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Passarini, John Richard. "Motor skill development of children with Down syndrome." Thesis, Boston University, 2001. https://hdl.handle.net/2144/33533.
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Thesis (Ed.D.)--Boston UniversityThis study was conducted for the purpose of determining the effectiveness of a home-based motor activity program on children with Down syndrome 6 to 10 years of age. Twenty-six children with Down syndrome and their respective families participated in this twelve-week study. The Circles Of Learning instructional program was created, and fieldtested. The Test of Gross Motor Development (TGMD) provided base-line data for measures of progress in fundamental motor skills. Parents were instructed in how to teach locomotor skills and object control skills as measured by the TGMD. The methods required seven distinct activities: the creation of an instructional manual; recruitment and instruction of project assistants; identification and recruitment of the subjects and their families; pretest and posttest assessment of subjects; instructional training of parents; and the twelve week intervention. The comparison (C) group received the Handwriting Without Tears program during the 12 week intervention period. When compared with the (C) group, all subjects in the experimental (E) group showed statistically significant improvement in the acquisition of fundamental motor skills as measured by the TGMD. Four (E) group subjects improved to the "average" range for typically developing children. Ten of the 11 (E) group subjects continued to improved their demonstrated fundamental motor skill performance two weeks after the intervention, while one subject maintained his gains. Weekly parent comments during the intervention gave testimony to the effectiveness of the intervention supporting primary and secondary gains for the subjects. Parents reported that interactions between family members and the subjects increased and fundamental motor skills improved during spontaneous unstructured play and during organized activities at home and at school. This study challenges the previous research suggesting children with Down syndrome need specialized motor development programs. Furthermore, this study demonstrates that the acquisition of fundamental motor skills for children with Down syndrome can be accelerated.
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Staples, Kerri. "Development of a gross motor task to assess motor planning of children with autism spectrum disorders." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98584.
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Motor planning was assessed by performance of 10 male children (age range 9-12 years) with ASD on a simple obstacle course of horizontal barriers. The primary measures of motor planning were acts of hesitation and hesitation time. These measures, along with executive functioning scores from the BRIEF, and measures of movement execution were correlated to assess the validity of this obstacle course. Results of these correlations supported the validity of the motor planning inferences from the performance of the obstacle course since motor planning correlated in the expected directions with the BRIEF scores and movement execution measures. Internal consistency (Cronbach's alpha) was sufficiently high to support the reliability of this obstacle course, with the item analysis providing direction for the most reliable barrier heights. Therefore, the use of this obstacle course task provides both valid inferences and reliable measures of motor planning, although further development is warranted.
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Pelland, Lucie. "Strategies for motor control analysis in children." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=37808.
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The goal of the research described in this thesis is to further our understanding of the motor control strategies that are available to the child when learning to produce meaningful interactions with environmental surfaces. The principal aim is to explore the analytical techniques that could be used to evaluate the range of neuromechanical responses for the lower limb that would provide stability at the limb/environment interface during growth and development. Five studies are presented that provide both experimental data and theoretical perspectives that were coalesced in the formulation of a general model for the control of stability at the limb/environment interface. The first study presents an analytical technique that was devised to classify the spatial-temporal organization of the surface myoelectric activity into one of three distinct patterns: Burst, Tonic, and Tonic Burst. This classification permits the matching between the pattern of muscle activity and the kinematic and kinetic control of the ground contact phase of landing. In the second, and companion paper, different distributions of the Burst, Tonic, and Tonic Burst patterns across the muscles of the lower limb were associated with three mechanical responses of the limb to ground contact. Mechanically, the three limb responses show a progression toward an effective control of stability at the limb/environment interface and it was therefore proposed that the distribution of activity patterns could reflect the priorities of system at different stages of growth and development. The results support our hypothesis that more complex movements can be executed when the limits of stability are maximized. Study three presents a formal model for the control of stability at the limb/environment interface. The model was further applied to propose new theoretical approaches that could be used in the clinical milieu, shifting the focus of the evaluation to the range of feasible movements that would be available
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Walters, Yolinda. "The effects of a perceptual-motor development program on children with Developmental Coordination Disorder." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1302.
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Al-Thumali, Fahad Jameel M. "Assessment of Motor Proficiency Levels in Children in Saudi Arabia." Thesis, Griffith University, 2016. http://hdl.handle.net/10072/368161.
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Assessing children’s motor development is important for determining their developmental levels and needs in order to promote their motor skills. Differing environmental and cultural backgrounds can impact upon children’s motor development, and thus need to be taken into account in motor assessments. This study aimed to provide a comprehensive overview of the motor development levels of children in Saudi Arabia using the Bruininks-Oseretsky Test of Motor Proficiency (BOT-2). The investigation included both genders (males and females) at three school grade levels (1st, 3rd, 5th) from two residential areas (urban and rural). Moreover, the study investigated the effects of gender, grade, and residence on the performance of a sample of 188 Saudi children. These results were compared to BOT-2 norms from a United States sample. Furthermore, this study examined the possibility of using BOT-2 in Saudi society (objectivity, reliability, and validity).
A quantitative research paradigm was used in the study to achieve the study’s objectives. One-sample-t-test was utilised to identify any significant differences between the study groups and BOT-2 norms in the subtest point scores. A three-way analysis of variance (ANOVA) was performed to determine any effect of the independent variables (gender, grade, and residential area) on the dependent variables (motor-area composite scores). Lastly, several statistical methods were used to examine the objectivity, reliability, and validity of using BOT-2 with Saudi children.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Education and Professional Studies
Arts, Education and Law
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Blanchette, Nicholas. "Cognitive and motor development in children with vertically transmitted HIV infection." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0021/MQ54133.pdf.
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Kgomo, Gretta Tumelo. "Cognitive and motor development in HIV infected children : a systematic review." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20089.
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Thesis (MCurr)--Stellenbosch University, 2012.ENGLISH ABSTRACT: The global epidemic of HIV continues with an estimated 2.2 million children under 15 years of age worldwide living with HIV and 640 000 newly infected in 2004 (WHO, 2009). HIV crosses the blood–brain barrier which may lead to neuronal damage and death. There is controversial evidence within available research on effects of HIV on cognitive and motor development in children because of the limitations imposed by study designs, study populations and study methodological quality. The aims of the review were: - To conduct a systematic review of published research to establish the effects and the prevalence of HIV infection on cognitive and motor development in children. - To critically appraise the methodological quality of published research regarding cognitive and motor development of HIV infected children. The objectives of the review were: - To assess evidence on the cognitive and motor development of HIV-1 infected children - To describe anthropometric outcomes including: weight for age, weight for height, height for age and head circumference in children with a HIV infection. - To assess the methodological quality of studies on the cognitive and motor development of HIV infected children. The following databases were searched for identification of articles; MEDLINE, Google Scholar, AIDSTRIALS, AIDSLINE and CINHAL. The search time frame included published works from inception to July 2011 without language restrictions. Analytical observational trials that assessed at least one outcome (cognitive or motor development or 1 of the anthropometric outcomes) between HIV positive and HIV negative children aged 5 years and below or children with a mean age of less than 5 years were employed. Two review authors independently searched for eligible studies, evaluated methodological quality and extracted the data. Meta-analysis was carried out using Rev Man 5.1 using the risk ratio for categorical data and standard mean difference for continuous data. Fifteen studies with a total of 3 086 participants met the inclusion criteria. HIV infected children were 2.45 times at higher risk of developing cognitive developmental delay than HIV negative children (RR, 95% CI, 1.95, 3.07, P < 0.00001). Infected children scored - 0.54 less than HIV negative children (SMD 95% CI, -0.70, -0.39, 97, p < 0.00001) for cognitive development and -0.68 in motor development (SMD 95% CI, -0.82, -0.55, p< 0.00001). The risk of motor developmental delays was 2.95 times in HIV positive compared with HIV negative children (RR 95% CI, 2.19, 3.99, p < 0.00001). HIV infected children are slower in aspects of cognitive and motor development compared to their HIV negative counterparts. They also showed delays in anthropometric outcomes; weight for age and height for age. Study design influenced results of the studies with children scoring more on cross sectional than cohort studies. There is still need to develop culturally appropriate or standardise neurodevelopment tools as most African studies still rely on international tools. More evidence is needed on the effectiveness of HAART in reducing cognitive and motor delay.
AFRIKAANSE OPSOMMING: Die wêreldwye MIV epidemie duur voort met ongeveer 2.2 miljoen kinders onder 15 jarige ouderdom wat wêreldwyd met MIV leef en 640 000 onlangs in 2004 geïnfekteerd (WHO, 2009). MIV strek oor die bloed-brein grens wat kan lei tot neuronale skade en die dood. Daar is kontroversiële bewys binne beskikbare navorsing oor die effek wat MIV het op kognitiewe en motoriese ontwikkeling in kinders, vanweë die beperkinge wat geplaas word deur studie ontwerpe, studie bevolkings en studie metodologiese kwaliteit. Die doelwitte van die oorsig is om - ‘n sistematiese oorsig van gepubliseerde navorsing te doen om sodoende die effek en voorkoms van MIV infeksie op kognitiewe en motoriese ontwikkeling by kinders vas te stel - ’n kritiese waardering van die metodologiese kwaliteit van gepubliseerde navorsing te doen ten opsigte van die kognitiewe en motoriese ontwikkeling van MIV geïnfekteerde kinders. Die doelwitte van die oorsig is om - assessering te doen van die bewyse van kognitiewe en motoriese ontwikkeling by MIV-1 geïnfekteerde kinders - antropometriese uitkomste te beskryf, insluitend: gewig vir ouderdom, gewig vir hoogte, hoogte vir ouderdom en omtrek van die hoof by kinders met ’n MIV infeksie - die metodologiese kwaliteit te assesseer van studies op die kognitiewe en motoriese ontwikkeling van MIV geïnfekteerde kinders. Die volgende databasisse is nagevors vir die identifisering van artikels: MEDLINE, Google Scholar, AIDSTRIALS, AIDSLINE en CINHAL. Die tydraamwerk vir navorsing het gepubliseerde werk ingesluit vanaf aanvang tot Julie 2011 sonder taalbeperkings. Analitiese waarneembare toetse wat ten minste een uitkoms geassesseer het (kognitiewe of motoriese ontwikkeling of 1 van die antropometriese uitkomste) tussen MIV positiewe en MIV negatiewe kinders van 5 jarige ouderdom en jonger, of kinders met ’n gemiddelde ouderdom van minder as 5 jaar is betrek. Twee oorsig outeurs het onafhanklik vir geskikte studies gesoek, metodologies geëvalueer en data getrek. Meta-analise was uitgevoer deur gebruik te maak van Rev Man 5.1 met behulp van die risiko-ratio vir kategoriese data en die standaard gemiddelde verskil vir aaneenlopende data. Vyftien studies met ’n totaal van 3 086 deelnemers met die insluitingskriteria. MIV geïnfekteerde kinders het 2.45 keer ’n hoër risiko gehad om kognitiewe ontwikkelingsvertraging te ontwikkel as MIV negatiewe kinders (RR, 95% CI, 1.95, 3.07, P< 0.0000). Geïnfekteerde kinders het ’n -0.54 telling behaal, minder as MIV negatiewe kinders (SMD 95% CI, -0.70, -0.39,97 p < 0.00001) vir kognitiewe ontwikkeling en -0.68 vir motoriese ontwikkeling (SMD 95% CI, -0.82, -0.55, p< 0.00001). Die risiko van motoriese ontwikkelingsvertragings was 2.95 keer by MIV positiewe in vergelyking met MIV negatiewe kinders (RR 95% CI, 2.19, 3.99. p < 0.00001). MIV geïnfekteerde kinders is stadiger in aspekte van kognitiewe en motoriese ontwikkeling in vergeyking met hulle MIV negatiewe eweknieë. Hulle het ook vertragings getoon in antropometriese uitkomste; gewig vir ouderdom en hoogte vir ouderdom. Studie ontwerpe het uitslae beïnvloed van die kinders wat ’n hoër telling behaal het met deursnee as in kohort studies. Daar is nog ’n behoefte om kultureel geskikte of gestandaardiseerde neuro-ontwikkelingsinstrumente te ontwikkel, omdat die meeste Afrika-studies nog steeds staat maak op internasionale instrumente. Meer bewyse is nodig aangaande die effektiwiteit van HAART om kognitiewe en motoriese vertraging te verminder.
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Gingras, Ginette. "The development of a motor creativity test using fluency and flexibility measures /." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66004.
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Wilson, Cameron. "Contribution of gait analysis to the understanding of motor development." Thesis, Australian Catholic University, 2009. https://acuresearchbank.acu.edu.au/download/ce539cbd1807960c252cfdf6d58dfec6bb8ad6c0581062cd33289a7630fa631c/3393612/65145_downloaded_stream_370.pdf.
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Findings from two studies are presented. Both focused on the gait of Australian primary aged children and the information that this fundamental motor skill provides towards understanding the development of motor performance. In study one 87 (47 male, 40 female) children (5 - 9 years) participated. Children were tested using the Movement Assessment Battery for Children (MABC) (Henderson & Sugden, 1996), and the GAITRite walkway system. Gait parameters of the motor impaired and typically developing children were compared. Walking at a self-selected normal pace the motor impaired children did not significantly differ from their typically developing peers. A comparison of the gait parameters across the three age-bands tested (4 - 6, 7 - 8 & 9 - 10 years) showed Cadence and Double support time to differ significantly between the first and second age-bands with Cadence decreasing and double support time increasing with age. The variability of walking velocity and cadence both decreased significantly from age-band 1 to 2. Further a greater percentage of the motor impaired children were classified as overweight according to their BMI. Two important improvements in the experimental design were introduced for the larger second study (n = 218: 102 Male, 116 Female) ranging in age from 5 - 12 years. Firstly, slow and fast walking speeds were added to the normal walking speed condition to increase the task demand. Secondly, performance on the balance component only of the MABC was used as the criterion for impairment in this analysis. Two important improvements in the experimental design were introduced for the larger second study (n = 218: 102 Male, 116 Female) ranging in age from 5 - 12 years. Firstly, slow and fast walking speeds were added to the normal walking speed condition to increase the task demand. Secondly, performance on the balance component only of the MABC was used as the criterion for impairment in this analysis. Developmental trends were most evident for the stride-to-stride gait variability measurements. Specifically, the velocity, cadence, step length and base of support were all significantly more variable in the 11 and 12 year old children in comparison to the young adult group. It was suggested from these findings that the underlying process regulating the sequence of gait was not yet fully mature at age 12. A major aim of this investigation was to identify a simple objective means to measure the motor skills of children. Using a stepwise discriminant analysis walking at the slow speed was shown to be the best discriminator between the balance impaired and non-impaired children. Using only the base of support and cadence variability measures, 72.2 % of cases were correctly predicted. The third research question arose from the findings of study, viz. Do overweight children have impaired balance and coordination during walking? In this study, only a slightly larger percentage of overweight children (34.4%) were classified as motor impaired compared to the normal weight children (29.9%). It was noted that the overweight children walked with a wider base of support and a longer double support time, though they were no more variable than the normal weight children when the stride-to-stride parameters were assessed. Three major conclusions arose from this investigation. (1) children do not exhibit mature control of the walking sequence by age 12. (2) children classified as balance impaired walked with a pattern similar to those of children from a younger age group. (3) Overweight children although adopting a different walking strategy did not exhibit impaired control of the underlying sequence of walking.
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Reilly, Sheena. "The objective assessment of oral motor function during feeding : development and validation of the Schedule for Oral Motor Assessment (SOMA)." Thesis, University College London (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283439.
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Hallam, Philippa Margaret. "The impact of prehension and fine motor development on gross motor activity in children with cerebral palsy." Thesis, University of Liverpool, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.482805.
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Siqueira, Mariana Vulcano. "Aprendizado motor em crianças: comparação entre 06 e 10 anos." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/47/47135/tde-04062008-123622/.
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A aprendizagem motora é um processo desencadeado pelo treino, que envolve inúmeras mudanças sinápticas que, inicialmente, são temporárias e depois, com a continuidade do estímulo, consolidam-se definitivamente. Como tal processo não pode ser mensurado diretamente in vivo, as medidas tomadas como evidências da sua consolidação são comportamentais, ou seja, medidas de alteração de desempenho desencadeadas pelo treino. Um maior conhecimento a respeito dos fatores que interferem no processo de aprendizagem motora é de extrema importância para todas as ciências que estudam os efeitos do treino motor, tais como Pedagogia, Educação Física, Terapia Ocupacional, Fisioterapia, entre outras, à medida que permitem a implantação de abordagens mais específicas. Dentre vários fatores importantes, esse estudo elegeu a idade, já que, atualmente, não é claro como diferenciar o treino para crianças em diferentes faixas etárias. A indagação a respeito dos possíveis efeitos da idade sobre o processo sustenta-se no fato que o cérebro humano, ao nascimento, não se encontra completamente desenvolvido, o que só será alcançado, aproximadamente, duas décadas depois. Assim, sendo o processo de aprendizagem dependente de várias estruturas cerebrais, funcionando de forma complexa e sincrônica, é plausível supor que crianças em diferentes estágios maturacionais do Sistema Nervoso, sob as mesmas condições de treino, alcancem diferentes desempenhos. Dessa forma, o objetivo desse trabalho foi, por meio da análise do desempenho de uma nova tarefa, investigar possíveis diferenças no processo de aprendizagem motora entre crianças saudáveis de 6 e 10 anos. Para isso, foi comparado o desempenho motor em uma tarefa de oposição de dedos da mão, em duas diferentes seqüências, uma treinada por meio de 4 blocos de 600 movimentos e outra tomada como controle, entre um grupo de 16 crianças com idade de seis anos (6,5+0,2) e outro composto por dez crianças com idade entre 9 e 10 anos (9,6+0.50). O desempenho para ambas as seqüências foi tomado em 6 diferentes momentos: antes, 2 minutos, 4, 7, 14 e 28 dias depois da sessão de treino e então, analisado estatisticamente por meio da ANOVA para medidas repetidas. Os resultados obtidos durante o treino mostraram que, em termos de velocidade de oposição de dedos, as crianças menores apresentavam, inicialmente, uma lentidão que desapareceu após as primeiras 600 repetições. Já a análise do desempenho dos mesmos movimentos dentro de uma seqüência específica mostrou o comportamento oposto: as crianças menores, inicialmente, apresentavam o mesmo desempenho em comparação às mais velhas, mas, após o primeiro bloco de treino, essas últimas tornaram-se progressivamente mais eficientes no aproveitamento do treinamento. A análise dos resultados obtidos com a seqüência tomada como controle mostrou que as crianças menores apresentaram dificuldade em generalizar a aprendizagem para a seqüência reversa. Tomados em conjunto, esses resultados indicam diferenças no aproveitamento do treino entre crianças de 6 e 10 anos, discutidas nesse estudo como associadas principalmente a diferenças nas funções cognitivas envolvidas na construção da habilidade, coerentes com as diferenças maturacionais do Sistema Nervoso esperadas entre essas idades.Motor learning is a process triggered by training, which involves numerous synaptic changes that are initially temporary, and further, with the stimulus continuity, consolidate definitively. As such process cannot be measured directly in vivo, the measures taken as evidences of their consolidation are behavioral, that is, they are performance change measures triggered by training. A greater knowledge on the factors that interfere on the motor learning process is extremely important for all the sciences that investigate the effects of motor training, such as Pedagogy, Physical Education, Occupational Therapy, Physiotherapy, among others, as they enable the implementation of more specific approaches. Among several important factors, this investigation has elected age, since today it is not clear how to differentiate training for children at different age ranges. The question about the possible effects of age on the process is supported by the fact that the human brain, upon birth, is not completely developed, and this development will only be reached approximately two decades later. Thus, as the learning process depends on several brain structures, which operate in a complex and synchronized way, it is plausible assuming that children at different maturity stages of the Nervous System, and under the same training conditions, achieve different performances. Thus, this work aimed at investigating eventual differences in the motor learning process, by analyzing the performance of a new task, among healthy children from 6 to 10 years old. To do that, the motor performance was compared for a task of hand\'s fingers opposition, in two different sequences, one trained by means of 4 blocks with 600 motions, and the other taken as control, in a group of 16 (sixteen) six-year old children (6.5+0.2), and another one comprised by 10 (ten) 9-10-year old children (9.6+0.50). The performance for both sequences was taken in 6 different times: before, 2 minutes, 4, 7, 14 and 28 days after the training sessions, and then statistically analyzed via ANOVA for repeated measures. The results achieved during the training evidenced that, in terms of finger opposition speed, smaller children initially presented a slowness, which disappeared after the first 600 repetitions. By its turn, the performance for the same motions within a specific sequence showed the opposite behavior: smaller children initially presented the same performance when compared to the older ones, but after the first training block, the latter ones became more and more efficient in terms of training results. The analysis of the results achieved with the sequence taken for control purposes showed that smaller children presented difficulty in generalizing the learning for the reverse sequence. When considered as a set, these results indicate differences in the training results between 6- and 10-year old children, discussed in this investigation as especially associated to differences in the cognitive functions involved in skill construction, coherent with the maturity differences of the Nervous System, expected between these ages.
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Breytenbach, Riana. "A motor skills development programme for 10 to 12 year-old children." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80092.
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Thesis (M Sport Sc)--Stellenbosch University, 2013.ENGLISH ABSTRACT: Many children experience developmental problems without being aware thereof. In a school setting these developmental delays mostly remain unnoticed and are scarcely remediated sufficiently, if at all. Children with developmental deficits often experience movement difficulties and are labelled as clumsy, sloppy or having two left feet. The development of, and proficiency in specific motor skills have been found to play a critical role in the participation of physical activity in children, as well as the maintenance of health and well-being later in life, when entering adulthood. There are, however, countless other factors that affect the optimal development of motor skills and physical activity participation. One such factor is ascribed to instances where children experience problems associated with their environment or the circumstances in which they grow up. Poor socio-economic circumstances and a culturally poor environment, lacking sufficient developmental opportunities, may hinder a child‟s motor skills development and skill learning to such an extent that they cannot reach their full developmental potential. Research suggests that the school environment can provide ample opportunity for the development of motor skills and that all schools should consider implementing motor skills development programmes during the Physical Education (PE) time slots. The mastery of motor skills may influence and benefit the participation in various school sports and may also enhance the ability of children to learn and master new and more complex movement skills within and outside the classroom environment. Thus, due to the fact that children spend a great part of their day at school and in the classroom setting, teachers, especially those facilitating PE, have the opportunity to play a vital role in the acquisition and mastery of important motor skills and subsequently affect the physical activity and developmental future of children. The purpose of this study was to design and implement a motor skills development programme to improve the balance and bilateral coordination of children between the ages of 10 and 12 years in the Stellenbosch region. Two existing classes, from a previously disadvantaged school, were recruited and randomly selected as an experimental (n=35) and control group (n=32). The children completed the Short Form as well as all the Long Form activities for the balance and bilateral coordination subtests of the Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2). This was done to provide an overview of the overall motor proficiency and more specifically the level of balance and bilateral coordination. A 12-week motor skills development programme, with a specific focus on balance and bilateral coordination, was designed and implemented by the researcher. The effect of this programme was determined by statistically analysing and comparing the pre- and post-test results with the use of Statistica 2010. The main findings of this study indicated that the intervention programme had a positive, although not statistically significant, effect on the overall motor proficiency and balance and significantly improved bilateral coordination. This study suggests that some of the children, between the ages of 10 and 12, from a previously disadvantaged school in the Stellenbosch region and with access to an established school PE programme, experienced movement difficulties. Consequently, there is great room for improvement and motor skill development in these children. This study can, therefore, be a stepping stone into future research regarding further motor skills research in primary school children, the implementation of expanded motor skills intervention programmes and to improve all the motor skills as opposed to selected motor skills as in this study.
AFRIKAANSE OPSOMMING: Ontwikkelingsprobleme word, sonder dat ʼn mens daarvan bewus is, deur vele kinders ervaar. In die skool-omgewing bly hierdie ontwikkelingsagterstande meestal ongesiens en word min kinders, indien enige, voldoende geremedieer. Kinders met ontwikkelingsagterstande ervaar gereeld bewegingsprobleme en word as lomp, slordig of as iemand met twee linkervoete beskryf. Daar word beweer dat die ontwikkeling van, en vaardigheid in, spesifieke motoriese vaardighede van kinders ʼn kritieke rol in hul deelname aan fisieke aktiwiteit, asook die onderhoud van gesondheid en welstand tydens volwassenheid, speel. Daar is egter talle ander faktore wat die optimale motoriese ontwikkeling en fisieke aktiwiteit deelname van kinders kan beïnvloed. ʼn Voorbeeld van so ʼn faktor word toegeskryf aan gevalle waar kinders probleme, wat met hulle omgewing of die omstandighede waarin hul grootword geassosieer word, ervaar. Swak sosio-ekonomiese omstandighede en ʼn kultureel-arme omgewing, wat tekort skiet aan voldoende ontwikkelingsgeleenthede, mag die motoriese ontwikkeling en die aanleer van nuwe vaardighede tot so ʼn mate inhibeer dat kinders nie in staat is om hulle volle ontwikkelingspotensiaal te bereik nie. Navorsing dui daarop dat die skoolomgewing vele geleenthede vir die ontwikkeling van motoriese vaardighede kan bied en dat daar onderneem moet word om motoriese vaardigheid-ontwikkelingsprogramme tydens Liggaamlike Opvoeding (LO) periodes te implementeer. Die bemeestering van motoriese vaardighede mag die deelname aan verskeie skoolsporte beïnvloed en bevoordeel, asook die vermoë om nuwe en meer komplekse bewegingsvaardighede binne en buite die klasomgewing aan te leer en te bemeester, bevorder. Dus, aangesien kinders ʼn groot gedeelte van hul dag by die skool en in ʼn klasomgewing deurbring, het onderwysers, veral die wat LO fasiliteer, die geleentheid om ʼn noodsaaklike rol in die aanleer en bemeestering van belangrike motoriese vaardighede, en vervolgens fisieke aktiwiteit, asook die toekomstige ontwikkeling van kinders te beïnvloed. Die doel van hierdie studie was om ʼn motoriese vaardigheid-ontwikkelingsprogram, wat balans en bilaterale koördinasie bevorder, vir 10 tot 12-jarige kinders in die Stellenbosch omgewing te ontwerp en implementeer. Twee bestaande klasse vanuit ʼn voorheenbenadeelde skool was gewerf en lukraak verkies as ʼn eksperimentele- (n=35) en kontrolegroep (n=32). Kinders het die kort vorm- asook al die lang vorm-aktiwiteite vir balans en bilaterale koördinasie sub-toetse van die Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2) voltooi. Hierdie toetse is afgelê om ʼn oorsig van die algehele motoriese vaardigheidsvlak, en meer spesifiek die vlak van balans en bilaterale koördinasie, te bepaal. ʼn 12-week motoriese vaardigheid-ontwikkelingsprogram, met ʼn spesifieke fokus op balans en bilaterale koördinasie, is deur die navorser ontwerp en geïmplementeer. Die effek van hierdie program is bepaal deur die pre- en post-toets resultate met behulp van Statistica 2010 statisties te analiseer en vergelyk. Die primêre bevindinge van hierdie studie dui daarop dat die intervensieprogram ʼn positiewe, alhoewel nie statisties beduidende, effek op die bevordering van algehele motoriese vaardigheidsvlak en balans, asook ʼn statisties beduidende effek op bilaterale koördinasie gehad het. Hierdie studie dui daarop dat kinders, tussen die ouderdomme van 10 en 12, vanuit ʼn voorheenbenadeelde skool in die Stellenbosch omgewing en wat toegang tot ʼn gevestigde LO program het, steeds bewegingsprobleme ervaar. Dus, is daar groot ruimte vir die verbetering en ontwikkeling van motoriese vaardighede by hierdie kinders. Hierdie studie kan dus as ʼn beginpunt vir toekomstige navorsing in verdere motoriese vaardigheids-navorsing van laerskool kinders, die implementering van uitgebreide motoriese intervensieprogramme, asook die bevordering van alle motoriese vaardighede in vergelyking met geselekteerde motoriese vaardighede soos in die huidige studie dien.
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Oliveira, Natalia Rodrigues. "Sleep behavior and motor development in children aged 12 to 18 months." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=18627.
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FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgicoO acompanhamento de saÃde da crianÃa nos primeiros anos de vida à essencial, uma vez que, alteraÃÃes no desenvolvimento neuromotor e comportamento do sono podem ser detectados pelos profissionais, que amenizam situaÃÃes de risco por meio de intervenÃÃes precoces. Com este estudo, objetivou-se avaliar o comportamento do sono e o desenvolvimento motor da crianÃa de 12 a 18 meses de idade, por meio de Infant Sleep Questionnaire (ISQ) - versÃo brasileira e Alberta Infant Motor Scale (AIMS); verificar a associaÃÃo das variÃveis sociodemogrÃficas e educacionais do cuidador e neonatais com os escores finais do Infant Sleep Questionnaire (ISQ) - versÃo brasileira e da AIMS. Este estudo à transversal e quantitativo, realizado no AmbulatÃrio de Pediatria de um hospital de referÃncia, em Fortaleza- CE, Brasil e em domicÃlio. Sua amostra à composta por 50 crianÃas e 50 cuidadores, no perÃodo de abril a outubro de 2014. A captaÃÃo dos participantes ocorreu com a busca direta em prontuÃrios/documentos ou contato com os pais e profissionais do serviÃo; aplicou-se, para isso, um instrumento de caracterizaÃÃo dos participantes, o ISQ - versÃo brasileira e a AIMS, aprovado pelo Comità de Ãtica em Pesquisa sob o protocolo n 422.103. Os cuidadores, em sua maioria, sÃo do sexo feminino (92%), com mÃdia de idade de 29 anos e maioria entre 25-34 anos (50%), uniÃo estÃvel (44%). Em relaÃÃo Ãs crianÃas, predominou o sexo feminino (58%), idade gestacional entre 35-41 semanas, nascidas a termo (84%), entre 12 e 13 mÃs de idade cronolÃgica (36%), mÃdia de 14,58 meses. Identificou-se, na classificaÃÃo do comportamento do sono das crianÃas, segundo os escores finais do ISQ - versÃo brasileira, a prevalÃncia de normalidade (escore<12) em 29 (58%) crianÃas. A maioria dos cuidadores (62%) apontou que suas crianÃas nÃo apresentavam problemas para dormir. Verificou-se associaÃÃo significante entre o escore final do ISQ - versÃo brasileira- e o critÃrio do avaliador (p=0,000). Em relaÃÃo à avaliaÃÃo do desenvolvimento motor, os escores finais da AIMS resultaram desempenho normal (70%), suspeito (20%) e atÃpico (10%). Identificou-se associaÃÃo estatisticamente significante entre escores finais do ISQ - versÃo brasileira com idade do cuidador (p=0,022) e pontuaÃÃo do Apgar no quinto minuto de vida (p=0,049); escores finais da AIMS com Idade Gestacional (p=0,013) e Idade cronolÃgica (p=0,001). Os escores finais da AIMS e os escores finais do ISQ - versÃo brasileira - nÃo apresentaram significÃncia estatÃstica (p=0,240). Concluiu-se que o comportamento do sono e desenvolvimento motor grosso na idade de 12 a 18 meses nÃo se apresentaram diretamente associados na maioria das variÃveis. PorÃm, ressalta-se que fatores parentais, ambientais e orgÃnicos sÃo determinantes ativos nesse processo, e essa relaÃÃo com o sono adequado permite a atividade cerebral atuar a favor do desenvolvimento.
The health monitoring of the child in the first years of life is essential, since alterations in the neuromotor development and sleep behavior can be detected by the professionals, who ameliorate risk situations through early interventions. The aim of this study was to evaluate the sleep behavior and motor development of the 12- to 18-month-old child using the Infant Sleep Questionnaire (ISQ) and the Alberta Infant Motor Scale (AIMS). To verify the association of the sociodemographic and educational variables of the caregiver and neonates with the final scores of the Infant Sleep Questionnaire (ISQ) - Brazilian version and AIMS. This cross-sectional and quantitative study was carried out at the Pediatric Outpatient Clinic of a reference hospital in Fortaleza, CE, Brazil, and at home. Its sample is made up of 50 children and 50 caregivers, from April to October 2014. Participants were approached by direct search of medical records or contact with parents and professionals of the service; For this purpose, an instrument for the characterization of the participants, ISQ - Brazilian version and AIMS, approved by the Research Ethics Committee under protocol No. 422.103. Most caregivers are female (92%), with a mean age of 29 years and the majority between 25-34 years (50%), stable union (44%). Among females, females predominated (58%), gestational age between 35-41 weeks, born full term (84%), between 12 and 13 months of chronological age (36%), mean of 14.58 Months. The prevalence of normality (score <12) in 29 (58%) children was determined according to the final ISQ (Brazilian version), in children's sleep behavior classification. Most caregivers (62%) reported that their children had no sleep problems. There was a significant association between the final ISQ score (Brazilian version) and the criterion of the evaluator (p = 0.000). Regarding the motor development evaluation, the AIMS final scores resulted in normal (70%), suspect (20%) and atypical (10%) performance. A statistically significant association between final ISQ scores - Brazilian version with caregiver's age (p = 0.022) and Apgar scores at the fifth minute of life (p = 0.049); Final AIMS scores with gestational age (p = 0.013) and chronological age (p = 0.001). The final AIMS scores and final ISQ scores (Brazilian version) did not present statistical significance (p = 0.240). It was concluded that sleep behavior and gross motor development at the age of 12 to 18 months were not directly associated with most variables. However, it is emphasized that parental, environmental and organic factors are active determinants in this process, and this relationship with adequate sleep allows the brain activity to act in favor of development.
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Grobler, Isabella Johanna. "Speech motor development of Afrikaans speaking children aged four to seven years." Diss., Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-01112007-154045.
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Arceneaux, Janet Marie. "Developmental and gender differences in neurological sensory and motor functioning." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1001177.
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The purpose of the study was to determine if developmental differences existed between two age groups of children on a standardized measure of sensory and motor functions. Gender differences were also examined, as well as the gender-age interaction.Subjects were 119 normal children (55 males and 64 females). Classification of subjects into one of the two groups was based on age. Group 1 subjects ranged in age from 48 through 95 months (4 through 7 years), and Group 2 subjects ranged from 96 months ranged 167 months (8 through 13 years).The multivariate analysis of variance (MANOVA) indicated a significant main effect for age. The main effect for gender, and the age by gender interaction was not significant. A univariate analysis of variance was computed for age on each measure and indicated that only Visual Confrontation was not significant. Implications of these findings are discussed.Department of Educational Psychology
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Palmer, Stephanie Anne. "Play-based Physical Activity for Motor Skill Improvement in Young Children with Autism." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/theses/2769.
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Clinically significant motor impairment affects 50-100% of those with Autism Spectrum Disorder (ASD). Although not included in the diagnostic criteria, research suggests that motor impairments appear during infancy, precipitate the onset and progression of classical autistic symptomology, and are associated with the severity of autist deficits. Presently, few studies directly address motor impairment in ASD. In those that do, physical education, exercise, and exergaming interventions have been found to enhance motor skill proficiency. Little is known about the effect of unstructured physical activity on motor skills in children with autism. Thus, this pilot study sought to examine the impact of unstructured, one-on-one, physically active play on motor skill proficiency as defined by the Test of Gross Motor Development-2 (TGMD-2) in autistic children between ages 3 and 10. Twenty, one-on-one, 60-minute play-based physical activity sessions were administered over a 10-week period (2x/week). The physical activity environment was arranged according to the North Carolina Treatment and Education of Autistic and Related Communications Handicapped Children (TEACCH) guidelines. Session structure precluded skill teaching and sought to elicit gross and fine motor activity within physical activity opportunity stations, but without regard to type or intensity of activity. A comparison of pre-and post-intervention TGMD-2 scores captured motor skill outcomes. Findings suggest that unstructured physically active play is not sufficient to improve global motor skill competency in young children with autism. However, active play fostered significant improvements in two in running skill scores. The TGMD-2 is designed to assess those skills that would foster participation in physical education and recreational settings. Improved running may advance play-abilities and support other forms of activity. Future research should consider using assessments more sensitive to acute changes in motor skill efficacy, measurement of time spent in physically active play, and qualitative analysis of parent-perceived outcome and improvement.
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Pin, Tamis Wai-mun. "Impact of adverse events on motor development in early infancy /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/4863.
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Baker, Bruce. "An investigation of the relative effects of blocked and random practice on the learning of ballistic motor skills in typically developing children and children with Down syndrome /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7734.
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Goodwin, Megan Kate. "The effect of a gross motor intervention programme on perceptual-motor skills and academic readiness in preschool children." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96986.
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Thesis (MA)--Stellenbosch University, 2015.ENGLISH ABSTRACT: Children in preschool are at an optimal time for the development of gross and fine motor skills. Children who enter into preschool with developmental delays struggle to keep up with their peers. These developmental delays often perpetuate into later school years, with negative effects. Visual-motor integration (VMI) is a hugely important skill that children need to develop before formal schooling commences. It forms the basis for academic skills like reading and writing, as well as many sport skills. Having a VMI and/or gross motor development delay can affect a child’s academic experience greatly. When referring specifically to reading and writing, many underlying gross motor processes occur simultaneously to enable the child to perform tasks successfully. Success in the classroom depends a great deal on developed VMI and gross motor skills. Research shows investigation into various factors that account for differences and delays in motor skills. Socio-economic status is mentioned as a factor that can negatively affect VMI and gross motor skills development. Gender differences have also been known to be a reason for varying success in VMI or fine motor skills and gross motor skills. It is most important that delays and differences in VMI and gross motor skills success should be the focus of preschool education curriculums. The purpose of the current study was to improve the VMI skills of children who presented below average VMI skills scores. The Beery-Buktenica Developmental Test of Visual-Motor Integration 6th Edition (DTVMI) was used to measure the participants VMI skills, and the Test of Gross Motor Development 2nd Edition (TGMD-2), was used as a measure of gross motor skills. The supplemental tests of the DTVMI, as well as the subtests of the TGMD-2, were performed. Two preschools were conveniently selected to participate in the study, one from a high socio-economic background and one from a low socio-economic background. Of the total participants initially tested (N=77), only a small number (N=23), scored below average VMI scores and continued to participate in the study. From these participants (N=23) an experimental (n=12) and a control group (n=11) were randomly selected. The experimental group participated in a 14-week intervention programme, two sessions per week each with a duration of 45 minutes, that focused on the underlying gross motor processes that relate to reading, writing and VMI skills. After the 14 weeks the participants were tested again to measure the effects of the intervention programme. All data collected were statistically analysed.The most relevant result found in the current study showed that participants from the low socio-economic school showed significantly lower VMI skills than participants from the higher socio-economic school. No differences in VMI skills were found between the genders. Overall in both VMI and gross motor skills the intervention programme was beneficial to the participants, although these results were not found to be statistically significant. This study emphasises that the disparities in VMI skills between children from low- and higher socio-economic backgrounds should be addressed before they enter school. This will ensure that these differences become minimised. This study suggests that gross motor activities can be beneficial to VMI skills of preschool children. More research is needed to fully determine the potential of gross motor intervention programmes in improving academic skills such as VMI.
AFRIKAANSE OPSOMMING: Voorskoolse kinders bevind hulle in ʼn optimale periode van groot- en fynmotoriese ontwikkeling. Kinders van hierdie ouderdom met ontwikkelingsagterstande sukkel om op skool by hulle eweknieë by te bly. Hierdie ontwikkelingsagterstande duur gewoonlik voort tot in latere skooljare met negatiewe implikasies. Visueel-motoriese integrasie (VMI) is ʼn baie belangrike vaardigheid wat kinders voor hulle formele skooljare in aanvang neem, moet ontwikkel. Dit vorm die basis vir akademiese vaardighede soos lees en skryf, asook vir baie sportvaardighede. ʼn Kind se akademiese ervaring kan baie nadelig deur ʼn VMI en/of groot motoriese ontwikkelingsagterstand beïnvloed word. Met spesifieke verwysing na lees en skryf, moet baie onderliggende groot motoriese prosesse gelyktydig plaasvind om die kind in staat te stel om take suksesvol uit te voer. Sukses in die klaskamer is grootliks van ʼn ontwikkelde VMI en groot motoriese vaardighede afhanklik. Navorsing toon ondersoeke na verskeie faktore wat vir verskille en agterstande in motoriese vaardighede verantwoordelik is. Sosio-ekonomiese status word beskou as een van die faktore wat VMI en groot motoriese ontwikkeling negatief kan affekteer. Dit is ook bekend dat geslagsverskille ʼn rede vir variërende sukses in VMI- of fyn motoriese- en groot motoriese vaardighede is. Dit is van uiterste belang dat agterstande en verskille in VMI- en sukses met groot motoriese vaardighede die fokus van voorskoolse opvoedkundige kurrikulums moet wees. Die doel van die huidige studie was om die VMI vaardighede van kinders met ondergemiddelde VMI vaardigheid tellings te verbeter. Die Beery-Buktenica Development Test of Visual-Motor Integration 6th Edition (DTVMI) is gebruik om die deelnemers se VMI vaardighede te bepaal en die Test of Gross Motor Development 2nd Edition (TGMD-2) is gebruik om hulle groot motoriese vaardighede te bepaal. Die aanvullende toets van die DTVMI, asook die sub-toets van die TGMD-2, is uitgevoer. Twee voorskoolse skole, een uit ʼn hoë sosio-ekonomiese- en een uit ʼn lae sosio-ekonomiese omgewing is met ʼn gerieflikheidsteekproef geselekteer om aan die studie deel te neem. Van die totale aantal deelnemers (N-77) wat aanvanklik getoets is, het slegs ʼn klein aantal (N=23) ondergemiddelde VMI tellings behaal om met die studie voort te gaan. Vanuit hierdie deelnemers (N=23) is ʼn eksperimentele- (n=12) en ʼn kontrole groep ewekansig geselekteer. Die eksperimentele groep het aan ʼn 14-week intervensieprogram, twee keer per week, wat elk 45 minute geduur het, deelgeneem. Die intervensieprogram het op die onderliggende groot motoriese prosesse wat net lees, skryf en VMI vaardighede verband hou, gefokus. Na afloop van die 14 weke is die deelnemers weer getoets om die effek van die intervensieprogram te bepaal. Al die ingesamelde data is statisties verwerk. Die mees relevante resultaat wat in die huidige studie gevind is, dui daarop dat die deelnemers van die lae sosio-ekonomiese skool beduidende laer VMI vaardighede as die deelnemers van die hoër sosio-ekonomiese skool getoon het. Geen verskille in VMI vaardighede is tussen die geslagte gevind nie. Alhoewel die resultate nie statistiese betekenisvol was nie blyk dit dat in geheel beskou die intervensieprogram, in beide VMI- en groot motoriese vaardighede, voordele vir die deelnemers ingehou het. Die huidige studie beklemtoon dat die verskille in VMI vaardighede tussen kinders vanuit lae- en hoë sosio-ekonomiese agtergronde aangespreek moet word voordat hulle in skole toegelaat word. Dit sal verseker dat hierdie verskille tot die minimum beperk word. Hierdie studie suggereer dat groot motoriese aktiwiteite voordele vir die VMI vaardighede van voorskoolse kinders kan inhou. Verdere navorsing is nodig om die potensiaal van groot motoriese intervensieprogramme op die verbetering van akademiese vaardighede soos VMI ten volle te verstaan.
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De, Haan Ann I. "The effects of a sensory motor development programme on selected variables of school readiness." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50147.
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Thesis (MScSportSc)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: The purpose of this investigation was to determine whether a sensory motor development programme could have an effect on some of the underlying physical and perceptual abilities that support school readiness. The control group consisted of 23 children and the two intervention groups of 79 children in total. All of the children were enrolled in a pre-primary school programme in a local community. They were all six years old by the end of the intervention. The Movement Assessment Battery for Children (Henderson & Sugden, 1992) was used to assess the children on their manual dexterity, eye-hand coordination, static balance and dynamic balance. The intervention programme consisted of two phases of 10 weeks each, during which the sensory motor development activities were presented to the two intervention groups. Results of the investigation revealed there were significant improvements for some of the children on selected variables that underlie school readiness. It can be concluded that participation in a sensory motor development programme can make a significant contribution to school readiness for many children.
AFRIKAANSE OPSOMMING: Die doel van hierdie ondersoek was om te bepaal of 'n sensories-motoriese ontwikkelingsprogram enige uitwerking op bepaalde onderliggende fisiese en perseptuele vermoëns wat tot skoolgereedheid by jong kinders bydra, sou kon hê. Die kontrolegroep het uit drie-en-twintig kinders bestaan. Die twee tussentredende groepe het altesaam uit nege-en-sewentig kinders bestaan. Die kinders was almal pre-primêre skoolprogramleerders vanuit 'n plaaslike gemeenskap. Teen die einde van die intrede het al die betrokke kinders sesjarige ouderdom bereik. Movement Assessment Battery for Children (Hendersen & Sugden, 1992) is as riglyn gebruik om die kinders se handvaardigheid, oog-hand-koërdinasie, statiese en dinamiese balans te evalueer. Die tussentredeprogram het bestaan uit twee fases van tien weke elk. Die sensoriese-motoriese ontwikkelingsaktiwiteite is terselfdertyd vir die twee tussentredegroepe aangebied. Die resultate van die ondersoek het beduidende vordering in sommige kinders getoon, spesifiek ten opsigte van bepaalde veranderlikes onderliggend aan skoolgereedheid. Hierdie bevinding dui daarop dat sodanige deelname in 'n sensories-motoriese ontwikkelingsprogram wel 'n betekenisvolle bydrae tot die ontwikkeling van skoolgereedheid in baie kinders kan maak.
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Wong, Ka Yee Allison. "Construct validity of the test of gross motor development - 2." HKBU Institutional Repository, 2006. http://repository.hkbu.edu.hk/etd_ra/694.
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何翠頤 and Chui-yee Cherri Ho. "The development of antigravity postures in infants." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31215269.
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Ho, Chui-yee Cherri. "The development of antigravity postures in infants /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19473059.
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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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Pabreja, Priya. "Exploring and identifying gross motor coordination deficits in children with dyslexia." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 1.07 Mb., 110 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:1432287.
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Keulen, Guilherme Eugênio Van. "Influência da intervenção motora no desempenho das habilidades de controle de objetos e sua relação com a força de preensão palmar máxima em crianças eutróficas de seis e sete anos de idade." Universidade do Estado de Santa Catarina, 2009. http://tede.udesc.br/handle/handle/420.
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The aim of this study was to investigate the influence of motor intervention on object control skills and the relationship with the maximum power hand-grip strength in children within 6 and 7 years of age. Sixty children of typical development (30 boys and 30 girls) participated in this study. The children were randomly assigned in three distinct groups of 20 children each (10 boys and 10 girls): a) G1 (random practice group); G2 (blocked practice group) and; c) G3 (control group). The children were pre and post-tested by using the Test of Gross Motor Development Second Edition (TGMD-2). In addition, the maximum power hand-grip strength was measured by using a dynamometer CEFISE. The protocol included the following periods: pre-test, 12 sessions of practice (random or blocked) and post-test. Only the children from G1 and G2 participated on the motor intervention (session of practice). All the children were re-tested in post-test. (The descriptive analysis of the data demonstrated that the children presented performance in the average for the age) (The descriptive analysis of the data demonstrated that children presented an average performance expected for the age) and the simple t test of Student verified that boys had played better than girls t(df = 58) = -3,27, p= 0,0018. In pre-test, the test of Kruskal-Wallis did not register significant difference between the groups [H (2, n=60) =0,9, p=0,64]. Otherwise, in the post-test, the Kruskal-Wallis test detected a significant difference between the groups [H (2, n=60) =8,2, p= 0, 016]. The Mann-Whitney test, with adjusted alpha risk in p<0,017, indicated that only G1 was superior to G2 [Z (n=20) =-2,8, p=0, 005]. The comparison between G2 and G3 [Z (n=20) =1,93, p=0,053] and G2 and G1 [Z (n=20) =-0,74, p=0,46] did not indicate significant difference between the groups. In the intergroup analysis the test of Wilcoxon was used with p<0,017 and in the G1 a significant difference was verified showing a better performance in the post-test that in the pre-test [Z(n=20) =3,53, p=0, 0004]. Similarly, G2 also presented better results in post-test if compared with pre-test [Z(n=20) =2,84, p=0,004]. In G3 no significant difference between pre and post-test was verified [Z(n=20) =1,39, p=0,16]. A significant, low magnitude p= 0,032 and positive correlation (r= 0.016) between maximum power hand-grip strength and motor performance was found. Thus, we concluded that these data had demonstrated higher significance at the group that practiced the abilities of random form. We also can say that the existence of a relationship between the maximum power hand-grip strength and the level of performance of object control skills was significant especially for strike a stationary ball and catching the ball. It suggests, therefore, that new studies shall be carried through, taking in consideration the time to be spend in the intervention, the number of intervention sessions, the number of enrolled children in the study and other power hand-grip strength variables.
O objetivo deste estudo foi investigar a Influência da intervenção motora no desempenho das habilidades de controle de objetos e sua relação com a força de preensão palmar máxima em crianças eutróficas de 6 e 7 anos. Participaram sessenta crianças de desenvolvimento típico (30 meninos e 30 meninas). As crianças foram alocadas aleatoriamente em três grupos distintos, compostos, cada um, por 20 crianças (10 meninos e 10 meninas): a) G1 (grupo de prática randômica); b) G2 (grupo de prática em blocos) e; c) G3 (grupo controle). As crianças foram avaliadas no início do estudo e após o período de intervenção através do Teste of Gross Motor Development - Second Edition (TGMD-2). A capacidade de produção de força de preensão palmar máxima foi avaliada com um dinamômetro CEFISE. O delineamento experimental incluiu os períodos de: pré-teste, sessões de pratica (12) e pós-teste. Na etapa de intervenção motora (sessões de prática), participaram apenas as crianças pertencentes aos grupos G1 e G2. No pós-teste, todas as crianças foram reavaliadas. A análise descritiva dos dados demonstrou que as crianças apresentavam desempenho na média para a idade e através do teste t de Student simples verificou-se que os meninos desempenharam melhor do que as meninas t(df = 58) = -3,27, p= 0,0018. No pré-teste, o teste de Kruskal-Wallis não registrou diferença significante entre os grupos [H(2, n=60) =0,9, p=0,64]. No pós-teste, o teste de Kruskal-Wallis detectou diferença significativa entre os grupos [H(2, n=60) =8,2, p= 0, 016]. O teste de Mann-Whitney, com risco alfa ajustado em p<0,017, indicou que apenas G1 foi superior a G2 [Z(n=20) =-2,8, p=0, 005]. A comparação entre G2 e G3 [Z(n=20)=1,93, p=0,053] e G2 e G1 [Z(n=20)=-0,74, p=0,46] não indicou diferença significante entre os grupos. Na análise intragrupos foi utilizado o teste de Wilcoxon com p<0,017 e no G1 verificou-se diferença significativa em que houve melhor desempenho no pós-teste que no pré-teste [Z(n=20) =3,53, p=0, 0004]. Do mesmo modo, G2 também se mostrou superior no pós-teste em relação ao pré-teste [Z(n=20) =2,84, p=0,004]. No G3 não foi verificada diferença significante entre pré e pós-teste [Z(n=20) =1,39, p=0,16]. Em relação à correlação da força de preensão palmar máxima com o desempenho das habilidades de controle de objetos, pôde-se perceber uma correlação positiva e de baixa magnitude (r= 0,016) com nível de significância de p= 0,032. Assim, concluiu-se que os dados demonstraram significância em favor do grupo que praticou as habilidades de forma randômica e que a existência da relação entre a força de preensão palmar máxima e o nível de desempenho das habilidades de controle de objetos era significativa para as habilidades rebater e receber. Sugere-se, portanto, que novos estudos possam ser realizados, levando em consideração o tempo de duração da intervenção, o número de sessões de intervenção, o número de sujeitos participantes do estudo e outras variáveis de força de preensão palmar.
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Braga, Rafael Kanitz. "Influência de um programa de intervenção motora no desempenho das habilidades locomotoras de crianças com idade entre 6 e 7 anos." Universidade do Estado de Santa Catarina, 2009. http://tede.udesc.br/handle/handle/421.
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The purpose of the present study was to investigate the influence of a motor intervention program in the locomotor skill performance of children between 6 and 7 years old. 60 schoolchildren of both sexes participated in the study, with an average age of 7 years and 6 months (± 3 months), 30 were male and 30 were female. In the experimental delineation, the 60 schoolchildren were randomly distributed, through lots, in three different groups which were: G1 (group of random practice), G2 (group of practice in block) and G3 (control group). Each group was composed of 20 schoolchildren, with 10 boys and 10 girls. The experimental delineation was prepared for three different phases: pre-test, motor intervention program and post-test. In the pre-test phase, the participants from the three groups were submitted to performance evaluation of locomotor skills through TGMD-2 tests. In the motor intervention phase, carried out during 12 weeks, only schoolchildren from G1 and G2 participated. In the post-test phase, locomotor skill performance was evaluated again in the three different groups. For the results analysis, simple statistical analysis was initially used. To compare the differences between the performance average of the groups, the hypotheses test ANOVA Two Way was used, with post hoc of Sheffé. In the comparison of average within the groups, the t paired test was utilized. The α level adopted for the statistical analysis was 0,05. All data was tabulated and analyzed with software SPSS_11.0. After analyzing the results, the participants of the study were identified with an average of the locomotor skills development of 8,08 (±3,11), being classified as below the average. In the comparison among groups, it was identified a significant difference between the development average from the treating group when compared to the controlled group, in the post-test phase, demonstrating an positive influence of the intervention program implemented. Significant differences were not observed between groups G1 and G2, demonstrating that the phenomenon of the Effect of Contextual Interference did not happen in this investigation. The results of the analysis within the group confirmed the positive influence of the intervention program, demonstrating a significant difference in the development averages of the treating groups, from the pre-test to the post-test. It was no observed differences in the averages of the control groups. Therefore, the conclusion is that the implementation of a motor intervention program, responding to the motor needs of children from 6 and 7 years old can influence positively in the improvement of their locomotor skills. In regards to the EIC, the suggestion is to perform other studies in real teaching-learning situation, aiming to control the variability of other variables.
O objetivo do presente estudo foi investigar a influência de um programa de intervenção motora no desempenho das habilidades locomotoras de crianças com idade entre 6 e 7 anos. Participaram do estudo 60 escolares, de ambos os sexos, com idade média de 7 anos e 6 meses (±3 meses), sendo 30 do sexo masculino e 30 do sexo feminino. No delineamento experimental, os 60 escolares, foram distribuídos aleatoriamente, através de sorteio, em três diferentes grupos, sendo estes: G1 (grupo de prática randômica), G2 (grupo de prática em blocos) e G3 (grupo controle). Cada grupo foi composto por 20 escolares, sendo 10 do sexo feminino e 10 do sexo masculino. O delineamento experimental foi elaborado em três fases: pré-teste, programa de intervenção motora e pós-teste. Na fase de pré-teste, os integrantes dos três grupos foram submetidos à avaliação do desempenho das habilidades locomotoras através da bateria de testes TGMD-2. Na fase de intervenção motora, realizada ao longo de 12 semanas, participaram apenas os escolares pertencentes ao grupo G1 e G2. Na fase de pós-teste, novamente foi avaliado o desempenho das habilidades locomotoras nos três diferentes grupos. Na análise dos resultados primeiramente foi utilizada a estatística descritiva simples. Para comparar as diferenças entre as médias de desempenho dos grupos, foi utilizado o teste de hipóteses ANOVA Two Way, com post hoc de Scheffé. Na comparação das médias intra grupo, foi utilizado o teste t pareado. O nível de α adotado para as análises estatísticas foi de 0,05. Todos os testes foram realizados através do software SPSS_11.0. Após a análise dos resultados, os participantes do estudo, foram identificados com uma média de desempenho das habilidades locomotoras de 8,08 (±3,11), sendo classificados como abaixo da média. Na comparação entre grupos, foi identificada uma diferença significativa entre as médias de desempenho dos grupos de tratamento quanto comparados ao grupo controle, na fase de pós-teste, demonstrando uma influência positiva do programa de intervenção implementado. Não foram observadas diferenças significativas entre os grupos G1 e G2, demonstrando que o fenômeno do Efeito da Interferência Contextual não ocorreu nesta investigação. Os resultados da análise intragrupo vieram a confirmar a influência positiva do programa de intervenção, demonstrando uma diferença significativa nas médias de desempenho dos grupos de tratamento, do pré para o pós-teste. Não foram observadas diferenças nas médias do grupo controle. Desta forma, conclui-se que a implementação de um programa de intervenção motora, que responda as necessidades motoras de crianças com idade entre 6 e 7 anos, pode influenciar positivamente na melhora das habilidades locomotoras. Referente ao EIC sugere-se que outros estudos sejam realizados em situações reais de ensino aprendizagem, procurando controlar a variabilidades de outras variáveis.
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Palazzin, Alessandra. "Aprendizado motor em crianças e adultos normais: semelhanças e diferenças." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/47/47135/tde-28052008-081151/.
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O aprendizado é a base do comportamento motor humano. Através dele habilidades são adquiridas e aperfeiçoadas com o treino, permitindo uma melhor interação com o meio. Em casos de lesão do sistema nervoso isto se torna ainda mais importante, já que muitas das funções são perdidas e devem ser reaprendidas dentro de um novo contexto. Sendo assim, estudos sobre a aprendizagem podem contribuir muito com a prática clínica, permitindo um aprimoramento dos programas de reabilitação. Apesar do grande interesse nessa área, pouco ainda se sabe sobre esse processo, especialmente durante o desenvolvimento, no qual diferenças estruturais e funcionais (especialmente relacionadas a funções cognitivas) são encontradas. Por ser a aprendizado resultado de modificações nas conexões entre diferentes estruturas cerebrais, e por estas alcançarem a maturidade apenas na segunda década de vida, é plausível supor-se que existam diferenças neste processo entre adultos e crianças. Sendo assim, o objetivo deste trabalho foi investigar se há diferenças no processo de aprendizagem motora entre crianças de 09 e 10 anos e adultos, e assim identificar possíveis aspectos sensoriais, motores e cognitivos que estariam contribuindo para essa diferença. Para tanto foi comparado o desempenho, em ternos de velocidade, entre 20 crianças com idade entre 9 e 10 anos (9.6+0.50) e 20 adultos jovens (26.7+3.77) em uma tarefa de oposição de dedos. Foi considerada a capacidade de realizar movimentos independentemente da ordem e de executá-los numa seqüência específica, a qual foi submetida a treinamento (4 blocos de 600 movimentos cada). Cada grupo foi dividido em duas condições de treinamento: com e sem visão, a fim de avaliarmos o quanto informações perceptuais influenciam no processo. Foram realizadas avaliações antes e após o treinamento, além de reavaliações semanais até 28 dias depois do 6 treinamento. Comparamos ainda o desempenho entre a seqüência treinada e uma seqüência controle, para verificarmos se haveria generalização do aprendizado. Os resultados analisados, por meio da Análise Multivariada para medidas repetidas, demonstraram que ambos os grupos beneficiaram-se do treinamento, com melhora do desempenho para seqüência treinada que se manteve até 28 dias após o treino, evidenciando o aprendizado da tarefa. No entanto, apesar de crianças serem capazes de realizar movimentos de oposição de dedos na mesma velocidade do que os adultos, apresentam prejuízo ao realizá-los numa ordem específica, o que poderia ser explicado por diferenças na formação de modelos internos de movimento mais do que na capacidade de execução da tarefa. Esta hipótese pôde ser confirmada pelas diferenças encontradas na capacidade de generalização do aprendizado, onde crianças apresentaram prejuízo em relação aos adultos. O treinamento com e sem visão não influenciou significativamente no desempenho desta tarefa tanto para adultos quanto para crianças, embora possam existir diferenças na utilização dessa informação para o processo de aprendizagem. Nossos resultados podem ser explicados por diferenças na capacidade de construção e consolidação de modelos internos de movimento, processo no qual a cognição exerce papel fundamental. Na prática clínica, especialmente com crianças, isto levaria a uma maior valorização dos aspectos cognitivos da tarefa, mais do puramente a realização do treinamento motor.The learning process is the base of the human behavior motor. By means of its abilities are acquired and improved by the training, allowing a better interaction with the half. In brain lesion cases this even becomes important, since many functions are conceded and should be relearned inside a new context. Being this way, studies on the learning can contribute a lot for the practice practises, allowing the rehabilitation programs refinement. In spite of the great interest in this area, little still knows about that process, especially during the development, in which structural and functional differences (especially related the cognitive functions) are found. Considering the learning as the result of modifications in the connections between different cerebral structures, and for these reach the maturity just in the life Monday decade, is plausible to suppose that there are differences in this process between adults and children. Being this way, the goal of this study was to investigate there are differences in the process of motive learning between children of 9 and 10 years and adult, and this way, identify possible sensory aspects, motors and cognitive that would be contributing for these possible differences.To reach such goal was compared the performance, by speed, come in 20 children with age between 9 and 10 years (9.6+0.50) and 20 young adults (26.7+3.77) in a fingers opposition task. It was considered the capacity of accomplishing actions regardless of the order and of executing them in a specific sequence, trained by means of 4 blocks of 600 movements, performed in an unique session. Each group was divided into two training terms: With and without vision, in order to evaluate the how much visual information influence in the process. They were performed evaluations before and after the training, besides weekly revaluations up to 28 days after the training. Still compared the performance between trained sequence and a sequence control, to 8 verify there would be learning generalization. The analyzed results, by means of ANOVA for repeated measures, demonstrated that both groups they benefited of the training, with performance improvement for trained sequence that was kept up to 28 days after the training, evidencing task learning consolidation. However, it verified that the training effect on the ability to speed up of opposition of independent fingers of an order specifies is the same between adults and children, in contrast with the training effect on the ability to speed up of the fingers opposition actions inside an order pre-established, where children they present significantly prejudiced in comparison to adults, particularly the ones that trained without vision. These differences could be explained by deficiencies in the action internal models formation more than in the task execution capacity. This hypothesis could be confirmed by the differences found in the learning generalization capacity, where children presented prejudice regarding the adults. This way, the differences in the learning process between adults and children found in the current study can be explained by differences in the capacity of movement internal models construction and consolidation, process in which the cognition exercises fundamental role. In the clinical practice, especially with children, this would carry to a task cognitive aspects larger valorization, more of the purely the training motor accomplishment.
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Scott, Jessie Lynne. "The effect of a metronome-based coordination training programme on the fundamental gross motor skills of children with motor development delays." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4227.
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Thesis (M Sport Sc (Sport Science))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: This study investigated the effect of a coordination-training programme on selected fundamental motor skills of children (ages 9 to 12) who were identified as having motor development delays. The group of participants identified included seven boys and one girl. The study followed an A-B-A reversal design. The intervention was a rhythm-based training programme. The dependent variables were the motor abilities of bilateral coordination, balance and upper-limb coordination, assessed using the BOT-2. The results of an ANOVA for dependent groups indicated a significant improvement in bilateral coordination and no change in balance. The improvement in upper-limb coordination was attributed to a familiarisation or learning effect on the test. A descriptive analysis of each child’s results revealed high variability in the effect of participation in the programme. The results of this study supported the conclusion that a rhythm-based coordination-training programme may help children with coordination problems improve their bilateral coordination, which will have a positive impact on the performance on many fundamental gross motor skills.
AFRIKAANSE OPSOMMING: Hierdie studie het die effek van ‘n koördinasie-inoefeningsprogram op die geselekteerde fundementele motoriese vaardighede van kinders (9-12 jaar) ondersoek wat geïdentifiseer is met vertraagde motoriese ontwikkeling. Die geïdentifiseerde groep deelnemers sluit sewe seuns en een dogter in. Die studie het ‘n A-B-A omgekeerde ontwerp gevolg. Die intervensie was ‘n ritmies-gebaseerde inoefeningsprogram. Die afhanklike veranderlikes was die motoriese vaardighede van bilaterale koördinasie, balans en boonste ledematekoördinasie wat geassesser is deur middel van BOT-2. Die resultate van ‘n ANOVA vir afhanklike groepe dui ‘n beduidende verbetering aan in bilaterale koördinasie en geen verandering in balans nie. Die verbetering in boonste ledemate-koördinasie kan toegeskryf word aan vertroudheid met of leereffek van die toets. ‘n Beskrywende analise van elke kind se resultate het ‘n hoë veranderlikheid aan die lig gebring op die effek van deelname in die program. Die resultate van hierdie studie ondersteun die gevolgtrekking dat ‘n ritmies-gebaseerde koördinasie-inoefeningsprogram kinders met koördinasieprobleme kan help om hulle bilaterale koördinasie te verbeter wat ‘n positiewe impak sal hê op prestasie tydens verskeie fundamentele groot motoriese vaardighede.
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Whitfield, Ani S. "Describing the Motor Skills of Young Children with Developmental Delays Before and After Participating in an Augmented or Non-Augmented Language Intervention." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/psych_theses/96.
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This study described the effect of a non-augmented (Spoken Communication, SC) and two augmented language interventions (Augmented Communication-Input, AC-I or Augmented Communication-Output, AC-O) on the upper-body, gross and fine motor skills of toddlers at the onset and conclusion of the intervention. The data presented are from a longitudinal study by Romski, Sevcik, Adamson, Cheslock, Smith, Barker, & Bakeman (2010). Three standardized assessments and five observational measures examined the participants' motor skills used to activate the speech generating device (SGD), language abilities and outcomes. The AC-O intervention decreased physical prompting, increased error-free symbol activations, and increased developmentally appropriate gross and fine motor use. An augmented intervention that utilizes a SGD may facilitate both language and motor development through the combination of the communicative goals and increased motor learning opportunities when accessing the SGD device.
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Rathbone, Ingha. "Perceptual-motor development for children who show signs of attention deficit hyperactivity disorder (ADHD)." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2071.
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Thesis (M Sport Sc (Sport Science))--University of Stellenbosch, 2009.ENGLISH ABSTRACT: The influence of a six-week perceptual-motor and attentional skills programme, combined with teaching strategies, on the motor proficiency and attentional abilities of children diagnosed with ADHD was investigated. The five case study individuals (ranging for Grade 1- 7) took part in a six-week Purposeful Play Programme. Baseline, pre-test and post-test scores were obtained from the Bruininks- Oseretsky Test of Motor Proficiency (BOTMP) and Attention-Deficit Hyperactivity Disorder Test (ADHDT). All five case study individuals showed a significant improvement on their motor proficiency during retention tests as well as improvements on some of the behavioural soft signs of hyperactivity, impulsivity and inattention.
AFRIKAANDE OPSOMMING: Die invloed van ʼn sesweek perseptueel-motoriese en aandagvaardigheidsprogram, gekombineer met onderrigstrategieë, is op die motoriese vaardighede en aandagvermoëns van kinders gediagnoseer met ATHS, bestudeer. Die vyf gevallestudie individue (tussen Graad 1- 7) het aan „n sesweek Purposeful Play Programme deelgeneem. Die basislyn-, voor- en natoetstellings is verkry vanaf die Bruininks- Oseretsky Test of Motor Proficiency (BOTMP) en Attention-Deficit Hyperactivity Disorder Test (ADHDT). Al vyf gevallestudie individue het ʼn beduidende verbetering in motoriese vaardigheid getoon tydens retensietoetse asook verbetering in sommige van die gedragstekens van hiperaktiwiteit, impulsiwiteit en afleibaarheid.
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Roberts, Christina Lee. "An investigation of parenting in relation to motor and language development in young children." Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/651.
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Although previous studies have consistently documented that parent-child interaction plays a significant role in a child’s motor and language development, limited research has been undertaken to examine the possible causal relationships of these linkages by using different parenting measures. This study identified relationships between parenting, motor and language development using both a mother-report assessment and a naturalistic observational approach with mothers and their children age 4 to 6 years old.
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Hugo, Karin. "The relationship between the development of motor skills on the self-concept of at-risk children." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/52011.
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Thesis (MScSportSc)--University of Stellenbosch, 2000.ENGLISH ABSTRACT: The purpose of this study was to investigate the influence of participation in a sport development programme on the sport skills and self-concept of28 at-risk primary school children from a disadvantaged community. All 28 participants were pre-tested, then received a six-week (12 lesson) intervention programme, after which all children were post-tested. Data collection for the dependent variables was completed using the Latchaw Motor Achievement Test and the Catty Self-Concept Scale. Results of this study revealed that at-risk children realised the following outcomes of participation in a sport skill development programme: • Four of six components of motor achievement improved significantly. • The self-concept of the children did not show a significant improvement. • Three of six components of motor achievement showed a significant correlation with self-concept. Based on the results, it was concluded that participation in a sport skill development programme could not make a significant contribution to the motor development of at-risk primary school children. However more research is needed in this specific area in order to determine how skill development can be implemented to enhance the self-concept of at-risk children.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om die invloed van deelname aan 'n sport ontwikkelings program op die sportvaardighede en self-konsep van 28 hoë-risiko laerskool kinders vanuit 'n minderbevoorregte gemeenskap te ondersoek. Al 28 deelnemers was gepretoets en daarna 'n intervensie program van ses weke (12 lesse) gevolg, waarna die kinders weer almal gepost-toets is. Dataversameling vir al die afhanklike veranderlikes is voltooi deur die gebruik van die Latchaw Motoriese toets vir die toetsing van motoriese vaardighdede en die Cratty Selfkonsep toets. Resultate van hierdie studie het aangetoon dat die hoê-risiko kinders die volgende uitkomste met betrekking tot deelname aán die sport ontwikkelings program, behaal het: • Vier van die ses motoriese prestasie komponente het beduidend verbeter • Die selfkonsep van die kinders het nie 'n betekenisvolle verbetering getoon nie. • Drie van die ses motoriese prestasie komponente het 'n betekenisvolle korrelasie getoon met selfkonsep. Gebaseer op hierdie resultate, is daar tot die gevolgtrekking gekom dat deelname aan 'n sport vaardigheid ontwikkelings program geen defnitiewe bydrae gelewer het tot die motoriese ontwikkeling van hoë-risiko laerskool kinders nie. Verdere navorsing word benodig in hierdie spesifieke area om vas te stel hoe 'n vaardigheids ontwikkeling program geimplimenteer kan word om selfkonsep van hoë-risiko kinders te verbeter.
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Silva, Miriam Beckhäuser de Bastos. "Perfil motor de crianças na educação infantil : estudo longitudinal." Universidade do Estado de Santa Catarina, 2009. http://tede.udesc.br/handle/handle/451.
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The purpose of this study was to investigate through eighteen months, the motor development of 2-6 year-old kids, males and females, enrolled in children s education in two different private schools in Florianópolis,SC. For data collection it was used the Scale for Motor Development EDM (ROSA NETO, 2002), which encompasses a group of tests that evaluate the following motor skills: fine motricity, global motricity, balance, body scheme, spatial organization and time organization. Also, Excell 2003 was used for data storage and for obtaining age and motor quotient from the participants. Epi-Info 6.0 software was used for data treatment and analysis. Data were analyzed by Descriptive Statistics (frequency, percentages, average, standard deviation, variance minimum value, maximum value and median). Also, Comparative Analysis (T-student test) was used. Kruskal-Wallis Test was used for parametric variables. And Linear Regression Test or Pearson Correlation Coefficient was used for correlation analysis. The significance level for the tests (hypothesis ) as 95%. Semi-structured interviews were performed lo collect information about school context with the teachers, adapted from Berleze (2002), presenting questions about motor experience opportunities offered to the children at school. The results found show that the general motor development in most of the pre-scholars evaluated during these eighteen months was considered normal, normal medium according to the Scale for Motor Development EDM (ROSA NETO, 2002). It wasn t found significant differences on the general motor development of pre-scholars among the three motor evaluations performed. Concerning gender, significant differences were found between boys and girls in fine and global motor skills, and temporal organization. Concerning school context, it is believed that the motor activities schools offer may contribute to foster motor development in motor skills in general in pre-scholars. It can he concluded that the changes in motor development occur through time, in a progressive non-linear mode, varying according to maturity and stimulus of each child.
Este estudo teve como objetivo investigar ao longo de dezoito meses, o nível de Desenvolvimento Motor de crianças de 2 a 6 anos, de ambos os sexos, matriculadas na Educação Infantil de duas escolas da Rede Particular de Ensino, em Florianópolis/SC. O instrumento utilizado para a coleta dos dados foi a Escala de Desenvolvimento Motor EDM (ROSA NETO, 2002), que se caracteriza por um conjunto de provas que avaliam as seguintes habilidades motoras: Motricidade Fina. Motricidade Global, Equilíbrio, Esquema Corporal, Organização Espacial e Organização Temporal. Para a obtenção das Idades e Quocientes Motores dos participantes e para armazenar os dados foi utilizado o Programa Informático EXCELL (Versão, 2003). Para o tratamento e análise dos dados foi utilizado o Programa Informático Epi-Info (Versão. 6.0). Os dados foram analisados através de Estatística Descritiva (freqüências, percentuais, média, desvio-padrão. Variância, valor mínimo, valor máximo e mediana). Foi utilizada a análise Comparativa. (Teste T de Student . Para as variáveis não Paramétricas, Teste de Kruskal-Wallis . Para a análise de correlação foi utilizado o Teste de Regressão Linear ou Coeficiente de Correlação de Pearson . O nível de significância lixado para os testes (hipóteses) foi de 95%. Para as informações sobre o contexto Escolar foi utilizada um Entrevista Semi-Estruturada com as professoras, adaptada por Berleze (2002), que consta de perguntas sobre as oportunidades de vivências motoras oferecidas para as crianças dentro da escola. Os resultados encontrados revelam que o Desenvolvimento Motor Geral da maioria dos Pré-escolares avaliados ao longo de dezoito meses, foi considerado dentro da normalidade, no nível Normal Médio de acordo com a Escala de Desenvolvimento Motor - EDM - (ROSA NETO, 2002). Não foram encontradas diferenças significativas no desenvolvimento Motor geral dos Pré-escolares, entre as três avaliações motoras realizadas. Em relação ao gênero, encontrou-se diferenças significativas entre meninos e meninas nas habilidades de Motricidade Fina, Motricidade Global e Organização Temporal. Quanto ao contexto Escolar, acredita-se que as atividades motoras que as Escolas oportunizam, podem contribuir de forma a promover o Desenvolvimento Motor dos Pré-escolares, nas habilidades motoras em geral. Conclui-se que as mudanças no Desenvolvimento Motor ocorrem ao longo do tempo, de forma progressiva e não linear, variando de acordo com a maturidade e os estímulos de cada criança.
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Pitale, Jaswandi Tushar. "Development of an Interactive Wearable sensor to Promote Motor Learning in Children having Cerebral Palsy." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1420761976.
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Jorgensen, Phyllis S. "A test of the validity of the Gross Motor Domain of the Carolina curriculum for preschoolers with special needs." Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2279.
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In view of the current use of the Carolina Curriculum for Preschoolers with Special Needs (Carolina) as an alternative to the widely used Brigance Diagnostic Inventory of Early Development (Brigance) for assessing the motor development of preschool aged children, a study was undertaken to establish the validity of the Carolina using the Brigance as a criterion test. A sample of 2 7 preschool special education children ranging in age from 36 to 71 months from three categories-learning handicapped (LH), severely handicapped (SH) and severely handicapped Down's Syndrome children (SHD)-were assessed by an adapted physical education specialist. Each subject was evaluated on two separate days within one week using the Carolina and the Brigance. The subjects were also evaluated concurrently by their classroom teachers using a Teacher Observation check sheet prepared by the adapted physical education specialist. Correlation coefficients using the developmental age scores obtained on the three test instruments and the correlations comparing the three categories to each test instrument ranged from .90 to .98 (r. (25) = .486, p < .01 ). These findings offered strong support for the concurrent validity of the Carolina. Additional analysis of the data using a 3 x 3 ANOVA for repeated measures resulted in a significant F ratio for the dependent variable of functional level, E (2,24) = 4.82, p = 0.174. The Sheffe post hoc analysis procedure indicated a statistically significant difference between the LH and the SHD categories. vi
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Robinson, Leah E. "Getting an "Active Start" the effect of project SKIP on object control skills in preschoolers who are disadvantaged /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180907566.
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Plimpton, Carol Ely. "The effects of water and land early experience programs on the motor development and movement comfortableness of infants aged 6 to 18 months /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260859495212.
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Souza, Luciano Portes de. "Validação do Movement Assessment Battery for Children - second edition checklist para a língua portuguesa." Universidade do Estado de Santa Catarina, 2012. http://tede.udesc.br/handle/handle/246.
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The battery assessment for motor evaluation, Movement Assessment Battery for Children - Second Edition (MABC-2), composed of motor tests and a questionnaire (MABC-2 Checklist), has been used and tested in various nationalities to identify children with motor problems. However, due to cultural differences between the country of origin of the protocol (United Kingdom) and some cultures where the protocol was used (Australia, Spain and Japan), it was noticed the need for further studies and adaptations in some parts of the test for use in those countries. This study aimed to validate part of the MABC-2, the Movement Assessment Battery for Children - Second Edition - Checklist to Portuguese language. We performed the translation of the instrument into Brazilian Portuguese by a standard procedure of translation, back translation and judgment by a committee of experts, composed by four teachers and seven doctors. The experts examined the original and translated to check consistency between the versions and suggest modifications. Adaptations were made in consensus with the committee of experts, defined a Pre-Final version, which was then tested. The instrument was answered by 40 children's responsible and 16 teachers (14 regents and two Physical Education teachers). The children's responsible also answered the DCDQ-BR questionnaire. Were evaluated with the motor tests of the instrument MABC-2, 98 school children aged between 7 and 10 years, of both sexes. The final version of the instrument MABC-2 Checklist presented a high level of internal consistency with alpha equal to 0.953, a result pointed out as being excellent. Although the instrument has been presented valid, it did not show a high degree of trust in inter-rater reliability test, showing a statistically significant difference between groups (810.145, p = 0.000). When construct and concurrent validity was tested, it was demonstrated a statistically significant difference between MABC-2 motor tests, Checklist and DQDQ BR, being (F (2.177) = 810.145, p = 0.000). The post-hoc Tukey test revealed a significant difference between the motor evaluation tests of MABC-2, DCDQ-BR questionnaire and MABC-2 Checklist completed by children's responsible and teachers, these being (p = 0.000) for all cases. Using data obtained in this study, we can conclude that the translation of the instrument is valid, but the diagnosis was made through the instrument MABC-2 Checklist showed no accuracy when trying to identify children with motor problems. It is suggested that future studies consider to develop a national and / or regional reference tables, and also consider different tables for responsible, teachers and other groups that may answer the instrument.
A bateria de testes de avaliação motora Movement Assessment Battery for Children - Second Edition (MABC-2), composta por testes motores e um questionário (MABC-2 Checklist), tem sido usada e testada em diversas nacionalidades para identificar crianças com problemas motores. Porém, em virtude de diferenças culturais entre o país de origem do protocolo (Reino Unido) e algumas culturas onde o protocolo foi utilizado (Austrália, Espanha e Japão), percebeu-se a necessidade de mais estudos e de adequações em algumas partes do teste para o uso nestes países. O presente estudo teve como proposta validar parte do MABC-2; o Movement Assessment Battery for Children - Second Edition Checklist para a língua portuguesa. Foi realizada a tradução do instrumento para o português brasileiro através de um procedimento padrão de tradução, retrotradução e julgamento dessas por um comitê de especialistas composto por 4 mestres e 7 doutores. O grupo de especialistas examinou a versão original e traduzida para verificar a concordância entre as versões e sugerir modificações. Foram feitas adaptações em consenso com o comitê de especialistas, sendo definido uma versão Pré-Final; que em seguida foi testada. Responderam ao instrumento, 40 responsáveis e 16 professores (14 regentes e 2 de Educação Física). Os responsáveis também responderam o questionário DCDQ-BR. Foram avaliados com os testes motores do instrumento MABC-2, 98 escolares com idades entre 7 e 10 anos, de ambos os sexos. A versão final do instrumento MABC-2 Checklist apresentou elevado índice de consistência interna com Alfa igual a 0,953; resultado apontado como sendo excelente. Embora o instrumento tenha se apresentado válido, ele não apresentou um alto grau de fidedignidade no teste de fidedignidade entre avaliadores, evidenciando uma diferença estatisticamente significativa entre os grupos (810,145, p=0,000). Quando posto à prova as validades de constructo e concorrente, ficou evidenciada uma diferença estatisticamente significativa entre os testes MABC-2 motor, Checklist e DQDQ-BR sendo (F(2,177) = 810,145, p=0,000). O teste post-hoc Tukey revelou que houve diferença significativa entre os testes de avaliação motora do MABC-2, o questionário DCDQ-BR e o MABC-2 Checklist respondido por responsáveis e professores, sendo estes (p=0,000) para todos os casos. Através dos dados obtidos neste estudo, pode-se concluir que a tradução do instrumento é válida, porém o diagnóstico realizado através do instrumento MABC-2 Checklist não apresentou exatidão ao tentar identificar crianças com problemas motores. Sugere-se que em estudos futuros seja considerado o desenvolvimento de tabelas de referência nacional e/ou regional para o instrumento; bem como tabelas de referência diferenciada para responsáveis, professores e demais grupos que venham responder o instrumento.
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Iwamizu, Juliana Stefanoni. "Tradução, adaptação transcultural, validade e fidedignidade de um instrumento para identificação do perfil motor de crianças entre 3 e 5 anos de idade." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/39/39133/tde-09052013-095623/.
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Para algumas crianças ações motoras típicas do cotidiano infantil tornam-se desafios que elas não conseguem superar adequadamente. Para intervir nesse quadro, é necessário selecionar instrumentos para identificar essas crianças com dificuldades motoras na idade mais precoce possível e, concomitantemente, identificar seus déficits para futura intervenção. O presente estudo teve como objetivo a tradução e adaptação transcultural do Early Years Movement Skills Checklist (CHAMBERS; SUGDEN, 2006) e a verificação de sua validade concorrente e fidedignidade (teste-reteste e entre observadores) no contexto da pré-escola da cidade de São Paulo. Para tanto, foram desenvolvidos quatro Estudos. Estudo 1 tradução e adaptação transcultural: foram adotados procedimentos sugeridos na literatura e como resultado foi produzida a Lista de Checagem das Habilidades Motoras na Primeira Infância (LCHMPI), a qual foi considerada adequada. Estudo 2 validade concorrente: 245 crianças (entre três e cinco anos de idade) foram avaliadas por suas professoras por meio da LCHMPI e pela pesquisadora por meio do Movement Assessment Battery for Children 2- Test (HENDERSON; SUGDEN; BARNETT, 2007) MABC-teste 2. Observou-se que 76,7% das crianças tiveram a mesma classificação nas duas avaliações, entretanto o coeficiente Kappa foi de apenas 0,20 e o coeficiente de correlação de postos de Spearman (- 0,10) não foi significante (p = 0,087). Apenas para o grupo de cinco anos de idade (n = 150) o coeficiente de correlação de postos de Spearman (- 0,204) foi considerado significantemente diferente de zero (p = 0,012). Dessa maneira, foi observada baixa concordância da LCHMPI com o MABC-teste 2. Apenas para a idade de cinco anos foi verificada melhor concordância. Estudo 3 fidedignidade teste-reteste: 39 crianças do Estudo 2 foram reavaliadas por suas professoras por meio da LCHMPI. Observou-se que 87,2% das crianças obtiveram a mesma classificação nas duas avaliações, porém o coeficiente Kappa foi de apenas 0,23 e o ICC de 0,67. Por meio do teste de postos com sinais de Wilcoxon não foi encontrada diferença significativa entre as pontuações das duas avaliações (p = 0,353). Dessa maneira, a fidedignidade teste-reteste foi considerada razoável. Estudo 4 fidedignidade entre observadores: 18 crianças foram avaliadas por dois diferentes avaliadores. Foi observada, entre as duas avaliações, concordância de 77,8%, com coeficiente Kappa de 0,75 e ICC de 0,80. Dessa maneira, a fidedignidade entre observadores foi considerada boa. Como conclusão, entendeu-se que o procedimento de tradução e adaptação foi satisfatório e a LCHMPI adequada. Porém, a verificação de suas características psicométricas mostrou que essas não foram mantidas da sua versão original. Entendemos que a LCHMPI pode vir a auxiliar na identificação de dificuldades motoras, porém seus resultados ainda devem ser analisados com cautela. Alguns resultados apontam que a LCHMPI pode não ter sido aplicada de maneira adequada por alguns professores, dessa maneira, acreditamos que a eficiência do instrumento pode ser melhorada se for oferecido melhor treinamento aos professores para sua utilizaçãoFor some children, typical daily motor actions become a challenge they cannot overcome properly. To intervene in this context it is necessary to select instruments to identify children with motor difficulties at the earliest age and, concomitantly, identifying their deficits for future intervention. The objective of the present study was to translate and adapt (transcultural) the Early Years Movement Skills Checklist (CHAMBERS; SUGDEN, 2006) and verify its concurrent validity and reliability (test-retest and inter-rater) in the context of São Paulo citys pre-school. For this end, we developed four Studies. Study 1 - translation and transcultural adaptation: it was adopted a process suggested in the literature and, as a result, the Lista de Checagem das Habilidades Motoras na Primeira Infância (LCHMPI) was produced. The LCHMPI was considered adequate. Study 2 - concurrent validity - 245 children (between three and five years old) were assessed by their teachers using the LCHMPI, and by the researcher using the MABC-test 2 (HENDERSON; SUGDEN; BARNETT, 2007). It was observed that 76.7% of children obtained the same classification in both evaluations, however the Kappa coefficient was only 0.20 and Spearman´s rank coefficient correlation (- 0.10) was not statistically significant (p = 0.087). The Spearman´s rank coefficient correlation of - 0.204 was significant (p = 0.012) only for the five year-old group (n = 150). There was poor agreement with the MABC-test 2. Only the five year-old group showed a better agreement. Study 3 - test-retest reliability: 39 children from Study 2 were reassessed by their teachers using the LCHMPI. It was observed that 87.2% of the children obtained the same classification in both assessments, but the Kappa coefficient was only 0.23. The ICC was 0.67 and the Wilcoxon signed-rank test showed no significant difference between the scores of the two assessments (p = 0.353). The test-retest reliability was considered reasonable. Study 4 - inter-rater reliability: 18 children were assessed by two different evaluators using the LCHMPI. It was observed an agreement of 77.8%, a Kappa coefficient of 0.75 and an ICC of 0.80 among the different evaluations. The inter-rater reliability was good. In conclusion, the process of translation and transcultural adaptation was considered satisfactory and LCHMPI was considered adequate. However, the verification of its psychometric characteristics showed that they were not retained from the original version. Thus, we conclude that the LCHMPI may help in the identification of motor difficulties, but its results must be carefully analyzed. The results point to problems in the use of the instrument by some teachers. Then, we believe the efficiency of the instrument can be improved if the teachers were offered more training for its use
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Williams, Morgan. "Exploration of differences in vertical jump performance between typically developing children and those identified with DCD: A kinematic and kinetic analysis." Thesis, Australian Catholic University, 2008. https://acuresearchbank.acu.edu.au/download/f8fdf81187083624d5a761591f5ebfaaf6a0ee31953a25b839d2ffa4ba5488f3/2493253/65144_downloaded_stream_369.pdf.
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This study compared the motor performance of children identified with Developmental Coordination Disorder (DCD) with those of a matched group categorised as typically developing (TD). Based on the existing literature, vertical jumping was the task selected as it is a fundamental movement skill (Gallahue & Ozmun, 2002), and a single optimal coordination pattern has been shown to exist (e.g., Bobbert & van Ingen Schenau, 1998).Within the conceptual framework developed for this enquiry, jump height, the performance outcome, was the highest level variable. Level 2 variables described the centre of mass displacement at key instants during the jumping movement. Level 3 variables identified measures of velocity, force and power, which underpin the movement, and level 4 variables described the countermovement specific to this task. This provided a more thorough analysis than previously reported in DCD literature for jumping. The objective of this study was to identify possible mechanisms of DCD in order to advance the understanding of this impairment. A cross-sectional sample (n = 165) of males and females aged between 5 and 12 years was drawn from a school in Victoria, Australia. Using the Movement-Assessment Battery for Children (M-ABC), 62 children from the sample were identified as having DCD with total impairment scores below the 15th percentile for their age-band (Henderson & Sugden, 1992). From the remaining children assessed, who all scored above the 15th percentile, 62 were matched with the DCD group to form the TD group (n= 62). Participants performed three maximal vertical jumps, standing on a single forceplate. Each child's best vertical jump was analysed using forceplate (700 Hz) and 2D sagittal kinematic data from a single camera video (50 Hz) capture. The results confirmed previous findings that DCD children jump lower than their TD peers, although there was a considerable overlap in motor ability between the groups.;Peak VCOM occurred earlier in the jumping movement in the DCD group, when compared to the TD group. This meant a longer elapsed time from the instant of peak VCOM to take-off, which was attributed to coordination error. The earlier occurrence of peak VCOM in the DCD group could be explained by the lower shank angular velocity at take-off. In addition, the DCD group produced lower jump impulse and peak power. Further probing of the jump height data revealed an interesting relationship between age band and jump height that was gender specific. It was noted that for the DCD males, less than 1% of the variance found in jump height could be accounted for by age-band. In contrast, the explained variance for jump height by age-band was 24% for the TD males. The females showed similar relationships for jump height and age-band in both groups. It was thought that this may reflect physical activity avoidance caused by greater social pressures on boys to be good at sports (e.g., Parker & Larkin, 2003). In addition, a further analysis of the DCD group data was undertaken to compare those who had difficulties in dynamic balance and those who did not. In this analysis, body mass was found to have a significant effect on leg stiffness (Kleg), and when accounted for as a covariate, greater Kleg in the DCD group with dynamic balance difficulties was found. A possible explanation is that for the DCD group with dynamic balance difficulties, the transition from joint flexion to extension during the countermovement was problematic, and resulted in excessive muscle co-activation. This study provides some possible directions for further investigations into coordination issues for DCD children. The time elapsed from peak VCOM to take-off and the shank angular velocities at take-off were identified as key indicators of a poorly coordinated jump.;High levels of Kleg reflected difficulties in the transition from joint flexion to extension during the countermovement in those DCD children with dynamic balance problems. Based on these key variables and others that differentiated between groups a more parsimonious conceptual framework is presented. For future enquiry, a more holistic approach for the study of children with such impairments is recommended. This includes exploring the environment these children are exposed to in order to gain a more thorough understanding of practice and learning effects. Understanding of differences in motor ability requires an expanded framework to include information on genetic and socio-cultural factors, and their impact upon important psychology, physical fitness, nutrition, body composition and physical activity parameters.
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Symonds, Gene. "Play to promote development and learning in children infected with Human Immune Virus (HIV): Case studies of three children." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7428_1308638637.
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The aim of this study was to explore the use of play with toddlers who are HIV positive to facilitate play, playfulness and sensory-motor development. The objectives were to explore how the therapist facilitated play, to explore how the child responded to the intervention, to explore how playfulness manifested as a facilitatory strategy and to explore how playfulness manifested as a response. A qualitative approach framed the case study research method with three participants between the ages of twelve months and three years. The main source of data was a record of the play-based intervention with the three participants. Additional data was obtained from participant observation of the children&rsquo
s responses to the play-based intervention, and hospital and occupational therapy record notes. A theory analytical strategy was used by coding data using theoretic propositions inductively. Each case was first analyzed individually, and then an analysis was made across the cases. Qualitative analysis of the data was done manually by coding, seeking categories and eliciting emergent themes by using an analytical strategy of theoretical propositions and an analytical technique of explanation building. Coding was done inductively, using theoretical constructs from the occupation by design, namely the elements of appeal, intactness and accuracy. Signs of playfulness were coded according to evidence of the elements of playfulness, namely perception of control, intrinsic motivation, suspension of reality or framing were evident in the data. Findings of the study were reported under two themes: Playful enablement &ndash
the therapist and Engaging, playing and developing &ndash
the child.
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Böhm, Birgitta. "Risk and resilience in children born preterm : cognitive and executive functioning at 5 1/2 years of age /." Stockholm, 2003. http://diss.kib.ki.se/2003/91-7349-729-0/.
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Botha, Jo-Anne Elizabeth. "Motor development and growth status of 2 to 6-year old children infected with human immunodeficiency virus (HIV) / Jo-Anne Botha." Thesis, North-West University, 2007. http://hdl.handle.net/10394/711.
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Research indicates that children with Human Immunodeficiency Virus (HIV) / Acquired Immune
Deficiency Syndrome (AIDS) display a variety of neuro-developmental, cognitive, motor and
nutritional deficiencies (Epstein el al., 1986:678; Davis-McFarland, 2000:20; Blanchette et al.,
2001:50). Research also substantiates a need for additional intervention strategies such as
improved nutrition and exercise programmes to improve the quality of life for HIV-infected
children (Brady, 1994: 18; Stein et al., 1995:3 1 ; Parks & Danoff, 1999:527). The maintenance of
motor skills in above-mentioned children is an important objective for intervention programmes,
especially gross motor skills (Parks & Danoff, 1999:525). Literature indicates that growth
retardation, exhaustion of fat storage and neuro-developmental deficiencies are related to
HIV/AIDS (Aylward et al., 1992:218; Miller & Garg, 1998:368; Davis-McFarland, 2000:20;
Miller et al., 200 1 : 1287). The monitoring of growth status is of outmost importance as children
with serious stunting and wasting run the risk of early death. Growth retardation can also be an
indication of infection or fast disease progression (Bobat et al, 200! :209).
The aim of this study was firstly to determine the state of the motor development of 2, to 6-year
old children infected with HIV and to compare it with that of affected (in that they are not
infected with HIV, but have lost one or both parents to AIDS-related diseases) and non-affected
children. Secondly the study aimed to determine the effect of a motor intervention programme
for 2 to 6-year old children infected with and affected by HIV. A third aim was to determine the
growth status of 2 to 6-year old children infected with HIV and to compare it with that of affected
and non-affected children; and the last aim was to monitor the developmental tendencies of body
composition and growth of 2 to 6-year old children infected with HIV in the course of nine
months and to compare it with that of affected and non-affected children.
The Peabody Developmental Motor Scales-:! (PDMS-2) (Folio & Fewell, 2000), which consist of
six subtests, was used to determine the motor development of the children. Regarding the growth
status the children were subjected to a series of anthropometric measurements of height, weight,
circumference (upper arm - both tonic and relaxed), as well as skin folds (triceps, sub-scapular,
calf), in accordance with standard procedures as prescribed by the International Society of
Advanced Kinanthropometry (ISAK).
The data was analysed using Statistica for Windows (Statsoft-, Inc S.A., 2001) and SAS (2000-
2003). Descriptive statistics were used to determine means (M), standard deviations (SD) and
maximum and minimum values. One-way variance of analysis, forward stepwise discriminant
analysis, independent T-testing, dependant T-testing and an ANCOVA, repeated measures
ANOVA, and Bonferroni post hoc analysis were used to analyse the data in accordance with the
above-mentioned aims. The level of statistic significance was set at p<0,05. Practical
significance of differences (ES) between the testing sessions was calculated by dividing the mean
difference (M) between the two testing sessions by the largest standard deviation (SD), as
recommended by Cohen (1988) and Steyn (1999). Cohen (1988) set the following guidelines for
interpreting practical significance, namely ES = 0,2 (small effect); ES = 0,5 (medium effect) and
ES = 0,8 (large effect). Due to the small number of subjects it was considered practically
significant if this effect size indicated a medium and larger effect.
From the results of the study it seemed that the HIV-infected children performed the poorest of
the groups regarding gross motor, fine motor and total motor skills. This group's gross motor
skills showed larger deficits than their fine motor skills, while loco-motor skills contributed the
most to the discrimination between the groups. The motor intervention programme led to a
statistically significant improvement in loco-motor, fine motor, as well as total motor skills. The
infected children showed better improvement compared to the affected children. The infected
group displayed the poorest growth status of the three groups compared to the Centre for Disease
Control (CDC) growth profiles, although they did not differ significantly from the affected
children. The infected children differed significantly regarding height percentile, fat percentage
and height-for-age 2-score (HAZ) from non-affected children. The infected group also displayed
the least significant effects in the form of growth increases over the nine months monitoring
period.
It can be concluded from the results that motor deficiencies and growth impediments are part OF
the life of HIV infected children. To address these problems, intervention strategies, such as
motor intervention and nutrition programmes are needed.Thesis (Ph.D. (Human Movement Science))--North-West University, Potchefstroom Campus, 2008.
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Watter, Pauline. "The development of postural control in children aged 6, 7 and 8 years /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17679.pdf.
Full text
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Adlam, Timothy. "The design of compliant seating for children with severe whole body extensor spasms." Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582535.
Full textAbstract:
Children with cerebral palsy and powerful whole body extensor spasms find sitting in a rigid seat uncomfortable and sometimes painful due to the large forces they apply to their constraints. They are usually unable to speak and communication is difficult. The spasms affect every aspect of their lives. This thesis describes the genesis of a new functional dynamic seat for children with severe whole body extensor spasms, and the novel method used to design it. This novel seat technology is known as ‘Whole Body Dynamic Seating’. The thesis describes the clinical need this seat addresses, and the design and technology context in which this research takes place. The user evaluation, observation, measurement, analysis and reasoning that led to a successful seat design are described in detail. Children with cerebral palsy sometimes have whole body spasms that mean they cannot be seated in conventional static seating that positions a child in a fixed posture. For this research the children were classified as functioning at Chailey Sitting Ability Level 1 and Gross Motor Functional Classification System Level V. Such children spend much of their time being held by a person, or lying on a mat, bed or pad. This results in difficulty with social engagement and physical functioning, particularly in school. This research created a seat that such children could sit in, providing a comfortable and functional seat for use in a home or school classroom environment. This seat was designed with the direct and essential involvement of disabled children, their parents, therapists, teachers and carers. The work is part of a larger programme of research into seating and support technology that will enhance a child’s ability to gain functional movement and communication skills that can be employed to enable the child’s free self expression and social participation. The research investigated means of supporting children with whole body extensor spasms through a progressive iterative method utilizing direct user evaluation of a series of prototypes incrementing in complexity and fidelity towards a fully functional physical seat. An iterative method was used to design, build and evaluate three dynamic seats. This method incorporated two new approaches to prototyping developed for the research programme in response to difficulties encountered in designing dynamic systems for children with highly complex neuromotor disability. Soft and Semi-soft prototyping and evaluation methods provided essential feedback on dynamic seating concepts that guided proposed solutions, without requiring costly and time-consuming manufacture. Video was used to create a record of the children’s movements and responses for subsequent analysis. Instrumentation was built into the seats to enable direct objective measurement of the reaction forces and seat movement caused by extensor spasms. This thesis presents several unique features created through this research programme: 1. Independent and virtually hinged anatomical dynamic thigh supports; 2. Independent anatomical dynamic foot supports; 3. A virtually hinged dynamic back support; 4. An anatomical dynamic head support concept. The final Whole Body Dynamic Seat was child-centred in its functionality and aesthetic design, and was favourably commented upon by parents, children and school staff. Use of the new dynamic seating by three children (including one from a previous work programme) showed that children with severe whole body extensor spasms can be seated comfortably. The children also demonstrated gains in physical and social function as a result of using the dynamic seats. The two fully independent dynamic seats made advances in comfort over static seating for children with whole body extensor spasms. One of the children especially liked the seat and resisted being put back into his usual seating. An adult with severe cerebral palsy and extensor spasms evaluated a dynamic foot support concept and reported very significant reductions in spasticity and pain, and gains in physical function. The Whole Body Dynamic Seats showed gains in postural symmetry and in hand and head function over the usual static seats when used by the children with spasms. These gains were reported by staff during long term evaluations and measured specifically during the final evaluation. Two children learned to control the movement of seats in which they were sat, and were able to control their posture and use that control to carry out functions such as switch pressing. Such learning through the use of dynamic seating by children with severe dystonic cerebral palsy and whole body extensor spasms has not previously been documented. The seats did not just affect the children - school staff were affected too. School staff working around the children in the dynamic seats were observed to be more inclusive towards the children, and to expect more interaction from them. The ability of the children to move altered staff expectations of their ability to participate and communicate. This new seating has improved the quality of life of the children that use it. Future implementation of this technology in commercially produced seating offers the possibility of similar gains to many more severely disabled children who are currently less comfortable and less functional than they need to be.
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Johnson, Deidre. "The effect of a motor skills exercise programme on quality of life and motor skills development in hard of hearing children in Grade R to Grade 2." University of the Western Cape, 2018. http://hdl.handle.net/11394/6864.
Full textAbstract:
Magister Artium (Sport, Recreation and Exercise Science) - MA(SRES)Background: Hearing loss in children can contribute to a loss or delay in motor skills development and has been shown to negatively affect their participation in physical activity. Lack of physical activity may then further delay motor and balance skill development and therefore impact on their health-related quality of life. Aim: The aim of this study was to determine the effects of a 12-week exercise intervention on motor control abilities in hard of hearing children in Grade R to Grade 3 in Cape Town, and on the parent’s perceptions of their child’s health-related quality of life.
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Pollitt, Ernesto, John Durnin, Tom Aitchison, Mahdi Husaini, Abas Jahari, and Beat Schürch. "The development of undernourished children: an experimental study on early feeding." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/101558.
Full textAbstract:
The study was a randomized clinical tria! involving two cohorts (12 and 18 months) of nutritionally at risk Jndonesian children and three types of supplementary feeding: high energy and micronutrients; skimmed milk and micronutrients; and skimmed milk. The hypothesis of the study was that high energy and micronutrient supplements given early to children could delay on physical growing and mental development. The results showed that a combined energy and micronutrient supplement given for ayear to the 12-month-old children had wide range beneficia! effects. The same supplement given to the 18-month-old had only a modest effect. This suggests that if such an intervention is to he effective it needs to begin early in life.El estudio fue un ensayo clínico aleatorio en el que participaron dos cohortes de niños (12 y 18 meses) indonesios en riesgo nutricional; hubo tres suplementos dietéticos: energía alta y micronutrientes; leche descremada y micronutrientes; y leche descremada. Se puso a prueba la hipótesis de que un suplemento de energía y micronutrientes administrado tempranamente, previene el retardo en el crecimiento físico y el desarrollo mental. Se obtuvo que el efecto de la suplementación con energía y micronutrientes en los bebés de 12 meses fue superior al efecto producido por la suplementación con micronutrientes y leche descremada. Los efectos en el grupo que comenzó a los 18 meses fueron menores. Hubo una interacción entre los efectos. Los resultados sugieren que este tipo de intervención en niños desnutridos debe iniciarse durante el primer año de vida.
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Doss, Roger Ron. "The Relationship Between Low Achievement and Bodily-kinesthetic Intelligence in Fourth and Fifth Graders." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332760/.
Full textAbstract:
The problem of this study was an examination of the relationship between low achievement and physical abilities.This study focuses on the areas of musical, interpersonal, intrapersonal, spatial and bodily-kinesthetic abilities. This correlational study found that low achievers as a group, identified by achievement test scores, scored above the mean on a measure of motor ability. For children who are struggling to achieve in school, it would seem prudent to explore their strengths in other areas of intelligence. Further research is suggested in the areas of high and average achieving students' motor development.