Effects of the Capon Perceptual-Motor Program on Motor Ability, Self-Concept, and Academic Readiness

1984 ◽  
Vol 58 (3) ◽  
pp. 711-714 ◽  
Author(s):  
Jane B. Moore ◽  
Linda M. Guy ◽  
T. Gilmour Reeve
Keyword(s):  
Motor Program ◽  
Academic Readiness ◽  
Self Concept ◽  
Motor Ability

Correlations among Perceptual-Motor Ability, Self-Concept and Reading Achievement in Early Elementary Grades

1979 ◽  
Vol 48 (2) ◽  
pp. 447-450 ◽  
Author(s):  
William S. Husak ◽  
Richard A. Magill
Keyword(s):  
Reading Achievement ◽  
Multiple Regression ◽  
Science Research ◽  
Self Concept ◽  
Elementary Grades ◽  
Motor Ability ◽  
Early Elementary ◽  
Motor Abilities ◽  
Grade Levels ◽  
Assessment Survey

This study investigated the correlations among measures of perceptual-motor abilities, self-concept, and reading achievement and determined whether perceptual-motor ability and self-concept can predict reading achievement in the early elementary grades. A total of 105 boys and 108 girls from the first, second and third grades were tested on the stabilometer, a modified Minnesota Manual Dexterity Test, a tapping test, the Primary Self-concept Inventoty, and the Science Research Associates Assessment Survey. Intercorrelations across grade levels tended to be low and nonsignificant. The multiple regression procedures yielded no strong predictions of reading achievement. These findings tended to confirm the specificity of perceptual-motor ability, self-concept, and reading achievement.

Effects of Four Physical Education Teaching Methods on Development of Motor Skill, Self-Concept, and Social Attitudes of Fifth-Grade Children

1992 ◽  
Vol 74 (3_suppl) ◽  
pp. 1151-1167 ◽  
Author(s):  
Constantine Emmanouel ◽  
Yannis Zervas ◽  
George Vagenas
Keyword(s):  
Elementary Schools ◽  
Physical Education ◽  
Teaching Methods ◽  
Motor Skill ◽  
Social Attitudes ◽  
Analysis Of Covariance ◽  
Self Concept ◽  
Fifth Grade ◽  
Motor Ability ◽  
Combined Method

The purpose of this study was to examine the effects of four teaching methods on several measures of motor skill, self-concept, and social attitudes of 130 fifth-grade children (67 boys, 63 girls), who were randomly chosen from five elementary schools in one area. Teaching methods were systematically applied for 60 teaching days (20 weeks). Measurements were assessed on three occasions (pre-, mid-, and post-experiment). A 4 × 2 × 3 multivariate analysis of covariance showed the ‘combined’ method most effective in improving the students' motor ability, while ‘indirect’ and ‘game-oriented’ methods contributed to the improvement of self-concept and social attitudes, respectively. Since each of the four methods had different effects on various measures made to evaluate whether aims of physical education had been met, the teacher should be aware of many methods and able to implement them in various combinations, depending upon the special features and purposes of a lesson.

scholarly journals Motor ability, physical self‐concept and health‐related quality of life in pediatric cancer survivors

2021 ◽  
Author(s):  
Valentin Benzing ◽  
Valerie Siegwart ◽  
Janine Spitzhüttl ◽  
Jürg Schmid ◽  
Michael Grotzer ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Cancer Survivors ◽  
Pediatric Cancer ◽  
Self Concept ◽  
Motor Ability ◽  
Health Related Quality ◽  
Pediatric Cancer Survivors ◽  
Related Quality ◽  
Health Related

Relationships among Perceptual-Motor, Self-Concept, and Academic Measures for Children in Kindergarten, Grades One and Two

1975 ◽  
Vol 41 (2) ◽  
pp. 539-546 ◽  
Author(s):  
Patrick R. Cobb ◽  
Brad S. Chissom ◽  
Myron W. Davis
Keyword(s):  
Academic Ability ◽  
Self Concept ◽  
Second Grade ◽  
Motor Ability ◽  
Cognitive Measures ◽  
Perceptual Training ◽  
Additional Information ◽  
Grade Levels ◽  
Young Subjects ◽  
The Relationship

Most studies repotting correlations of psychomotor and cognitive measures deal with perceptual-training programs for the remediation of academic deficiencies. This study provided additional information about the relationships of perceptual-motor ability and academic achievement for children in kindergarten through the second grade, and included self-concept. A small positive relationship between perceptual-motor ability and academic ability was observed for all three grade levels. There was little indication of any significant relationship between self-concept and academic ability, which provides no basis for the hypothesis proposing self-concept as an intervening variable in the relationship between the perceptual-motor and academic areas, at least for such young subjects.

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