Relevant bibliographies by topics / Motor skills

Contents

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

Academic literature on the topic 'Motor skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 June 2025

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Journal articles on the topic "Motor skills"

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Sentani, Muchamad Rizki, Tatang Muhtar, and Agus Mahendra. "Pengaruh Motor Cognitive Coordination Training Terhadap Motor Coordination dan Working Memory Pada Atlet Junior." Jurnal Terapan Ilmu Keolahragaan 4, no. 2 (2019): 84–90. http://dx.doi.org/10.17509/jtikor.v4i2.18711.

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Tujuan dari penelitian ini untuk mengetahui apakah ada pengaruh dari programpermainan motor cognitive coordination training terhadap motor coordination danworking memory. Metode penelitian ekperimen dengan desain pretest-posttest controlgroup design digunakan dalam penelitian ini. Hasil penelitian menunjukan bahwaprogram latihan motor cognitive coordination training memiliki pengaruh yangsignifikan terhadap motor coordination dan working memory pada atlet junior.Selanjutnya pelatih menggunakan program latihan motor cognitive coordinationtraining untuk meningkatkan performa motor skill dan cognitive skill pada atlet junior.The purpose of this study is to find out whether there is an influence of the motor cognitive coordination training program on coordination motors and working memory. The experimental research method with the design of the pretest-posttest control group design was used in this study. The results showed that the coordination training cognitive-motor training program had a significant effect on coordination motors and working memory in junior athletes. Furthermore, the trainers used the cognitive training coordination training program to improve the performance of motor skills and cognitive skills in junior athletes.
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McGiverin, Rolland H. "Sensory-Motor Skills." Behavioral & Social Sciences Librarian 8, no. 3-4 (1990): 61–63. http://dx.doi.org/10.1300/j103v08n03_10.

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Taylor, John. "Mouse motor skills." 5 to 7 Educator 2005, no. 10 (2005): xiii—xiv. http://dx.doi.org/10.12968/ftse.2005.4.10.18479.

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Elran, Sharan R., Yuval Harel, and Amit R. Zoran. "Fine Motor Skills." Proceedings of the ACM on Computer Graphics and Interactive Techniques 6, no. 2 (2023): 1–9. http://dx.doi.org/10.1145/3597627.

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Our concept of a digital spirit refers to the agency of technology in the creative process and the potential to use it as an autonomous agent that both influences and participates in the artistic process. By attributing a digital spirit, we are able to have a more collaborative and interactive relationship with technology, where the role of the artist is to guide and direct the design rather than fully control it. In this work, we extend the autonomy of this spirit to allow the machine and the material to interact freely and generate forms independently from our will. In this new approach to digital fabrication, we transform a deterministic mechanical procedure into a creative exploration. Rather than designing traditional machine operations, we propose machine-material operations tailored for a specific material context. As a test case, we show a digital agent that manipulates clay while allowing the material's internal dynamics to play a dominant role in the finalization of the design. Through this machine-material interaction, we are able to generate an abundance of forms and complexity that would be impossible to create by hand or through traditional programming. It exposes an untapped expressive potential of digital tools that is made possible by operating digital machines outside the paradigm of tight control.
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Ku, Byungmo. "The Effects of Motor Skill Interventions on Motor Skills in Children with Developmental Disabilities: A Literature Review." Asian Journal of Kinesiology 22, no. 4 (2020): 11–22. http://dx.doi.org/10.15758/ajk.2020.22.4.11.

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OBJECTIVES Children with developmental disabilities experience motor skill deficits from childhood. Participation in motor skill intervention may be a promising way to promote their motor skills. The purpose of this study was to review the effectiveness of motor skill interventions on motor skills in children with disabilities.METHODS To select relevant articles about motor skill interventions for children with developmental disabilities, a search of a database with pre-determined search terms and a manual search were implemented. After screening 476 articles, 21 studies were included in the current study. The studies were systematically summarized, and theories of motor development were discussed.RESULTS Participation in motor skill intervention may be a way to promote motor skills in children with developmental disabilities. Dynamic system theory, Newell’s model and Stodden’s model can be used as a framework for motor skill interventions.CONCLUSIONS Ample evidence exist indicating motor skill interventions are effective to promote motor skills in children with developmental disabilities. The motor skill interventions should be provided to children with developmental disabilities.
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Wei, Gaoxia, and Jing Luo. "Sport expert's motor imagery: Functional imaging of professional motor skills and simple motor skills." Brain Research 1341 (June 2010): 52–62. http://dx.doi.org/10.1016/j.brainres.2009.08.014.

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Ohara, Reiko, Yuji Kanejima, Masahiro Kitamura, and Kazuhiro P. Izawa. "Association between Social Skills and Motor Skills in Individuals with Autism Spectrum Disorder: A Systematic Review." European Journal of Investigation in Health, Psychology and Education 10, no. 1 (2019): 276–96. http://dx.doi.org/10.3390/ejihpe10010022.

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Social communication and motor skill deficits are prevalent characteristics of individuals with autism spectrum disorder (ASD). This systematic research review investigates whether and how broad social skills and motor skills may be related among individuals with ASD. We performed a PubMed search of articles written in English, using these study inclusion criteria: (a) an association between social and motor and skills among individuals previously diagnosed with autism; (b) one or more social skills measures were used; and (c) one or more measures of gross or fine motor skills were used. We classified data into two categories, and we based the association of these variables on correlation coefficients, p-values, coefficients of determination, and authors’ description of “may be associated” and “may not be associated.” Despite heterogeneity among these relevant studies, a highly likely association between social and motor skills emerged. Of a total of 16 studies reviewed, 12 reported associations between these skill sets. Three studies reported that fine motor skills had a stronger relationship with social skills than did gross motor skills. Among the gross motor skills associated with social skills, object control skills seemed most closely linked to social skills. Among fine motor skills, manual dexterity seemed to most closely related to social skills.
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Benda, Rodolfo N., Nádia F. S. Marinho, Marcelo G. Duarte, et al. "A brief review on motor development: fundamental motor skills as a basis for motor skill learning." Brazilian Journal of Motor Behavior 15, no. 5 (2021): 342–55. http://dx.doi.org/10.20338/bjmb.v15i5.257.

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In this study, we review the relationship between motor development and motor learning, and present a new metaphor that represents the sequence of motor development, which highlights fundamental motor skills as an important phase in the process. As one of the most relevant phases of motor development, several studies that analyzed fundamental motor skills were reviewed in typical developing children as well as in children with disabilities. Most studies revealed motor performance levels below expected since proficiency was not observed. We discuss these results considering fundamental motor skills as essential for the motor development process. Such results raise the awareness of the need to offer children conditions to explore and experience motor activities in order to enhance motor competence.
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Reinhart, René Felix. "Autonomous exploration of motor skills by skill babbling." Autonomous Robots 41, no. 7 (2016): 1521–37. http://dx.doi.org/10.1007/s10514-016-9613-x.

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Vinke, Pia M., Vincent Stirling, and Thomas Heinen. "AESTHETIC RATIOS OF FLIGHT - HOW OBSERVER EXPERTISE AND AESTHETIC PERCEPTION ARE RELATED TO WEBSTER FREERUNNING SKILL FLIGHT KINEMATICS." Science of Gymnastics Journal 14, no. 2 (2022): 159–71. http://dx.doi.org/10.52165/sgj.14.2.159-171.

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The perception of (motion) aesthetics is related to the circumstances of the object, the observer, and the given context. The central question of this study is whether the perception of motion aesthetics is related to a motor skill’s ratio of flight kinematics and the observer’s sensory-motor experiences. Motor skills, perceived as more aesthetic, are hypothesized to show kinematic flight ratios near the golden ratio. Motor skills, perceived as less aesthetic, are hypothesized to show kinematic flight ratios farther away from the golden ratio. Furthermore, this relationship is hypothesized to be related to the observer’s sensory-motor experience. Therefore, 36 participants (12 freerunning experts, 12 freerunning novices, and 12 laypeople) were asked to indicate their perception of motion aesthetics when watching video sequences of different freerunning performances. The results indicate that kinematic flight ratios and the observer’s sensory-motor experience are related to the aesthetic perception of the freerunning skill. As hypothesized, kinematic ratios of Webster performances perceived as more aesthetic are closer to the golden ratio, and Webster performances perceived as less aesthetic are farther away from the golden ratio; this is significant for expert and novice freerunners, but not for laypeople. Thus, we conclude that the aesthetic perception of complex motor skills is related to kinematic flight ratios and the observer’s sensory-motor expertise. Future work should incorporate such knowledge about kinematic ratios and how to address them during motor skill performances to create and perform aesthetically pleasing complex motor skills.
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Dissertations / Theses on the topic "Motor skills"

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Katsipataki, Maria. "Can motor skills training improve academic performance? : a structured motor skills intervention for young children." Thesis, Durham University, 2013. http://etheses.dur.ac.uk/10579/.

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The thesis explores the relationship between motor and academic skills. According to previous research, motor skills difficulties can affect academic outcomes. Furthermore, there is growing evidence supporting the relationship between the motor and academic areas. As part of this investigation a motor skills intervention was developed that aimed to make improvements in the performance of the reading, maths and motor skills of young children in mainstream education. The “Motor Skills Intervention for the Early Years” that was subsequently developed represented a new approach to intervention combining direct and indirect motor tasks resulting in a pragmatic, hybrid intervention. The research involved 56 typically developing children (TDC) attending two English primary schools with a mean age of 58 months randomly assigned to either the experimental or control group. Children were assessed in their motor and academic skills both before and after the intervention. The intervention was delivered for a period of 11 weeks with two weekly sessions for each school. Preliminary findings appear to be promising, showing a large effect size for motor skills, and medium to smaller effects for reading and maths. The motor skills of manual dexterity and ball skills were significantly improved in children within the experimental group. Improving motor skills in TDC is important in its own right, due to its strong preventative role. Based on these findings, it is concluded that a hybrid approach to motor skills intervention can improve specific motor skills and yield small effects to academic skills within TDC. Future research from this study might include follow-up assessments to identify possible benefits on the academic areas of reading and maths in the long term. In addition, these findings can be used to inform future research and, if replicated with a larger sample, to inform educational policies for school-based interventions.
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Karpathy, Andrej. "Staged learning of agile motor skills." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/34643.

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Motor learning lies at the heart of how humans and animals acquire their skills. Understanding of this process enables many benefits in Robotics, physics-based Computer Animation, and other areas of science and engineering. In this thesis, we develop a computational framework for learning of agile, integrated motor skills. Our algorithm draws inspiration from the process by which humans and animals acquire their skills in nature. Specifically, all skills are learned through a process of staged, incremental learning, during which progressively more complex skills are acquired and subsequently integrated with prior abilities. Accordingly, our learning algorithm is comprised of three phases. In the first phase, a few seed motions that accomplish goals of a skill are acquired. In the second phase, additional motions are collected through active exploration. Finally, the third phase generalizes from observations made in the second phase to yield a dynamics model that is relevant to the goals of a skill. We apply our learning algorithm to a simple, planar character in a physical simulation and learn a variety of integrated skills such as hopping, flipping, rolling, stopping, getting up and continuous acrobatic maneuvers. Aspects of each skill, such as length, height and speed of the motion can be interactively controlled through a user interface. Furthermore, we show that the algorithm can be used without modification to learn all skills for a whole family of parameterized characters of similar structure. Finally, we demonstrate that our approach also scales to a more complex quadruped character.
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Brobeck, Mia. "Medveten motorisk träning/Motor skills training." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36155.

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Projektet har undersökt om medveten motorikträning ger några eventuella effekter un-der en sjuveckorsperiod. Projektet ger en bild av hur barns motoriska förmåga kan för-bättras under denna relativt korta tidsperiod. Två barngrupper med 12-15 barn/grupp deltog i projektet, en grupp med fyraåringar och en grupp med femåringar, Under pro-jektets gång hade barngrupperna vars en timme varje vecka under en sjuveckorsperiod som ägnades åt medveten motorikträning med fokus på momenten springa, hoppa och krypa. Vid första och sista tillfället observerades barnen med utgångspunkt i ett obser-vationsschema som skapats med inspiration från MUGI observationsschema (Ericsson, 2005). Projektet visar att medveten motorikträning under en sjuveckorsperiod ger viss utveckling av barns motoriska färdigheter när det gäller att springa och hoppa. Resulta-tet kan dock inte generalisera och eftersom det inte fanns någon jämförelsegrupp i pro-jektet kan inte heller några säkra slutsatser dras.Nyckelord: förskolebarn, grovmotorik, motorisk träning<br>The project has examined whether conscious motor skills training offers possible effects over a time period of seven weeks. The project provides a picture of how children's motor skills can improve in this relatively short period of time. Two groups of children, a group of four year olds and a group of five year olds, participated in the project. The two groups had one hour of motor skills training each week during the project time of seven weeks, motor skills training focusing on running, jumping and crawling. The first and last time was observed children on the basis of an observation schedule that was created with inspiration from MUGI observation checklist (Ericsson, 2005). The project shows that conscious motor skills training during a time of seven weeks gives some improvement of children's motor skills when it comes to running and jumping.Keywords: gross motor skills, motor skills training, preschool children
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Campher, Jolene. "The role of visual skills and its impact on skills performance of cricket players." Diss., Pretoria : [S.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-10202009-142417.

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Kronholm, Carolin, and Caroline Holmgren. "Motorik och lärande/Motor skills and learning." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27842.

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Syftet med vår undersökning är att ta reda på hur pedagoger ser på motorik i förhållande till lärande samt ta reda på hur de arbetar kring detta. Vi kommer att utgå ifrån ett pedagogperspektiv då det är deras syn på motorik och lärande vi önskar undersöka. Våra frågeställningar under arbetet kommer att vara: •Hur ser pedagoger på motorik i förhållande till lärande?•På vilket sätt ger pedagogerna eleverna möjlighet till att utveckla sin motorik eller få tid till rörelse i klassrummet? •Hur uppfattar pedagogerna att motorisk träning påverkar lärandet?Vi har genomfört kvalitativa intervjuer med sju pedagoger på en skola i en medelstor stad i Skåne. Fem av pedagogerna valdes ut med hjälp av snöbollsmetoden utifrån kontakt med de två första via mejl. Resultatet av vår undersökning visar att pedagoger ser positivt på motorik i förhållande till lärande. Majoriteten ger inte eleverna någon möjlighet till medveten motorisk träning trots att de uppfattar att detta är något som påverkar lärandet.<br>The purpose of our study is to find out how educators see motor skills in relation to learning and find out how they work with them. Our study will be based on a teachers perspective, since it is their view on motor control and learning we intend to examine.Our questions in this investigation are as follows:• How do educators see motor skills in relation to learning?• In what way do teachers give the students an opportunity to develop their motor skills and find time for movement in the classroom?• How do educators perceive that motor training affects learning?We have utilized qualitative interviews with seven teachers at a school in a medium-sized town in the south of Sweden. The first two teachers were contacted using e-mail, and based on them, the remaining five were selected using the snowball method.The results of our study show that educators stands positive to motor skills in relation to learning. Despite this the majority do not give students any opportunity for conscious motor training in the classroom even though the educators consider that this is something that affects learning.
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Irmak, Hurmeric. "The Effects of Two Motor Skill Interventions on Preschool Children's Object Control Skills and Their Perceived Motor Competence." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1276220771.

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Scott, Katherine Christina. "Teachers' experiences of implementing a motor skills programme." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1196.

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Ben, Amor Heni. "Imitation Learning of Motor Skills for Synthetic Humanoids." Doctoral thesis, Technische Universitaet Bergakademie Freiberg Universitaetsbibliothek "Georgius Agricola", 2010. http://nbn-resolving.de/urn:nbn:de:bsz:105-qucosa-62877.

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This thesis addresses the question of how to teach dynamic motor skills to synthetic humanoids. A general approach based on imitation learning is presented and evaluated on a number of synthetic humanoids, as well as a number of different motor skills. The approach allows for intuitive and natural specification of motor skills without the need for expert knowledge. Using this approach we show that various important problems in robotics and computer animation can be tackled, including the synthesis of natural grasping, the synthesis of locomotion behavior or the physical interaction between humans and robots.
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Law, Jon. "Perceptual motor skills, acquisition and performance under pressure." Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435309.

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Аврунін, О. Г., and K. G. Selivanova. "Computer system for testing of fine motor skills." Thesis, Полтава, 2016. http://openarchive.nure.ua/handle/document/10152.

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In this work computer system for testing of fine motor skills was developed. It includes PC, an interface device and data exchange, a digitizer high-resolution, which detects a position of a stylus when it is near a surface of the graphic tablet. In general form this system consists of a data input module, a test module, a data processing module, a data analysis module, an assessment module of development level fine motor skills
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Books on the topic "Motor skills"

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Kober, Jens, and Jan Peters. Learning Motor Skills. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-03194-1.

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H, Holding D., ed. Human skills. 2nd ed. Wiley, 1989.

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Corwyn, Zimbleman, ed. Pre-scissor skills: Skill starters for motor development. 3rd ed. Communication Skill Builders. Therapy Skill Builders, 1990.

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Marteniuk, Ronald G. Information processing in motor skills. Wm.C. Brown, 1989.

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Stackpoole, Les. Introduction to motor mechanics. Longman Cheshire, 1989.

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1963-, Getchell Nancy, ed. Life span motor development. 5th ed. Human Kinetics, 2009.

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Karahan, Mustafa, João Espregueira-Mendes, and H. Kaya Akan, eds. Motor Skills Training in Orthopedic Sports Medicine. Springer Berlin Heidelberg, 2017. http://dx.doi.org/10.1007/978-3-662-53229-4.

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Kelly, McMahon, ed. Ready to write and develop motor skills. Totline Publications, 1997.

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Ann, Roberton Mary, and Getchell Nancy 1963-, eds. Advanced analysis of motor development. Human Kinetics, 2012.

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Sally, Featherstone, and Hardy Martha, eds. Grab - and let go: Developing fine motor skills. Featherstone Education, 2003.

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Book chapters on the topic "Motor skills"

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Bock, Otmar. "Motor Skills." In SpringerBriefs in Space Life Sciences. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29571-8_1.

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Bean, Allison. "Oral-Motor Skills." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2018. http://dx.doi.org/10.1007/978-1-4614-6435-8_1685-3.

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Esposito, Gianluca, and Giacomo Vivanti. "Gross Motor Skills." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6435-8_179-3.

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Cuffaro, Maria Assunta. "Fine Motor Skills." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1141.

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Offit, Paul A., Anne Snow, Thomas Fernandez, et al. "Visual-Motor Skills." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_101534.

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Macari, Suzanne, Ruth Eren, Louise Spear-Swerling, et al. "Oral-Motor Skills." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1685.

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Scahill, Lawrence David, Koorosh Kooros, Ramon Barinaga, et al. "Gross Motor Skills." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_179.

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Ellawadi, Allison Bean. "Oral-Motor Skills." In Encyclopedia of Autism Spectrum Disorders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1685.

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Esposito, Gianluca, and Giacomo Vivanti. "Gross Motor Skills." In Encyclopedia of Autism Spectrum Disorders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_179.

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Danto, Ayelet H., and Michelle Pruzansky. "Fine Motor Skills." In 1001 Pediatric Treatment Activities, 3rd ed. Routledge, 2024. http://dx.doi.org/10.4324/9781003522416-18.

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Conference papers on the topic "Motor skills"

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Shaw, Patricia, Daniel Lewkowicz, Alexandros Giagkos, et al. "Babybot challenge: Motor skills." In 2015 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob). IEEE, 2015. http://dx.doi.org/10.1109/devlrn.2015.7346114.

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Saparahayuningsih, Sri, and Badeni Badeni. "Improving Children's Fine Motor Skills through Pencil Skills." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.29.

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"EXPLORATION VERBAL SKILLS AND MOTOR SKILLS OF PRIMARY SCHOOL CHILDREN." In SOCIOINT 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.46529/socioint.202139.

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Queisser, Jeffrey Frederic, Rene Felix Reinhart, and Jochen Jakob Steil. "Incremental bootstrapping of parameterized motor skills." In 2016 IEEE-RAS 16th International Conference on Humanoid Robots (Humanoids). IEEE, 2016. http://dx.doi.org/10.1109/humanoids.2016.7803281.

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Yang, Chuanyu, Kai Yuan, Wolfgang Merkt, Taku Komura, Sethu Vijayakumar, and Zhibin Li. "Learning Whole-Body Motor Skills for Humanoids." In 2018 IEEE-RAS 18th International Conference on Humanoid Robots (Humanoids). IEEE, 2018. http://dx.doi.org/10.1109/humanoids.2018.8625045.

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Niksirat, Kavous Salehzadeh, Chaklam Silpasuwanchai, Zhenxin Wang, Jing Fan, and Xiangshi Ren. "Age-Related Differences in Gross Motor Skills." In the International Symposium. ACM Press, 2016. http://dx.doi.org/10.1145/2996267.2996278.

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Sun, Chao, Fazel Naghdy, and David Stirling. "Application of MML to Motor Skills Acquisition." In 2006 International Conference on Computational Inteligence for Modelling Control and Automation and International Conference on Intelligent Agents Web Technologies and International Commerce (CIMCA'06). IEEE, 2006. http://dx.doi.org/10.1109/cimca.2006.49.

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Camarillo-Abad, Hector M. "Transferring motor skills through tactile communication technology." In CLIHC '19: IX Latin American Conference on Human Computer Interaction. ACM, 2019. http://dx.doi.org/10.1145/3358961.3358992.

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Pambudi, Yudha, and Widiyanto Widiyanto. "Football Skills: Training Methods and Motor Educability." In Proceedings of the 6th International Conference on Educational Research and Innovation (ICERI 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/iceri-18.2019.67.

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Rello Pambudi, Yudha, and Mr Widiyanto. "Football Skills: Training Methods and Motor Educability." In Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/yishpess-cois-18.2018.78.

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Reports on the topic "Motor skills"

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

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Recent findings from the Kids Activity and Learning Study complement North Carolina’s multidimensional approach to promoting school readiness by emphasizing the integrated nature of motor and cognitive development in early childhood. Children whose motor skills improved the most over the course of an academic year also tended to demonstrate the biggest gains in executive function and numeracy skills. Children who participated in adaptive, group-based motor skill activities demonstrated gains in motor competence, executive function, and numeracy skills. Incorporating motor activities into established classroom practices has the potential to facilitate multiple aspects of children’s development and promote school readiness. The brief includes specific recommendations for early childhood educators.
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2

Brown, Karen. The effect of perceptual-motor training on the perceptual-motor skills of emotionally disturbed children. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1599.

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3

ji, yuqin, hao tian, qiang ye, zhuoyan ye, and zeyu zheng. Effectiveness of exercise intervention on improving fundamental motor skills in children with autism spectrum disorder: A systematic review and Meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.12.0013.

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Review question / Objective: This systematic review and meta-analysis aimed to synthesize available randomized controlled trial studies concerning the effects of exercise interventions on fundamental motor skills in children with autism spectrum disorder. Condition being studied: Autism Spectrum Disorder (ASD) is a complicated and highly prevalent neuro-developmental disorder characterized by deficits in social communication, restricted interests, and repetitive behaviors. The CDC reported that the prevalence of ASD was estimated to be 1 in 59 in the United States by 2020. Along with typical symptoms, a couple of studies have indicated that individuals with ASD encounter a variety of challenges, including sleep disturbance, obesity, executive function deficits, physical inactivity, and motor dysfunctions. Fundamental motor skills (FMS) are the unnaturally occurring basic motor learning model of the human body, which are the building blocks for advanced specialized motor skills and for children and adolescents to participate in sports, games, or other context-specific physical activity.FMS falls into three different categories: (a) locomotor skills (e.g., running and hopping), (b) object control skills (e.g., catching and throwing), and balance or stability skills (e.g., balancing and twisting).
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4

Andrew M. Colombo-Dougovito, Andrew M. Colombo-Dougovito. Building guidelines when assessing motor skills in children with autism spectrum disorder. Experiment, 2014. http://dx.doi.org/10.18258/3080.

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Meng, Shu-Qiao, Ai-Guo Chen, Wen-Xia Tong, Shi-Meng Wang, and Zhi-Yuan Sun. The Effect of Physical Activity on Motor Skills Disorder of Children with Autism Spectrum Disorder: A Meta-Analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2023. http://dx.doi.org/10.37766/inplasy2023.2.0068.

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Review question / Objective: Meta-analysis was used to systematically investigate the improvement effect of physical activity on motor skills disorder in children with autism spectrum disorder (ASD), and to summarize the best exercise program. To obtain high-quality study results, the PICOS principles are usually relied upon to help complete the study design during the construction of the scientific question. That is, the target population (P) for evidence application is children with ASD; the intervention (I) is motor training such as aerobic, resistance exercise or combined exercise; the comparative measure (C) is other non-motor interventions; the outcome indicators (O) are improvements in gross motor ability, fine motor ability, and balance and coordination; and the type of evidence is a randomized controlled trial. Eligibility criteria: Subjects included in the paper were required to be children with ASD diagnosed by an authoritative institution, with consistent pre-experimental characteristics; with a complete intervention program and accurate post-test results, and the type of study in the literature was a randomized controlled trial.
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Alexandrov and Kolesnik. STRENGTH AND VARIABILITY OF THE MOTOR SKILLS AS THE FACTOR OF SPORTSMANSHIP IMPROVEMENT. Federal State Budgetary Educational Establishment of Higher Vocational Education "Povolzhskaya State Academy of Physical Culture, Sports and Tourism" Naberezhnye Chelny, 2013. http://dx.doi.org/10.14526/31_2013_7.

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Wang, Lijing, and Lijuan Wang. Relationships between motor skills and academic achievement in school-aged children and adolescents: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2024. http://dx.doi.org/10.37766/inplasy2024.2.0043.

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Kostenko, E. V., L. V. Petrova, I. V. Pogonchenkova, and A. S. Polischuk. Technical task «Cognitive-motor training of large motor skills of the upper and lower extremities and balance with double and triple tasks in a virtual environment». OFERNIO, 2022. http://dx.doi.org/10.12731/ofernio.2022.25063.

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WU, Jingyi, Jiaqi LI, Ananda Sidarta, and Patrick Wai Hang Kwong. Neural mechanisms of bimanual coordination in humans and application of neuromodulation therapy: a scoping review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2023. http://dx.doi.org/10.37766/inplasy2023.5.0080.

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Background: Bimanual coordination deficits are one of the most common characteristics of people with stroke, which have an adverse influence on their independence of activities daily living and other occupational activities. Existing studies and reviews mainly focused on how to improve motor impairment of the affected limb and cortical activation and functional connectivity in the impaired brain hemisphere by a series of rehabilitation strategies, e.g., non-invasive brain stimulation and rehabilitation robotics. It should be noted that functional bilateral abilities are not a simple compound and a combination of one-handed skills. Therefore, the bimanual coordination dysfunctions still need to be explored and addressed in clinical practice. Better understandings of the neural mechanisms underlying bilateral cooperative tasks in healthy subjects and changes in neural activities in stroke patients help foster the development of effective rehabilitation strategies, such as TMS and tDCS, and enhance the bimanual coordination through stimulating altered cortical areas, which is essential for boosting the independence and quality of daily life in stroke individuals.
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Verdisco, Aimee, Jennelle Thompson, and Santiago Cueto. Early Childhood Development: Wealth, the Nurturing Environment and Inequality First Results from the PRIDI Database. Inter-American Development Bank, 2016. http://dx.doi.org/10.18235/0011753.

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This paper presents findings from the Regional Project on Child Development Indicators, PRIDI for its acronym in Spanish. PRIDI created a new tool, the Engle Scale, for evaluating development in children aged 24 to 59 months in four domains: cognition, language and communication, socio-emotional and motor skills. It also captures and identifies factors associated with child development. The Engle Scale was applied in nationally representative samples in four Latin American countries: Costa Rica, Nicaragua, Paraguay and Peru. The results presented here are descriptive, but they offer new insight regarding the complexity of child development in Latin America. The basic message emerging from this study is that child development in Latin America is unequal. Inequality in results appears as early as 24 months and increases with age. There is variation in inequality. For example, correlations with the socio-economic characteristics of the home and maternal education are stronger for cognition, and language and communication than for motor development. The environment within which children develop and the adult-child interactions predominant within this environment ¿ referred to in this study as the nurturing environment - is important for all domains of child development utilized in this study, although stronger associations appear for cognition, language and communication, and socio-emotional development. For all domains measured by the Engle Scale, the nurturing environment bears a statistically stronger correlation than the socio-economic endowment of the home or maternal education. Gaps between the development of children in the top and low extremes in these factors matter. By 59 months, the development of a poor and under-nurtured child will lag by as much as 18 months behind her richer and more nurtured peers. For this child it will be more difficult to recognize basic shapes like triangles or squares, count to 20, or understand temporal sequences. She will also have gaps in her basic executive functioning and socio-emotional skills, including empathy and autonomy. She will not likely be ready for school and may not have success once there. Notably, however, if this same child, in the same poor household, were to benefit from a nurturing environment, her level of development would rise and would start to approach levels found in children in richer but less nurtured households. The nurturing environment thus appears to mitigate the negative association lower levels of wealth have with the domains of development included in this study.
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