in establishing school roles as well as in shaping the students’ educational activities and encourage them to develop their intellectual abilities and communicative skills.

scholarly journals Role of Preschool and Primary School Children in Epidemics of Influenza A in a Local Community in Japan during Two Consecutive Seasons with A(H3N2) as a Predominant Subtype

PLoS ONE ◽  
2015 ◽  
Vol 10 (5) ◽  
pp. e0125642 ◽  
Author(s):  
Satoshi Mimura ◽  
Taro Kamigaki ◽  
Yoshihiro Takahashi ◽  
Takamichi Umenai ◽  
Mataka Kudou ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Influenza A ◽  
Local Community ◽  
Primary School Children ◽  
Predominant Subtype

scholarly journals STUDY ON THE IMPORTANCE OF EXTRACURRICULAR SPORTS ACTIVITIES REGARDING THE DEVELOPMENT OF MOTOR QUALITIES IN PRIMARY SCHOOL CHILDREN

2021 ◽  
Vol 14(63) (1) ◽  
pp. 141-148
Author(s):  
R.M. BURLUI ◽  
◽  
M.G. POSTELNICU ◽  
D.A. IORDAN ◽  
◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Wide Spectrum ◽  
The Elderly ◽  
School Curriculum ◽  
Physical Activities ◽  
Advanced Technology ◽  
Primary School Children ◽  
Sports Activities

In the age of modern and advanced technology, it is observed that sedentarism is characteristic to occupy a wide spectrum of the population from children to the elderly. As for children, they are no longer active when we talk about physical activity both during school hours, but especially in their free time. In this context, the school must encourage the active participation of students in physical activities during the classes included in the school curriculum and after, by offering an attractive variety of extracurricular sports aimed at motivating students, especially those in primary school.

scholarly journals Crosstalk between Gross and Fine Motor Domains during Late Childhood: The Influence of Gross Motor Training on Fine Motor Performances in Primary School Children

2021 ◽  
Vol 18 (21) ◽  
pp. 11387
Author(s):  
Vincenzo Sorgente ◽  
Erez James Cohen ◽  
Riccardo Bravi ◽  
Diego Minciacchi
Keyword(s):  
Primary School ◽  
Motor Skills ◽  
Motor Development ◽  
Primary School Children ◽  
Fine Motor ◽  
Motor Training ◽  
Fine Motor Skills ◽  
Motor Competence ◽  
Gross Motor ◽  
Motor Practice

Gross and fine motor competence have a close relationship during development and are shown to correlate to some extent. However, the study of the interaction between these domains still requires further insights. In this study, we investigated the developmental changes in overall motor skills as well as the effects of gross motor training programs on fine motor skills in children (aged 6–11, n = 240). Fine motor skills were assessed before and after gross motor intervention using the Box and Block Test. The gross motor intervention was based on the Test of Gross Motor Development—3rd Edition. Results showed that gross and fine motor skills correlate across all years of primary school, both significantly improving with age. Finally, the gross motor intervention appeared to not influence fine motor skills. Our findings show that during primary school age, overall motor development is continuous, but non-linear. From age nine onward, there seems to be a major step-up in overall motor competence, of which teachers/educators should be aware of in order to design motor educational programs accordingly. While gross and fine motor domains might be functionally integrated to enhance children’s motor performances, further research is needed to clarify the effect of gross motor practice on fine motor performances.

Sign in / Sign up

Export Citation Format

Share Document