scholarly journals Guided play and free play in an enriched environment: Impact on motor development

2014 ◽  
Vol 20 (2) ◽  
pp. 177-185
Author(s):  
Míriam Stock Palma ◽  
Beatriz Oliveira Pereira ◽  
Nadia Cristina Valentini
Keyword(s):  
Motor Development ◽  
Motor Skill ◽  
Free Play ◽  
Enriched Environment ◽  
Kindergarten Children ◽  
Control Group ◽  
Environment Impact ◽  
Play Intervention ◽  
Before And After ◽  
Guided Play

The purpose of this study was to investigate the effects of guided play and free play in an enriched environmentintervention programs using motor skill development in kindergarten children. Seventy-one children attending kindergarten classes were assigned to two experimental groups and one control group. Participants performed the Test of Gross Motor Development-2 before and after the intervention period. Results revealed that both boys and girls in the guided play group showed motor skill improvement, whereas no changes were observed in motor development in the boys and girls assigned to the free play in enriched environment group, nor in those in the control group. These findings indicate that the teacher's role in the guided play intervention was crucial to help preschool children to improve their performance.

Dose–Response Relationship: The Effect of Motor Skill Intervention Duration on Motor Performance

2017 ◽  
Vol 5 (2) ◽  
pp. 280-290 ◽  
Author(s):  
Leah E. Robinson ◽  
Kara K. Palmer ◽  
Sean K. Meehan
Keyword(s):  
Motor Development ◽  
Motor Skill ◽  
Motor Performance ◽  
Motor Program ◽  
Control Group ◽  
Treatment Groups ◽  
Time Treatment ◽  
Before And After ◽  
Motor Skill Intervention ◽  
Post Hoc

Background:This study examined the effects of three different treatment doses of a motor skill intervention (the Children’s Health Activity Motor Program [CHAMP]) on changes in preschoolers’ motor performance.Methods:Onehundred and nine children were divided into one of four groups: control and three CHAMP dosage groups: T1, 660 min; T2, 720 min; or T3, 900 min. Motor performance was assessed before and after the intervention using the Test of Gross Motor Development, 2nd Edition (TGMD-2). We used a 2 (time) × 4 (treatment) mixed-measures ANOVA to determine interaction and main effects. Significant interactions were decomposed using separate one-way between groups ANOVAs at each time point followed by Tukey’s post hoc tests.Results:Results revealed a significant time × treatment interaction (F3, 100 = 16.79; p < .001). There were no differences across treatment groups before the intervention (F3, 100 = .075, p < .90), but after the intervention the control group had significantly lower TMGD-2 scores compared with all three CHAMP intervention groups (F3, 100 = 9.92, p < .001, all post hoc tests, p < .001). Posttreatment differences can be attributed to greater improvements in motor performance following the CHAMP intervention regardless of specific dosage.Conclusions:Motor performance scores for all children who completed CHAMP significantly improved.

scholarly journals Effect of Novel Rhythmic Physical Activities on Fundamental Movement Skills in 3- to 5-Year-Old Children

2020 ◽  
Vol 2020 ◽  
pp. 1-10
Author(s):  
Xin Hu ◽  
Gui-ping Jiang ◽  
Zhong-qiu Ji ◽  
Bo Pang ◽  
John Liu
Keyword(s):  
Motor Development ◽  
Repeated Measures ◽  
Physical Activities ◽  
Sensitive Period ◽  
Control Group ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Before And After ◽  
Movement Parameters ◽  
Practice Methods

Based on traditional rhythmic physical activities (TRPA), we created novel rhythmic physical activities (NRPA). The purpose of this study was to verify the effectiveness of NRPA in improving children’s fundamental movement skills (FMS). 289 children (135 boys, 154 girls) from 3 to 5 years old were randomly divided into an experimental group and a control group. Tools of Test of Gross Motor Development-2, Tekscan instrument, and balance beam were to assess children’s FMS. Two-way repeated measures ANOVA was used to analyze and compare the changes in the related parameters of locomotor, manipulative, and balance movement skills before and after intervention ( groups × time ). NRPA performed significantly better than TRPA from pre- to posttest for FMS. Furthermore, NRPA had significantly higher posttest scores than TRPA. Therefore, NRPA could effectively promote the development of children’s FMS due to the concept of the sensitive period of motor development, the variability of movement parameters, and the incomplete repeatability of practice methods.

scholarly journals The Effectiveness of a Program Based on the Strategy of Positive Education in the Development of Self-Esteem of Kindergarten Children with Learning Difficulties

2014 ◽  
Vol 8 (1) ◽  
pp. 214
Author(s):  
Khadega M. Badraldien
Keyword(s):  
Education Program ◽  
Learning Difficulties ◽  
Self Esteem ◽  
Social Adaptation ◽  
Kindergarten Children ◽  
Control Group ◽  
Positive Education ◽  
Normal Children ◽  
Before And After ◽  
Experimental Group

The results of several studies have shown that children with learning difficulties suffer from low selfesteem compared to normal children, which may affect their integration with their normal peers, social adaptation, and their academic superiority in subsequent years. Positive education is one of the modern strategies in education which is intended to focus on the positive and desirable behavior of the child rather than focusing on the negative or bad behavior. The present study aimed to find out the effectiveness of a program based on the strategy of positive educationin the development of self-esteem for children who suffer from learning difficulties. The study used the pre-academic skills scale to diagnose and sort children with learning difficulties and the self-esteem scale to determine the level of appreciation for children with learning difficulties for themselves before and after the implementation of the program. Overall, the results of the study indicated that the positive education program helped in developing children’s self-esteem and appreciation for themselves. The results showed that children of the experimental group had better selfesteem than the control group, and the positive education program had a significant impact on the development of self-confidence and self image. The results also indicated that the experimental group was better in integration and social interaction than the control group. The study recommended using the strategy of positive education not only with normal children but also with those with learning difficulties. The study also recommended that parents' and teachers' awareness of the importance of positive education and its impact on the growth of the child's personality and abilities should be enhanced. 

scholarly journals Analysis of Motor Intervention Program on the Development of Gross Motor Skills in Preschoolers

2020 ◽  
Vol 17 (13) ◽  
pp. 4891
Author(s):  
Cecilia Ruiz-Esteban ◽  
Jaime Terry Andrés ◽  
Inmaculada Méndez ◽  
Ángela Morales
Keyword(s):  
Motor Development ◽  
Intervention Program ◽  
Comparison Group ◽  
Intervention Group ◽  
Free Play ◽  
Post Intervention ◽  
Psychomotor Tests ◽  
Preschool Students ◽  
Leg Coordination ◽  
Before And After

This study aimed to investigate the influence of a structured movement activity program on the motor development of children aged three to five years attending preschool. Participants were 136 preschool students with normative development at three to four years old who lived in the Region of Murcia (Spain). The McCarthy Children’s Psychomotricity and Aptitude Scales (MSCA) battery of psychomotor tests was used to evaluate the motor development profiles of preschoolers before and after the intervention. The sample was divided into two groups: an intervention group (28 students) and a comparison group (108 students). A structured 24 week physical education program was used in the intervention group. An experiential program based on free play was used in the comparison group during the same period. Preschoolers in both groups got a significant improvement in the contrast of pre-intervention with post-intervention in limb coordination. Statistically significant differences in the post-intervention measurements between the comparison group and the intervention group on arm and leg coordination were observed, whereby the intervention group presented higher arm coordination values (F1,134 = 14,389, p = 0.000, η2 = 0.097) and higher leg coordination values (F1,134 = 19,281, p = 0.000, η2 = 0.126) than the comparison group. It was pointed out that structured physical activity education is better educational methodology than free play to achieve adequate motor development in preschool children.

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.

Boys and Girls Have Similar Gains in Fundamental Motor Skills Across a Preschool Motor Skill Intervention

2020 ◽  
Vol 8 (3) ◽  
pp. 569-579
Author(s):  
Kara K. Palmer ◽  
Danielle Harkavy ◽  
Sarah M. Rock ◽  
Leah E. Robinson
Keyword(s):  
Sex Differences ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Repeated Measures ◽  
Motor Program ◽  
Fundamental Motor Skills ◽  
Girls On The Run ◽  
Before And After ◽  
Preschool Boys

Purpose: Motor skill interventions are effective for improving young children’s fundamental motor skills, but less is known regarding if boys and girls equally benefit from these interventions. The purpose of this study was to compare changes in preschool-aged boys’ and girls’ fundamental motor skills across an intervention. Methods: Sixty-eight children (Mage = 4.4 years, SD = 0.44) participated in the study and completed the Test of Gross Motor Development 2nd Edition before and after a 600-minute Children’s Health Activity Motor Program (CHAMP) intervention. All girls’ (n = 27) and a random subsample of boys’ (n = 27) total, locomotor subtest, object control skill subtests, and individual skills were compared before (pre) and after (post) CHAMP. Potential sex differences in treatment effects were examined by sex by treatment interactions from repeated measures ANOVA, and potential sex differences in individual skills before, after, and across (change) were examined using MANOVAs. Results: Boys and girls had similar motor skills before and after the intervention. Boys and girls had higher scores at posttest, and CHAMP was equally effective for boys and girls. Boys outperformed girls on the run and kick (p < .05) at posttest. Conclusion: Findings support that CHAMP improves skills for both preschool boys and girls.

A Demonstration Project for the Utility of Kinect-Based Educational Games to Benefit Motor Skills of Children with ASD

2019 ◽  
Vol 126 (6) ◽  
pp. 1117-1144 ◽  
Author(s):  
Sanja Vukićević ◽  
Mirjana Đorđević ◽  
Nenad Glumbić ◽  
Zorica Bogdanović ◽  
Milica Đurić Jovičić
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Standard Treatment ◽  
Educational Games ◽  
Autism Spectrum ◽  
Modern Technology ◽  
Control Group ◽  
Children With Asd ◽  
Before And After ◽  
Experimental Group

Motor disorders often accompany autism spectrum disorder (ASD), although they are not included in its diagnostic criteria. Slower motor development is evident in early childhood in this population, making early motor skills intervention advisable. As educational games and modern technology can represent new forms of treatment, this study evaluated four Kinect-based visuo-motor games called Fruits that were specially designed for this research. We sought to test whether children with ASD would show behavior changes during their game play and whether any effects would generalize to another game called Rackets. The study included 10 elementary school children with ASD, aged 9-13 years, who were divided into (a) an experimental group ( n = 5) who, in addition to standard treatment, played Fruits once a week for a 5-week period and Rackets both before and after the 5-week period and (b) a control group ( n = 5) who received only standard treatment during this period and also played Rackets before and after it. We found significant improvements in gross motor skills and successful generalization of acquired skills among children in the experimental group relative to the control group. The experimental group also showed an increase in positive emotions and a decrease in loss of attention while playing the games. These preliminary findings indicate a motor skill benefit for children with ASD who play Kinect-based educational games, but further research is needed to replicate and expand these findings with larger participant samples.

scholarly journals Mind Maps to Modify Lack of Attention among Saudi Kindergarten Children

2016 ◽  
Vol 9 (4) ◽  
pp. 245 ◽  
Author(s):  
Bulquees Ismail Abdul Majid Daghistan
Keyword(s):  
Research Study ◽  
Arabic Language ◽  
Kindergarten Children ◽  
Control Group ◽  
Language Class ◽  
Before And After ◽  
Mind Maps ◽  
The Impact ◽  
Academic Year ◽  
Experimental Group

<p class="apa">This research study aims at investigating the impact of Mind Maps on modifying the lack of attention in Arabic language class among Saudi Kindergarten children. To achieve the goals of this study the researcher used an experimental design with a random sample from AlRae’d Kindergarten’s children in Riyadh -Saudi Arabia for the academic year (2014-2015). The study sample consisted of (40) children divided into two groups: (23) in the experimental and (17) in the control group. The researcher used Al-Obeidi’s (1999) Lack of Attention Scale LAS. Validity of the tool was approved through a half division to measure lack of attention (0.93) which is considered good. The scale was used before and after the implementation of the experiment on both groups. Results showed a positive change in attention concentration in favor of the experimental group. Thus, the researcher recommended the use of Mind Maps in teaching kindergarten children to avoid attention deficiency.</p>

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 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.

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