The Effect of Skilful Visual Exercises in the Development of Motor Perception and Preparation Skill in Volleyball

This studyaimed to characterize and compare the visual-motor perception and handwriting performance of students with mixed dyslexia and students with good academic performance. Twenty-six schoolchildren of both sexes participated in this study, aged 9 to 11 years and 11 months old, from fourth and fifth grades of an elementary school in municipal public schools, from an average socioeconomic level, divided into two groups: Group I (GI) composed of 13 students with a multidisciplinary diagnosis of mixed developmental dyslexia and Group II (GII) composed of 13 students with good academic performance from a municipal school and matched according to gender, education, and age to GI. All students in this study were subjected to the application of the following procedures: Developmental Test of Visual Perception III—DTVP-III, Dysgraphia Scale and writing analysis by NeuroScript MovAlyzeR 6.1 software. The results were analyzed statistically using the following tests: Mann-Whitney test, Wilcoxon signed-rank test, and Friedman test, aiming to verify intragroup and intergroup differences for the variables of interest in the DTVP-III, the Dysgraphia Scale, and the measures of handwriting speed and pressure by the MovAlyzeR software. The results were analyzed statistically at a significance level of 5% (0.050). The results showed that there were statistically significant differences between GI and GII in the parameters of the Dysgraphia Scale, floating lines, irregular spaces between words, junction points, sudden movements, and dimension irregularities. GII showed a superior performance in relation to GI in the variables analyzed with the DTVP-III in visual-motor integration, reduced motricity perception, and general visual perception. There was no statistically significant difference between GI and GII in the variables analyzed by the MovAlyzeR software. The results of this study allowed us to conclude that students with mixed dyslexia present a lower performance profile than the students with good academic performance in general visual perception, reduced motricity visual perception, and visual-motor perception skills, which may be the cause of the quality of dysgraphic writing characterized by floating lines, irregular spaces, junction points, sudden movements, and dimension irregularities.

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Perception et mouvement dans la poésie de Gilles Cyr

Çédille ◽

10.25145/j.cedille.2020.18.14 ◽

2020 ◽

pp. 337-366

Author(s):

Víctor Bermúdez ◽

Keyword(s):

The Body ◽

Poetic Language ◽

Relationship Of ◽

The Relationship ◽

Motor Perception

The study addresses the sensory universe of Cyr's poetry through the paradigms of neurophysiology of visual and motor perception and the phenomenology of movement. More specifically, the notions of “visual percepts” and “visuomotor representations” are examined in the text according to the specific singularities of the poetic language of Gilles Cyr, where the relationship of the body with the unknown also occupies a relevant place. Similarly, the distinction between “epistemic vision” and “non-epistemic” is taken into account throughout this study. The analysis takes into account the reflections of lite-rary criticism related to the treatment of space and movement, as well as the epistemolo-gical level of this poetry.

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The effect of special exercises according to the principle of re-training in the development of kinesthetic perception among middle school students

Modren Sport Journal ◽

10.54702/msj.2020.19.3.0074 ◽

2020 ◽

Vol 19 (3) ◽

pp. 0074

Author(s):

Dr. Shaimaa Ali

Keyword(s):

Middle School ◽

Physical Education ◽

Middle School Students ◽

School Students ◽

Physical Education Lesson ◽

Sensory Motor ◽

Motor Awareness ◽

The Aesthetic ◽

Motor Perception ◽

Kinesthetic Perception

The importance of research that has manifested in raising the level of perception and its different types for students in the intermediate stages of education using a method and principle from the principles of mathematical training science is repeated because of its great importance in building the correct motor side, in addition to delivering scientific information to trainers and teachers about the importance of this training to the teacher And the student in raising the level of perceptual-motor. The research objectives were: 1- Preparing special exercises according to the principle of re-training in the development of kinesthetic perception among middle school students. 2- Knowing the effect of special exercises according to the principle of re-training in developing sensory-motor perception among middle school students. Conclusion : 1-Training according to the principle of repetition has scientific significance in promoting and developing perceptual-motor awareness among middle school students. 2- The development of perceptual-motor awareness raises the aesthetic of the technical performance of sports for middle school students. 3-Adopting training according to the principle of repetition in the physical education lesson because of its scientific importance in promoting and developing perceptual-motor awareness among middle school students. 4-The emphasis in the physical education lesson on sensory-motor perception increases the aesthetic performance of athletic sports among middle school students

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