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。

scholarly journals Difference in Motor Skills between Active and Inactive Children

2021 ◽  
Vol 5 (1) ◽  
pp. 13-16
Author(s):  
Aleksandar Stojmenovic ◽  
◽  
Nikola Prvulovic ◽  
Borko Katanic ◽  
◽  
...  
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
The Other ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development ◽  
Motor Test ◽  
Significant Difference ◽  
Limb Coordination ◽  
Standard Tests

This research aimed to determine the differences in motor skills between active and inactive children at the age of 9 using the tests of motor skills BOT-2 and the tests of gross motor skills TGMD-2. The total number of respondents 40 (20 active and 20 inactive) was made up of students from the 3rd grade of elementary school Mika Antić, Niš. The age of the respondents is 9±0.5 years for both sexes. Мotor status was assessed by standard tests of motor skills. Motor skills were assessed with a battery of BOT-2 tests was used to assess motor skills, subtests of speed and agility, and upper limb coordination. A battery test of gross motor development (TGMD-2), subtests for the assessment of locomotor skills, manipulative skills, and the overall result on the test of gross motor skills. А statistically significant difference was found in favor of active children versus inactive in two variables total score on gross motor test-TGM (p=0.036) and level of physical activity-TOTPA (p=0.00) while the other variables were not statistically significant (p>0.05). The general conclusion is that there are no differences in motor skills between active and inactive children.

scholarly journals Personality traits and gross motor performance in children from Muzambinho/MG

2019 ◽  
Vol 13 (4) ◽  
pp. 124-132
Author(s):  
Cassio M. Meira Junior ◽  
Ana Carolina Gomes ◽  
Fabio Rodrigo ferreira Gomes ◽  
Suziane Peixoto Santos ◽  
Luciano Basso ◽  
...  
Keyword(s):  
Personality Traits ◽  
Personality Trait ◽  
Motor Development ◽  
Motor Performance ◽  
Gross Motor ◽  
Object Control ◽  
Gross Motor Development ◽  
Physical Activity Interventions ◽  
Low Levels ◽  
Gross Motor Performance

The aim of this study is (1) to report the scores of four personality traits (Extraversion/Introversion, Neuroticism, Psychoticism and Sociability) and gross motor performance, (2) to describe the frequency of children in each level of gross motor development, (3) to establish relationships between personality trait scores and gross motor performance scores. 190 scholars (6-12 years old) voluntarily answered the Personality Trait Scale for Children (PTSC) and took part in the Test of Gross Motor Development (TGMD-2, Ulrich, 2000), having performed six locomotor and six object control skills. The mains results were: (1) Low levels of Psychoticism, average levels of Neuroticism and high levels of Extraversion/Introversion and Sociability were identified. (2) Sample's motor quotient (composed of the subscales locomotion and objects control) was positioned below Percentile 50 and two-thirds of the children were located in the poor/very poor level of gross motor development. (3) Correlations were extremely low among personality traits and motor variables. Personality traits are not associated with gross motor performance in children from Muzambinho/MG. The low level of level of gross motor development should be considered in public policies and physical activity interventions for children with similar characteristics of our sample.

scholarly journals Gross Motor Skills Performance of Hong Kong Chinese Children

2006 ◽  
Vol 12 (2) ◽  
pp. 23-29
Author(s):  
Allison Ka Yee WONG ◽  
Siu Yin CHEUNG
Keyword(s):  
Hong Kong ◽  
Motor Skills ◽  
Motor Development ◽  
Chinese Children ◽  
Hong Kong Chinese ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Object Control ◽  
Gross Motor Development ◽  
Hong Kong Chinese Children

LANGUAGE NOTE | Document text in English; abstract also in Chinese.The purpose of this study was to provide normative information regarding gross motor skills performance of Hong Kong Chinese children. The Test of Gross Motor Development-2 (TGMD-2; Ulrich, 2000) was administered to 1251 participants (N = 1251). After preliminary data screening, a total of 1228 cases (N = 1228) were used for further analysis. Mean scores of locomotor subtest, object control subtest and the total scale of the TGMD-2 indicated that the mastery level of gross motor skills tended to follow an age trend. Norm-referenced values of locomotor subtest, object control subtest and total scale of the TGMD-2, based on percentiles, were developed to provide a database for subsequent evaluation of children's gross motor skills performance.本研究之目的為探討香港兒童的大肌肉運動能力表現，並為有關動作技能提供常模數據。是次研究選用由Ulrich (2000)設計的「大肌肉動作發展測驗-二」(Test of Gross Motor Development-2; TGMD-2)來評估1251名香港兒童的大肌肉運動能力表現，其中1228名參加者的測試成績被用作進一步數據分析。結果顯示兒童的大肌肉運動能力表現隨著年齡而提高；本研究更按參加者的年齡及性別計算「移動性基本動作技能」、「操作性基本動作技能」及「整體大肌肉動作發展」的百分位數，這些數據有助體育工作者了解香港兒童的大肌肉運動能力之發展狀況。

Gross Motor Development in Preschool Children with Learning Disabilities

1989 ◽  
Vol 6 (3) ◽  
pp. 268-279 ◽  
Author(s):  
James H. Rimmer ◽  
Luke E. Kelly
Keyword(s):  
Learning Disabilities ◽  
Preschool Children ◽  
Motor Skills ◽  
Motor Development ◽  
Free Play ◽  
Adapted Physical Education ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development ◽  
School Year

The purpose of this pilot study was to descriptively evaluate the effects of three different programs on the development of gross motor skills of preschool children with learning disabilities (n = 29). No attempt was made to equate the groups or control for differences between the programs or instructional staff. Two of the programs were used by the respective schools to develop the gross motor skills of their audience. The programs were called occupational therapy (OT) (45–60 min/day, 5 days/week) and adapted physical education (APE) (30 min/day, 4 days/week). A third group was evaluated to determine whether maturational effects had any involvement in gross motor development. This group was called the noninstructional program (NIP) (30 min/day, 2 days/week) and was solely involved in free play. The programs were all in session for the entire school year (33–35 weeks). The results of the study revealed that the children in the APE program made more significant gains across objectives, and particularly on the qualitative measures, than did the children in the OT or NIP groups.

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 Socioeconomic and Familial Factors Associated with Gross Motor Skills among US Children Aged 3–5 Years: The 2012 NHANES National Youth Fitness Survey

2020 ◽  
Vol 17 (12) ◽  
pp. 4491 ◽  
Author(s):  
Soyang Kwon ◽  
Meghan O’Neill
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Family Income ◽  
Secondary Analysis ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Object Control ◽  
Factors Associated ◽  
Gross Motor Development ◽  
Us Children

The first aim of this study was to examine the prevalence of below average gross motor skills in a representative sample of US children aged 3 to 5 years. The second aim was to identify socioeconomic and familial characteristics that are associated with below average gross motor skills. Secondary analysis was conducted using the datasets from the 2012 National Health and Examination Survey National Youth Fitness Survey (NNYFS). The NNYFS assessed gross motor skills among 329 children aged 3–5 years, using the Test of Gross Motor Development-Second Edition (TGMD-2). Socioeconomic and familial characteristics of interest, such as family income and family structure, were asked in an in-person interview. This study estimated that one in three US children age 3 to 5 years old (33.9%) scored below average for gross motor quotient. In the gross motor subsets, one in four (24.4%) scored below average for locomotion and two in five (39.9%) scored below average for object control. Children living below the poverty threshold were more likely to have a higher gross motor quotient (odds ratio, OR = 2.76; 95% confidence interval, CI = 1.09–7.00). Girls were more likely to have a higher locomotor score (OR = 2.17; 95% CI = 1.10–4.25). Those living with other child(ren) aged ≤5 years were more likely to have a higher locomotor score (OR = 2.36; 95% CI = 1.01–5.54), while those living with child(ren) aged 6–17 years were more likely to have a higher object control score (OR = 1.83; 95% CI = 1.24–2.69). This study revealed risk factors associated with poor gross motor development, furthering our understanding of gross motor development in early childhood.

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

A Preliminary Investigation of the Relationship between Language and Gross Motor Skills in Preschool Children

1995 ◽  
Vol 81 (3_suppl) ◽  
pp. 1211-1216 ◽  
Author(s):  
William J. Merriman ◽  
Beth E. Barnett ◽  
Dave Isenberg
Keyword(s):  
New York ◽  
Preschool Children ◽  
Motor Skills ◽  
Motor Development ◽  
Preliminary Investigation ◽  
Verbal Ability ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Motor Test ◽  
The Relationship

This study was undertaken to explore the relationship between language skills and gross-motor skills of 28 preschool children from two private pre-schools in New York City. Pearson product-moment correlation coefficients were calculated for language (revised Preschool Language Scale) and gross motor (Test of Gross Motor Development) scores. Locomotor skills were significantly related to both auditory comprehension and verbal ability while object control scores did not correlate significantly with either language score. These results were discussed in terms of previous research and with reference to dynamical systems theory. Suggestions for research were made.

Locomotor and Object Control Skills of Children Diagnosed with Autism

2001 ◽  
Vol 18 (4) ◽  
pp. 405-416 ◽  
Author(s):  
Sheri L. Berkeley ◽  
Lauriece L. Zittel ◽  
Lisa V. Pitney ◽  
Stacia E. Nichols
Keyword(s):  
General Population ◽  
Motor Skills ◽  
Motor Development ◽  
Children With Autism ◽  
Population Differences ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Object Control ◽  
Gross Motor Development ◽  
Young Children With Autism

The purpose of this study was to examine the locomotor and object control skills of children, ages 6–8 years, with autism and to compare their performances with the norms reported by Ulrich (1985) for the Test of Gross Motor Development (TGMD). Consistent with trends from the general population, differences were found between boys (n = 10) and girls (n = 5) with the largest differences found in the object control skill performances. Overall fundamental skill delays were demonstrated by 73% of all participants, placing them in the poor and very poor TGMD performance categories. These findings support the need to assess the gross motor skills of young children with autism in addition to other developmental skill areas outlined in diagnostic manuals.

scholarly journals Gross Motor Development Level Of The Children Age 9 Years

2014 ◽  
Vol 2 (11) ◽  
pp. 129-135
Author(s):  
Masri Baharom ◽  
Ahmad Hashim ◽  
Mahaliza Mansor
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Motor Skills ◽  
Learning Process ◽  
Motor Development ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development

Physical education plays a role in contributing to the growth and development of the children through the learning experience to meet the needs of the psychomotor, cognitive, and affective domain [1,9,8,11]. All children will go through a learning process based on Physical Education syllabus as set out in the primary school integrated Curriculum (KBSR). In the Physical Education curriculum, children have been encourage to develop fitness, skill and sportsmanship. The focus of this study is about teaching of fitness in gross motor skills which consist of the locomotors and manipulative skills. Children age seven to nine years have been involved in teaching and learning process based on these skills. Children will apply all the locomotors and manipulative skills since they are in level one primary school.

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