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1
Kwan, Tze-keung. "Potential for development of physical education in physically handicapped schools in Hong Kong." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38626123.
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López, Vicente Mònica 1988. "Physical activity and neurodevelopment in children." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/585877.
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This thesis aims to study the determinants and trajectories of cognitive development, as well as the role of physical activity on cognitive and brain development in children aged 4 to 14 years old. We used data from two Spanish cohorts (INMA and BREATHE) and one Dutch cohort (Generation R). Teachers reported Attention Deficit and Hyperactivity Disorder (ADHD) symptoms of the participants through questionnaires. Cognitive development, specifically of attention and working memory, was tested by using computerized-based tasks. Growth trajectories were constructed based on four repeated cognitive measurements during a 1-year period in 7- to 11-year-old children. Physical activity was reported by parents through questionnaires. Magnetic Resonance Imaging data was collected in Generation R when children were 6-to-10 years old. Age, gender and ADHD symptoms were identified as important determinants of cognitive development. The use of cognitive growth trajectories in epidemiological research was supported. Physical activity during childhood was positively associated with brain maturation and promoted cognitive development.<br>Aquesta tesi pretén estudiar els determinants i les trajectòries del desenvolupament cognitiu, així com el paper de l’activitat física en el desenvolupament cognitiu i cerebral en nens entre 4 i 14 anys. Vam utilitzar dades de dues cohorts espanyoles (INMA i BREATHE) i una cohort holandesa (Generation R). Els mestres van avaluar els símptomes de Trastorn per Dèficit d’Atenció i Hiperactivitat (TDAH) dels participants a través de qüestionaris. El desenvolupament cognitiu, en concret d’atenció i memòria de treball, es va avaluar amb tasques computeritzades. Les trajectòries de creixement es van generar a partir de quatre mesures cognitives repetides durant un període d’un any en nens de 7 a 11 anys. L’activitat física va ser informada pels pares a través de qüestionaris. Es van recollir dades de ressonància magnètica a Generation R quan els nens tenien de 6 a 10 anys. L’edat, el sexe i els símptomes de TDAH es van identificar com a determinants importants del desenvolupament cognitiu. L’ús de les trajectòries de creixement cognitiu en recerca epidemiològica va ser recolzat. L’activitat física durant la infantesa es va associar positivament amb la maduració del cervell i va promoure el desenvolupament cognitiu.
3
Coyle, Edward L. (Edward Louis) 1965. "Precocious Ego Development in Physically Abused Children." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279373/.
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The Rorschach records and Wechsler Intelligence Scale scores of sixty-six children between the ages of 5 and 13 were compared. Subjects in each group were from one of three conditions: children who have documented histories of physical abuse, children referred for clinical intervention with no history of abuse, and a community sample of children with no documented history of abuse or psychological treatment. Data from the groups were analyzed to examine evidence of increased reliance on ego functions related to motor activity and concurrent deficits in other areas of ego function by subjects in the physical abuse group. Results revealed that the physical abuse group showed a greater tendency toward color-dominant responses on the Rorschach than the comparison groups and that the Community control group produced records with lower extended form quality than the clinical groups. No significant differences were found for Performance/Verbal IQ split, EB style, Cooperative Movement or Aggressive content.
4
Shapovalova, J., and T. V. Polischuk. "The basis for the diversified development of the child is physical development." Thesis, Sumy State University, 2019. https://essuir.sumdu.edu.ua/handle/123456789/77553.
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At an early age, the child gets the basic skills for the formation of a healthy lifestyle, which is the best time for developing the right habits, allowing improving and saving health,
led to positive results. Purpose: to determine theoretical and methodical principles of
the diversified development of children.
5
Kwan, Tze-keung, and 關子強. "Potential for development of physical education in physically handicapped schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38626123.
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Cooperstein, Elaine Constance Janz Kathleen F. "Physical activity levels of urban and rural young children in the Iowa Bone Development Study." [Iowa City, Iowa] : University of Iowa, 2009. http://ir.uiowa.edu/etd/349.
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7
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.
8
Sopiadou, Anna. "Perceived physical competence and participation in physical activity of children with developmental coordination disorder." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23735.
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The purpose of this study was to explore perceived physical competence and participation in physical activity of children with physical awkwardness. Children with physical awkwardness are those without known neuromuscular problems but who have difficulty in learning and performing motor skills. Participants were 135 children, 31 with physical awkwardness and 104 without any motor deficiency. The age ranged from 5 to 11 years. It was hypothesized that children with physical awkwardness would have lower levels of perceived physical competence and would participate less in physical activity than their nonawkward peers. Finally, a positive relationship between motor performance and perceived physical competence was expected.<br>There were no significant differences found in perceived physical competence between the two groups. However, nonawkward children participated significantly more in community sports and were significantly more active during free play than children with physical awkwardness. The results also indicated that the relationship between motor performance and perceived physical competence was very low in both groups. (Abstract shortened by UMI.)
9
Halileh, Samia. "Adapting a physical and developmental screening tool for Palestinian children and analysis of factors affecting their development." Thesis, University of Warwick, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272673.
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Glukhova, M. O., L. O. Vdovenko, and O. V. Kirsanova. "Indicators of physical development of children in conditions of atmospheric pollution of metallurgical cities." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/54167.
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Topicality. In modern industrial cities the formation of children’s health is influenced by a set of conditions; and air pollution takes a leading place here. Aim and objectives. Hygienic evaluation of indicators of physical development of children living in conditions of anthropogenic pollution of atmospheric air of modern industrial cities (on the example of Zaporizhzhia).
11
Van, Niekerk Lizl-Louise. "Die effek van 'n intervensieprogram op die motoriese ontwikkeling van straatkinders / Lizl-Louise van Niekerk." Thesis, North-West University, 2005. http://hdl.handle.net/10394/826.
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This study had the dual purpose of determining the anthropometric and motor development
status of street children as well as to establish the effect of an intervention programme on their
motor development. The first aim of the study was to determine the anthropometric and motor
development status of street children. The children were selected from a sample of street
children living in a state-run shelter. Twenty eight children (20 boys and 8 girls) between the
ages of 7 and 14 were measured to determine their anthropometric and motor development
status. The anthropometric measures included stature, mass, body-mass index (BMI), and two
skin folds (subscapular and triceps). The measurements were performed according to the
protocol of the International Society for the Advancement of Kinanthropometry (ISAK). The
results of the anthropometric measurements showed that the street children are shorter, lighter
and have a lower BMI and smaller skin folds than the norm for children of the same age. The
sample exhibited a prevalence of malnutrition. The same subjects who were tested to determine
the anthropometric composition (except for four children, who had since left the shelter) were
used to determine the motor development status. The gross motor, fine motor and neuromotor
functions were tested to determine the motor development status. This was determined by means
of the Bruininks-Oseretsky Test II of Motor Proficiency (BOTMP), the Sensory Input Screening
Instrument and a section of the Quick Neurological Screening Test II. The results showed that
the motor (gross motor, fine motor and neuromotor) development of the street children is below
the standard norms.
The second aim of the study was to determine the effect of an intervention programme on the
motor development of street children. The same subjects who were tested to determine the
motor development status (except for four children, who had since left the shelter) were used to
determine the effect of a motor intervention programme. Seventeen boys and 7 girls between the
ages of 7 and 14 years were randomly selected and divided into an experimental (n=13) and a
control group (n= 11). A 10-week motor intervention programme that consisted of bi-weekly
sessions of 45 minutes was implemented. The affectivity of this was evaluated by a post-test.
The programme consisted of perceptual motor, sensory integration and task specific activities
using the integrated method. The main components, which were addressed in the lessons, were
bilateral integration, response speed, hand skills, muscle tone, motor planning, equilibrium,
vestibular function and vision strengthening activities. The program was presented by a
qualified kinderkineticist. The Bruininks-Oseretsky Test of Motor Proficiency (BOTMP), the
Sensory Input Screening Instrument and a section of the Quick Neurological Screening Test I1
were applied to determine the effect of the intervention programme. Covariance of analysis,
correcting for pre-testing differences between the groups, indicated improvement of the
Bruininks-Oseretsky-Test Total as well as in fine motor skills and upper limb speed in the
experimental group. Vestibular and vision functions also increased significantly in this group,
which might have contributed to the improvement in fine motor development. All these
improvements showed a high practical significance (ES>0.8).
Based on the results of this study, it is recommended that the physical growth and motor
development deficits as well as the positive effects of the intervention program, as identified in
this study be brought under the attention of relevant persons in state organizations and private
institutions, which are involved with street children.<br>Thesis (M.A. (Human Movement Science))--North-West University, Potchefstroom Campus, 2005.
12
Eriksson, Marit. "Body size and physical activity : epidemiological studies on children and young adults /." Stockholm, 2007. http://diss.kib.ki.se/2007/978-91-7357-240-8/.
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Goedhals, Stephanie Catherine. "The relationship between children's physical fitness and their development of locomotor co-ordination." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52560.
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Thesis (MA)--University of Stellenbosch, 2001.<br>ENGLISH ABSTRACT: The purpose of this study was to determine if participation in a movement
programme (FITKIDZ) designed by the author produced statistically significant
improvements in the physical fitness and locomotor co-ordination of four and five
year old children. The study also examined the relationship between post-intervention
levels of physical fitness and locomotor co-ordination.
The subjects (N = 19), who all attended pre-primary school, were tested on
physical fitness components and their execution of locomotor co-ordination using
both quantitative and qualitative evaluation processes. The subjects were selected
from a pre-primary school that volunteered to participate in the study. Due to the
structure of the school and pressure from the parents, it was not possible to have a
control group. The subjects underwent an eight-week movement programme
(FITKIDZ), after which they were retested.
Results showed a statistically significant improvement in abdominal strength,
Body Mass Index (BMI) and flexibility (Sit-and-reach scores and trunk lifts).
Qualitative results also showed a statistically significant improvement in the
children's performance oflocomotor skills. Correlation matrices between the physical
fitness components and locomotor skills indicated that the strongest straight-line
relationship existed between strength and locomotor co-ordination. The other
relationships between the physical fitness components and locomotor co-ordination
were not significant.
It was concluded that the performance of locomotor skills improved, as did
numerous components of physical fitness of the subjects over the duration of the
designed movement programme. However, it was noted that this improvement may
be partially due to normal maturation of the subject group and that the results from
this study would be better supported ifit were possible to include a control group.<br>AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om te bepaal of daar enige statistiese
beduidende verskil was in die fisieke fiksheid en lokomotor-koordinasie van vier- en
vyf-jaar oue kinders wat aan 'n bewegingsprogram (FITKIDZ) deelgeneem het, wat
deur die outeur ontwerp was. Die studie het ook enige beduidende verhouding tussen
pre-bemiddeling en post-bemiddeling uitslae van fisieke fiksheid en lokomotorkoërdinasie
ondersoek.
Die toetspersone (N = 19), almal kleuterskoolkinders, was in die fisieke
fiksheidskomponente en uitvoering van lokomotor-koordinasie deur beide
kwalitatiewe en kwantitatiewe waardebepalingstrategieë getoets. Die toetspersone
was van 'n kleuterskool wat vrywillig aan die program deelgeneem het. Aangesien
daar druk van die ouers was en die skool 'n sekere struktuur volg, was dit nie
moontlik om 'n kontrole-groep te hê nie. Die toetspersone was op 'n agt-week
bewegingsprogram (FITKIDZ) geplaas, waarna hulle weer getoets is.
Uitslae het 'n statistiese beduidende verbetering in abdominale krag,
Liggaamsgewigindeks en lenigheid (Sit-en-reik tellings en romp ekstensie) gewys.
Korrelasies tussen die fisieke fiksheidskomponente en lokomotor vaardighede dui aan
dat die skerkste reguitlyn verhouding tussen krag en lokomotor-koordinasie bestaan
het. Die ander verhoudings tussen die fisieke fiksheidskomponente en lokomotorkoërdinasie
was nie betekenisvol nie.
Daar is tot die gevolgtrekking gekom dat die uitvoering van die lokomotor
vaardighede verbeter het, so ook veelvuldige fiksheidskomponente van die
toetspersone oor die durasie van die bewegingsprogram. Daar is egter waargeneem
dat hierdie verbeteringe gedeeltelik te danke mag wees aan die normale maturasie van
die toetsgroep en dat die uitslae van hierdie studie beter ondersteun sou word as daar
'n kontrole-groep was.
14
Dunn, Robin Joi. "Every Flavor Beans: Children Constructing Meaning in a Responsibility-Based Program." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1342636221.
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Cooperstein, Elaine Constance. "Physical activity levels of urban and rural young children in the Iowa Bone Development Study." Thesis, University of Iowa, 2009. https://ir.uiowa.edu/etd/349.
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A better understanding of the association of the environment to young children's physical activity is needed to design effective behavioral interventions and to improve communities' infrastructures in ways that support the development of healthy behaviors.
This thesis used data from the Iowa Bone Development Study (IBDS) to examine activity behaviors of young children in urban and rural Iowa. Mean daily minutes of moderate through vigorous physical activity (MVPA) and vigorous physical activity (VPA), as recorded by accelerometry-based physical activity monitoring in the IBDS, were compared by level of socioeconomic status (SES) and census block type (urban or rural). Media use (television and videogames), in hours per day by parental report, was similarly compared. Logistic regression was used to assess the association of census block type (urban or rural) with lower categories of MVPA and VPA, and with a high category of media use (exceeding the American Academy of Pediatrics (AAP) recommendation for ≤ 2 hours/day of media).
Mean age of the 400 participants included in this thesis was 5.65 years (SD = 0.53), females comprised 53.5%. Children's mean daily minutes of MVPA and VPA were not significantly different among SES levels nor between urban and rural census blocks. Rural children had decreased odds for lower categories of MVPA (Boys' OR 0.91; 95% CI: 0.51, 1.60) (Girls' OR 0.89; 95% CI: 0.53, 1.50) and VPA (Boys' OR 0.84; 95% CI: 0.48, 1.48) (Girls' OR 0.90; 95% CI: 0.54, 1.52), but not significantly so.
Lower SES boys and girls engaged in more daily media use (hours/day) than higher SES children, and a higher proportion of low SES children exceeded the AAP recommendation than did middle-level or high SES children. Rural boys' media use (2.7 hours/day) was higher than that of urban boys (2.3 hours/day) (95% CI: 0.06, 0.80 hours/day), whereas urban and rural girls' media hours/day were not significantly different. Odds for excess media use were higher for rural boys (OR 2.11; 95% CI: 1.14, 3.11) and for low SES boys (OR 2.99; 95% CI: 1.34 6.68), as well as for low SES girls (OR 4.12; 95% CI: 1.95, 8.71).
Although rural and urban children's MVPA and VPA did not differ in this thesis, rural and low SES boys had both higher daily media hours and increased odds for exceeding AAP media recommendations. Odds for excess media also were increased for low SES girls. Interventions to improve healthy behaviors of young children by limiting screen-based recreation and/or supplying means for alternate activity and play opportunities may be especially beneficial when focused on lower SES and rural areas.
16
Tan, Beron Wei Zhong. "The relationship between physical exercise and cognition in children with typical development and neurodevelopmental disorders." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/2030.
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This research project sought to investigate the relationship between physical exercise and cognition in children with and without a neurodevelopmental condition. To achieve this aim, three approaches were undertaken to explore the exercise and cognition relationship. The first approach sought to understand the efficacy of exercise interventions on cognition in individuals with a neurodevelopmental disorder. The second approach was to understand the effectiveness of an exercise activity when compared to a cognitively-engaging tablet game activity on measures of implicit learning and attention in children with and without a neurodevelopmental condition. The third approach was to investigate if psychophysiological measures could account for the cognitive effect observed after exercising in children with and without a neurodevelopmental condition. Taking the approaches together, this research project focused on investigating the efficacy, effect, and mechanism of the exercise-cognition relationship.
To investigate the efficacy of the exercise interventions, a meta-analytic review was conducted on 22 studies from the neurodevelopmental literature. The main findings from this meta-analysis revealed an overall small-to-medium effect size of exercise on cognition, supporting the efficacy of applying exercise interventions to young individuals with a neurodevelopmental disorder. Similar to the general population, physical exercise has been demonstrated to improve some but not all cognitive functions, with some individuals demonstrating no change in cognitive function after exercising.
In terms of the effects of physical exercise, this project conducted an experimental study comparing a moderate-intensity exercise activity with a tablet game activity for a period of 12 minutes in 35 children aged 6-11 years. Overall, the study found that the effect of exercise was comparable to the tablet activity across the reaction time measures, but not on the accuracy performance of the implicit learning and attention tasks. Overall, exercise activity led to a better accuracy performance on implicit learning and executive attention compared to the tablet activity, particularly in children with a neurodevelopmental condition.
The last part of this project was an extension of the experimental study whereby psychophysiological measures were investigated based on a proposed detrended fluctuation analysis (DFA). This investigation found that galvanic skin response (GSR), as indexed by its scaling exponent, was related to whether children revealed a change in cognitive function after receiving the exercise activity, particularly on executive attention. Importantly, this relationship was also able to account for children who did not demonstrate a cognitive effect of exercise. This result was not evident in the electroencephalogram (EEG) measures. This investigation concluded that the effect of exercise on executive attention was dependent on the interplay between an individual’s arousal system, cognitive task demand, and the novelty of the exercise activity.
Taking the findings together, this project highlights the importance of individual differences to the exercise and cognition relationship. Specifically, this project demonstrated the feasibility of investigating the scaling exponent, via fractal analysis (e.g., DFA), as an index of individual differences. Additionally, fractal analysis is a valuable tool to assist in further understanding the mechanism underlying the exercise-cognition relationship, particularly on the influence of individual differences
17
So, Lai-ying Lisa. "A cross-sectional study of skeletal, dental, physical growth and sexual maturity of 12-year-old southern Chinese girls in Hong Kong." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/hkuto/record/B3195389X.
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Leieritz, Donald. "An intermediate school physical education curriculum: a guide and its development." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/538.
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Inman, John Wyatt. "The development and validation of a video questionnaire to assess the physical activity levels of children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0005/MQ35503.pdf.
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McLure, Sally Anne. "The development of a computer-based tool to assess physical activity levels in school aged children." Thesis, Teesside University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501982.
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The studies conducted in this thesis have explored the physical activity levels (PAL) and temporal patterning of school children using a combination of objective and subjective measures. The primary objective of the work presented in this thesis was to develop a novel computer-based tool, which would permit an enhanced quality of data, and provide a convenient, accurate and precise method for assessing physical activity behaviour in large-scale population studies of primary school-aged children.
21
Cole, Zoë A. "How do early environment, diet and physical activity interact to determine bone development in young children?" Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/162657/.
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Aims: To examine the interaction of maternal factors (body composition, physical activity, diet and cigarette consumption) with childhood factors (body composition, diet & physical activity) in the determination of bone mineral accrual by aged 6 years, assessed by a) bone densitometry b) hip structural analysis c) pQCT measurement of the tibia in children born to mothers from the Southampton Women‟s Survey. Methods: Children were recruited at 6 years old from the Southampton Women's Survey. Their mothers‟ diet, lifestyle and anthropometry had previously been characterised before and during pregnancy. The children underwent measurement of bone mass by DXA, including hip structure analysis (HSA), and by pQCT at the tibia. Physical activity was assessed by accelerometry (Actiheart) for 7 continuous days. Diet was assessed using a validated food frequency questionnaire and detailed anthropometric data was also collected. Results: There were 530 children who attended for a DXA scan. Of these, 148 also underwent pQCT assessment. Increased childhood height, weight and milk intake were associated with increased measures of bone size; increased physical activity levels and greater lean mass were positively associated with increased volumetric BMD. Fat mass was negatively associated with volumetric BMD. Whilst maternal height, weight, exercise in late pregnancy and pre pregnancy calcium intake were associated with increased bone size in the offspring, this association was removed after adjusting for childhood factors suggesting that maternal body composition and lifestyle may predict the child‟s body composition and lifestyle. On assessment of growth patterns in this cohort, children were who born small tended to remain small at aged 6 years. Increased catch up growth was associated with increased maternal height and total milk intake at aged 3 years. Rapid weight gain during childhood was associated with maternal smoking during pregnancy. Conclusions: We have demonstrated that maternal and childhood factors influence bone mineral accrual and bone strength, in the developing child. Whilst many important maternal determinants measured (such as physical activity levels) were shown to influence the corresponding determinants in the offspring, other factors such as maternal cigarette smoking were shown to have persistent independent effects on post-natal growth and body composition.
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Ortemenka, Ye P. "Effect of long-term usage of inhaled corticosteroids on physical development of children with bronchial asthma." Thesis, БДМУ, 2022. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/19773.
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Reza, Fareen. "Parental correlates of physical activity in children with developmental coordination disorder." Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/13533.
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This study aimed to examine the relationship between parental factors and physical activity in children with DCD. The role of parental knowledge about DCD was also examined via a new questionnaire which was developed for this study (PUMP-Q). The psychometric properties of this questionnaire were assessed. A total of 124 parent-child dyads participated in the current study, including 48 pairs in the DCD group and 72 pairs in the control group. Children were aged eight to ten years. Parents completed questionnaires measuring: (i) their own physical activity levels (ii) beliefs about physical activity (iii) support of physical activity and (iv) knowledge about DCD. Children completed questionnaires examining (i) their physical activity levels and (ii) perceived physical competence. The design of the study was cross-sectional. Results suggest that parents of children with DCD may have an influence on the physical activity of children. Parental support of physical activity was most strongly related to children’s physical activity and also to perceived physical competence. Parental physical activity and parental beliefs about physical activity did not significantly relate to child physical activity. Parental knowledge about DCD was weakly positively related to child physical activity, however, this relationship just failed to reach significance. The PUMP-Q displayed adequate internal consistency reliability and test-retest reliability. Evidence of construct validity is presented. In conclusion, the results of this study highlighted a strong relationship between parental support and physical activity for children with DCD. This indicates the importance of professionals involving parents in treatment of children with DCD to maximise treatment outcomes. Furthermore, it is suggested that they work with parents to create opportunities for the child to be active outside of the treatment room. Limitations and directions for future research are discussed.
24
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.
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Suen, Yi-nam, and 孫伊南. "Development of measures for the study of environmental neighborhood and family determinants of physical activity in Hong Kong preschoolers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/211105.
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Isakson, Carole L. "The process and progress of literacy development in young children with physical and speech disabilities : a multi-case study /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7840.
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Ma, Yee-man Ellen, and 馬綺文. "Developmental trauma in Chinese children with repeated familial physical and sexual abuse." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45588521.
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Rabbette, Helen Elizabeth. "Perceived roles of occupational therapists, physical therapists, and adapted physical educators on primary intervention components of motor development of children with developmental delays in preschool settings in Ohio /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487942476405498.
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Donovan, Lauren. "Providing the opportunity for self-determination : the development and validation of a survey." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33887.
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The purpose was to develop a valid and reliable survey to determine if physical educators provide students with opportunities for self-determination. It was based on the self-determination model of Wehmeyer et al. (1998) and interviews with four university professors and five physical educators. The survey was sent to 153 physical educators from Montreal and Halifax; a 63.4% return rate resulted. The most frequent aspect of self-determination included in their teaching was the opportunity to "develop a sense of belonging in the class", while "choice-making" was provided least frequently. Class size and inadequate resource material were the most detrimental barriers to self-determination. The temporal stability of the survey was .49 for the elements of self-determination and .84 for barriers to self-determination. Finally four physical education teachers were observed in gymnasium settings, two had scored high on self-determination and two had a low score. Systematic observation techniques revealed that their teaching was consistent with their survey score. It was concluded that the survey had sufficient reliability and validity to warrant further development.
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Husain, M. M. "Effect of weekly iron supplementation and antihelminthic treatment on the physical growth and development of Bangladeshi children." Thesis, University of Cambridge, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.604835.
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The study was conducted in a slum area of Dhaka, the capital of Bangladesh and involved a double-blind randomised trial of 24 weeks duration with three intervention groups and a control. The three intervention groups comprised an iron only group (Fe), and iron and chemotherapy group (Fe+Ch) and a chemotherapy (Ch) group. The iron groups received tablets, which contained 120-mg elemental iron and 400mg folate on a weekly basis, while the chemotherapy and control received weekly placebo tablets of similar appearance. The chemotherapy groups were treated with albendazole at the beginning of the study and at 12 weeks and the other two groups received placebos. The main objectives were to determine the impact of weekly iron supplementation on haemoglobin and anaemic status; to assess the impact of three-monthly chemotherapy on the prevalence and intensity of infection of three common intestinal parasites; to determine whether the combination of weekly iron supplementation and regular deworming impacted on haemoglobin levels and anaemic status compared with groups of children receiving either iron supplementation only or chemotherapy only; and to test whether the three interventions resulted in improved growth (as measured by changes in height, weight and z-scores of height-for-age, weight-for-age and weight-for-height) in comparison with the control group. There were significant improvements in the haemoglobin concentration in the Chemotherapy (Ch) group, while the prevalence of anaemia declined significantly in all groups. Significant declines in prevalence of Ascaris, Hookworm and Trichuris in the chemotherapy treated groups (Ch and Fe+Ch, Fe<2+Ch and Fe³2+Ch) were observed. Also significant reductions in intensity of Ascaris, Hookworm and Trichuris were found in the chemotherapy treated groups. As expected, there were significant increases in all groups in height and weight but no significant differences in the absolute or relative changes between groups.
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Tortella, Patrizia <1962>. "Physical activity in development of motor skills and cognitive processes in preschool children : consequences in school readiness." Doctoral thesis, Università Ca' Foscari Venezia, 2014. http://hdl.handle.net/10579/6533.
Full textAbstract:
La ricerca scientifica internazionale ha dimostrato che attività fisica e processi cognitivi si intrecciano in funzioni esecutive, correlate a loro volta con le capacità di apprendimento.
Con questa tesi si affrontano le relazioni esistenti tra sviluppo motorio e processi cognitivi utilizzando una metodologia mixed method. I dati quantitativi sono stati ottenuti da un totale di 986 bambini (3-5 anni) da 24 scuole delle province di Verona, Treviso e Trento; la ricerca ha coinvolto 118 insegnanti e 500 genitori.
I dati evidenziano che gli incrementi di alcune competenze motorie si correlano con lo sviluppo di processi cognitivi e le metodologie didattiche applicate. Determinante per lo sviluppo di competenze nel bambino è la percezione di successo. Rilevazioni empiriche da parte degli insegnanti indicano che i miglioramenti in alcune funzioni esecutive da parte degli alunni sottoposti a specifici programmi didattici motori persistono nei primi anni di scuola primaria.
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Zerger, Heather M. "A comparative analysis of physical activity interventions for young children." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/297.
Full textAbstract:
Evidence suggests that physical inactivity is increasingly prevalent among young children. A common recommendation provided to parents suggests that they become actively involved in increasing their child's physical activity. However, this recommendation does not specify how a parent should become involved. Further, the evaluation of parental involvement in children's physical activity has yet to be conducted. The purpose of the current study was to conduct a functional analysis to identify a social, environmental variable that would engender a higher level of physical activity in young children. Once a social consequence was identified, reinforcement provided contingently on higher levels of physical activity and according to a fixed-time schedule was compared in an intervention analysis. The overall results of the study indicated that children were most active when receiving a form of social reinforcement contingent on higher levels of physical activity. These results suggest that parents of young children should become involved in increasing their child's physical activity by providing attention or physical engagement contingent on higher levels of physical activity.
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Demas, Grant. "Exploring 12 to 14 year old children’s perceptions of the causes and effects of physical violence between children : a Lynedoch study." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4379.
Full textAbstract:
Thesis (MA (Psychology))--University of Stellenbosch, 2010.<br>ENGLISH ABSTRACT: Violence occurs everywhere in the world, yet in poor communities like Lynedoch,
located in the Western Cape Province of South Africa, physical violence between
children has become endemic. It is so severe that in 2004 a child from this
community was murdered by peers. Furthermore, a trend has been observed
throughout South Africa, of serious acts of physical violence between children. This
has escalated to such an extent that in 2008 the country’s schools were declared the
most unsafe and dangerous in the world.
The present study was undertaken to obtain a firsthand understanding of the causes
and effects of physical violence between children in Lynedoch. It was further
motivated by the researcher’s location as a Lynedoch resident and school teacher.
The information was obtained from 12 child participants who reside in Lynedoch.
Qualitative research was employed and a depth focus group interview was used to
obtain the information. The information which was obtained was then categorised into
units, from which the themes were extrapolated. It was the research instrument of
choice, because it is highly recommended for conducting research with children and
for exploring sensitive topics. Once the information was obtained, the participants
were debriefed.
In order to formulate a holistic and systemic understanding of the research findings
Urie Bronfenbrenner’s bio-ecological systems theory was used as a framework. This
enabled the researcher to discuss the findings within the constructs of the microsystem,
the meso-system, the exo-system, the macro-system and the chrono-system. The discussion also included the issue of the influence of nature versus nurture, the
emotional system, the cognitive-system and the behaviour-system.
The findings of the present study revealed that the perceived causes of the physical
violence between children in Lynedoch include a lack problem solving skills,
difficulty dealing with certain emotions, low self-esteem, poor conflict resolution
skills, domestic problems, difficulty communicating, a need for attention, and adults
modeling physical violence to children. The perceived effects of physical violence
between children in Lynedoch include painful emotions, desensitisation, displaced
anger, vengefulness and suicidal ideation.
In order to practically address the problems that were revealed through the
formulation of the research findings, the present study recommends the
implementation of systemic changes at multiple levels, including political, social,
economic and personal changes.<br>AFRIKAANSE OPSOMMING: Geweld kom oral in die wêreld voor, veral in armer gemeenskappe soos Lynedoch,
wat in die Wes-Kaap Provinsie van Suid-Afrika geleë is. In hierdie gemeenskap het
fisiese geweld tussen kinders endemie geword. In 2004 is kind vermoor deur
ander kinders van hierdie gemeenskap. Tendens is dwarsdeur Suid-Afrika
opgemerk, van ernstige gevalle van fisiese geweld tussen kinders. Dit het so vererger
dat Suid–Afrikaanse skole in 2008 as die mees onveilig en gevaarlike skole ter wêreld
bestempel is.
Die huidige studie was onderneem om eerstehandse begrip van die oorsake en
gevolge van fisiese geweld tussen kinders in Lynedoch te verkry. Die navorser was
verder gemotiveer deur sy betrokkenheid as onderwyser by die laerskool en as
inwoner van die Lynedochgemeenskap. Twaalf kinders van die Lynedoch
gemeenskap het deelgeneem aan die studie. Kwalitatiewe navorsing was gedoen.
Fokusgroeponderhoud was gebruik om die inligting te verkry. Hierdie
navorsingsintrument was gebruik omdat dit die aanbevole metode is vir navorsing met
kinders en veral wanneer sensitiewe onderwerpe ondersoek word. Na die afloop van
die onderhoude, was daar ontlonting vir deelnemers.
Om holistiese en sistemiese begrip van die navorsingsresultate te formuleer, is Urie
Bronfenbrenner se bio-ekologiese sisteeem teorie gebruik. Dit het die navorser in
staat gestel om die bevindinge binne die raamwerk van die mikro-sisteem, mesosisteem,
exo-sisteem, makro-sisteem en die chrono-sisteem te bespreek. Die
bespreking het ook die kwesie van die invloede van die mens se natuur teenoor die invloede van die omgewing, die emosionele sisteem, die kognitiewe sisteem en die
gedrag-sisteem gedek.
Die bevindinge van die huidige studie het die volgende oorsake van fisiese geweld
tussen kinders in Lynedoch geopenbaar: gebrek aan probleemoplossingsvaardighede;
die swarigheid om pynlike emosies te verwerk; lae selfbeeld; swak
konflikhanteringsvermoëns; huishoudelike probleme; probleme met kommunikasie
vaardighede, en tekort aan aandag en volwassenes se fisiese gewelddadige gedrag.
Die waargenome effekte van fisiese geweld tussen kinders in Lynedoch sluit die
volgende in: pynlike emosies; desensitisering; verplaasde gevoelens van woede;
wraaksugtigheid en selfmoordgedagtes.
Ten einde die probleme wat deur hierdie studie na vore gekom het, prakties aan te
spreek, word sistemiese veranderinge op verskeie vlakke, insluitend persoonlike,
sosiale, ekonomiese, sowel as polities aanbeveel.
34
Krishna, Aditi. "Social and Intergenerational Determinants of Children’s Physical and Cognitive Development." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:23205171.
Full textAbstract:
Identifying the key determinants of poor developmental outcomes is critical in improving the lives of millions of children who suffer from poor physical growth and cognitive deficits. Much research suggests that early life conditions, particularly those experienced within the household, critically influence children’s development across the life course. In this dissertation exercise, I explore how three dimensions of early experiences – prenatal conditions, parental education, and household socioeconomic conditions – influence children’s physical and cognitive development. Chapter 1 finds that the influences of low birth weight, often touted as a key determinant of later health, wane over time with increasing importance of postnatal factors. Chapter 2 also counters accepted evidence that maternal education matters more for children’s physical development by finding that both parents’ education matters equally in both infancy and childhood with no mechanisms distinguishing maternal and paternal education. Chapter 3 supports the evidence that household socioeconomic status matters for children’s cognitive development and finds that household assets are the critical determinant of cognitive status. Findings from each of these chapters will not only contribute new scientific evidence but will also help inform policies and programs to improve children’s health and well-being.
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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.
Full textAbstract:
Thesis (M Sport Sc)--Stellenbosch University, 2013.<br>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.<br>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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Hustyi, Kristin M. "The effect of outdoor activity context on physical activity in preschool children." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/302.
Full textAbstract:
The purpose of the current study was to develop and test a methodology for assessing the effect of outdoor activity context on level of physical activity in preschool children. The Observational System for Recording Physical Activity in Children (OSRAC) was used to define the test conditions and various levels of physical activity within a multi-element experimental design. Consequences were not programmed. Pedometers were used as a convergent measure of physical activity. In general, all participants were fairly sedentary during the analysis. Fixed playground equipment produced the most moderate-to-vigorous physical activity, a finding that does not correspond to the descriptive assessment literature. Implications of the results and suggestions for future research are offered.
37
Quirk, Helen. "Physical activity among children with type 1 diabetes : an exploration of children's experiences and development of an intervention to promote self-efficacy and participation." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/33072/.
Full textAbstract:
Regular physical activity among children with Type 1 Diabetes Mellitus (T1DM) can help optimise long-term health outcomes. This thesis explores the experience of physical activity among children aged 9-11 years with T1DM and their parents, develops a physical activity intervention and evaluates its feasibility. Social cognitive theories have been drawn upon to develop our understanding and inform theoretically-driven behaviour change strategies. First, a systematic review with meta-analysis evaluates existing physical activity interventions for children with T1DM. The findings confirm the health benefits associated with regular physical activity, including improved glycaemic control and lipid profile. Gaps in the existing literature are identified, such as the need for theoretically-driven interventions. Second, the experience of physical activity for children with T1DM from the perspective of i) parents and ii) paediatric diabetes healthcare professionals are explored. Qualitative research findings highlight the challenges faced, as well as the methods used by families to overcome obstacles to physical activity. Healthcare professionals recognise their role in promoting physical activity, but perceive barriers to the successful fulfilment of this role. Third, the feasibility and acceptability of wrist-worn ActiGraph GT3X+ accelerometers in children with T1DM is explored. The findings demonstrate that the accelerometer is feasible, acceptable, sensitive to change and objective data correlates with self-reported physical activity. Fourth, correlates of physical activity are explored alongside children’s values, beliefs and expectations. The findings suggest that self-efficacy and enjoyment have a role in physical activity and children perceive few diabetes-related barriers to participation. Finally, the feasibility and acceptability of the Steps To Active Kids-Diabetes (STAK-D) programme for children with T1DM is explored using mixed-methods. The capacity to detect change over time in selected health outcomes is also explored (e.g., physical activity level, self-efficacy and parental fear of hypoglycaemia) All findings are discussed in terms of their implications for knowledge and understanding, a future definitive trial and clinical practice.
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Duffy, Mark Steven. "Developing the Etiwanda Intermediate School physical education curriculum through inservices and staff development." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1262.
Full textAbstract:
Despite having a successful physical education program at Etiwanda Intermediate School the need still remains for a written curriculum that ties in with the California State Framework (1994). The development of this project represents the beginnings of the goal of a written curriculum at Etiwanda Intermediate School. This will be an on-going process, through use of needs assessment surveys, including the teachers at all levels, focus on teaching practices, plenty of hands-on practice, and incentives for teachers. There is also an evaluation form to meet the needs in the ever-changing world of physical education.
39
Farmer, Sybil E. "Development and clinical application of assessment measures to describe and quantify intra-limb coordination during walking in normal children and children with cerebral palsy." Thesis, University of Wolverhampton, 2008. http://hdl.handle.net/2436/49074.
Full textAbstract:
This thesis investigates coordination of the lower limb joints within the limb during walking. The researcher was motivated by her clinical experience as a paediatric physiotherapist. She observed that the pattern of lower limb coordination differed between normal children and those with cerebral palsy. Many of the currently used interventions did not appear to influence this patterning. As a precursor to evaluating the effectiveness of treatments in modifying coordination, a tool to measure coordination was required. The researcher initially investigated qualitative and then quantitative methods of measuring within limb coordination. A technique was developed that used relative angular velocity of two joints to determine when joints were in-phase, antiphasic or in stasis. The phasic parameters of hip/knee, knee/ankle and hip/ankle joints coordination were quantified. There were some significant differences between normal children and children with cerebral palsy. Asymmetry of these phasic parameters was identified, with children with cerebral palsy being more asymmetrical than normal children. The clinical utility of this technique was tested by comparing 2 groups of children before and after 2 surgical procedures. This showed some significant differences in phasic parameters between pre and post-operative data for one procedure. Low samples sizes mean that further work is required to confirm these findings. Data from this work has been used to calculate sample sizes to give an a priori power of 0.8 and further research is proposed and potential applications discussed. It is hoped that this technique will raise awareness of abnormal intra-limb coordination and allow therapists to identify key interactions between joints that need to be facilitated during walking training.
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Hill, Liam J. B. "The development of a motor task for measuring attentive functioning and its application to assessing the impact of exercise on childhood attention." Thesis, University of Aberdeen, 2012. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=186977.
Full textAbstract:
This thesis reports research which set out to examine whether exercise interventions embedded within school curricula could confer immediate benefits on students’ attentive functions; an aspect of cognition which is important for academic performance. A novel visuo-motor task was first developed to provide a more direct measure of participants’ attentive functioning than previously possible. Participants tracked moving targets on a tablet computer with a stylus, under single- (following one target) and dual-task conditions (intermittently switching between targets in response to a secondary cue-detection task). Manipulations of attentional load during this task affected adult (19-50 years) and children’s (8-12 years) mean accuracy and intra-individual variability. Age differences between these groups also existed, even after adjusting for motor-control differences. In children, outcomes on the task were validated against the Gordon Diagnostic System (a standardised test of sustained attention) and parental reports of children’s attentiveness (measured using standardised questionnaires). Differences in strategic behaviours whilst dual-tasking were also found that were dependent on task difficulty and whether or not a participant had a developmental disorder. Finally, a repeated-measures crossover-design trial (3 sessions one week apart at the same time of day) was conducted in two schools. Children’s (n = 39) visuo-motor task performance after a 15 min aerobic, moderate-to-vigorous intensity, bench-stepping Exercise Intervention was compared against their Baseline performance (assessment on week 1) and their Control performance (i.e. after a 15 min non-physically active Card-Sorting task). Exercise and Control were separate sessions, weeks 2 and 3, counterbalanced for order. Results indicated no differences between visuo-motor attention post-Exercise, post-Control or at Baseline. Two possible interpretations of this finding are: (1) Exercise does not affect attention acutely to a degree likely to be of subsequent benefit to children’s academic performance. (2) Immediate, short-term, benefits from exercise are conferred on other cognitive processes but not sustained or divided attention.
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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.<br>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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Birstwistle, Gary Edward. "Sociodemographic and curricular influences on children's health-related fitness development." Thesis, University of Liverpool, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305997.
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Gelinas, Joanna E. "The developmental validity of traditional learn-to-swim progressions for children with physical disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37206.pdf.
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O'Meara, James. "Policies, practices and professional development : A study of curriculum implementation within an Australian high school." Thesis, University of Ballarat, 2005. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/40383.
Full textAbstract:
The overall aim of this portfolio is to discuss [...] understanding of the curriculum process surrounding the development of the Health and Physical Education Curriculum and Standards Framework II (HPE CSFII) and its implementation in a Victorian secondary school. The unit of analysis was a group of physical educators from Newviews Secondary College. Throughout 2002, interviews, surveys and document analysis were used to see how 'how and if' the HPE CSFII was being adopted and 'implemented' by the group.<br>Doctor of Philosophy
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Amusa, LO, and AL Toriola. "Children's perceptions of Physical Education and school sports at selected South African schools." African Journal for Physical, Health Education, Recreation and Dance, 2008. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000930.
Full textAbstract:
Students’ perceptions and value orientation
could assist curriculum developers to
design and implement a Physical Education
(PE) curriculum that would address the
needs of post-independent South African
schools. PE and School Sport (SS) in South
Africa demonstrate extremes and
inequities. Contrast is visible in all aspects
of South African life, but most significant
in education. White and urban schools are
relatively problem free, whereas black and
rural schools have been adversely affected
by the past governments’ apartheid and
separate development policies. Some
schools have well developed facilities,
while the majority has next to nothing. PE
teachers are qualified in some cases and
grossly unqualified in many others. PE
programmes in white schools and urban
cities offer a wide and balanced variety of
activities while in others opportunities are
limited to a few movement activities. PE as
a school subject has been neglected,
misunderstood, seen as being of little
importance and regarded as inferior when
compared to other subjects in the school
curriculum. In order to find out the
perceptions of PE and school sport among
school children aged 7-15years, we
administered the modified Sport in
Education (SpinEd) project questionnaire
to 923 school children in two provinces
and contrasting geographical locations in South Africa. The questionnaire focused on five main
domains referring specifically to aspects of
children’s perceptions and understanding of
PE and SS. The results showed some
disparity in the perceptions and
understanding of PE and SS among the
respondents by gender, age group and
geographical location, specifically with
regard to feeling about PE and SS, outcomes
of PE and SS, comparison of PE and SS with
other school subjects and perceived
competence in PE and SS. Results are
discussed in the light of their implications for
provision of quality PE and SS in South
African schools.
46
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.
Full textAbstract:
Thesis (MScSportSc)--University of Stellenbosch, 2000.<br>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.<br>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.
47
Yuen, Sin-ying, and 阮善盈. "Development of school for children with physical disability in Hong Kong = Xianggang zhi ti shang can xue xiao jiao yu de fa zhan." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193006.
Full textAbstract:
This study aims at the development of School for Children with Physical Disability in Hong Kong. From the first hospital school established by Hong Kong Red Cross those children studied in a ward, to seven well-equipped Special Schools for Children with Physical Disability that many of children with Physical Disability have been benefited. However, there are no structured literatures that could illustrate the history.
This study try to find out the major stakeholders, Sponsoring Bodies and Hong Kong Government, their roles and interaction between them in the sixty years history of the development of School for Children with Physical Disability in Hong Kong. The history has divided into five periods, which presented in Chapter Four. In Chapter Five, based on the history presented in Chapter Four, these historical, social and economical factors affecting the decision making of Sponsoring Bodies and Hong Kong Government would be examined. It is found that the influence of Sponsoring Bodies has being weakened during those sixty years, while the influence of Hong Kong Government has been strengthening. However, the changing damage the relationship between them, it might not lead a better future for the development of School for Children with Physical Disability in Hong Kong.<br>published_or_final_version<br>Chinese Historical Studies<br>Master<br>Master of Arts
48
Church, Rebecca. "The Influence of Culture and Arts on the Development of Peruvian Children." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1271384749.
Full text
49
CANAVERA, MEGAN LORRAINE. "Development and pilot-testing a social cognitive theory-based intervention for children to prevent childhood obesity." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1210642343.
Full text
50
Doering, Natalie. "Fourth and Fifth Grade Children's Understanding of Physical Activity: The Development of Three Alternative Assessments." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30631.
Full textAbstract:
The purpose of this study was to design, pilot, and evaluate three alternative
assessments that measured fourth and fifth grade student's understanding of
physical activity guidelines as contained in the Surgeon General's Report
(USDHHS, 1996). The alternative assessments were: 1. designing a booklet for a
peer named Homer, 2. creating a Video Tape Advertisement for students at
another school; and 3. coding the perceived intensity level for one minute intervals
at an active aerobic type station (Perceived Intensity Level Assessment Task).
Four research questions guided the evaluation of the assessment tasks. They were:
1. Do students who have been taught the physical activity guidelines score
differently on the alternative assessment than those who have not been taught the
guidelines? 2. Do content experts agree that scores can be used to describe what
students have learned (content validity)? 3. Do students find the assessment task
worthwhile, enjoyable, and meaningful? 4. Is the alternative assessment prototype
"feasible" for a teacher to administer in a regular physical education setting?
Student score results, student self-reflections, and student interview data were used
to evaluate the first and third research questions. Teacher interview data and
Content Expert validity score results were used to analyze the second and fourth
research questions.
Results from this study indicated that the Homer Booklet Assessment Task
discriminated between those students who were taught (experienced group) and
those who were not taught (inexperienced group). Furthermore, both the Content
Experts and the teacher found this assessment to have high content validity and
found it to be feasible to use in a regular physical education setting. Although the
students enjoyed the Homer Booklet Task they found it to be the least enjoyable of
the three assessment tasks. In contrast, students enjoyed the Video Tape
Advertisement Task best. Although this assessment task did discriminate between
those who were taught and not taught there were a couple of problems with this
assessment. The teacher and Content Experts found this task to have feasibility
problems and scores did not discriminate for style. Finally, the Perceived Intensity
Level Assessment Task did not discriminate between students who were taught
and not taught.<br>Ph. D.