scholarly journals Motor skills of primary school children: The differences compared to age

2020 ◽  
pp. 181-194
Author(s):  
Slobodan Pavlović ◽  
Dragan Marinković ◽  
Nebojša Mitrović
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Motor Skills ◽  
School Children ◽  
Motor Development ◽  
Primary School Children ◽  
General Level ◽  
Significant Difference ◽  
Hand Tapping ◽  
The Individual

Physical education, from the earliest age in preschool institutions, and then through primary and secondary schools, is the only place where children can, in the right way, acquire the knowledge on sports, skills, behaviour, necessary in order to get the continuity of physical activities in the adulthood. Primary school is a period when the students experience great changes in the overall developing status. Therefore, Physical Education has a fundamental role in the development of psychosomatic characteristics of children. While planning lessons of Physical Education, there is a special emphasis on the development of motor skills. The goal of this research refers to the establishing of the existing differences in the motor space of primary school children in relation to age. The sample consisted of 231 examinees who attended 3rd, 4th, 5th and 6th grade (age 11 ± 1.6 years), out of which there were (N = 109; TV = 147.6 ± 7; TM = 39.6 ± 7.1) boys, and (N = 122; TV = 148.3 ± 5.9; TM = 40 ± 5.3) girls. All examinees were the students from the territory of Zlatibor region and with the signed permission for performing testing by both parents. Motor skills have been estimated within school Physical Education, all with the purpose of getting more realistic picture on the motor skills of children. The presented results point to the existing differences between the groups of examinees of both genders on a general level, as well as the individual differences within the motor space. These differences are more noticeable with boys (F = 5.92; P = .00) than with girls (F = 4.79; P = .00). Statistically greater differences with boys have been noted in the following variables: "Hand tapping", "Hand clapping", "Throwing basketball ball", "the 30 m running flying start", "Pull-ups", and "Torso lift-ups". With girls, statistically significant difference have been notes in the following variables: "Throwing basketball ball", "the 30 m running flying start" and "Torso lift-ups". The value of this work is reflected in the fact that, during testing, a great number of tests were used for estimation of the examinees' motor space, all with the purpose of getting more complete picture on the existence of differences among the groups, categorised by gender and age. The importance of testing and perception of differences in motor skills and their monitoring presents one of the important activities during PE classes, all with the purpose of the adequate lesson programming, but also monitoring the motor development.

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.

Fundamental Movement Patterns in Tasmanian Primary School Children

1997 ◽  
Vol 84 (1) ◽  
pp. 307-316 ◽  
Author(s):  
Dean Cooley ◽  
Rebecca Oakman ◽  
Lars McNaughton ◽  
Todd Ryska
Keyword(s):  
Physical Education ◽  
Primary School ◽  
School Children ◽  
Motor Development ◽  
Motor Skill ◽  
Skill Training ◽  
Primary School Children ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Fundamental Movement Patterns

Gross motor development, using the Test of Gross Motor Development was investigated in 7– and 10-yr.-old Tasmanian school children ( N = 574) to provide normative data for primary school children. The effects of daily physical education, time spent on physical education per week, schools with and without a trained physical educator, motor skill training programs, and their effects upon development of fundamental movement patterns was also investigated. Time spent on physical education instruction per week, significantly influenced Gross Motor Development scores in that the more time spent on physical education, the higher the score. Having a motor skill training program in the school was significant for 10-yr.-olds. A review of daily physical education with perhaps a goal of greater emphasis on manipulative control skills such as kicking, throwing, and striking should take place especially for girls, as their scores were significantly lower than those of boys.

scholarly journals Dietary Habits and Nutritional Knowledge among Primary School Children in Fayoum Governorate

2019 ◽  
Vol 4 (2) ◽  
pp. 95
Author(s):  
Rabab Gad Abd El-Kader ◽  
Hanem Awad Mekhamier ◽  
Azza El-Sayed Ali Hegazy
Keyword(s):  
Primary School ◽  
School Children ◽  
Dietary Habits ◽  
Primary School Children ◽  
School Age Children ◽  
Study Group ◽  
School Age ◽  
Nutritional Knowledge ◽  
Significant Difference ◽  
Fayoum Governorate

Background and aim: Improving the eating habits of children is essential to reduce the future burden of non-communicable illnesses. Nutritional diseases affect higher than 30% of school age children. This study aimed to assess the dietary habits and nutritional knowledge among primary school age children in Fayoum Governorate, Egypt.Study design: A cross-sectional descriptive design was utilized. Setting: The study was implemented in three governmental mixed primary schools in EL-Fayoum city; Egypt, that were selected randomly. Sample: Cluster random sample techniques used for selecting of the study group consisted of 300 students aged from 10-12 years for both sexes attending grade five and six. Tools: three tools of data collection consisted of: 1- self-administered questionnaire comprised socio-demographic data of the students and parents, and students’ knowledge about nutrition, 2- the students’ dietary habits as consumption of the breakfast, drinking water, 3- Health assessment sheet to assess the students’ nutritional status including weight, height, BMI, and appearance.The study findings revealed that 69.3% of the study group were underweight, 36.3% were stunted, and 6.7%, 3.3% were overweight and obese respectively. About 45% had fair knowledge while 34% had good knowledge about the nutrition. More than half of the students had unhealthy dietary behavior and appearance. There was a statistically significant difference (P: 0<0.00) between the academic performance of the school children and their HAZ while there was no statistically significant difference between the academic performance of the students and their WAZ (P: 0.264).Conclusions: underweight is highly prevalent among the primary school students followed by stunting. Most of the students had unhealthy dietary habits and unhealthy appearance while around half of them had fair knowledge about nutrition. The current study recommended developing a nutritional health program for primary school children about the proper nutrition.

Development of an Auditory Passage Comprehension Task for Swedish Primary School Children of Cultural and Linguistic Diversity

2021 ◽  
pp. 1-11
Author(s):  
Johanna Carlie ◽  
Birgitta Sahlén ◽  
Jens Nirme ◽  
Ketty Andersson ◽  
Mary Rudner ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Linguistic Diversity ◽  
Primary School Children ◽  
Similar Response ◽  
Cultural And Linguistic Diversity ◽  
Comprehension Task ◽  
Language Groups ◽  
Significant Difference ◽  
Language Exposure

Purpose This study reports on the development of an auditory passage comprehension task for Swedish primary school children of cultural and linguistic diversity. It also reports on their performance on the task in quiet and in noise. Method Eighty-eight children aged 7–9 years and showing normal hearing participated. The children were divided into three groups based on presumed language exposure: 13 children were categorized as Swedish-speaking monolinguals, 19 children were categorized as simultaneous bilinguals, and 56 children were categorized as sequential bilinguals. No significant difference in working memory capacity was seen between the three language groups. Two passages and associated multiple-choice questions were developed. During development of the passage comprehension task, steps were taken to reduce the impact of culture-specific prior experience and knowledge on performance. This was achieved by using the story grammar principles, universal topics and plots, and simple language that avoided complex or unusual grammatical structures and words. Results The findings indicate no significant difference between the two passages and similar response distributions. Passage comprehension performance was significantly better in quiet than in noise, regardless of language exposure group. The monolinguals outperformed both simultaneous and sequential bilinguals in both listening conditions. Conclusions Because the task was designed to minimize the effect of cultural knowledge on auditory passage comprehension, this suggests that compared with monolinguals, both simultaneous and sequential bilinguals have a disadvantage in auditory passage comprehension. As expected, the findings demonstrate that noise has a negative effect on auditory passage comprehension. The magnitude of this effect does not relate to language exposure. The developed auditory passage comprehension task seems suitable for assessing auditory passage comprehension in primary school children of linguistic and cultural diversity.

Using an Exergame in Inclusive Physical Education for Elementary School Children with Hearing Impairment: A Future Area of Research in Saudi Arabia

2021 ◽  
Vol 39 (10) ◽  
Author(s):  
Abdulrahman Nasser Alshahrany ◽  
Halijah Bt Ibrahim
Keyword(s):  
Elementary School ◽  
Saudi Arabia ◽  
Physical Education ◽  
Hearing Impairment ◽  
Motor Skills ◽  
School Children ◽  
Elementary School Children ◽  
Secondary Data ◽  
Primary School Children ◽  
Children With Hearing Loss

Over recent decades, the common understanding of hearing impairment has improved.  People are more concerned with hearing impairment and have come to a consensus that care and positivity must be addressed. Therefore, recent trends in children with hearing disabilities inclusion have started in regular schools. The holistic training program provides opportunities for everyday people to learn about their abilities and special skills. The teacher needs to take care of the locomotive and object control skills of the child through the development of necessary motor skills to meet life requirements, such as walking, running, throwing, etc. The current study explores the ability of primary school children with hearing loss to incorporate an exergame to improve fundamental motor skills within an inclusive physical education classroom in Saudi Arabia. The study used a Qualitative Method and carried out a content analysis together with a Systematic Literature Review to understand the research carried out in this field. A detailed analysis was carried out of secondary data from articles indexed in Scopus and the websites of the scientific databases and other related documents in the field of study.  This study would expand the research awareness related to the success of vital engine skills in elementary school children with hearing impairment through the use of an exergame in comprehensive physical education.

scholarly journals Association between soil-transmitted helminthiasis and hemoglobin concentration in primary school children

2016 ◽  
Vol 45 (1) ◽  
pp. 24
Author(s):  
Rita Angraini ◽  
Y Dimyati ◽  
Bidasari Lubis ◽  
Syahril Pasaribu ◽  
Chairuddin P Lubis
Keyword(s):  
Single Dose ◽  
Primary School ◽  
School Children ◽  
Hemoglobin Concentration ◽  
Simple Random Sampling ◽  
Primary School Children ◽  
Significant Difference ◽  
Hb Concentration ◽  
Mixed Infestation ◽  
Soil Transmitted Helminthiasis

Objectives To determine the association between intestinal hel-minthiasis and hemoglobin (Hb) concentration and to observe theeffect of single dose albendazole treatment on Hb concentration.Methods An experimental study was carried out from March toJuly 2002 on primary school children at Suka Village, Tiga PanahSubdistrict, Karo Regency, North Sumatera Province. From 366children who suffered from helminthiasis, 113 were selected assubjects by simple random sampling. Subjects were treated with asingle oral dose of 400 mg albendazole. Hb concentration wasexamined using the cyanide method twice i.e., prior to and threemonths after treatment with albendazole.Results It was found that among 113 subjects, the prevalences ofAscaris lumbricoides, Trichuris trichiura, and mixed infestation were18.3%, 40.4%, and 41.3%, respectively, while the prevalence ofanemia was 33.0%. There was no significant difference in age,gender, nutritional status, and mean Hb concentration betweenchildren suffering from the different types of worm infestation(P>0.05). For each type of infestation, there were significant differ-ences in mean Hb concentration and anemia prevalence beforeand after treatment (P<0.05).Conclusions There was no difference between the Hb concen-trations of children suffering from Ascaris lumbricoides, Trichuristrichiura, and mixed-type worm infestations. Single dose 400 mgalbendazole was beneficial in increasing Hb concentration andreducing the occurrence of anemia

Bizzy Break! The Effect of a Classroom-Based Activity Break on In-School Physical Activity Levels of Primary School Children

2013 ◽  
Vol 25 (2) ◽  
pp. 300-307 ◽  
Author(s):  
Elaine Murtagh ◽  
Maureen Mulvihill ◽  
Oonagh Markey
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Intervention Group ◽  
Primary School Children ◽  
Control Group ◽  
Step Counts ◽  
Significant Difference

The school has been identified as a key setting to promote physical activity. The purpose of this study was to evaluate the effect of a classroom-based activity break on in-school step counts of primary school children. Data for 90 children (49 boys, 41 girls, 9.3 ± 1.4 years) from three Irish primary schools is presented. In each school one class was randomly assigned as the intervention group and another as controls. Children’s step counts were measured for five consecutive days during school hours at baseline and follow-up. Teachers of the intervention classes led a 10 min activity break in the classroom each day (Bizzy Break!). Mean daily in-school steps for the intervention at baseline and follow-up were 5351 and 5054. Corresponding values for the control group were 5469 and 4246. There was a significant difference in the change in daily steps from baseline to follow-up between groups (p < .05). There was no evidence that girls and boys responded differently to the intervention (p > .05). Children participating in a daily 10 min classroom-based activity break undertake more physical activity during school hours than controls.

scholarly journals Neurological Effect of Lead Exposure in Children

2013 ◽  
Vol 25 (1) ◽  
pp. 1-5
Author(s):  
MS Hassan ◽  
MKK Patwary ◽  
MM Rahman ◽  
SF Sonia ◽  
M Kabiruzzaman ◽  
...  
Keyword(s):  
Peripheral Nerve ◽  
Primary School ◽  
School Children ◽  
Blood Lead Level ◽  
Lead Level ◽  
Blood Lead ◽  
Full Scale ◽  
Primary School Children ◽  
Environmental Lead ◽  
Significant Difference

Lead poisoning is one of the burning issues in Bangladesh. This study assessed the relation of blood lead level with IQ and peripheral nerve function in environmental lead exposed primary school children in Dhaka.Blood lead level (BLL) was measured in 84 primary school children in an urban industrial area of Dhaka. IQ was measured with Wechsler Intelligence Scales- Revised for children. Electrophysiological evaluation was done in 31 children.Verbal, Performance and Full scale IQ had a negative correlation with blood lead level (p<0.001). Decrement in Verbal, Performance and Full scale IQ associated with 1 microgram per deciliter increase in blood lead level were 0.99, 0.86 and 0.95 respectively (p<0.001). None had clinical features of neuropathy. Statistical analysis also did not show any significant difference in NCS between children with normal and elevated BLL (p value >0.05).It was found that IQ of children decreased in a linear trend with increasing blood lead level. This study did not find any clinical or electrophysiological evidence of peripheral nerve dysfunction in the environmental lead exposed children. DOI: http://dx.doi.org/10.3329/medtoday.v25i1.15899 Medicine Today 2013 Vol.25(1): 1-5

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