Relevant bibliographies by topics / Fundamental motor skills program

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Fundamental motor skills program'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Fundamental motor skills program"

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Goodway, Jacqueline D., Heather Crowe, and Phillip Ward. "Effects of Motor Skill Instruction on Fundamental Motor Skill Development." Adapted Physical Activity Quarterly 20, no. 3 (2003): 298–314. http://dx.doi.org/10.1123/apaq.20.3.298.

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The influence of a 9-week instructional program on locomotor and object control skill development of preschoolers who are at risk of developmental delay was investigated. The motor skill instruction group (n = 33) received 18, 35-min lessons; the comparison group (n = 30) received the regular prekindergarten program. Pre and posttest scores on the locomotor and object control subscales of the Test of Gross Motor Development (Ulrich, 1985) were obtained. A Group by Gender MANOVA with repeated measures yielded a significant Group by Time interaction. The intervention group performed significantl
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Buns, Matthew, and Kallie LaValle. "The Influence of a University Homeschool Physical Education Program on Fundamental Motor Skills and Self-Confidence." Journal of Education and Development 4, no. 2 (2020): 1. http://dx.doi.org/10.20849/jed.v4i2.737.

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Individuals are both more likely to participate in sports, exercise, and physical activity when they are skilled. Therefore, motor skills and skilled movement should be viewed as prerequisites to a physically active lifestyle. Children and adolescents who have achieved fundamental motor competence are also believed to perceive themselves as being competent although there is inconsistency in the results so far reported in the literature. Despite the unprecedented growth home homeschool education, studies have not examined the development of motor competency of homeschool students or its relatio
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Cooley, Dean, Rebecca Oakman, Lars McNaughton, and Todd Ryska. "Fundamental Movement Patterns in Tasmanian Primary School Children." Perceptual and Motor Skills 84, no. 1 (1997): 307–16. http://dx.doi.org/10.2466/pms.1997.84.1.307.

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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 p
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Karabourniotis, Dimitrios, Christina Evaggelinou, George Tzetzis, and Thomas Kourtessis. "Curriculum Enrichment with Self-Testing Activities in Development of Fundamental Movement Skills of First-Grade Children in Greece." Perceptual and Motor Skills 94, no. 3_suppl (2002): 1259–70. http://dx.doi.org/10.2466/pms.2002.94.3c.1259.

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The purpose of this study was to investigate the effect of Self-testing activities on the development of fundamental movement skills in first-grade children in Greece. Two groups of children were tested. The Control group ( n = 23 children) received the regular 12-wk. physical education school program and the Experimental group ( n = 22 children) received a 12-wk. skill-oriented program with an increasing allotment of self-testing activities. The Test of Gross Motor Development was used to assess fundamental movement skills, while the content areas of physical education courses were estimated
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Palmer, Kara K., Danielle Harkavy, Sarah M. Rock, and Leah E. Robinson. "Boys and Girls Have Similar Gains in Fundamental Motor Skills Across a Preschool Motor Skill Intervention." Journal of Motor Learning and Development 8, no. 3 (2020): 569–79. http://dx.doi.org/10.1123/jmld.2019-0043.

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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
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Pranoto, Nuridin Widya, Amung Ma'mun, Mulyana Mulyana, and Nurlan Kusmaedi. "The Effect of Fundamental Motor Skills Intervention Program on Kindergarten Students." International Journal of Human Movement and Sports Sciences 9, no. 3 (2021): 583–89. http://dx.doi.org/10.13189/saj.2021.090326.

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Foulkes, J. D., Z. Knowles, S. J. Fairclough, et al. "Effect of a 6-Week Active Play Intervention on Fundamental Movement Skill Competence of Preschool Children." Perceptual and Motor Skills 124, no. 2 (2017): 393–412. http://dx.doi.org/10.1177/0031512516685200.

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This study examined the effectiveness of an active play intervention on fundamental movement skills of 3- to 5-year-old children from deprived communities. In a cluster randomized controlled trial design, six preschools received a resource pack and a 6-week local authority program involving staff training with help implementing 60-minute weekly sessions and postprogram support. Six comparison preschools received a resource pack only. Twelve skills were assessed at baseline, postintervention, and at a 6-month follow-up using the Children’s Activity and Movement in Preschool Study Motor Skills P
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Bremer, Emily, and Meghann Lloyd. "School-Based Fundamental-Motor-Skill Intervention for Children With Autism-Like Characteristics: An Exploratory Study." Adapted Physical Activity Quarterly 33, no. 1 (2016): 66–88. http://dx.doi.org/10.1123/apaq.2015-0009.

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The purpose of this pilot study was to demonstrate the impact of a fundamentalmotor-skill (FMS) intervention on the motor skills of 3- to 7-year-old children with autism-like characteristics in an early intervention classroom. A secondary purpose was to qualitatively assess the impact of the program as described by the classroom’s special education teacher. All children in the classroom (N = 5) took part in an FMS intervention for two 6-wk blocks (fall 2013 and winter 2014). Motor-skill proficiency and social skills were assessed at 3 times: baseline, after Block 1 of the intervention, and aft
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Capio, Catherine M., and Kathlynne F. Eguia. "Object Control Skills Training for Children With Intellectual Disability: An Implementation Case Study." SAGE Open 11, no. 3 (2021): 215824402110306. http://dx.doi.org/10.1177/21582440211030603.

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Children with intellectual disability (ID) tend to have difficulty with mastering fundamental movement skills, associated with cognitive deficits that impair skill acquisition. In this case study, motor learning evidence was transformed into an object control skills training program for children with ID in a school context. An implementation framework was used for program design, pilot, and evaluation. Research evidence on error-reduced motor learning was combined with practitioners’ insights to inform the program design. Children with ID in the participant school were allocated to a training
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Nemani, Arun, Meryem A. Yücel, Uwe Kruger, et al. "Assessing bimanual motor skills with optical neuroimaging." Science Advances 4, no. 10 (2018): eaat3807. http://dx.doi.org/10.1126/sciadv.aat3807.

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Measuring motor skill proficiency is critical for the certification of highly skilled individuals in numerous fields. However, conventional measures use subjective metrics that often cannot distinguish between expertise levels. We present an advanced optical neuroimaging methodology that can objectively and successfully classify subjects with different expertise levels associated with bimanual motor dexterity. The methodology was tested by assessing laparoscopic surgery skills within the framework of the fundamentals of a laparoscopic surgery program, which is a prerequisite for certification
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Dissertations / Theses on the topic "Fundamental motor skills program"

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Scott, Jessie Lynne. "The effect of a metronome-based coordination training programme on the fundamental gross motor skills of children with motor development delays." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4227.

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Thesis (M Sport Sc (Sport Science))--University of Stellenbosch, 2010.<br>ENGLISH ABSTRACT: This study investigated the effect of a coordination-training programme on selected fundamental motor skills of children (ages 9 to 12) who were identified as having motor development delays. The group of participants identified included seven boys and one girl. The study followed an A-B-A reversal design. The intervention was a rhythm-based training programme. The dependent variables were the motor abilities of bilateral coordination, balance and upper-limb coordination, assessed using the BOT-2
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Berleze, Adriana. "Efeitos de um programa de intervenção motora em crianças, obesas e não obesas, nos parâmetros motores, nutricionais e psicossociais." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/13107.

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O objetivo desta pesquisa, de delineamento quase-experimental, foi investigar os efeitos de um Programa de Intervenção Motora, em crianças obesas e não-obesas, nos parâmetros motores, nutricionais e psicossociais. A amostra desta pesquisa foi de 78 crianças (38 crianças do grupo interventivo e 40 crianças do grupo controle), com idades de 5 a 7 anos. Para as avaliações das crianças, foram utilizadas a avaliação antropométrica, tendo como referência os padrões do National Center for Health and Statistics; a avaliação motora no teste e em contexto de aprendizagem, por meio do Test of Gross Motor
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Piffero, Constance Müller. "Habilidades motoras fundamentais e especializadas, aplicação de habilidades no jogo e percepção de competência de crianças em situação de risco : a influência de um programa de iniciação ao tênis." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2007. http://hdl.handle.net/10183/11197.

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O objetivo desta pesquisa, de delineamento quase-experimental, foi verificar a influência de um Programa de Iniciação ao Tênis (PIT) com duas abordagens, Clássica (AC) e de Contexto Motivacional para a Maestria (AM), no desempenho de habilidades motoras fundamentais (HMF), especializadas do Tênis (HMET) especializadas do Tênis no jogo (HETJ) e na percepção de competência (PC) de crianças em situação de risco. A amostra desta pesquisa foi não probabilística, intencional, composta por 61 crianças (29 meninas e 32 meninos), com idades de 6 a 12 anos (M = 9,4), sendo 30 crianças da AC e 31 criança
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Kruger, Elmien. "Die invloed van 'n motories fundamentele vaardigheidsprogram op die fisieke en kognitiewe ontwikkeling van die graad 1 kind." Thesis, Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-11242003-171302.

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Ribeiro, Bruna Noemi. "Avaliação de um programa de atividades físicas sistematizadas para adultos com deficiência intelectual." Universidade Federal de São Carlos, 2011. https://repositorio.ufscar.br/handle/ufscar/3083.

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Made available in DSpace on 2016-06-02T19:46:16Z (GMT). No. of bitstreams: 1 3867.pdf: 870359 bytes, checksum: c532578efdc88b6f2e540da1eeac87bf (MD5) Previous issue date: 2011-02-25<br>Universidade Federal de Sao Carlos<br>Many people with intellectual disabilities have been deprived of experiences of physical activity, leisure, culture, among others, throughout life, by no offering programs and the historical process of repression in society. The deprivation of motor experiences may generate insufficient learning and development of fundamental motor skills, essential for the satisfactory
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Thomlison, Cynthia Ann. "Fundamental Applied Skills Training (FAST) program measures of effectiveness." Thesis, Monterey, California. Naval Postgraduate School, 1996. http://hdl.handle.net/10945/32206.

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This thesis attempts to measure the effectiveness of Fundamental Applied Skills Training (FAST), a program designed to help selected Navy recruits succeed in Basic Military Training (BMT) by improving their literacy skills. The study first analyzes whether completion of FAST is related to the subsequent completion of BMT for recruits who entered the Navy in Fiscal Years 1992 and 1993. FAST participants and other recruits with relatively low literacy skills from these two recruit cohorts are then compared on the basis of additional success indicators: completion of the first term of service and
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Staples, Kerri. "Fundamental movement skills and motor planning abilities among children with Autism Spectrum Disorders." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86759.

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Behaviours of children with autism spectrum disorders (ASD) are developmental in nature, where movement skill differences can be accounted for in terms of either delays or deficits. This dissertation includes three manuscripts that collectively delineate differences in planning and execution of fundamental movement skills by children with ASD in terms of delays and deficits. The first manuscript compares performance of twenty-five children with ASD to three typically developing comparison groups individually-matched on chronological age (CA), movement skill (DEV), and mental age equivalence
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Campher, Jolene. "The role of visual skills and its impact on skills performance of cricket players." Diss., Pretoria : [S.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-10202009-142417.

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Lee, Joon Young. "A Mixed-Method Sequential Explanatory Study of Fundamental Motor Skills Competence of Underserved Preschool Children." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1752400/.

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This dissertation investigated the roles of early childhood fundamental motor skills (FMS) competence on physical, cognitive, and psychosocial health outcomes among underserved preschoolers in Head Start, and examined parental influence on their children's FMS competence. An explanatory sequential mixed methodology was used to examine the predictive strength of FMS competence on physical, cognitive, and psychosocial health outcomes among 216 underserved preschoolers from six Head Start centers (Mage = 4.32, SD = 0.63; girls 56.5%). This methodology allowed for a follow-up qualitative aspect to
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Irmak, Hurmeric. "The Effects of Two Motor Skill Interventions on Preschool Children's Object Control Skills and Their Perceived Motor Competence." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1276220771.

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Books on the topic "Fundamental motor skills program"

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R, Burridge Keith, ed. Ready-to-use fundamental motor skills & movement activities for young children: Teaching, assessment & remediation. Center for Applied Research in Education, 1999.

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Kratz, Laura E. Movement and fundamental motor skills for sensory deprived children. Thomas, 1987.

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Hanson, Joanne. Lip prints: Home program for oral-motor skills. Pro-Ed, 2004.

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Levine, Suzanne Sosna. Developing learning readiness: A visual-motor-tactile skills program : teacher's manual. Baywood Pub. Co., 1997.

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C, Kolody-Cost Michelle, ed. Let's get ready: A developmental motor skills program for speech and OT. LinguiSystems Inc., 2004.

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Motor skills for academic success: A volunteer program that builds strong learners. Crystal Springs Books, 2010.

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Delores, WorthyhPhyllis. An analysis of fundamental motor skills of urban black and urban white children of middle childhood age. Microform Publications, College of Human Development and Performance, University of Oregon, 1987.

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Improving speech and eating skills in children with autism spectrum disorders: An oral-motor program for home and school. Autism Asperger Pub. Co., 2008.

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Osipova, Larisa. Development of touch and fine motor skills in children with visual impairments. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1039808.

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The training manual summarizes the scientific and theoretical issues of the study of compensation for visual impairment, reveals the role of touch in overcoming the shortcomings of sensory experience in visual disorders, identifies the features and conditions of the development of touch and fine motor skills as a means of compensating for visual impairment in preschool children with strabismus and amblyopia, and considers the main methodological approaches to the organization of correctional work in this direction. A program for the development of touch and fine motor skills is proposed, and t
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Fallproof!: A comprehensive balance and mobility training program. 2nd ed. Human Kinetics, 2010.

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Book chapters on the topic "Fundamental motor skills program"

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Payne, V. Gregory, and Larry D. Isaacs. "Fundamental Locomotion Skills of Childhood." In Human Motor Development. Routledge, 2020. http://dx.doi.org/10.4324/9780429327568-16.

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Payne, V. Gregory, and Larry D. Isaacs. "Fundamental Object-Control Skills of Childhood." In Human Motor Development. Routledge, 2020. http://dx.doi.org/10.4324/9780429327568-17.

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Utley, Andrea. "Development of fundamental movement skills." In Motor Control, Learning and Development. Routledge, 2018. http://dx.doi.org/10.4324/9781315102481-15.

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Diamond, Adele, and Daphne S. Ling. "Review of the Evidence on, and Fundamental Questions About, Efforts to Improve Executive Functions, Including Working Memory." In Cognitive and Working Memory Training. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780199974467.003.0008.

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This systematic review of executive function (EF) interventions is the largest such review thus far, including 179 studies from all over the world, reported in 193 papers. It covers all the ways that have been tried to improve EFs, including computerized and noncomputerized cognitive training, neurofeedback, school programs, physical activities, mindfulness practices, and miscellaneous approaches (e.g., drama and Experience Corps), at all ages. A little studied approach—mindfulness practices involving movement (such as taekwondo and t’ai chi)—shows the best results for improving EFs. Promising school programs are second. Both approaches show better results than any cognitive training. Third best at improving EFs is noncomputerized cognitive training. Perhaps these three approaches show better results than computerized training because they involve more in-person trainer-trainee interaction. The best-performing computerized cognitive-training method for improving EFs is Cogmed®. Support was lacking for claims that N-back training improves fluid intelligence. Resistance training and “plain” aerobic-exercise interventions (e.g., running or walking) show the least evidence of benefit to EFs of all methods. Results for aerobic exercise with more cognitive or motor-skill challenges are only slightly better. This probably reflects how physical-activity interventions have been structured, rather than that physical activity does not benefit EFs. For any intervention, trainers’ ability to make the training activity enjoyable and to communicate their unwavering faith in participants and the program plus the activity being personally meaningful and relevant, inspiring commitment and emotional investment in participants to the activity and to one another is probably what is most important.
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Utley, Andrea, and Sarah Astill. "Development of fundamental movement skills." In Motor Control, Learning and Development. Routledge, 2018. http://dx.doi.org/10.1201/9780203967256-14.

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van Hilvoorde, Ivo, and Niek Pot. "Embodiment and fundamental motor skills in eSports." In Sport and Play in a Digital World. Routledge, 2017. http://dx.doi.org/10.4324/9781315142050-3.

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Mottura, Stefano, Luca Fontana, Sara Arlati, Claudia Redaelli, Andrea Zangiacomi, and Marco Sacco. "Focus on Patient in Virtual Reality-Assisted Rehabilitation." In Advances in Medical Technologies and Clinical Practice. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9740-9.ch006.

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Since several years scientists are carrying on research about innovative systems, based on robotics, mechatronics devices and IT tools – especially the graphical ones – to support patients in rehabilitation programs for rescuing from various brain damages due to adverse events as stroke. Training sessions with a combination of robot and virtual reality (VR) lead to better rehabilitation outcomes than using only a robot and evidence from the field proved the importance of the use of VR interfaces in rehabilitation. The main aim of such a kind of environments is to monitor, motivate and drive the patient during the rehabilitation sessions. These systems mainly provide motor guidance and multimedia communication channels also measuring patients' performance and other observable variables. The approach implemented is usually based on gaming, where the patient has the key role to perform certain tasks or movements for controlling the game in the correct way and exercise the injured part. According to daily experience from physiotherapists, different aspects related to the physical and self-perceived patients' state revealed to have a fundamental role in influencing the rehabilitation session. Indeed, the treatment result depends not only on motor skills but also on patient's personal behavior and feelings that are not directly investigable, observable and measurable from outside. In other words this kind of elements can only be assessed by subjective measurements (as questions, interviews, narratives) revealing the point of view of the patient. Moreover, the emotional state has implications at different levels: on one hand, it is important to evaluate if the single rehabilitation session affects the emotional state of the patient, on the other, if the performance was influenced by this state. Some answers of a questionnaire administrated to post-stroke patients in a previous study underlined also the need for the patient to focus his/her attention on the trained body portion and the relevance of a visual feedback on movements to increase self-awareness on the action performed, avoiding any possible distraction derived from other kind of tasks and related visual/auditory stimuli. Patient-centered models of care are actually becoming increasingly common among rehabilitation clinical settings. They help to focus the therapy on improving the treatment of those deficiencies that most influence the quality of life of the patient. Another important aspect is represented by the relationship with the caregiver that in virtually assisted rehabilitation would not be direct anymore and will need to be mediated without completely loosing natural interaction. According to this patient centered vision, and in order to reduce possible side effects related to semi-automatic rehabilitation systems, it has been studied and developed a system which has not the aim of merely entertain the patient but to focalize the rehabilitation on him/her as a proactive character aware of what is happening and of the quality of the work performed.
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Wiemeyer, Josef, and Sandro Hardy. "Serious Games and Motor Learning." In Serious Games and Virtual Worlds in Education, Professional Development, and Healthcare. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3673-6.ch013.

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Digital games in general require fine motor skills, i.e., operating the computer mouse, the keyboard, the touch-screen, or a joystick. With the development of new gaming interfaces, the performance of whole-body movements became possible to control a game. This opens up new lines of application, e.g. improving motor skills and motor abilities. The most important question is whether and how virtual game-based perceptual-motor training transfers to real motor tasks. Theory distinguishes between specific motor skill learning and generic motor ability improvement. Existing evidence shows that the improvement of motor abilities (e.g., balance) is possible by particular exergames while the improvement of motor skills (e.g., basketball throw) depends on several moderators like accuracy of the interface and correspondence of virtual and real tasks. The authors conclude that there are two mechanisms of transfer, located at the elementary and fundamental perceptual-motor level and at the cognitive level. Current issues for technology comprise adaptivity, personalization, game mastering, accuracy of interfaces and sensors, activity recognition, and error detection.
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Taraban-Gordon, Svitlana, and Easton Page. "Integrating Intercultural Competencies Into the Professional Skills Curriculum." In Multicultural Instructional Design. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9279-2.ch040.

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Intercultural competence is increasingly seen by employers as a desirable graduate capability needed in today's diverse and intercultural workplace. This chapter reports on a curriculum intervention - a 20-hour online intercultural skills course - aimed at introducing a large number of undergraduate students enrolled in a co-operative education program to fundamental intercultural concepts and ideas. The chapter seeks to contribute to the literature on intercultural skill development by discussing the course model and its implementation, student perceptions of their level of intercultural competence prior to and after the course, and the challenges involved in the delivery of the course. The main purpose of the chapter is to discuss how courses and programs that aim to develop professional skills may offer a promising vehicle for fostering students' intercultural competence, particularly when these courses utilize online learning tools to enable greater access to intercultural learning.
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Seco, Jesus, and Ines Gago. "Rehabilitation Versus no Intervention – Only a Continued Intensive Program Conducted Statistically Significant Improvements Motor Skills in Parkinson's Disease Patients." In Diagnostics and Rehabilitation of Parkinson's Disease. InTech, 2011. http://dx.doi.org/10.5772/17604.

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Conference papers on the topic "Fundamental motor skills program"

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Purwandono, Agung, Yudi Hendrayana, and Agus Mahendra. "Development of Fundamental Movement Skills through the Low-Organized Games Based Program." In 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007073509130918.

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Petković, Emilija, Daniel Stanković, Nikolina M. Tankusheva, and Ivana Nimčević. "The Difference in Motor Skills between Gymnast of Serbian „C“ program." In The 4th Virtual Multidisciplinary Conference. Publishing Society, 2016. http://dx.doi.org/10.18638/quaesti.2016.4.1.277.

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Marini, Resi, and Anton Komaini. "The Relationship Between Parents’ Education Levels to Fundamental Motor Skills Children’s in Buttui Mentawai." In 1st International Conference on Sport Sciences, Health and Tourism (ICSSHT 2019). Atlantis Press, 2021. http://dx.doi.org/10.2991/ahsr.k.210130.059.

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Arifin, Z., Asep Angga Permadi, and Riri Agustina Pratiwi. "Effect of Fundamental Stage Training Program Based on LTAD Model Toward Basic Swimming Skills." In 1st South Borneo International Conference on Sport Science and Education (SBICSSE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200219.038.

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Chen, Qian, and Xiaoxia Su. "Effects of Caregiver and Gender Differences on Fundamental Motor Skills in 4 - 5 Years Old." In The 3rd International Electronic Conference on Environmental Research and Public Health —Public Health Issues in the Context of the COVID-19 Pandemic. MDPI, 2021. http://dx.doi.org/10.3390/ecerph-3-09104.

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Pritasari, Octaverina Kecvara, Arita Puspitorini, and L. Dewi. "The Role of Skills Lab in Improving the Essential Skills and Motor Compete of Students in Cosmetology Program." In International Joint Conference on Arts and Humanities (IJCAH 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.220.

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Latorella, Vincenzo, Felice Di Domenico, and Gaetano Altavilla. "Neuromuscular adaptations to a motor skills training program for adults with intellectual disabilities." In Journal of Human Sport and Exercise - 2020 - Spring Conferences of Sports Science. Universidad de Alicante, 2020. http://dx.doi.org/10.14198/jhse.2020.15.proc3.20.

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Bøhn, Jan Helge. "Graphics Application Program Development: In Support of the Virtual Thesis." In ASME 1995 15th International Computers in Engineering Conference and the ASME 1995 9th Annual Engineering Database Symposium collocated with the ASME 1995 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1995. http://dx.doi.org/10.1115/cie1995-0780.

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Abstract Graduate students majoring in engineering are frequently in need of developing graphics application programs to demonstrate or illustrate their thesis or other research work. This typically requires a background emphasizing strong programming skills and an understanding of computer graphics in addition to their specific area of expertise. This paper reports on a first-year graduate-level course that offers students the opportunity to sharpen their programming skills while learning to develop graphics applications related to their particular field of interest. The key elements of this
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Gharib, Mohamed, Tala Katbeh, G. Benjamin Cieslinski, and Brady Creel. "An Integrated Engineering Agriculture STEM Program." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23584.

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Abstract Pre-college project-based learning programs are essential means to increase the students’ interest toward STEM (science, technology, engineering, and mathematics) disciplines and careers. Engineering-based projects have shown significant impact on the students’ interests. Therefore, developing countries are investing strategically in their emphasis to attract students to careers in STEM fields, specifically engineering and medicine. That resulted in a steady expansion of their educational pipeline in STEM; and while that emphasis remains, there is a new and urgent need for expertise i
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Jean, Mark S., Lynn A. Sikorski, and Laura P. Zaleschuk. "Management System Competency Model and Development Program." In 2018 12th International Pipeline Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/ipc2018-78148.

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The pipeline industry continues to look for ways to improve its compliance and performance. Management systems have increased prevalence in the pipeline industry, with recognition that carefully designed and well-implemented management systems are the fundamental method that should be used to keep people safe, protect the environment and align organizational activities. Experience has shown significantly better success rates with management system implementation, both in terms of the quality and speed, when the person responsible for the design, implementation and sustainment of the management
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