3D Animated Movies, Touch Screen Applications and Visual Motor Development of Five-Year-Old Children

This study is implemented to investigate the effects of 3D animated movies and interactive applications on visual motor development of five year old children. The research has been performed in pretest-posttest-permanence test, experimental pattern with control group. For four months, every fifteen day experimental groups (24 children) watched eight episodes of 3D animated movies; 12 of them performed the interactive applications with computer while the other 12 performed the same applications with worksheets. 14 children in control group engaged merely their preschool education. Test of Visual Motor Skills-3 was used to collect and evaluate the visual motor skills of children. Since the data of the research was not distributed normally, non-parametric Kruskal Wallis, Friedman and Wilcoxon tests were used to analyze the data. The results of the research show that the visual motor skills of children who engaged the study in both test and control groups, had improved significantly.

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

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18031290 ◽

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.

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The Repercussion of Ai Chi on Aged People’s Balance

European Journal of Investigation in Health, Psychology and Education ◽

10.3390/ejihpe4030023 ◽

2014 ◽

Vol 4 (3) ◽

pp. 247-256

Author(s):

Pablo Javier Olabe Sánchez ◽

Andrés Martínez-Almagro Andreo

Keyword(s):

Fall Prevention ◽

Controlled Trial ◽

Intervention Group ◽

The Other ◽

Control Group ◽

Aged People ◽

Randomized Controlled ◽

Risk Of Fall ◽

And Control ◽

Positive Effect

To practice strength and balance activities are shown as useful tools to fall prevention by diverse metanalysis. On the other side, aquatic environment offers interesting properties for a therapeutic reeducation, being the Ai Chi one of its applications. Aim: To evaluate the repercussion of an Ai Chi programme on aged people’s balance. Method: A randomized controlled trial was developed comparing two groups formed by aged people with risk of fall according to the Timed Up & Go test. Intervention Group (IG) followed twelve Ai Chi sessions combined with their thermal programme; and Control Group (CG) just followed the thermal programme. Both groups spent two weeks in the Balneario of Archena (Murcia, Spain). Results: Both groups improve their balance; however, only the IG reached the non-risk of fall from the Timed Up & Go test. Conclusions: The combination of Ai Chi sessions and a thermal programme had a positive effect on aged people’s balance, showing a therapeutic and clinical relevance.

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Cognitive dysfunction in children with sleep disorders

Arquivos de Neuro-Psiquiatria ◽

10.1590/s0004-282x2004000200004 ◽

2004 ◽

Vol 62 (2a) ◽

pp. 212-216 ◽

Cited By ~ 13

Author(s):

Luciane Bizari Coin de Carvalho ◽

Lucila Bizari Fernandes do Prado ◽

Luciana Silva ◽

Marilaine Medeiros de Almeida ◽

Tatiana Almeida e Silva ◽

...

Keyword(s):

Sleep Disorders ◽

Cognitive Dysfunction ◽

Screening Test ◽

Total Sample ◽

Control Group ◽

Lower Prevalence ◽

Control Groups ◽

Similar Frequency ◽

Visual Motor ◽

And Control

Sleep is basic for physical and cognitive development and some studies have suggested that there may be an association between sleep disorders (SD) and cognitive dysfunction (CD) in children. Little is known, however, about SD and cognition in 7-10-year-old children, a fact that motivated the present study. METHOD: We applied an SD questionnaire in 1180 children, 547 with SD and 633 without SD (CG), to assess cognition with a screening test (Bender Visual Motor Gestalt Test - BT). RESULTS: We observed a similar frequency of CD in the children with SD (39%) and that ot the CG (40%). The 8-year-old children with SD presented a lower prevalence of CD than the CG (SD=6%, n=6; CG=13%, n=16; p=0.04). CONCLUSION: The frequency of children with CD was equal in the study and control groups when considering the total sample (7- to 10-year-old children). In contrast to our expectations, the SD group of 8-year-old children presented a lower frequency of CD than the control group.

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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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The Effect of Speed Reading on Students’ Reading Comprehension

Journal of English Education Studies ◽

10.30653/005.201921.28 ◽

2019 ◽

Vol 2 (1) ◽

pp. 12-22

Author(s):

Dadan Hidayat

Keyword(s):

Reading Comprehension ◽

Research Design ◽

Research Finding ◽

Research Method ◽

The Other ◽

Control Group ◽

Teaching Reading ◽

Speed Reading ◽

Post Test ◽

And Control

This research investigated the effect of speed reading on students’ reading comprehension. The writer used quantitative as the research method and used the quasi experiment as a research design. The writer used experimental class to imply the speed reading method and control group for the other technique in teaching reading. For collecting the data the writer gave the pre – test for experimental and control group, then administrated the treatment for experiment class , finally the researcher administrated the post – test to find out the improvement of speed reading method for the student . Based on the writer interpretation it is concluded that hypothesis is accepted.it is suggested that the teacher should imply the speed reading method in teaching reading because research finding proved that speed reading gave more improvement in reading comprehension that the other technique in teaching reading and the speed reading method was more interesting than conventional method.

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An Enquiry into the Determinants of a Differentiation between Elderly “Organic” and “Non-Organic” Psychiatric Patients on the Bender Gestalt Test

Journal of Mental Science ◽

10.1192/bjp.103.431.364 ◽

1957 ◽

Vol 103 (431) ◽

pp. 364-374 ◽

Cited By ~ 14

Author(s):

M. B. Shapiro ◽

Jack Field ◽

F. Post

Keyword(s):

Psychiatric Patients ◽

General Purpose ◽

The Other ◽

Level Of Confidence ◽

Visual Motor ◽

High Level ◽

Bender Gestalt Test ◽

And Control

In a previous study, Shapiro, Post, Lofving and Inglis (10) found that a modified version of the Bender Visual-Motor Gestalt Test differentiated, at a high level of confidence, three groups of elderly psychiatric patients: brain-damaged patients, functionals and a group of doubtful diagnosis. This level of confidence was far higher than that of any of the other 24 tests used. Furthermore, a number of recent studies have shown that the Bender test differentiated Organic from non-Organic subjects (2, 4, 6, 7, 8). In our own Department Yates (13) found significant differences on measures of the reproductions of other designs between Organics and Functionals. In view of these findings we decided to investigate our own results further. Our general purpose was to measure and control some of the variables appearing relevant in the performance of the task and in this way make possible testable explanations for the results.

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Efficacy of Verbally Describing One’s Own Body Movement in Motor Skill Acquisition

Brain Sciences ◽

10.3390/brainsci9120356 ◽

2019 ◽

Vol 9 (12) ◽

pp. 356

Author(s):

Tsubasa Kawasaki ◽

Masashi Kono ◽

Ryosuke Tozawa

Keyword(s):

Motor Imagery ◽

Motor Skills ◽

Skill Acquisition ◽

Body Movement ◽

Upper Extremities ◽

Control Group ◽

Imagery Ability ◽

Motor Skill Acquisition ◽

Motor Error ◽

And Control

The present study examined whether (a) verbally describing one’s own body movement can be potentially effective for acquiring motor skills, and (b) if the effects are related to motor imagery. The participants in this study were 36 healthy young adults (21.2 ± 0.7 years), randomly assigned into two groups (describing and control). They performed a ball rotation activity, with the describing group being asked by the examiner to verbally describe their own ball rotation, while the control group was asked to read a magazine aloud. The participants’ ball rotation performances were measured before the intervention, then again immediately after, five minutes after, and one day after. In addition, participants’ motor imagery ability (mental chronometry) of their upper extremities was measured. The results showed that the number of successful ball rotations (motor smoothness) and the number of ball drops (motor error) significantly improved in the describing group. Moreover, improvement in motor skills had a significant correlation with motor imagery ability. This suggests that verbally describing an intervention is an effective tool for learning motor skills, and that motor imagery is a potential mechanism for such verbal descriptions.

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Comparison of Two Tests of Visual-Motor Development Used to Assess Children with Learning Disabilities

Perceptual and Motor Skills ◽

10.2466/pms.1989.68.3c.1099 ◽

1989 ◽

Vol 68 (3_suppl) ◽

pp. 1099-1103 ◽

Cited By ~ 7

Author(s):

Robert J. Palisano ◽

Carol G. Dichter

Keyword(s):

Learning Disabilities ◽

Motor Skills ◽

Motor Development ◽

Motor Dysfunction ◽

Test Results ◽

Students With Learning Disabilities ◽

Visual Motor Integration ◽

Z Scores ◽

Developmental Test ◽

Visual Motor

To examine the validity and sensitivity of the Test of Visual-motor Skills and the Developmental Test of Visual-motor Integration, 38 students with learning disabilities were administered each test twice over a 6-mo. period. Correlations between age-equivalents, percentile ranks, and z-scores ranged from .58 to .71, supporting the construct validity of the Test of Visual-motor Skills. However, mean scores on the Developmental Test of Visual-motor Integration were significantly higher with all three methods of reporting test results and do not support concurrent validity. Subjects made a significantly greater mean change in age-equivalent score on the Test of Visual-motor Skills, suggesting that this score is preferable for measuring change in children receiving remedial programs for visual-motor dysfunction.

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Does Trampolining and Anaerobic Physical Fitness Affect Sleep?

Perceptual and Motor Skills ◽

10.2466/pms.1991.73.1.243 ◽

1991 ◽

Vol 73 (1) ◽

pp. 243-252 ◽

Cited By ~ 33

Author(s):

Joachim Buchegger ◽

Reiner Fritsch ◽

Alfred Meier-Koll ◽

Hartmut Riehle

Keyword(s):

Motor Skills ◽

Rem Sleep ◽

Motor Coordination ◽

The Other ◽

Control Group ◽

Nocturnal Sleep ◽

Motor Patterns ◽

Complex Motor ◽

Polygraphic Recordings ◽

Experimental Group

The structure of nocturnal sleep of 16 volunteers, participating in the anaerobic sports of trampolining, dancing, and soccer, was monitored by means of polygraphic recordings. Since trampolining requires the acquisition of unfamiliar patterns of motor coordination, it can be considered as a special form of motor learning, whereas the acquisition of motor skills specific for dancing and soccer can be linked with motor patterns of normal biped locomotion. According to this view, an experimental group of 8 volunteers was formed; they participated in a training course of trampolining. In addition, a control group of 8 subjects was recruited, who engaged in one of the other two anaerobic sports. Subjects who had acquired new motor skills during a 13-wk. program in trampolining showed a statistically significant increase in REM-sleep. By contrast, the 8 subjects of the control group showed no considerable changes in REM-sleep, This suggests that efforts in acquiring new and complex motor patterns activate processes specifically involved in the generation of REM stage during nocturnal sleep.

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