Development Of Movement Skills Research Articles

Determinants Of Daily Step Counts Among A Sample Of Low-income Children Attending Extended-day Programs

The school setting could be a primary venue for promoting physical activity in children, due to the structured nature of the school day. Extended-day programs have demonstrated the potential to provide safe and structured opportunities for play, as well as for development of behavioral and movement skills potentially linked to a sustained active lifestyle through adulthood. PURPOSE: To examine differences in daily step counts between structured school days (SSD) and weekend days (WED) among a selected sample of low-income children attending extended-day programs. METHODS: Subjects (N=29) were 3rd-6th grade students enrolled in a government-funded extended-day enrichment program in the District of Columbia. Step counts were measured using a pedometer (Bodytronics) over two week days and two weekend days. Covariables included age, sex, and reported distance between house and school (miles). Data were analyzed using multivariable linear regression. RESULTS: Generally, recorded step counts were low on both SSD and WED (7735±3540 and 8339±5314 stepsXXd-1). Boys tended to record more steps on SSD compared with girls (8080±3141 vs. 7491±3872 stepsXXd-1, respectively), whereas girls recorded more steps on the WED compared with boys (9292±6381 vs 7194±3669 steps·d-1). We observed a moderate correlation between distance from school and SSD step counts in boys (r=0.55; p<0.08), but not in girls (r=0.36; p<0.28). Parameter estimates from the regression modeling reveled distance from school (p<0.01) to be the strongest predictor of daily step counts, independent of day (SSD/WED), sex, and age. Indeed, step counts increased by 900 steps·d-1 with each additional mile a child lived from school (b=903.8; 95% CI=350.8 to1457.0). CONCLUSION: Among urban school children, a safe walking route to and from school may provide an important opportunity for physical activity.

Fundamental movement skills among Australian preschool children

Early childhood is a critical period for the development of fundamental movement skills (FMS). Children who do not master FMS are more likely to experience failure in the motor domain and less likely to participate in sport and games during childhood and adolescence. Studies among primary school aged children report low levels of FMS mastery indicating the need to implement FMS programs during the preschool years. Cross-sectional study of 425 children attending preschools in the Sydney, Australia in 2008. FMS were assessed using the Test of Gross Motor Development-2 including locomotor (run, gallop, hop, horizontal jump) and object control (strike, catch, kick overhand throw) skills. Data were analysed using linear regression and chi-squared analyses. Total locomotor score was higher among girls compared with boys ( p < 0.00); however only the hop was significantly different ( p = 0.01). Boys had higher total ( p < 0.00) and individual object control scores compared with girls, except the catch ( p = 0.6). The prevalence of mastery differed across each FMS. Girls generally had higher mastery of locomotor skills and boys had higher mastery of object control skills. These findings highlight the need to provide structured opportunities which facilitate children's acquisition of FMS, which may include providing gender separated games, equipment and spaces. That mastery of FMS is low in primary school children indicates the importance of early intervention programs in preschools. Preschools and child care centers hold promise as a key setting for implementing FMS programs.

Fundamental Movement Skills and Autism Spectrum Disorders

Delays and deficits may both contribute to atypical development of movement skills by children with ASD. Fundamental movement skills of 25 children with autism spectrum disorders (ASD) (ages 9-12 years) were compared to three typically developing groups using the Test of Gross Motor Development (TGMD-2). The group matched on chronological age performed significantly better on the TGMD-2. Another comparison group matched on movement skill demonstrated children with ASD perform similarly to children approximately half their age. Comparisons to a third group matched on mental age equivalence revealed the movement skills of children with ASD are more impaired than would be expected given their cognitive level. Collectively, these results suggest the movement skills of children with ASD reflect deficits in addition to delays.

From Reflectory Ring to Multivariable System

Some special features of feedback functioning in live movement control are discussed. Taking into account the multicoupling nerve structure of movement apparatus we inevitable are faced with a question about principles based in clousing of chanals’ central endings ensemble, which afferentiates movement, on effec tor centres ensemble which controls muscle periphery. When we speak about movement skill development such afferent-efferent connections (reciphering, as N.A.Bernstein named them) which would be adequate to perform given motor task do not exist in advance and they must to be developed during performing that task. The main role here play human perception of the information resulted from movement performance on the level of motor-sensory transition, when multidimensional vector of muscle dynamics transforms into dynamics of outer object environment. On the basis of selection of perseptual data new feedback structure is created which ensures steady functioning of the effectory patterns finded durng practice.

Barriers to implementing a structured Fundamental Movement Skills program in long day care centres: a process evaluation

Early childhood presents an opportunity to encourage development of Fundamental Movement Skills (FMS). Implementation of a structured program in the Long Day Care (LDC) setting presents challenges. Implementation of a structured FMS program FunMoves was assessed in LDC in metropolitan New South Wales. LDC staff attended a training session conducted by trained Health Promotion Officers (HPOs) and completed an evaluation. During implementation HPOs completed lesson observations. De-identified attendance data was collected and director and staff feedback on the program including barriers to implementation was obtained via questionnaire. Qualitative information relevant to process evaluation was obtained via open questions on questionnaires, and a de-brief diary recording feedback from directors and staff. Knowledge of FMS and FunMoves and staff confidence to deliver the program were high after training. On average, staff stated they ran lessons more than the suggested twice weekly and the majority of children attended 1-3 lessons per week. However, lesson delivery was not as designed, and staff found FunMoves disruptive and time consuming. Six directors and the majority of staff thought that FunMoves could be improved. Structured program delivery was hampered by contextual issues including significant staff turnover and program length and structure being at odds with the setting. Implementation could be enhanced by guidelines for more flexible delivery options including less structured approaches, shorter and simpler lessons, ongoing conversations with the early childhood sector, in-centre engagement of staff and post-training support.

Influence of age and movement complexity on kinematic hand movement parameters in childhood and adolescence

Development of fine motor functions, especially drawing and handwriting, are crucial for performance in school, autonomy in everyday life and the general human development. A variety of neurological and psychiatric conditions in childhood and adolescence stunt the normal development of fine motor skills. We sought to define the normal development of the kinematic parameters of fine motor movement and determine the influence of gender, laterality of handedness and extracurricular training on fine motor skills.One hundred and eighty-seven children and adolescents (mean age: 11.6 years (±S.D.: 3.58), range: 6–18 years) were included in the study. Participants performed drawing and handwriting tasks on a digitizing graphic tablet. Movement and pressure data were transferred to a computer using a sensor-equipped pen and post-processed using CSWIN. Movements were segmented into strokes and several kinematic parameters were calculated. The kinematic parameters that were analyzed represented speed (frequency and stroke peak velocity), automation (number of direction changes of velocity per stroke), variability (variation coefficient of stroke peak velocity) and pressure.Progression of kinematic parameters for each movement domain of the handwriting and circle drawing tasks correlated significantly with age (Pearson's correlation, p<0.003). Speed, automation and pressure increased with age, whereas variability decreased. Nonlinear regressions revealed maturation of hand movements at a certain age. Age of completed maturation depended on the task complexity (drawing circles vs. handwriting) and kinematic parameters. In the speed and automation domains, handwriting movements finish maturing later than circle drawing. Male subjects drew circles at significantly higher speeds than female subjects. Fine motor practice and laterality of handedness did not influence kinematic parameters. A repeated measure ANOVA confirmed the significant interdependency between age and complexity level for speed and automation (p<0.001).The digitizing graphic tablet is an extremely valuable tool in determining the normal development of hand movement skills of children and adolescents by measuring relevant daily tasks like handwriting and drawing. In our study, we showed that future analyses of impaired movement in children and adolescents need to take age and gender into consideration. Furthermore, differences were observed in the maturation of different task complexities, the complex fine motor function reaching maturity later than basic and repetitive movement patterns.

Short Book Review: Motor Control, Learning and Development

A. What is Motor Control? B. Classification of Skill C. Measurement in Motor Control D. Theories of Control E. Information Processing F. The Central Nervous System (Neurological Issues) G. Sensory Contributions to Control H. Theories of Motor Learning I. Stages of Motor Learning J. Memory K. Implications for Practice L. The Role and Function of Feedback M. Theories of Motor Development N. Development of Fundamental Movement Skills

Importance of the Playground for Optimal Development of Health-Related Fitness in Childhood

The purpose of the present article is to examine the role of the playground in the development of health-related fitness in childhood. A brief narrative review will be provided that focuses on contemporary trends in childhood play behaviour, as well as highlight various environmental factors that influence playground design, accessibility, and use in urban settings. Moreover, specific features of the playground will be discussed relative to the opportunities they provide for the development of fundamental movement skills, the components of health-related fitness, and the development of the sensory motor system in young children.

Questioning the role of children’s indigenous games of Africa on development of fundamental movement skills: a preliminary review

This paper interrogates the role children’s indigenous games of Africa can play in the development of fundamental movement skills relevant in modernized sports. On a daily basis, children in Africa play varieties of traditional games that vary between tribes, communities and distances. However, the efficacy of these games in the development of children’s movement education has not been fully questioned. In due consideration with the popularity of these games among African children aged from 2–8 years, the study argues that children’s indigenous games have a complementary role in the development of fundamental movement skills. Implications of these views in movement education are discussed. Dans cet article, nous tentons de mettre en relation le paradigme sur l’apprentissage cognitif par le mouvement et le rôle des jeux traditionnels (’indigènes’) sur le développement des capacités motrices spécifiques, chez les enfants d’Afrique. Les enfants africains jouent quotidiennement à un grand nombre de jeux traditionnels qui varient selon les tribus, les communautés et les distances. Cette étude avance l’idée du transfert possible des expérience motrices des enfants ayant participé à une diversité de jeux ‘indigènes’ dans l’acquisition de compétences motrices spécifiques en sport. D’autres activités physiques et ludiques influent sur les compétences motrices des enfants, mais les jeux ‘indigènes’ jouent un rôle complémentaire sur le développement de certaines de ces compétences. Les implications de ces conceptions sont discutées en considérant l’importance de créer des occasions pour mêler théorie et pratique dans les situations d’apprentissage scolaire. In diesem Papier wird versucht, eine Verbindung herzustellen zwischen dem Paradigma von Bewegungslernen und kognitivem Lernen und der Rolle von Eingeborenen‐Spielen bei der Entwicklung von spezifischen Bewegungsfertigkeiten bei Kindern in Afrika. Im Alltag spielen afrikanische Kinder viele traditionelle Kinderspiele, die sich zwischen Stämmen, Gemeinschaften und über größere Entfernungen hinweg unterscheiden. Es wird in dieser Studie angenommen, dass die kindlichen Bewegungserfahrungen, die sie über die Beteiligung an verschiedenen Eingeborenen‐Spielen machen, übertragen werden können beim Lernen spezifischer Bewegungsfertigkeiten für Sport und Spiele. Außer den Einflüssen anderer körperlicher Aktivitäten und Spielen auf die Bewegungskompetenzen von Kindern, haben Eingeborenen‐Spiele eine ergänzende Rolle bei einigen dieser Bewegungsfertigkeiten. Implikationen dieser Sichtweise werden diskutiert in Hinsicht auf die Bedeutung des Schaffens von Gelegenheiten dafür, Theorie und Praxis in den schulischen Lernumgebungen in Beziehung zueinander zu setzen. Este papel interroga al papel de los juegos indígenas de los niños de África puede jugar en el desarrollo de las habilidades fundamentales del movimiento relevantes en deportes modernizados. Sobre una base diaria, los niños en África juegan variedades de juegos tradicionales que varíen entre las tribus, las comunidades y las distancias. Sin embargo, la eficacia de estos juegos en el desarrollo de la educación del movimiento de los niños no se ha preguntado completamente. En la consideración debida con el renombre de estos juegos entre niños africanos 2‐8 años, el estudio discuten que los juegos indígenas de los niños tengan un papel complementario en el desarrollo de las habilidades fundamentales del movimiento. Las implicaciones de estas opiniónes en la educación del movimiento se discuten.

Physical Education and Sport in Schools: A Review of Benefits and Outcomes

This paper explores the scientific evidence that has been gathered on the contributions and benefits of physical education and sport (PES) in schools for both children and for educational systems. Research evidence is presented in terms of children's development in a number of domains: physical, lifestyle, affective, social, and cognitive. The review suggests that PES have the potential to make significant and distinctive contributions to development in each of these domains. It is suggested that PES have the potential to make distinctive contributions to the development of children's fundamental movement skills and physical competences, which are necessary precursors of participation in later lifestyle and sporting physical activities. They also, when appropriately presented, can support the development of social skills and social behaviors, self-esteem and proschool attitudes, and, in certain circumstances, academic and cognitive development. The review also stresses that many of these benefits will not necessarily result from participation, per se; the effects are likely to be mediated by the nature of the interactions between students and their teachers, parents, and coaches who work with them. Contexts that emphasize positive experiences, characterized by enjoyment, diversity, and the engagement of all, and that are managed by committed and trained teachers and coaches, and supportive and informed parents, significantly influence the character of these physical activities and increase the likelihood of realizing the potential benefits of participation.

The puzzles of motor development: how the study of developmental biomechanics contributes to the puzzle solutions

Four questions shape inquiry into the development of movement skills: (1) What is the source of new behaviours in the movement repertoire? (2) What is the definition of competence in the movement? (3) What are the mechanisms of change that support and trigger the emergence of new skills? (4) How adaptable is the neuromotor system? The variables of description and mechanisms and the experimental methods of biomechanics provide unique insight to each question. Understanding the interaction between biology and mechanics and this changing dynamic across the lifespan is important to understand human motor development. Copyright © 2005 John Wiley & Sons, Ltd.

Fundamental Movement Skills: Teachers' Perspectives

The place of explicit movement skill development programs in early childhood settings is contentious. However, given the growing understanding that movement competence is important for maintaining an active and healthy lifestyle (Hands, Parker &amp; Larkin, 2001), well planned and effective programs specifically designed for young children are important. In this paper, the influence of a new teaching resource designed to support teachers in implementing a fundamental movement skill program is presented using a case study approach. The case studies were constructed with teachers working in a range of early childhood settings. The impact of the program on teachers' level of confidence, knowledge of fundamental movement skills, and personal physical activity level is presented. The information was gathered using a structured self-reflection process including a journal, group meetings, individual face-to-face interviews and a final written evaluation. The findings indicate an increase in teacher confidence and knowledge but no impact on personal physical activity level.

CURRICULUM ENRICHMENT WITH SELF-TESTING ACTIVITIES IN DEVELOPMENT OF FUNDAMENTAL MOVEMENT SKILLS OF FIRST-GRADE CHILDREN IN GREECE

The purpose of this study was to investigate the effect of Self-testing activities on the development of fundamental movement skills in first-grade children in Greece. Two groups of children were tested. The Control group (n = 23 children) received the regular 12-wk. physical education school program and the Experimental group (n = 22 children) received a 12-wk. skill-oriented program with an increasing allotment of self-testing activities. The Test of Gross Motor Development was used to assess fundamental movement skills, while the content areas of physical education courses were estimated with an assessment protocol, based on the interval recording system called the Academic Learning Time-Physical Education. A 2 × 2 repeated measures analysis of variance with group as the between factor and testing time (pretest vs posttest) as the repeated-measures factor was performed to assess differences between the two groups. A significant interaction of group with testing time was found for the Test of Gross Motor Development total score, with the Experimental group scoring higher then the Control group. A significant main effect was also found for test but not for group. This study provides evidence supporting the notion that a balanced allotment of the self-testing and game activities beyond the usual curriculum increases the fundamental motor-skill development of children. Also, it stresses the necessity for content and performance standards for the fundamental motor skills in educational programs. Finally, it seems that the Test of Gross Motor Development is a useful tool for the assessment of children's fundamental movement skills.

Kinaesthetic judgements and refinement of striking action.

Little is known about the developmental course of striking action. This cross-sectional study explored the refinement of striking in 28 children aged between 4 and 12 years and investigated how well they could use kinaesthesis to gauge the length of an unseen bat. The kinematic data (including smoothness of movement) showed quantitative differences between the age groups. In contrast, no differences were found in the children's ability to judge the length of the unseen bat: within three strikes all of the children had made a clean hit, indicating that they had successfully judged bat length. The children then appeared to memorize the bat with which they had accurately hit the target and made: (1) minimal errors when using this bat in later trials and (2) predictable errors when using two other bats of different sizes. The results show that the striking action becomes optimized over childhood, with smoothness of movement providing an index of this refinement. The findings also suggest that young children have a higher level of kinaesthetic sensitivity than has been assumed previously on the basis of static limb positioning tasks. The results suggest that the striking task used in this study might be a useful tool for investigating the development of movement skills in children with developmental disorders.

Movement Problem Solutions by Educable Mentally Handicapped Individuals

Educable mentally handicapped persons lag well behind nonhandicapped children in the development of both fine and gross movement skills. These persons have difficulty in solving movement problems. Based upon recent work done in cognitive science, it is argued that this lag in movement skill development is related to five major sources: (a) deficiencies in the knowledge base or lack of access to it, (b) lack of spontaneous use of strategies, (c) inadequate metacognitive knowledge and understanding, (d) lack of executive control, and (e) inadequate motivation and practice. A seven-step procedure to teach movement skills to mentally handicapped persons that takes into account these five factors is described. Implications for adapted physical activity are outlined briefly.

Development of oral-motor skills in the neurologically impaired child receiving non-oral feedings

Treatment of children with swallowing dysfunction requires a holistic approach based on a global view of their problems and needs. The connection of the swallowing mechanism with the sensorimotor organization of postural tone and movement throughout the body is a critical factor in the evaluation and treatment of children whose dysphagia is rooted in a neurologic disorder. An appropriate program includes work with the development of movement skills, sensory processing, learning, social skills, and communication. The initial focus is placed on oral-motor treatment, rather than direct work on oral feeding. The primary goal of the program is to develop the appropriate use of the mouth, respiratory, and phonatory systems in exploration, sound play, and as much oral feeding as possible. Oral feeding is the by-product of a total program, not its major goal.

Movement Skill Development

Movement Skill Development

The Study of Movement Skill Development

The Study of Movement Skill Development

Evaluation of an Integrated Approach to the Management of Cerebral Palsy

The integrated Management of Cerebral Palsy (IMCP) project evaluated the effectiveness of a program of conductive education, which was said to involve training motorically disabled children in small, motivating groups of similarly handicapped peers to actively and voluntarily pursue those movements that are both incompatible with reflexes and functional in their self care applications. The project's 13 1/2 hour per day program stressed the development of functional movement, socialization, and academic skills for 10 children (aged from 6 to 14 years) having a measured IQ under 70. The IMCP Ss were compared with 15 conventionally trained (CT) Ss on three basic dimensions of behavioral competence: functional movements, socialization, and cognitive functioning. Data indicated that the CT Ss had higher initial scores on the functional movement variables and registered significantly greater gains on several of them, whereas ICMP Ss evidenced some regression on functional movement variables. On socialization variables the IMCP Ss were comparable to the CT Ss on their initial scores and registered significantly greater gains on two of the seven measures. On cognitive measures the CT Ss had higher initial scores, but both groups made comparable gains. (For related information, see also EC 050 503 through EC 050 505.) (Author /GW) 1 FINAL REPORV Volume I of IV Project Number: 59-2149 Grant Number: OEG-0-9-592149.4540(032) 5DS 57-11,4,9 rfi 70 EVALUATING AN INTEGRATED APPROACH TO THE MANAGEMENT OF CEREBRAL PALSY FILMED FROM BEST AVAILABLE COPY Laird W. Heal, Ph.D. 1 University of Wisconsin Eau Claire tbEau Claire, Wisconsin 54701