Fundamental Skills Research Articles

The Remedial Values of Adaptive Ball Types for Children with Autism Spectrum Disorders

Previous studies in the area of motor impairments in children with autism spectrum disorders (ASDs) have warranted an urgent need to review interventions that support fundamental movement skills (FMS). This paper intends to investigate the effectiveness of adaptive ball types used within Physical Education (PE) on the object control proficiency (a subgroup of FMS), in children with ASDs. Following pilot work, 12 children (aged 14.70 ± 2.70) performed four object control tasks (throwing, catching, kicking and soccer style dribbling), using three different ball types (the Developmental Ball, an underweight ball and a control ball). A repeated measures ANOVA was run to statically analyse performance scores. The ANOVA indicated that the type of ball used (f(2,22) 22.798, p<0.001), activity undertaken (f(3,33)= 12.377, p<0.01) and the interaction between the two (f(6,66)=-70.163, p<0.01) ultimately, had a significant effect on motor proficiency. Moreover, the Developmental Ball proved to be consistently beneficial across the object control skills, with post hoc t-tests showing strong significance against the underweight ball in kicking (t(11)=-3,031, p<0. 033) and soccer style dribbling (t(11)=-8.603, p<0.016). This paper concludes Skogstad’s creation to be an invaluable blueprint for the development of fundamental object control skills, in children with ASDs.

Influence of physical activity home environment on fundamental movement skills development in Chinese preschoolers: mediating role of moderate-to-vigorous physical activity

BackgroundResearch on how the physical activity home environment affects fundamental movement skills (FMS) in preschool children in China is limited. However, the role of moderate-to-vigorous physical activity (MVPA) in this relationship is still unclear. This study aims to analyze gender differences in FMS, explore associations between the physical activity home environment, MVPA, and FMS, and investigate MVPA's mediating role in these relationships.MethodsWe recruited 169 preschool children (95 boys, 74 girls; mean age 4.9 years) from four kindergartens in Hengyang, China. The Family Environment Scale on Motor Development for Preschool Urban Children (FESMPD) assessed physical activity home environment. Objective measurement of MVPA used ActiGraph wGT3-BT accelerometers. The Test of Gross Motor Development-3 (TGMD-3) evaluated FMS. Statistical analyses were conducted using the PROCESS macro in SPSS, with sociodemographic variables as controls.ResultsBoys exhibited significantly higher levels of MVPA, parenting style, locomotor skills, and object control skills compared to girls (P < 0.05). MVPA, parenting style, and FMS showed positive correlations (R = 0.355–0.568, P < 0.05). Similarly, MVPA was positively correlated with the physical activity home environment (β = 0.237–0.568, P < 0.05). Parenting style emerged as a significant predictor of children's MVPA levels (β = 0.956, P < 0.001), and MVPA was a predictor of the development ofFMS and its subdomains (β = 0.097–0.207, P < 0.05). Furthermore, MVPA partially mediated the relationship between parenting style and the development of FMS in preschool children. The physical environment was also a significant predictor of children's MVPA (β = 0.637, P < 0.05), and in turn, MVPA predicted the development of FMS and its subdomains (β = 0.188–0.343, P < 0.01). Notably, MVPA fully mediated the relationship between the physical environment and the development of FMS.ConclusionOverall, this study highlights the important roles of physical activity home environments and individual levels of MVPA in developing FMS in preschool children, noting significant gender differences. Parenting style greatly affects both MVPA and FMS development, while the physical environment fully mediates this relationship. Collaborative efforts among kindergartens, families, and communities are essential to support MVPA and improve FMS development.

5.B. Round table: Improving digital health literacy in the era of generative artificial intelligence

Abstract Improved access to generative Artificial Intelligence (AI) platforms and technologies has prompted greater awareness of their potential application in health communication. This workshop will examine this potential alongside the practical challenges and risks of using generative AI in health communication in the broader context of the European Union AI Act. The workshop will explore the implications for the concept of digital health literacy in ways that reduce or mitigate existing digital health inequities across and within Europe. Chatbots and conversational AI platforms such as ChatGPT have opened opportunities for people to find, understand and use health information in significantly different ways. Public health professionals are already using these technologies to simplify health and medical information and to make it available in different languages. AI assisted technologies are also being used to create interactive and engaging learning experiences that provide the public with real-time feedback and insights about their health as well as prompting and reinforcing actions they can take to improve health. These developments have fundamental implications for our understanding of digital health literacy and the methods we use to support people in optimising the potential benefits of AI. Different communities in Europe vary considerably in their - access to digital technology, - skills to discriminate the accuracy and reliability of information, and - trust and responsiveness to what digital technologies have to offer. Building these fundamental digital health literacy skills is a critical priority if we are to ensure that all people benefit equitably from the potential offered by AI. Those of us engaged in improving health literacy have an important role to play in influencing the future direction of AI in health communication, including and especially by engaging in research and development activities that build evidence of effectiveness and support the development of digital health literacy skills in parallel with the expansion of access to AI-assisted digital technologies. The workshop chairs will provide introductory and summary remarks, moderate the panel discussion, and facilitate audience participation in the workshop. The individual panel members will make 3-minute introductions to key issues from different perspectives on the emerging practical applications of generative AI in health communication as well as the implications for strategies to improve digital health literacy in different population groups. The panel is made up of individuals in different roles and at different career stages who can offer complementary perspectives on these issues. Following the presentations, the co-chair will present some follow-up questions to the Panel before engaging directly with the workshop attendees for an open but structured discussion scheduled to last for 30 minutes of the Workshop. Key messages • We will examine how generative artificial intelligence has opened new both new opportunities and risks in the ways people find, understand and use health information. • We will consider how we can optimise the benefits of generative AI in a way that is equitable through the development of digital health literacy within and between communities in Europe. Speakers/panelists Catherine Jenkins London South Bank University, London, UK Diane Levin-Zamir Tel Aviv University, Tel Aviv, Israel Christopher Le Inland Norway University of Applied Sciences, Innlandet, Norway Miguel Telo de Arriaga Direção-Geral da Saúde, Lisbon, Portugal

Literature Review of Studies on the Effects of Short Tennis on Fundamental Movement Skills of Primary School Students

Literature Review of Studies on the Effects of Short Tennis on Fundamental Movement Skills of Primary School Students

Investigating the Feasibility and Acceptability of a Facebook Delivered, Parent Mediated, Physical Activity Intervention for Children with Developmental Coordination Disorder

ABSTRACT Objective Children with Developmental Coordination Disorder (DCD) experience difficulties performing fundamental movement skills, resulting in reduced physical activity (PA). Given low PA can impact mental and physical health, improving PA in DCD appears imperative. This study investigates the feasibility of a Facebook delivered, parent mediated, PA intervention for children with DCD. Methods Parents of children with DCD (n=31; 5-11 years), were invited to private Facebook groups where physical activity resources and questionnaires were provided over 12 weeks. Parents and their children wore activity trackers during the intervention period. Feasibility and acceptability of the intervention was considered with reference to (1) Facebook engagement, (2) adherence intervention components, and (3) parent perspectives. Results Facebook engagement was high, with 78.03% (SD=23.06) of all intervention posts being viewed by parents on average. Activity trackers were worn correctly for 92.45% of intervention days and 95.61% of intervention weeks. Weekly questionnaires were completed, on average, 84.37% of the time. Parent perspectives were positive, with 80.77% somewhat or strongly agreeing that the intervention was useful for themselves and their child. Conclusions Given the results described, Facebook appears to be a feasible platform through which parent mediated physical activity interventions can be provided to children with DCD.

Pioneering point-of-care obstetric ultrasound integration in midwifery education – the MEPOCUS study

BackgroundUltrasound technology is indispensable in perinatal care due to its non-invasive and painless nature, offering vital insights into foetal development and childbirth. With the academisation of midwifery in Germany, there is a growing necessity to incorporate ultrasound training into midwifery education. This paper discusses the development and implementation of an introductory obstetric ultrasound curriculum tailored for midwifery students, focusing on fundamental ultrasound techniques in obstetrics.Materials and methodsWe used Kern’s six-step approach of curricular development comprising [1] problem identification and general needs assessment [2], needs assessment of the targeted learners [3], goals and objectives [4], educational strategies [5], implementation, and [6] evaluation and feedback. The individual components of the curriculum were meticulously designed based on comprehensive literature reviews, thorough consultations with experienced ultrasound experts and evaluated needs of participants prior to the course instruction.ResultsTwenty-seven ultrasound-naive midwifery students participated in the newly developed obstetric ultrasound course. Structured as a modular and integrated framework, the course aimed to provide theoretical and practical instruction in basic obstetric ultrasound, with intrapartum sonography and focused assessment with abdominal sonography for trauma (FAST) as key supplementary specialisations. The results demonstrated a significant increase in the students’ overall knowledge and practical skills, as evidenced by the median post-course total score rising from 20 to 60 out of 75 (p < 0.001) in the objective structured clinical examination (OSCE) and from 9 to 19 out of 20 (p = 0.001) in the knowledge test. Additionally, students reported high satisfaction with the course and noted substantial personal benefits.ConclusionThe integration of basic obstetric ultrasound training within the midwifery curriculum is feasible and effective to teach fundamental knowledge and skills of obstetric ultrasound examinations to midwifery students. Expansion, standardisation and regulatory structures are critical components for a continued improvement and realistic integration into midwifery educational frameworks and thus the further development of the midwifery profession.

EFEITOS DE UM PROGRAMA DE INTERVENÇÃO DE CURTA DURAÇÃO NAS HABILIDADES MOTORAS FUNDAMENTAIS DE CRIANÇAS DO PRIMEIRO ANO ESCOLAR

This study aims to evaluate the effects of an interventional program in the fundamental motor skills of children studding at the first year of Elementary School in São Leopoldo city, Rio Grande do Sul State. The study sample was composed by 40 children that were included in the study criteria, from these 21 were male with ages between six and seven years old. The procedures realized consisted on a “pre-test” followed by an Interventional Program with a “post-test”. The fundamental motor skills performances of the “pre-test” and the “post-test” were evaluated by the Test of Gross Motor Development (TGMD-3). To analyze the effect of the motor interventional program in the fundamental motor abilities related with gender, generalized estimation equations were tested. The differences found were evaluated by the Bonferroni multiple comparison test, using Level of significance a&lt;0,05. The results demonstrated significant difference in the medias of “pre-test” and “post-test” to all abilities tested by TGMD-3, except in the “running” during locomotion, where since the beginning of the tests children showed positive performance. There was no significant difference in the comparison of gender and motor abilities.

The effect of the Bilateral Integration exercise program on the cognitive functioning of pupils with moderate intellectual disabilities

IntroductionChildren with intellectual disability tend to exhibit lower performance in fundamental movement skills, such as locomotor skills, object control skills, and balance, compared to their typically developing peers. Evidence suggests that physical activity programs tailored for individuals with intellectual disabilities can positively influence the development of their motor skills. Similar to typically developing children, physical activity in children with intellectual disabilities stimulates not only physical development, but also brain function, resulting in cognitive benefits. However, the extent of physical activity’s impact on the cognitive functioning of this population remains insufficiently explored. The aim of our study was to assess the effectiveness of a motor exercise program based on the Bilateral Integration method implemented for pupils with moderate intellectual disabilities.MethodsThe sample consisted of 27 pupils with moderate intellectual disability (13 in the intervention group and 14 in the control group) from two special schools in Poland. Pupils in the intervention group participated in a modified version of the Bilateral Integration School Program - a 26-week physical activity program that included both individual and group sessions. The assessment of cognitive functioning, using the Fifth Edition of the Stanford–Binet Intelligence Subtests, was conducted over three time points in both groups: a pre-test before the intervention (T1), a post-test after the intervention phase end (T2) and a follow-up assessment three months after the post-test (T3).ResultsSignificant effects of the intervention compared to the control group were observed in certain cognitive variables. Repeated measures ANOVA revealed a significant group-by-time interaction for the Nonverbal Visual-Spatial Processing score, Nonverbal Working Memory score, as well as Verbal Fluid Reasoning.DiscussionThe original program based on the Bilateral Integration method proved effective for pupils with moderate intellectual disability. Preliminary results indicate improvements in cognition, particularly in working memory and visual-spatial processing. Further studies are necessary to assess the program’s efficacy comprehensively.

Evaluating Employability Skills Integration in a Citizenship Education Textbook

The International Labour Organization (ILO) generated a strategic plan for skills and lifelong learning from 2022 to 2030, aiming to improve students’ access to future jobs. One of the target goals of the ILO's plan was to ensure that educational programs meet the changing needs of labour markets. Therefore, there is a rising need to assess whether teaching programmes can prepare learners for the requirements of future jobs. In this study, we investigate how employability skills are integrated in teaching resources. For this purpose, 54 learning activities from a Grade 6 Citizenship Education textbook in Bahrain were analysed using 56 predefined codes elaborated by the Conference Board of Canada in a document that was developed by the Corporate Council on Education, a program of the National Business and Education Centre since 2000. This study employs quantitative analysis, including Pearson correlation coefficients and regression analysis to evaluate the integration of employability skills in the learning activities using three major factors: Fundamental Skills (FS), Personal Management Skills (PMS) and Teamwork Skills (TS). The results show that Fundamental Skills (Mean = 3.87, Standard Deviation = 1.26) are well integrated, whereas Personal Management Skills (Mean= 3.17, Standard Deviation = 1.54) demonstrate moderate integration with notable variations. In contrast, Teamwork Skills display a low level of integration (Mean = 1.02 Standard Deviation = 1.88). The correlation analysis confirms a relationship (r = 0.615, p &lt; 0.01) between FS and PMS but shows insignificant correlations between TS and the other skill sets. These findings highlight a critical gap in teamwork skill integration and suggest a need for increased focus on teamwork in educational materials, while recommending further research to focus on expanding the sample size, incorporating more qualitative analyses, and exploring effective strategies for integrating employability skills into educational resources.

How do the Learning Models of Teaching Game for Understanding and Problem-Based Learning Influence Fundamental Football Skills in Physical Education? Conducting an Analysis in the Elementary School Context

Objectives. The study aimed to examine the influence of Teaching Game for Understanding (TGfU) and Problem-Based Learning (PBL) learning models on the elementary school students’ fundamental football skills in physical education. Materials and methods. This study is classified as experimental research. The research design used was quasi-experimental. A total of 46 elementary school students aged 10-11 years were the samples in this study. Of the 46 samples, 23 received the PBL learning model, whereas 23 received TGfU learning. Results. The research findings showed that: (1) there was a significant influence of the PBL learning model on fundamental football skills in physical education, with a p-value of 0.000 &lt; 0.05; (2) the TGfU learning model demonstrated a substantial effect on fundamental football skills, with a p-value of 0.000 &lt; 0.05; (3) a significant difference was observed between the PBL and TGfU learning models on fundamental football skills with a p-value of 0.000 &lt; 0.05, and the difference between the two groups was 10.69. Conclusions. According to the results obtained, the PBL and TGfU learning models have a positive influence on fundamental football skills.

An Adapted Physical Activity Program for Adolescents with an Intellectual Disability: An International Classification of Functioning, Disability, and Health Perspective.

The International Classification of Functioning, Disability, and Health (ICF) offers a comprehensive bio-psycho-social model for evaluating the multifaceted needs of individuals with disabilities. While its adoption in healthcare settings is widespread, its utilization within the domain of physical activity interventions, particularly for adolescents with intellectual disabilities (IDs), remains insufficiently explored. This study rigorously examines the efficacy of a 6-month ICF-based Adaptive Physical Activity (APA) intervention on the development of fundamental motor skills (FMSs), improvements in physical fitness (PF), and enhancements in quality of life (QoL) among adolescents with ID. A total of thirty-eight adolescents were randomly allocated into either an intervention group (IG), which participated in the tailored APA program, or a control group (CG), which received standard physical education. The findings demonstrated statistically significant improvements in the IG's test of gross motor development (TGMD) total, locomotor, object control, and QOL scores relative to the CG (p < 0.001, η² = 0.330, 0.249, 0.224, and 0.439, respectively). Furthermore, substantial gains were observed in PF measures, including upper and lower limb strength as well as cardiorespiratory fitness (p < 0.001, η² = 0.254, 0.351, 0.176). Strong positive correlations were noted between FMS, PF, and QoL (r = 0.34-0.71, p < 0.05). This study underscores the importance of tailoring physical activity programs for adolescents with ID, offering insights into the relationships between FMS, PF, and QoL, and guidance for future interventions aimed at improving health outcomes in this population.

Referral pathway and competency profiles of primary care physiotherapists and kinesiologists for physical activity interventions for diabetes: a modified Delphi study

BackgroundHigh quality diabetes care is an essential service in primary care settings since the prevalence and associated complications of diabetes is increasing. Physical activity is effective for the prevention and management of diabetes yet is underutilized in diabetes care. Exercise professionals have specialized skills to deliver physical activity interventions, but effective interprofessional collaboration for diabetes care requires role clarity. This study established the competencies of entry-level physiotherapists and kinesiologists for physical activity interventions for diabetes care in primary care settings and used these competencies to develop clinical tools to promote role clarity in interprofessional care teams.MethodsWe used a modified Delphi process. Eleven physiotherapy and three kinesiology subject matter experts participated in two rounds of Delphi surveys to develop discipline and context specific competencies. These competencies were used to draft competency profiles and a referral pathway tool. Eleven of the participants then participated in a focus group for member-checking of the tools. Descriptive statistics and content analysis were used to analyze quantitative and qualitative data respectively.ResultsThe modified Delphi process resulted in 38 physiotherapy and 27 kinesiology competencies that identify the distinct roles of physiotherapists and kinesiologists in delivering physical activity interventions for diabetes care. The physiotherapy competencies describes their unique role in supporting people with all types of diabetes to engage in physical activity despite complex medical or physical barriers. The kinesiology competencies indicate where these professionals may require additional training, especially when working with people living with type 1 diabetes or who are pregnant. All developed tools had good face validity and were seen to be potentially useful tools by the subject matter experts.ConclusionsThe findings highlight that both physiotherapists and kinesiologists have fundamental skills and abilities to deliver physical activity interventions to people living with diabetes, but that different exercise professionals may be needed depending on the complexity of the clinical profile. The developed clinical tools support improved interprofessional collaboration by clarifying physiotherapy and kinesiology roles in delivering physical activity interventions for diabetes care and highlighting how the two distinct professions can contribute to addressing the growing diabetes epidemic in primary care.

Enhancing Creativity: The Impact of Multilingualism on Creative Arts Instruction and Expression in South African Schools

Teachers heavily rely on the dominant language of instruction—a spoken and written mode of communication—rather than expressing creative art forms through actions, signs, symbols, and other means. The reliance on monolingual forms of instruction to teach these art forms may diminish their efficacy. This research thus aimed to optimise the use of multilingualism in the context of Creative Arts and expression. Teachers teach Creative Arts with the aim of equipping learners with fundamental knowledge and skills in the arts, thereby fostering creativity, imagination, and appreciation for artistic activities. Multilingualism also entails using the human senses to see, understand, and navigate the various symbolic worlds humans encounter. The study adopted a transformational paradigm based on qualitative participatory research, focusing on ten eighth-grade learners purposefully selected from a particular school. Semiotics, the study of signals and the epistemology of their presence in society, served as the theoretical foundation for the research. The researcher collected data through focus groups and observations and then used a narrative analysis method for analysis. The findings revealed that limitations such as insufficient instructional time, a lack of training and linguistic dominance, a lack of resources, and limited preparedness impede the effective use of multilingual instructional methodologies. The researcher concludes that compulsory incorporation of semiotics in Creative Arts instruction may be crucial in fostering creative thinkers who cannot only express creative practices in a conventional manner but also use their talents in other domains, such as animation in creative practice. Keywords: Multilingualism, Creative Arts, Semiotics, Transformational Paradigm, Participatory Research.

Developing Conceptual Framework for Life Skills: The Employability Requisite in the Hospitality Industry

New generation needs fundamental life skills in order to achieve their full potential. Life skills also known as psychosocial competencies are considered essential for employability, social inclusion, and individual growth. This study has a twofold objective, firstly it makes a distinction between the terms skills, life skills, soft skills and competencies as these terms often overlap in the literature reviewed; secondly, the study also explores whether life skills are required by graduates for employability in the hotel/hospitality industry. A critical review of the extant literature on soft skills, employability skills, competencies and employer’s expectations with an emphasis on soft skills, from different sources, was conducted. A psychosocial competency framework was established. It was determined that the three domains of psychosocial competencies – the personal, social and cognitive domains impact job performance. Finally, a framework for life skills for employability was conceptualized for the hotel industry. This study contributes to the existing knowledge by developing a strong foundation of life skills. Individuals will be able to develop employability skills needed for the job. The study also gives the scope for an academia – industry interface for developing a life skills customer centric curriculum as it is a futuristic requirement for enhancing employability. Key Words: Life skills, Soft skills, Competencies, Employability, Hotel Industry, Conceptual frame work.

Implementing Vocabulary Journals through Digital Narrative Text for EFL Secondary Students in Learning General Vocabulary

Four fundamental language skills such as listening, speaking, reading, and writing are important skills for EFL secondary school students to develop it. Learning English requires fundamental knowledge of vocabulary since it influences these abilities greatly. However, vocabulary instruction is often overlooked in traditional language learning strategies. On the other hand, the use of digital narrative texts, such as videos, provides a modern approach to facilitating students in general vocabulary learning. This study explores the integration of vocabulary journals with digital narrative texts to enhance vocabulary acquisition among EFL secondary students specifically in junior high school students. This study used action research and involved 25 students from a junior high school in Karawang. Data collection methods included vocabulary journal logs, observations, interviews, and reflective journals. The findings revealed that vocabulary journals significantly assist students in understanding and retaining new vocabulary, enhancing overall language comprehension. Students expressed positive attitudes towards this method, highlighting its engaging and interactive learning strategy. This study concludes that combining vocabulary journals with digital narrative texts effectively supports vocabulary acquisition, making learning more enjoyable and impactful. This approach fosters deeper understanding and long-term retention of vocabulary, improving students' language skills and academic performance. The findings suggest that this innovative strategy could be beneficial in educational settings.

The Role of NGOs in Health Capacity Building for Organizational Staff and Volunteers in Myanmar

The role of non-governmental organizations (NGOs) in health capacity building for trained community volunteers in Myanmar, a Least Developed Country (LDC) is significantly noteworthy. The study highlights the training programs and initiatives conducted by NGOs in areas such as sexual and reproductive health and rights (SRHR) and Gender-Based Violence (GBV) prevention, addressing critical needs in family planning, maternal health, GBV prevention, and the prevention of TB, HIV/AIDS, and other infectious diseases. The training programs and packages are designed to equip healthcare providers and community volunteers with fundamental skills, thereby enabling them to effectively address the health issues facing by the community especially among the vulnerable population. The study also points to the effective use of participatory learning methods by NGOs, such as interactive workshops, role-plays, case studies, and group discussions, which actively engage participants and promote an environment conducive to collective learning and knowledge sharing. Furthermore, through FGD, it was found that NGO interventions contribute to positive changes in health behaviors, such as increased awareness of preventive measures and adoption of healthier lifestyles.

Effect of Functional Training on Fundamental Motor Skills Among Children: A Systematic Review

ObjectivesFundamental motor skills (FMS) are the foundation of children’s movement, requiring tailored training and guidance for development. As an emerging training method, functional training is optimistic in promoting the development of children’s fundamental motor skills. However, current studies have not assessed the effect of functional training on fundamental motor skills. This review aims to address this gap by evaluating the effects of functional training on fundamental motor skills. DesignA search was conducted in five databases: PubMed, Scopus, ProQuest, Web of Science, and SPORT Discus, from January 2000 to June 2023. MethodThis search followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. ResultsThe results of the search identified a total of twenty-six articles. Improvements were primarily demonstrated in the three main areas of fundamental motor skills: locomotor skills (n = 17), balance skills (n = 10), and object control skills (n = 2). ConclusionsThe results suggest that functional training programs can improve children’s fundamental motor skills. Existing evidence also concludes that functional training significantly impacts locomotor and balance skills, whereas further research is required to confirm its positive effects on object control skills.

Cognitive health outcomes of fundamental motor skill applications in children through cooperative learning method

BackgroundPrevious research has suggests that cooperative learning methods and the development of fundamental motor skills support children's cognitive development, and further studies covering various aspects are recommended. In this study, as an alternative to traditional physical education classes including fundamental motor skill activities, we investigated the impact of cooperative learning methods incorporating these skills on children's visual-motor integration and selective attention.MethodsA total of 60 boy children in the 10–11 age range were included in the study. Groups; classical method (10.95 ± 0.58age), and cooperative learning group (10.91 ± 0.42age). The study spanned a total of 24 physical education class hours. While the classical method group continued to attend physical education lessons with an FMS-based prepared program for 8 weeks, cooperative learning group participated in an FMS-based program prepared according to the cooperative learning method (40min/3days/8weeks).At the beginning and end of the study, children underwent the Bender-Gestalt test and the d2 test of attention.ResultsWithin-group pre-post test comparisons revealed improvement in visual-motor integration and selective attention for both the classical method and cooperative learning groups. In between-group post-test comparisons, the cooperative learning group demonstrated greater improvement in visual-motor integration and selective attention parameters compared to the classical method.ConclusionThe results support increasing the inclusion of fundamental motor skill activities in physical education classes and advocating for the use of cooperative learning methods in these classes. Enhancements in visual-motor integration and selective attention may contribute to children forming quality relationships, enjoying activities, learning stress management, and developing as a group.

Effects Of Fundamental Movement Skills Training In Children With ADHD

Effects Of Fundamental Movement Skills Training In Children With ADHD

Effects Of Physical Exercise On Fundamental Movement Skills And Executive Functions In Children With ASD

Effects Of Physical Exercise On Fundamental Movement Skills And Executive Functions In Children With ASD