Dual-Task Balance Training for Motor Skill Development among Children with Intelligence Quotient Discrepancy

The motor skills of people with mental disabilities are reportedly reduced compared with those of their peers. Therefore, any task incorporating both motor and cognitive skills was hypothesized to provide better motor recovery. The aim of this study is to find the effect of dual-task balance training (DTBT) on motor skill development in children of 6–13 years with intelligence quotient discrepancy (IQD) (score: 50–79). Overall, 30 individuals with mental disabilities aged 6–13 years having an IQ score of 50–79 were included. The participants were randomly divided into two groups that received dual-task training and standard balance training, respectively. IQ was measured with the Wechsler Intelligence Scale for Children-Revised, motor proficiency with the Bruininks–Oseretsky test, reaction time with COGNIBOARD, and balance with Functional Reach Test scores. Intervention was provided twice a week for 12 consecutive weeks. Participants in both groups showed higher test scores in all tests after the training program. Both training programs positively affected the motor performance of the participants. The DTBT was more effective in improving balance performance than the standard balance training. DTBT is a better tool than conventional balance training for improving motor skills and balance in children of 6–13 years with IQD (score: 50–79).

Correlation studies on pathological changes in brain with neurotransmitters and behavioural changes in Balb/c mice

Aim: To determine the plasma neurotransmitters simultaneously and to find any correlation with pathological changes in the hippocampus and Purkinje cells and their relation with behavioral changes in Balb/c mice. Methodology: In the present study, both sexes of Balb /C mice were divided into two groups (4 males and 4 females; n = 8): Both the groups were given a single dose of either saline or sodium valproate (400mg kg-1) respectively through subcutaneous injection on PND 14. Behavioural tests were conducted on mice pups on various postnatal days till 40th day. On PND 41, blood samples were collected from all the animals for quantification of the neurotransmitters (serotonin, dopamine, and noradrenalin) in plasma, animals were sacrificed by cervical dislocation and whole brain was isolated for histological examination of the Purkinje cells and hippocampus. Results: Sodium valproate exposed animals showed loss of motor skill development (delayed negative geotaxic response), increased locomotor activity, increased anxiety, and retardation in water maze performance, and lower social interaction. Histopathological evolutions of cerebellum purkinje cells and hippocampus showed 40-50% atrophic cells in sodium valproate animals compared to control animals. Interpretation: The results of the present study indicate that Sodium valproate changes specific brain cell population in Balb/C mice, which might be the reason for the altered neurotransmitter levels, leading to behavioural changes in these animals.

The Role of Local Leaders in the Implementation of Adult-Initiated Motor Skill Development and Physical Activity in Preschool—A Case Study

Good motor skills (MS) and physical activity (PA) are considered important for children’s physical, social, and psychological development. The Motor skills in PreSchool (MiPS) study-Denmark aimed to optimize children’s MS through weekly PA sessions. The aim of this paper is to explore the role of local preschool leaders and their strategies in influencing the implementation of MiPS into daily practice. Leaders from all seven preschools in the project were interviewed. The results show that preschool leaders used communication (setting an agenda and dedicating speaking time to address the program at staff meetings) and reflective questioning about the pedagogic staff’s current practice in relation to the program (adding focus on MS and PA) as their main course of action. Through this form of communication and reflective questioning, the preschool leaders aimed to involve the staff and heighten their sensemaking in the existing practice while also ensuring that the implementation of the program was kept in progress. In sum, future implementation of an MS and PA initiative in preschools should put emphasis on a shared responsibility between leaders and staff combined with an adaptive approach in which the existing practice is reshaped rather than just increasing the workload of the pedagogic staff.

Moving Together: Understanding Parent Perceptions Related to Physical Activity and Motor Skill Development in Preschool Children

Background: Establishing physical activity (PA) and motor behaviors in early childhood are important for developing healthy activity behaviors. Parents play a central role in shaping young children’s PA and fundamental motor skills (FMS). This qualitative study explored parents’ attributes, values, perceptions, and practices related to PA and FMS. Methods: Thirty-one parents (26 mothers) of preschool-aged children participated in semi-structured in-person interviews. Interviews were audio-recorded, transcribed verbatim, coded and analyzed using an iterative approach. Results: Four themes related to PA and FMS emerged: (1) parent attributes; (2) parent–child interactions; (3) parent perception of children’s attributes; and (4) parenting practices. Although most parents enjoyed playing with their child, some did not realize the importance of engaging in PA with their child and even believed that FMS are naturally developed. Parents indicated that children’s temperament may influence their preference for practicing motor skills. Conclusions: Social support and positive parenting practices, including encouragement, monitoring, logistical support, co-participation, and facilitation, are important for the development of PA and FMS. The findings add emphasis to the importance of parents’ role in the development of young children’s PA and FMS, and they inform future strategies aiming to promote young children’s activity behaviors.

Perception, Action, and Intrinsic Motivation in Infants’ Motor-Skill Development

Perception, action, and intrinsic motivation play an essential role in early development, promoting the creation and refinement of new and more complex forms of behaviors as infants try a range of sensorimotor patterns in their environment. I use the example of infants’ reaching to illustrate how goal-directed action emerges from the intersection of seemingly distinct visual and proprioceptive-tactile-motor spaces that form in the early months following birth. The intersection of these two spaces begins with a casual contingent event involving vision and action: when the hand happens to contact a target. This event, which marks the onset of reaching, provides new behavioral value, reinforces the motor action, and intrinsically motivates infants to attempt to reproduce the behavior. Subsequent repeated cycles of perception and action lead to the exploration of a range of motor responses and a progressive alignment of the visual space with the proprioceptive-tactile-motor space, ultimately fostering the selection and refinement of increasingly successful and refined reaching patterns. Extensive hands-on experience in the environment and learning about the immediate outcomes of actions play a critical role in shaping behavioral development.

KEGIATAN MERONCE UNTUK PERKEMBANGAN MOTORIK HALUS ANAK USIA 5-6 TAHUN

Keterlambatan perkembangan motorik halus dapat berdampak pada menurunnya kekuatan otot dan jari-lengan. Bentuk kegiatan yang dapat mengembangkan motorik halus anak salah satunya kegiatan meronce. Tujuan penelitian ini untuk mengetahui pengaruh kegiatan meronce terhadap perkembangan motorik halus anak usia 5-6 tahun. Metode penelitian adalah eksperimen dengan jenis design one group pre-test and post-test. Partisipan dalam penelitian ini adalah anak usia 5-6 tahun, yaitu kelompok B2 sebagai eksperimen dengan berjumlah 15 anak yang dilakukan di RA Al-Ikhwan School selama Bulan Juni 2020. Uji hipotesis menggunakan uji-t dengan program SPSS v.24. Teknik pengumpulan data yang dipakai pada penelitian ini menggunakan observasi, wawancara dan dokumentasi. Berdasarkan data hasil uji-t memperoleh nilai Sig (2-tailed ) sebesar 0,000 < 0,05, artinya diterima dan ditolak. Kesimpulan dari penelitian ini, ada pengaruh kegiatan meronce terhadap perkembangan motorik halus anak usia 5-6 tahun. Dengan demikian disarankan kegiatan meronce menjadi kegiatan yang dilakukan secara rutin yang diberikan pada anak usia 5-6 tahun, sehingga berkembangnya motorik halus. : Delay in fine motor skill development can lead to decrease strength in muscles and fingers. One form of activity that can help develop children's fine motor skills is arranging beads into trinkets such as necklaces. The purpose of this study was to determine the effect of this activity on fine motor skill development of children aged 5-6 years. This study was conducted at RA Al-Ikhwan School in June 2020 with 15 children aged 5-6 years as participants.One group pre- and post-test design experiment is used in this study. Data was gathered through observation, interviews and documentation which then analysed using t-test of SPSS v.24. Based on the t-test results, the Sig (2-tailed) value is 0.000 <0.05, means that is accepted while H0 is rejected. The conclusion of this study, there is an effect of beads arranging activity on fine motor skill development of children aged 5-6 years. Thus it is recommended that beads arranging activity is needed to be carried out routinely for children aged 5-6 years in order to help develop motor skills.