Gross Motor Skills In Children Research Articles

Estímulos domiciliares e características ao nascimento de crianças com síndrome de Down

Este é um estudo quantitativo e descritivo realizado entre 2018 a 2019, que tem como objetivo descrever as características de nascimento e estímulos domiciliares de crianças com síndrome de Down. O questionário utilizado para coletar informações sobre o ambiente domiciliar da criança foi o Affordances in the Home Environment for Motor Development Self-Report (18 aos 36 meses), através de entrevista, e um questionário de anamnese. Participaram cinco mães e suas crianças com síndrome de Down. As crianças tinham média de 31 meses (±3,78) e, todas realizaram cirurgias. Verificou-se que todas as crianças apresentaram médias e altas oportunidades. O espaço interior e a variedade de estímulos foram os únicos itens em que todas as crianças receberam pontuação muito boa. A motricidade fina e grossa das crianças foi classificada como fraca. O ambiente domiciliar possuía estímulos importantes para o desenvolvimento das crianças. O ambiente é importante para o crescimento e desenvolvimento da criança com Down, assim como a participação na estimulação pelos pais e outros adultos ao redor.

Gross motor skill development is similar in children post Ponseti casting for congenital talipes equinovarus compared to typically developing children: a systematic review.

This review aimed to investigate gross motor skill development in children with congenital talipes equinovarus (CTEV) following the Ponseti method of casting and bracing. Summary of evidence revealed through a systematic search of electronic databases completed in May 2019. A Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement was used to report and conduct the study. The McMaster Critical Review Form was used to critically appraise included studies and a descriptive synthesis of the results is reported. Inclusion criteria for studies included participants aged above 4 years, with a diagnosis of CTEV, treated via the Ponseti method and followed up with valid gross motor outcome measures. The comparator was a control group of typically developing children, or reference data. The searches resulted in 619 unique articles. Eight studies (retrospective cohort/case control studies) met inclusion criteria. There were nine different outcome measures used with 29 domains being relevant to this review. Synthesis of the findings found no significant difference between the gross motor skills of children with CTEV treated with Ponseti and typically developing children. The balance domains of three measures were consistently lower for the CTEV group versus controls/normative data. Yet, it is still demonstrated that most gross motor skills are within the typically developing range. It must be considered, however, that there is a spectrum of severity of CTEV and overall gross motor function should be monitored.

Bidirectional relationships of physical activity and gross motor skills before and after summer break: Application of a cross-lagged panel model

BackgroundGross motor skills are postulated to have a bidirectional relationship with physical activity (PA); however, no study has tested this relationship before and after a summer break. The purpose of this study was to examine the bidirectional relationships between school PA and gross motor skills in children before and after a summer break. MethodsParticipants were a sample of 440 children recruited from 3 low-income schools (age = 8.9 ± 1.2 years, mean ± SD). PA was assessed as average school-day step counts using Yamax DigiWalker pedometers (Yamasa Tokei Keiki, Tokyo, Japan) worn for 5 consecutive school days. Gross motor skills were assessed using the Test for Gross Motor Development, 3rd edition. Data were collected at 2 timepoints: at the end of spring semester (T1) and at the beginning of the subsequent fall semester (T2). An age- and body mass index-adjusted cross-lagged model was employed to relate T1 school step counts with T2 gross motor skills and T1 gross motor skills with T2 school step counts. ResultsT1 gross motor skills significantly predicted T2 school step counts (β = 0.24, 95 % confidence interval (95%CI): 0.08–0.40, p = 0.003); however, T1 school step counts did not predict T2 gross motor skills (β = 0.04, 95%CI: –0.06 to 0.14, p = 0.445). The model explained 35.4% and 15.9% of the variances of T2 gross motor skills and T2 school step counts, respectively. Additional analyses indicated that these relationships were driven primarily by ball skills. ConclusionThe relationship between gross motor skills and school PA was not bidirectional; however, higher gross motor skills, specifically ball skills, predicted higher school PA after a 3-month summer break.

Predicting Gross Motor Skills In Children: Data From The 2012 NHANES National Youth Fitness Survey

Predicting Gross Motor Skills In Children: Data From The 2012 NHANES National Youth Fitness Survey

Gross Motor Skills in Children with Cerebral Palsy and Intellectual Disability

Abstract Objectives The aim of this study is to determine the connection of gross motor skills (locomotor skills and object control) and the degree of associated intellectual disability (ID) in children with cerebral palsy (CP). Participants and methods The study sample included 54 children with CP and associated ID age 5 years to 6 years and 11 months. For the assessment of tested skills, The Gross Motor Function Classification System-Expanded and Revised (GMFCS-E&R), Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition (WPPSI-IV) and Test of Gross Motor Development Second Edition (TGMD-2) were used. Results The results of this study indicate better quality of locomotor skills than object control skills in children with CP and associated ID. Children with CP and mild ID have better quality of locomotor skills and object control, than children with CP and moderate ID. Differences between these 2 groups of children are presented relative to GMFCS-E&R levels. Conclusion This study has determined significant interconnection of the quality of gross motor functions and intellectual capacity in preschool children with CP. This should be considered when creating more detailed individual developmental rehabilitation plan in children with CP and associated ID and predict adequate measures of developmental stimulation.

The Effect of a Perceptual-Motor Program Based on Johnstone and Ramon Method on Gross Motor Skills of Children With Visual Impairment: A Randomized Controlled Trial

The Effect of a Perceptual-Motor Program Based on Johnstone and Ramon Method on Gross Motor Skills of Children With Visual Impairment: A Randomized Controlled Trial

Keterampilan Motorik Kasar Anak Usia Dini Ditinjau Dari Jenis Kelamin

Motor skills are physical through coordinated nerve, nerve and muscle center activities that are very important in early childhood growth and development, so training or familiarizing children with gross motor skills through creative play is a stage in supporting their growth and development. However, sometimes what happens when the gross motor skills of children are poorly trained. Therefore this study aims to determine current developments in children's gross motor skills that are reviewed by sex. The research method used was Pre-Experiment Design with One Group Pretest Posttest Design. This research was conducted in PAUD Khoerul Anwar with a population of 12 students in class A. Based on the results of the study and conducting research results showed that the gross motor skills of young children using creative games on boys and girls there were no differences.

Psychometric proprieties of the Test of Gross Motor Development–Third Edition in a large sample of Italian children

ObjectivesThe Test of Gross Motor Development-3 (TGMD-3) evaluates fundamental gross motor skills across two domains: locomotor and ball skills. This study aimed to perform a full psychometric assessment of this test in a large sample of Italian pre- and primary school children. DesignCross-sectional and test-retest study design. MethodChildren N = 5210; mean age years = 8.38, SD = 1.97; % females = 48 completed three trials, including one practice. Only the scores of the two latter ‘formal’ trials were recorded for the evaluation. Factorial validity and measurement invariance of TGMD-3 across age and gender groups and test-retest reliability for the overtime measure consistency were tested. Item response theory analysis further tested single items’ performances. ResultsExplorative and confirmatory factor analyses confirmed the two-factor structure of the TGMD-3. Multi-group confirmatory factor analyses indicated that there were no significant reductions in model adjustments between the configural, metric and structural invariance solutions for gender and age groups. Test-retest results ranged between 0.967 and 0.990 for both skill sets across age groups. Item response theory analysis using a graded response model showed low standard error and high-test information levels covering a wide spectrum range of both locomotor and ball skills. ConclusionsThese results highlight the strong construct validity and reliability of the TGMD-3 to measure gross motor skills in children across gender and age groups. Item response theory analysis evidenced how the performance criteria included in this test cover a wide range of gross the motor skills spectrum. The use of TGMD-3 may inform motor development programs and support curricular decisions in schools.

Differences in Effectiveness of Clogs and Captive Path Games to Improve Gross Motor Skills in Children 4-5 Years

This study aims to determine (1) Effective Clogs game to improve gross motor skills of children aged 4-5 years. (2) Captive Path game is effective in increasing the gross motor skills of children aged 4-5 years (3) There is a difference in the effectiveness of the game of Clogs and Captive Path increases the gross motor abilities of children aged 4-5 years. This research uses a quantitative research design. The analysis of the results of the study was carried out using the parametric statistical approach, which required a normality test, a homogeneity test, and to determine differences in the hypothesis, a T-test was performed on the N-gain score. The results showed that: (1) based on the normality test, the values for pre-test and post-test were greater than 0.05, so the clogs had normal distribution data. Homogeneity test results in pre-test and post-test values greater than 0.05, so clogs have homogeneous data. (2) based on the normality test, the values for the pre-test and post-test are greater than 0.05, then the captive path game has normally distributed data. (3) Based on the T-test on the N-gain Score, the sig value < 0.05 for clogs games concluded that clogs games effectively improve the gross motor skills of children aged 4-5 years while for captive path game produces sig values > 0.05 concluded that the game of captivity ineffective in increasing gross motor skills of children aged 4-5 years.

TINJAUAN TENTANG MOTORIK KASAR MURID TAMAN KANAK-KANAK DHARMA WANITA PAINAN SELATAN KABUPATEN PESISIR SELATAN

Kindergarten Students This study began with the unknown of gross motor skills of young children in the South Painan Kindergarten Dharma Wanita Selatan Pesisir South District. The purpose of this study was to reveal the gross motor skills of early childhood in the kindergarten.
 This type of research is descriptive. The population in this study were 45 people from 20 men and 25 women in the Dharma Wanita Kindergarten in South Painan District. Sampling using a total sampling technique. The gross motor ability assessment instrument is measured in 6 test forms, namely jumping forward with two feet, walking on tiptoes with fingertips, motion of an airplane, throwing a ball with one hand, and catching the ball with two hands. This motion is grouped into 3 categories, namely non-locomotor, locomotor, and manipulative motion abilities by looking at the norm tests for gross motor ability assessment in the form of percentages.
 Based on the analysis of the data obtained from the results of the study of 31 children, a total of 3 children developed very well criteria (BSB), 7 children developed criteria as expected (BSH), 9 children began to develop criteria (MB), and 12 children had criteria developing (BB). Based on the results of the study, it can be concluded that the gross motor skills of children in the South Painan Kindergarten Dharma Wanita South Pesisir South Regency are under-developed criteria (BB).

High-Level Mobility Assessment Tool Normative Values for Children.

Physical therapists need to be able to evaluate high-level gross motor skills of children to determine their capacity to engage in activities such as running, jumping, hopping, and stair climbing. The High-Level Mobility Assessment Tool (HiMAT) has excellent interrater and retest reliability and is less susceptible to a ceiling effect than existing mobility scales in children who are 6 to 17years old and have traumatic brain injury. The purposes of this study were to develop normative HiMAT score ranges for Australian children and to investigate the relationship between children's HiMAT scores and their age, height, weight, and body mass index (BMI). This study used a cross-sectional design. Children included in this study were 5 to 12years old, had no condition affecting their mobility, could follow 2-stage instructions, and had written informed consent from their parent or guardian. A total 1091 children were assessed at their local school, where their height, weight, and HiMAT score were recorded. The relationships between children's age, height, weight, and BMI were summarized using Spearman rank correlations. Truncated regression models were used to determine the most appropriate predictor variable for developing sex-specific normative ranges. There was a positive correlation between children's HiMAT scores and their age, height, weight, and BMI. Age explained the most variability in HiMAT scores for both boys and girls. The reliability, validity, and responsiveness of the HiMAT have not been tested across a broad range of children with mobility limitations. Normative data reported in this study are for Australian children only. HiMAT scores for children in this study increased with age, height, weight, and BMI. Age was the most appropriate variable for developing a normative dataset of HiMAT scores for children of primary school age.

The Effect of Virtual Reality Games on the Gross Motor Skills of Children with Cerebral Palsy: A Meta-Analysis of Randomized Controlled Trials.

This review aimed to systematically evaluate the rehabilitatitive effect of Virtual Reality Games (VRGs) for gross motor skills of children with cerebral palsy (CP), and to give scientific grounds for the formulation of rehabilitation therapy for these children. To this end, the literature in Chinese databases (CNKI and Wanfang Data) as well as the databases of other countries (Web of Science, PubMed, EBSCOhost, Informit, Scopus, Science Direct and ProQuest) from the establishment dates of these databases to June 3rd 2019 was retrieved in order to collect randomized controlled trials with regard to the intervention effect of VRGs and traditional therapy on gross motor skills of children with CP, and the literature was screened as per inclusion and exclusion criteria. The PEDro scale was then used to evaluate the methodological quality of the included literature, and the software Review Manager 5.3 was employed to analyze the combined effect size. As a result, 7 randomized controlled trials and 234 children with CP were included. Meta-analysis showed that VRGs could improve gross motor skills of children with CP. Combined effect size of gross motor skills SMD = 0.37 [95% CI = (0.06, 0.68), p = 0.02)]. In conclusion, the VRG intervention program can enhance gross motor skills of children with CP to some extent. In view of the limitations regarding methodologies and the quality and quantity of the literature in this research, more quality randomized controlled trials are needed so as to draw convincing conclusions of effect of VRG intervention on gross motor skill development of children with CP in future studies.

Association of risk factors with the development of gross motor skills

Introduction:Proper development of gross motor skills in early childhood is considered as an important factor for the child’s development.Objectives:To determine the risk factors that influence the development of gross motor skills in children from 1 to 5 years of age from Neiva, Huila, Colombia.Methods:This was a descriptive, observational, cross-sectional study. The sample was composed of 240 children. The Abbreviated Development Scale (ADS) -3 was used for the assessment of gross motor skills. Furthermore, a questionnaire was designed to assess perinatal (prenatal and postnatal) risks, which was completed by mothers of children who participated in the study.Results:Around 15% of the assessed children in our study presented any risk (10.8%) or suspicion of developmental problems (3.8%) in gross motor skills. This was related to different factors including month of the first pregnancy visit, gestation time, important health conditions of the children and constant falls.Conclusion:The need for both clinical follow-up and implementation of effective health programs for children with delay in motor development should be very relevant.

Associations of School Day Sedentary Behavior and Physical Activity With Gross Motor Skills: Use of Compositional Data Analysis

To examine the relationships among school day sedentary times (SED), light physical activity (LPA), and moderate to vigorous physical activity (MVPA) with gross motor skills in children using Compositional Data Analysis. Participants were 409 children (mean age = 8.4 [1.8] y) recruited across 5 low-income schools. Gross motor skills were assessed using the test for gross motor development—third edition (TGMD-3), and physical activity was assessed using accelerometers. Isometric log-ratio coordinates were calculated by quantifying the relative proportion of percentage of the school day spent in SED, LPA, and MVPA. The associations of the isometric log-ratio coordinates with the TGMD-3 scores were estimated using general linear mixed-effects models adjusted for age, body mass index, estimated aerobic capacity, and school affiliation. A higher proportion of the school day spent in %MVPA relative to %SED and %LPA was significantly associated with higher TGMD-3 total scores (γMVPA = 14.44, P = .01). This relationship was also observed for the ball skills subtest scores (γMVPA = 16.12, P = .003). Replacing %SED and %LPA with %MVPA during school hours may be an effective strategy for improving gross motor skills, specifically ball skills, in low-income elementary school-aged children.

Associations Among School Day Sedentary Behavior, Physical Activity, and Motor Skills: A Compositional Data Analysis

PURPOSE: A novel analytic approach, Compositional Data Analysis (CoDa), has recently been used to analyze physical activity data. CoDa assumes co-dependence among physical activity compositional parts within a time-constrained data analytic framework, which makes it appropriate for assessing and analyzing physical activity behavior during school hours. The purpose of this study was to examine the relationships among school day sedentary times (SED), light physical activity (LPA), and moderate-to-vigorous physical activity (MVPA) with gross motor skills in children using Compositional Data Analysis (CoDa). METHODS: Participants were 409 children (Mean age = 8.4±1.8 years) recruited across five low-income schools. Gross Motor Skills were assessed using the Test of Gross Motor Development - 3rdEdition (TGMD-3) and physical activity was assessed using accelerometers. Isometric Log Ratio coordinates (ILRs) were calculated quantifying the relative proportion of percent of the school day (%) spent in SED, LPA, and MVPA. The associations of the ILRs with the TGMD-3 scores were estimated using general linear mixed effects models adjusted for age, BMI, and estimated VO2Peak. RESULTS: A higher proportion of the school day spent in %MVPA relative to %SED and %LPA significantly associated with higher TGMD-3 total scores (γMVPA= 14.44, P= 0.012). This relationship was also observed for the ball skills subtest scores (γMVPA= 16.12, P= 0.003). A 5% reallocation in % of time spent in SED and LPA to MVPA was independently associated with a 0.48 and 1.74-point increase in ball skills scores, respectively, after controlling for the potential confounders of age, BMI, and estimated VO2Peak. CONCLUSIONS: Replacing %SED and %LPA with %MVPA during school hours may an effective strategy for improving gross motor skills, specifically ball skills, in low-income elementary school-aged children.

Training Mothers to Improve Gross Motor Skills in Children With Cerebral Palsy: A Randomized Controlled Trial

Training Mothers to Improve Gross Motor Skills in Children With Cerebral Palsy: A Randomized Controlled Trial

Effect of Physiotherapy with Visual Tools (Cards) on Gross Motor Skills for Children Aged 4 Years

Background. Motor development delay is a term used to describe children who exhibit insuffcient motor coordination skills in comparison with that expected for their chronological age and intellect. It is important to start physiotherapy, which should be interesting, attractive and motivating as early as possible for children with developmental motor disorders. We expect physiotherapy sessions with visual supports (the cards) to be more effective compared to usual physiotherapy (without visual supports) while dealing with children’s developmental motor disorders. The aim was to evaluate effect of physiotherapy with visual support (the cards) and usual physiotherapy (without visual support) on gross motor skills in children four years of age. Methods. The study was conducted in a sanatorium. Thirty children with motor development delay (age – 4 years) were included in the study. Subjects were randomly divided into two groups: the study group (n = 15) and the control group (n = 15). The study group subjects received physiotherapy with visual support – cards and controls received usual physiotherapy sessions. Motor age, motor coeffcient, balance and muscle tone were assessed before and after intervention. Results. Before physiotherapy motor age in controls was 33.7 ± 1.6 months, in the study group – 33.4 ± 1.6 months. After physiotherapy it increased significantly respectively to 38.33 ± 1.64 and 37.0 ± 2.0 months. Motor coeffcient before physiotherapy in study group was 69.6 ± 3.4, in the control group – 70.3 ± 3.4, after physiotherapy it improved respectively to 75.2 ± 3.2 and 72.5 ± 3.9 (p < 0.05). Balance before physiotherapy in the study group was 35.4 ± 2.2 points, in the control group – 35.1 ± 3.4 points, followed by physiotherapy it signifcantly improved in both groups respectively to 42.2 ± 3.2 and 38.9 ± 3.6 points. Muscle tone before physiotherapy in the study group was 2.3 ± 0.7 points in the control – 2.2 ± 0.7 points, followed by physiotherapy muscle tone did not change signifcantly, and it was respectively 2.1 ± 0.4 and 2.1 ± 0.4 points. Conclusions. Physiotherapy program with visual support (cards) was effective in improving gross motor skills as well as usual physiotherapy (without cards). There were no signifcant differences between two physiotherapy programs in improving gross motor skills in children 4 years of age.Keywords: children, gross motor skills, physiotherapy, method using cards, motor development delay.

The Implementation of Nature-based Learning Models to Improve Children's Motor Skills

The balance between fine and gross motor skills of children is important to be optimally stimulated. The purpose of this study was to determine the effectiveness of nature-based learning models in improving children's motor skills. This study used a quantitative method with a subject of 45 children aged 4-5 years in 3 kindergartens in Sleman Regency. The study design used one group pretest posttest with 3 treatments each. Data collection techniques using observations and interviews were analyzed using descriptive quantitative and the effectiveness was analyzed using the T test. The results showed that nature-based learning effectively increases motor skills because by using the five senses, children have learning experiences through play, according to age needs, using objects concrete, up to challenging activities. Nature-based learning model can be an innovation that can be used as material for further research related to cognitive, language, art, and social emotional in children

Fundamental Motor Skill Interventions for Children and Adolescents on the Autism Spectrum: a Literature Review

In addition to the core characteristics of ASD, recent research has demonstrated that children on the autism spectrum develop motor skills differently, often delayed, compared with peers. Motor skill interventions can help improve motor skills, which in turn can increase the likelihood of participating in physical activity (PA) and potential to build social skills. However, research in this area is limited. A search of several prominent databases revealed a total of five empirical studies focused on building gross motor skills for children on the autism spectrum. Although the reviewed studies varied in the delivery and focus of intervention, overall, the reviewed studies suggest a positive effect from any intervention for children on the autism spectrum. Further research in this area is necessary to better understand the most effective means of delivering a motor skill intervention.

The effects of extracurricular physical education classes on gross motor development in primary school children – pilot study

Summary Study aim: The aim of the study was to investigate the changes in gross motor skills in children participating and not participating in a project of extracurricular physical education classes in primary schools called “From fun to sport”. Material and methods: Thirty-one children in the first grade of primary school participated in the study (16 boys and 15 girls). A pedagogical quasi-experiment was applied. Children from the experimental group participated in an additional 45-minute lesson. To assess gross motor skills the TGMD-2 (Test of Gross Motor Development-2) was used. Results: Statistically significant differences were observed in the level of gross motor skills between children attending extracurricular physical education classes and those who did not participate in such activities (GMDQ: Δ boys = 11.86, p = 0.032; Δ girls = 13.1, p = 0.036). Conclusion: The experiment revealed large effects of additional activities of the project on increase of children’s motor skills level. Additional time should be included in physical education for the development of gross motor skills in physical education classes at the initial stage of school education.