scholarly journals Fundamental Motor Skill Delays in Preschool Children With Disabilities: 2012 National Youth Fitness Survey

2021 ◽  
Vol 9 ◽  
Author(s):  
E. Andrew Pitchford ◽  
Willie Leung ◽  
E. Kipling Webster
Keyword(s):  
Preschool Children ◽  
School Children ◽  
Motor Development ◽  
Motor Skill ◽  
Children With Disabilities ◽  
Sampling Weights ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Disability Status ◽  
Development Delay

Delays in fundamental motor skill (FMS) competency have been observed in a variety of children with disabilities. However, evidence of FMS delays is largely limited to small, geographically specific, limitedly diverse, and non-representative samples. The purpose of this study was to examine the association between FMS competency and reported disability status among pre-school children, ages 3–5 years, using the 2012 National Youth Fitness Survey (NYFS). In total, 329 preschool children (49% female; 4.00 ± 0.04 years of age) from the 2012 NYFS completed the Test of Gross Motor Development−2, including 43 preschoolers identified with a disability based on parental report (44% female; 4.20 ± 0.16 years). Associations were examined with logistic regression using sampling weights. Poor FMS competency, defined as gross motor quotient scores ≤ 79, was observed in significantly more children with disabilities (29%) than children without disabilities (10%, OR = 3.5, p = 0.04). While not statistically significant, there was a growing disparity in FMS competency at age 5 (41 vs. 11%) compared to age 3 (15 vs. 9%, OR = 1.80, p = 0.30). The results provide additional evidence for poor FMS competency among pre-school children with disabilities. FMS should be an early part of comprehensive assessments for all children suspected of disability or development delay as it is critical to identify and intervene upon FMS delays before discrepancies can widen.

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 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

Perceived Physical Competence and Actual Motor Skill Competence of African American Preschool Children

1997 ◽  
Vol 14 (4) ◽  
pp. 314-326 ◽  
Author(s):  
Jacqueline D. Goodway ◽  
Mary E. Rudisill
Keyword(s):  
African American ◽  
Preschool Children ◽  
Motor Development ◽  
Motor Skill ◽  
Physical Competence ◽  
Object Control ◽  
Gross Motor Development ◽  
And Gender ◽  
Motor Skill Competence ◽  
The Relationship

This study examined the relationship between perceived physical competence and actual motor skill competence in African American preschool children at risk of school failure and/or developmental delay (N = 59). A secondary purpose was to determine gender differences and the accuracy of self-perceptions. All children completed a perceived physical competence subscale (Harter & Pike, 1984). Actual motor skill competence was measured by Ulrich’s (1985) Test of Gross Motor Development (TGMD), resulting in three scores (locomotor, object-control, and TGMD-Total). Stepwise regression analysis revealed that locomotor competence (p = .99) and gender (p = .81) did not predict perceived physical competence, but object-control competence (p = .01) did significantly predict perceived physical competence. Adding gender to this regression model did not significantly predict perceived physical competence (p = .69). These findings showed that these children are not accurate at perceiving their physical competence.

scholarly journals A quick and qualitative assessment of gross motor development in preschool children

2019 ◽  
Vol 178 (4) ◽  
pp. 565-573 ◽  
Author(s):  
Tanja H. Kakebeeke ◽  
Aziz Chaouch ◽  
Elisa Knaier ◽  
Jon Caflisch ◽  
Valentin Rousson ◽  
...  
Keyword(s):  
Preschool Children ◽  
Motor Development ◽  
Qualitative Assessment ◽  
Gross Motor ◽  
Gross Motor Development

Assessment of Gross Motor Development in Preschool Children

2020 ◽  
pp. 283-319
Author(s):  
Eva V. Monsma ◽  
Sally Taunton Miedema ◽  
Ali S. Brian ◽  
Harriet G. Williams
Keyword(s):  
Preschool Children ◽  
Motor Development ◽  
Gross Motor ◽  
Gross Motor Development

The Use of Multimedia Demonstration on the Test of Gross Motor Development–Second Edition: Performance and Participant Preference

2015 ◽  
Vol 3 (2) ◽  
pp. 110-122 ◽  
Author(s):  
Leah E. Robinson ◽  
Kara K. Palmer ◽  
Jacqueline M. Irwin ◽  
Elizabeth Kipling Webster ◽  
Abigail L. Dennis ◽  
...  
Keyword(s):  
Motor Development ◽  
Motor Skill ◽  
Age Groups ◽  
School Age Children ◽  
Semistructured Interview ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Skill Performance ◽  
Live Demonstration ◽  
Testing Condition

This study examined the effect of demonstration conditions (multimedia and live) in school-age children on performance of the Test of Gross Motor Development—Second Edition (TGMD-2) locomotor and object control subscale raw scores, and participants’ enjoyment in the preoperational and operational stages of cognitive development. Forty-five children ages 5–10 years were divided into two age groups: younger (n = 21, Mage = 5.95 years, SD = .80) and older (n = 24, Mage = 8.96 years, SD = .86). Children completed the TGMD-2 under two counterbalanced conditions: live and multimedia demonstration. Immediately following each testing condition, children ranked their enjoyment and completed a semistructured interview. Paired sample t tests examined motor skill and enjoyment differences in each age group. For both groups, no statistically significant differences were present for motor skill performance or participants’ enjoyment between the two demonstration conditions (p ≥ .05). Overall, 44.5% of participants preferred the multimedia demonstration, while 32.5% preferred the live demonstration. Mixed responses were reported by 22.5% of participants. Within age groups, younger participants preferred the multimedia demonstration more than older participants (multimedia = 50%, 41%; live = 23%, 41%, respectively). This study provides evidence that multimedia demonstration may be suitable for administration of the TGMD-2.

scholarly journals Effect of school type and family income on motor competence changes in pre-school children: a repeated cross sectional study

2020 ◽  
Vol 31 (1) ◽  
Author(s):  
Daniel da Rocha Queiroz ◽  
Túlio Guilherme Martins Guimarães ◽  
Carolina Maria Coelho Campos ◽  
Anderson Henry Pereira Feitoza ◽  
Rafael dos Santos Henrique ◽  
...  
Keyword(s):  
School Children ◽  
Motor Development ◽  
Family Income ◽  
Cross Sectional Study ◽  
School Type ◽  
Sectional Study ◽  
Motor Competence ◽  
Cross Sectional ◽  
Gross Motor ◽  
Gross Motor Development

A competência motora (CM) é um atributo associado a comportamentos positivos de saúde; fatores contextuais, parecem desempenhar um papel importante para CM de crianças. O objetivo deste estudo foi comparar a CM de pré-escolares em dois diferentes anos e identificar o efeito de fatores contextuais (tipo de escola e renda). Duas amostras representativas de crianças (3 a 5 anos) da cidade do Recife foram avaliadas em dois momentos: no ano de 2010 (282 crianças; 151 meninos) e 2012 (270 crianças; 148 meninos). A avaliação da CM foi realizada com o Test of Gross Motor Development – 2. A análise dos dados utilizou a Anova Two-Way e a Ancova ajustada por tipo de escola (pública e particular) e renda familiar, foi adotado um p<0.05. Foi identificada uma superioridade nas habilidades locomotoras, de controle de objetos e no quociente motor geral para as crianças analisadas em 2010 e o tipo de escola e renda aumentaram o tamanho do efeito das diferenças nas habilidades de controle de objetos e no quociente motor geral. Podemos concluir que houve uma diminuição na CM da população pré-escolar após dois anos e que as variáveis contextuais tipo de escola e renda são importantes para o desenvolvimento da CM.

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