Relevant bibliographies by topics / Motor competences

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

Academic literature on the topic 'Motor competences'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Motor competences"

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Méndez Giménez, Antonio, Gloria López-Téllez, and Beatriz Sierra y Arizmendiarrieta. "Competencias Básicas: sobre la exclusión de la competencia motriz y las aportaciones desde la Educación Física (Key competences: on the exclusion of the motor competence and the contribution from the Physical Education)." Retos, no. 16 (March 28, 2015): 51–57. http://dx.doi.org/10.47197/retos.v0i16.34974.

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La competencia motriz no ha sido reconocida en el marco de la LOE como una competencia básica de pleno derecho. En su lugar, parece pretenderse que la competencia en el conocimiento e interacción con el mundo físico asuma esta laguna atribuyéndosele como ámbito propio el desarrollo de la capacidad para lograr una vida saludable en un entorno también saludable. Sin embargo, el concepto de competencia motriz es más amplio y no parece quedar plenamente representado. Este hecho limita el carácter integrador del nuevo modelo de trabajo por competencias y deja en desventaja al docente del área, descompensando el propio trabajo interdisciplinar. Pese a ello, la Educación Física es una materia privilegiada para contribuir a la adquisición de las competencias básicas finalmente seleccionadas, e instrumentalizar el trabajo docente interdisciplinar, ya que centra su acción educativa en el desarrollo de una cultura corporal y en la propia motricidad, proporcionando al alumnado experiencias que demandan interacciones con el entorno físico, social, emocional y cultural. Este trabajo ofrece múltiples ejemplos de cómo articular actividades y estrategias que conectan los contenidos de la Educación Física con cada una de las competencias básicas reconocidas, a sabiendas de estar en el primer paso de la enseñanza interdisciplinar.Abstract: The motor competence has not been recognized within the framework of the LOE like a key competence of right full. In its place, it seems pretend to that the competence in the knowledge and interaction with the physical world assumes this omission attributing him the development of the capacity to obtain a healthful life in also healthful surroundings. Nevertheless, the concept of motor competence is broader and it does not seem to be totally represented. This fact limits the integrating characteristic of the new model of work by competences and leaves disadvantaged to profesionals of the area, unbalancing the own interdisciplinary work. In spite of it, the Physical Education is a privileged subject to contribute to the acquisition of the key competences finally selected, and to exploit the interdisciplinary educational work, since it centers his educative action in the development of a corporal culture and in the own mobility, providing the pupils experiences that demand interactions with the physical, social, emotional and cultural surroundings. This work offers many examples of how articulating activities and strategies that connect the contents of the Physical Education with each one of the recognized key competences, knowing that this implementation is the first step in the interdisciplinar teaching.
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Pinheiro, Victor E. D., and Herbert A. Simon. "An Operational Model of Motor Skill Diagnosis." Journal of Teaching in Physical Education 11, no. 3 (April 1992): 288–302. http://dx.doi.org/10.1123/jtpe.11.3.288.

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The ability to diagnose motor skills is one of the most important competences of a teacher of physical education and sport. Teacher education programs fall short of providing prospective teachers with courses in motor skill diagnosis. To be successful, any effort to teach it must rest on a sound conceptual framework or model. This article provides the theoretical framework for adapting information-processing theory, a widely accepted theory of human thinking, to modeling diagnostic thought processes. It describes specifically the three components of the model: acquisition, cue interpretation, and diagnostic decision. The findings from the model provide a foundation upon which to build instructional strategies for developing diagnostic competence.
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Konečný, Vladimír, Jozef Gnap, and Ivana Šimková. "Impact of Fiscal Decentralization on Motor Vehicle Taxation in the Slovak Republic." Transport and Telecommunication Journal 17, no. 1 (March 1, 2016): 28–39. http://dx.doi.org/10.1515/ttj-2016-0004.

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Abstract The article deals with the motor vehicle tax in relation with fiscal decentralization, particularly from 2005 with competence delegated to the self-governing regions in the area of motor vehicle tax. The result of this provision in the field of fiscal decentralization is increasing of differences in the motor vehicle tax burden in self-governing regions of Slovakia. The paper is the result of solving a series of impact studies solved by the authors in this field. Gradually over time from the transfer of competences in setting tax rates on motor vehicles to self-governing regions and usage of the incomes of this tax can realistically assess the development and impact of this element of fiscal decentralization in the Slovak Republic as well as propose a solution of resulting situation. The aim is to eliminate differences in motor vehicle tax burden at regional and interstate level while maintaining the current level of tax revenues of self-governing regions.
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Koryahin, V., O. Blavt, T. Gurtova, and E. Serbo. "Technological Principles of Formation of Motor Competence in The Physical Education of Students With Chronic Health Conditions." Teorìâ ta Metodika Fìzičnogo Vihovannâ 19, no. 4 (December 25, 2019): 193–99. http://dx.doi.org/10.17309/tmfv.2019.4.05.

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The study objective is to determine the technological basis for the formation of motor competence of students with chronic health conditions in the process of physical education in universities. Materials and methods. To solve the research tasks used the methods of theoretical analysis, systematization, comparison of different views on the problem under investigation, generalization of data of scientific-methodical and special literature, general-scientific methods of theoretical level: analogy, analysis, synthesis, abstraction, induction. Results. It has been established that the quality of motor competence of students with chronic diseases is the result of an integrated organization of the educational process of physical education. It is established that information, motivational, active and reflexive competences are allocated in the structure of motor competence. As a methodological basis for the development of educational technology for the formation of motor competence of students with chronic diseases in the process of physical education during university study, the proposed technological basis of this process. They include: concretization of the ultimate goal, definition of strategic tasks, organization of actions, which involves determining the content of the pedagogical process of formation of motor competence and control and analysis of the results of this process. It is determined that the development of motor competence of students with chronic diseases in the course of physical education should result in the acquisition of a wide range of theoretical knowledge, practical skills and self-realization in the field of physical culture, aimed at improving their health and maintaining a high level of psychophysical status. Conclusions. Formation of motor competence as a key condition for activating the qualitative psychophysical training of the future specialist involves the development and practical implementation of pedagogical technology – a well-defined algorithm of actions to ensure the effectiveness of this process.
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Cañadas, Laura, María Luisa Santos-Pastor, and Francisco Javier Castejón. "Competencias docentes en la formación inicial del profesorado de educación física (Teaching competences in physical education teacher initial training)." Retos, no. 35 (November 19, 2018): 284–88. http://dx.doi.org/10.47197/retos.v0i35.64812.

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Entre las competencias docentes, conocer los contenidos de la disciplina a impartir y cómo deben ser impartidos resulta de vital importancia. Esta investigación busca (a) conocer si existen diferencias en la percepción de egresados, alumnado y profesorado universitario sobre la adquisición de las competencias de conocimiento del contenido y de conocimiento pedagógico del contenido consideradas en la formación inicial del profesorado de educación física; y (b) conocer si existen diferencias en la percepción sobre la adquisición de estas competencias en función de la titulación (Maestro de Educación Física en Primaria o Ciencias de la Actividad Física y el Deporte). Se contó con 1982 participantes. Los resultados muestran diferencias de percepción en la adquisición de competencias docentes entre los grupos estudiados. Entre titulaciones aparecen diferencias en la promoción de hábitos saludables y la implementación de propuestas de contenidos motrices; en el conocimiento del contenido estas diferencias aparecen en contenidos de expresión corporal y de condición física y salud.Abstract: Knowledge of a discipline contents and how to teach them are among the most vital teaching competences. The aims of this research are: (a) to know whether there are differences in the perception of graduated, current students, and university teachers about the acquisition of content knowledge and pedagogical content knowledge competences considered in physical education teacher initial training; and (b) to know if there are differences in the perception of the acquisition of teaching competences by Degree (Primary Education with Physical Education specialty or Physical Activity and Sport Sciences). There were 1,982 participants. The results showed differences of perception of the acquisition of teaching competences among the studied groups. Between degrees, differences appear in the promotion of healthy habits and the implementation of motor content proposals; in content knowledge competences these differences appear in body expression and physical fitness and health contents.
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Quitério, Ana, João Martins, Marcos Onofre, João Costa, João Mota Rodrigues, Erin Gerlach, Claude Scheur, and Christian Herrmann. "MOBAK 1 Assessment in Primary Physical Education: Exploring Basic Motor Competences of Portuguese 6-Year-Olds." Perceptual and Motor Skills 125, no. 6 (November 9, 2018): 1055–69. http://dx.doi.org/10.1177/0031512518804358.

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Children’s motor competence is known to have a determinant role in learning and engaging later in complex motor skills and, thus, in physical activity. The development of adequate motor competence is a central aim of physical education, and assuring that pupils are learning and developing motor competence depends on accurate assessment protocols. The MOBAK 1 test battery is a recent instrument developed to assess motor competence in primary physical education. This study used the MOBAK 1 to explore motor competence levels and gender differences among 249 ( Mage = 6.3, SD = 0.5 years; 127 girls and 122 boys) Grade 1 primary school Portuguese children. On independent sample t tests, boys presented higher object movement motor competence than girls (boys: M = 5.8, SD = 1.7; girls: M = 4.0, SD = 1.7; p < .001), while girls were more proficient among self-movement skills (girls: M = 5.1, SD = 1.8; boys: M = 4.3, SD = 1.7; p < .01). On “total motor competence,” boys ( M = 10.3, SD = 2.6) averaged one point ahead of girls ( M = 9.1, SD = 2.9). The percentage of girls in the first quartile of object movement was 18.9%, while, for “self movement,” the percentage of boys in the first quartile was almost double that of girls (30.3% and 17.3%, respectively). The confirmatory model to test for construct validity confirmed the assumed theoretical two-factor structure of MOBAK 1 test items in this Portuguese sample. These results support the MOBAK 1 instrument for assessing motor competence and highlighted gender differences, of relevance to intervention efforts.
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Shakhmanov, P. E., and K. I. Bezotechestvo. "FORMATION OF PROFESSIONAL MOTOR COMPETENCES AND SKILLS OF BACHELORS-HYDROPEDAGOGS." Pedagogical Review, no. 3 (2019): 158–65. http://dx.doi.org/10.23951/2307-6127-2019-3-158-165.

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Halmová, N., and J. Šimonek. "Motor competences of 6-8 year old children in the Nitra district." Studia Kinanthropologica 21, no. 2 (September 30, 2020): 129–36. http://dx.doi.org/10.32725/sk.2020.044.

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Reis, Elvira Gomes dos. "O ENSINO SUPERIOR EM CABO VERDE E OS DESAFIOS DO PROCESSO DE BOLONHA." Revista Observatório 3, no. 6 (October 1, 2017): 142. http://dx.doi.org/10.20873/uft.2447-4266.2017v3n6p142.

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Este artigo evidencia os esforços de aproximação do Ensino Superior de Cabo Verde ao Acordo de Bolonha. Visa revisitar alguns passos dados neste sentido, problematizar a importância de uma competência bi/plurilingue, hoje e no contexto da globalização, partindo do pressuposto que ela é o motor da internacionalização das competências e, consequentemente, de realização pessoal e social à escala global, visto que ela tem o poder de fomentar a mobilidade e facilitar a intercompreensão, promover a valorização de identidades e culturas e promover o sucesso do ensino superior, através do acesso a todo o conhecimento científico disponibilizado em outras línguas, alargando a sua visão do mundo e facilitando a internacionalização das suas competências. PALAVRAS-CHAVE: Bolonha; bi/plurilinguismo; internacionalização; Ensino Superior. ABSTRACT This article highlights the efforts of the Cape Verde Higher Education approach to the Bologna Agreement. Aims to visit the steps taken in this direction, problematize the importance of a bi/ multilingualism competence, today and in the context of globalization, assuming that it is the motor of the internationalization of competences and, consequently, of personal and social fulfillment on a global scale, since it has the power to foster mobility and facilitate inter-comprehension, to promote the enhancement of identities and cultures, and to encourage educational success. It allows the student to access all the scientific knowledge available in other languages, allowing him/her to broaden his/her view of the world, facilitating the internationalization of his/her skills. KEYWORDS: Bologna; bi / plurilingualism; internationalization; Higher education. RESUMEN Este artículo evidencia los esfuerzos de acercamiento de la Enseñanza Superior de Cabo Verde al Acuerdo de Bolonia. Se pretende revisar algunos pasos dados en este sentido, problematizar la importancia de una competencia bi / plurilingüe, hoy y en el contexto de la globalización, partiendo del supuesto de que es el motor de la internacionalización de las competencias y, consecuentemente, de realización personal y social a escala global, ya que tiene el poder de fomentar la movilidad y facilitar la intercomprensión, promover la valorización de identidades y culturas y promover el éxito de la enseñanza superior, a través del acceso a todo el conocimiento científico disponible en otras lenguas, ampliando su visión del mundo y facilitando la internacionalización de sus competencias. PALABRAS CLAVE: Bolonha; bi / plurilingüismo; internacionalización; Enseñanza superior.
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Almeida, Gabriela, Carlos Luz, Rui Martins, and Rita Cordovil. "Differences between Estimation and Real Performance in School-Age Children: Fundamental Movement Skills." Child Development Research 2016 (July 5, 2016): 1–7. http://dx.doi.org/10.1155/2016/3795956.

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Observations in studies of estimation compared to actual performance in motor skills revealed that children are not always accurate and have a tendency to overestimate the maximum distance at which an action can be performed. The relationship between estimated and real motor competences was analyzed for several tasks: standing long jump (SLJ), throwing and kicking, and walking backwards (WB) on a balance beam. Children were asked to predict their maximum distance prior to performing those tasks. Participants were 303 children (160 boys), which were between 6 and 10 years of age (M=8.63, SD=1.16). Children’s estimations were compared with their real performance to determine their accuracy. Absolute error (|real performance − estimation|) and error tendency, that is, the direction of the error (overestimation, accuracy, and underestimation bias), were calculated. Children had a tendency to overestimate their performance and were more conservative in the WB task, a noncommon action. In general, it is possible to conclude that children, in the studied age span, tend to overestimate their performance, particularly in familiar skills. This fact may be determinant to the development of their motor competences, since they are more likely to engage and persist in motor tasks, but it might also be a problem in terms of child safety because it could increase the occurrence of unintended injuries.
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Dissertations / Theses on the topic "Motor competences"

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Duran, Delgado Conxita. "La toma de conciencia emocional a través del juego deportivo en diferentes grupos de edad." Doctoral thesis, Universitat de Lleida, 2017. http://hdl.handle.net/10803/435683.

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La Educación Física puede ejercer un papel muy destacado en la educación de competencias emocionales, siendo los Juegos Motores recursos pedagógicos de primer orden cuando el objetivo se orienta hacia la mejora del bienestar socioemocional de los alumnos. Las investigaciones centran el punto de atención sobre la capacidad predictiva de las variables dominio de acción motriz (familia a la que pertenecen los juegos), competición (juegos realizados con y sin competición), género (masculino y femenino), tipo de emoción (positivas, negativas y ambiguas), y género del grupo (grupos mixtos y grupos homogéneos), para explicar la intensidad y la orientación emocional, así como los estados de ánimo (tensión-ansiedad, depresión abatimiento, rabia-hostilidad, vigor-actividad y fatiga-inmovilidad) que los juegos motores suscitan. Considerando los artículos presentados, un total de 1726 participantes intervinieron en los estudios: 220 estudiantes de ESO y Bachillerato, 1433 estudiantes universitarios y 73 graduados universitarios, a los que se propusieron sesiones de juegos con diferentes contenidos. Los instrumentos utilizados para la recogida de los datos fue, en el caso de las emociones el GES (Game and Emotios Scale) y en el caso de los estados de ánimo el POMS (Profile of Mood States), dichas pruebas se pasaron al inicio y al final de las sesiones. Los datos se analizaron mediante la utilización de ecuaciones de estimación generalizadas o mediante árboles de clasificación CHAID según los estudios. Las conclusiones de los diferentes estudios nos permiten afirmar que la práctica de juegos motores genera estados emocionales y estados de ánimo de signo positivo que encaminan a los participantes hacia estados de bienestar subjetivo.
Physical Education can play a very important role in the education of emotional competences, with the Motors Games being pedagogical resources of the first order when the objective is oriented toward improving the social-emotional well-being of the students. Research focuses on the predictive capacity of the variables of motor action (family to which games belong), competition (games performed with and without competition), gender (male and female), type of emotion ( positive, negative and ambiguous), and group gender (mixed groups and homogeneous groups), to explain intensity and emotional orientation, as well as mood states (tension-anxiety, depressed depression, anger-hostility, vigor-activity and Fatigue-immobility) that motor games arouse. Considering the articles presented, a total of 1726 participants took part in the studies: 220 students of secundary education, 1433 university students and 73 university graduates, who proposed games sessions with different contents. The instruments used to collect the data were, in the case of emotions, the GES (Game and Emotios Scale) and in the case of moods the POMS (Profile of Mood States), passing these tests at the beginning and at the End of the sessions. Data were analyzed using generalized estimation equations or using classification trees CHAID according to the studies. The conclusions of the different studies allow us to affirm that the practice of motor games generates emotional states and moods of positive sign that lead the participants towards states of subjective well-being.
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Lavelle, Barbara M., and barbara lavelle@deakin edu au. "complexity, age and motor competence effects on fine motor kinematics." Deakin University. School of Health Sciences, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20061207.122512.

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Prehension is a fundamental skill usually performed as part of a complex action sequence in everyday tasks. Using an information processing framework, these studies examined the effects of task complexity, defined by the number of component movement elements (MEs), on performance of prehension tasks. Of interest was how motor control and organisation might be influenced by age and/or motor competence. Three studies and two longitudinal case studies examined kinematic characteristics of prehension tasks involving one-, two- and three-MEs: reach and grasp (low-complexity); reach, grasp and object placement (moderate-complexity); and reach, grasp and double placement of object (high-complexity). A pilot study established the suitability of tasks and procedures for children aged 5-, 8- and 11-years and showed that responses to task complexity and object size manipulations were sensitive to developmental changes, with increasing age associated with faster movements. Study 2 explored complexity and age effects further for children aged 6- and 11-years and adults. Increasing age was associated with shorter and less variable movement times (MTs) and proportional deceleration phases (%DTs) across all MEs. Task complexity had no effect on simple reaction time (SRT), suggesting that there may be little preprogramming of movements beyond the first ME. In addition, MT was longer and more on-line corrections were evident for the high- compared to the moderate-complexity task for ME1. Task complexity had a greater influence on movements in ME2 and ME3 than ME1. Adults, but not children, showed task specific adaptations in ME2. Study 3 examined performance of children with different levels of motor competence aged between 5- and 10-years. Increasing age was associated with shorter SRTs, and MTs for ME1 only. A decrease in motor competence was associated with greater difficulty in planning and controlling movements as indicated by longer SRTs, higher %DTs and more on-line corrections, especially in ME2. Task complexity affected movements in all MEs, with a greater influence on ME1 compared to Study 2. Findings also indicated that performance in MEs following prehension may be especially sensitive to motor competence effects on movement characteristics. Case studies for two children at risk of Developmental Coordination Disorder (DCD) revealed two different patterns of performance change over a 16-17 month period, highlighting the heterogeneous nature of DCD. Overall, findings highlighted age-related differences, and the role of motor competence, in the ability to adapt movements to task specific requirements. Results are useful in guiding movement education programmes for children with both age-appropriate and lower levels of motor competence.
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Van, Dyk A. P. "The assessment of motor competence in rugby." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1263.

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Smit, Hendre. "Motor competence and goal setting in rugby." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/3109.

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Thesis (M Sport Sc (Sport Science))--Stellenbosch University, 2007.
The study explored the potential of rugby as a developmental experience, not only in terms of the motor skills that lead to competence in rugby, but also in terms of learning more about the life-skill of goal setting. A 10 session pre-season programme entitled “More than Rugby” was designed and implemented in order to determine whether combining skill instruction with activities specifically designed to increase an understanding of goal setting had an impact on either the development of rugby competence or understanding about goal setting and perceptions of its use. A repeated measures experimental design was followed, with two groups of high school rugby players from similar sporting backgrounds involved: An experimental group who received pre-season rugby training as well as an intervention programme dealing with goal setting, and a control group who received only the pre-season rugby training, but no special goal setting activities. Both groups were pre tested and post tested on their rugby competence (through an individual rugby skill test circuit) and their understanding of goal setting The self reported use of goal setting perceptions, the relationship between goals and performance and the effects of goals on players was measured by means of a questionnaire (adapted GSI). The results revealed a significant improvement in the quality of rugby skills of the experimental group, but no significant improvement was found in the quality of the rugby skills of the control group. Both groups showed improvement in the speed at which rugby skills were performed, but in neither case was the improvement significant. The understanding of goal setting and the knowledge of setting goals did not improve significantly for either group. It can be concluded that the inclusion of life skills content and activities, such as goal setting in rugby development programmes will not detract from skill development outcomes. Although it can be noted that the greater improvement in skill levels was achieved by the group who received goal setting, more research is recommended to explain the positive link between life skills development and sport skills development.
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Smit, Hendré. "Motor competence and goal setting in rugby /." Link to the online version, 2007. http://hdl.handle.net/10019/712.

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Villwock, Gabriela de Medina Coeli. "O estudo desenvolvimentista da percepção de competência atlética, da orientação motivacional, da competência motora e suas relações em crianças de escolas públicas." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2005. http://hdl.handle.net/10183/8160.

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O foco desta pesquisa desenvolvimental, de delineamento transversal, foi investigar a relação entre a percepção de competência atlética, a orientação motivacional e a competência motora de crianças. Especificamente, verificou-se também a relação entre gêneros e idades nas três variáveis. A amostra desta pesquisa foi aleatória, composta por 298 crianças (50% meninos e 50% meninas) com idade entre 8 e 10 anos, estudantes de escolas estaduais da cidade de São Leopoldo-RS. Como instrumentos utilizou-se as escalas de Harter: Self-perception profile for children (1985) e A scale of intrinsic versus extrinsic orientation in the classroom (1980); e o Test of Gross Motor Development - 2 (TGMD-2) (ULRICH, 2000). Para a análise das relações entre as variáveis, foi utilizado teste de correlação de Pearson; e, para investigar possíveis diferenças entre os gêneros e as idades, foi utilizado o teste estatístico One Way ANOVA. Os resultados indicaram que (1) meninos e meninas de 8 a 10 anos que se perceberam competentes nas habilidades motoras eram motivados intrinsecamente a realizar atividades motoras; (2) meninos e meninas de 8 a 10 anos que se perceberam competentes nas habilidades motoras demonstraram-se mais competentes motoramente; (3) os meninos perceberam-se mais competentes motoramente do que as meninas; (4) as percepções de competência atlética apresentaram-se semelhantes para as crianças de 8 a 10 anos; (5) meninos e meninas apresentaram orientação motivacional semelhante; (6) crianças de 10 anos demonstraram motivação intrínseca mais elevada do que crianças de 8 anos; (7) os meninos evidenciaram competência motora superior quando comparados às meninas; (8) crianças de 8 a 10 anos apresentaram níveis similares de competência motora. Conclui-se que crianças que se percebem competentes atleticamente, são motivadas intrinsecamente a se engajar em uma atividade, e, consequentemente, são competentes motoramente. O professor de educação física deve proporcionar experiências motoras variadas que aumentem progressivamente o desempenho motor das crianças, para que as crianças construam sua percepção de competência atlética e mantenham e fortaleçam sua motivação intrínseca nas aulas de educação física.
The purpose of this cross-sectional, developmental study was to explore the relationship between perceived physical competence, motivacional orientation, and motor performance in children. The relationship between genders and ages in the three variables were also examined. The sample was composed of 298 public-school students (50% boys and 50% girls) with ages between 8 and 10 years, of the city of São Leopoldo, RS, Brazil. To evaluate perceived physical competence, the Harter’s scale (1985) – Self-perception profile for children – was used; to evaluate motivacional orientation, another Harter’s scale (1980) – A scale of intrinsic versus extrinsic orientation in the classroom – was used; and motor performance was assessed by administering the Test of Motor Gross Development - 2 (TGMD-2) (ULRICH, 2000). To examine the relationship between variables, Pearson’s correlation tests were used. The One-Way ANOVA statistical test was used to investigate at the differences among gender and ages in the three variables. Results indicated that: (1) boys and girls of 8 to 10 years old who perceived their own competence in motor performance are intrinsic motivated to participate in motor activities; (2) boys and girls of 8 to 10 years who perceived their own competence in motor performance demonstrated high motor performance; (3) boys perceived themselves more motor competent than girls; (4) physical competence perceptions showed to be similar for 8-10 year-old children; (5) boys and girls demonstrated similar motivacional orientation; (6) 10 year-old children demonstrated more elevated intrinsic motivation than 8 year-old children; (7) boys evidenced superior motor competent when compared to girls; (8) 8-10 year-old children demonstrated similar motor performance. The present study demonstrated the necessity to qualify the children’s motor experiences, providing them with varied motor activities, as well as instruction, correct feedback, and encouragement from the teacher so that they could form their own perception of physical competence, based on their motor performance and intrinsic motivated to participate and to persist in the motor activities in which they are engaged.
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Famelia, Ruri. "Getting An Active Start: Evaluating The Feasibility of INDO-SKIP to Promote Motor Competence, Perceived Motor Competence and Executive Function In Young, Muslim Children In Indonesia." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531737546717012.

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Van, der Merwe Nico. "Die effek van 'n motoriese ontwikkelingsprogram op die grootspiervaardighede en selfbeeld van 4 tot 6-jarige direk geaffekteerde MIV/VIGS-leerders / N. van der Merwe." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1182.

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Literature shows that HIV/AIDS greatly affects the self-esteem of HIV/AIDS directly affected learners (these affected learners are either directly infected, or one or both parents are or had been infected). Studies also show that appropriate motor activities can have a positive influence on a child's self-esteem. The purpose of this study was to determine the effect of an appropriate motor development programme on the large muscle skills and the self-esteem of 4 to 6 year old HIV/AIDS directly-affected learners. Eight gross motor and perceptual motor skills, as well as self-esteem was evaluated among 28 directly-affected HIV/AIDS (HIV/AIDS-infected as well as - affected) learners in a pre-primary school for terminally sick children in Promosa, a township of Potchefstroom, South Africa. Evaluation took place before and after the implementation of a 12-week long appropriate large muscle development programme. A co-variance analysis (ANCOVA) was done on post-test scores to correct possible differences between pre-test scores in order to achieve a statistical more significant comparison between the experimental and control groups. The motor scores as well as the self-esteem scores of the experimental group showed statistically significant (p≤0.05) improvements after the programme, in contrast with the scores of the control group which showed no significant improvements after completion of the large muscle development programme. These improvements entailed certain fundamental locomotor and balance skills, and self-perceived competence with reference to certain movement skills, as well as peer acceptance. The results imply that by improving the gross motor and perceptual motor skills of HIV/AIDS directly-affected learners by means of an appropriate motor development programme, the self-esteem and related aspects of these learners may be enhanced.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.
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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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Tudela, Mariana Cardoso. "Prática de atividade física e competência motora em crianças de baixo nível socioeconômico." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/100/100139/tde-24112016-235901/.

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Os objetivos desta pesquisa foram a) quantificar a prática de atividade física durante os dias de semana e finais de semana e avaliar o cumprimento das recomendações internacionais, b) mensurar indicadores de competência motora e c) verificar as relações entre essas variáveis em crianças de baixo nível socioeconômico. Participaram do estudo 234 crianças (44% meninas) entre 3 e 6 anos de idade (M=5,2; DP=0,78). Entre essas 234 crianças, 176 atingiram o critério de tempo mínimo de uso do acelerômetro, o qual foi utilizado para mensurar a prática de atividade física. A competência motora foi mensurada com a utilização do Test of Gross Motor Development (TGMD-2) e do Korperkoordination Test fur Kinder (KTK). Os resultados mostraram que os meninos despenderam mais tempo em atividade física total do que as meninas nos dias de semana (204,0 ± 44,0 xs 222,5 ± 41,8 minutos; p<0,01) e nos dias de final de semana (209,3 ± 49,3 xs 227,9 ± 65,0 minutos; p< 0,01). Em ambos os sexos, o tempo médio diário de atividade física total ficou acima das diretrizes internacionais de prática de atividade física para pré-escolares (> =180 minutos por dia). Em relação ao desempenho no TGMD-2, houve uma superioridade estatisticamente significante dos meninos principalmente nas habilidades de controle de objetos, com estabilização do desempenho, em ambos os sexos, por volta dos 5 anos de idade. No teste KTK, não houve diferença entre os sexos na pontuação total obtida. Quanto a associação entre as variáveis de atividade física e competência motora, apesar de estatisticamente significantes, os coeficientes de correlação foram reduzidos em ambos os sexos, oscilando entre r = 0,26 para a atividade física vigorosa dentro da escola e a pontuação total no controle de objetos nas meninas e r = 0,31 para a atividade física vigorosa fora da escola e a pontuação total no KTK para os meninos. Além disso, a análise do qui-quadrado demonstrou não existir associação entre o fato de atingir as recomendações internacionais de prática de atividade física total e o nível de competência motora. Conclui-se que os meninos apresentam maiores índices de prática de atividade física do que as meninas e possuem maior competência motora, especialmente nas habilidades de controle de objetos, porém, os valores reduzidos ou inexistentes de associação entre a prática de atividade física e a competência motora levantam um questionamento acerca da adequação das diretrizes internacionais de prática de atividade física na infância, indicando que a quantidade de atividade física talvez não seja um aspecto relevante para a aquisição de competência motora. Esses dados reforçam a necessidade de uma maior preocupação com aspectos qualitativos da atividade física
The objectives of this study were a) to quantify the practice of physical activity during the weekdays and weekends and assess compliance with international guidelines, b) to measure indicators of motor competence and c) to verify the relationships between these variables in children of low socioeconomic status. The study included 234 children (44% girls) between 3 and 6 years of age (M = 5.2, SD = 0.78). Among these 234 children, 176 reached the criteria of accelerometer use, which was used to measure physical activity. The motor competence was measured using the Test of Gross Motor Development (TGMD-2) and korperkoordination Test fur Kinder (KTK). The results showed that the boys spent more time in total physical activity than girls on weekdays (204.0 ± 44.0 xs 222.5 ± 41.8 minutes, p <0.01) and on weekends (209.3 ± 49.3 227.9 ± 65.0 minutes xs, p <0.01). In both genders, the daily average time of total physical activity was above the international uidelines for physical activity for preschoolers (>= 180 minutes per day). Regarding the performance on TGMD-2, there was a statistically significant superiority of boys mainly in object control skills, with stabilization of performance, in both genders, at about 5 years old. In the KTK, there was no difference between the genders in the total score. The association between physical activity and motor skills, although statistically significant, were reduced in both genders, ranging from r = 0.26 for vigorous physical activity within the school and the total score in object control skills in the girls and r = 0.31 for vigorous physical activity outside school and the total KTK score in the boys. In addition, chi-square analysis showed no association between attending the international guidelines of total physical activity and the level of motor competence. In conclusion, boys showed higher levels of total physical activity than girls and also showed greater motor competence, especially in object control skills; however, the low or non-significant values of association between physical activity and motor competence raise a question about the adequacy of international guidelines for physical activity in childhood, indicating that the amount of physical activity may not be a relevant aspect for the acquisition of motor competence. These data reinforce the need for a greater focus on qualitative aspects of physical activity
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Books on the topic "Motor competences"

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Messner, Yvonne Joan. Athletic perceived competence of learning disabled pre-adolescent males and the learning of a motor skill with augmented feedback. Eugene: Microform Publications, College of Human Development and Performance, University of Oregon, 1987.

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Yuhno, Natal'ya. Mathematics. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1002604.

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The textbook presents: theoretical material, solved multi-level tasks on topics and practical exercises, test tasks, theoretical questions that form the communicative competence of students in independent work. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. It is intended for studying theoretical material and performing independent work in mathematics within the framework of the mandatory hours provided for by the work programs in the discipline PD. 01 "Mathematics: algebra, the beginning of mathematical analysis, geometry" for students of the specialties 23.02.03 "Maintenance and repair of motor transport", 13.02.11"Technical operation and maintenance of electrical and electromechanical equipment (by industry)".
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Serrano, Manuel Navarrete. Las competencias de los ayuntamientos en sus relaciones con los particulares en la Ley de tráfico, circulación de vehículos a motor y seguridad vial: Formularios y apéndice legislativo, que incluye Reglamento General de Circulación. Granada: Editorial Comares, 1992.

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Ludwig, Susan Ruth. Conductive education for children with cerebral palsy. Edmonton: Alberta Heritage Foundation for Medical Research, 2000.

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Sasamoto, Ken. Jūdo shinshin shōgaiji no kyōiku hōhō no kaihatsu ni kansuru kokusai kyōdō kenkyū: Shintai no ugoki o baikai to shita komyunikēshon nōryoku no kaihatsu ni shiten o atete = International cooperation of development on educational method for severely and profoundly handicapped children : focusing on development of communication competence through moter-action. [Yokosuka-shi]: Kokuritsu Tokushu Kyōiku Sōgō Kenkyūjo, 1992.

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Committee, New Jersey Legislature Senate Legislative Oversight. Committee meeting of Senate Legislative Oversight Committee: Senate concurrent resolution no. 36 (determines that DLPS regulations including hypnotherapy within practice of psychology are inconsistent with legislative intent) : Senate concurrent resolution no. 62 and Assembly concurrent resolution no. 51 (determines that proposed Board of Nursing regulations regarding the competency evaluation of homemaker-home health aides are not consistent with legislative intent). Trenton, N.J. (State House Annex, CN 068, Trenton 08625): The Committee, 1994.

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Boucher, Barbara H. Preschool children's motor development and perceived competence. 1990.

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Perceived competence, motor proficiency, and motor creativity in learning disabled boys. 1991.

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Perceived competence, motor proficiency, and motor creativity in learning disabled boys. 1990.

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Herbert, Haag. From Physical Fitness To Motor Competence: Aims, Content, Methods, Evaluation (Sport Sciences International, Vol. 3). Peter Lang Publishing, 2001.

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Book chapters on the topic "Motor competences"

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Iavarone, Maria Luisa, and Fausta Sabatano. "Transfer of Non-Academic Skills in Academic Context: towards a Sustainable Employability." In Employability & Competences, 399–409. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.44.

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This essay is an element of dialogue between educational practices acquired in territorial education contexts and the University. In particular, starting from the 10-year long experience consolidated in three educational centres operating in border areas of the Province of Naples, a series of ‘key competences’ have been highlighted that are indispensable to the containment of social risk disadvantage in an inclusion (Bertolini 1977; Freire 2004; Rossi 2014; Sabatano 2015a, 2015b) and well-being project (Iavarone 2007, 2009) from an educational point of view. Such competencies have become subject of a ‘participatory didactic planning’ between expert educators working in these contexts and a university course on ‘Pedagogy of relationships’ within the Department of Motor Science and Well-Being at the University of Naples Parthenope. The participatory planning practice has set the most ambitious goal of achieving a ‘system methodology’ to be used in the curriculum-design of the university courses in order to make the academic education offer a proper link element between the educational demand of young people, the demand for professional skills in the territory and the emerging social needs in order to improve employability processes. The main results that this experience has highlighted can be deducted from the student’s satisfaction survey, as well as from the data collected and processed by the University Assessment Team, in the Department’s Joint Commission Reports, which show a clear and overall improvement of the communication processes between non-academic institutions collaborating with the University for the conduct of internships, training sessions and placement-targeted activities. The empirical evidence and the positive results obtained provide substantial comfort in considering that the experience gained can be a ‘good practice’ to be included in the didactic planning process of the courses, even in relation to the need to improve the educational and didactic offer with reference to the new quality assurance parameters (QA) for the periodic accreditation of the CdS according to the AVA-ANVUR legislation in force
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Nehmzow, Ulrich. "Self-Supervised and Supervised Acquisition of Smooth Sensory-Motor Competences in Mobile Robots." In Prerational Intelligence: Adaptive Behavior and Intelligent Systems Without Symbols and Logic, Volume 1, Volume 2 Prerational Intelligence: Interdisciplinary Perspectives on the Behavior of Natural and Artificial Systems, Volume 3, 948–60. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-010-0870-9_58.

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Ruiz, Luis Miguel, and José Luis Linaza. "Motor Skills, Motor Competence and Children: Bruner’s Ideas in the Era of Embodiment Cognition and Action." In Jerome S. Bruner beyond 100, 113–22. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25536-1_10.

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Özcan, Beste, Valerio Sperati, Flora Giocondo, and Gianluca Baldassarre. "“X-8”: An Experimental Interactive Toy to Support Turn-Taking Games in Children with Autism Spectrum Disorders." In HCI International 2021 - Posters, 233–39. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78635-9_32.

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AbstractTurn-taking is a type of interaction where two individuals alternate a behaviour (e.g. during a conversation). Such competence – which is a foundamental key in the social behaviour – is often compromised in children with Autism Spectrum Disorders (ASDs). Neurodevelopmental therapists report how it is extremely difficult to teach this skill to young ASDs, yet it would be very important. In the current proposal we present an early prototype of interactive toy called X-8: it is a soft, wearable, six-legged octopus able to distinguish between two people, and produce different luminous patterns according to the user who is touching it. The toy can then potentially support therapists in set up sensory-motor games based on turn-taking rules. A first proof of concept is described and possible activities are proposed.
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Šimonek, Jaromír, Nora Halmová, and Lenka Vojtíková. "Testing Motor Predispositions and Competences of Primary School Children in the Czech and Slovak Republics." In New Horizons in Subject-Specific Education: Research Aspects of Subject-Specific Didactics, 271–90. University of Maribor Press, 2020. http://dx.doi.org/10.18690/978-961-286-358-6.13.

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"Motor Competence." In Encyclopedia of Exercise Medicine in Health and Disease, 595. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-540-29807-6_4369.

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Barnett, Lisa M., David F. Stodden, Ryan M. Hulteen, and Ryan S. Sacko. "Motor Competence Assessment." In The Routledge Handbook of Youth Physical Activity, 384–408. Routledge, 2020. http://dx.doi.org/10.4324/9781003026426-24.

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Kovalchuk, V., and V. Soroka. "TRAINING OF MOTOR VEHICLE PROFILE SPECIALISTS IN THE CONDITIONS OF DIGITALIZATION." In Pedagogical concept and its features, social work and linguology (2nd ed.). 2nd ed. Primedia eLaunch LLC, 2021. http://dx.doi.org/10.36074/pcaifswal.ed-2.01.

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The urgency of the digitalization process is directly related to the need for the transition of society around the world to a new level of development, and the catalyst for this process is the formation of general digital literacy as a component of digital competence and readiness to use digital technologies in professional activities. The article analyzes the main trends in the digitalization of vocational (technical) education and highlights the main aspects of modern development of the automotive industry. The system of training of specialists of motor transport profile and innovative pedagogical technologies, which are used for their training in institutions of professional (vocational) education, are investigated. The main competencies that should be possessed by a competitive specialist in the field of motor transport in the digital age are highlighted. Modern learning technologies are considered, with an emphasis on digitalization and features of the modern young generation Z, which are used to form the competencies of specialists in the field of motor transport.
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Gómez, Encarnación Cambronero, Aurora Peinado Requena, and Belén Navarro Carretero. "Globalized Physical Education Teaching Proposal for Five-Year-Olds Knowing the World Pirate." In Advances in Early Childhood and K-12 Education, 322–39. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7585-7.ch018.

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This chapter presents a didactic and globalized proposal for the area of physical education in early childhood education. The purpose of this intervention is that the children develop holistically through play and movement the basic motor skills while they are immersed in the knowledge of the pirate world. To achieve the objectives, an active and participatory methodology is proposed with age-appropriate material resources. Play and the motor story are the main resources that are going to be used to achieve the didactic objectives. Keywords: motor skills, autonomy, competencies, movement, play, children, motor story.
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Hogg, James. "Motor Competence in Children with Mental Handicap." In The Education of Children with Severe Learning Difficulties, 128–52. Routledge, 2018. http://dx.doi.org/10.4324/9780429504372-9.

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Conference papers on the topic "Motor competences"

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Rechtik, Zdeněk. "Gross Motor Skills And Verbal Competences Of A Primary Aged Child." In ICEEPSY 2019 - 10th International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.11.53.

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Mačura, Peter, Anna Blahutová, Andrej Hubinák, Ján Koštial, Peter Krška, Nadežda Novotná, Jaromír Sedláček, and Mária Hulinková. "Basic motor competencies in the 1st and 2nd grade elementary school children in Slovakia." In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-9.

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Anumber of youth movement activities, e.g. running, walking, jumping, climbing trees, throw-ing and catching a ball, has been on a decline in the current European cultural space. The results of this research contribute to broadening the knowledge about the level of basic motor competencies and qualifications of the 1st and 2nd grade elementary children in the Slovak Republic. The primary data on the basic motor competencies and qualifications of the examined group (n=307, age = 7.58 ± 0.69 years) were collected by means of the MOBAK 1‒2 test battery (Herrmann et al., 2018b). The significance of differences between boys (n=156, age 7.62 ± 0.69) and girls (n=151, age 7.55 ± 0.70) was evaluated by Student’s t-test in two independent groups. The boys in the first grade (n = 97) achieved a significantly better performance in basic motor competency object movements (x = 5.17 ± 1.79 points) than their female peers (n=88, x = 3.52 ± 1.78). The girls in the second grade did not achieve a statistically better performance in the movement qualifications in throwing, balancing and rolling than the first-graders of the same gender. Knowledge of the level of basic motor com-petencies and qualifications of the Slovak elementary school children allows the national and European educational and cultural authorities to design and improve the content of physical and sport education classes.
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Berges, Manuel Segura. "Analysis Of Motor Competence Via Coordination, Self-Perception Of Motor Competence In Primary Education Pupils." In International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.21.

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Aftimichuk, Olga, and Varvara Poleacova. "Competencies of a Physical Culture Specialist Professional-Motor Activity." In Proceedings of the First International Volga Region Conference on Economics, Humanities and Sports (FICEHS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aebmr.k.200114.142.

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Rizqi, Akhmad, and Panggung Sutapa. "Teacher Competence in Developing Motor Skills of Elementary School Students." In Proceedings of the First International Conference on Progressive Civil Society (ICONPROCS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iconprocs-19.2019.40.

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Han, Lihong, and Yu Zhao. "Design on Competency Index System of Huansu Motor Sales Personnel." In International Conference on Logistics Engineering, Management and Computer Science (LEMCS 2015). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/lemcs-15.2015.22.

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Subramani, Guru, Aubrey M. Fisher, Moria F. Bittmann, Andrea H. Mason, Brittany G. Travers, and Michael R. Zinn. "Development of a Robotic Motor Skills Assessment System for Children With Autism." In 2017 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/dmd2017-3447.

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Autism is a developmental disorder characterized by atypical social interactions and repetitive behaviors/restricted interests[1]. It is found that children with autism also experience delayed or impaired motor skills development [2]. It would be advantageous to develop methods that precisely evaluate these motor skills impairments. The use of robots for evaluating upper limb motor competency have been looked at in the stroke literature [3]. We would like to leverage robotic tools for motor skills assessment but with focus for children with autism spectrum disorder. Robotic methodologies provide a unique way of testing upper limb motor skills. For instance, if a person holds on to the end of a robot arm and moves the robot arm in space, the robot can apply forces and prevent or assist the person with these motions. In this fashion, the robot can apply perturbations in a repeatable and precise manner with high fidelity. Since individuals with autism have anxieties interacting with other individuals[4], using an impersonal robot would alleviate the anxiety of social interactions. These individuals learn motor skills best with consistent repetition and strong reinforcement, qualities that robots provide. Therefore, a robot based evaluation strategy and therapy paradigm for children with Autism would be beneficial for the community.
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Kampker, A., D. Wowreczko, and P. Burggraf. "Development of technological competence innovations in disruptive changes using the electric motor as an example." In 2013 3rd International Electric Drives Production Conference (EDPC). IEEE, 2013. http://dx.doi.org/10.1109/edpc.2013.6689729.

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Iakubova, Sharipat Magomedovna, and Aleksandr Lvovich Bolkhovskoi. "The formation of the phonetic competence on the lessons of the Russian language in primary school." In International Research-to-practice conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-32768.

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The authors of the article focus on the difficulties experienced by younger students in mastering the spelling norms of the Russian language. This is the inability to immediately distinguish in the consciousness of the signified and signifying, the inability to correctly determine the word stress and a number of others. The teacher should know the methods of formation of students ' concept of "phoneme" and the ability to recognize other phonetic units of the language. It is emphasized that the phonetic work should precede the graphic one, based on the development of the speech-motor apparatus. The authors present a description of some methods of formation of the phonetic competence, such as: exercises on the distinction between words as lexical units and as a "phonetic word", the correct syllabification, accent, modelling, awareness similarsocial functions.
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Ruzbarska, Ingrid. "ASSOCIATIONS BETWEEN MOTOR COMPETENCE, PHYSICAL FITNESS AND PHYSICAL DEVELOPMENT IN 7 AND 9-YEAR-OLD CHILDREN." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/35/s13.004.

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Reports on the topic "Motor competences"

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Hudson, Kesha N., and Michael T. Willoughby. The Multiple Benefits of Motor Competence Skills in Early Childhood. RTI Press, August 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0027.2108.

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Recent findings from the Kids Activity and Learning Study complement North Carolina’s multidimensional approach to promoting school readiness by emphasizing the integrated nature of motor and cognitive development in early childhood. Children whose motor skills improved the most over the course of an academic year also tended to demonstrate the biggest gains in executive function and numeracy skills. Children who participated in adaptive, group-based motor skill activities demonstrated gains in motor competence, executive function, and numeracy skills. Incorporating motor activities into established classroom practices has the potential to facilitate multiple aspects of children’s development and promote school readiness. The brief includes specific recommendations for early childhood educators.
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