scholarly journals The influence of a motor skill intervention on the motor performance and perceived competence of children with motor delays

2002 ◽  
Vol 16 (1) ◽  
pp. 61 ◽  
Author(s):  
Nadia Cristina Valentini
Keyword(s):  
Motor Development ◽  
Motor Skill ◽  
Motor Performance ◽  
Social Acceptance ◽  
Perceived Competence ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Motor Skill Intervention

Fundamentado em teorias de motivação (Ames, 1987, 1992a, b; Epstein, 1988, 1989; Nicholls, 1984) o objetivo deste estudo foi determinar a influência de uma intervenção motora, com técnica de motivação orientada para a maestria (TMOM), no desenvolvimento motor e na percepção de competência física de crianças com idades entre seis e 10 anos que demonstraram atrasos motores previamente identificados. Noventa e uma crianças com atrasos motores foram aleatoriamente distribuídas em dois grupos: intervenção (N = 41) e controle (N = 50). Os participantes do grupo de intervenção foram submetidos a 12 semanas (duas sessões semanais). Ao início e término da intervenção, todos os participantes realizaram o Test o f Gross Motor Development - TGMD organizado por Ulrich (1985). Os participantes que experienciaram a intervenção também responderam a Pictorial Scale of Perceived Competence and Social Acceptance - PSPCSA (Harter & Pike, 1984) no início e no término da intervenção. A influência da intervenção na percepção de competência física foi avaliada através de ANOVA com medidas repetidas. Os resultados evidenciaram que a intervenção promoveu mudanças significantes e positivas em relação à percepção de competência física de meninos e meninas com atrasos no desenvolvimento motor. A ênfase na TMOM propicia ao professor oportunidades para criar experiências motoras que suprem as necessidades de todas as crianças, indiferentes de suas experiências prévias e diferentes níveis de habilidades, promovendo a autonomia das crianças colocando-as como sujeitos de suas conquistas. Em outras palavras, permite as crianças explorarem seu próprio processo de aprendizagem

scholarly journals Percepções de competência e desenvolvimento motor de meninos e meninas: um estudo transversal

2002 ◽  
Vol 8 (2) ◽  
pp. 51-62 ◽  
Author(s):  
Nadia Cristina Valentini
Keyword(s):  
Motor Development ◽  
Social Acceptance ◽  
Perceived Competence ◽  
Gross Motor ◽  
Gross Motor Development

Os objetivos deste estudo foram investigar as percepções de competência e desempenho motor de crianças, e as relações entre estas percepções e o desempenho motor de meninos e meninas de diferentes idades. Oitenta e oito crianças foram testadas através Test of Gross Motor Development e responderam a Pictorial Scale of Perceived Competence and Social Acceptance. Os resultados sugerem que: (1) meninos e meninas de diferentes idades evidenciam percepções similares, porém não são precisos com relação a estas percepções (2) crianças mais velhas exibem desempenho locomotor superior, porém não existem diferenças nas habilidades de controle de objetos nos grupos etários; (3) meninos e meninas evidenciam desempenhos locomotores similares, porém meninos evidenciam superioridade nas habilidade de controle de objetos; (4) desenvolvimento motor atual não se configura como preditor de percepção de competência. Instrução e oportunidades de movimento são críticos para o desenvolvimento motor e para a construção de percepções de competência realísticas em crianças.

Prediction of gross motor development and independent walking in infants born very preterm using the Test of Infant Motor Performance and the Alberta Infant Motor Scale

2013 ◽  
Vol 89 (9) ◽  
pp. 693-697 ◽  
Author(s):  
Jacqueline Nuysink ◽  
Ingrid C. van Haastert ◽  
Maria J.C. Eijsermans ◽  
Corine Koopman-Esseboom ◽  
Paul J.M. Helders ◽  
...  
Keyword(s):  
Motor Development ◽  
Motor Performance ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Very Preterm

scholarly journals Fundamental Motor Skill Delays in Preschool Children With Disabilities: 2012 National Youth Fitness Survey

2021 ◽  
Vol 9 ◽  
Author(s):  
E. Andrew Pitchford ◽  
Willie Leung ◽  
E. Kipling Webster
Keyword(s):  
Preschool Children ◽  
School Children ◽  
Motor Development ◽  
Motor Skill ◽  
Children With Disabilities ◽  
Sampling Weights ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Disability Status ◽  
Development Delay

Delays in fundamental motor skill (FMS) competency have been observed in a variety of children with disabilities. However, evidence of FMS delays is largely limited to small, geographically specific, limitedly diverse, and non-representative samples. The purpose of this study was to examine the association between FMS competency and reported disability status among pre-school children, ages 3–5 years, using the 2012 National Youth Fitness Survey (NYFS). In total, 329 preschool children (49% female; 4.00 ± 0.04 years of age) from the 2012 NYFS completed the Test of Gross Motor Development−2, including 43 preschoolers identified with a disability based on parental report (44% female; 4.20 ± 0.16 years). Associations were examined with logistic regression using sampling weights. Poor FMS competency, defined as gross motor quotient scores ≤ 79, was observed in significantly more children with disabilities (29%) than children without disabilities (10%, OR = 3.5, p = 0.04). While not statistically significant, there was a growing disparity in FMS competency at age 5 (41 vs. 11%) compared to age 3 (15 vs. 9%, OR = 1.80, p = 0.30). The results provide additional evidence for poor FMS competency among pre-school children with disabilities. FMS should be an early part of comprehensive assessments for all children suspected of disability or development delay as it is critical to identify and intervene upon FMS delays before discrepancies can widen.

Influence of a Motor Skill Intervention Program on Perceived Competence of At-Risk African American Preschoolers

1996 ◽  
Vol 13 (3) ◽  
pp. 288-301 ◽  
Author(s):  
Jacqueline D. Goodway ◽  
Mary E. Rudisill
Keyword(s):  
At Risk ◽  
African American ◽  
Motor Skill ◽  
Intervention Program ◽  
Social Acceptance ◽  
Peer Acceptance ◽  
Perceived Competence ◽  
Control Group ◽  
Physical Competence ◽  
Motor Skill Intervention

This study was conducted to determine the influence of a motor skill intervention (MSI) program on the perceived competence and social acceptance of African American preschoolers who are at risk of school failure/developmental delay. Two groups of preschoolers enrolled in a compensatory prekindergarten program participated in a 12-week intervention. The motor skill intervention (MSI) group received an MSI program, while the control group (C) received the regular prekindergarten program. All children completed Harter’s Pictorial Scale of Perceived Competence and Social Acceptance prior to and following the 12-week program. The results indicated that all children, regardless of group, reported high perceived physical and cognitive competence and high perceived maternal and peer acceptance. Additionally, the MSI group reported significantly higher perceived physical competence scores after receiving the MSI program. The MSI group also reported higher perceived physical competence than the C group on postintervention scores. No gender differences were found. It was concluded that perceived competence and social acceptance were enhanced by participation in an MSI program.

scholarly journals Perceived Physical Competence Predicts Gains in Children’s Locomotor but Not Ball Skills across an Intervention

2021 ◽  
Vol 18 (11) ◽  
pp. 5990
Author(s):  
Kara K. Palmer ◽  
Michael A. Nunu ◽  
Katherine Q. Scott-Andrews ◽  
Leah E. Robinson
Keyword(s):  
Experimental Study ◽  
Young Children ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Social Acceptance ◽  
Physical Competence ◽  
Gross Motor Development ◽  
Before And After ◽  
Ball Skills

The purpose of this pre/post experimental study was to examine if children’s perceived physical competence predicted changes in motor skills across an intervention. Sixty-seven children (Mage = 53.2 ± 3.7 months) participated in a 16-week, mastery-climate motor skill intervention. Perceived physical competence was assessed before the intervention using the physical competence subscale of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Motor skills were assessed using the Test of Gross Motor Development-3rd Edition before and after the intervention. Results revealed that controlling for pretest skills, perceived physical competence significantly predicted posttest locomotor (p < 0.05) and total skills (p < 0.05) but did not predict posttest ball skills (p > 0.05). These results indicate that perceived physical competence may be a significant factor that predicts children’s gains in locomotor or total skills, but not ball skills, across an intervention.

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.

The Use of Multimedia Demonstration on the Test of Gross Motor Development–Second Edition: Performance and Participant Preference

2015 ◽  
Vol 3 (2) ◽  
pp. 110-122 ◽  
Author(s):  
Leah E. Robinson ◽  
Kara K. Palmer ◽  
Jacqueline M. Irwin ◽  
Elizabeth Kipling Webster ◽  
Abigail L. Dennis ◽  
...  
Keyword(s):  
Motor Development ◽  
Motor Skill ◽  
Age Groups ◽  
School Age Children ◽  
Semistructured Interview ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Skill Performance ◽  
Live Demonstration ◽  
Testing Condition

This study examined the effect of demonstration conditions (multimedia and live) in school-age children on performance of the Test of Gross Motor Development—Second Edition (TGMD-2) locomotor and object control subscale raw scores, and participants’ enjoyment in the preoperational and operational stages of cognitive development. Forty-five children ages 5–10 years were divided into two age groups: younger (n = 21, Mage = 5.95 years, SD = .80) and older (n = 24, Mage = 8.96 years, SD = .86). Children completed the TGMD-2 under two counterbalanced conditions: live and multimedia demonstration. Immediately following each testing condition, children ranked their enjoyment and completed a semistructured interview. Paired sample t tests examined motor skill and enjoyment differences in each age group. For both groups, no statistically significant differences were present for motor skill performance or participants’ enjoyment between the two demonstration conditions (p ≥ .05). Overall, 44.5% of participants preferred the multimedia demonstration, while 32.5% preferred the live demonstration. Mixed responses were reported by 22.5% of participants. Within age groups, younger participants preferred the multimedia demonstration more than older participants (multimedia = 50%, 41%; live = 23%, 41%, respectively). This study provides evidence that multimedia demonstration may be suitable for administration of the TGMD-2.

scholarly journals BENEFÍCIOS DE UMA INTERVENÇÃO MOTORA PARA UMA CRIANÇA COM MENINGOCELE: UM ESTUDO DE CASO

2018 ◽  
Vol 26 (2) ◽  
pp. 53
Author(s):  
Larissa Wagner Zanella ◽  
Mariele Santayana De Souza ◽  
Nadia Cristina Valentini
Keyword(s):  
Disease Control ◽  
Motor Development ◽  
Perceived Competence ◽  
Gross Motor ◽  
Gross Motor Development

O objetivo deste estudo de caso foi verificar os efeitos de uma intervenção motora na motricidade fina e ampla, no equilíbrio, na aptidão e nos níveis de atividade física, na percepção de competência e estado nutricional de uma criança de 5 anos com meningocele e hidrocefalia. A intervenção motora foi implementada com o Clima de Motivação para Maestria em um período de 16 semanas (32 aulas). Nas aulas foram oferecidas oportunidades de prática e atividades variadas com ênfase nas habilidades motoras fundamentais e de equilíbrio. Para avaliar a motricidade ampla, fina, equilíbrio e aptidão física foram utilizados os testes Bruininks Ozeretzky – Second Edition (BOT-2), Test of Gross Motor Development – Second Edition (TGMD-2); para avaliar o nível de atividade física foi utilizado pedômetro em 3 aulas do programa interventivo na pré-intervenção e pós-intervenção; o índice de massa corporal foi utilizado para analisar o estado nutricional, classificado conforme as curvas do Center of Disease Control (DCD); para avaliar a percepção de competência foi utilizada a Pictorial Scale of Perceived Competence and Acceptance. Os resultados do presente estudo, evidenciam mudanças positivas na motricidade ampla e fina, nos níveis de atividade física, na percepção de competência motora e no estado nutricional da criança. A intervenção motora foi efetiva em potencializar o desenvolvimento de uma criança com meningocele.

scholarly journals Investigating Relationships between Preschool Children’s Perceived Competence, Motor Skills, and Physical Activity: A Cross-Lagged Panel Model

2021 ◽  
Vol 10 (23) ◽  
pp. 5620
Author(s):  
Suryeon Ryu ◽  
Jung Eun Lee ◽  
Wenxi Liu ◽  
Daniel J. McDonough ◽  
Zan Gao
Keyword(s):  
Physical Activity ◽  
Motor Development ◽  
Social Acceptance ◽  
Vigorous Physical Activity ◽  
Perceived Competence ◽  
Gross Motor Development ◽  
Panel Model ◽  
Final Sample ◽  
Motor Skill Competence ◽  
Model Approach

Background: Motor skill competence (MSC) and perceived competence (PC) are primary correlates that are linked with physical activity (PA) participation, yet there is limited evidence of the mutual longitudinal or temporal associations between these variables in preschoolers. Therefore, this study’s purpose was to examine the bidirectional relationships between MSC and PA, MSC and PC, and PC and PA in preschoolers over time. Methods: The final sample were 61 preschoolers (Mage = 4.45 years, ranging from 4 to 5) from two underserved schools. MSC was assessed using the Test of Gross Motor Development, Second Edition (TGMD-2). PC was assessed using the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. PA was assessed using ActiGraph GT9X Link accelerometers during three consecutive school days. All assessments of MSC, PC, and PA were measured in identical conditions at schools at the baseline (T1) and the end of the eighth week (T2). We employed a cross-lagged model approach to understand the bidirectional relationships between MSC, PC, and PA. Results: The results showed that T1 MSC significantly predicted T2 MSC (p < 0.01) and T1 MSC significantly predicted T2 PA only in girls (p = 0.03). Additionally, a cross-lagged effect of T1 MSC and T2 PC was only observed in boys (p = 0.03). Lastly, a significant association for T1 moderate-to-vigorous physical activity (MVPA) and T2 PC was only observed in girls (p = 0.04). Conclusions: Bidirectional relationships between the variables were not observed in preschoolers. However, significant gender differences were observed in each cross-lagged model.

scholarly journals Preliminary Study on Gross Motor Performance of Hong Kong Children Aged 6-8 Years

2004 ◽  
Vol 10 (2) ◽  
pp. 67-72
Author(s):  
Kang Chun CHOI TSE
Keyword(s):  
Hong Kong ◽  
Motor Development ◽  
Motor Performance ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development ◽  
Motor Test ◽  
Test Instrument ◽  
Preliminary Study ◽  
Gross Motor Performance

LANGUAGE NOTE | Document text in English; abstract also in Chinese.Gross motor development is a critical component of elementary school physical education programs. This is also the foundation for active participation in later childhood and adult physical activities. This study aims to: (1) collect preliminary data on Hong Kong children's gross motor performance; (2) analyze Hong Kong Children's gross motor proficiency; and (3) introduce a gross motor test instrument to Hong Kong PE teachers. The Test of Gross Motor Development (Second Edition) (TGMD-2) (Ulrich, 2000) was chosen as the test instrument in this project. There were 15 girls and 15 boys selected for each age interval: 6-6 to 6-11, 7-6 to 7-11 and 8-0 to 8-11. Only 27.6% of the participants achieved the average level. 27.6% and 40% of them were below average and poor, respectively. No significant sex differences in the level of fundamental gross motor skills development. However, age differences were found in stationary dribble and overhand throw, 8 years old children got higher successful rate in the mature form of the two skills.大肌肉運動能力發展是小學體育課程的主要元素，這亦是青少年及成年時期積極參與體力活動的基石。本研究的目的是：(1)搜集香港兒童大肌肉運動能力數據；(2)分析香港兒童大肌肉運動能力表現；(3)介紹一套測試大肌肉運動能力的工具給香港體育老師。本研究選用了 '第二代大肌肉運動能力(TGMD-2)' 作測試工具。每一個年齡組別，即6-6至6-11，7-6至7-11及8-6至8-11均選取15男及15女作為研究樣本。總樣本為90人。研究發現，樣本中祗有27.6%在一般水平，另外27.6%及40%分別在低於及差的水平。在大肌肉運動能力的表現中，性別差異方面並不明顯。原地運球及擲球動作，年齡差異較明顯，八歲兒童成功掌握這兩個技能的百份比較年幼的兒童為高。

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