scholarly journals The Influence of a University Homeschool Physical Education Program on Fundamental Motor Skills and Self-Confidence

2020 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Matthew Buns ◽  
Kallie LaValle
Keyword(s):  
Physical Education ◽  
Motor Skills ◽  
Education Program ◽  
Motor Skill ◽  
Self Efficacy ◽  
Physically Active ◽  
Fundamental Motor Skills ◽  
Self Confidence ◽  
Post Test ◽  
Dependent Samples

Individuals are both more likely to participate in sports, exercise, and physical activity when they are skilled. Therefore, motor skills and skilled movement should be viewed as prerequisites to a physically active lifestyle. Children and adolescents who have achieved fundamental motor competence are also believed to perceive themselves as being competent although there is inconsistency in the results so far reported in the literature. Despite the unprecedented growth home homeschool education, studies have not examined the development of motor competency of homeschool students or its relationship to confidence. The current investigation examined the influence fundamental motor skill development and self-confidence of students enrolled in a university homeschool physical education program. Results from the pre-test (M = 13.92, SD = 2.8) and post-test (M = 20.75, SD = 3.5) fundamental motor skill observations indicate that the homeschool program led to an improvement in overall skill, t(52) = 12.05, p< .001 (E.S. = 1.06). Dependent-samples t-test produced significant results from pre to post for research participants [t (1,52) = 27.26 , p<.05, E.S. = 1.10], who improved their self-efficacy over the course of the study [baseline M self-efficacy = 71.92, SD= 16.52, endline M self-efficacy = 88.87, SD =15.34]. This study showed that a university homeschool physical education program can lead to improvements in the developmental of fundamental motor skills and self-confidence.

Promoting Elementary Physical Education: Results of a School-Based Evaluation Study

2009 ◽  
Vol 37 (3) ◽  
pp. 377-389 ◽  
Author(s):  
Trina Boyle-Holmes ◽  
Lisa Grost ◽  
Lisa Russell ◽  
B.A. Laris ◽  
Leah Robin ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Motor Skills ◽  
Motor Skill ◽  
Self Efficacy ◽  
Fourth Grade ◽  
Fifth Grade ◽  
Activity Levels ◽  
Student Survey ◽  
Physical Activity Levels

Using a quasiexperimental design, the authors examine whether fourth- and fifth-grade students exposed to a developmental physical education (PE) curriculum, Michigan’s Exemplary Physical Education Curriculum (EPEC), demonstrated stronger motor skill—specific self-efficacy and perceptions of physical activity competence, physical activity levels, motor skills, and physical fitness than did students exposed to existing PE curricula. The authors conducted a multilevel regression analysis with data from 1,464 students in the fourth and fifth grades. Data were collected using a student survey, an activity checklist, and motor and fitness assessments. Compared to students receiving standard PE, students exposed to EPEC showed significantly stronger results in motor skills but not fitness outcomes. The authors found significant positive intervention effects on indicators of motor skill self-efficacy and physical activity levels among the fourth-grade cohort. EPEC was more effective than standard PE curricula at improving motor skill performance (fourth- and fifth-grade cohorts) and at increasing self-reported motor skill-specific self-efficacy and physical activity (fourth-grade cohort).

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.

scholarly journals Protocol for a two-cohort randomized cluster clinical trial of a motor skills intervention: The Promoting Activity and Trajectories of Health (PATH) Study

BMJ Open ◽  
2020 ◽  
Vol 10 (6) ◽  
pp. e037497 ◽  
Author(s):  
Leah E. Robinson ◽  
Lu Wang ◽  
Natalie Colabianchi ◽  
David F Stodden ◽  
Dale Ulrich
Keyword(s):  
Physical Activity ◽  
Clinical Trial ◽  
Motor Skills ◽  
Motor Skill ◽  
Early Years ◽  
Physical Competence ◽  
Link Type ◽  
Physical Activity Monitoring ◽  
Post Test

IntroductionData supports that motor skills are an underlying mechanism that influence physical activity along with perceived motor and physical competence, but the relationship between motor skills and physical activity during the early years is unclear. The goal of this study, Promoting Activity and Trajectories of Health (PATH) for Children, is to examine and compare the immediate (pre-test to post-test) and sustained (3-year follow-up) effect of an intervention on motor performance, physical activity and perceived physical competence to a control condition (ie, standard practice) in preschool-age children.Methods and analysisThe PATH study is a two-cohort, randomised cluster clinical trial. 300 children between the ages of >3.5 to 5 years of age will be randomised to the motor skill intervention (n=153) or control (n=147) condition. Each assessment involves a measure of motor skill performance; product and process, seven consecutive days of physical activity monitoring and perceived physical competence. These measures will be assessed before and after the intervention (pre-test to post-test) and then each academic year across 3 years, grades kindergarten, first grade and second grade (3-year follow-up). To assess the clustered longitudinal effect of the intervention on outcome measures, random-effects models (eg, mixed model regression, growth curve modelling and structural equation modelling) will be used. The PATH study addresses gaps in paediatric exercise science research. Findings hold the potential to help shape public health and educational policies and interventions that support healthy development and active living during the early years.Ethics and disseminationEthical approval for this study was obtained through the Health Sciences and Behavioral Sciences Institutional Review Board, University of Michigan (HUM00133319). The PATH study is funded by the National Institutes of Health. Findings will be disseminated via print, online media, dissemination events and practitioner and/or research journals.Trial registration numberNHLBI ClinicalTrials.gov Identifier, NCT03189862. Registered 17 August 2017, https://clinicaltrials.gov/ct2/show/NCT03189862

A Conceptual Model of Perceived Motor Skill Competence, Successful Practice Trials, and Motor Skill Performance in Physical Education

2020 ◽  
pp. 1-7
Author(s):  
Mingda Li ◽  
Weidong Li ◽  
Junyoung Kim ◽  
Ping Xiang ◽  
Fei Xin ◽  
...  
Keyword(s):  
Physical Education ◽  
Conceptual Model ◽  
Motor Development ◽  
Motor Skill ◽  
Self Efficacy ◽  
Future Research ◽  
Process Variables ◽  
Skill Performance ◽  
Practice Trials ◽  
Motor Skill Competence

Self-efficacy theory assumes that students’ efficacy beliefs affect their performance through process variables, including behavior, cognition, and affection. The purpose of this study was to utilize self-efficacy theory as a theoretical framework to propose a conceptual model of a mediating relationship among perceived motor skill competence, successful practice trials, and motor skill performance in physical education. In addition, the authors reviewed the literature to provide evidence to support the potential mediating relationship by following the steps recommended by Baron and Kenny. This paper is significant because the authors integrated the literature of motor development/learning and physical education pedagogy to propose a conceptual model where successful practice trials would act as a behavioral mediator through which perceived motor skill competence affects students’ motor skill performance. This conceptual model can guide future research to identify students’ behaviors affecting their skill development, thus helping teachers develop pedagogies to improve motor skill performance in physical education.

Can Conceptual Physical Education Promote Physically Active Lifestyles?

1998 ◽  
Vol 10 (2) ◽  
pp. 97-109 ◽  
Author(s):  
Darren Dale ◽  
Charles B. Corbin ◽  
Thomas F. Cuddihy
Keyword(s):  
Physical Activity ◽  
High School ◽  
Physical Education ◽  
Education Program ◽  
First Year ◽  
Sedentary Behaviors ◽  
Physically Active ◽  
9Th Grade ◽  
High School Physical Education ◽  
Active Lifestyles

This study examined the physical activity participation of students in a large southwestern high school 1–3 years after they had been exposed to a 9th-grade conceptual physical education program. Comparisons were made to students exposed to traditional physical education. Students were assessed using physical activity questions from the 1995 Youth Risk Behavior Survey. Students from the conceptual program met adolescent guidelines for physical activity, especially those who participated in the program in its first year of operation. Females were significantly less likely to report sedentary behaviors if they had been exposed to the conceptual, rather than traditional, high school physical education program.

scholarly journals Implementation of Learning and Fundamental Motor Skill Measurement of Early Childhood Motor Skill for PAUD Teachers in Padang Panjang City

2019 ◽  
Vol 1 (1) ◽  
pp. 36-47
Author(s):  
Syahrial Bakhtiar ◽  
Zainul Johor ◽  
Oktarifaldi Oktarifaldi ◽  
Lucy Pratama Putri
Keyword(s):  
Early Childhood ◽  
Motor Skills ◽  
Motor Skill ◽  
Cognitive Abilities ◽  
Skill Learning ◽  
Learning Material ◽  
Measurement Instruments ◽  
Fundamental Motor Skills ◽  
Skills Learning ◽  
Almost All

esearch shows that physical activity of children at an early age will greatly trigger the development of cognitive abilities. Based on observations and studies in the field, it was found that almost all teachers and educators in PAUD Padang Panjang did not have the skills in designing learning and evaluating the basic movements of children. Based on research, basic motion cannot develop naturally but must be taught correctly and continuously. The learning material to be realized must be based on the child's initial ability and level of movement skills. This community service activity for partners aims to: (a) possess skills in designing fundamental motor skills learning, (b) understand and be skilled in using early childhood fundamental motor skill measurement instruments, (c) able to effectively implement learning in school places respective agencies. The method used uses the principle that every innovation received by PAUD teachers through PIE (Preparation, Implementation and Evaluation). This means that the delivery of innovations to Partners is carried out through the stages of explanation, discussion, practice as well as the evaluation stage with assistance in the learning process. Based on the implementation of the training, the results obtained for PAUD teachers in Padang Panjang as training participants can be described as follows: (a) has the skills in designing fundamental motor skill learning, (b) understanding and skilled in using fundamental motor skills measurement instruments for early childhood, (c) able to effectively implement learning in their respective school offices.

scholarly journals KEGIATAN MERONCE UNTUK PERKEMBANGAN MOTORIK HALUS ANAK USIA 5-6 TAHUN

2021 ◽  
Vol 16 (1) ◽  
pp. 57-68
Author(s):  
Cahniyo Wijaya Kuswanto ◽  
Dinda Marsya ◽  
Agus Jatmiko ◽  
Dona Dinda Pratiwi
Keyword(s):  
Motor Skills ◽  
Motor Skill ◽  
Skill Development ◽  
Study Data ◽  
T Test ◽  
Fine Motor ◽  
Test Results ◽  
Fine Motor Skill ◽  
Motor Skill Development ◽  
Post Test

Keterlambatan perkembangan motorik halus dapat berdampak pada menurunnya kekuatan otot dan jari-lengan. Bentuk kegiatan yang dapat mengembangkan motorik halus anak salah satunya kegiatan meronce. Tujuan penelitian ini untuk mengetahui pengaruh kegiatan meronce terhadap perkembangan motorik halus anak usia 5-6 tahun. Metode penelitian adalah eksperimen dengan jenis design one group pre-test and post-test. Partisipan dalam penelitian ini adalah anak usia 5-6 tahun, yaitu kelompok B2 sebagai eksperimen dengan berjumlah 15 anak yang dilakukan di RA Al-Ikhwan School selama Bulan Juni 2020. Uji hipotesis menggunakan uji-t dengan program SPSS v.24. Teknik pengumpulan data yang dipakai pada penelitian ini menggunakan observasi, wawancara dan dokumentasi. Berdasarkan data hasil uji-t memperoleh nilai Sig (2-tailed ) sebesar 0,000 < 0,05, artinya  diterima dan   ditolak. Kesimpulan dari penelitian ini, ada pengaruh kegiatan meronce terhadap perkembangan motorik halus anak usia 5-6 tahun. Dengan demikian disarankan kegiatan meronce menjadi kegiatan yang dilakukan secara rutin yang  diberikan pada anak usia 5-6 tahun, sehingga berkembangnya motorik halus.   : Delay in fine motor skill development can lead to decrease strength in muscles and fingers. One form of activity that can help develop children's fine motor skills is arranging beads into trinkets such as necklaces. The purpose of this study was to determine the effect of this activity on fine motor skill development of children aged 5-6 years. This study was conducted at RA Al-Ikhwan School in June 2020 with 15 children aged 5-6 years as participants.One group pre- and post-test design experiment is used in this study. Data was gathered through observation, interviews and documentation which then analysed using t-test of SPSS v.24. Based on the t-test results, the Sig (2-tailed) value is 0.000 <0.05, means that  is accepted while H0 is rejected. The conclusion of this study, there is an effect of beads arranging  activity on fine motor skill development of children aged 5-6 years. Thus it is recommended that beads arranging activity is needed to be carried out routinely for children aged 5-6 years in order to help develop motor skills.

scholarly journals Fundamental motor skills for 10 and 12 & under tennis players

2016 ◽  
Vol 24 (69) ◽  
Author(s):  
Richard Sackey-Addo ◽  
Javier Pérez ◽  
Miguel Crespo
Keyword(s):  
Motor Skills ◽  
Skill Acquisition ◽  
Motor Skill ◽  
Skill Development ◽  
Summary Table ◽  
Tennis Players ◽  
Fundamental Motor Skills ◽  
Motor Skill Acquisition ◽  
Key Concepts ◽  
Motor Skill Development

In this article an overview of the main characteristics of motor skill development for 10 and 12 & under tennis players are presented. Several key concepts related to this crucial area will be introduced and defined. A summary table including several guidelines on fundamental motor skill acquisition for the different stages of development is presented.

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