scholarly journals Cornerstones of teaching tennis for children aged four to six years

2021 ◽  
Vol 29 (85) ◽  
pp. 42-45
Author(s):  
Magdalena Lelonek ◽  
Piotr Unierzyski ◽  
Grzegorz Lelonek
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Fundamental Motor Skills ◽  
Motor Abilities ◽  
Training Stage ◽  
Complex Motor ◽  
Adult Training ◽  
Motor Actions

The first tennis training stage, which usually takes place between four and six years of age, cannot simply follow an adult training regime with quantitatively reduced loads. Training should account for children’s cognitive, emotional, social, physical and motor development. This article highlights the cornerstones of early tennis teaching, including fundamental motor skills, which help to develop more complex motor actions, and motor abilities, especially strength fitness, which determines posture, jumping, running and throws. This is achieved through fun plays and games, which should include various coordination tasks providing motor experiences and develop more complex actions in future.

A Comparison of the Fundamental Motor Skills of Preschool-Aged Children With and Without Visual Impairments

2020 ◽  
pp. 1-10
Author(s):  
Ali Brian ◽  
Sally Taunton Miedema ◽  
Jerraco L. Johnson ◽  
Isabel Chica
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Developmental Trajectories ◽  
Visual Impairments ◽  
Physical Activity Behavior ◽  
Underlying Mechanism ◽  
Fundamental Motor Skills ◽  
Gross Motor Development ◽  
Preschool Aged Children ◽  
Ball Skills

Fundamental motor skills (FMS) are an underlying mechanism driving physical activity behavior and promoting positive developmental trajectories for health. However, little is known about FMS of preschool-aged children with visual impairments (VI). The purpose of this study was to examine the FMS of preschool-aged children (N = 25) with (n = 10) and without (n = 15) VI as measured using the Test of Gross Motor Development-3. Children without VI performed significantly higher than their peers for locomotor (M = +11.87, p = .014, η2 = .31) and ball skills (M = +13.69, p < .001, η2 = .56). Regardless of the presence of a VI, many participants struggled with developing FMS, with the greatest disparity resting within ball skills. These findings help to clarify the FMS levels of preschool-aged children with VI. Thus, there is a need for both further inquiry and intervention for all children.

scholarly journals A brief review on motor development: fundamental motor skills as a basis for motor skill learning

2021 ◽  
Vol 15 (5) ◽  
pp. 342-355
Author(s):  
Rodolfo N. Benda ◽  
Nádia F. S. Marinho ◽  
Marcelo G. Duarte ◽  
Patrick C. Ribeiro-Silva ◽  
Paloma R. Ortigas ◽  
...  
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Motor Performance ◽  
Development Process ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Motor Competence ◽  
Fundamental Motor Skills ◽  
Motor Activities ◽  
The Relationship

In this study, we review the relationship between motor development and motor learning, and present a new metaphor that represents the sequence of motor development, which highlights fundamental motor skills as an important phase in the process. As one of the most relevant phases of motor development, several studies that analyzed fundamental motor skills were reviewed in typical developing children as well as in children with disabilities. Most studies revealed motor performance levels below expected since proficiency was not observed. We discuss these results considering fundamental motor skills as essential for the motor development process. Such results raise the awareness of the need to offer children conditions to explore and experience motor activities in order to enhance motor competence.

scholarly journals Visualization of the educational process of motor actions and improvement of motor skills

2020 ◽  
Vol 26 ◽  
pp. 00013
Author(s):  
Irina Tikhonova ◽  
Christina Pigida ◽  
Larisa Zhigaylova ◽  
Alexey Bliznuk ◽  
Olga Barcho
Keyword(s):  
Motor Skills ◽  
Educational Material ◽  
Educational Process ◽  
Training Stage ◽  
Knowledge Formation ◽  
Modern Learning ◽  
Theoretical Reasoning ◽  
Mental Operations ◽  
Motor Actions ◽  
Determining Factor

In the modern learning environment visualization takes the leading place in the process of students knowledge formation based on the receiving of the constant information flow. The particular attention in the work is paid to the development and application of the techniques and means of educational material visualization. They allow to visualize perceptual images, ideas, movements, thoughts, theoretical reasoning and constructions as visual clarity. The studying process of motor actions, quality and speed of mental operations in the process of its studying, quality and speed of its reproduction depend on many parameters, characterizing the degree of symmetry-asymmetry development in the forms and functions development. The determining factor in the system of physical education and sports training of students visualization use is the feature of its implementation at each training stage. Means and methods of visualization can be modified according to the content, purpose and form of application.

scholarly journals Development of fundamental motor skills in children of a public school in the city of Sao Paulo

2015 ◽  
Vol 9 (1) ◽  
Author(s):  
Decio Rodrigues ◽  
Eric Leal Avigo ◽  
Jose Angelo Barela
Keyword(s):  
Public School ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Skill Development ◽  
First Grade ◽  
Chronological Age ◽  
Gross Motor ◽  
Fundamental Motor Skills ◽  
Motor Skill Development

BACKGROUND: One common observation is that Brazilian children are failing to achieve the expected proficiency, regarding the chronological age, in performing gross motor skills. PURPOSE: The aim was to verify the development of fundamental motor skills of 6- and 9-year-old children from a public school of São Paulo city. METHOD: Eight two children were selected from the first and fourth Elementary year, 40 children from the first grade (6.6 year-old, 20 boys and 20 girls) and 42 children from the fourth grade (9.2 year-old, 21 boys and 21 girls). Children were videotaped performing the Test of Gross Motor Development tasks, locomotor and object-control subtests. Three experimenters inspected the video images and rated the children’s performance following the suggested criteria. RESULTS: Nine-year-old children were advanced in fundamental motor skill performance compared to 6-year-old, but children from both age groups are delayed to the expected fundamental motor skill development. Moreover, the developmental delay is even worse as chronological age increases, with 6-year-old rated as poor whereas 9-year-old children are rated as very poor in fundamental motor skill development. CONCLUSION: These results raise several concerns regarding the importance of mastering the basic motor skills and future enrolment in motor activities.

scholarly journals Bi-directional prospective associations between objectively measured physical activity and fundamental motor skills in children: a two-year follow-up

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Ada Kristine Ofrim Nilsen ◽  
Sigmund Alfred Anderssen ◽  
Kjersti Johannessen ◽  
Katrine Nyvoll Aadland ◽  
Einar Ylvisaaker ◽  
...  
Keyword(s):  
Physical Activity ◽  
Young Children ◽  
Motor Skills ◽  
Motor Development ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
Gross Motor ◽  
Object Control ◽  
Fundamental Motor Skills

Abstract Background The direction of the longitudinal relationship between physical activity (PA) and fundamental motor skills (FMS) remains unclear. We evaluated the bi-directional, prospective relationships between intensity-specific physical activity (PA) and domain-specific fundamental motor skills (FMS) over 2 years in children attending preschool at baseline. Methods A sample of 230 children (mean age at baseline 4.7 yr, 52% boys) from the 'Sogn og Fjordane Preschool Physical Activity Study' was measured 2 years apart. PA was assessed using ActiGraph accelerometers (GT3X+). FMS were evaluated by a test battery guided by the 'Test of Gross Motor Development 3' and the 'Preschooler Gross Motor Quality Scale'. PA outcomes were total PA (TPA [counts per minute]) and intensity specific PA and sedentary behaviour (SED) (min/day). FMS outcomes were locomotor, object control, and balance skills. Linear mixed model adjusting for potential co-variates was used to evaluate the bi-directional prospective associations between these variables, including the moderating effect of sex and age. Results Baseline total PA, moderate-to-vigorous PA (MVPA), and vigorous PA predicted higher locomotor, object control, and balance skills at follow-up (standardized regression coefficient (β): 0.17 to 0.26, p = 0.002–0.017). Baseline SED predicted lower locomotor skills at follow-up (β: − 0.27, p = 0.012). Baseline light PA did not predict FMS at follow-up. Baseline FMS were not associated with PA or SED at follow-up. Conclusions MVPA was positively associated with development of FMS in young children. In contrast, FMS were not related to future PA levels. Our results suggest promotion of MVPA is important for FMS development in young children.

scholarly journals Strabismus surgery in Angelman syndrome: More than ocular alignment

PLoS ONE ◽  
2020 ◽  
Vol 15 (11) ◽  
pp. e0242366
Author(s):  
Paola Michieletto ◽  
Stefano Pensiero ◽  
Laura Diplotti ◽  
Luca Ronfani ◽  
Manuela Giangreco ◽  
...  
Keyword(s):  
Motor Skills ◽  
Angelman Syndrome ◽  
Motor Development ◽  
Pediatric Patients ◽  
Cross Sectional Study ◽  
Strabismus Surgery ◽  
Fine Motor ◽  
Deviation Angle ◽  
Cross Sectional ◽  
Motor Abilities

Purpose To report and evaluate strabismus surgery in children with Angelman syndrome, in order to optimize and standardize surgical approach. Other purposes are to understand the possible relation between ocular findings and motor ability, and between improvement in ocular alignment and changes in motor skills in this population. Design Observational cross-sectional study. Methods Medical records of pediatric patients with Angelman syndrome, who underwent strabismus surgery, were investigated. Collected data included: genotype, gender, age at the time of surgery, refractive error, pre-operative strabismus, surgical procedure, surgical outcome, gross and fine motor development assessment pre- and post-operatively. Results Seventeen subjects, aged 3–15 years, were investigated. Fourteen patients were exotropic, three esotropic. Most patients presented astigmatism. Considering the exaggerated response to standard amounts of surgery and the risk of consecutive strabismus on long term follow-up reported by previous studies in children with developmental delay, a reduction of the amount of strabismus surgery was applied. Post-operatively, all patients presented with a significative reduction of the baseline deviation angle, with all esotropic patients and 7 exotropic patients (59%) achieving orthotropia. The surgical outcomes were variable according to the type and the amount of baseline strabismus, but no case presented with exaggerated surgical response. At baseline, patients showed important delays in all motor abilities, and, post-operatively, presented a significant improvement in walking and fine motor tasks. Pre- and post-operative motor abilities were negatively correlated to astigmatism, anisometropia, and amount of deviation. Conclusions According to our data, the standard nomograms for strabismus surgery may be successfully applied in subjects with Angelman syndrome and exotropia. Our data suggest that the reduction of the deviation angle improves motor skills in strabismic pediatric patients with Angelman syndrome.

scholarly journals What are Fundamental Motor Skills and What is Fundamental About Them?

2020 ◽  
Vol 8 (2) ◽  
pp. 280-314 ◽  
Author(s):  
Karl M. Newell
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Movement Pattern ◽  
Healthy Population ◽  
Upright Posture ◽  
Learning And Development ◽  
Fundamental Motor Skills ◽  
Object Interaction ◽  
Perceptual Motor Skills

A review and synthesis of the literature on the learning and development of motor skills supports the postulation that whether a motor skill can be deemed fundamental is dependent on the collective presence of three conditions: (i) uniqueness to the movement pattern and/or outcome; (ii) near universality of the functional outcome in the healthy population; (iii) capacity to act as an antecedent influence supporting generalization to a large and broad set of perceptual-motor skills. Within this framework, it is proposed that the infant motor development sequence underpinning upright posture (e.g., sitting, bipedal standing), locomotion (e.g., walking, running), and object-interaction (e.g., grasping) represents the minimum set of fundamental motor skills from which all other skills evolve with over the lifespan. This position is in contrast to the views of many students of motor development and learning who describe numerous skills that typically emerge in the ∼2- to 18-year-old range as fundamental but do not meet the criteria outlined here to be fundamental. It is proposed that these be labeled as core developmental activities having a more restricted but still practically relevant influence on the acquisition of and generalization to other motor skills.

Boys and Girls Have Similar Gains in Fundamental Motor Skills Across a Preschool Motor Skill Intervention

2020 ◽  
Vol 8 (3) ◽  
pp. 569-579
Author(s):  
Kara K. Palmer ◽  
Danielle Harkavy ◽  
Sarah M. Rock ◽  
Leah E. Robinson
Keyword(s):  
Sex Differences ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Repeated Measures ◽  
Motor Program ◽  
Fundamental Motor Skills ◽  
Girls On The Run ◽  
Before And After ◽  
Preschool Boys

Purpose: Motor skill interventions are effective for improving young children’s fundamental motor skills, but less is known regarding if boys and girls equally benefit from these interventions. The purpose of this study was to compare changes in preschool-aged boys’ and girls’ fundamental motor skills across an intervention. Methods: Sixty-eight children (Mage = 4.4 years, SD = 0.44) participated in the study and completed the Test of Gross Motor Development 2nd Edition before and after a 600-minute Children’s Health Activity Motor Program (CHAMP) intervention. All girls’ (n = 27) and a random subsample of boys’ (n = 27) total, locomotor subtest, object control skill subtests, and individual skills were compared before (pre) and after (post) CHAMP. Potential sex differences in treatment effects were examined by sex by treatment interactions from repeated measures ANOVA, and potential sex differences in individual skills before, after, and across (change) were examined using MANOVAs. Results: Boys and girls had similar motor skills before and after the intervention. Boys and girls had higher scores at posttest, and CHAMP was equally effective for boys and girls. Boys outperformed girls on the run and kick (p < .05) at posttest. Conclusion: Findings support that CHAMP improves skills for both preschool boys and girls.

Motor Skill Performances of Children Who Are Deaf

1996 ◽  
Vol 13 (4) ◽  
pp. 400-414 ◽  
Author(s):  
Gail M. Dummer ◽  
John L. Haubenstricker ◽  
David A. Stewart
Keyword(s):  
Motor Skills ◽  
Skill Acquisition ◽  
Motor Development ◽  
Object Control ◽  
Fundamental Motor Skills ◽  
Qualitative And Quantitative ◽  
Gross Motor Development ◽  
The Mean ◽  
Gender Patterns ◽  
And Gender

The Test of Gross Motor Development (TGMD) was used to assess the fundamental motor skills of 91 girls and 110 boys aged 4 to 18 years who attended two schools for students who are deaf. Average hearing loss, determined by better ear average, was 96.94 dB (SD = 14.40 dB). Modifications to the procedures for administering the TGMD included visual demonstrations and the use of signing to communicate instructions. The raw score means of subjects aged 4–10 years who were deaf were lower than those of the TGMD standardization sample of same-aged children who could hear at six of seven age levels on both the object-control and locomotor subscales. However, there were relatively small differences in the mean scores of the two groups. Subjects with mature movement patterns for the throw, kick, jump, and run performed better on quantitative tests for those skills than subjects with immature patterns. Typical age and gender patterns of skill acquisition were revealed for both the qualitative and quantitative aspects of the fundamental motor skills examined.

scholarly journals Run, jump, throw and catch: How proficient are children attending English schools at the fundamental motor skills identified as key within the school curriculum?

2019 ◽  
Vol 26 (4) ◽  
pp. 814-826 ◽  
Author(s):  
Michael J Duncan ◽  
Clare MP Roscoe ◽  
Mark Noon ◽  
Cain CT Clark ◽  
Wesley O’Brien ◽  
...  
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Weight Status ◽  
School Curriculum ◽  
Similar Proportion ◽  
Developmental Potential ◽  
Fundamental Motor Skills ◽  
Gross Motor Development ◽  
Skill Performance ◽  
Stage 1

This study examined proficiency levels in fundamental motor skills (FMS) in children within Key Stage 1 and 2 of the English school system. Four hundred and ninety-two children aged 6–9 Years old (245 boys, 247 girls) from school Years Two ( n = 130), Three ( n = 154) and Four ( n = 208) participated in this study. FMS for the run, jump, throw and catch were assessed using the Test of Gross Motor Development – 2. The proportion of children who achieved mastery or near mastery of the skills was determined. For the whole sample, 18.5% ( n = 91) did not achieve mastery in any of the four skills. A similar proportion (18.7%, n = 92) achieved mastery in all four of the FMS examined in this study. The proportion of children achieving mastery of all four skills was lower for Year Two children (0%) compared to children in years Three (24%) and Four (25%). More boys (25.7%) achieved mastery in all four of the FMS compared to girls (11.7%). Individual behavioural components in skill performance were also examined. The results of the present study highlight that less than one-fifth of children aged 6–9 years old have mastered the four key FMS identified by the physical education (PE) curriculum despite having the developmental potential to become fundamentally competent by six years of age. Fostering positive trajectories of FMS development presents a challenge for PE specialists given the association between FMS mastery in childhood and physical activity, weight status and health.

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