Development Of Motor Skills Research Articles

Mobile games in the training process of football players 5-6 years old

Rationale and purpose The high emotionality of mobile games, as well as the simplicity and naturalness of the motor content, are effective means and methods widely used in sports. The purpose of the study is to develop and substantiate the use of mobile games for the development of the physical abilities of young football players. Material and Methods Participants of the research are athletes (boys) of the early development football academy of the “Equator” shopping center, Kharkiv, number 28, age 5-6 years. Athletes were randomly divided into control (14 people) and experimental (14 people) groups. The experiment was conducted over a period of 6 months. Research methods: analysis of scientific and methodical sources, anthropometry, and special tests were used to control the level of power, coordination, speed qualities, and mathematical and statistical methods. Results The methodology for developing the physical qualities of the control group consisted of specially developing exercises. The experimental group used mobile games to develop coordination, strength, speed qualities and endurance. An increase in the results of the tests of power and coordination was established, the indicators in the experimental group were significantly higher compared to the athletes of the control group (p <0.05). It is shown that the game approach is based on a variety of motor actions, which are characterized by high dynamics of operations associated with quick decision-making for the performance of motor tasks. This aspect is important for the development of motor skills. When choosing mobile games for football players, it is necessary to take into account the characteristics of each player, their level of preparation and their motivation for training. These games should be interesting, varied in difficulty and accessibility, as well as match the nature of the game of football and have a competitive focusю Conclusions The efficiency of the application of mobile games on the development of strength, speed, endurance, and agility in the educational and training process of football players 5-6 years old is revealed.

METHODS AND INDICATORS FOR EVALUATING THE EFFECTIVENESS OF PHYSICAL THERAPY FOR PRESCHOOL CHILDREN WITH AUTISM

Autism spectrum disorder (ASD) is a developmental disorder that affects the way people perceive the world. The learning, thinking, and problem-solving abilities of people with ASD can range from gifted to very challenging. Some people with ASD need a lot of help in their daily lives, while others need less.
 Symptoms of ASD range from mild to severe. Children with ASD may have delays in developing basic skills. For example, some children with ASD may be able to talk. Others may communicate in other ways or have trouble relating to other people. People with ASD may also limit their behaviors or have repetitive behavioral patterns. Children with autism spectrum disorder (ASD) often have delayed motor skills, limited coordination, and poor postural control. They also have to work harder to learn imitation skills. This can make it difficult to develop social skills. The task of a physical therapist is to help children with ASD develop gross motor skills, basic motor skills and improve their quality of life. Intervention programs, including physical therapy, have benefits for children with ASD, but the lack of reliable diagnostic tools makes it difficult to assess children with ASD in the context of their holistic development and provide timely therapy. In order to design an effective rehabilitation program, a physical therapist needs to qualitatively assess physical development using standardized tools, so it is important to understand what assessment tools and indicators a physical therapist can use. Only after assessing and identifying impairments in movement or aspects of motor skills that are delayed in a child's development can a physical therapist set functional goals with the parents (guardians) of a child with ASD to optimize the child's functional mobility in the most effective way.
 The aim of the research: to determine which assessment tools and indicators are most commonly used by researchers to evaluate the effectiveness of physical therapy and rehabilitation of children with autism.
 Materials and Methods. A search for systematic reviews related to physical therapy, rehabilitation, exercise and physical activity in children with ASD in the Cochrane, PubMed and Pedro libraries over the past 10 years was conducted and 11 of them were selected, which included 225 scientific studies.
 Results. The analysis of scientific studies based on 11 systematic reviews ensured the use of high-quality data and the consideration of modern and relevant assessment tools for children with ASD. From the 286 assessment tools and indicators used, six groups of assessment criteria were formed in the following main areas: mental functions (97 assessment tools), motor development (127 tools and indicators), life activities (21 tools), quality of life (12 tools) and assessment of children with ASD (12 tools) and comprehensive assessment (17 tools). We divided motor development into three subgroups, which included questionnaires/observations of motor skills development (23 instruments), clinical tests for assessing motor skills and physical qualities (43 instruments), balance and vestibular function (61 instruments).
 Conclusions. In our study, the examination of children with ASD covered several areas that are important and allow a specialist to comprehensively assess the child, but since their large number and their repeatability in studies is insignificant, it is very difficult to choose those that will be effective in the use of a physical therapist.

PENGARUH LATIHAN SEPAK BOLA TERHADAP PERKEMBANGAN MOTORIK KASAR ANAK USIA 5-6 TAHUN

This study aims to determine the effect of soccer training on gross motor development of children aged 5-6 years at Dharma Bakti Kindergarten Turipinggir, Jombang Regency.. This research was conducted experimentally by involving educators as collaborators. The research subjects consisted of 12 boys, who were students in group B TK Dharma Bakti. The object of this research is the development of children's gross motor skills through soccer training activities. This research uses a quantitative type approachLike an experimentresearch design "One-Group Pretest-Posttest Design”. Researchers choose the type of researchQuasi ExperimentalServes as a comparison before receiving treatment and after receiving treatment(pretest-posttest) soccer training on gross motor development. Data was collected through observation, pretest, posttest, and documentation. Data analysis used the method of data normality test and homogeneity test and hypothesis testing. Based on the results of this study, it can be concluded that soccer training can be used as a physical learning strategy to help children develop gross motor skills, increase their ability to move more actively, improve basic movement skills, improve health, and improve intelligence. Plus, soccer practice can be a fun activity for kids.

The Impact of a Weekend Dance Program on Social-Emotional Learning Among Young Children

Dance and movement encourages socialization promoting children's social and emotional skills. This study aimed to examine the impact on the SEL of children after a weekend dance program. METHOD: This study employed a quasi-experimental controlled trial design with 60 children aged 5-6 in Fujian Province, China. Participants were randomly assigned to either an integrated dance program group (n=30) or control group (n=30). The weekend dance program was led by professional instructors and consisted of 12 weekly lessons, each lasting 50 minutes. Pre- and post-measurements were taken using the Social-Emotional and Character Development Scale (SECDS) and the Preschooler Gross Motor Quality Scale (PGMQS) to assess changes in social-emotional learning and gross motor skills. Repeated-measures ANOVA tests were conducted to determine the impact of the integrated dance program.RESULTS: The study found a significant difference in the changes between the two groups, indicating that the weekend dance program had a positive impact on the social-emotional behavior and motor skill quality of the children who participated compared to the control group. Specifically, the participants in the dance program group demonstrated significantly greater improvements in their social-emotional behavior and motor skill quality compared to those in the control group.CONCLUSION: The study provides preliminary evidence that an integrated dance program can promote social-emotional development and gross motor skills in young children. After-school dance activities may help to improve children's well-being. Further research is needed to understand the underlying mechanisms and to evaluate alternative arts-based therapies.

Barriers to Physical Activity for Australian Students with Vision Impairment

ABSTRACT Physical activity (PA) is important for fitness and psychological health, and a way for young people to make friends and socialise. Young people with vision impairment (VI) are, however, are less likely to engage in PA. A range of personal, social, and environmental barriers prevent equitable participation for young people with VI. There is a dearth of research focused on the experiences of young people with VI and their participation in PA in Australia. Using the Physical Activity Barriers Questionnaire for children with Visual Impairments (PABQ-VI), this study identified barriers to PA from the perspectives of school-aged Australians with VI. Results demonstrated that despite holding positive views about PA and being motivated to be physically active, participants experienced many of the same barriers and lack of opportunities reported by children with VI around the world. These experiences place limits on the development of motor skills and impact self-confidence. Despite the swathe of legislation designed to protect the rights of people with disability, the findings suggest that there is much work to be done to create inclusive opportunities for youth with VI (particularly girls) to access PA and sport in Australian schools and communities.

Inter-Rater Reliability of the Polish Version of the Alberta Infant Motor Scale in Children with Heart Disease.

There is an urgent need for the systematic monitoring of motor and cognitive neurodevelopment and the evaluation of motor skill development in infants and children with heart disease. Familiarizing students and early graduates with the developmental care needed by these patients may help in the system-wide implementation of early motor screening in this population. The purpose of this study was to investigate the agreement between a last-year physiotherapy student and an experienced pediatric physiotherapist when applying the Polish version of the Alberta Infant Motor Scale (AIMS) to a heterogenous group of children with congenital heart defects. Agreement between raters was verified based on the observation of 80 (38 females) patients with heart disease aged 1-18 months using a Bland-Altman plot with limits of agreement and an intraclass correlation coefficient. The bias between raters for the total score for four age groups (0-3 months, 4-7 months, 8-11 months and 12-18 months) was between -0.17 and 0.22 (range: -0.54-0.78), and the ICC was between 0.875 and 1.000. Thus, a reliable assessment of motor development or motor skills using the Polish version of the AIMS can be performed in pediatric patients with heart defects by clinically inexperienced last-year physiotherapy students who are familiarized with the AIMS manual.

The Organization of Training Process of Young Gymnasts in Preparatory Groups

Key words: educational, content, structure, readiness, phasing, introductory, professional, athletic, mastery, quantity, “Right Posture” The training process of young gymnasts is a complex of year-round and long-term training activities. It includes the content and structure of the training process, training planning, preparations. The main purpose of the work is to highlight and analyze the educational process of young gymnasts as the completories of the interconnected complex. The main content of the educational process in the preparatory groups forms general, special physical and motor preparedness (SPP), which follows from the main problems of the students included in the preparatory groups. Thе experiments show that the physical exercises in the initial training groups must engage 40-50 % of each workout. The schedules of preparatory groups’ workout are presented in a schematic form. The explementary structures of workouts for preparatory 6- and 8-hour groups are presented. Thus, before planning the training process of young gymnasts, it is necessary to determine the goals of training and, in accordance with them, to study and improve the program material of gymnastic exercises. Young gymnasts need more time to get in shape, they have fewer competitions, and their competitions are more of an educational nature. Based on the analysis of literary sources and experience of advanced trainers-pedagogues, we suggest implementing 6 hours per week in the preparatory first year groups in sports schools, which is based on the motor needs and interests of 5 and 6 year-old boys and girls. The organization of regular training will provide an opportunity to develop motor skills effectively. Besides, it will form “Correct Posture” and enable a smooth transition to the next academic year. All of the mentioned must be implemented by the interrelated complex processes.

Aspects regarding the development of basic motor skills in 10- 12 year old children in football. Perspectives of the coach

The 10-12 years age category is one of the most important periods in the training of young footballers, especially from the perspective of motor skills. Psycho-physical development allows the expansion of gestural accumulations, the rapid assimilation of new motor skills and the formation of a culture of movement. At this age, there is an increase in motor guidance capacity, temporal differentiation, rhythm and reaction. By merging the new skills with the ones already learned, in an integrative way, the prerequisites for the consolidation of a multilateral motor baggage are ensured. The role of the coach in the football game is to ensure the development of the children on a sporting, social, psychological and educational level. The coach, in order to succeed in these things, must know the child, know the particularities of age and, last but not least, take into account his abilities. Thus, this study proposes the application of a questionnaire to the coaches from Bihor County, regarding their vision on the development of motor skills in 10-12 year-old children in the game of football. Analyzing the responses of the coaches, we can affirm the fact that most of the respondents are very well prepared from a theoretical point of view.

Association between Socioeconomic Status and Motor Skill Development among Preschool Children of Lekhnath, Pokhara: A Cross-Sectional Study

INTRODUCTION: Gross and fine motor skills are both necessary for healthy growth. According to studies, children from lower “Socioeconomic Status (SES)” families have delayed development of these fundamental motor skills, placing them at risk for delayed motor skill development. The current research’s objective was to study the occurrence of developmental risks and the variances between the gross as well as fine motor growth related to the SES of pre-schoolers in Pokhara. MATERIALS AND METHODS: One district preschool in the Lekhnath municipality of Pokhara was selected for the study. 102 elementary school students between 3-6 years were evaluated. Children’s fine and gross motor skill and SES of their parents were calibrated. The values were compared and evaluated for the various economic status and genders keeping p<0.05 as significant. RESULTS: Particularly in the area of fine motor abilities, significant variations between the SES groups were found. Gross motor growth had a greater variation and was substantial than fine motor skill. Fine motor growth risk prevalence ranged from 1.9% to 21.0%, while gross motor growth risk prevalence peaked at 14.63%. Age and sex also affected the prevalence rates. CONCLUSIONS: In pre-schoolers aged three to six, fine motor skills are strongly correlated with socioeconomic level. A correlation in gross motor skills was not established. In this study, sex had a greater impact on motor development than SES

Outbound Kids Games in Early Childhood Learning: A Study of Gross Motor Skills

This research is motivated by the issue indicating the low development of gross motor skills in early childhood at the Siti Khodijah Majalengka Playgroup. This is manifested by several children who have not been able to efficiently coordinate body movements to train flexibility, balance, and agility. Additionally, the children have not been able to coordinate eye-hand-foot-head movements when imitating dances and gymnastics, and they are still unskilled in using their right and left hands. The research method employed in this study is pre-experimental. The research population consists of 30 students, with a sample size of 15 students. The results of the research demonstrate that there is an improvement in the gross motor skill development of students after implementing the outbound kids' game. This is further reinforced by the analysis using descriptive statistics, which indicates a positive change in the gross motor skill development of the students. Furthermore, the analysis using inferential statistics also reveals a significant difference between the average pretest and posttest scores of the students. Thus, it can be concluded that the outbound kids' game has a positive impact on enhancing the gross motor skill development of children at the Siti Khodijah Majalengka Playgroup.

UPAYA MENINGKATKAN KEMAMPUAN MOTORIK HALUS ANAK MELALUI KEGIATAN MONTASE DI KOBER AL-BASIR KELAS A

This study aims to improve children's fine motor development by using montage activities at KOBER Al-Basir Sukamulya Village, Cipongkor District. The method used in this research is classroom action research, which consists of planning, implementing and reflecting which consists of 2 cycles. The results of the study showed that the development of fine motor skills in children in class A Kober Al-Basir increased. Data from research on the development of children's fine motor skills using montage activities are as follows: Cycle I, first meeting, criteria for starting to develop 26%. In the first cycle, the second meeting increased to 29.16% and in the first cycle, the third meeting increased again to 36.45%. Cycle II at the first meeting, the child's fine motor development increased to 44.79%, during Cycle II at the second meeting it increased to 61.45% and cycle II at the third meeting increased to 93.75%, which is in the very well developed criteria. Thus it can be concluded that montage activities can improve fine motor development in children.

A Review on the Effects of Montessori Practical Life Activities in Developing Fine Motor Skills in Kindergartners and Proposals for Application in Vietnam

Motor development is an important issue in the early stages of every child's life. Children develop motor skills with age at different rates. Fine motor skills are skills that use the small muscles that control the hands and fingers to help children perform many difficult movements. There are many studies that show that the practical life field in the Montessori method is effective for children's fine motor development. Therefore, the goal of the paper is to provide an assessment of the evidence base for the practice of life field in Montessori education and to suggest practical life activities to put into practice. In early childhood education programs in Vietnam. Besides, the paper provide a review of the evidence base for Montessori education, with the dual aspirations of stimulating future research and helping teachers to better understand whether and why Montessori education might be effective.

The impact of screen time on child and adolescent development: a review

This review article aims to analyze the impact of screen time on child development and to evaluate the existing evidence on this topic. A literature search was conducted across major databases, including PubMed, Scopus, and Google Scholar, using keywords such as ‘screen time’, ‘child development’, ‘digital media’, and ‘video games’. The search was limited to studies published in the last decade and written in the English language. Included studies were evaluated for quality and relevance, and findings were compiled to provide an overview of the current state of research on this topic. A total of 27 studies met the inclusion criteria. The studies examined the impact of screen time on various aspects of child development, including cognitive, social, emotional, and physical development. Results showed that excessive screen time was associated with negative outcomes in all of these areas. Specifically, prolonged screen time was found to negatively impact attention, language, memory, and motor skills development. Moreover, excessive screen time was linked to increased risk of obesity, reduced physical activity, and sleep disturbances, as well as social and emotional problems. The findings suggest that excessive screen time can have detrimental effects on child development. Although some studies report positive impacts of screen time, particularly in educational contexts, the vast majority suggest that a limited and monitored exposure to screens is needed to avoid negative outcomes. Further research is needed to determine the optimal amount and type of screen time that is beneficial for child development. Healthcare providers and parents should be aware of the potential risks of excessive screen time and implement strategies to minimize this exposure.

A randomized parent-mediated physical activity intervention for autistic children.

The purpose of this study was to examine the immediate and post effects of a parent-mediated physical activity intervention on the fundamental motor skills of autistic children. We randomly assigned parent-child dyads (n = 31) of autistic children aged 4-11 years into three groups (workshop, an online, or control group). Each dyad participated in a 12-week intervention and was given adapted physical activity equipment and over 200 activities via a mobile application. Children were tested at the start and end of the intervention. The effect size (Cohen's ) of the control group for pre-post locomotor and ball skill scores were 0.12 and 0.06, respectively, indicating small effect size. The effect size of the online group for pre-post locomotor and ball skill scores were 49 and 0.26, respectively, indicating medium and small effect sizes. The effect size of the in-person group for pre-post locomotor and ball skill scores were 1.18 and 0.82, respectively, indicating large effect sizes. The outcomes of this physical activity intervention suggest that parents may facilitate the acquisition of fundamental motor skills of their autistic children. Although these results are positive, there is a need to further identify effective interventions for fundamental motor skill development in autistic children. Clinical Trials ID: NCT05159102.

Design concept analysis of educational toys to stimulate early childhood fine motor development

The early years of a child's life are widely acknowledged as a critical period for growth and development, encompassing significant advancements in their physical, cognitive, and emotional aspects. While development encompasses many different areas, fine motor skills are the cornerstone of a child's capacity to interact with their environment and attain significant achievements. This research discusses educational toys to stimulate fine motor development in early childhood. This research uses the theory of Palgunadi about design aspects, which are functional, aesthetic, and security of the product. This research aims to produce several alternative component designs that can be placed on a busy board to stimulate children's fine motor development. This research uses qualitative methods with data collection techniques through observation, interviews, and literature studies. The design method used in this research is SCAMPER. The results of this research are several alternative components of educational toy design that can be implemented on busy boards in order to optimize early childhood fine motor development. This research presents a comprehensive analysis of the design concept that underlies an educational toy to stimulate fine motor development in early children. The proposed toy provides a distinctive and captivating learning experience that effectively targets multiple aspects of fine motor skill development. This pioneering design contributes to the burgeoning collection of educational toys that are intentionally fashioned to foster skill-building in early children.

Fundamental Importance of Movement as a Health and Competence Resource

The article emphasizes the importance of movement both for childrenʹs health and also for intellectual development and the competences. The aim of the research is to study not only theoretically but also practically the role of movements as an irreplaceable health and competence resource. The results of a survey with teachers, which concerns the development of motor skills in kindergarten, are also presented. Movements and perceptions are seen as necessary prerequisites for acquiring knowledge about the surrounding world. The importance of movements is also considered withhin salutogenesis. Basic functions of movements are outlined. Various perspectives are presented in the context of immovability. Attention is also focused on the factors influencing the occurrence of motor deficits in children: family, kindergarten, environment. The role of parents and theachers for childrenʹs motor activity is irreplaceable.

Oral stimulation for promoting oral feeding in preterm infants.

Oral stimulation for promoting oral feeding in preterm infants.

Collage Media to Develop Fine Motor Skills in Early Childhood

Fine motor is one aspect of motor development that must be developed in early childhood education. Fine motor has a vital role in child development because fine motor is the child's ability to show and master beautiful muscle movements in coordination, agility, and dexterity in using hands and fingers. To develop fine motor skills, a teacher must be able to sort and choose the suitable media to build it optimally and as expected. This study used qualitative research methodology. The research subjects were 20 students and two teachers from RA Lampung Timur, while the research object was the development of children's fine motor skills. The approach used is qualitative with descriptive research methods; the author describes or describes the findings systematically and accurately using a series of words or sentences so they can be understood. The data collection techniques used are observation, interviews, and documentation. The results showed that applying collage media to develop children's fine motor skills could be successful.
 Keywords: collage media, fine motor, early childhood

Penggunaan Media Doodle Artistik Dalam Mengembangkan Motorik Halus Dan Seni Pada Anak Kelompok B di TK Tunas Bangsa Sukodono Sidoarjo

This research on the use of artistic doodle media focuses on the development of fine motor skills and art which aims to determine the impact of using artistic doodle media on group B children at Tunas Bangsa Kindergarten, Sukodono District, Sidoarjo Regency. This research is based on the results of preliminary observations which show that teachers are less effective in using instructional media, so that children are less interested in drawing and coloring activities. The research was conducted by using a descriptive qualitative approach which described the data in the form of narrative analysis, and descriptions of the development that would be developed were aspects of fine motor and artistic development in group B children in Tunas Bangsa Kindergarten as many as 15 children. Data collection techniques through observation, interviews, and documentation to strengthen research results. The results of research at Tunas Bangsa Kindergarten, Sukodono District, Sidoarjo Regency found that drawing and coloring activities for group B children used artistic doodle media to attract children's interest in scratching objects from geometric patterns and arranging colorful textures to produce beautiful doodle works. This research is expected to utilize artistic doodle media as an effective learning medium in drawing and coloring activities in the Education Unit and become a reference source for other researchers to use and develop artistic doodle media to make it more interesting

Measures of physical education of school students with autistic spectrum disorders

Physical education is important for children with autism, as it contributes to their overall physical development, improvement of motor skills, social interactions, self-esteem and relaxation. The use of special means of physical education can significantly facilitate the learning process and the achievement of other goals of students with autism. Knowledge of physical education tools for schoolchildren with autism spectrum disorders is important for creating inclusive and effective physical education programs that support the development and well-being of this group of people. The goal is to conduct an analysis of special means of physical education of schoolchildren with autism spectrum disorders used by physical education teachers. We conducted a survey of physical education teachers (n=125) who conduct individual physical education lessons with schoolchildren with autism spectrum disorders or in inclusive classes in general secondary education institutions of Ukraine. The analysis of the obtained results showed that physical culture teachers of general secondary education institutions most often use elements of "traditional" types of motor activity: athletics (75%), games (80%) and gymnastics (90%). Conclusions. Means used in the physical education of children with autism spectrum disorders can be divided into two categories: traditional (games, gymnastics, swimming) and non-traditional for school physical education lessons (yoga, singing, hippotherapy, exergaming, weights). Physical education teachers use the tools of the first group more often during lessons. The following areas of application of special means of physical education for children with autism spectrum disorders can be distinguished: development of motor skills, social interaction, reduction of anxiety and stress, overcoming sensory overload.