scholarly journals Gross Motor Skill Children with Mild Mental Retardation

2020 ◽  
Vol 5 (1) ◽  
pp. 14
Author(s):  
M Haris Satria ◽  
Khoirul Andrianto
Keyword(s):  
Mental Retardation ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Mild Mental Retardation ◽  
Gross Motor ◽  
Test Items ◽  
Descriptive Research ◽  
Quantitative Descriptive ◽  
Gross Motor Skill

This study aims to determine the level of gross motor skills of children with mild mental retardation in SD SLB C Karya Ibu Palembang. The type of research in this thesis is qualitative research with quantitative descriptive research methods. The sample in this study were mild mental retardation children from grade I to VI at SD SLB C Karya Ibu Palembang. Instrument test used Test of Gross Motor Development (TGMD) consists of 12 test items, namely run, gallop, hop, leap, horizontal jump, slide, striking stationary ball, stationary dribble, catch, kick, overhand throw and underhand roll The results of measuring the motor skills of students at SD SLB C Karya Ibu Palembang, namely "ASP" got the category below average, "BNP" got the average category, "BSA" got the bad category, "DAS" got the bad category, "DIG" got the category below average, "FRI" got a below average category, "IAN" got a bad category, "KAN" got a bad category, "LEN" got a below average category, and "MAN" got a below average category. The conclusion in this study is that the level of gross motor skill of children with mild mental retardation in Elementary School Extraordinary School Karya Ibu belongs to the category below average.

Cross-sectional study of motor development among children after the Fontan procedure

2012 ◽  
Vol 22 (4) ◽  
pp. 443-450 ◽  
Author(s):  
Patricia E. Longmuir ◽  
Laura Banks ◽  
Brian W. McCrindle
Keyword(s):  
Physical Activity ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Fontan Procedure ◽  
Cross Sectional ◽  
Gross Motor ◽  
Object Control ◽  
Percentile Scores ◽  
Gross Motor Skill

AbstractObjectivesTo determine the gross motor skills of school-aged children after the Fontan procedure and compare the locomotor and object control skills with normative data.Study designThis study followed a cross-sectional design.SettingThis study was based on hospital outpatient visit, with accelerometry conducted at home.PatientsThis study included 55 patients, including 22 girls in the age group of 6–10 years, 5.1 years after Fontan.Main outcome measuresTest of Gross Motor Development – Version 2, daily activity by accelerometer, medical history review, child and parent perceptions of activity.ResultsBeing involved in active team sports increased locomotor percentile score by 10.3 points (CI: 4.4, 16.1). Preference for weekend outdoor activities (6.9, CI: 2.0, 11.8), performing at least 30 minutes of moderate-to-vigorous physical activity daily (24.5, CI: 7.3, 41.8), and reporting that parents seldom criticise the child's physical activity (21.8, CI: 8.9, 34.8) were also associated with higher locomotor percentile scores (p < 0.01). Object control percentile scores were higher (p < 0.03) with involvement in formal instruction (5.9, CI: 1.1, 10.6) and being restricted to “activities within comfortable limits” (27.6, CI: 7.7, 47.5). Older chronological age (r = 0.28), a more complicated medical history (r = 0.36), and older age at Fontan (r = 0.28) were associated with greater skill delay (p < 0.04).ConclusionsChildren after Fontan attain basic motor skills at a later age than their peers, and deficits continue for more complex skills as age increases, suggesting a need for longitudinal monitoring of gross motor skill development through the elementary school years. Future research might investigate whether a gross motor skill rehabilitation programme can provide these children with the motor skills needed to successfully participate in a physically active lifestyle with peers.

scholarly journals The Gross Motor Skill Differences Between Preschool Boys and Girl

2020 ◽  
Vol 3 (3) ◽  
pp. 115-120
Author(s):  
Nurul Arifiyanti
Keyword(s):  
Human Development ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Validity And Reliability ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development ◽  
Preschool Boys ◽  
Gross Motor Skill

Every stage in human development has different phase. Not only in every stage but also in gender, motor skill has their own characteristics. Moreover, there is a question of the validity and reliability of some tests used by the researcher. The study was conducted in Purworejo, Jawa Tengah, Indonesia. A total of 82 children enrolled in this study, including 12 children aged between 3-4 years, 36 children aged between 4 and 5 years, and 34 children aged between 5 and 6 years. The test of gross motor development-second (TGMD-2) edition was used to evaluate gross motor skill. Independent T-test was used to analyzed the final result. The findings of this study demonstrated that the boys have higher gross motor skills performance than the girls. The school can use this fact to plan curriculum that not based in gender. School must be a campaign system for gender equality

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 Developing Intervention Strategies to Optimise Body Composition in Early Childhood in South Africa

2017 ◽  
Vol 2017 ◽  
pp. 1-13 ◽  
Author(s):  
Catherine E. Draper ◽  
Simone A. Tomaz ◽  
Matthew Stone ◽  
Trina Hinkley ◽  
Rachel A. Jones ◽  
...  
Keyword(s):  
Physical Activity ◽  
Body Composition ◽  
Motor Skills ◽  
Motor Skill ◽  
Intervention Strategies ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Rural Settings ◽  
Teachers And Parents ◽  
Gross Motor Skill

Purpose. The purpose of this research was to collect data to inform intervention strategies to optimise body composition in South African preschool children.Methods. Data were collected in urban and rural settings. Weight status, physical activity, and gross motor skill assessments were conducted with 341 3–6-year-old children, and 55 teachers and parents/caregivers participated in focus groups.Results. Overweight and obesity were a concern in low-income urban settings (14%), but levels of physical activity and gross motor skills were adequate across all settings. Focus group findings from urban and rural settings indicated that teachers would welcome input on leading activities to promote physical activity and gross motor skill development. Teachers and parents/caregivers were also positive about young children being physically active. Recommendations for potential intervention strategies include a teacher-training component, parent/child activity mornings, and a home-based component for parents/caregivers.Conclusion. The findings suggest that an intervention focussed on increasing physical activity and improving gross motor skills per se is largely not required but that contextually relevant physical activity and gross motor skills may still be useful for promoting healthy weight and a vehicle for engaging with teachers and parents/caregivers for promoting other child outcomes, such as cognitive development.

scholarly journals Fine and Gross Motor Skill Proficiency Differences of Children Aged 8-9 Years based on Gender

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Ricky Wibowo ◽  
Didin Budiman ◽  
Gano Sumarno
Keyword(s):  
Motor Skills ◽  
Effect Size ◽  
Motor Skill ◽  
Medium Effect ◽  
Gross Motor ◽  
Significant Difference ◽  
Female Children ◽  
The Difference ◽  
Gross Motor Skill ◽  
Better Than

The aim of this study was to find out the proficiency differences in fine motor skills and gross motor skills based on gender. 147 children at the elementary school level were divided into two groups according to their gender. Male children were 78 children (aged 8.5±0.4) and female children were 69 children (aged 8.3±0.3). The instrument used in this research was the Movement Assessment Battery for Children–second edition (MABC-2). The statistical test used a non-parametric Mann-Whitney U test, while r coefficient was used to interpret the effect size. The result of the study showed that the manual agility of male children was better than female children. However, the difference was not significant and the effect size was small (p .05, r = .004). The result also showed that the catching and throwing skills of male children were better. The difference was not significant and the effect size was small (p .05, r = .023). Meanwhile, the balance of the male children was better than the female children with a significant difference and medium effect size (p .05, r = .055). In general, the result of the study shows that male children are better than female children in fine and gross motor skill mastery.

scholarly journals THE EFFECT OF NUTRITIONAL STATUS ON GROSS MOTOR SKILL IN PRE SCHOOL CHILDREN

2021 ◽  
Vol 5 (4) ◽  
pp. 417
Author(s):  
Tutfah Razzak Fitriari ◽  
Ahmad Suryawan ◽  
Sulistiawati Sulistiawati
Keyword(s):  
Nutritional Status ◽  
Motor Skills ◽  
Motor Skill ◽  
Developmental Disorders ◽  
P Value ◽  
Motor Disorder ◽  
Cross Sectional ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Skill

Background and Purpose : Nutritional status is one aspect that influences children’s development. Children whose nutritional needs are not being met are at risk of experiencing developmental disorders, where one aspect of development that is affected is their gross motor skills. Indonesia has a number of malnutrition up to 17.7% with a motor disorder rate of 13-18%. This study aims to analyze the relationship between nutritional status and gross motor skill status of children aged 60-72 months in Islam Al karomah Surabaya Kindergarten. Methods : This study use obervational analytic method with cross sectional design study design. The sample in this study were children who attend Islamic Al Karomah kindergarten in Surabaya. The number of samples was 40 respondents in the Islam Al Karomah Surabaya Kindergarten. The sampling technique of this study was total sampling with nutritional status as independent variable and gross motor skill status as dependent variable. The instuments of this study are Z-Scores (Body Mass Index for age) and Developmental Pre Screening Questionnaire for collecting data and was analyzed by Fisher’s Exact test (a=0.05). Results : Almost all of the children with normal gross motor skills (78.1%) have a normal nutritional status with the results of Fisher’s Exact analysis shown p value = 0.007 (p<0.05). Conclusion : there is a relationship between the nutritional status and gross motor skill status of children aged 60-72 months in Islam Al karomah Surabaya Kindergarten.

Fundamental Gross Motor Skill Performance by Girls and Boys with Learning Disabilities

1997 ◽  
Vol 84 (3) ◽  
pp. 867-870 ◽  
Author(s):  
Rebecca J. Woodard ◽  
Paul R. Surburg
Keyword(s):  
Learning Disabilities ◽  
Motor Skills ◽  
Motor Development ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Object Control ◽  
Gross Motor Development ◽  
Skill Performance ◽  
Gross Motor Skill ◽  
Development Quotient

The purpose of this study was to compare the performance of fundamental gross motor skills by 10 girls and 10 boys, 7 yr. old, with learning disabilities. Their skills were assessed on the Test of Gross Motor Development. The boys achieved significantly higher mean scores than the girls on the subtests of Locomotor Skills and Object Control Skills, and on the Gross Motor Development Quotient.

Young Children's Divergent Movement Ability

1993 ◽  
Vol 77 (2) ◽  
pp. 535-544 ◽  
Author(s):  
Frances E. Cleland ◽  
David L. Gallahue
Keyword(s):  
Motor Development ◽  
Motor Skill ◽  
Stepwise Regression ◽  
Gross Motor ◽  
Movement Experience ◽  
Gross Motor Development ◽  
Forward Stepwise ◽  
Movement Ability ◽  
Fundamental Movement Patterns ◽  
Gross Motor Skill

To examine the relations of age, gender, movement experience, and gross motor development to young children's scores on divergent movement (i.e., ability to perform and modify fundamental movement patterns), 40 boys and girls ages 4, 6, and 8 years were tested. Ability to make divergent movements was evaluated by having subjects perform 3 different fundamental movement tasks. Movement experience was assessed by asking parents to complete a questionnaire. Ulrich's Test of Gross Motor Development was used to evaluate subjects' gross motor skill. Testing sessions were videotaped for analysis. Based on a forward stepwise regression analysis, experience and age accounted for 45% of the variance in children's gross motor skill.

scholarly journals Pengaruh program motor cognitive coordination training terhadap gross motor skill dan working memory dalam pendidikan jasmani

2020 ◽  
Vol 13 (2) ◽  
pp. 94-109
Author(s):  
Lili Setiawan ◽  
Yudy Hendrayana ◽  
Agus Mahendra
Keyword(s):  
Working Memory ◽  
Elementary School ◽  
Physical Education ◽  
Motor Development ◽  
Motor Skill ◽  
Digit Span ◽  
Control Group ◽  
Gross Motor ◽  
Coordination Training ◽  
Gross Motor Skill

AbstrakMotor cognitive coordination training merupakan sebuah konsep latihan multimodel yang mengkombinasikan aktivitas fisik dengan stimulasi kognitif. Tujuan utama dari penelitian ini adalah untuk mengetahui pengaruh motor cognitive coordination training terhadap gross motor skill dan working memory dalam pendidikan jasmani di sekolah dasar. Sampel dalam penelitian ini adalah siswa SD Negeri Leles I (kelompok control) dan SD Negeri Leles III (kelompok treatment) yang terlibat aktif dalam aktivitas pembelajaran akademis pada anak usia 9-10 tahun. Metode yang digunakan dalam penelatian ini adalah the matching only-pretest-posttest control group design. Instrumen yang digunakan yaitu test gross motor development (TGMD-3) untuk mengukur 13 keterampilan motorik mendasar, dibagi lagi menjadi dua sub-skala yaitu Keterampilan Lokomotor dan Object Control. Sedangkan Digit Span Test untuk mengukur daya ingat (working memory). Hasil penelitian menunjukan bahwa pengaruh motor cognitive coordination training dalam program aktivitas pendidikan jasmani lebih baik dibandingkan program aktivitas pendidikan jasmani terhadap peningkatan gross motor skill dan working memory siswa di sekolah dasar. Penelitian ini mengungkapkan program gerak yang dapat meningkatkan kemampuan kognitif dan motorik anak, salah satunya dengan menerapkan program motor cognitive coordination training. The influence of motor cognitive coordination training program on gross motor skill and working memory of physical educationMotor cognitive coordination training is a multimodel exercise concept that combines physical activity with cognitive stimulation. The purpose of this study is to find out whether there is an influence from the motor cognitive coordination training program on gross motor skill and working memory of physical education in elementary school. The sample in this study were students of Leles I Elementary School (control group) and Leles III Elementary School (treatment group) who were actively involved in academic learning activities in children aged 9-10 years. This research uses the matching only-pretest- posttest control group design as a method and uses of instrument like test gross motor development (TGMD-3) to measure 13 basic motor skills, subdivided into two subscales namely Locomotor Skills and Object Control. While Digit Span Test to measure memory (working memory). The results showed the effect of motor coordination on cognitive training in physical education activity programs is better than physical education activity programs against increasing gross motor skills and working memory of students in elementary school. This research explains the important of program which can increase cognitive and motoric skill of students, like apply motor cognitive coordination program.

scholarly journals The effect of baby solus per Aqua (Baby spa) to sensory skill, fine motor skill and gross motor skill in children aged 6-24 months di Wawa Holistic Care Mojokerto

2020 ◽  
Vol 8 (2) ◽  
pp. 134
Author(s):  
Lida Khalimatus Sadiya ◽  
Tria Wahyuningrum ◽  
Lutfi Wahyuni ◽  
Yunika Nurtyas
Keyword(s):  
Motor Skills ◽  
Motor Skill ◽  
Fine Motor ◽  
P Value ◽  
Fine Motor Skills ◽  
Fine Motor Skill ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Post Test ◽  
Gross Motor Skill

<p><strong><em>Background: </em></strong><em>Supporting of baby growth must be done in a comprehensive and quality manner that can be done through stimulation activities. Stimulation that is easily given actively to infants can be through tactile stimulation in the form of massages. Massage therapy can be combined with water therapy, which is a baby spa. Baby spas can be used to support the success of sensory skills, fine motor skills and gross motor skills.</em></p><p><strong><em>Objective: </em></strong><em>The study was to determine the effectiveness of Baby Spa on sensory skills, fine motor skills and gross motor skills in children aged 6-24 months.</em></p><p><strong><em>Method: </em></strong><em>The design used in this study was a pre-experimental design with a two-group pre-post-test approach. The variables in this study are the baby spa, sensory skills, fine motor skills and gross motor skills. Respondents were children aged 6 to 24 months totaling 29 children for the treatment group and 29 children for the control group. The treatment group will be treated eight times (2 times baby spa and six times massage). Previously conducted a pre-test, then after eight treatments carried out a post-test with an observation of sensory skills, fine motor skills and gross motor skills — data analysis using the Mann-Whitney test.</em></p><p><strong><em>Results: </em></strong><em>The results of data analysis on the sensory skill obtained p-value = 0.962 indicates that the baby spa is less effective against increasing sensory skills, while the fine motor skill p-value = 0,000 and gross motor skill obtained p-value = 0,000 means that the baby spa is effective against increasing fine motor skills and gross motor skills in children aged 6 to 24 months.</em></p><p><strong><em>Conclusion: </em></strong><em>That the Baby Spa is very effective against increasing fine motor skills and gross motor skills but the sensory skills are less effective. So you need sensory </em><em>skill stimulation with baby spas and other methods.</em><strong><em><br /></em></strong><em></em><em></em></p>

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