Laterality Patterns and Visual-Motor Coordination of Children

This study examined the association between laterality patterns of eye-hand and eye-foot described as congruent or cross-lateral, and visual-motor coordination skill (target throwing and kicking) by 606 4- to 6-yr.-olds. Speculation derived from contemporary reports of hand preference and motor coordination provided the hypothesis that persons exhibiting congruent patterns of eye and limb laterality such as right-eye and hand or right-eye and foot pattern would perform better than peers who exhibited other laterality patterns. To the contrary, this study yielded no significant differences in motor performance between groups with different patterns of preference. In view of past studies and present results, additional inquiry seems warranted before any consensus regarding the association between laterality and motor coordination can be established.

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Visual-Motor Coordination in Underachieving and “Normal” School Boys

Perceptual and Motor Skills ◽

10.2466/pms.1964.19.3.731 ◽

1964 ◽

Vol 19 (3) ◽

pp. 731-734

Author(s):

Vernon Van De Riet ◽

Hani Van De Riet

Keyword(s):

Brain Damage ◽

Motor Performance ◽

Motor Coordination ◽

Sixth Grade ◽

Normal School ◽

Visual Motor Coordination ◽

Significant Difference ◽

Visual Motor

Forty-five underachieving fourth, fifth, and sixth grade boys and 45 controls were administered the Ellis Visual Designs to determine whether underachievers have more difficulty in visual-motor coordination than the non-underachievers. The results showed no significant difference in the visual-motor performance by the groups. The results are interpreted as supporting the hypothesis that severe underachievement is not generally a result of brain damage but rather of other factors, presumably psychological in nature.

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Adaptive visual-motor coordination in multijoint robots using parallel architecture

10.1109/robot.1987.1087798 ◽

2005 ◽

Cited By ~ 50

Author(s):

M. Kuperstein

Keyword(s):

Motor Coordination ◽

Parallel Architecture ◽

Visual Motor Coordination ◽

Visual Motor

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Quantitative evaluation of visual-motor coordination while receiving a ball with both hands

2020 59th Annual Conference of the Society of Instrument and Control Engineers of Japan (SICE) ◽

10.23919/sice48898.2020.9240304 ◽

2020 ◽

Author(s):

Ayuko Saito ◽

Yuto Monma ◽

Kazuto Miyawaki

Keyword(s):

Quantitative Evaluation ◽

Motor Coordination ◽

Visual Motor Coordination ◽

Visual Motor

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Birth Order and Perceptual Motor Performance

Perceptual and Motor Skills ◽

10.2466/pms.1977.45.3f.1076 ◽

1977 ◽

Vol 45 (3_suppl) ◽

pp. 1076-1078 ◽

Cited By ~ 2

Author(s):

John E. Bassett ◽

Edward B. Blanchard ◽

William F. Gayton ◽

Kenneth L. Ozmon

Keyword(s):

Birth Order ◽

Motor Coordination ◽

First Graders ◽

Perceptual Performance ◽

Developmental Test ◽

Perceptual Motor Performance ◽

Visual Motor ◽

The Relationship ◽

Secondary Finding ◽

Better Than

To examine the relationship between performance on the Frostig Developmental Test of Visual Perception and birth order, 578 first-graders were tested. Later-born children performed significantly better than did firstborns on specific subtests of the Frostig (Visual-motor Coordination and Figure-ground Perception). There was a significant interaction on Perceptual Constancy which indicated that later-born males performed significantly better than did firstborn males. A secondary finding was a r of .547, a stronger relationship between intelligence level and global perceptual performance than previously reported.

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Analyzing the Embedded Learning-Based Movement Education Program’s Effects on Preschool Children’s Visual-Motor Coordination and Self-Regulation

Journal of Education and Learning ◽

10.5539/jel.v8n5p193 ◽

2019 ◽

Vol 8 (5) ◽

pp. 193

Author(s):

Fatma Ozkur ◽

Gokhan Duman

Keyword(s):

Preschool Children ◽

Social Relations ◽

Education Program ◽

Motor Coordination ◽

Self Regulation ◽

Preschool Education ◽

Control Group ◽

Movement Education ◽

Visual Motor Coordination ◽

Visual Motor

Preschool children’s visual-motor coordination skills are very valuable for their academic and social learnings. Using these skills, children have a broad movement repertoire, display better academic skills, participate in classroom activities and social relations, and develop self-regulation. Self-regulation is required for children to set their goals, purposeful planning, monitoring, and adapting. Children are natural players and they enjoy to move and play. Early childhood programs should consider supporting the visual-motor coordination in joint play situations to enhance children’s behaviors. This study used movement activities designed with embedded learning instruction to create cooperative play and increased group interactions among children. The purpose of this research was to analyze the embedded learning-based movement education program’s effects on preschool children’s visual-motor coordination and self-regulation development. For this purpose, an experimental research design with pretest-posttest, control group constructed. Control group children followed their traditional (MoNE, 2013) preschool education program while the experiment group pursued embedded learning-based movement education. Results indicated that both groups of children had significantly better (p.≤.0.05) visual-motor coordination and self-regulation skills. The difference was greater in experience group of children and the correlation was stronger between visual-motor coordination and self-regulation. It has been found that embedded learning-based movement education program positively affected preschool children’s visual-motor coordination and self-regulation.

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School maturity of pre-school age visually impaired children

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2014vol3.695 ◽

2015 ◽

Vol 3 ◽

pp. 33

Author(s):

Vytautas Gudonis

Keyword(s):

Visually Impaired ◽

Motor Coordination ◽

School Education ◽

School Age ◽

Visual Motor Coordination ◽

Number Of Children ◽

Hyperactive Children ◽

Visual Motor ◽

Impaired Children ◽

Visually Impaired Children

The sample or research is 310 pre-school age visually impaired children. The average age of the surveyed is 6.3 years, the sharpness of vision is V 0.3–1. The research employed the methods for assessment of children’s maturity for school worked out by G. Gintilienė, D. Butkienė, S. Girdzijauskienė et al. (2005). During the investigation, essential problems of pre-school age visually impaired children have been estimated: a number of hyperactive children increases; also, a number of children who can hardly focus and retain attention increases; poor visual-motor coordination; narrow vocabulary; they explain notions of active vocabulary with difficulty. Results of school maturity of pre-school age visually impaired children proved significance of pre-school education institutions in visually impaired children’s preparation for school. It has been found that when surveying children of pre-school groups twice, in September and May, as well as preparing and using psychologists’ recommendations for pedagogues and parents, the level of pupils’ school maturity increases.

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