Motor Performance In Preschool Children Research Articles

Assessing Motor Performance in Preschool Children: The Zurich Neuromotor Assessment-2 and the Movement Assessment Battery for Children-2.

Comparing motor assessment tools that are available for young children is important in order to select the most appropriate clinical and research tools. Hence, this study compared motor performance assessed with the Zurich Neuromotor Assessment-2 (ZNA-2) to the Movement Assessment Battery for Children-2 (MABC-2). The sample consisted of 169 children, aged 3–5 years (87 boys; 51%). We used Pearson correlations to examine relationships between the ZNA-2 and MABC-2 component and total scores. In addition, Pearson correlations were performed between individual fine motor and balance items of the ZNA-2 and MABC-2. Results were that the total scores of the ZNA-2 and MABC-2 correlated moderately (r = .40, p < .001). Non-significant to moderate correlations were found between components (r = −.00 to .47) and between individual items of fine motor skills (r = .04 to .38) and balance (r = −.12 to .38). Thus, the ZNA-2 and MABC-2 measure partly similar and partly different aspects of motor performance.

The degree of stability in motor performance in preschool children and its association with child-related variables.

Understanding the stability of individual differences in motor performance during the early years of life, despite normative age-related growth in motor performance, has important implications for identification of motor coordination difficulties and subsequently, early remediation. Therefore, the aims of the present study were to examine the degree of rank-order and individual-level stability in motor performance in young children with different levels of motor skill proficiency. Subsequently, we explored the influence of child variables (i.e., age, gender, and behavioural self-regulation) on different aspects of stability. In this longitudinal study, a community sample of 68 participants (49% girls) with a mean age of 3years and 11months (SD=7months) were assesses in three six-monthly waves. The total standard score of the Movement Assessment Battery for Children-2 (MABC-2) was used as the measure of motor performance. Rank-order stability was examined with zero-order Pearson correlations. Individual-level stability was examined by means of stability in classifications (at risk for motor coordination difficulties versus typically developing). In addition to examining stability in group classification, the Reliable Change Index (RCI) was calculated to examine if the difference in a child's scores over time exceeded (increased or decreased relative to) the expected change. The results showed moderate to high rank-order stability between time points. No significant differences in degree of rank-order stability were found between boys and girls and between 3-year old and 4-year old children. In terms of stability of classification, it was shown that for ~50% of the children with motor coordination difficulties and~90% of typically developing the classification based on the cut-off score on the MABC-2 was stable. Based on the RCI, over 90% showed individual-level stability. The level of behavioural self-regulation at T1 (as measured with the Head-Toes-Knees-Shoulders task) was not significantly related to individual-level stability in motor performance. In conclusion, our findings highlight the importance of a careful choice of stability measures and a reflection on the implications of their results. More research is needed to understand which child and environmental variables impact on stability.

OKUL ÖNCESİ DÖNEMDE 8 HAFTALIK HAREKET EĞİTİMİNİN ÇOCUKLARDA PSİKOMOTOR GELİŞİME ETKİSİ

This study was conducted to examine whether the movement training program applied to preschool children is effective in psychomotor development. The study group of the research; A total of 32 people, 16 of whom were in control and 16 were in the experimental group, were educated at our Dream Kindergarten in Duzce. In order to determine the performances of preschool children, the test that includes six motor skills was used by Sevimay (1986) in his research on Investigation of the Motor Performance of Preschool Children in 1986. The data obtained in the research were analyzed using the SPSS 20.0 package program. Descriptive statistics test was used in distributions according to demographic characteristics among groups. Paired Samples t-test was applied to analyze the pre-test post-test results. Independent Samples t-test was used for binary group variables and One-Way ANOVA test was used for variables with three or more groups. The level of significance was set at p <0.05. As a result; It was observed that the movement training program applied to preschool children did not have a statistical effect on psychomotor development.

The Role of Executive Functions for Motor Performance in Preschool Children as Compared to Young Adults.

Evidence suggests that executive and motor functions are functionally intertwined, with the interrelation between the two processes influenced by the developmental stage of the individual. This study examined executive and motor functions in preschool children (n = 41; 65–83 months), and investigated if, and how, preschoolers cognitive–motor functioning differs from that of young adults (n = 40; 18–31 years), who served as a control group reflecting the upper bound of cognitive–motor development. As expected, performance of young adults was significantly better than that of preschool children for all cognitive and motor domains tested. The results further showed differential associations among, and between, cognitive and motor functions in preschool children when compared to young adults. While similar correlations among motor variables are found in both groups, correlations among executive functions and between executive and motor variables are only found in preschool children. It thus appears that executive functions (especially working memory) contribute more to successful motor performance in preschool years than in young adulthood. The findings highlight the importance of considering the developmental stage and/or the proficiency level of the individual when examining cognitive–motor interactions or when drawing implications for childhood cognitive–motor training and interventions.

Preliminary Study on Physical Activity and Motor Performance in Preschool Children with Autism Spectrum Disorder

To investigate physical activity level of preschool children with autism spectrum disorder (ASD) and the relationship between motor performance.

Skeletal maturation, fundamental motor skills, and motor performance in preschool children.

Relationships among skeletal age (SA), body size and fundamental motor skills (FMS) and motor performance were considered in 155 boys and 159 girls 3-6years of age. Stature and body mass were measured. SA of the hand-wrist was assessed with the Tanner-Whitehouse II 20 bone method. The Test of Gross Motor Development, 2nd edition (TGMD-2), and the Preschool Test Battery were used, respectively, to assess FMS and motor performance. Based on hierarchical regression analyses, the standardized residuals of SA on chronological age (SAsr) explained a maximum of 6.1% of the variance in FMS and motor performance in boys (ΔR2 3 , range 0.0%-6.1%) and a maximum of 20.4% of the variance in girls (ΔR2 3 , range 0.0%-20.4%) over that explained by body size and interactions of SAsr with body size (step 3). The interactions of the SAsr and stature and body mass (step 2) explained a maximum of 28.3% of the variance in boys (ΔR2 2 , range 0.5%-28.3%) and 16.7% of the variance in girls (ΔR2 2 , range 0.7%-16.7%) over that explained by body size alone. With the exception of balance, relationships among SAsr and FMS or motor performance differed between boys and girls. Overall, SA per se or interacting with body size had a relatively small influence in FMS and motor performance in children 3-6years of age.

Association between Body Composition and Motor Performance in Preschool Children

Objective: Being overweight makes physical movement more difficult. Our aim was to investigate the association between body composition and motor performance in preschool children. Methods: A total of 476 predominantly normal-weight preschool children (age 3.9 ± 0.7 years; m/f: 251/225; BMI 16.0 ± 1.4 kg/m²) participated in the Swiss Preschoolers' Health Study (SPLASHY). Body composition assessments included skinfold thickness, waist circumference (WC), and BMI. The Zurich Neuromotor Assessment (ZNA) was used to assess gross and fine motor tasks. Results: After adjustment for age, sex, socioeconomic status, sociocultural characteristics, and physical activity (assessed with accelerometers), skinfold thickness and WC were both inversely correlated with jumping sideward (gross motor task β-coefficient -1.92, p = 0.027; and -3.34, p = 0.014, respectively), while BMI was positively correlated with running performance (gross motor task β-coefficient 9.12, p = 0.001). No significant associations were found between body composition measures and fine motor tasks. Conclusion: The inverse associations between skinfold thickness or WC and jumping sideward indicates that children with high fat mass may be less proficient in certain gross motor tasks. The positive association between BMI and running suggests that BMI might be an indicator of fat-free (i.e., muscle) mass in predominately normal-weight preschool children.

Relationship between time use in physical activity and gross motor performance of preschool children.

Participation in physical activity is an important health concern for children in most Western communities, but little is known about Asian children's participation. The purpose of this study was to extend the current knowledge on how much time preschool children in Taiwan spend on physical activity, to examine its relationship with gross motor performance and to provide information on the establishment of physical activity guidelines for preschool children in Taiwan. Two hundred and sixty-four children between 36 and 71months old were recruited from a university medical centre and from preschools in Taiwan. The primary outcomes were measured using the Movement Assessment Battery for Children-Second Edition and the modified Preschool-aged Children's Physical Activity Questionnaire. 89.8% of our participants did not meet the recommendations from the National Association for Sport and Physical Education for time spent in physical activities. Participants spent an average of 155minutes/week in low intensity physical activity. Children with motor difficulties tended to spend less time on physical activity than did typically developing children. The mother's level of education and whether the child was overweight or obese correlated with how much time the children spent on physical activity. We conclude that paediatric occupational therapists should explain to parents the relationship between physical activity and motor development and advocate for developmentally positive physical activities for preschool children. Physical activity guidelines for Taiwanese preschoolers should be established immediately.

Prevalence of obesity and motor performance capabilities in Tyrolean preschool children.

The childrens' world of movement has changed dramatically during the last decades. As a consequence motor performance decreases particularly in children affected by overweight and obesity. This study analyses the influence of the body mass index (BMI) on motor performance of pre-school children. In a cross-sectional study including 41 kindergartens in Tyrol (Austria), 4- to 5-year-old children (n = 1,063) were recruited. Four BMI groups were used according to a German BMI reference system: Group I (anorexic/underweight), group II (normal weight), group III (overweight) and group IV (obese). Motor performance was assessed by the use of the Karlsruhe Motorik-Screening (KMS 3-6). Out of the 1,063 preschool children (550 ♂, 513 ♀) 7.6 % (n = 81) were overweight and 5.5 % (n = 58) were obese. The results demonstrate that motor performance of under- and overweight preschool-children is not different from children with normal BMI, but obese children had significantly lower motor performance (p < 0.001). The prevalence of overweight and obese Tyrolean preschool children is similar to those of non-mountainous areas of Austria and Germany. The fact that motor performance is reduced only in obese children suggests that targeted promotion of physical activity is urgently needed for preschool children particularly considering children with a risk to develop obesity. Besides the efforts of parents, nursery schools are the ideal setting for intervention measures.

Effects of migration background on weight status and motor performance of preschool children

The motor performance of children and adolescents declines. We questioned whether there are differences of motor performance and weight status between preschool children with and without migration background. A total of 1,063 4- to 5-year-old children were recruited from 41 kindergartens in Tyrol, Austria. The language spoken at home served as the indicator for a migration background. The body mass index (BMI) was calculated using a German BMI reference system. To assess motor performance, the Karlsruhe Motor Screening (KMS) was used. Out of 1,063 preschool children, 265 were with migration background. KMS total scores were lower with migrant children (97.5 ± 5.9 points) than with children without migration background (100.8 ± 6.6 points; p < 0.001). Compared with 10.4 % of children without migration background, 21.1 % of the migrant children were overweight or obese (p < 0.001). Motor performance and weight status of preschool children differ significantly depending on the migration status. It seems advisable to offer additional measures to promote physical activity in preschool. Especially children with a migration background should be in the focus.

Signs of abnormal motor performance in preschool children

BACKGROUND: The determination of the level of motor development should be a common part of examinations performed by paediatricians, physiotherapists and also teachers. The importance has been increasing because of the prevalence of developmental coordination disorder. OBJECTIVE: The aim of the study was to find the differences in performance of the selected motor tasks of gross motor function in preschoolers on both quantitative and qualitative parameters. METHODS: In the study 261 children were included, boys and girls aged 4-6 years (the average age 5.4 years) attending regular kindergartens. We used motor tasks of standing on one leg and hopping. Significant differences in quantitative parameters were assessed by two-way ANOVA in Statistica (version 9) software. Relative frequency of characters in qualitative parameters was assessed by the test of the difference between two proportions. RESULTS: Significant differences between the age groups appeared in the quantitative parameters comparing 4 and 5 year old children and 4 and 6 year old children. Regardless of gender there were no differences between 5 year and 6 year old children. Overall, the girls mastered the tasks of the test better than the boys in the quantitative parameters of evaluation. From the evaluation of the quality of motor performance the most frequently reached performance in the tasks of the test has been described (relative frequency of characters). Significantly different motor performance from most children of the sample was observed particularly in the associated movements of limbs or trunk and face, showing for a reduced ability of selective relaxation at higher demands of the movement task. CONCLUSIONS: The different motor performance in observed parameters, showing for a reduced ability of selective relaxation, could be regarded as signs of abnormal motor performance in that age category.

Influence of age, sex and somatic variables on the motor performance of pre-school children

Background: Biological factors can affect the motor development process of children. However, the magnitude of these effects throughout the developmental process remains fairly unknown.Aim: To determine the influence of age, sex and selected somatic measures on the motor performance of pre-school children.Subjects and methods: Three hundred and sixty-seven pre-schoolers (172 boys and 195 girls), aged from 3–5 years old, were recruited from 10 public pre-schools located in the district of Viana do Castelo, Portugal. The children’s motor performance was assessed by five motor sub-tests of Peabody Developmental Motor Scales-2: grasping, visuo-motor integration, stationary, locomotion and object manipulation sub-tests. Age, sex, height, weight and BMI were considered as hypothetical predictors of motor performance. Pearson’s correlation test and multiple linear regression analysis were used to explore the magnitude of the relationship between motor sub-tests and the hypothetical predictors.Results: Depending on the motor sub-test and age group, the models predicted motor performance from a minimum of 3.6% to a maximum of 34.4%. Age in months and sex stood out as the main predictors of motor performance.Conclusions: The relationship between motor performance and selected biological factors varied with age and with the specificity of the motor test.

Gross Motor Skills of Hong Kong Preschool Children

LANGUAGE NOTE | Document text in English; abstract also in Chinese.&#x0D; The purpose of this study was to determine the gender difference in gross motor performance of Hong Kong preschool children. The secondary purposes were to determine whether there was a relationship between body mass index and motor performance as well as to determine the influence of preschool types (large play area vs. small play area) on the motor performance of preschool children. A total of 239 children (121 boys, 118 girls) aged 3 to 6 years from two types of preschools was assessed on locomotor and object control skills of the Test of Gross Motor Development (TGMD-2, Ulrich, 2000). Results showed that there was no gender difference in children’s gross motor skills when adjusted by the age effect. There was also no relationship between body mass index and motor performance of preschool children. When partial out age effect, children from preschools with larger play area performed better locomotor skills than those from preschools with smaller play area, however, children from preschools with larger play area had worse object control skills than those from preschools with smaller play area.&#x0D; 本研究目的是調查幼兒學童之肌動技能表現，此研究樣本包括二百三十九名年齡介乎三至六歲來自四間幼稚園的香港學童(男 童=121，女童=118)，測試項目共有六項身體移動、六項物件操控及身高、體重。結果顯示研究分析若分離年齡的影響，幼兒之肌動技能表現是沒有性別差異。而體質指數亦與幼兒之肌動技能表現沒有顯著相關。另外，學童就讀於較大活動埸地的幼兒園於身體移動技能上，較那些就讀較小活動埸地的幼兒園為佳，反之，前者於物件操控技能上較後者為差。

Motor performance is better than normal in preschool children with cystic fibrosis

The aim of the present study was to assess the motor performance in preschool children with a reliable and valid test battery developed to identify motor dysfunction and normal motor development in children aged from 4 to 6 years. Several aspects of motor performance were examined in 29 preschool children with cystic fibrosis (CF) age range 4-6 years (mean 5.2 +/- 0.8 years), FEV(1) 97.2 +/- 15.3pred and compared to with 22 healthy children of the same age 5.5 +/- 0.8 years. All children performed the "Motoriktest fuer 4-6jaehrige Kinder" (MOT) assessing seven different aspects of motor performance. Compared to healthy children, test score "Motor Quotient" (MQ) as the mean of all test items was significantly higher (P < 0.05) in children with CF (108.1 +/- 16 vs. 93.5 +/- 17.9). In both groups, the MQ can be classified as normal. Children with CF scored higher in MOT subtests "Agility and Coordination" (P < 0.05) and "Balance" (P < 0.01) than healthy children but not in the other subtests. We speculate that chest physiotherapy in preschool children with CF may have an effect on motor performance in general and in some aspects of motor performance.

Condition and co-ordination abilities in motor performance of preschool children

Condition and co-ordination abilities in motor performance of preschool children

Gender differences in musical aptitude, rhythmic ability and motor performance in preschool children

Most of the preschool curricula involve integrated movement activities that combine music, rhythm and locomotor skills. The purpose of the current study was to examine whether there are any differences between boys and girls at the age of five concerning their musical aptitude, rhythmic ability and performance in gross motor skills. Ninety‐five preschool children participated in the study (50 girls and 45 boys). The measures used were the Primary Measures of Music Audiation, the High/Scope Rhythmic Competence Analysis Test and the Gross Motor Development test 2. The results revealed no significant gender differences in musical aptitude and gross motor skills performance, whereas girls outperformed boys in four of the six movements of rhythmic ability test. Considering that rhythmic competence is strongly inter‐related with children’s motor coordination, the concluding suggestion for the preschool physical education curriculum is to incorporate specific rhythmic activities (like Orff, Dalcroze and dance) in order to overcome the boys’ performance deficiency.

Effect of an Integrated Physical Education Setting on Motor Performance of Preschool Children with Developmental Delays

The purpose of this study was to investigate the effect of an integrated physical education setting on the motor performance of preschool children with developmental delays. Subjects participated in segregated and integrated physical education classes and were observed practicing locomotor and object control skills. The quality of performance was analyzed to determine the number of critical elements present and the level of teacher or peer prompt required to initiate and complete each performance. A single-subject reversal design (A-B-A-B) was used. Four children with developmental delays were filmed within an 8-week school schedule while practicing two fundamental gross motor skills during segregated and integrated conditions. The results provide evidence that children with developmental delays are able to maintain their level of gross motor skill and independence within an integrated physical education setting. Although day-to-day variability was calculated for each subject, overall skill level remained stable and level of independence was not compromised in the integrated setting.

Language, personal-social abilities, and motor performance in preschool children and family characteristics of addicts in southern Italy.

To replicate a previous study on the same argument by Powers, Duran, and Reynolds (1993), 38 substance abusers' scores on family cohesion, expression, conflict, and the abilities of their children (language, personal-social abilities, fine and gross motor performance) were analyzed. The nonsignificant results confirm those found by Powers, et al.

Age and sex differences in motor performance of pre-school Nigerian children.

Differences in motor performance according to chronological age and gender of 341 young Nigerian children (ages 3 to 5) were examined. Motor test items designed by Morris et al. (1981) were administered to the subjects. Analysis of variance was used to determine significant differences in the motor performance of the groups. In the whole sample, more age differences than sex differences in performance were noted. Except for the balancing and running performances of the girls, a fairly linear trend of improvement with age was observed in the motor performances of the groups. At each age level the boys consistently performed better than the girls in four of the six motor tests (catching, standing long jump, tennis ball throw and speed run). Generally, the 4- and 5-year-old children performed homogeneously, with a great disparity in performance noted for the 3-year-old children. The results of this study confirm that age and sex differences in motor performance occur at early childhood. Prospective studies should seek to control the extraneous factors which influence motor development and account for the observed differences in motor performance of pre-school children.