Positive Effect of a Motor Intervention Program With Exergames

2020 ◽  
Vol 10 (4) ◽  
pp. 55-64
Author(s):  
Pâmella Medeiros ◽  
Érico Pereira Gomes Felden ◽  
Marcela Almeida Zequinão ◽  
Paola Cidade Cordeiro ◽  
Kamyla Thais Dias de Freitas ◽  
...  
Keyword(s):  
Physical Education ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Performance ◽  
Intervention Program ◽  
Gross Motor Development ◽  
Education Group ◽  
Before And After ◽  
Positive Effect ◽  
Experimental Group

The objective this article is to verify the effects of an intervention program with exergames on the motor performance of children aged 8 to 10 years. The study included 64 children divided into experimental group and physical education group. The motor intervention used in this study was an exergame program with 18 sessions lasting 45 minutes each, twice a week. To evaluate motor performance before and after the intervention, the authors used the Test of Gross Motor Development - Second Edition (TGMD-2). This study showed a positive effect on the motor performance of children ages 8 to 10 years. However, no significant differences were found in relation to the effect of exergames intervention in the experimental group when compared to the physical education group that participated in PE classes. The results of this study indicate that exergames are effective tools for the significant improvement of motor skills.

Activity-Based Intervention in Motor Skill Development

2005 ◽  
Vol 100 (3_suppl) ◽  
pp. 1011-1020 ◽  
Author(s):  
R. R. Goyakla Apache
Keyword(s):  
Physical Education ◽  
Direct Instruction ◽  
Motor Development ◽  
Intervention Program ◽  
Preschool Education ◽  
Instructional Delivery ◽  
Spring Semester ◽  
Preschool Students ◽  
Gross Motor Development ◽  
Before And After

This study assessed the effectiveness of an activity-based intervention program and a direct instruction program for preschool children with disabilities. Two groups of preschool students (average age = 4.1 yr.), classified as having developmental delays or at risk for such delays, were selected. They were provided 15 weeks of physical education through activity-based intervention and 15 weeks of physical education by direct instruction. Instruction was provided three times a week for 30-min. each session. In the fall semester the morning group received physical education through activity-based intervention, while the afternoon group received physical education through direct instruction. In the spring semester delivery of instruction was reversed for each group. The curriculum and activities provided to each group were identical with only the instructional delivery format altered. Two sets of pre- and post-tests using the Test of Gross Motor Development were administered before and after each 15-wk. instructional period. Group improvement in skills was compared between instructional methods. Significant improvement in both locomotor and object control skills through the activity-based intervention was found compared to direct instruction. Activity-based intervention was shown to be easily adapted to a naturalistic educational setting befitting that of preschool education.

A Demonstration Project for the Utility of Kinect-Based Educational Games to Benefit Motor Skills of Children with ASD

2019 ◽  
Vol 126 (6) ◽  
pp. 1117-1144 ◽  
Author(s):  
Sanja Vukićević ◽  
Mirjana Đorđević ◽  
Nenad Glumbić ◽  
Zorica Bogdanović ◽  
Milica Đurić Jovičić
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Standard Treatment ◽  
Educational Games ◽  
Autism Spectrum ◽  
Modern Technology ◽  
Control Group ◽  
Children With Asd ◽  
Before And After ◽  
Experimental Group

Motor disorders often accompany autism spectrum disorder (ASD), although they are not included in its diagnostic criteria. Slower motor development is evident in early childhood in this population, making early motor skills intervention advisable. As educational games and modern technology can represent new forms of treatment, this study evaluated four Kinect-based visuo-motor games called Fruits that were specially designed for this research. We sought to test whether children with ASD would show behavior changes during their game play and whether any effects would generalize to another game called Rackets. The study included 10 elementary school children with ASD, aged 9-13 years, who were divided into (a) an experimental group ( n = 5) who, in addition to standard treatment, played Fruits once a week for a 5-week period and Rackets both before and after the 5-week period and (b) a control group ( n = 5) who received only standard treatment during this period and also played Rackets before and after it. We found significant improvements in gross motor skills and successful generalization of acquired skills among children in the experimental group relative to the control group. The experimental group also showed an increase in positive emotions and a decrease in loss of attention while playing the games. These preliminary findings indicate a motor skill benefit for children with ASD who play Kinect-based educational games, but further research is needed to replicate and expand these findings with larger participant samples.

A Pilot Study of a Parent-Mediated, Web-Based Motor Skill Intervention for Children With Down Syndrome: Project SKIP

2021 ◽  
pp. 1-22
Author(s):  
Amanda Young ◽  
Seán Healy ◽  
Lisa Silliman-French ◽  
Ali Brian
Keyword(s):  
Down Syndrome ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Comparison Group ◽  
Web Based ◽  
Children With Down Syndrome ◽  
Gross Motor Development ◽  
Experimental Group ◽  
Ball Skills

To inform the development of scalable and sustainable fundamental motor skill interventions for children with Down syndrome, this study examined the feasibility and preliminary effectiveness of Project Skill Intervention Implemented by Parents (Project SKIP), a web-based, parent-mediated intervention intended to improve ball skills among children with Down syndrome. Twenty-four families enrolled in the study (including 13 boys and 11 girls; Mage = 4.92). Fourteen children were assigned to an experimental group and participated in the 6-week intervention, and 10 children served as the inactive comparison group. The Test of Gross Motor Development-3 was administered preintervention and postintervention. In addition, parents of children in the experimental group completed a postintervention survey to assess their perceptions of Project SKIP. Following the intervention, there was a significant improvement in ball skills (p = .023, d = 0.86) for children in the experimental group, whereas the comparison group did not show significant improvement. Moreover, parents perceived Project SKIP to be feasible and effective; all parents reported being satisfied with their overall experience in the program, and 11 parents indicated that their child’s fundamental motor skills were positively influenced by the intervention. Engagement was high, with the majority of parents (n = 8, 57%) interacting with Project SKIP content three to four times a week.

scholarly journals Perceived Physical Competence Predicts Gains in Children’s Locomotor but Not Ball Skills across an Intervention

2021 ◽  
Vol 18 (11) ◽  
pp. 5990
Author(s):  
Kara K. Palmer ◽  
Michael A. Nunu ◽  
Katherine Q. Scott-Andrews ◽  
Leah E. Robinson
Keyword(s):  
Experimental Study ◽  
Young Children ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Social Acceptance ◽  
Physical Competence ◽  
Gross Motor Development ◽  
Before And After ◽  
Ball Skills

The purpose of this pre/post experimental study was to examine if children’s perceived physical competence predicted changes in motor skills across an intervention. Sixty-seven children (Mage = 53.2 ± 3.7 months) participated in a 16-week, mastery-climate motor skill intervention. Perceived physical competence was assessed before the intervention using the physical competence subscale of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Motor skills were assessed using the Test of Gross Motor Development-3rd Edition before and after the intervention. Results revealed that controlling for pretest skills, perceived physical competence significantly predicted posttest locomotor (p < 0.05) and total skills (p < 0.05) but did not predict posttest ball skills (p > 0.05). These results indicate that perceived physical competence may be a significant factor that predicts children’s gains in locomotor or total skills, but not ball skills, across an intervention.

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 A influência da prática regular de natação no desenvolvimento motor global na infância (The influence of regular swimming practices on global motor development throughout childhood)

Retos ◽  
2020 ◽  
pp. 296-304
Author(s):  
Orilda M. Moura ◽  
Henrique P. Neiva ◽  
Luís B. Faíl ◽  
Jorge E. Morais ◽  
Daniel A. Marinho
Keyword(s):  
Middle Ages ◽  
Motor Skills ◽  
Motor Development ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Different Ages ◽  
Positive Effect ◽  
Development Quotient ◽  
The Middle Ages

Apesar da natação ser um desporto usualmente praticado pelas crianças, pouco conhecimento existe sobre o seu efeito no desenvolvimento motor. O objetivo deste estudo foi avaliar e comparar o desenvolvimento motor global em crianças de diferentes idades praticantes e não praticantes de natação. A amostra foi constituída por 116 crianças (58 masculinas, 58 femininas), com idades compreendidas entre os 5 e os 10 anos, pertencentes a dois grupos, nomeadamente os que frequentavam aulas de natação (n=57) e os que não frequentavam aulas de natação (n=59). O desenvolvimento motor global foi avaliado a partir do Test of Gross Motor Development-2. As crianças entre os 5 e os 10 anos de idade praticantes de natação demonstraram valores significativamente superiores no somatório das habilidades (52.23 ± 9.58 vs. 48.69 ± 9.64, p=.04) e no quociente global de desenvolvimento motor (68.16 ± 11.57 vs. 64.56 ± 12.04, p=.04). Estas diferenças entre os grupos foram evidenciadas claramente quando analisadas as diferentes faixas etárias, nomeadamente nas crianças de 7 e 8 anos (somatório das habilidades: 55.00 ± 8.44 vs. 48.25 ± 9.48, p=.008; quociente: 68.88 ± 10.90 vs. 6.38 ± 11.55, p=.005). Nas crianças com 5 e 6 anos, 9 e 10 anos, não se verificaram diferenças significativas. Os resultados sugerem assim um efeito positivo da prática regular de natação no desenvolvimento motor global das crianças entre os 5 e os 10 anos de idade, sendo que os resultados parecem sugerir que este é mais evidente nas idades intermédias (7 e 8 anos de idade).  Resumen. Aunque la natación es un deporte que suelen practicar los niños, existe poco conocimiento sobre su efecto en el desarrollo motor. El objetivo de este estudio fue evaluar y comparar el desarrollo motor global en niños de diferentes edades que practican y no practican la natación. La muestra estuvo formada por 116 niños (58 hombres, 58 mujeres), con edades comprendidas entre los 5 y los 10 años, pertenecientes a dos grupos, los que asistieron a clases de natación (n = 57) y los que no asistieron a clases de natación (n=59). El desarrollo motor global se evaluó mediante lo Test of Gross Motor Development-2. Niños entre 5 y 10 años que practicaron natación mostraron valores significativamente más altos en la suma de habilidades (52.23 ± 9.58 vs. 48.69 ± 9.64, p=.04) y en el cociente de desarrollo motor global (68.16 ± 11.57 vs. 64.56 ± 12.04, p=.04). Estas diferencias fueron más evidentes en niños de 7 y 8 años (suma de habilidades: 55.00 ± 8.44 vs. 48.25 ± 9.48, p=.008; cociente: 68.88 ± 10.90 vs. 6.38 ± 11.55, p=.005). En niños de 5 y 6 años, 9 y 10 años, no hubo diferencias significativas. Así, los resultados sugieren un efecto positivo de la práctica regular de la natación sobre el desarrollo motor global de los niños entre 5 y 10 años, y los resultados parecen sugerir que esto es más evidente en niños de 7 y 8 años.  Abstract. Although swimming is a sport usually practiced by children, little knowledge exists about its effect on motor development. This study aimed to evaluate and compare the gross motor development in children of different ages with or without regular swimming practices.  116 children (58 males, 58 females) aged between 5 to 10 years old, distributed in two groups, those who experienced swimming lessons (n=57) and those who did not have any swimming experience (n=59). The gross motor development was assessed using the Test of Gross Motor Development-2. Children aged between 5 and 10 years old showed significantly higher values in the sum of motor skills (52.23 ± 9.58 vs. 48.69 ± 9.64, p = .04) and the global motor development quotient (68.16 ± 11.57 vs. 64.56 ± 12.04, p = .04). These differences between the groups were more evident for children aged 7 and 8 years (sum of skills: 55.00 ± 8.44 vs. 48.25 ± 9.48, p = .008; quotient: 68.88 ± 10.90 vs. 6.38 ± 11.55, p = .005). In children aged 5 and 6 years, 9 and 10 years, there were no significant differences. The results thus suggest a positive effect of regular swimming practice on the gross motor development of children between 5 and 10 years old, and the results seem to suggest that this is more evident in the middle ages (7 and 8 years old) .

Effects of an Integrated Physical Education/Music Program in Changing Early Childhood Perceptual-Motor Performance

1981 ◽  
Vol 53 (1) ◽  
pp. 151-154 ◽  
Author(s):  
Judy Brown ◽  
Claudine Sherrill ◽  
Barbara Gench
Keyword(s):  
Physical Education ◽  
Motor Development ◽  
Motor Performance ◽  
Music Instruction ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Music Program ◽  
Self Testing ◽  
Perceptual Motor Performance ◽  
Experimental Group

Two approaches to facilitating perceptual-motor development in children, ages 4 to 6 yr., were investigated. The experimental group ( n = 15) received 24 sessions of integrated physical education/music instruction based upon concepts of Kodaly and Dalcroze. The control group ( n = 15) received 24 sessions of movement exploration and self-testing instruction. Analysis of covariance indicated that significant improvement occurred only in the experimental group, with changes in the motor, auditory, and language aspects of perceptual-motor performance as well as total score.

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 Environment for Preschool Children to Learn Fundamental Motor Skills: The Role of Teaching Venue and Class Size

2020 ◽  
Vol 12 (22) ◽  
pp. 9774
Author(s):  
Peggy Cheung ◽  
Li Zhang
Keyword(s):  
Preschool Children ◽  
Motor Skills ◽  
Motor Development ◽  
Class Size ◽  
Intervention Program ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
Fundamental Motor Skills ◽  
Gross Motor Development ◽  
The Social

The development of children’s fundamental motor skills (FMS) is shaped by the environment surrounding them. The purpose of this study was to examine whether the changes of children’s FMS after an intervention program differed between classes conducted in different schooling conditions. Participants were 295 preschool children (62 boys, 133 girls; M = 5.4 years; SD = 0.28) from eight preschools in Hong Kong. Children participated in an 8-week FMS program and their FMS were assessed using the Test of Gross Motor Development-2 (TGMD-2). A linear mixed model was used to analyze the association on the changes of FMS score between children in different schooling conditions: (1) teaching venue size (large or small); and (2) class size (large, medium, or small), while accounting for the clustering of participants within preschools. The changes of object control skills were significantly different between groups with different teaching venue size (p = 0.000) (small: 5.54 (SD = 5.84) vs. large: 2.46 (SD = 6.42)) and different class size (p = 0.000) (small: 8.12 (SD = 6.34) vs. medium: 2.92 (SD = 6.26) vs. large: 4.00 (SD = 5.79)). The findings have practical implications for the teaching of FMS in that the social and physical environment in preschools should be considered for the design of FMS intervention programs.

Effectiveness of a Training Program with Physical Education Students and Experienced Physical Education Teachers in Scoring the Test of Gross Motor Development

1997 ◽  
Vol 84 (3) ◽  
pp. 771-778 ◽  
Author(s):  
Rory Suomi ◽  
Joanne Suomi
Keyword(s):  
Physical Education ◽  
Students With Disabilities ◽  
Motor Skills ◽  
Motor Development ◽  
Physical Education Teachers ◽  
Education Students ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Teaching Preparation ◽  
Physical Education Students

Recently there has been an increase in the need for instruction and assessment of motor skills of students with disabilities for the regular physical education teacher; however, research has indicated that training of physical educators in assessment of motor skills for students with disabilities is often inadequate. Models of teaching preparation such as the infusion approach stress the need to integrate teaching and assessment techniques applicable to students with and without disabilities. In this study, the effectiveness of assessment training on the accuracy of scoring the Test of Gross Motor Development was investigated. Two students (one special education, one nonspecial education) were filmed and evaluated by three experts in the field of adapted physical education. The expert raters' scores were then compared to scores obtained by 26 physical education students and 26 experienced physical education teachers. Results of the study indicate that the instruction received in an assessment course enables undergraduate physical education students to assess accurately the motor skill performance of students with and without disabilities.

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