Dissertations / Theses: '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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Carvalhais, Carolina Komiyama de Almeida. "Percepção de competência e aprendizagem motora." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/39/39132/tde-16122015-144811/.

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O objetivo desse estudo foi verificar a mútua relação entre percepção de competência e aprendizagem motora. Para isso, 60 indivíduos entre 18 e 35 anos de idade, de ambos os sexos, inexperientes na habilidade forehand open space do tênis de campo foram divididos em três grupos de acordo com o preenchimento do questionário PSPP de percepção de competência: (1) alta percepção, (2) média percepção e (3) baixa percepção. Ainda, cada grupo foi subdividido de acordo com a possibilidade de controlar ou não uma determinada variável que afeta a aprendizagem motora, o estabelecimento de meta. Desta forma, os três grupos foram subdivididos em grupo escolha (auto-estabelecimento de meta) e grupo espelho (meta estabelecida pelo instrutor). A tarefa consistiu no forehand do tênis de campo com o objetivo de acertar um alvo redondo posicionado na quadra adversária. Foram três blocos de 20 tentativas durante três dias de aquisição e um teste de transferência, alterando a velocidade da bolinha, aplicado 10 minutos após o último bloco de tentativas da fase de aquisição. Os indivíduos preencheram o PSPP, todos os dias antes da prática e, no último dia antes e após a prática. Os resultados mostraram que a percepção de competência influenciou a aprendizagem motora de maneira que, indivíduos com alta percepção de competência aprenderam melhor que indivíduos de baixa percepção de competência. E, que o inverso não ocorreu, isto é, a aprendizagem motora não afetou a percepção de competência. Além disso, verificou-se que os grupos espelho obtiveram melhores desempenhos e superiores percepções de competência quando comparados aos grupos escolha
The aim of this study was to verify the mutual relationship between perceived competence and motor learning. For this purpose, 60 individuals between 18 and 35 years of age, of both sexes, inexperienced in the forehand open space skill of the tennis were divided into three groups according to the questionnaire PSPP of perceived competence: (1) high perception, (2) average perception and (3) low perception. Still, each group was subdivided by considering the possibility to control or not a particular variable that affects motor learning, the goal setting. Thus, they were divided into choice group (target of self-establishment) and yoked group (target set by the instructor). The task consisted in the forehand of the tennis field in order to hit a target positioned round the opponent\'s court. There were three blocks of 20 trials over three days of acquisition and a transfer test by changing the speed of the ball. This test was applied 10 minutes after the last block of trials of the acquisition phase. The participants answered the PSPP every day before the practice, and on the last day before and after practice. Results showed that the perception of competence influenced the motor learning so that individuals with high level of perceived competence learned better than those individuals with low levels of perceived competence. And, the inverse did not occur, i.e., motor learning did not affect the perception of competence. Furthermore, it was found that the yoked groups had better performances and higher levels of perceptions when compared to choice groups

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Kim, Junyoung. "Mediating Relationships among Perceived Throwing Competence, Successful Practice Trials in Throwing, and Skill Improvement in Throwing in 1st Graders in Elementary School Physical Education." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1510763194026188.

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Miranda, Júnior Marcio Vidigal. "Associação da competência motora com fatores sociodemográficos e biológicos de crianças." Universidade Federal de Juiz de Fora (UFJF), 2018. https://repositorio.ufjf.br/jspui/handle/ufjf/7092.

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A competência motora (CM) pode ser definida como o grau de desempenho habilidoso em uma grande variedade de tarefas motoras. Diferentes fatores têm sido associados à competência motora, tais como, sociodemográficos: idade e sexo; biológicos: estado nutricional e composição corporal; e comportamental prática de atividade física extraescolar. Entretanto, a influência de outras variáveis na aquisição da competência motora, como a condição socioeconômica, medidas antropométricas, ainda é desconhecida. Com isso, o objetivo do estudo foi avaliar a associação da CM com fatores sociodemográficos, biológicos e com a prática de atividade física de crianças. O estudo caracteriza-se como uma pesquisa transversal. Foram avaliadas 172 crianças de ambos os sexos, com idades entre 6 a 10 anos, da Escola Municipal João XXIII, localizada na cidade de Tabuleiro/MG. A CM foi avaliada pelo Teste de Coordenação Corporal para Crianças – KTK, também foram avaliadas a estatura e o peso, para o cálculo do Índice de Massa Corporal (IMC), o perímetro da cintura (PC), para o cálculo da Relação cintura-estatura (RCE). O percentual de gordura corporal (%GC) foi avaliado pelo exame de bioimpedância, assim como a massa de gordura e massa muscular. Ainda foram avaliadas o tamanho da perna, o comprimento do pé e a envergadura. Foram realizadas análises bivariada e multivariada. As Análises de Correspondência Múltipla (ACM) e de Regressão Linear Múltipla (RLM) foram utilizadas para verificar a associação da CM com os fatores investigados. As análises estatísticas foram realizadas no programa SPSS, versão 20.0, com nível de rejeição de hipótese de nulidade de α = 5%. A CM média das crianças foi 42,66 (± 10,97) pontos. As análises bivariadas mostraram que a CM teve relação de pequena a moderada com idade (p < 0,001), %GC (p= 0,006), Relação cintura-estatura (RCE) (p < 0,001), tamanho da perna (r: 0,316, p < 0,001) envergadura (r= 0,404, p < 0,001) e prática de atividade física extraescolar (p= 0,007). A Análise de Correspondência Múltipla (ACM) revelou associação moderada entre a classificação da CM com a idade mais elevadas, o %GC adequado e com a prática de atividade física extraescolar (α de Cronbach das dimensões 1 e 2 foram de a 0,443 e 0,601, respectivamente). O modelo final da análise de Regressão Linear Múltipla (RML) constatou que quanto maior a idade (β: 3,26, p < 0,001) e a envergadura (β: 0,224, p: 0,037), maior foi a CM. De modo contrário, quanto maior os valores de %GC (β: -0,80, p: 0,037) e perímetro da cintura (β: -0,56, p: 0,01) menor foi o escore de pontuação da CM no KTK. Conclui-se que a avaliação da CM apresentou associação concomitante e independente principalmente com idade, envergadura e medidas da composição corporal, como o PC e a gordura corporal. Isto confirma que a prática de intervenção, avaliação e classificação da CM das crianças devem ser planejadas de forma multifatorial, envolvendo ações que atinjam os aspectos sociodemográficos, biológicos e comportamentais.
Motor competence (CM in Portuguese) can be defined as the skill level of skill in many varieties of motor tasks. Different variables have been associated with CM, such as: age, sex and nutritional status. However, the influence of other variables on CM acquisition, such as body fat and anthropometric measures, is still unknown. Therefore, the objective of this study was to evaluate the association of CM with sociodemographic, biological and physical activity of children.This study was based on a cross-sectional study, in which 172 children of both genders, aged 6 to 10 years, were evaluated. These children are from a scholl called Escola Municipal João XXIII, located in the city of Tabuleiro / MG. The CM was evaluated by the Body Coordination Test for Children (KTK), height and weight were also evaluated for the calculation of Body Mass Index (BMI), waist circumference (PC, abbreviation in Portuguese), for the calculation of Waist- stature (RCE, abbreviation in Portuguese). The percentage of body fat (% GC) was evaluated by bioimpedance examination, as well as fat mass and muscle mass. The size of the leg, foot length and wingspan were also evaluated. Bivariate and multivariate analyzes were performed. Multiple Correspondence Analyzes (ACM) and Multiple Linear Regression (RLM) were used to verify the association of CM with the investigated factors. Statistical analyzes were performed in the SPSS program, version 20.0, with null hypothesis rejection level of α = 5%. The mean CM of the children was 42.66 (± 10.97) points. The bivariate analyzes showed that CM had relationship with age (p <0.001),% GC (p: 0.006), waist-to-height ratio (RCE) (p <0.001), leg size (r: 0.316, p <0.001) (r: 0.404, p <0.001) and out-of-school physical activity (p: 0.007). The Multiple Correspondence Analysis (ACM) revealed a moderate association between the classification of CM with the highest age, the appropriate CG% and the practice of out-of-school physical activity (Cronbach's α of dimensions 1 and 2 were of a .4343 and .601, respectively). The final model of Multiple Linear Regression (RML) analysis found that the greater the age (β: 3.26, p <0.001) and wingspan (β: 0.224, p: 0.037), the highest was CM. Conversely, the higher the values of% GC (β: -0.80, p: 0.037) and waist circumference (β: -0.56, p: 0.01) the lower the CM score in KTK. It was concluded that CM evaluation showed a concomitant and independent association mainly with age, body size and body composition measurements, such as PC and body fat. This confirms that the practice of CM intervention, evaluation and classification of children should be planned in a multifactorial manner, involving actions that affect sociodemographic, biological and behavioral aspects.

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Pansera, Simone Maria. "Crianças que se percebem competentes e são intrinsecamente motivadas são motoramente mais competentes? um estudo associativo entre desenvolvimento motor e aspectos psicossociais de escolares." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/61128.

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Esta pesquisa teve como objetivo geral investigar a possível associação entre o desempenho motor, a orientação motivacional e a competência percebida em escolares. Mais especificamente buscou-se: verificar se crianças que apresentam dificuldades motoras em habilidades motoras fundamentais amplas também apresentam dificuldades em tarefas motoras específicas de motricidade fina e equilíbrio, bem como as diferenças de desempenho quanto ao sexo e as idades; investigar a competência percebida de escolares e as possíveis diferenças entre idade e sexo; investigar a orientação motivacional de escolares e as possíveis diferenças entre idade e sexo; e fazer uma associação entre as variáveis investigadas. A amostra total foi composta de 301 crianças de seis a 10 anos, alunos de duas escolas públicas, uma da cidade de Porto Alegre e outra da cidade de Cachoeirinha na região metropolitana. Os instrumentos utilizados para a coleta de dados foram o “Teste de desenvolvimento motor grosso – Segunda edição” (TDMG-2), validado para a população do RS (VALENTINI et al, 2008); a Movement Assessment Battery for Children (HENDERSON; SUGDEN, 1992); a “Pictorial Scale of Perceived Competence and Acceptance for Young Children” (HARTER; PIKE, 1980); a “Escala de autopercepção para crianças” validada no Brasil (VALENTINI et al, 2010) a partir da escala proposta por Harter (1985); e a A “Scale of Intrisic versus Extrinsic Orientation in Classroom” (HARTER, 1980). Os resultados indicam: (1) desempenho motor pobre e muito pobre para as habilidades de locomoção e controle de objetos; e desempenho motor típico para as tarefas específicas de destreza manual, habilidades com bola e equilíbrio; (2) meninos apresentaram desempenho superior às meninas aos 10 anos para as habilidades de controle de objetos; aos oito anos para as habilidades de locomoção; aos sete, nove e 10 anos para as tarefas de habilidades com bola; (3) meninas apresentaram desempenho superior aos meninos aos nove anos para o equilíbrio; (4) nas habilidades de locomoção as meninas apresentaram queda de desempenho dos seis aos oito anos e estabilidade posterior, e os meninos evidenciaram estabilidade de desempenho a partir dos seis anos; nas habilidades de controle de objetos e nas tarefas de habilidades com bola ambos os sexos apresentaram estabilidade de desempenho a partir dos seis anos; para as tarefas de destreza manual meninos e meninas apresentaram estabilidade de desempenho dos seis aos oito anos, queda de desempenho aos nove anos e nova estabilidade aos 10 anos; para as tarefas de equilíbrio os meninos apresentaram estabilidade de desempenho dos seis aos oito anos, queda aos nove anos e melhora de desempenho aos 10 anos, e as meninas apresentaram estabilidade de desempenho dos seis aos oito anos com queda de desempenho dos oito aos 10 anos; (5) crianças que apresentaram dificuldades motoras nas habilidades motoras fundamentais amplas também apresentaram dificuldades nas tarefas específicas de motricidade fina e equilíbrio; (6) níveis moderados de competência percebida em todos os domínios investigados; (7) meninos se percebem mais competentes no domínio atlético e meninas na conduta comportamental; (8) crianças de menor idade se percebem mais competentes que crianças com idade mais avançada; (9) motivação intrínseca moderada em todas as dimensões investigadas; (10) semelhança na orientação motivacional entre meninos e meninas e também nas idades investigadas; (11) associação positiva e significativa entre a competência percebida e o desempenho motor; (12) associação positiva e significativa entre a competência percebida e a motivação intrínseca; e por fim, (13) falta de associação significativa entre a orientação motivacional e o desempenho motor. Conclui-se que as crianças em geral não estão apresentando desempenho motor adequado para a idade, e que perceber-se competente está associado à motivação de crianças para a prática e os melhores desempenhos em termos motores.
This research aimed to investigate the perception of competence, motivational orientation and motor performance in children from public schools. More specifically we sought: check if children who have motor difficulties in gross motor skills fundamental also present difficulties in motor tasks specific to fine motor skills and balance, as well as the differences in performance on the sex and ages; investigate the perceived competence of students, and the possible differences between age and sex; investigate the motivational orientation to school and the possible differences between age and sex; and make an association between the variables investigated. The total sample consisted of 301 children from six to 10 years old, attending two public schools, one in the city of Porto Alegre and other in the city Cachoeirinha in the metropolitan area. The instruments used for data collection were the "Test of gross motor development - Second Edition" (TDMG-2), validated for the population of RS (VALENTINI et al, 2008), the Movement Assessment Battery for Children (Henderson; Sugden , 1992), the "Pictorial Scale of Perceived Competence and Acceptance for Young Children" (Harter, PIKE, 1980), the "self-perception scale for children" validated in Brazil (VALENTINI et al, 2010) from the scale proposed by Harter (1985), and A "Scale of intrinsic versus Extrinsic Orientation in Classroom" (Harter, 1980). The results indicate: (1) motor performance poor and very poor for the abilities of locomotion and control of objects; and motor performance typical for the specific tasks of manual dexterity, abilities with the ball and balance; (2) boys had superior performance than girls at 10 years old for the abilities of control of objects; at eight years old for the abilities of locomotion; at seven, nine and 10 years old for the tasks of abilities with the ball; (3) girls had higher performance for the balance than the boys at nine years old; (4) in the abilities of locomotion girls had drop in performance from six to eight years old and stability later, and the boys showed stability of performance from six years old on; in the abilities of control of objects and in the tasks of abilities with the ball both sexes presented stability of performance from six years old; for the tasks of manual dexterity boys and girls had stability of performance from six to eight years old, drop in performance at nine years old and new stability at 10 years old; for the tasks of balance the boys had stability of performance from six to eight years old, drop at nine years old and improves performance at 10 years old, and the girls had stability of performance from six to eight years old with drop in performance from eight to 10 years; (5) children who had motor difficulties in gross motor skills fundamental also had difficulties in specific tasks of fine motor skills and balance; (6) moderate levels of perceived competence in all areas investigated; (7) boys realize that they are more competent in the athletic field and girls in behavioral conduct; (8) younger children perceive themselves more competent than children with more advanced age; (9) intrinsic motivation moderate in all dimensions investigated; (10) similarity in motivational orientation between boys and girls and also in the ages investigated; (11) positive and significant association between the perceived competence and motor performance; (12) positive and significant association between the perceived competence and intrinsic motivation; and finally, (13) lack of a significant association between motivational orientation and the motor performance.

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Jongmans, Marian Jacqueline. "Perceptuo-motor competence in prematurely born children at school age : neurological and psychological aspects." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021529/.

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This thesis focuses on perceptuo—motor competence in children born prematurely. The cohort, now 6 years of age, was highly selected and consisted of 183 children whose early cranial ultrasound appearance was well documented. In the literature review issues regarding the detection and classification of brain lesions, the outcome of follow up studies, and the description, identification and sub—grouping of children with perceptuo— motor problems are discussed. This is followed by an outline of the study undertaken and the results obtained. Overall differences in the performance on the neurological, perceptuo—motor, cognitive, behaviour and self—concept measures between the premature and reference groups are described. Prematurely born children showed more minor neurological signs and were less competent in age—appropriate perceptuo—motor tasks. Cognitive ability was generally lower in this group, but no differences with respect to the behaviour and self— concept measures were found. The relationship between early brain lesion and later perceptuo—motor competence was explored. Major haemorrhagic and/or ischaemic lesions were related to poor outcome. The prognosis of children with minor haemorrhagic and/or ischaemic lesions was more favourable although these children are clearly at an increased risk for more subtle perceptuo—motor problems as they grow up. The analyses suggested that among the group of children with perceptuo—motor problems six separate sub—groups existed. In addition to two sub—groups whose profile showed either average or below average performance across tasks, there were four sub— groups who showed specific problems with dynamic or static balance, ball skills or constructional tasks, respectively. Finally, the characteristics of children with poor constructional ability were examined in more detail. Using performance on a specially for this study designed form board task as an example, it was shown that in addition to quantitative profiles, qualitative descriptions of performance are important to gain a better understanding of subtle perceptuo—motor impairment in individual children.

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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 Development-2 (TGMD-2) (ULRICH, 2000); a escala Pictorial Scale of Perceived Competence and Acceptance for Young Children (HARTER; PIKE, 1980); e as categorias descritoras de respostas (RINK, 1996). O programa foi desenvolvido em 28 semanas, implementando os pressupostos da estrutura TARGET à aprendizagem das habilidades motoras básicas. General Linear Model com medidas repetidas no fator tempo foi conduzido para avaliar os efeitos do programa no estado nutricional, no desempenho motor, nos níveis de percepção de competência e nas categorias descritoras de respostas. Análise de variância com medidas repetidas no fator tempo, delta e significância do delta por meio de One Way ANOVA foram utilizadas para avaliar o impacto da intervenção. Os resultados quanto ao estado nutricional do grupo interventivo evidenciaram mudanças significativas no IMC (p = 0,000) da pré para a pós-intervenção. No grupo controle, mudanças significativas não foram encontradas (p = 0,383). No desempenho motor geral, houve diferenças significativas entre os grupos interventivo e controle (p =0,000). As crianças do grupo interventivo apresentaram um aumento de 22 pontos no quociente motor do teste, enquanto que as crianças do grupo controle tiveram um aumento médio de 3,22 pontos. Com relação ao desempenho motor em contexto de aprendizagem motora, mudanças significativas foram encontradas da pré para a pósintervenção, nas crianças obesas (p = 0,000) e não-obesas (p = 0,007). No somatório de percepção de competência, o grupo interventivo mudou significativamente da pré para a pós-intervenção (p = 0,000); ao passo que, no grupo controle, mudanças não foram encontradas do pré para a pós (p = 0,238). Quanto ao engajamento motor de forma apropriada com sucesso na ação motora, mudanças significativas foram encontradas da pré para a pós-intervenção nas crianças obesas (p = 0,000) e nãoobesas (p = 0,000). Conclui-se que a implementação de um Programa de Intervenção Motora, baseado em propostas metodológicas eficazes e condizentes com as necessidades reais das crianças obesas e nãoobesas, promove ganhos nos parâmetros motores, nutricionais e psicossociais que efetivam o engajamento das crianças nas mais variadas práticas motoras.
The purpose of the present study, with a quasi-experimental design, was to investigate the effects of the Motor Intervention Program, in obese and nonobese children, on motor, nutritional, and psychosocial parameters. The sample was composed of 78 children (38 in the intervention group and 40 in control group), aged 5-7 yr. The children were assessed using the anthropometrical assessment, based on the National Center for Health and Statistics patterns; the motor assessment in test and learning environment, conducting the Test of Gross Motor Development-2 (TGMD-2) (ULRICH, 2000); the Pictorial Scale of Perceived Competence and Acceptance for Young Children scale (HARTER; PIKE, 1980); and the descriptive response categories (RINK, 1996). The program was carried out in 28 weeks and implemented the TARGET structure assumptions to the learning of basic motor skills. General Linear Model with repeated measures on the time factor was conducted to assess the program effects on nutritional status, motor development, perceived competence levels, and descriptor response categories. Analysis of variance with repeated measures on the time factor, delta, and delta significance using One Way ANOVA were used to assess the intervention impact. The results regarding the intervention group’s nutritional status evidenced significant changes in BMI (p = 0.000) from pre- to post-intervention. In control group, no significant changes were found (p = 0.383). In general motor development, significant changes (p =0.000) between intervention and control groups were observed. Children in the intervention group showed a 22-point increase in the test motor quotient, whereas children in control group experienced an average increase of 3.22 points. Concerning motor development in motor learning environment, significant changes were found from preto post-intervention, in obese (p = 0.000) and nonobese children (p = 0.007). In the summation of perceived competence, the intervention group significantly changed from preto post-intervention (p = 0.000); whereas, in control group, no changes were found from preto post-intervention (p = 0,238). Concerning successful appropriate motor engagement in motor action, significant changes were found from pre- to post-intervention in obese (p = 0.000) and nonobese (p = 0.000) children. It was concluded that the implementation of a Motor Intervention Program based on effective methodological proposals that are suitable for obese and nonobese children’ real needs fosters motor, nutritional, and psychosocial gains that reinforce children engagement in the most varied motor activities.

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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 explore the influence of parents' perceptions and behaviors on their child's FMS competence and health outcomes in a subsample of eight parent–child dyads who demonstrate high or low FMS competence in the quantitative data. The results of this dissertation suggest that preschoolers' FMS competence, especially locomotor skills, were associated with and predicted various health outcomes in sedentary behavior (β = -0.21), light physical activity (β = 0.23), executive function (β = -0.21), and perceived motor competence (β = 0.34). No significant influences of FMS competence on moderate-to-vigorous, body fatness, HRQoL were found (p > 0.05). We also found that positive parental influences (role modeling, support, and facilitation) were observed more often among preschoolers in the high FMS competence group. In addition, preschoolers with single, divorced, or young parents (age range 18–24) tended to show low FMS competence. The analysis of children's drawing pictures also indicated differences in images related to the moments when they played games or sports with parents based on their FMS competence levels. Practical implications and future research direction are discussed.

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Souza, Carolina Tarcinalli. "Validação de uma bateria de testes de organização psicomotora: análise de constructo e da consistência interna." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/61/61132/tde-05062017-161606/.

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O desenvolvimento motor é organizado a partir do inicio da concepção, seguindo os princípios do domínio motor, afetivo-social e cognitivo, que vão se diferenciando gradativamente. O resultado da interação de todos esses fatores após o nascimento é expresso pelo comportamento motor, indicando sua importância no desenvolvimento do ser humano. O objetivo deste estudo foi obter evidências da validade de constructo e da consistência interna da Bateria Psicomotora para crianças em fase do ensino escolar fundamental numa amostra brasileira. A amostra foi composta por 100 participantes, de ambos os gêneros, idade entre 8 a 12 anos, sendo GI como grupo referência, com 50 sujeitos, ambos os sexos, matriculados no ensino regular, e GII, como grupo comparativo, composto por 50 participantes com diagnóstico de fissura labiopalatina, sem síndrome e alteração neurológica. No processo de validação do instrumento, houve ajustes quanto aos vernáculos do português brasileiro, referentes às traduções idiomáticas e semânticas, assim como nos enunciados instrucionais das provas do instrumento. Na comparação entre GI e GII, encontrou-se diferença estatisticamente significante na praxia global, com escores abaixo da média esperada. No entanto, ambos os grupos tiveram performances satisfatórias quanto à tonicidade, equilíbrio, lateralidade, noção e estruturação. Este estudo descreveu aspectos do processo de realização da validade de constructo e consistência interna, procedimentos considerados por pesquisadores e profissionais da área de saúde, preocupados em utilizarem medidas e instrumentos confiáveis e apropriados para determinada população.
The motor development is organized from the beginning of the conception, having followed the principles of motor, affective-social and cognitive the domain, that gradual go if differentiating. The result of the interaction of all these factors after the birth is express for the motor behavior, indicating its importance in the development of the human being. The objective of this study was to get evidences of the validity of construct and the internal consistency of the Psychomotor Battery for children in phase of basic pertaining to school education in a Brazilian sample. The sample was composed for 100 participants, of both the sorts, age enters 8 12 years, being GI as group reference, with 50 citizens, both the sex, registered regular education, and GII, as comparative, composed group for 50 participants with diagnosis of cleft palate fiction, without syndrome and neurological alteration. In the process of validation of the instrument, it had adjustments how much to the vernaculars of the Brazilian Portuguese, referring to the idiomatic and semantic translations, as well as in the instructional statements of the tests of the instrument. In the comparison between GI and GII, significant difference in the gross praxis met statistical, with props up below of the waited average. However, both the groups had had satisfactory performances how much to the equilibrium, lateralization, body perception, gross and fine praxis, tonus and time-space orientation. This study it described aspects of the process of accomplishment of the validity of construct and internal consistency, procedures considered for researchers and professionals of the health area, worried in using measured and trustworthy and appropriate instruments for determined population.

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Sopiadou, Anna. "Perceived physical competence and participation in physical activity of children with developmental coordination disorder." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23735.

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The purpose of this study was to explore perceived physical competence and participation in physical activity of children with physical awkwardness. Children with physical awkwardness are those without known neuromuscular problems but who have difficulty in learning and performing motor skills. Participants were 135 children, 31 with physical awkwardness and 104 without any motor deficiency. The age ranged from 5 to 11 years. It was hypothesized that children with physical awkwardness would have lower levels of perceived physical competence and would participate less in physical activity than their nonawkward peers. Finally, a positive relationship between motor performance and perceived physical competence was expected.
There were no significant differences found in perceived physical competence between the two groups. However, nonawkward children participated significantly more in community sports and were significantly more active during free play than children with physical awkwardness. The results also indicated that the relationship between motor performance and perceived physical competence was very low in both groups. (Abstract shortened by UMI.)

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Walsh, Kelly. "The investigation of social competency as related to gross motor skills in children with developmental delays." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=96973.

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The current study examines the relationship between gross motor proficiency and social competency in children with developmental delays (DD). Participants included 36 children from four early intervention centers in Ontario and Quebec. This study examined the nature of the relationship (the magnitude and direction) between social skills, peer relations, and gross motor skills, and then examined these same variables for differences based on the children‟s diagnoses (those diagnosed with Autism Spectrum Disorders (ASD) versus other DD) and age (younger children versus older children). Correlational analyses revealed that overall, gross motor proficiency was positively related to improved social competency for children with ASD. A positive relationship was also found between gross motor proficiency and the number of peer initiations made by children. Children with ASD who have improved gross motor development are more likely to show efficient strategies during play which includes being better able to maintain play activities with peers. Finally, gross motor proficiency was negatively related to conflict resolution strategies, which was thought to be due to increased verbal assertion and controlling manner as a result of increased mobility. The results of this study have direct implications for early intervention for children with ASD as well as those with other DD. Therapies that focus on motor development may not only have a direct impact on self-efficacy and willingness to engage in motor activities, but may also be related to various subcomponents of social competency with peer groups.Keywords: gross motor proficiency, social competency, developmental delay
La présente étude examine la relation entre les compétences en motricité globale et la compétence sociale chez les enfants présentant des retards de développement (RD). Parmi les participants figuraient 37 enfants de quatre centres d'intervention précoce en Ontario et au Québec. Cette étude a examiné la nature de la relation (la magnitude et la direction) entre les compétences sociales, relations avec les pairs, et de la motricité globale, ainsi que s'il y a une différence significative entre les compétences sociales, relations avec les pairs, et la compétence de la motricité globale de fonctionnement sur la base des enfants diagnostics (ceux qui sont diagnostiqués avec des troubles du spectre autistique (TSA) par rapport aux autres RD) et l'âge (jeunes enfants contre les enfants plus âgés). Une analyse de corrélation a révélé que, globalement, la maîtrise de la motricité globale était positivement corrélé à la compétence sociale améliorée pour les enfants atteints de TSA. Une relation positive a également été constaté entre les compétences en motricité globale et le nombre d'initiations par les pairs réalisés par des enfants. Les enfants atteints de TSA qui ont amélioré le développement de la motricité globale sont plus susceptibles de montrer des stratégies efficaces en cours de lecture qui comprend une meilleure capacité à maintenir des activités ludiques avec des pairs. Enfin, la maîtrise de la motricité globale est négativement reliée à des stratégies de résolution des conflits. Les résultats de cette étude ont des implications directes pour l'intervention précoce pour les enfants atteints de TSA, ainsi que ceux avec d'autres RD. Des thérapies qui mettent l'accent sur le développement moteur peuvent non seulement avoir un impact direct sur l'auto-efficacité et la volonté de s'engager dans des activités motrices, mais peuvent aussi être liées à diverses sous-composantes de la compétence sociale des groupes de pairs.Mots-clés: maîtrise de la motricité globale, la compétence sociale, un retard du développement

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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 crianças da AM. Para as avaliações das crianças foram utilizados o Test of Gross Motor Development-2 (TGMD-2) (ULRICH, 2000); o Instrumento de Avaliação das Habilidades Motoras Especializadas do Tênis, o Instrumento de Avaliação de Habilidades Especializadas do Tênis no Jogo e a escala The Self-Perception Profile for Children (HARTER, 1985). O PIT foi desenvolvido em 26 semanas, implementando, para a AM os pressupostos da estrutura TARGET e do Sport Education Model e para a AC os modelos clássicos de aprendizagem do Tênis. General Linear Model com medidas repetidas no fator tempo foi conduzido para avaliar os efeitos do PIT no desempenho motor e nos níveis de PC, bem como, a influência de faixa etária e gênero. Teste de Wilcoxon foi utilizado para a comparação intra-grupo e teste de Mann-Whitney para a comparação inter-grupo (no jogo quanto à categorização). Análise de variância com medidas repetidas no fator tempo, delta e significância do delta por meio de One Way ANOVA foram utilizadas para avaliar o impacto da intervenção. Os resultados indicaram que 1) crianças do PIT demonstraram mudanças significantes (p < 0,01) nas habilidades de locomoção (HL), sendo que as crianças da AM revelaram escores significativamente (p = 0,034) superiores quando comparadas com a AC ao final da intervenção; 2) todas as crianças evidenciaram mudanças significantes nas habilidades de controle de objeto (HCO) da pré para a pósintervenção (p < 0,01); 3) não houve interação da faixa etária nas HL (p = 0,885) e nas HCO (p = 0,940) e do gênero nas HL (p = 0,791) e nas HCO (p = 0,723); 4) mudanças positivas e significantes (p < 0,01) nas HMET para todas as crianças; 5) interação não significante da faixa etária (p = 0,519) e do gênero (p = 0,24) nas HMET; 6) interação não significante da faixa etária (p = 0,523) e do gênero (p = 0,117) nas HETJ quanto à freqüência; 7) quanto à categorização das HETJ, resultados evidenciaram mudanças positivas para as crianças do PIT ao longo da intervenção, representando 62,5% das atitudes demonstradas no jogo; 8) crianças mais velhas da AC apresentaram mudanças significantes (p < 0,05) da pré para a pós-intervenção em duas categorias de comportamento, enquanto que, crianças mais velhas da AM em cinco (p < 0,05); 9) quanto ao gênero, não houve interação significante (p = 0,50) nas HETJ na categorização das atitudes; 10) quanto à PC, todas as crianças apresentaram mudanças significantes da pré para a pósintervenção (p < 0,01);11) não houve interação significante para a faixa etária (p = 0,096) e gênero (0,465) nas percepções de competência. A implementação de um Programa de Iniciação ao Tênis, baseado em propostas metodológicas eficazes e condizentes com as necessidades reais dos participantes, promove ganhos motores, sociais e emocionais que efetivam a participação das crianças no esporte e na atividade física e contribuem com o seu desenvolvimento.
The purpose of the present study, with a quasi-experimental design, was to verify the influence of a Beginning Tennis Program (BTP) with two approaches – the Classical approach (CA) and the Mastery Motivational Climate approach (MA) – on the development of fundamental motor skills (FMS), specialized tennis motor skills (STMS), specialized tennis motor skills in play (STMSP), and on perceived competence (PC) of children in risky situation. The sample was not probabilistic, intentional, and composed of 61 children (29 girls and 32 boys), aged 6-12 yr. (M = 9.4). Thirty children were submitted to the CA and 31 to the MA. The children were assessed using the Test of Gross Motor Development-2 (TGMD-2) (ULRICH, 2000), the Instrument for Assessing Specialized Tennis Motor Skills, the Instrument for Assessing Specialized Tennis Motor Skills in Play, and The Self-Perception Profile for Children (HARTER, 1985). The BTP was carried out in 26 weeks and implemented for MA the assumptions of the TARGET structure and the Sport Education Model, and for CA the classical models for tennis learning. General Linear Model with repeated measures on the time factor was conducted to assess the BTP effects on motor development and on PC levels, as well as the influence of age group and gender. 7) concerning STMSP categorization, children in BTP demonstrated positive changes over the intervention, representing 62.5% of the attitudes adopted in the play; 8) older children of CA showed significant changes (p < 0.05) from pre- to post-intervention in two behavior categories, whereas older children of MA showed significant changes in five (p < 0.05); 9) concerning gender, there was no significant interaction (p = 0.50) in STMSP in attitude categorization; 10) all children showed significant changes in PC from pre- to post-intervention (p < 0.01); 11) there was no significant interaction of age group (p = 0.096) and gender (0.465) in PC. The implementation of a Beginning Tennis Program based on effective methodological proposals that are suitable for the participants’ real needs fosters motor, social, and emotional gains that reinforce the children engagement in sports and physical activity, and favour their development.

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Nel, Rentia. "Die verband tussen ysterstatus en ontwikkelingskoördinasieversteuring (DCD) by nege- tot twaalfjarige kinders / Rentia Nel." Thesis, North-West University, 2004. http://hdl.handle.net/10394/604.

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The most common form of nutritional deficiency worldwide is iron deficiency, which is associated with sup optimal early brain development. Literature indicates that children with a poor nutritional status during early development of the brain showed poorer cognitive functioning, deficient growth and muscle function. The first purpose of this study was to determine if iron status plays a role in motor competency. A second purpose was to determine if iron status shows an association with motor competency, behavioural characteristics and scholastic success, while a third purpose was to determine if the consumption of different teas will improve iron intake positively and consequently will improve motor development and behaviour. A test- retest research design was used in a randomised parallel study, with one group of children drinking tea and a control group drinking 'rooibos' tea. The Movement Assessment Battery for Children (MABC) (Henderson & Sugden, 1992) was used to determine the DCD (Developmental co-ordination disorder) status in the group (N = 76). In this group, 45 children were classified as children with DCD. Blood samples were taken to determine the haemoglobin, ferritin and transferrin saturation levels while a 24hr recall dietary questionnaire was used to determine nutritional intakes. Descriptive statistics, t-testing, effect sizes and analysis of co-variance were used to analyse the data. With regards to the first aim of the study, the results which were analysed by means of t-testing, effect sizes and co-variance of analysis indicated that iron deficiency showed significant relationships with Developmental Coordination Disorder (DCD). When corrected for influences other than haemoglobin on gross motor competency manual dexterity, and especially ball skills, showed significant relationships with iron deficiency. These results demonstrate the importance of proper nutrition on motor and cognitive development. With reference to the second aim of the study the assessment of children with DCD by the teachers with regard to their manual dexterity and behavioural characteristics, indicated poorer manual dexterity and more behavioural problems compared to children without DCD. The children in the DCD group was also divided into a group where the MABC-total showed improvement and their haemoglobin levels increased (n=19). This group was then compared with a group of DCD children of which the MABC total decreased and a decrease in haemoglobin was found (n=6). Although the groups were small, the results indicate that manual dexterity skills and mathematics, reading and writing was poorer in the DCD-children whose iron status decreased. No definite association between the different teas and improvement of motor development and behaviour were indicated by the results. Overall, the conclusion can be made that a relationship between iron status and Developmental Coordination Disorder (DCD) among 9-12 year old children exist. However, it is recommended that more studies of this nature should be done on school age children to substantiate the findings of this study. Intervention studies should also be implemented where the children with depleted iron anaemia status should receive iron supplementation.
Thesis (M.Sc. (Human Movement Science))--North-West University, Potchefstroom Campus, 2005.

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Mitchell, Debby. "The relationship between rhythmic competency and academic performance in first grade children." Full text available online (restricted access), 1994. http://images.lib.monash.edu.au/ts/theses/mitchell.pdf.

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Melamed, Graham Morrison. "A strategy for the development of team leaders in the East Cape motor industry cluster : a competency based approach." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/419.

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The research undertaken in this study was to identify the strategy needed to be adopted by the East Cape Motor Industry Cluster (ECMIC) in order to develop the competencies of its Team Leaders. v Hamel and Prahalad (1994: 28) are of the opinion that the focus of a company must move from current market share, to the share of tomorrow’s opportunities that the company can reasonably expect to gain. The company must therefore consider what it can achieve with its existing set of competencies, and what new competencies need to be acquired in order to prosper in the future. The development of competencies is thus deemed to be critical to the South African economy as the various local automotive manufacturers enter the export field. The ECMIC has traditionally been considered the heart of the automotive industry in South Africa with three of the major manufacturers located in the Nelson Mandela and Buffalo City Metropoles. In order to support these manufacturers, a vast number of component manufacturers and service providers have been established to support the automotive manufacturers both in the ECMIC and in other areas of the country. Since the establishment of a democratic South Africa and the removal of sanctions, the automotive industry has started to establish itself globally. This study will undertake a literature study of the application of competencies in the workplace, teams and team leaders and how competencies are applied in the ECMIC. The results of an empirical study into core competencies in the ECMIC will be used to elucidate a set of competencies which will be used to develop a strategy utilising the competency approach in team leaders in the ECMIC.

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Pless, Mia. "Developmental co-ordination disorder in pre-school children : Effects of motor skill intervention, parents' descriptions, and short-term follow-up of motor status." Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis : Univ.-bibl. [distributör], 2001. http://publications.uu.se/theses/91-554-4963-8/.

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Martins, Aline de Oliveira. "Associação entre características do temperamento com os níveis de percepção de competência e desempenho motor de crianças." Universidade Federal de Santa Maria, 2017. http://repositorio.ufsm.br/handle/1/12375.

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The aim of this study was to verify if temperament characteristics are associated to the different levels of perception of competence and motor performance of children of six and seven years of age. Participated 182 children, belonging to the municipal schools of a municipality of the Central Region of the state of Rio Grande do Sul and their respective parents. The Children's Behavior Questionnaire (CBQ) verified the temperament characteristics, the Pictorial Scale of Perceived Competence and Social Acceptance, verified the child's perceptions of competence and the Test of Gross Motor Development - Second Edition (TGMD-2) assessed motor performance. Descriptive statistics were used for the presentation of variables and for associations with simple linear regression, with significance level of p ≤ 0.05. The results showed greater presence of extroversion characteristics, control with effort and less presence of negative affection for the temperament variable. Competence perception presented high scores in the cognitive (53.3%), social (52.2%), motor (53.3%) and maternal (52.7%) and unsatisfactory classifications (88.5%) For motor performance. Regarding the associations between the temperament characteristics and the perception of competence, it identified an association in the cognitive domain with the levels of perceptual sensitivity and lower levels of sadness and pleasure in performing low intensity activities. The social domain associated with the perceptual sensitivity and the motor domain with the characteristics of pleasure in the accomplishment of activities with low intensity and the lower levels of sadness and shyness. The domain of maternal acceptance cannot be explained by the temperament characteristics. The characteristic of pleasure temperament in performing low intensity activities was significant and important in the locomotion model. Approximation, activity level and low intensity pleasure were important in the object control skills model and the pleasure of high intensity, activity level and low intensity pleasure for the QMG model. The regression model between the domains of competence perception and motor performance verified that the locomotion skills are not explained by the domains of competence perception. However, object control and QMG were significant with the domains of cognitive and motor, however, with low level of importance in the model. It was concluded that the perceptions of competence were associated with the levels of motor performance and with the dimension of extroversion (high intensity pleasure), control with effort (perceptual sensitivity and low intensity pleasure) and the lower levels of some characteristics of Negative affect (sadness and shyness). On the other hand, the motor performance levels were only associated with some characteristics of the extroversion dimension. In this sense, understanding the dimensions of temperament and perception of competence can help in the identification of individuals with motor risk and propose motor interventions for the child according to their needs.
O objetivo desse estudo foi verificar se características de temperamento estão associadas aos diferentes níveis de percepção de competência e desempenho motor de crianças de seis e sete anos de idade. Participaram 182 crianças, pertencentes às escolas municipais de um município da Região Central do estado do Rio Grande do Sul e seus respectivos responsáveis. O instrumento Children's Behavior Questionnaire (CBQ), verificou as características de temperamento, a Pictorial Scale of Perceived Competence and Social Acceptance, verificou os níveis de percepção de competência da criança e o Test of Gross Motor Development – Second Edition (TGMD-2) avaliou o desempenho motor. Foi utilizada estatística descritiva para apresentação das variáveis e para associações a regressão linear simples, com nível de significância de p ≤ 0,05. Os resultados demonstraram maior presença de características de extroversão, controle com esforço e menor presença de afeto negativo para a variável de temperamento. A percepção de competência apresentou classificações altas nos domínios cognitivo (53,3%), social (52,2%), motor (53,3%) e de aceitação materna (52,7%) e, classificações insatisfatórias (88,5%) para o desempenho motor. Em relação às associações entre as características de temperamento e a percepção de competência identificou associação no domínio cognitivo com os níveis de sensibilidade perceptual e menores níveis de tristeza e prazer na realização de atividades de baixa intensidade. O domínio social associou com a sensibilidade perceptual e o domínio motor com as características de prazer na realização de atividades com baixa intensidade e os menores níveis de tristeza e timidez. O domínio de aceitação materna não pode ser explicado pelas características de temperamento. A característica de temperamento de prazer na realização de atividades de baixa intensidade foi significativa e tem importância no modelo de locomoção. Aproximação, nível de atividade e prazer de baixa intensidade apresentaram-se importante no modelo de habilidades de controle de objetos e o prazer de alta intensidade, nível de atividade e prazer de baixa intensidade para o modelo de QMG. O modelo de regressão entre os domínios de percepção de competência e desempenho motor verificou que as habilidades de locomoção não são explicadas pelos domínios de percepção de competência. No entanto, controle de objetos e QMG foram significativos com os domínios de cognitivo e motor, entretanto, com baixo nível de importância no modelo. Conclui-se que as percepções de competência associaram-se com os níveis de desempenho motor e com a dimensão de extroversão (prazer de alta intensidade), controle com esforço (sensibilidade perceptual e prazer de baixa intensidade) e aos menores níveis de algumas características de afeto negativo (tristeza e timidez). Em contrapartida, os níveis de desempenho motor associaram-se apenas com algumas características da dimensão da extroversão. Neste sentido, compreender as dimensões de temperamento e percepção de competência pode auxiliar na identificação de indivíduos com risco motor e propor intervenções motoras para a criança de acordo com suas necessidades.

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Maritz, Louis Wiehahn. "An evaluation of a strategy of lean manufacturing as a means for a South African motor vehicle assembler to achieve core competence." Thesis, Port Elizabeth Technikon, 2000. http://hdl.handle.net/10948/26.

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South African businesses are facing unforeseen opportunities and threats following the country’s remarkable political transformation that culminated in its first non-racial, democratic elections in April 1994 (Krüger, 1997: 138). The objective of this paper was to understand what core competences a South African motor vehicle assembler requires to survive this era of declining protectionism and increasing competition. It is argued in this paper that organisations that want to compete with the best in the world market needs to adopt lean manufacturing principles. This paper is concerned with the core competences of an organisation and how an organisation identifies and utilises these in order to become a lean enterprise. The qualitative research method was identified as the most appropriate for the study. Two methods of data collection were used i.e. interviews with senior and middle management and a detailed literary study on the subject. The senior management interviews were aimed at identifying what they perceived to be the core competences a motor vehicle assembler requires in order to be a world-class lean manufacturing enterprise. The literary study was the base for the understanding of core competence and lean manufacturing. Finally, a second round of interviews with middle management was conducted to obtain clarity on the perceived role of middle management in the selected organisation’s quest to be a lean manufacturing concern. This paper concludes that if an organisation wants to survive it needs to identify and assess its core competences. These competences need to be developed or discarded in the organisation’s aims to be a lean manufacturing enterprise by eliminating all forms of non-value added activity. The programmes or projects that the selected organisation embarked on were primarily driven from the top down, placing middle management in the centre with the resistance coming from the lower levels in the organisation. Middle management should be given the necessary tools to overcome the resistance and assist the company to make smooth transitions.

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Freitas, Mónica Correia de. "Efeito da idade e do género sobre os afetos em idosos: mediação da capacidade motora percebida ou da competência funcional percebida?" Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/10934.

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Resumo: O objetivo deste estudo foi analisar se o efeito de mediação da capacidade motora percebida (CMP) é mais efetivo do que da competência funcional percebida (CFP) nos efeitos da Idade e do Género sobre os Afetos. A amostra foi constituída por 176 idosos, autónomos, não institucionalizados (Mdn = 72 anos), controlados para demência e depressão, e utilizando técnicas de amostragem não probabilísticas. Os Questionários CMP e CFP, e uma escala de Afetos Positivos (AP) e Afetos Negativos (AN), serviram para operacionalização dos construtos. Os construtos e o modelo de mediação foram testados através da modelação de equações estruturais. Os resultados indicaram que a CMP e a CFP tinham problemas de validade discriminante, estando intimamente ligadas. O construto unifatorial que os agregava, competência motora básica percebida exerceu efeitos de mediação nas relações entre a Idade e os AP e entre o Género e os AN, contudo sem qualquer efeito prático; Abstract: The aim of this study was to analyze if the mediation effect of the perceived motor ability (PMA) was more effective than the perceived functional competence (PFC) in the effects of Age and Gender on Affects. The sample consisted of 176 autonomous elders (Mdn = 72 years), non-institutionalized, controlled for dementia and depression, selected using non-probability sampling techniques. The constructs were operationalized through both the PMA and PFC questionnaires, and through a Scale of Positive (PA) and Negative Affects (NA). The constructs and mediation model were tested through a structural equation modeling. The results pointed out that the PFC and PMA had discriminant validity problems. The unifactorial construct that aggregated them, the perceived basic motor competence, had a mediation effect in the relationships between Age and PA and between Gender and NA, but without any practical effect.

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Bonney, Emmanuel. "Movement programmes to enhance motor competence and physical fitness among high school girls in a low-income community of Cape Town, South Africa." Doctoral thesis, Department of Health and Rehabilitation Sciences, 2019. http://hdl.handle.net/11427/30438.

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Although motor skills, physical fitness and self-efficacy are considered important agents in promoting health and well-being, there is limited research on how exercise can be used to enhance these factors in children within the South African context, particularly among those living in low socio-economic environments. Accumulating evidence worldwide and in South Africa has shown decreased levels of physical activity (PA) among the youth. It is now known that the greatest decline in PA occurs in adolescent girls as compared to boys. Given that insufficient PA and the lack of opportunities to engage in PA is linked to poor motor skills, obesity and harmful health outcomes, it is important to identify effective methods to address PA among high school girls with motor problems and among those who are overweight and obese. International and local data suggest that adolescent girls are “a high-risk” population who have greater risks for obesity and chronic diseases compared to children and adolescent boys. Research has found that adolescent girls are more likely to exhibit poor motor skills and become overweight or obese. Within the South African context, it is believed that adolescent girls in low-income settings are even more prone to becoming physically inactive and obese because they have fewer opportunities to participate in regular PA. Compared to boys, girls have a higher prevalence of overweight and obesity, and perform poorly on motor performance tests. However, the healthcare community has been challenged to provide effective health promotion solutions to these physical health problems encountered in this demographic group due to the lack of empirical evidence on the efficacy of motor interventions. In recognition of this gap, this study was designed to develop and evaluate the efficacy of exercise programmes among high school girls. The study had four aims. The first aim was to examine the relationship between body mass index (BMI), motor competence, physical fitness and self-efficacy in adolescent girls attending high school in a low-income community of Cape Town, South Africa. The second aim was to determine the effects of different motor interventions in a subsample of girls with low motor abilities. The third aim was to compare intervention effects of two different exercises in a separate sample of girls who are overweight and obese. The fourth aim was to determine if participation in a task-oriented functional training would elicit different changes in fitness performance between girls with varying weight status. To achieve these aims, six separate but interrelated studies were conducted in two phases. In phase 1, eligible participants completed various tests aimed to assess their levels of motor competence, physical fitness, self-efficacy and body composition. Phase 2 involved four other intervention studies which examined the effectiveness of two movement programmes in specified populations. In each of these studies, participants were exposed to either a novel Wii Fit protocol (specifically developed for this research) or task-oriented functional training. Both interventions were scheduled 45 minutes per week for 14 weeks. Pre- and posttesting were performed using selected measures of motor coordination, physical fitness and self-efficacy. In this thesis, aim 1 was assessed by Studies 1 and 2, and aim 2 was evaluated by Studies 3 and 4. Similarly, aims 3 and 4 were assessed by Studies 5 and 6. Inclusively, six papers presented in this thesis provided answers to all the aims formulated. With regards to aim 1, the findings indicated that BMI was negatively and independently associated with cardiorespiratory fitness, musculoskeletal fitness, motor competence and self-efficacy. Adolescent girls with increased BMI had decreased cardiorespiratory levels, low musculoskeletal fitness, poor motor competence and reduced self-efficacy compared to peers with a healthy weight. The results highlight the need to develop interventions to target these health markers to optimise health and well-being. To address aim 2, preliminary data were collected to quantify the effects of the newly developed Wii Fit intervention, called the graded Wii Fit protocol among a sample of adolescent girls with low motor ability (probable developmental coordination disorder). Results demonstrated that graded Wii Fit training may be capable of increasing aerobic and anaerobic fitness without decreasing participants’ perception of enjoyment. Following this pilot study, the Wii Fit intervention was compared to task-oriented functional training in a relatively large sample of adolescent girls (who were not included in the preliminary study) with developmental coordination disorder. Significant improvements in motor coordination, aspects of physical fitness and overall self-efficacy emerged for both groups. However, no between group differences were observed on any of the outcomes. These findings indicate that activity-based interventions may elicit positive physical and psychological health benefits in girls with movement difficulties. Either of these interventions could be prescribed to treat motor impairments in female adolescents. The choice of interventions may be influenced by available resources (such as equipment, instructors, electricity etc.) or individual preferences. In relation to aim 3, seeking to compare intervention effects of the two programmes in female adolescents who are overweight and obese, girls who received either the Wii Fit protocol or task-oriented functional training demonstrated improved motor competence and physical fitness without any significant changes in self-efficacy for the two groups. However, no significant differences were observed between the groups on any of the outcomes. This finding indicates that activity-based motor interventions may be useful tools for addressing obesity-related impairments. People working with high school girls who have excess weight could adapt these strategies to promote health, particularly in resource-limited environments. With regards to aim 4, looking at the changes in fitness performance between female adolescents with low and high BMI following the intervention, the results showed significant gains in fitness performance for all participants regardless of weight status. In contrast to girls with high BMI, participants with low BMI demonstrated greater changes in performance on balance and agility tasks. This finding suggests that individuals with excess weight may need adapted programmes to improve their balance and agility performance. In conclusion, the findings of this thesis provide first-hand empirical data explaining the relationship between BMI, motor competence and physical fitness among high school girls in low-income settings. More importantly, results have demonstrated that activity-based motor interventions are capable of improving motor performance in girls with motor difficulties as well as those with excess weight. Further, this thesis makes a significant contribution to the paediatric exercise science literature by showing how ecological theories can be used to develop cost-efficient exercise interventions for the adolescent girls in low-income settings. It is envisaged that people working in low-income schools would apply these ideas to promote optimal physical health. Moreover, the findings may serve as an important resource to inform policy frameworks aimed at promoting physical and psychological health among high school girls within the South African lowincome contexts or other populations with similar characteristics. It is hoped that future studies will evaluate these interventions in heterogeneous samples (e.g. boys and girls) and diverse contexts. Lastly, the sustainability of the changes associated with these interventions needs to be further investigated.

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Raposo, Marlene Amaral. "Capacidade motora percebida ou competência funcional percebida enquanto mediadores do efeito da idade e do género sobre a depressão em idosos." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/11333.

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O presente estudo teve como objetivo analisar se o efeito de mediação da Capacidade Motora Percebida (CMP) é mais efetivo do que o da Competência Funcional Percebida (CFP) no efeito da Idade e Género sobre a Depressão (D) ou se estes dois construtos funcionam melhor quando tomados como um único construto (Competências Motoras Básicas Percebidas – CMBP). A amostra foi constituída por 182 idosos, autónomos e não institucionalizados, que foram selecionados através de métodos de amostragem não probabilísticos e controlados para demência e depressão. Foram utilizados o Questionário de CMP, o Questionário de CFP e uma versão portuguesa da Geriatric Depression Scale-15. Os constructos e o modelo de mediação foram testados através da modelação de equações estruturais. Os resultados indicaram que a Idade exerceu um efeito sobre a D e que isso também aconteceu para o Género, mas só quando a CMBP estava a mediar essa relação; Abstract: The present study aimed to examine the mediating effect of Perceived Motor Capacity (CMP) is more effective than the Functional Perceived Competence (CFP) on the effect of Age and Gender on the Depression (D) or whether these two constructs work best when taken as a single construct (Perceived Basic Motor Skills - CMBP). The sample consisted of 182 elderly, autonomous and non-institutionalized, which were selected through non-probability sampling methods and controlled for dementia and depression. We used the CMP Questionnaire, Questionnaire CFP and a Portuguese version of the Geriatric Depression Scale-15. The mediation model and constructs were tested by the structural equation modeling. The results indicated that age have an effect on the D and it also happened to gender, but only when the CMBP was to mediate this relationship.

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Wakelin, Justin. "The influence of competition and cooperation on children's movement competence and self-esteem." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2427.

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Thesis (M Sport Sc (Sport Science))--University of Stellenbosch, 2007.
The purpose of this study was to determine the effects of two different approaches to presenting content during a sport module in physical education on the movement competence and self-esteem of children ages 11 - 12. One approach consisted of competitive activities and the other approach consisted of cooperative activities and cooperative learning. The following measurement criteria were selected to assess movement competence: response time, coincident timing, eye-hand coordination (throwing and catching) and eye-hand coordination (striking). Harter’s (1982) Perceived Competence Scale for Children was used to measure children’s perceptions their competence in terms of cognitive, social and physical competence and general self-esteem. Pre-tests were administered to a competitive activities group (n=14), a cooperative activities group (n=14) and a control group (n=25). Following a10-week intervention programme, the competitive group achieved significant improvements in response time and eye-hand coordination (striking). The cooperative group improved significantly in their response time. There were no significant improvements in the control group. None of the groups demonstrated significant changes in perceptions of cognitive, social or physical competence or on general self-esteem. This study concluded that participation in cooperative activities as well as competitive activities can help children develop their movement competence. Approaches to the development of positive self-perceptions and self-esteem still require further research. Neither the nature of competitive activities nor cooperative activities seemed sufficient to produce changes.

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De, Beer Lloyd. "The development of a model of competencies for small, medium and microsized enterprises (SMME'S) to achieve competitive advantage in the East Cape Motor Industry Cluster." Thesis, Port Elizabeth Technikon, 2003. http://hdl.handle.net/10948/121.

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The research problem addressed in this study was to identify the generic strategies that small, medium and micro enterprises (SMME’s) are required to implement in order to achieve competitive advantage in the highly competitive global automotive market. Markets have merged into one huge global marketplace, increasing the competitive forces on all the participants in the automotive markets. Strategies to achieve competitive advantage has changed from the traditional domestic strategies to that of strategies required for global competitive advantage. This has created challenges for SMME’s to attain competitive advantage essential in the fast-changing global markets. The East Cape Motor Industry Cluster (ECMIC) is the heart of the SA automotive industry with three of the major automobile manufacturers having their assembly plants located in the Buffalo and Nelson Mandela Metropoles. A significant number of component manufacturers and their suppliers serve these manufacturers, as well as the other automobile manufacturers located elsewhere in South Africa. Many of these component manufacturers and suppliers are SMME’s. The need to become globally competitive is thus critical for SMME’s in the region. This study investigates the generic strategies that SMME organisations are required to implement in order to achieve competitive advantage in the ECMIC, and based on this and the empirical study that seeks opinion from management of SMME firms in the ECMIC, a model of generic strategies to create competitive advantage is developed.

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Cardozo, Priscila Lopes. "Reduzir o estereótipo de sobrepeso melhora a aprendizagem motora em mulheres." Universidade Federal de Pelotas, 2014. http://repositorio.ufpel.edu.br:8080/handle/prefix/3178.

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Sem bolsa
O presente estudo verificou os efeitos do estereótipo de sobrepeso na aprendizagem de uma tarefa de equilíbrio dinâmico em mulheres. Os participantes, do sexo feminino, foram divididos em dois grupos: AE (ameaça do estereótipo) e AER (ameaça do estereótipo reduzido). A tarefa consistiu em manter uma plataforma de equilíbrio na horizontal, o maior tempo possível, durante as 10 tentativas de prática. Antes da prática, o grupo AE recebeu instruções introduzindo a tarefa como sendo influenciada por diferenças individuais, em que indivíduos com sobrepeso normalmente apresentam piores resultados do que indivíduos sem sobrepeso. Para o grupo AER, as instruções informaram que a tarefa não era influenciada por diferenças individuais. Imediatamente após a prática e anteriormente ao teste de retenção, todos os participantes preencheram um questionário referente ao grau de motivação intrínseca. Os efeitos sobre a aprendizagem foram avaliados um dia após a prática, através de um teste de retenção. Os participantes do grupo AER demonstraram melhor performance e aprendizagem da tarefa, assim como um maior nível de competência percebida, do que o grupo AE. Conclui-se que a aprendizagem de habilidades motoras pode ser afetada pelo uso de instruções designadas a reduzir a ameaça do estereótipo. Os resultados estão de acordo com evidências crescentes que demonstram o impacto de fatores sócio-cognitivos e afetivos sobre a aprendizagem de habilidades motoras.
The objective of the present study was to investigate the influence of overweight stereotype threat on learning a balance task in women. Participants practiced 10 trials of a dynamic balance task, and their learning was observed in a retention test, one day later. Before practice, the stereotype threat (ST) group received instructions introducing the task is influenced by individual differences, where overweight people usually present worse outcomes. For the reduced stereotype threat group (RST), instructions informed that the task was not influenced by individual differences. After practice, all participants filled out a questionnaire measuring intrinsic motivation. Performance and learning, as well as increased intrinsic motivation, were enhanced for participants of the RST group, compared with participants of the ST group. The findings indicate that the learning of balance skills can be affected by the use of instructions designed to reduce stereotype threat. They add to the growing evidence of the impact of social-cognitive factors on motor skill learning.

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Zorrilla, Silvestre Lorena. "Diseño y aplicación del programa socioemocional Siente Jugando en alumnado de Educación Primaria mediante la metodología Aprendizaje- Servicio." Doctoral thesis, Universitat Jaume I, 2017. http://hdl.handle.net/10803/405489.

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Este estudio pretende evaluar los efectos de la aplicación del programa Siente Jugando en una muestra de alumnado de primer ciclo de Educación Primaria, apostando por el uso del Aprendizaje-Servicio (APS) aplicada en una asignatura de segundo curso del grado de Educación Infantil. Para ello, los estudiantes han creado, diseñado y aplicado dicho programa. El diseño de investigación utilizado ha sido cuasi-experimental con un solo grupo con medidas pretest y postest. El análisis cuantitativo demostró la efectividad del programa en las variables reconocimiento emocional, el autoconcepto, las estrategias cognitivas y la conducta prosocial-altruista y la empatía. Concluyendo con la necesidad de la implantación del programas socioemocionales en alumnado de edad escolar.

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Zhang, Luying, Zhaoyu Hou, and Xiaoying Qiu. "Third party logistics in Chinese automotive industry : a case study of a Chinese automotive manufacturer-Shanghai General Motors." Thesis, Högskolan i Gävle, Avdelningen för Industriell utveckling, IT och Samhällsbyggnad, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-12407.

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In today’s Chinese automotive industry, the traditional self-management logistics mode cannot fulfill higher requirement of logistics performance, more and more automotive manufacturers seek to outsource their logistics activities to third-party logistics service providers to optimize supply chain management. Milk run system is a typical example of 3PL mode in automotive industry, which can help firms minimize costs and improve logistics function simultaneously. Given the increasing importance of 3PL, many literatures are concerned about the usage of 3PL; however, few of them discussed 3PL form the perspective of China. Besides, in terms of Milk run system, seldom articles focus on this innovative logistics mode, especially in Chinese automotive industry. Therefore, in this thesis work, authors discuss 3PL from the perspective of Chinese automotive industry, especially focus on the typical 3PL mode—Milk run system, set SGM as case company, aiming at find out the factors that facilitate Chinese automotive manufacturers convert self-management mode to 3PL mode, and then discuss the benefits of professional 3PL services; in addition, authors emphasize on Milk run system and its unique benefits. The research objectives are solved by combining literature review and empirical findings. Relevant literatures are downloaded from Internet and Library’s database. Empirical findings are gathered by interviews and questionnaires. Through comparing literature review with findings, both external and internal factors that facilitate automotive manufacturers change logistics mode are summarized. Besides, some professional 3PL services are identified by literature review and validated by questionnaires. According to different categories of 3PL services, their benefits are discussed from two aspects: supply chain integration and core competence improvement. In addition, the benefits of Milk run system are represented by literature review and then through comparing with empirical findings, some unique benefits are summarized. In this thesis work, the main theoretical contribution is the knowledge of Milk run system, which including its features, implementation processes, and its benefits.

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Chen, Yung-Ju. "Exploring the Mechanisms of Children’s Physical Activity Behavior on the School Playground." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu159537253755685.

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Barnett, Lisa Michele. "The Physical Activity and Skills Study." University of Sydney, 2009. http://hdl.handle.net/2123/5444.

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Doctor of Philosophy(PhD)
PURPOSE:The aims of this study were to i) investigate the relationship between childhood motor skill proficiency and adolescent physical activity participation, cardiorespiratory endurance (fitness) and perceived sports competence, ii) assess the long-term impact of a one year primary school intervention to improve motor skills on physical activity and motor skill proficiency and iii) determine whether the observed relationships varied according to gender.METHODS: The Physical Activity and Skills Study (PASS) followed up participants of a primary school intervention (Move It Groove It - MIGI) to improve motor skill proficiency. Participants were initially assessed in 2000 as part of the intervention. In 2006/07, they were re-assessed for motor skill proficiency and also measured for physical activity level (Adolescent Physical Activity Recall Questionnaire), cardiorespiratory fitness (Multistage Fitness Test) and perceived sports competence (Physical Self-Perception Profile). Composite object control (kick, catch, throw) and locomotor (hop, side gallop, vertical jump) skill scores were constructed for analysis. Linear regressions examined relationships between childhood skill proficiency and adolescent: i) time in physical activity intensities and type, controlling for gender and school grade and ii) cardiorespiratory fitness, controlling for gender. Structural equation modelling was used to determine whether perceived sports competence mediated between childhood object control skill proficiency and subsequent adolescent physical activity and cardiorespiratory fitness. A general linear model examined the relationship between being an intervention/control student and time in physical activity adjusting for childhood skill and gender. RESULTS:From 928 original participants in 2000, 481 were located in 28 schools and 276 (57%) were assessed with at least one follow-up measure in 2006/07. Slightly more than half were female (52.4%) with a mean age of 16.4 years (range 14.2 to 18.3 yrs). Childhood object skill proficiency significantly impacted on later skill proficiency, physical activity and fitness, for both genders. Furthermore, perceived sports competence acted as a mediator between childhood object control skill proficiency and subsequent adolescent physical activity and fitness. Locomotor proficiency was not predictive of any outcome variable. Six years after the intervention, participants from the intervention schools still performed better than controls in one object control skill, but were no more active.CONCLUSION: Childhood proficiency in object control skills is an important influence on subsequent positive health-related behaviours and outcomes. Childhood interventions to improve object control skills may have a lasting impact. Results may inform intervention designs to promote physical activity and fitness in youth.

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Chenguayen, Tejada Jorge Abraham. "El rendimiento académico y su relación con el nivel de motricidad, en niños de 3 a 5 años. Centro Educativo Inicial “Juana De Arco”. Lima, 2018." Bachelor's thesis, Universidad Nacional Mayor de San Marcos, 2019. https://hdl.handle.net/20.500.12672/10170.

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Determina la relación entre el nivel de motricidad y el rendimiento académico de los estudiantes de los niveles inicial 3, 4 y 5 años del Centro Educativo Inicial “Juana de Arco” evaluados en el mes de junio del 2018. El estudio es de tipo cuantitativo, descriptivo, correlacional, transversal en el que se evaluaron a 35 estudiantes del nivel inicial de 3 a 5 años de edad del Centro Educativo Inicial “Juana de Arco”. Se aplicó la batería de la Escala del Desarrollo Motor de Peabody-2 (PDMS-2) con el fin de determinar si existe una relación significativa entre el rendimiento académico y el nivel motor de los estudiantes. Del total de estudiantes evaluados se obtuvo una correlación estadísticamente significativa entre el nivel de motricidad y el rendimiento académico de los estudiantes de 3 a 5 años del Centro Educativo Inicial “Juana de Arco” (P<0,05), observándose que la mayoría de la población participante alcanzó puntajes de nivel “promedio” y “por encima del promedio” en la “PDMS-2” obteniendo así mismo, en su mayoría, la máxima calificación en su rendimiento académico. Del mismo modo se halló correlaciones estadísticamente significativas entre el nivel motor de los estudiantes y las asignaturas de Comunicación Integral, Lógico Matemático y Personal Social, y así mismo, entre las destrezas de uso de pelotas y prensión; y cada una de dichas asignaturas. No se hallaron correlaciones significativas entre la edad o el sexo con el nivel de motricidad. La conclusión es que existe una correlación directa y estadísticamente significativa entre el rendimiento académico y el nivel de motricidad de los alumnos de 3 a 5 años del Centro Educativo Inicial “Juana de Arco”.
Tesis

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Tidén, Anna. "Bedömningar av ungas rörelseförmåga : En idrottsvetenskaplig problematisering och validering." Doctoral thesis, Gymnastik- och idrottshögskolan, GIH, Forskningsgruppen för pedagogisk idrottsforskning, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-4351.

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The overall purpose of this thesis is to investigate, discuss and problematise different aspects of movement ability. The four sub-studies of the thesis deal with various issues concerning assessment of movement ability. First, the focus is on how the concept of physical literacy has influenced the steering document of the subject physical education and health (PEH) in Sweden. The question is: What kind of tensions and conflicts arise when different approaches and interpretations of movement ability are used in an educational context? Second, a structural validation is conducted of the NyTid test, an assessment tool developed to assess basic and complex movement skills at the ages of 12-16 years. The question is: Which categories of movement skills are identified through the validation of the NyTid test? Third, the study examines how ‘ability’ is conceptualised, configured and produced in movement tests and movement assessment tools. Finally, an investigation of how or whether an assessed low or high movement ability at the age of 15 matters for developing an interest in, or taste for, sport and physical activities nine years later, in young adulthood. Movement ability is studied from different perspectives, including a multidisciplinary sport science approach using mixed methods. The theoretical standpoint in the sociocultural analyses is inspired by Bourdieu’s theories and concepts of habitus, capital, field and doxa, which are used as analytical tools. Different theories relating to the evaluation of movement abilities as product- or process oriented assessment are also made use of. Movement abilities tests and assessment tools are also found to construct a specific and narrow form of physical capital strongly related to traditional sports. Accordingly, the social construction of movement ability through assessment tools is far from neutral and could affect how children see themselves and their sense of ‘ability’. Furthermore, the assumption that an acquired high level of movement ability plays a central role for being physically active is challenged in the thesis. Even though pupils at the age of 15 had a low level of assessed movement ability, it did not prevent them from acquiring a taste for sport and physical activity later in life. However, more studies on movement ability and the underlining mechanisms and factors for engaging in physical activities are necessary.
Forskningslinjen Utbildning

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Sonja, Peričević Medić. "Uticaj starosti i dužine radnog staža na reakciono vreme kod profesionalnih vozača." Phd thesis, Univerzitet u Novom Sadu, Medicinski fakultet u Novom Sadu, 2020. https://www.cris.uns.ac.rs/record.jsf?recordId=114860&source=NDLTD&language=en.

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Profesionalnim vozačima osnovno zanimanje je upravljanje motornim vozilom. Izvođenje radnih zadatka podrazumeva stalnu napregnutost pažnje vezanu za vidne i zvučne podražaje koji se brzo smenjuju, što zahteva da vozač adekvatno i tačno reaguje na promene. Prijem informacija, obrada, donošenje odluke i izvršavanje motornog odgovora su procesi koji prate jedni druge i čine vreme percepcije-reakcije (VPR). Uslovi i zahtevi rada za profesionalne vozače su isti i za mlađe i starije radnike i povezani su sa velikom odgovornošću za ljudske živote i materijalna dobra, bez obzira na to što je poznato, da se radna sposobnost menja zbog prirodnog procesa starenja. Merenje i utvrđivanje vrednosti VPR je važan deo ispitivanja u okviru procene zdravstvene sposobnosti za bezbednu vožnju. Ciljevi: Utvrđivanje vrednosti VPR kod profesionalnih vozača i poređenje sa kontrolnom grupom. Ispitivanje uticaja starosti i vozačkog iskustva na VPR kod profesionalnih vozača. Materijal i metode : Ova studija procenjuje deo sposobnosti profesionalnih vozača merenjem VPR prostog i složenog, važnih za sigurnost u vožnji. Istraživanje je sprovedeno u vremenskom periodu od devet meseci i obuhvatilo je 548 ispitanika muškog pola, starosti od 21 do 65 godina. Eksperimentalnu grupu je činilo 278 ispitanika (profesionalni vozači), a kontrolnu 270 ispitanika kojima osnovno zanimanje nije profesionalna vožnja. Testiranje je izvedeno pomoću hardversko-softverskog sistema za određivanje vrednosti VPR na proste i složene audio-vizuelne podražaje. Merenja su sprovedena na tri nivoa težine zadatka: prosto VPR, i testovi složenog VPR na promenu pozicije podražaja i vrste boje. Rezultati: Utvrđene su značajno niže srednje vrednosti VPR na sva tri nivoa testiranja u grupi profesionalnih vozača u poređenju sa kontrolnom grupom. Utvrđena je pozitivna povezanost srednjih vrednosti VPR sa godinama života i dužinom profesionalnog vozačkog radnog staža na svim testovima u grupi profesionalnih vozača. Nisu utvrđene značajne razlike u procentu pogrešnih odgovora u odnosu na životno doba i dužinu vozačkog staža, što govori o pozitivnim efektima profesionalne prakse u vožnji. Nisu utvrđene značajne razlike srednjih vrednosti VPR kod vozača u gradskom ili međugradskom saobraćaju, kao i u odnosu na broj pređenih kilometara mesečno na svim testovima. Obeležja poput starosti (godine života), profesionalne prakse (iskustvo u godinama profesionalne vožnje), neke promene zdravstvenog stanja (postojanje bolesti ili drugih poremećaja) u grupi profesionalnih vozača pokazale su se kao prediktori sa značajnim nivoom povezanosti sa vrednostima VPR. Metodom višestruke regresione analize smo ispitali smo povezanost vrednosti VPR sa posmatranim prediktorima kada ih analiziramo zajedno uzimajući u obzir njihovu međusobnu interakciju. Regresioni model pokazuje kako skup posmatranih obeležja predviđa promene VPR. Zaključak: Utvrđene vrednosti i prediktivni model promena VPR profesionalnih vozača mogu biti korisni podaci u svakodnevnom radu zdravstvenim ustanovama koje procenjuju vozačku sposobnost, kako bi se identifikovali potencijalno rizični vozači sa višim vrednostima VPR, zamorenih i osoba sa početnim oštećenjima nervnog sistema, sklonih povredama u saobraćaju i na radu, u cilju prevencije saobraćajnih udesa i povreda, kao i osiguranja da vozači imaju sposobnosti neophodne za bezbednu vožnju. Utvrđene vrednosti VPR mogle bi naći primenu pri oceni radne sposobnosti i kod radnika na drugim zanimanjima gde se očekuje brza i tačna reakcija na određeni podražaj.
The term professional driver refers to people whose main occupation is driving a motor vehicle. Performing work tasks implies a constant strain of attention related to visual and audible stimuli that change quickly, which requires the driver to respond adequately and accurately to changes. Receiving information, processing, making a decision and executing a motor response are processes that accompany each other and make up the perception-reaction time (PRT). The working conditions and requirements for professional drivers are the same for both younger and older workers and are associated with great responsibility for human lives and material goods, regardless of the fact that it is known that working ability changes due to the natural aging process. Measuring and determining the value of PRT is an important part of testing as part of the assessment of health fitness for safe driving. Aims: Determination of PRT values in professional drivers and comparison with the control group. Examination of the effects of aging and driving experience on the PRT of professional drivers. Material and methods: This study assesses part of the ability of professional drivers by measuring simple and complex PRT important for driving safety. The study was conducted over a period of nine months and included 548 male respondents, aged 21 to 65 years. The experimental group consisted of 278 respondents (professional drivers), and the control group consisted of 270 respondents whose main occupation is not professional driving. Testing was performed using a hardware-software system to determine the value of PRT on simple and complex audio-visual stimuli. Measurements were carride out at three levels of task difficulty: simple PRT, and complex PRT tests to change stimuli position and color type. Results: Significantly lower PRT mean values were found at all three levels of testing in the group of professional drivers compared to the control group. A positive correlation was found between the mean PRT values with age and experience of professional driving on all tests in the group of professional drivers. No significant differences were found in the percentage of incorrect answers in relation to the age and driving experience, which shows the positive effects of professional driving practice. No significant differences were found in the mean PRT values on all tests for drivers in urban or interurban traffic and in relation to the number of kilometers per month. Individual characteristics as, aging, professional practice (experience in years of professional driving), changes in health status (existence of diseases or other disorders) in the group of professional drivers showed to be predictors with a significant level of correlation with PRT values. Using the method of multiple regression analysis, we examined the correlation of PRT values with the observed predictors when we analyze them together, taking into account their mutual interaction.The regression model shows how the set of observed features predicts changes in PRT. Conclusion: The determined values and the predictive model of changes PRT of professional drivers can be useful data in the daily work of health institutions that assess driving ability, in order to identify potentially risky drivers with higher PRT values,, tired and people with initial nervous system damage, prone to traffic injuries and at work, in order to prevent traffic accidents and injuries, as well as to ensure that drivers have the skills necessary for safe driving. The determined values of PRT could be used in the assessment of work ability and in workers in other occupations where a quick and accurate response to a particular stimulus is expected.

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Malý, Matěj. "Testování motorických kompetencí žáků 6. tříd ZŠ pomocí testu MOBAK." Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-437683.

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Title: Testing of motor competencies of 6th grade elementary school students using the MOBAK test Objectives: The aim of this work was to analyze the level of motor competencies of 6th graders using a MOBAK 5-6 test battery. Based on the analysis of the obtained results, the aim was to identify shortcomings and suggest the possibility of positive influence in school practice. At the same time, the aim was to verify the suitability of this test battery in school physical education. Methods: The research group consisted of a total of 144 students in the 6th grade of primary school (81 boys and 63 girls). Test results were obtained using 8 MOBAK motor tests (category 5-6). The first 4 tests form the category Movement with an object and the next 4 tests form the category Self-movement. The test results themselves were supplemented by data obtained by the method of questioning. Students' parents filled in questionnaires about their children's sports activities. Students were divided into groups according to gender, leisure activities and sports activities with their parents, and within this division their results were compared. Results: The whole research group achieved average and similar results in both categories (Movement with an object and Self-movement). Boys achieved slightly better results in...

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Luz, Carlos Miguel Nunes da. "Development of motor competence in childhood and adolescence." Doctoral thesis, 2016. http://hdl.handle.net/10400.5/12109.

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This dissertation aimed to investigate the development of motor competence in childhood and adolescence. As a starting point, a systematic review was conducted to investigate the instruments used for the evaluation of motor competence. This review identified a gap in the literature regarding the existence of an instrument to assess motor competence based on the three theoretical constructs (stability, locomotor, manipulative). In an attempt to fill this gap, a valid quantitative instrument was proposed. To meet this purpose, 584 children, between 6 and 14 years of age, were evaluated in nine motor tasks, three for each construct. The final instrument comprised two motor tasks for each construct (stability, locomotor, manipulative) and presented very good fit indexes. This instrument was used to analyse the motor competence behaviour by gender in different age groups, indicating that generally boys outperformed girls and both genders increased their performance across age groups. However, different motor competence growth rates appear in both genders across age groups. In addition, children with high and low motor competence were compared regarding some of their health related fitness variables. We found that, regardless of age and gender, the group with better motor proficiency always showed better results in health related fitness. We found positive moderate to high correlations between motor competence and the variables of cardiovascular fitness and muscular fitness, and an inverse correlation with body composition across the four age groups. We also found that motor competence explained 75% of the variance of the health related fitness for the total sample, with locomotion as the primary predictor. However, when analysing the four age groups, stability skills seem to play an important role in health related fitness in the transition from childhood to adolescence. In conclusion, educational and health policies should consider the development of motor competence as an essential strategy to promote healthy development throughout life.
Esta tese teve como objetivo investigar o desenvolvimento da competência motora na infância e adolescência. Inicialmente, foi realizada uma revisão sistemática para investigar os instrumentos utilizados para avaliar a competência motora. Esta revisão identificou umalacuna na literatura relativa à existência de um instrumento que avalie a competência motora com base nos três constructos teóricos (estabilização, locomoção e manipulação). Na tentativa de colmatar essa lacuna foi proposto um instrumento quantitativo válido. Nesse sentido, 584 crianças (300 rapazes), com idades entre os 6 e os 14 anos (M=10.60, DP=2.40) foram avaliadas em nove tarefas motoras, três de cada constructo. O instrumento final apresentou duas tarefas de cada constructo com muito bons índices de ajuste, tendo sido utilizado para analisar o comportamento da competência motora por género e em diferentes grupos de idade. Os resultados indicam que, geralmente, os rapazes superam as raparigas e que ambos os géneros aumentam a sua performance entre os grupos etários. No entanto, rapazes e raparigas apresentam taxas de crescimento da competência motora diferenciadas. Adicionalmente, crianças com alta e baixa competência motora foram comparadas, no que concerne às variáveis de aptidão física. Verificámos que, independente da faixa etária e do género, o grupo com melhor proficiência motora apresentou resultados superiores nas variáveis de aptidão física. Encontrámos correlações positivas moderadas a elevadas entre a competência motora e as variáveis de aptidão cardiovascular e muscular e correlações inversas com a composição corporal nos diferentes grupos de idade. Encontrámos correlações moderadas a elevadas entre a competência motora e as variáveis de aptidão cardiovascular e muscular e inversas com a composição corporal ao longo dos quatro grupos etários. Apurámos ainda que a competência motora explica 75% da variância da aptidão física para a amostra total, com a locomoção como principal preditor. No entanto, analisando os quatro grupos etários parece que as habilidades estabilizadoras podem desempenhar um papel importante na aptidão física na transição da infância para a adolescência. Em conclusão, as políticas educativas e de saúde devem considerar o desenvolvimentos da competência motora como estratégia essencial para promover um desenvolvimento saudável ao longo da vida.

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Boucher, Barbara H. "Preschool children's motor development and perceived competence." Thesis, 1990. http://hdl.handle.net/1957/37169.

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This study compared the effects of two conditions on the motor development of preschool children and investigated the relationship between preschool children's motor development and perceived competence. Specifically, it provided information for discerning: a) the relative effects of a sensory-motor condition and an unstructured activities condition on the motor development of preschool children immediately following the 20-week intervention; and b) whether perceived competence was related to motor development in the preschool children following termination of the treatment. Additionally, a teacher survey which addressed the teacher-consultant relationship was developed and piloted within the context of the study for use in future research. Subjects were 31 children enrolled in two preschool programs including: a) the curriculum group (N=16), and b) the non-curriculum group (N=l5). The Peabody Motor Developmental Scales and the Pictorial Scale of Perceived Competence and Social Acceptance were used to assess the children's motor development and perceived competence, respectively. All subjects were tested prior to the 20- week intervention period and immediately following the intervention. A series of 2 (group) X 2 (testing time) repeated measures analyses of variance were used to analyze the impact of the two conditions. Results revealed that the motor development of subjects in both groups changed significantly over time; however, there were no differences between groups. Product-moment correlations and linear regression analyses were used to assess the relationship between preschool children's motor development and perceived competence. Results revealed that perceived competence relative to motor development did not change over time; however a reciprocal relationship between motor development and perceived competence in preschool children was found. The piloted teacher survey showed potential for evaluation of service delivery models and as a tool for teacher-consultant communication in future studies.
Graduation date: 1991

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Saraiva, Linda Maria Balinha. "Biosocial determinants of motor competence in preschool children." Doctoral thesis, 2014. http://hdl.handle.net/10400.5/6906.

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Doutoramento em Motricidade Humana na especialidade de Comportamento Motor
This thesis focuses on motor competence of preschool c hildren ( 3-5 y ears), a nd aimed to contribute to a better understanding of the causes for motor variability, based on an ecological framework. A set of empirical studies sought to explore the effects of the biosocial variables related to the child’s characteristics, the family and preschool environments. An initial sample of 540 children was used to validate the Portuguese version of the PDMS-2, to evaluate its cultural sensitivity, and to determine the motor profile of Portuguese preschool children. In the following studies, the influence of age, sex and somatic variables, and the biosocial determinants associated with low and high motor competence were evaluated. Multiple linear and logistic regression analysis were conducted in the different studies. The results showed a sexual differentiation in motor competence. The effect of age and sex on motor performance varied with age group and motor specificity. The motor variability of preschool children was mainly explained by social/environmental factors. The motor competence of boys and girls was explained by different biosocial factors that may suggest different practice opportunities. The existence of a non-linear effect of biosocial variables along the spectrum of motor competence is suggested.
RESUMO: A presente tese aborda a competência motora das crianças pré-escolares (3-5 anos), visando contribuir para um melhor conhecimento das causas da variabilidade motora, baseada numa abordagem ecológica. Foi realizado um conjunto de estudos empíricos com o objetivo de avaliar os efeitos das variáveis biossociais relacionadas com as características da criança, e dos ambientes escolar e familiar. Foi inicialmente utilizada uma amostra de 540 crianças para validar a versão portuguesa das PDMS-2, avaliar a sua adaptação cultural, e determinar o perfil motor das crianças préescolares portuguesas. Nos estudos seguintes, foi analisada a influência da idade, do sexo e de variáveis somáticas, assim como as variáveis biossociais associadas à baixa e alta competência motora. Regressões lineares e logísticas foram utilizadas nos vários estudos. Os resultados revelaram uma diferenciação sexual nos níveis de competência motora. O efeito da idade e do sexo variaram com o grupo etário e a especificidade motora. A variabilidade motora foi principalmente explicada por fatores sociais e do contexto. A competência motora entre rapazes e raparigas foi explicada por diferentes fatores biossociais, o que reflete em parte as diferentes oportunidades de prática que lhes são facultadas. É sugerida a existência de um efeito não linear das variáveis biossociais ao longo do espetro de competência motora.
FCT -Fundação para a Ciência e a Tecnologia

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Almeida, Gabriela Sousa Neves de. "Relationship between estimation and real motor performance in school-age children." Doctoral thesis, 2015. http://hdl.handle.net/10400.5/11576.

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The relationship between estimated and real motor competences was analyzed for several tasks. Participants were 303 children (160 boys and 143 girls), which had between 6 and 10 years of age (M=8.63, SD=1.16). None of the children presented developmental difficulties or learning disabilities, and all attended age-appropriate classes. Children were divided into three groups according to their age: group 1 (N= 102; age range: 6.48-8.01 years); group 2 (N= 101; age range: 8.02-9.22 years); and group 3 (N=100; age range: 9.24-10.93 years). Children were asked to predict their maximum distance for a locomotor, a manipulative, and a balance task, prior to performing those tasks. Children’s estimations were compared with their real performance to determine their accuracy. Children had, in general, a tendency to overestimate their performance (standing long jump: 56.11%, kicking: 63.37%, throwing: 73.60%, and Walking Backwards (WB) on a balance beam: 45.21%), and older children tended to be more accurate, except for the manipulative tasks. Furthermore, the relationship between estimation and real performance in children with different levels of motor coordination (Köperkoordinationstest für Kinder, KTK) was analyzed. The 75 children with the highest score comprised the Highest Motor Coordination (HMC) group, and the 78 children with the lowest score were placed in the Lowest Motor Coordination (LMC) group. There was a tendency for LMC and HMC children to overestimate their skills at all tasks, except for the HMC group at the WB task. Children with the HMC level tended to be more accurate when predicting their motor performance; however, differences in absolute percent error were only significant for the throwing and WB tasks. In conclusion, children display a tendency to overestimate their performance independently of their motor coordination level and task. 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 increase the occurrence of unintended injuries.
O objetivo principal deste estudo foi analisar a relação entre a estimativa e a competência motora real, para várias tarefas envolvendo habilidade motoras fundamentais, em 303 crianças (160 rapazes e 143 raparigas) com idades compreendidas entre os 6 e os 10 anos (M=8.43, DP=1.16). As crianças frequentavam o 1.º ciclo e não apresentavam alterações no desenvolvimento e na aprendizagem. As crianças foram divididas em três grupos de acordo com a sua idade: grupo 1 (N= 102; 6.48-8.01 anos); grupo 2 (N= 101; 8.02-9.22 anos) e grupo 3 (N=100; 9.24-10.93 anos). Foi solicitado às crianças para estimarem a distância máxima que julgavam conseguir antes de executar uma tarefa: locomotora (saltar em comprimento), manipulativa (lançar e chutar uma bola para uma baliza) e estabilizadora (caminhar à retaguarda numa trave de equilíbrio com 6 cm de largura, 3 cm de altura e 3 m de comprimento). As suas estimativas foram comparadas com o seu desempenho motor real para determinar a precisão nas tarefas. As crianças deste estudo mostraram uma tendência para sobrestimar as suas habilidades motoras (saltar: 56.11%, chutar: 63.37%, lançar: 73.60%, caminhar à retaguarda numa trave: 45.21%) e as crianças mais velhas foram mais precisas nas suas estimativas, com exceção das tarefas manipulativas. Adicionalmente, este estudo pretendeu explorar se as estimativas das crianças, para as mesmas tarefas motoras, estavam relacionadas com o seu nível de coordenação motora. Com base no teste de coordenação motora Köperkoordinationstest für Kinder, as 75 crianças com a pontuação mais alta (quartil superior) e as 78 crianças com a pontuação mais baixa (quartil inferior) foram selecionadas para este objetivo; formaram, respectivamente, o grupo das crianças com alta coordenação motora (ACM) e o grupo das crianças com baixa coordenação motora (BCM). As crianças sobrestimaram as suas competências, exceto o grupo com ACM na tarefa de caminhar à retaguarda, e o grupo das crianças com BCM apresentou um erro percentual absoluto superior para todas as tarefas, mas apenas significativo para o lançamento e caminhar na trave. Em conclusão, as crianças tendem a sobreestimar as suas reais competências motoras independentemente da tarefa e do seu nível de coordenação. Esta constatação pode ser determinante no que respeita ao desenvolvimento das competências motoras, uma vez que as crianças serão mais propensas a se envolver e persistir em tarefas motoras, no entanto, e por outro lado, poderá levar a criança a colocar-se em situações de risco e originar a ocorrência de lesões não intencionais.

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Wang, Chun-Hsian, and 王群翔. "A Study of the Professional Competencies of Vehicle Inspectors in the Motor Vehicle Division." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/k6vvm4.

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碩士
國立臺北科技大學
技術及職業教育研究所
98
Vehicle Inspector is a key-man in Motor Vehicle Division on executing the vehicle inspection. Since the vehicle volume is increaseing rapidly and the vehicle technology is also upgrading day by day. The vehicle inspector needs optimized training, in order to get good inspecting knowledge and to protect the vehicle safety. Therefore, to cultivate the vehicle inspector with professional competencies and make him with correct knowledge and skill in vehicle inspecting is the topic being worthy consideration. In view of above, it is necessary to know the item of inspecting competencies, then to plan a complete training course for the vehicle inspector. The main goal of this study is to analyze the professional competencies for the vehicle inspector. And the studying way is by related document study and by professional interview, which is to collect the key items of vehicle inspector’s professional competencies, and then to edit the questionnaire for being the research tool. And then being through the questionnaire filling by Motor Vehicle Division’s vehicle inspecting chiefs and experienced vehicle inspectors for 30 person including managing expert and practical expert, to get the common sense and derive the necessary professional competencies for vehicle inspection. It includes the vehicle inspector’s background (major field, professional certificate, driving license level, education level, working experience), personal characteristic, knowledge & skill. From the filled questionnaire to collect the “degree of importance”, “frequencies of usage”, “and difficulties of various” for competent items, and to analyze the collected data. Then according the index of “degree of importance” and “frequencies of usage”, to identify the “Competencies Level” into “must-be”, “should-be” and “may-be” of knowledge and skill. Based on the “Competencies Level” and index of “difficulties of various” to define 5 kinds (A, B, C, D, E) of “Competencies Grade” and with 9 kinds of combination. “A” grade is prior training item, and according this way to analogizes to “E” grade. Using “Spearman Rank Correlation Theory” to do the unanimous trial test on the “degree of importance”, “frequencies of usage”, and “difficulties of various” from the knowledge & skill of managing and practical expert. After collecting and sorting the data & comment from the expert interview and questionnaire filling, and then to edit the conclusion & to summit the suggestion for completing this studying goal. The main of conclusion of this study is as following: 1. The necessary background of vehicle inspector from Motor Vehicle Division: Major field should be vehicle engineering, Professional certificate should have the certificate of inspector on small vehicle, Driving license should have the license of large bus or large truck, Educational level should be at least graduating from vocational high school, Working experience should be having working experience in vehicle inspecting or having specialty on vehicle, who can be without working experience. 2. There are 15 items of personal characteristic for vehicle inspector from Motor Vehicle Division. And the best personal characteristics are probity, professional morality and good working attitude. 3. There are 33 items of necessary knowledge for the vehicle inspector from Motor Vehicle Division, Which are as following: must-be knowledge: 18 items, should-be knowledge: 10 items, may-be knowledge: 5 items. For A grade: 5 items, B grade: 23 items, C grade: 1 items, D grade: 2 items, E grade: 2 items. 4. There are 24 items of necessary skill for the vehicle inspector from Motor Vehicle Division, Which are as following: must-be skill: 15 items, should-be skill: 6 items, may-be skill: 3 items. For A grade: 9 items, B grade: 12 items, C grade: none, D grade: 3 items, E grade: none. 5. In the part of “Knowledge”, the significance of “degree of importance” has “advance vehicle knowledge”: 1 item. The significance of “frequencies of usage” has “advance vehicle knowledge” and “normal Motor Vehicle knowledge”: 2 items. The significance of “difficulties of various” has “tradition vehicle knowledge”: 1 item. 6. In the part of “Skill”, the significance of “degree of importance” has “operating skill of inspection equipment”: 1 item. The significance of frequencies of usage has “operating skill of inspection equipment”,” driving/service of vehicle”,” skill of explaining vehicle inspection’s law/regulation” and “normal Motor Vehicle knowledge”: 4 items. The significance of difficulties of various has “operating skill of inspection equipment”,” skill of explaining vehicle inspection’s law/regulation”: 2 items.

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Chao, Ying-Hsuan, and 趙盈瑄. "Physical Activity, Motor Competence and Environmental Affordance in Preterm and Full-term Young Children." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/17770510696402472448.

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碩士
國立臺灣大學
物理治療學研究所
103
Physical activity (PA) plays an important role in child development, including motor, cognitive functioning and emotional well-being. Children born preterm are at high risk for motor deficits. It is important of knowing the impact of preterm birth on children’s PA participation in early developmental period. The aims of this study were to describe and compare the developmental trajectories of PA behavior in preterm and full-term children from 2.5 to 3.5 years of age and to investigate the relationship among motor competence, home environmental affordance, and PA participation in early preschool period. We recruited 18 preterm and 20 full-term children from National Taiwan University Hospital. Children’s PA behaviors, motor development and home environmental affordance were assessed at age 2.5, 3 and 3.5 years of age. Children’s PA was measured using accelarometry (ActiGraph GT3X+) for 7 consecutive days. PA behaviors were classified into different intensity level. Time and percent time spending in various levels of PA were calculated. Children’s motor competency was assessed using the Peabody Developmental Motor Scales, Second Edition (PDMS-2) for gross and fine motor skills. Children’s home environment was assessed using the Affordance in the Home Environment for Motor Development- Chinese version (AHEMD-C) for inside space, outside space, variety of stimulation, gross motor toys and fine motor toys. Using repeated measures of 2-way ANOVA, we investigate the difference of PA performance and motor competence between two group (preterm and full-term) and three ages (2.5, 3 and 3.5 years). Correlation analyses were used to investigate the relationship between young children’s PA levels, motor competence and home affordance. Multiple regression analyses were used to investigate the possible predicting factors including motor competence and home affordance in 2.5 years of age to predict children’s MVPA at 3.5 years of age. Our results revealed that preterm children, comparing to full-term peers, spent less time in light PA and total PA. Only vigorous PA showed significant age-related differences. In 2.5 and 3.5 years of age, children’s PA participation was negatively correlated with variety of stimulation of home affordance. For the relationship between motor competence and PA, the results showed that children’s PA participation were positively correlated with their locomotion skills in 2.5 nd 3 years of age. In 3.5 years, children’s MVPA participation was negatively correlated with visual motor integration and fine motor quotient. In addition, to combine children’s motor competence and home affordance together to predict children’s 3.5 years MVPA participation showed significant prediction. 2.5 years children’s motor competence and home affordance including locomotion and variety of stimulation could predict 3.5 years children’s MVPA. Our findings suggest that in early developmental period, preterm children’s PA participation were less than full-term children. Children’s motor competence and home affordance in preschool period were associated with PA participation, and the relationship changes with age. Children with better motor competence and less home affordance in early years would have more high intensity PA participation in later years. In order to increase children’s participation in PA, parents need to encourage children to engage in locomotion activities in young preschool period and to have a positive attitude, less protective to support children to participate in PA.

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YI-TING, WANG, and 王意婷. "Job Competence and Sale Performance：An Analysis of Salespeople for Domestic Motors." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/79650399956105664229.

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碩士
國防大學管理學院
資源管理及決策研究所
97
Abstract It is challenging and incentive of high performance bonus for the jobs of sale motors, so attracting a lot of job hunters who just got into the society to all want to enter this job market to develop. In view of it, this research wants to understand the relationship of between job competence and remarkable performance for sales in motors market. In order to find out the answer to problem described above, this research employs the investigation method of the questionnaire and adopts 223 salesmen in domestic motors as analytical sample. On the basis of controlling gender, age, seniority, education, sale’s area, occupation title, the results show that: (1) the stronger the product competence and networking competence were, the better sale performance was; (2) there were no significance effects of implicit competence and sale competence on sale performance; (3) the interaction of explicit competence and implicit competence was negatively associated with sale performance.

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Hsieh, Chiu-Yun, and 謝秋雲. "Motor Competence and Coordination of Eight and Nine Year-Old Students: One Year Follow Up." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/29516957922804260356.

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碩士
國立體育學院
體育研究所
91
ABSTRACT The developed countries usually consider the developmental level of special education for the disabled students as an important index of a country’s progression. Developmental Coordination Disorder (DCD) is a popular domain in the field of adapted physical activity in the world. A reliable and valid evaluation tool - the Movement Assessment Battery for Children (Movement ABC) has often been used to assess motor functions and coordination of children. However, this important topic has seldom been concerned in Taiwan. Recently, Taiwan has taken more account of special education for students with disabilities, but it has not paid enough attention on studies of students with DCD. The purpose of this study was to examine the prevalent rate of children with DCD in primary schools and the characteristics of motor performance in the Movement ABC through one year follow up. Subjects were from 8 year-old students at beginning of the study until 9 year-old students of Dong Xing Primary School in Taichung City. In this study, 167 children (83 boys and 84 girls) were evaluated and chosen randomly. The findings of this study were as follows: 1. Five children (3 boys and 2 girls) were identified as children with DCD (3%) and 17 children (9 boys and 8 girls) were borderline DCD children (10.2%) at age of 8 years old. Forty-eight children (20 boys and 28 girls) were identified as children with DCD (28.7%) and 53 children (26 boys and 27 girls) were borderline DCD children (31.7%) at 9 years old. 2. Nine year-old children’s relative ability of manual dexterity was better than that of eight year-old children, but their abilities of ball skills and balance were poorer than those of eight year-old children. Eight year-old children’s and nine year-old children’s abilities of dexterity, ball skills and balance had positive correlations. 3. When eight year-old children grew up to nine years old, DCD children were relatively poorer in motor coordination competence. The borderline DCD children had better motor coordination competence when growing up. However, when eight year-old children without DCD grew up to nine years old, their relative motor coordination competence was poorer. 4. Comparing raw scores with and then transforming them into the impairment score, the impairment score of nine year-old children was higher than that of eight year-old children. This showed that children’s motor coordination competence was poorer than foreign children. In addition, the number of DCD children increased when children grew up from eight to nine years old. 5. Comparing raw scores with Taiwanese normative data and then transforming them into z score, the relative ability of dexterity and ball skill of DCD children progressed but their relative ability of balance decreased when they grew up. The overall motor coordination competence made progression. Borderline DCD children’s relative abilities improved when they grew up. The relative ability of manual dexterity of children without DCD increased but their relative abilities of ball skills, balance and overall motor coordination competence decreased. Through the investigation of this study, the changing trend of motor competence between eight and nine year-old children was generally examined. In particular, the motor competence of 8 year-old children in Taiwan was similar to foreign children. However, the motor competence of 9 year-old children in Taiwan was significantly poorer than foreign children. This issue needs further investigation in the future.

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Mirjafari, Elnaz. "The relationships between motor skills, perceptions of competence, and participation in active recreation and physical activities." Thesis, 2015. http://hdl.handle.net/1828/6991.

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There is growing interest in determining the nature of children’s activity proﬁles. Recreational activities are considered to be a vital part of the development of children (King et al., 2003). Participation in recreation positively influences the development of skills and competences, social relationships, and long-term physical health (Law et al., 2006). Recently, the importance of fundamental motor skills and perceived physical competence towards lifetime participation in movement and physical activity has gained increased attention (Robinson, 2011). Stodden et al. (2008) proposed a model in which the reciprocal and dynamic relationship between motor skill competence and physical activity was central. Stodden and colleagues’ posited that in middle-childhood motor skill proficiency directly influences participation and also indirectly influences participation via perceptions of physical competence. The aim of this study was to examine the relationship between motor skill proficiency (MS), perceptions of physical competence (PPC) and participation in active recreation and physical activities by boys and girls in grade 2. Participants were 398 grade 2 children (mean age= 7 years 8 months, girls = 201) from eight elementary schools. Locomotor skills (LM) and object control skills (OC) were assessed in physical education using the Test of Gross Motor Development-2 (TGMD-2). Participation in recreation and physical activities was assessed using the Children's Assessment of Participation and Enjoyment (CAPE). Perceptions of physical competence were assessed using the Pictorial Scale of Perceived Competence and Social Acceptance (PSPCSA). Descriptive statistics were calculated for five dimensions (diversity, intensity, with whom, where, and enjoyment) of participation, PPC, OC, and LM; and analyses of variance (ANOVA) were used to examine differences between boys and girls for all variables. Pearson product moment correlation coefficients were computed to examine the relationships between motor skills, perceptions of physical competence, and participation in CAPE activity categories of all children and boys and girls separately. Linear regression was used to predict the participation from motor skills and PPC. Overall children participated in more recreational activities and social activities than active recreational pastimes and organized sports. There were no differences between the rate of boys’ and girls’ participation in recreational activities, physical activities, organized sport, and active physical recreation. Girls participated in social activities, skill-based activities, and self-improvement activities more than boys. Girls’ locomotor proficiency and PPC were significantly higher than boys, while boys’ object control proficiency was significantly higher than girls. The relationships between motor skills and participation in CAPE activity categories was consistent and notable for boys, particularly between object control skills and the more active categories of participation. Whereas, there were only two significant relationships between motor skills and participation for girls; object control skills was significantly associated with participation in physical activities and active physical recreation. For boys, PPC was positively associated with all CAPE activity categories except for engagement in self-improvement activities. For girls, PPC was positively associated with participation in social activities, skill-based activities, and active physical recreation. Regression analysis revealed that PPC accounted for 4% of the shared variance in girls’ participation in active physical recreation. For boys, PPC and object control skills accounted for 12.3% of the shared variance in participation in active physical recreation, and object control skills accounted for 5% of the variance in organized sport. These findings illustrate that children participated most often in less physically active recreational activities. There were notable sex-based differences in the relationships between MS, PPC, and participation in CAPE activities. For girls there were few significant relationships between motor skills, perceptions of physical competence and CAPE activity categories. In this study findings suggest that for grade 2 boys, participation in leisure activities is affected by motor skills directly. But this model was not significant for girls. For girls, only perceptions of physical competence predicted active physical recreation. However, findings of the present study suggest that childhood object control proficiency and perceptions of physical competence predicted subsequent time spent in leisure activities, at least for boys. In relation to the Stodden et al. model of developmental mechanisms influencing physical activity trajectories, this study suggests that object control skills may be playing both a direct and indirect role in boys’ participation in active physical recreation and a direct role in their participation in organized sport. For girls in grade 2, the influence of motor skill proficiency is less evident, but their perceptions of competence may play somewhat of a role in their participation in active physical recreation.
Graduate
elnazmiry@yahoo.com

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