Global Motor Skills Research Articles

Differences in the Development of Motor Skills in Portuguese Children Aged 12 Months after 3 Years of COVID-19 Confinement.

(1) Background: The objective of the study was to verify the effects of COVID-19 confinement on motor skills through a longitudinal study in Portuguese children who were one year old at the beginning of the pandemic. (2) Methods: The sample consisted of 88 children of both sexes, in the pre-COVID-19 assessment, they were 13.31 ± 2.4 months old and in the post-COVID-19 assessment, the same children were already 49.31 ± 2.5 months old. Motor skills were assessed using the PDMS-2 scales. For the statistical analysis, the Kolmogorov-Smirnov test was used to test normality, and the Wilcoxon test was used to compare the results of the two assessments in the same sample. (3) Results: There were statistically significant differences in all motor skills assessed, with children presenting, on average, worse results in all global motor skills in the post-COVID-19 assessment, as opposed to fine motor skills, showing better results in the post-COVID-19 assessment. (4) Conclusions: These results show the negative impact of the pandemic on children evaluated with a special emphasis on global motor skills, with the majority demonstrating values considered below average for their age, noting that the pandemic protocols may have had serious consequences on children's motor development, warning professionals who deal daily with children in these age groups about the importance of stimulating global motor skills.

Linguistic and motor profiles in preschool and school-age children with an older sibling with autism spectrum disorder.

This study examines receptive-expressive language, gross-fine motor skills, and IQ abilities in 78 children, 43 children with an older sibling with autism spectrum disorder (Sibs-ASD) and 35 children with an older sibling with typical development, ranging from 4 to 11 years of age. Depending on age, both groups were divided in preschool and school groups. The results show that more than 76% of Sibs-ASD performed at least one language and/or motor skill under 25th percentile. Significant differences were described at preschool stage in three aspects: grammatical comprehension, ball skills, and global motor skills. At school age, significant differences were found in two aspects: expressive language, and ball skills. Some differences seem to decrease over time; meanwhile others seem to increase; and others remain stable. Thus, it seems that vulnerability continues in unaffected Sibs-ASD and suggest that this population may benefit from continued screening and monitoring into the preschool and school-age stages.

STATE OF THE ART OF PSYCHOMOTOR EDUCATION AT THE PRESCHOOL LEVEL IN THE COMMUNE OF PORTO-NOVO IN BENIN

<p><strong>Context</strong>: In general, well-conducted psychomotor activities promote harmonious development and have a positive impact on children's health. These activities also condition the acquisition and improvement of the child's global motor skills. In the Commune of Porto-Novo, incomplete motor skills are observed among primary school children in both the public and private sectors. This is why the present study aims to investigate the causes of this observation in kindergarten in order to propose approaches to remedy it. <strong>Materials and Method</strong>: Twenty-seven (27) teachers from both public kindergartens with at least 100 pupils (15) and private kindergartens with at least 70 pupils (12) were randomly selected. They were grouped according to spontaneous, hidden and evoked interventions. Spontaneous and hidden interventions represent practices that are not conducive to children's psychomotor development, whereas evoked intervention was found to be the best option for promoting children's psychomotor development. Data were collected through individual semi-directive interviews and open observation in the classrooms. These data were analyzed and the percentages were compared. <strong>Results</strong>: Only 8 teachers (29.63%) practiced an evoked intervention. However, 19 teachers (70.37%) practiced either spontaneous (11) or covert (8) intervention. The comparison of these observed percentages shows a significant difference (p<0.05) at the 5% risk. <strong>Conclusion</strong>: The incomplete achievements observed at the primary level are due to the lack of space, and teaching materials and especially to the lack of knowledge of the concept of psychomotricity and its implications. Initial training that deviates from these requirements does not seem to be conducive to the harmonious psychomotor development of kindergarten children.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0906/a.php" alt="Hit counter" /></p>

Psychomotor semiology in depression: a standardized clinical psychomotor approach

BackgroundAlthough psychomotor symptoms are associated with the clinical symptomatology of depression, they are rarely assessed and standardized clinical evaluation tools are lacking. Psychomotor retardation is sometimes assessed through direct patient observations by clinicians or through a clinical observation grid, in the absence of a standardized psychomotor assessment. In this pilot study, we evaluated the feasibility of standardized psychomotor examination of patients with major depressive disorder (MDD) and detailed a psychomotor semiology in these patients.MethodsWe used a standardized psychomotor assessment to examine 25 patients with MDD and 25 age- and sex-matched healthy controls (HC) and compared their psychomotor profiles. Using standardized tests, we assessed muscle tone and posture, gross motor skills, perceptual-motor skills, and body image/organization. Clinical assessments of depressive symptoms (levels of psychomotor retardation, anxiety, and self-esteem) comprised this detailed psychomotor examination.ResultsAll participants were examined using the standardized psychomotor assessment. The main results of the psychomotor examination highlighted low body image of MDD participants (p < 0.001). Significant differences between groups were found in passive muscle tone, posture, emotional control, jumping, manual dexterity, walking, and praxis. Among these psychomotor variables, body image, passivity, jumping and rhythm scores predicted an MDD diagnosis.ConclusionsBeyond the psychomotor retardation known to be present in MDD patients, this examination revealed an entire psychomotor symptomatology characterized by elevated muscle tone, poor body image associated with poor self-esteem, slowness in global motor skills and manual praxis, and poor rhythmic adaptation.In light of these results, we encourage clinicians to consider using a standardized tool to conduct detailed psychomotor examination of patients with depressive disorders.Trial registrationClinicalTrials.gov identifier: NCT04031937, 24/07/2019.

The Use of Virtual and Computational Technologies in the Psychomotor and Cognitive Development of Children with Down Syndrome: A Systematic Literature Review.

Individuals with Down syndrome (DS) have numerous comorbidities due to trisomy 21. However, virtual reality-based therapy (VRT) has been used nowadays as a learning and visual motor tool in order to facilitate the development and learning process of this group. The aim of this article was to carry out an integrative review of the literature on the use of virtual and computational technologies in the stimulation of children with DS. A search was carried out according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) through single key words or their combinations using AND or OR operators: “Down syndrome” AND (“development” OR “cognition” OR “visomotor” OR “digital game” OR “virtual reality”). Eventually, 18 articles were included in our review. The games used in the research were able to stimulate, through the visual field, global motor skills, balance, body scheme and spatial organization, in addition to the learning of mathematical concepts, in order to directly influence the autonomous life activities, language skills, social skills and educational aspects of people with DS. Electronic games contribute to the teaching-learning relationship and stimulate neuropsychomotor and cognitive functions and development in children with DS.

Psychometric Properties of a French-Canadian Version of the Test of Gross Motor Development – Third Edition (TGMD-3): A Bifactor Structural Equation Modeling Approach

ABSTRACT The objective was to assess the psychometric properties of a French-Canadian version of the third edition of the Test of Gross Motor Development (TGMD-3). Participants were 127 French-speaking Canadian children. Results supported the validity-reliability of a bifactor exploratory structural equation modeling representation of the TGMD-3. Additionally, results supported a lack of differential item functioning as a function of age, body mass index (BMI), physical activity/sport practice (PA/SP), and sex. Finally, latent mean differences showed that: (a) older children score lower on specific skills and higher on the global motor skills factor than younger children; (b) children with a higher BMI score lower on locomotor skills than children with a lower BMI; (c) children with higher weekly frequency of PA/SP score higher on the global motor skills factor than children with a lower weekly frequency of PA/SP; and (d) boys score higher on ball skills and lower locomotor skills than girls.

Improvement of the functional recovery of the upper limb in hemiplegic patients by the use of the technique of induced stress therapy

Objectives: To investigate the effects of the induced stress therapy technique in functional recovery of the upper limb in hemiplegic patients. Methods: We conducted a longitudinal study that consisted in following the evolution of the functional recovery of the upper limbs of 60 hemiplegic subjects of the center for physical disabilities of Kinshasa subjected to a program of induced stress therapy for a period of six months from April 2018 to October 2018. The Fugl Meyer scale and Action Research Arm test allowed us to see the effects of this treatment. The parametric t test of student allowed us to compare the averages before and after the treatment.Results: After 6 months of the study, the results of our cases showed a very significant difference between the mean values of global motor skills scores at Action Research Arm between the beginning (51 ± 21%) and the end of treatment (64 ± 20%; p &amp;lt; 0.05). The difference in mean values at the Fugl Meyer scale was also very significant, both at overall scores and under-scores (p &amp;lt; 0.05). There is a very significant difference between older and younger patients compared to the mean values of their overall scores on the motor and independence scales (p &amp;lt; 0.05).Conclusions: We found that induced stress therapy significantly improved the level of functional recovery and autonomy at the Action Research Arm and Fugl Meyer scales. In addition, this improvement was a little slower in the hand than in the other segments of the upper limb.

Desenvolvimento Motor da criança: Relação entre Habilidades Motoras Globais, Habilidades Motoras Finas e Idade

El presente estudio sobre el desarrollo Motor del niño en los primeros meses de vida, tuvo como objetivo verificar la relación entre las Habilidades Motoras Globales, las Habilidades Motoras Finas y la Edad de los niños. Para ello, desarrollamos un estudio de naturaleza cuantitativa, con una muestra de 405 niños de edades comprendidas entre los 12 y los 46 meses, de ambos géneros. Los instrumentos utilizados en el estudio fueron las Peabody Developmental Motor Scales-2 (PDMS-2). En términos globales los resultados indican que existe una tendencia a correlaciones positivas entre las variables Edad, Habilidades Motoras Globales y Habilidades Motoras Finas, resaltando la correlación positiva moderada (p≤0.05, r2=0.265, 0.5≤ r ≤ 0.7) entre la Edad y la Motricidad Fina a su vez una pequeña correlación positiva (p≤0.05, r2=0.217, 0.1≤ r ≤ 0.3) entre la Edad y la Motricidad Global. Podemos así constatar, una mejora de esas habilidades a medida que los niños crecen, evidenciando mejores resultados en la Motricidad Fina. Los resultados obtenidos sugieren la importancia de la relación entre la edad y las habilidades motoras, enfocando la necesidad de desarrollar con más énfasis las Habilidades Motoras Globales. The present study on motor development of the child in the first months of life, at verifying the relationship between Global Motor Skills, Fine Motor Skills and the Age of children. For this purpose, we developed a quantitative study, with a sample of 405 children between the ages of 12 and 46 months of both genders. The instruments used in the study were the Peabody Developmental Motor Scales-2 (PDMS-2). Overall, the results indicate that there is a tendency for positive correlations between the variables Age, Global Motor Skills and Fine Motor Skills, emphasizing the moderate positive correlation (p≤0.05; r2=0.265; 0.5≤ r ≤ 0.7) between Age and Fine Motricity in turn a small positive correlation (p≤0.05; r2=0.217; 0.1≤ r ≤ 0.3) between Age and Global Motricity. We can thus see an improvement of these abilities as children grow, evidencing better results in Fine Motor. The results suggest the importance of the relationship between age and motor skills, focusing on the need to develop with more emphasis the Global Motor Skills. O presente estudo sobre o desenvolvimento Motor da criança nos primeiros meses de vida, teve como objetivo verificar a relação entre as Habilidades Motoras Globais, as Habilidades Motoras Finas e a Idade das crianças. Estudo transversal, com uma amostra de 405 crianças com idades compreendidas entre os 12 e os 46 meses, de ambos os géneros. Os instrumentos usados no estudo foram as Peabody Developmental Motor Scales-2 (PDMS-2). Em termos globais os resultados indicam que existe uma tendência para correlações positivas entre as variáveis Idade, Habilidades Motoras Globais e Habilidades Motoras Finas, salientando a correlação positiva moderada (p≤0.05; r2=0.265; 0.5≤ r ≤0.7) entre a Idade e a Motricidade Fina, e uma correlação positiva pequena (p≤0.05; r2=0.217; 0.1≤ r ≤ 0.3) entre a Idade e a Motricidade Global. Podemos assim constatar, uma melhoria destas habilidades à medida que as crianças vão crescendo, evidenciando melhores resultados na Motricidade Fina. Os resultados obtidos sugerem a importância da relação entre a idade e as habilidades motoras, focando a necessidade de desenvolver com mais ênfase as Habilidades Motoras Globais.

A systematic review of randomized and case-controlled trials investigating the effectiveness of school-based motor skill interventions in 3- to 12-year-old children.

Research suggests that children identified with impaired motor skills can respond well to intensive therapeutic interventions delivered via occupational and physical therapy services. There is, however, a need to explore alternative approaches to delivering interventions outside traditional referral-based clinic settings because limited resources mean such health services often struggle to meet demand. This review sets out to systematically assess the evidence for and against school-based interventions targeted at improving the motor skills of children aged between 3 and 12 years old. Five electronic databases were searched systematically (AMED, CINAHL, Cochrane, Medline, and PsycINFO) for peer-reviewed articles published between January 2012 and July 2018. Studies were eligible if they implemented a school-based motor skill intervention with a randomized or case-controlled trial design that objectively measured motor skills as an outcome, which were not specific to an athletic or sporting skill. Participants had to be aged between 3 and 12 years old and free from neurological disorders known to affect muscle function. Risk of bias was assessed using the Cochrane risk of bias tool. Twenty-three studies met the inclusion criteria. These studies encompassed interventions targeted at training: fundamental movement skills, handwriting, fine, and global motor skills. The majority of these studies reported beneficial impact on motor function specifically, but some interventions also assessed subsequent impacts on activity and participation (but not well-being). A number of the studies had methodological shortcomings that means these results need to be interpreted with caution. Schools appear to be an effective setting for motor skill interventions, but the extent of benefit likely depends on the type of intervention. Moreover, confirmation is needed as to whether benefits extend beyond motor function into everyday activities, participation, and well-being. Future research should include follow-up measures to assess the longer term efficacy of school-based interventions.

Motor skill delays in pre-school children with leukemia one year after treatment: Hematopoietic stem cell transplantation therapy as an important risk factor.

CNS-directed therapies for the treatment of leukemia can adversely affect the acquisition of new skills, such as reading/writing and math. Two years after the end of treatments, children show gross and fine motor skill delays that may persist even when patients are considered healed. The goal of the present study was to assess motor skills difficulties in pre-school children with leukemia one year after treatment. Particular attention has been paid to those patients who had undergone Hematopoietic Stem Cell Transplantation (HSCT) and to the relationship between motor delays and age bands. Participants were 60 children (median age of 5; inter quartile range: 3.07–5.76), including 31 females and 29 males, 91.7% of them were affected by acute lymphoblastic leukemia (ALL), and 8.3% by acute myeloid leukemia (AML). Five children had undergone HCST. Parents were interviewed by Vineland Adaptive Behavior Scales (VABS) on children’s motor skills and filled in the Italian Temperament Questionnaire (QUIT). VABS’s total scores were converted into equivalent mental age scores (EMA). A score difference of at least three months between current age and equivalent mental age was considered a developmental delay. Non-parametric analyses were run to understand if HSCT treatment and a specific age band influence children’s motor skills. Significant delays were found in global motor skills (56.7%) as well as in fine and gross motor domains. Mann Whitney U tests showed that children with HSCT were reported to have lower gross motor mean ranks (U = 62; p = 0.004; Mean rank = 15.40) than peers without HSCT (Mean rank = 31.87) and lower mean rank values on motor temperament scale (U = 9; p = 0.003; HSCT Mean rank = 4.75 versus no HSCT Mean rank = 27.81). Kruskal Wallis’ tests identified the high risk treatment showing that HSCT experience negatively impacted the motor skills and temperamental motor activity of pre-school children one year after the diagnosis of leukemia.

Analysis of psychomotor development and level of physical activity of children with extracurricular physical activities

Objective: The objective was to evaluate the psychomotor development in the areas of global motor skills, balance and body structure and level of school extracurricular physical activity. Method: The sample consisted of 30 individuals of both sexes from 6 to 10 years old, divided into two groups: Active Extracurricular Group and Sedentary Extracurricular Group. Data collection included the characterization of the subjects, anthropometric data, and the tests Development Scale Motor and the IPAQ short version. The variables were expressed as frequencies and proportions, the normality was tested with the Shapiro-Wilk test. Student t test was used to determine the statistical significance of normal data and Mann Whitney test for the non-normal data. Statistical significance was set at p0.05. Results: The classification of BMI / age of both groups was eutrophic (53.3%) and the remainder (46.6%) were overweight. The sedentary group had better results in overall motor development, and the active group in balance and body scheme. Conclusion: The children who engage in extracurricular physical activity showed better development in balance and body structure, when compared to those that do not

Efeitos de atividades psicomotoras no desenvolvimento motor de pré-escolares de cinco anos de idade

Introdução: crianças pré-escolares estão em fase de aquisição e aperfeiçoamento de habilidades motoras. Objetivo: avaliar o efeito de atividades psicomotoras na motricidade fina e global, equilíbrio, esquema corporal e organização espacial e temporal em pré-escolares. Método: participaram 16 crianças (oito meninos), de cinco anos de idade, escolhidas por conveniência em uma escola municipal. Para a avaliação psicomotora utilizou-se a Escala de Desenvolvimento Motor (EDM). Após a avaliação inicial foram realizadas 18 sessões de 60 minutos de atividades psicomotoras, duas vezes por semana, seguidas da reavaliação. Resultado: Na avaliação inicial, as crianças apresentaram classificação variando entre normal baixo, médio e alto nas provas da EDM. Na reavaliação a classificação variou entre normal médio e alto, nível superior e muito superior. Houve melhora significativa na motricidade fina, motricidade global, equilíbrio e organização temporal (p

Une mallette de jeux du pédiatre : exemple d’un outil de base pour l’approche du développement global chez l’enfant entre zéro et quatre ans

The South and West Francilien Pediatric Network (Réseau Pédiatrique du Sud et Ouest Francilien [RPSOF]) has established a protocol for the developmental follow up of infants inspired by the existing developmental scales adapted to the current practice of out patient consultation. The consultation described here collects a set of very simple objects and trade toys that are a support for a qualitative exploration of the development for the infants of less than 4years of age. Different fields are taken into account: global motor skills, hand-eye coordination, manipulation and construction, communication and language, attentional capacity, relational and social behaviour. The time of exchange and play between the paediatrician and the infant allows a first detection of possible problems: the orientation towards a specialized professional for a consultation, a standard check-up or even a therapeutic care becomes easier and clearer. This playful environment also offers a space for the parents, and supports their participation as primary role players in the development of their child. This time, integral part of the consultation, is completed by the somatic examination and sensory screening tests. At present reserved for children identified as being at risk, this type of consultation could be universalised for all infants.

Weight status and gender-related differences in motor skills and in child care - based physical activity in young children

BackgroundOver the last decades, a decline in motor skills and in physical activity and an increase in obesity has been observed in children. However, there is a lack of data in young children. We tested if differences in motor skills and in physical activity according to weight or gender were already present in 2- to 4-year-old children.MethodsFifty-eight child care centers in the French part of Switzerland were randomly selected for the Youp'là bouge study. Motor skills were assessed by an obstacle course including 5 motor skills, derived from the Zurich Neuromotor Assessment test. Physical activity was measured with accelerometers (GT1M, Actigraph, Florida, USA) using age-adapted cut-offs. Weight status was assessed using the International Obesity Task Force criteria (healthy weight vs overweight) for body mass index (BMI).ResultsOf the 529 children (49% girls, 3.4 ± 0.6 years, BMI 16.2 ± 1.2 kg/m2), 13% were overweight. There were no significant weight status-related differences in the single skills of the obstacle course, but there was a trend (p = 0.059) for a lower performance of overweight children in the overall motor skills score. No significant weight status-related differences in child care-based physical activity were observed. No gender-related differences were found in the overall motor skills score, but boys performed better than girls in 2 of the 5 motor skills (p ≤ 0.04). Total physical activity as well as time spent in moderate-vigorous and in vigorous activity during child care were 12-25% higher and sedentary activity 5% lower in boys compared to girls (all p < 0.01).ConclusionsAt this early age, there were no significant weight status- or gender-related differences in global motor skills. However, in accordance to data in older children, child care-based physical activity was higher in boys compared to girls. These results are important to consider when establishing physical activity recommendations or targeting health promotion interventions in young children.

Evolução motora de paciente com mucopolissacaridose tipo 1

OBJETIVO: Relatar os aspectos funcionais de uma criança com mucopolissacaridose tipo 1, descrevendo suas principais alterações após breve tratamento fisioterapêutico. DESCRIÇÃO DE CASO: Criança com 34 meses, portadora de mucopolissacaridose tipo 1 iniciou tratamento fisioterapêutico, duas vezes por semana, durante 50 minutos, sendo avaliada mensalmente por meio das atividades propostas pela Escala de Desenvolvimento Motor (EDM), que analisa a motricidade fina e global, o equilíbrio, o esquema corporal e a organização temporal e espacial. Na primeira avaliação, a criança apresentava-se com 34 meses de idade cronológica e 18 meses de idade motora geral, com melhor pontuação no item organização espacial, segundo a EDM. Após quatro meses, a idade motora geral era de 20 meses; porém, houve melhora da motricidade global. COMETÁRIOS: A análise das atividades funcionais do paciente relatado demonstrou atraso no desenvolvimento motor. A intervenção terapêutica possibilitou evolução favorável, principalmente na motricidade global, mesmo tratando-se de um portador de doença evolutiva.