scholarly journals Improving Willingness to Try Fruits and Vegetables and Gross Motor Skills in Preschool Children in Guam

Nutrients ◽  
2021 ◽  
Vol 14 (1) ◽  
pp. 93
Author(s):  
Tanisha F. Aflague ◽  
Grazyna Badowski ◽  
Hyett Sanchez ◽  
Dwight Sablan ◽  
Catherine M. Schroeder ◽  
...  
Keyword(s):  
Motor Skills ◽  
Gifted And Talented ◽  
Fruits And Vegetables ◽  
Intervention Group ◽  
The Other ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gifted And Talented Education ◽  
Early Childhood Interventions

Early childhood interventions have the potential to promote long-term healthy eating and physical activity habits to prevent obesity. However, research studies including indigenous young children are lacking. This study examined the effectiveness of the Food Friends®: Fun with New Foods™ and Get Movin’ with Mighty Moves™ (FFMM) curricula on willingness to try fruits and vegetables (FV) and gross motor (GM) skills among preschoolers in Guam. A pre-post community-based study included preschoolers from Head Start (HS), gifted and talented education (Pre-GATE), and Pre-Kindergarten programs during school years (SY) 2017–2018 and 2018–2019. In SY2017–2018, the intervention group had a significant increase in imported FV when compared with the other three groups. No significant differences between groups were found on the other FV scales. Regarding gross motor skills, no significant differences between groups were found. In SY2018–2019, the intervention group had a significant increase in all FV scales except imported FV when compared with the enhanced intervention group. With gross motor skills, no significant differences were found between groups on its progress. These results warrant FFMM adaptations for the prevention of obesity among Guam preschoolers.

scholarly journals Difference in Motor Skills between Active and Inactive Children

2021 ◽  
Vol 5 (1) ◽  
pp. 13-16
Author(s):  
Aleksandar Stojmenovic ◽  
◽  
Nikola Prvulovic ◽  
Borko Katanic ◽  
◽  
...  
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
The Other ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development ◽  
Motor Test ◽  
Significant Difference ◽  
Limb Coordination ◽  
Standard Tests

This research aimed to determine the differences in motor skills between active and inactive children at the age of 9 using the tests of motor skills BOT-2 and the tests of gross motor skills TGMD-2. The total number of respondents 40 (20 active and 20 inactive) was made up of students from the 3rd grade of elementary school Mika Antić, Niš. The age of the respondents is 9±0.5 years for both sexes. Мotor status was assessed by standard tests of motor skills. Motor skills were assessed with a battery of BOT-2 tests was used to assess motor skills, subtests of speed and agility, and upper limb coordination. A battery test of gross motor development (TGMD-2), subtests for the assessment of locomotor skills, manipulative skills, and the overall result on the test of gross motor skills. А statistically significant difference was found in favor of active children versus inactive in two variables total score on gross motor test-TGM (p=0.036) and level of physical activity-TOTPA (p=0.00) while the other variables were not statistically significant (p>0.05). The general conclusion is that there are no differences in motor skills between active and inactive children.

PENGEMBANGAN FISIK MOTORIK ANAK USIA DINI DENGAN BERMAI

Edupedia ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 67-77
Author(s):  
Farhatin Masrurah ◽  
Khulusinniyah Khulusinniyah
Keyword(s):  
Early Childhood ◽  
High Activity ◽  
Motor Skills ◽  
Motor Development ◽  
Rapid Growth ◽  
Skills Development ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Gross Motor ◽  
Gross Motor Skills

The first five years of a children’s age is the period of rapid growth with physical and motor development. Those process will develop well if stimulated continuously. Early childhood always identic with high activity requires the opportunity to express their abilities. Therefore playing method is very urgent inchildren’s gross motor skills and fine motor skills development through a variety of playing activities both indoors and outdoors. Playing is an activity that cannot be separated from early childhood’s world. All playing activities will be carried out happily. By the same token learning by playing will be done happily without any sense of being forced or oppressed.

Fine and gross motor skills: The effects on skill-focused dual-tasks

2015 ◽  
Vol 43 ◽  
pp. 146-154 ◽  
Author(s):  
Louisa D. Raisbeck ◽  
Jed A. Diekfuss
Keyword(s):  
Motor Skills ◽  
Dual Tasks ◽  
Gross Motor ◽  
Gross Motor Skills

scholarly journals Short-Term and Long-Term Effects of Riding for Children with Cerebral Palsy Gross Motor Functions

2018 ◽  
Vol 2018 ◽  
pp. 1-6 ◽  
Author(s):  
L. Žalienė ◽  
D. Mockevičienė ◽  
B. Kreivinienė ◽  
A. Razbadauskas ◽  
Ž. Kleiva ◽  
...  
Keyword(s):  
Cerebral Palsy ◽  
Motor Function ◽  
Long Term Effects ◽  
Short Term ◽  
Gross Motor ◽  
Motor Functions ◽  
Gross Motor Skills ◽  
Gross Motor Function ◽  
Group I

Aim. To evaluate the effects of riding for beginners (short-term) and advanced (long-term) riders with cerebral palsy on their whole mobility. The study involved 15 subjects (two girls and eleven boys). The subjects were aged from 3 to 19 years (8.73 years ± 5.85). All of the subjects had been diagnosed with a spastic form of cerebral palsy. The duration of the participation differed as follows: the advanced subjects had been riding for 1-4 years (2.66 years ± 1.16), while the beginners have been riding for two weeks (10 sessions). Group I (advanced riders) consisted of eight subjects (7 boys and 1 girl) who had therapy sessions regularly once a week and differed only in terms of the duration of their participation in the experiment. Group II (beginners) consisted of seven children (1 girl and 6 boys) who participated in only 10 riding sessions. All of the subjects were assessed according to the Gross Motor Function Measure (GMFM) and Gross Motor Function Classification System for CP (GMFCS) both before the investigation and after it. Conclusions. Ten riding lessons did not have an influence on the beginner riders with cerebral palsy gross motor functions and their gross motor function level did not change. However, in half of the advanced riders with cerebral palsy, the gross motor functions significantly improved. Meanwhile, the level of the performance of the gross motor skills in the four advanced riders increased, but this difference was not statistically significant.

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.

Sign in / Sign up

Export Citation Format

Share Document