Rehabilitation of patients with motor development retardation using reflector gymnastics by the Vojta method

2020 ◽  
Vol 26 (4) ◽  
Author(s):  
Dmitry A. Kiselev ◽  
Vitaliy Yu. Levkov ◽  
Vyacheslav V. Gubanov ◽  
Il’ya V. Kozlovsky ◽  
Evgeny M. Timonin ◽  
...  
Keyword(s):  
Nervous System ◽  
Motor Development ◽  
Motor Performance ◽  
Human Motor

The study aimed to demonstrate the significance and effectiveness of the Vojta rehabilitation technique, which leads to activation of human motor performance and to the pronounced potentiation of numerous functions of the nervous system in children with a diagnosis of motor development retardation.

Anticipation and timing in human motor performance.

1968 ◽  
Vol 70 (6, Pt.1) ◽  
pp. 631-646 ◽  
Author(s):  
Richard A. Schmidt
Keyword(s):  
Motor Performance ◽  
Human Motor

Neuroosteopathy: Phylosophy of the Approach

2016 ◽  
pp. 44-50
Author(s):  
Jean-Pierre Amigues
Keyword(s):  
Nervous System ◽  
Motor Development ◽  
Scientific Literature ◽  
Individual Development ◽  
Holistic View ◽  
Osteopathic Treatment ◽  
Motor Acts

The article presents a holistic view on neuroosteopathy. It demonstrates the connection between the congenital and the acquired alterations with due regard to the epigenetic aspects of morphogenesis in different periods of the organism’s individual development. On the basis of the analysis of scientific literature and of the clinical osteopathic experience the connection between the child’s motor development and the formation of his nervous system is shown. The article presents a plan of osteopathic treatment of the lesions diagnosed which is based on the analysis of the connection between the motor acts, gestures, positions and congenital reflexes.

Motor Performance in the Third, Not the Second Month, Predicts Further Motor Development

2014 ◽  
Vol 47 (3) ◽  
pp. 246-255 ◽  
Author(s):  
Ewa Gajewska ◽  
Ewa Barańska ◽  
Magdalena Sobieska ◽  
Jerzy Moczko
Keyword(s):  
Motor Development ◽  
Motor Performance ◽  
The Third

scholarly journals The Profile of Fine Motor Development Achievement in Children of Island (5-6 Years Old) in Teulaga Tujuh Langsa Village

2020 ◽  
Vol 3 (1) ◽  
pp. 127-132
Author(s):  
Adinda Purnama ◽  
Anita Yus ◽  
Anita Yus ◽  
Yasaratodo Wau
Keyword(s):  
Motor Development ◽  
Motor Performance ◽  
Descriptive Analysis ◽  
Qualitative Approach ◽  
Fine Motor ◽  
Fine Motor Performance ◽  
The Village

This study aims to: to analyze the profile of fine motor development achievement in children of island (5-6 years old) in teulaga tujuh langsa village. This research uses a qualitative approach with descriptive analysis. The data analyzed are the results of interviews by parents, and the results of observations of children in Teulaga Tujuh Langsa Village. The results of research conducted on the profile of fine motor performance of island children aged 5-6 years can be concluded that the achievement of fine motor development of children in the village of Teulaga Tujuh has developed in accordance with the 6 stages of achievement of fine motor development of children aged 5-6 years. His accomplishments include drawing according to patterns, imitating shapes, using stationery, cutting, sticking and expressing something with movement.

scholarly journals A brief review on motor development: fundamental motor skills as a basis for motor skill learning

2021 ◽  
Vol 15 (5) ◽  
pp. 342-355
Author(s):  
Rodolfo N. Benda ◽  
Nádia F. S. Marinho ◽  
Marcelo G. Duarte ◽  
Patrick C. Ribeiro-Silva ◽  
Paloma R. Ortigas ◽  
...  
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Motor Performance ◽  
Development Process ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Motor Competence ◽  
Fundamental Motor Skills ◽  
Motor Activities ◽  
The Relationship

In this study, we review the relationship between motor development and motor learning, and present a new metaphor that represents the sequence of motor development, which highlights fundamental motor skills as an important phase in the process. As one of the most relevant phases of motor development, several studies that analyzed fundamental motor skills were reviewed in typical developing children as well as in children with disabilities. Most studies revealed motor performance levels below expected since proficiency was not observed. We discuss these results considering fundamental motor skills as essential for the motor development process. Such results raise the awareness of the need to offer children conditions to explore and experience motor activities in order to enhance motor competence.

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 Are Teaching Principles Associated With Improved Motor Performance in Children With Developmental Coordination Disorder? A Pilot Study

2006 ◽  
Vol 86 (9) ◽  
pp. 1221-1230 ◽  
Author(s):  
Anuschka S Niemeijer ◽  
Marina M Schoemaker ◽  
Bouwien CM Smits-Engelsman
Keyword(s):  
Motor Development ◽  
Motor Performance ◽  
Developmental Coordination Disorder ◽  
Physical Therapists ◽  
Gross Motor Development ◽  
Age Related ◽  
Teaching Principles ◽  
Movement Performance ◽  
Movement Assessment ◽  
Coordination Disorder

Abstract Background and Purpose. Physical therapists' teaching skills often are disregarded in research studies. We examined whether the use of different teaching principles during neuromotor task training was associated with treatment effects. Subjects. Nineteen children (mean age=7 years 5 months, range=5–10 years) who had developmental coordination disorder and who performed below the 15th percentile on the age-related Movement Assessment Battery for Children (M-ABC) and 11 physical therapists participated in the study. Methods. One intervention session for each child was videotaped. The frequency of the use of principles included in the motor teaching principles taxonomy (Niemeijer et al, 2003) was correlated with changes in motor performance on the M-ABC and the second edition of the Test of Gross Motor Development. Results. Providing clues on how to perform a task, asking children about a task, and explaining why a movement should be executed in a certain way were related to better movement performance. Discussion and Conclusion. Teaching principles may be associated with success in therapeutic situations.

scholarly journals Comparative study between school and motor performance in children aged 6 to 11 years according to teachers’ perceptions

2019 ◽  
Vol 32 ◽  
Author(s):  
Glória Maria Vilella-Cortez ◽  
Heloisa Helena Marrara Ferreira ◽  
Geruza Perlato Bella
Keyword(s):  
School Performance ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Performance ◽  
Chronological Age ◽  
General Motor ◽  
Chi Square ◽  
Poor School Performance ◽  
Chi Square Test ◽  
Poor School

Abstract Introduction: Motor skills are enlarged during schooling age, with possible relation between motor and school performance. Objective: Compare motor skills of children with good and poor school performance, according to the teacher’s perception in the classroom. Method: School children aged 6 to 11 years were divided into two groups; poor school performance (PSP) and good school performance (GSP) and evaluated using the Motor Development Scale (MDS). The chronological age, general motor age and the motor quotient of each area evaluated were compared between the groups using the Mann-Whitney Test. The Chi-square test was used to associate the motor performance classification and the school performance. Results: Chronological age was similar between groups, although the general motor age was smaller in the PSP. The general motor quotient and the motor quotients in the areas of body scheme, spatial and temporal organization were significantly smaller in PSP. Most children were classified by the MDS as Low Normal or Medium Normal motor skills in both groups; however in the GSP, 27.5% of the children had a High Normal or Superior motor development and only 2.5% were classified as Very Inferior or Inferior. In the PSP, 12.5% had a Very Inferior or Inferior performance and only 6.25% had a High Normal or Superior performance (p < 0.05 - chi-square test). Conclusion: Results show a direct connection between poor school performance and motor skill difficulties, which illustrates the relation between motor and cognitive skills.

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