scholarly journals The effects of extracurricular physical education classes on gross motor development in primary school children – pilot study

2019 ◽  
Vol 11 (1) ◽  
pp. 136-143
Author(s):  
Waldemar Skowroński ◽  
Marianna Skowrońska ◽  
Izabela Rutkowska ◽  
Grzegorz Bednarczuk ◽  
Kalina Maria Kaźmierska-Kowalewska ◽  
...  
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Motor Skills ◽  
Motor Development ◽  
Primary Schools ◽  
First Grade ◽  
Primary School Children ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development

SummaryStudy aim: The aim of the study was to investigate the changes in gross motor skills in children participating and not participating in a project of extracurricular physical education classes in primary schools called “From fun to sport”.Material and methods: Thirty-one children in the first grade of primary school participated in the study (16 boys and 15 girls). A pedagogical quasi-experiment was applied. Children from the experimental group participated in an additional 45-minute lesson. To assess gross motor skills the TGMD-2 (Test of Gross Motor Development-2) was used.Results: Statistically significant differences were observed in the level of gross motor skills between children attending extracurricular physical education classes and those who did not participate in such activities (GMDQ: Δ boys = 11.86, p = 0.032; Δ girls = 13.1, p = 0.036).Conclusion: The experiment revealed large effects of additional activities of the project on increase of children’s motor skills level. Additional time should be included in physical education for the development of gross motor skills in physical education classes at the initial stage of school education.

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.

scholarly journals Gross motor development level among Kuala Pilah, Negeri Sembilan student

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Yasminder Kaur Mahinderjit Singh ◽  
Denise Koh Choon Lian
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Primary Schools ◽  
Learning Ability ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Object Control ◽  
Gross Motor Development ◽  
Self Confidence ◽  
Significant Difference

Gross motor development is an essential factor for specific skills required in different sports. This study aimed at assessing the level of gross motor development of school children in the district of Kuala Pilah. The objectives of this study are to identify the level of locomotor and object control amongst the children in the area, identifying the different developments of gross motor skills amongst children based on their gender and identifying the different developments of gross motor skills amongst the children based on the location of the schools. This study is non-trivial as the development of gross motor control in children are significant for their involvement in sports, games and recreational activities. Failure to control motor skills may have an impact on the children in the context of their daily interactions, self-confidence, and learning ability. This study involves 160 children aged 7 years old pooled from 8 different primary schools. The data collected was analysed based on the TGMD (Test of Gross Motor development) and interpreted via the GMQ (Gross Motor Quotients). The result from the t-test suggests that there is no significant difference between the genders concerning the gross motor development of children in the district of Kuala Pilah. However, if was found that there is a significant differences between children of urban and rural schools based on the measured gross motor development. 

scholarly journals Association Between Age of Achieving Gross Motor Development Milestones During Infancy and Body Fat Percentage at 6 to 7 Years of Age

2021 ◽  
Author(s):  
Tomoko Aoyama ◽  
Yuki Hikihara ◽  
Masashi Watanabe ◽  
Hitoshi Wakabayashi ◽  
Satoshi Hanawa ◽  
...  
Keyword(s):  
Confidence Interval ◽  
Primary School ◽  
Body Fat ◽  
Motor Development ◽  
First Grade ◽  
Primary School Children ◽  
Body Fat Percentage ◽  
Fat Percentage ◽  
Gross Motor ◽  
Gross Motor Development

Abstract Objectives The later achievement of gross motor milestones during infancy is associated with adiposity in early childhood. However, the associations between gross motor development and adiposity after entering primary school are unclear. This study examined the associations between the ages at which six gross motor milestones were achieved and adiposity during early school years. Methods This retrospective study was conducted in 2012 and 2013. Data were collected from 225 first-grade primary school children (mean age, 6.9 years; 39% girls). Adiposity was assessed using dual-energy X-ray absorptiometry and expressed as body fat percentage. Data describing the ages of achieving six gross motor milestones (holding head up, sitting, crawling, standing supported, walking supported, and independent walking) were obtained from the Maternal and Child Health Handbooks. Results Mean body fat percentage was 21.7%. Multiple linear regression analyses revealed that later ages of achieving crawling (p < .001 [95% confidence interval: 0.33–1.16]), standing supported (p < .001 [95% confidence interval: 0.64–1.65]), and walking supported [p = .013 (95% confidence interval: 0.13–1.07)] were associated with increased fat. However, the ages of achieving holding head up (p = .053), sitting (p = .175), and independent walking (p = .736) were not statistically significant. Conclusions Achieving crawling, standing supported, and walking supported later predict increased body fat when aged 6–7 years. The practice of observing gross motor milestone achievements may allow early targeted interventions to optimize body composition before beginning school and thereby, potentially prevent childhood obesity.

Fundamental Movement Patterns in Tasmanian Primary School Children

1997 ◽  
Vol 84 (1) ◽  
pp. 307-316 ◽  
Author(s):  
Dean Cooley ◽  
Rebecca Oakman ◽  
Lars McNaughton ◽  
Todd Ryska
Keyword(s):  
Physical Education ◽  
Primary School ◽  
School Children ◽  
Motor Development ◽  
Motor Skill ◽  
Skill Training ◽  
Primary School Children ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Fundamental Movement Patterns

Gross motor development, using the Test of Gross Motor Development was investigated in 7– and 10-yr.-old Tasmanian school children ( N = 574) to provide normative data for primary school children. The effects of daily physical education, time spent on physical education per week, schools with and without a trained physical educator, motor skill training programs, and their effects upon development of fundamental movement patterns was also investigated. Time spent on physical education instruction per week, significantly influenced Gross Motor Development scores in that the more time spent on physical education, the higher the score. Having a motor skill training program in the school was significant for 10-yr.-olds. A review of daily physical education with perhaps a goal of greater emphasis on manipulative control skills such as kicking, throwing, and striking should take place especially for girls, as their scores were significantly lower than those of boys.

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 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.

scholarly journals Crosstalk between Gross and Fine Motor Domains during Late Childhood: The Influence of Gross Motor Training on Fine Motor Performances in Primary School Children

2021 ◽  
Vol 18 (21) ◽  
pp. 11387
Author(s):  
Vincenzo Sorgente ◽  
Erez James Cohen ◽  
Riccardo Bravi ◽  
Diego Minciacchi
Keyword(s):  
Primary School ◽  
Motor Skills ◽  
Motor Development ◽  
Primary School Children ◽  
Fine Motor ◽  
Motor Training ◽  
Fine Motor Skills ◽  
Motor Competence ◽  
Gross Motor ◽  
Motor Practice

Gross and fine motor competence have a close relationship during development and are shown to correlate to some extent. However, the study of the interaction between these domains still requires further insights. In this study, we investigated the developmental changes in overall motor skills as well as the effects of gross motor training programs on fine motor skills in children (aged 6–11, n = 240). Fine motor skills were assessed before and after gross motor intervention using the Box and Block Test. The gross motor intervention was based on the Test of Gross Motor Development—3rd Edition. Results showed that gross and fine motor skills correlate across all years of primary school, both significantly improving with age. Finally, the gross motor intervention appeared to not influence fine motor skills. Our findings show that during primary school age, overall motor development is continuous, but non-linear. From age nine onward, there seems to be a major step-up in overall motor competence, of which teachers/educators should be aware of in order to design motor educational programs accordingly. While gross and fine motor domains might be functionally integrated to enhance children’s motor performances, further research is needed to clarify the effect of gross motor practice on fine motor performances.

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 BRAINballs Program Improves the Gross Motor Skills of Primary School Pupils in Vietnam

2021 ◽  
Vol 18 (3) ◽  
pp. 1290
Author(s):  
Van Han Pham ◽  
Sara Wawrzyniak ◽  
Ireneusz Cichy ◽  
Michał Bronikowski ◽  
Andrzej Rokita
Keyword(s):  
Primary School ◽  
Motor Skills ◽  
Motor Development ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
School Year ◽  
And Control ◽  
The Impact

The purpose of this study was to evaluate the impact of the BRAINballs program on second graders’ gross motor skills in a primary school in Vietnam. A total of 55 students (23 boys and 32 girls) aged seven years participated in the study. The research used the method of a pedagogical experiment and parallel group technique (experimental and control group) with pre- and post-testing. The study was conducted in the school year 2019/2020. The gross motor skills performance was assessed by the Test of Gross Motor Development—2nd Edition. The BRAINballs program was conducted twice a week and combined physical activity with subject-related contents by means of a set of 100 balls with painted letters, numbers, and signs. The results showed that the experimental and control groups improved their motor skills after one school year (p < 0.001). However, the analysis of covariance demonstrated that students from the experimental group, compared to students from the control group, showed significantly better scores in both subtests: locomotor (p = 0.0000) and object control skills (p = 0.0000). The findings of this study show that the BRAINballs program had a positive effect on children’s motor performances and may help to better understand the development of basic motor skills of seven-year-old students in Vietnam.

scholarly journals Hubungan Peran Keluarga dengan Kemampuan Motorik Kasar Anak Disabilitas Intelektual

2021 ◽  
Vol 6 (1) ◽  
pp. 9-15
Author(s):  
Nahdiah Purnamasari
Keyword(s):  
Intellectual Disabilities ◽  
Motor Skills ◽  
Motor Development ◽  
Cross Sectional ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development ◽  
The Family ◽  
The Relationship

Abstrak Penelitian ini bertujuan untuk mengetahui hubungan peran keluarga  degan kemampuan motorik kasar anak disabilitas intelektual. Penelitian ini menggunakan desain cross-sectional dengan jumlah responden tiga puluh delapan orang (n=38). Terdapat beberapa data primer yang dikumpulkan diantaranya peran keluarga, kemampuan motorik kasar, Pengambilan data tersebut menggunakan kuisioner Family Role Questionnaire (FRQ) dan Form Test Gross Motor Development 2 (TGMD-2). Berdasarkan hasil analisis uji hubungan dengan Spearman Rho test didapatkan nilai signifikansi (p) sebesar 0,000(p< 0.05) yang berarti adanya hubungan antara peran keluarga dengan kemampuan motorik kasar anak disabilitas intelektual, dengan nilai r =0.062 yang berarti adanya hubungan yang kuat antara peran keluarga dengan kemampuan motorik kasar anak disabilitas intelektual. Kata kunci : motorik kasar, peran keluarga, disabilitas intelektual.   Abstract This study aims to see the relationship between family and gross motor skills of children with intellectual disabilities. This study used a cross-sectional design with thirty-eight respondents (n = 38). Some of the primary data collected included the role of the family, gross motor skills, data collection using the Family Role Questionnaire (FRQ) questionnaire and the Gross Motor Development 2 Test Form (TGMD-2). Based on the results of the analysis of the relationship test with the Spearman Rho test, it was obtained a significance value (p) of 0.000 (p <0.05), which means that there is a relationship between family roles and gross motor skills of children with intellectual disabilities, with a value of r = 0.062, which means that there is a strong relationship. between the role of the family and gross motor skills of children with intellectual disabilities. Key words: gross motor skills, family roles, intellectual disabilities.  

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