Development Of Motor Skills Research Articles

The Influence of Early Motor Skill Development on Technical Proficiency in Adolescent Football Players

The acquisition of fundamental motor skills (FMS) during early childhood lays the groundwork for more complex motor skills and sports-specific techniques later in life. This study investigates the relationship between early motor skill development and technical proficiency in adolescent football players. A longitudinal study was conducted, tracking the motor skill development of 50 participants from ages 5 to 15. Early motor skills were assessed using standardized tests, while technical proficiency in football was evaluated through a combination of skill-specific drills and match performance analysis during adolescence. The findings revealed a significant positive correlation between early motor skill competence and subsequent technical proficiency in football. Participants who demonstrated higher levels of FMS competence in early childhood exhibited superior ball control, passing accuracy, shooting power, and overall technical performance as adolescent football players. In conclusion, the study underscores the critical role of early motor skill development in shaping technical proficiency in adolescent football players. Promoting and facilitating early FMS acquisition can significantly enhance the technical abilities of young athletes, potentially leading to improved performance and long-term success in football.

Pendidikan Jasmani Berbasis Nilai: Membentuk Karakter melalui Aktivitas Fisik pada Siswa

Physical education has an important role in shaping students' character through physical activity at school. Through the development of motor skills, physical abilities, knowledge, sportsmanship, as well as mental, emotional, spiritual and social character formation, physical education aims to achieve the goals of the National education system. Apart from that, physical education also has important benefits in improving students' physical fitness and forming characters such as discipline, cooperation and sportsmanship. The difference with sports education lies in the focus on developing motor skills, knowledge and healthy living attitudes through physical activity, while sports education places more emphasis on developing strong athletes and achievements in certain sports. Physical education also includes activities outside the classroom such as field trips, camping, environmental awareness, exploring, and mountain climbing. Values-based physical education combines a character education approach with physical activities to develop students' attitudes, values ​​and social skills. The advantages of value-based physical education include character building, improving mental and emotional health, social skills, and overcoming the problem of accidents at school. Examples of physical activities such as team games, collaborative activities, yoga or meditation classes, and sports competitions can be used as a means to implement values-based physical education.

Methodological aspects of developing motor skills in children of different ages during football club activities

The aim of the study is to examine methodological aspects of developing motor skills in children of different ages during football club activities. The article thoroughly explores training approaches for various age groups: preschool age (4-6 years), primary school age (7-10 years), middle school age (11-14 years), and adolescence (15-18 years). It is determined that each age group requires an individualized approach, taking into account anatomical and physiological characteristics and sensitive periods of children's development. The development of motor skills is achieved through various game exercises, comprehensive physical training, tactical preparation, and innovative technologies. The article also emphasizes the importance of psychological support and individualized training programs for older age groups.

Investigating Obstacles to the Development of Physical Education in the Schools of the 6th District of Kabul City

Sports and physical education are considered vital necessities for learners, teachers of physical education, and other members of society. Physical education is present during the stages of human life through daily activities and is related to the lives of both teachers and students. Physical education skills are important for the development of nervous, physical, and motor skills, as well as for the growth of body muscles and the strengthening of the circulatory, digestive, and respiratory systems. Therefore, it was felt necessary to conduct a detailed investigation. The research aims to identify the professional needs of physical education teachers and to uncover the problems they face, along with possible solutions. Given the importance of physical education in improving athletes' performance, it is crucial to address issues in teaching physical education content in schools.

175 FunFit: A Collaborative Community-based Physical Activity Programme for Children aged 6-12 with Diagnosed Delayed Gross Motor Skill Development

175 FunFit: A Collaborative Community-based Physical Activity Programme for Children aged 6-12 with Diagnosed Delayed Gross Motor Skill Development

Relationships between gross motor skills, psychological resilience, executive function, and emotional regulation among Chinese rural preschoolers: A moderated mediation model

BackgroundEmotional regulation is a critical component of emotional intelligence, particularly during the preschool stage, a key period for children's development. Previous studies have demonstrated that executive function mediates the effect of gross motor skills on emotional understanding. However, studies specifically focusing on children from rural areas and investigating the role of psychological resilience are limited. The present study fills this knowledge gap by examining the effect of gross motor skills on emotional regulation and the roles of executive function and psychological resilience among Chinese rural preschool children. MethodsThis study included 430 children (aged 61.01 ± 6.98 months, 48.8 % boys) and their teachers from three rural preschools in China. Children's gross motor skills, including locomotor and object control skills, were assessed using the Test of Gross Motor Development-3. Executive function was measured using the Head-Toes-Knee-Shoulder task, and emotional regulation was assessed using the Emotional Regulation Checklist. Furthermore, psychological resilience was examined using the Devereux Early Childhood Assessment. Demographic information was collected, and the cross-sectional relationships between gross motor skills and emotional regulation were investigated through mediation and moderation analyses. ResultsGross motor skills, executive function, and psychological resilience were associated with emotional regulation (p < 0.05), after controlling for sex, age, and only-child status. Executive function was found to mediate the relationship between gross motor skills and emotional regulation, with a mediation effect of 0.045. Psychological resilience moderated the relationship between executive function and emotional regulation (β = 0.078, p < 0.05). Simple slope analysis, based on categorizing psychological resilience into high, medium, and low groups, revealed that preschoolers with a higher level of psychological resilience exhibited a significantly stronger predictive effect of executive function on emotional regulation (β = 0.202, p < 0.01). ConclusionsGross motor skills significantly affect emotional regulation development in rural preschoolers, with executive function acting as a mediator in this relationship. Psychological resilience was found to moderate the effect of executive function on emotional regulation. The findings suggest that enhancing gross motor skills through physical activities can benefit children by promoting the development of executive function, which is crucial for emotional regulation. On the basis of our findings, we recommend focusing on cost-effective physical activity interventions for motor skills development among rural children while also addressing the development of executive function and psychological resilience. Future efforts should include workshops to improve physical literacy of parents and teachers regarding children's gross motor skills promotion.

Sports Nutrition and Gross Motor Skill Development in Youth Athletes: A Literature Review

This study explores the relationship between sports nutrition and gross motor skill development in young athletes, focusing on maintaining optimal nutrition levels. The primary issue identified is the lack of understanding of how nutrition impacts gross motor skills and athletic performance in children and adolescents. This study explores the relationship between sports nutrition and gross motor skill development in young athletes. The study aims to analyze how nutritional strategies affect gross motor skill development and overall health in young athletes. A qualitative descriptive research model, informed by a comprehensive literature review, was used. Literature was collected from reputable scientific databases using keywords such as "Sports Nutrition," "Gross Motor Skills," and "Youth Athletes." Data from ten relevant articles were analyzed to identify the impact of nutritional strategies on motor skill development. Results indicate that optimal nutrition plays a crucial role in enhancing gross motor skills, such as running, jumping, and coordination, which are essential for athletic performance. Macronutrients—carbohydrates, proteins, and fats—support energy levels, muscle growth, and recovery, while micronutrients like vitamins and minerals contribute to cognitive function and overall well-being. The study also reveals that socioeconomic factors affect access to nutritious food and motor skill outcomes. The conclusion underscores the importance of balanced nutrition for motor skill development and athletic performance. Recommendations for future research include employing longitudinal study designs to establish causal relationships, exploring synergistic effects of nutrients, and examining socioeconomic factors more deeply. Additionally, integrating nutrition education with physical training could offer practical solutions to enhance motor skill development in young athletes

The running and jumping game model is effective in improving physical motor disorders in children with mentally retarded

This study aims to demonstrate the effect of a running and jumping game model in improving physical motor impairments in children with intellectual disabilities. A pre-experimental design method was used, involving 15 male children aged 11-12 years with intellectual disabilities, who were selected through purposive sampling. The running and jumping game model was conducted for 30 minutes per session, with moderate intensity (60-70% HRmax), three times a week for four weeks. Data collection involved measuring motor skill development, namely running speed and jump height, between pretest and posttest using a 40-meter run test and vertical jump test. Data analysis was conducted using a paired sample t-test with a 5% confidence level. The results showed a significant difference in running speed between pretest and posttest (8.98±0.07 vs. 7.66±0.09 seconds; p=0.001). Similarly, jump height analysis showed a significant difference between the pretest and posttest (21.57±0.98 vs. 31.43±1.72 cm; p=0.001). This proves that the running and jumping game model effectively improves motor skills impairments in children with intellectual disabilities.

Experimental Study: The Impact of Traditional Team Games on Gross Motor Locomotor Skills and Social Skills of Elementary School Children

Background: In the 21st century, children often prefer modern video games, which can lead to decreased physical activity and increased screen time. This lack of physical activity can result in poor motor skills and social skills among children. Motor and social skills are crucial for the development and growth of primary school children. Locomotor gross motor skills focus on walking, running, jumping, and skipping, which help children improve movement during physical activities. Social skills help children communicate with peers, understand friends, establish cooperation, and build healthy interpersonal relationships. It is believed that traditional games can help children aged 10‑12 improve their motor and social skills. Purpose: This study aims to analyze the impact of traditional team sports on optimizing locomotor gross motor skills and social skills in children aged 10‑12 years. Design/methodology/approach: This research study utilized a quasi‑experimental research method. The traditional games used in the study were gobak sodor and bakiak team. The study focused on children aged 10‑12 years. The instruments used for assessment were the Test of Gross Motor Development‑2 (TGMD‑II) for evaluating gross motor ability and a social skills questionnaire. The data were analyzed using a t‑test at a 5% significance level. Results and Conclusion: The analysis results of the first few t‑tests showed that the t‑count value (16.102) was greater than the t‑table value (2.093), and the p‑value (0.000) was less than 0.05. This indicates that there is an effect of traditional team games on the gross motor development of children aged 10‑12 years. The results of the second t‑test analysis also indicated that the t‑count value (14.912) was greater than the t‑table value (2.093), suggesting an effect of traditional team games on both gross motor abilities and social skills of children in the same age group. In the third t‑test analysis, the t‑count value was greater than the t‑table value, indicating differences between the experimental group and the control group. This suggests an effect of traditional team games on the development of gross motor skills and social abilities of children aged 10‑12 years.

Wearable Technology and Its Influence on Motor Development and Biomechanical Analysis.

The convergence among biomechanics, motor development, and wearable technology redefines our understanding of human movement. These technologies allow for the continuous monitoring of motor development and the state of motor abilities from infancy to old age, enabling early and personalized interventions to promote healthy motor skills. For athletes, they offer valuable insights to optimize technique and prevent injuries, while in old age, they help maintain mobility and prevent falls. Integration with artificial intelligence further extends these capabilities, enabling sophisticated data analysis. Wearable technology is transforming the way we approach motor development and maintenance of motor skills, offering unprecedented possibilities for improving health, performance, and quality of life at every stage of life. The promising future of these technologies paves the way for an era of more personalized and effective healthcare, driven by innovation and interdisciplinary collaboration.

Substance misuse by birth parents: Outcomes for children and young people placed into out-of-home-care

BackgroundThere is inconsistent evidence regarding the effect of birth parent substance use on developmental outcomes for children placed into out-of-home-care (OOHC). ObjectiveThis study aims to examine how parental substance use affects outcomes of Australian children in out-of-home care, adjusting for key demographic, social and system factors. Participants and settingFour waves of survey data were collected for children and young people who agreed to participate in the Pathways of Care Longitudinal Study (POCLS) between 2011 and 2018. The study sample included 1,506 children and young people (792 with a history of parental substance misuse) aged 9 months to 17 years who participated in at least one wave of the POCLS and had linked administrative data from the Department of Communities and Justice (DCJ), NSW, Australia. MethodsMultilevel longitudinal models were used to analyse the relationship of child developmental outcomes (physical health, socio-emotional wellbeing, and verbal and non-verbal cognitive ability) with parental substance misuse in their child protection history. Each model included adjustments for child demographics, family socio-economic status, child protection system factors and the unbalanced panel. ResultsChildren in OOHC with a history of parental substance misuse were more likely to be in the typical range for verbal cognitive development compared to those in OOHC without this history. In addition, younger (9 months to 5 years) children with a record of parental substance misuse exhibited significantly more typical fine and gross motor skill development than those without this history. ConclusionsConcerns that children in OOHC with a history of parental substance misuse may be more affected with regards to early-stage physical development, and later verbal cognitive development than those without this history in OOHC, may not be justified.

Development of athletes’ motor skills in rhythmic gymnastics at the stage of initial training and preliminary basic training

The basis of the athlete’s success is a high level of proficiency in the technique of the chosen sport, which in turn requires the maximum manifestation of motor skills. One of the most important methodological conditions for improving rational technique is the relationship and interdependence the structure of movements and the level of development of physical qualities. Increasing physical fitness requires a transition to a new level of technical skill and vice versa - a more complete technical skill of an athlete requires reinforcement with appropriate physical fitness. The purpose of the study is to analyze and summarize data on trends in the development of athletes’ motor skills in rhythmic gymnastics at the stage of preliminary basic training. To solve the problems of the study, methods of the theoretical level of knowledge and generalization of practical experience were used. The article outlines the leading physical skills, the development of which ensures successful execution of exercises in rhythmic gymnastics. A number of modern approaches, methods and means of developing motor skills are given. A distinctive feature of modern techniques is the using of auxiliary equipment to increase the effectiveness of exercises. Since the evidence of effectiveness is based only on increasing the characteristics of physical skills and quite a few of them rely on the certainty of their influence on improving the technique of performing exercises, it becomes important and necessary to have scientific justification of ways, which directed to improve the development of motor skills and at the same time to identify a positive impact on the technical training of gymnasts for the opportunity to assert the effectiveness and reliability of the proposed program.

The impact of Playdough games on the development of oral motor skills in preschool children with childhood apraxia of speech

The relevant challenges are the use of innovative approaches that conserve both the speech therapist’s and the child’s resources while addressing multiple goals in speech therapy. The authors of this article have adopted such an approach to develop oral motor skills, which are crucial for speech development in preschoolers, particularly those with childhood apraxia of speech. This study aimed to evaluate the effectiveness of an author-developed therapy using Playdough games for preschool children with childhood apraxia of speech. A controlled design with repeated measures was employed. The primary diagnosis of CAS was established based on clinical assessment. A comparative evaluation of two groups (control and experimental) was conducted using a developed methodology for assessing the level of manual and oral motor skills in preschool children before and after the author-developed therapy using Playdough games. Researchers discovered that the systematic use of their author-developed Playdough games positively impacted the motor skills of children with CAS. Children in the experimental group, who participated in Playdough therapy, demonstrated significant improvements in both manual and oral motor skills, increased precision and focus in movement execution, and enhanced accuracy and speed of articulatory movements. There was a reduction in delays and incorrect movement sequences during finger movement tasks. Children required less additional time and significantly less assistance from the speech therapist, indicating a positive impact of using Playdough in therapy. The following skills improved: transitions between articulatory positions, which helped children avoid coarticulation difficulties; planning of movement sequences; and smooth transitions between sounds and syllables. The practical significance of this study lies in the effectiveness of using Playdough games for significantly improving oral motor skills, movement precision, and concentration in children with childhood apraxia of speech, thereby reducing the need for additional speech therapy support

Designing an Effective Animal-Themed Review Lesson for Young Learners in EFL Classroom

This paper provides a detailed rationale for an animal-themed review lesson plan designed for preschoolers aged 3-5 years in a central Chinese city. The lesson integrates vocabulary related to animals and colors, employing Total Physical Response (TPR) and interactive multimedia resources to meet the developmental needs of young learners. The rationale emphasizes the significance of engaging multisensory activities in enhancing language retention and encouraging active participation in early childhood education. By incorporating digital courseware, the lesson plan aims to create a dynamic and immersive learning environment that supports vocabulary acquisition and motor skill development. This study highlights the importance of tailoring educational strategies to align with the cognitive and emotional stages of preschool-aged children, ensuring an effective and structured approach to language learning.

Impaired motor and social skill development in infancy predict high autistic traits in toddlerhood

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder. Early diagnosis in the critical period is important for ASD children. Recent studies of neurodevelopmental behavioral features and joint attention in high-risk infants showed there are some special cues which can distinguish ASD from typical development infant. But the findings of high-risk population may not be applicable to the general population. It is necessary to “analogically” study the potential warning traits of ASD in infancy in the general population. We did a nested case-control study from June 2019 to November 2022 in Tianjin, China, including 76 general infants whom completed the neurodevelopmental evaluation, the Checklist for Autism in Toddlers-23 (CHAT-23) screening, and eye tracking task. Social behavior quotient in infancy was negatively correlated to CHAT-23 total scores in toddlerhood. Social behavior quotient in infancy was positively correlated to initiating joint attention in toddlerhood. Regression model showed that high fine motor scale and social behaviour scale quotient in infancy were associated with an decreased risk of the total score of CHAT-23 ≥ 2 in toddlerhood. The Receiver operating characteristic curve showed the social behaviour in infancy alone and the combination of fine motor and social behaviour in infancy contributed to auxiliary diagnosis of higher level of autistic traits in toddlerhood. These findings suggest that Impaired development of fine motor and social behavior in infancy are potential warning features of high autistic traits in general population.

Infant Cervical Vestibular Evoked Myogenic Potentials: A Scoping Review.

Children diagnosed with hearing loss typically demonstrate increased rates of vestibular loss as compared with their peers, with hearing within normal limits. Decreased vestibular function is linked with delays in gross motor development, acquisition of gross motor skills, and academic challenges. Timely development of sitting and walking gross motor skills aids in the progress of environmental exploratory activities, which have been tied to cognitive, language, and vocabulary development. Considering the time-sensitive development of gross motor skills and cognitive, language, and vocabulary development, identifying vestibular loss in infancy can support early intervention. This scoping review analyzes stimulus, recording, and participant factors relevant to assessing cervical vestibular evoked myogenic potentials (cVEMPs) in the infant population. The scoping literature review was conducted on literature published between 2000 and 2023, focusing on articles assessing cVEMPs in infants. Two authors independently followed Preferred Reporting Items for Systematic and Meta-Analysis guidelines for title and abstract screening, full-text review, data extraction, and quality assessments. Sixteen articles meeting the inclusion criteria were included in the analysis. The existing literature lacks consensus regarding stimulus and recording parameters for measuring infant cVEMPs. In addition, the review reveals a decrease in cVEMP response occurrence rates with the severity of hearing loss, especially in cases of severe to profound hearing loss, compared with mild to moderate sensorineural hearing loss in infants. This scoping review demonstrates the increasing use of cVEMP as a reliable tool for objectively assessing infant vestibular function. The lack of consensus in stimulus and recording parameters emphasizes the need for systematic research to establish an evidence-based protocol for cVEMP measurements in infants. Such a protocol will ensure the reliable measurement of cVEMPs in infants and enhance the effectiveness of cVEMP as part of the infant vestibular test battery. In addition, there is a necessity for a comprehensive large-scale study to evaluate the practicality and feasibility of implementing vestibular screening protocols for infants diagnosed with sensorineural hearing loss in the United States.

Developing Children's Motor Skills by Having Fun With Orff's Approach.

Environmental factors have a clear effect on children's motor development and can be manipulated; while biological factors are also powerfully influential, they are more resistant to intervention. Especially in restrictive environments (e.g., the recent pandemic-related shutdown), there can be increased importance to simple, fun, at-home, indoor programs. In this study, we investigated the effects on motor skill development of a movement education program based on the Orff approach, which has long been used in music education. This was an experimental research design involving 78 children, aged 6-7years old, in two groups (Control Group, n = 39; Experimental Group, n = 39). We used a simple randomization method to determine the groups. We measured the children's skill levels with the Test of Gross Motor Development-2 (TGMD-2), and we analyzed data using 2 × 2 repeated-measures analyses of variance (ANOVA). Our results revealed significantly greater improvement in the children's scores on object control (p < .001), locomotor skills (p < .001), and total TGMD-2 (p < .001) in the experimental group than in the control group. Thus, programs designed with music and rhythm can help ensure that children have fun and are better motivated to participate in activities that have a positive effect on their motor skills.

A Pilot Study of Idiopathic Toe Walking: Measures and Outcomes

Abstract Date Presented 03/21/24 Quantifying sensory processing, postural control, motor skill development and participation in daily life in children with idiopathic toe walking (ITW) compared to children without ITW can inform standardized assessment and treatment of ITW. Primary Author and Speaker: Debra Hines Additional Authors and Speakers: Amy Armstrong-Heimsoth, Sarah A. Schoen

Optimizing Neonatal Prefeeding Habilitation: A Holistic Approach Integrating Neonatal Learning Behaviors, Motor Development, and Evidence-Based Interventions.

Neonatal clinicians utilize prefeeding interventions with premature infants to promote a natural process of oral-sensory development, hoping to prepare the infant for future oral feeding. Prefeeding interventions require a holistic approach, ensuring infants are actively involved in learning. Therapists can achieve this by prioritizing the development of intentionality, which is the conscious pursuit of action driven by motivation. The authors present a conceptual model of six neonatal behavioral states of learning called the "Neonatal Intentional Capacities." This model illustrates how purposeful actions evolve into extended learning sequences and helps determine how well an infant can participate in learning experiences. The authors will elucidate the dynamic relationship between intentionality and the development of adaptive motor skills of prefeeding. Lastly, this article presents a consolidated and categorized grouping of current evidence-based prefeeding interventions. Utilizing the framework presented, the authors offer clinical guidance to support prefeeding treatment planning.

A CRITICAL REVIEW OF CHILDREN'S PAINTINGS FROM A VISUAL ANALYSIS PERSPECTIVE

This study explores the qualitative and stylistic differences in paintings created by preschool-aged children aged 5 and 6 years, aiming to understand how developmental factors influence their artistic expression. Painting, as a universal medium for artistic expression, captures emotions, ideas, and moments through colors and textures, particularly evident in children's uninhibited creativity and spontaneity. Variations in children's painting abilities based on age reflect differing stages of motor and cognitive development, highlighting the need to comprehend these differences for effective early childhood art education. Employing observational methods and visual analysis, this research examines artworks from 13 preschool students at Holistik Preschool in Sarawak, Malaysia, analyzing artistic elements such as lines, shapes, colors, and composition. Findings reveal that 5-year-old children often depict simpler shapes, vibrant colors, and direct representations of objects, indicative of developing motor skills and cognitive abilities. In contrast, 6-year-olds exhibit more refined motor skills and cognitive development, creating artworks with intricate details, complex compositions, and sophisticated use of color and shading. These developmental milestones underscore the importance of nurturing creativity through enriched artistic environments and diverse stimuli in early childhood education. Recommendations emphasize integrating art into interdisciplinary learning to foster lifelong engagement with the arts from an early age, supporting holistic cognitive and emotional growth in children.