Motor Task In Children Research Articles

Decoding Motor Skills: Video Analysis Unveils Age-Specific Patterns in Childhood and Adolescent Movement

Motor skill development is crucial in human growth, evolving with the maturation of the nervous and musculoskeletal systems. Quantifying these skills, especially coordinative abilities, remains challenging. This study aimed to assess the performance of five motor tasks in children and adolescents using high-speed video analysis, providing data for movement and health professionals. Seventy-two volunteers were divided into three age groups: 27 first-grade primary school students (19 males and 8 females, aged 6.5 ± 0.5 years), 35 fourth-grade primary school students (16 males and 19 females, aged 9.2 ± 0.4 years), and 28 s-year middle school students (16 males and 12 females, aged 13.0 ± 0.3 years). Participants performed five motor tasks: standing long jump, running long jump, stationary ball throw, running ball throw, and sprint running. Each task was recorded at 120 frames per second and analyzed using specialized software to measure linear and angular kinematic parameters. Quantitative measurements were taken in the sagittal plane, while qualitative observations were made using a dichotomous approach. Statistical analysis was performed using the Kruskal–Wallis and Mann–Whitney tests with Bonferroni correction. Significant differences were observed across age groups in various parameters. In the standing long jump, older participants exhibited a longer time between initial movement and maximum loading. The running long jump revealed differences in the take-off angle, with fourth-grade students performing the best. Ball-throwing tests indicated improvements in the release angle with age, particularly in females. Sprint running demonstrated the expected improvements in time and stride length with age. Gender differences were notable in fourth-grade students during the running long jump, with females showing greater knee flexion, while males achieved better take-off angles. Video analysis effectively identified age-related and gender-specific differences in motor skill performance. The main differences were measured between first-grade primary school and second-year middle school students while gender differences were limited to all age groups. This method provides valuable insights into motor development trajectories and can be used by professionals to objectively assess and monitor the technical aspects of motor skills across different age groups.

Validation of the Slovenian Version of the Movement Imagery Questionnaire for Children (MIQ-C): A Measurement Tool to Assess the Imagery Ability of Motor Tasks in Children.

The ability to perform motor imagery has been shown to influence individual athletic performance and rehabilitation. Recent evidence supports its potential as a training tool to improve motor skills in children. Although there is a standardized assessment of the imagery abilities in Slovenian-speaking adults, there is currently no validated instrument for use with Slovenian children. Therefore, the aim of the present study was to conduct a linguistic validation study of the movement imagery questionnaire for children (MIQ-C). A total of 100 healthy children (mean age 10.3±1.3 years; 50 female) were assessed with a Slovenian version of the MIQ-C at Day 1 and Day 8. Inter-day agreement was examined using intraclass correlation coefficients (ICC). Construct validity and internal consistency were assessed using a Cronbach's alpha coefficient and exploratory - confirmatory factor analysis, respectively. The test-retest ICC were very high for all three scales examined (ICCKI=0.90; ICCIVI=0.92; ICCEVI=0.90). Excellent internal consistency (up to 0.90) was found for kinaesthetic and both visual imageries. Confirmatory analysis confirmed a three-factorial structure of the MIQ-C. The Slovenian version of the MIQ-C proved to be highly reliable and valid in assessing children's motor imagery abilities, and as such for use with Slovene-speaking children. Moreover, this standardized instrument can be a helpful tool in training and rehabilitation practice with children aged 7-12 years.

External focus facilitates cognitive stability and promotes motor performance of an interceptive task in children

ABSTRACT Recent evidence suggests that one of the benefits of external focus is facilitating task focus. To this extent, an external focus might influence cognitive function. To help elucidate the underlying mechanisms of attentional focus instructions, the aim of this study was to examine the influence of attentional focus instructions on cognitive stability and task focus, as indicated by the number of eye blinks, during an interceptive timing task with children who are at a crucial stage of motor coordination development. Twenty-four children (M age = 10.4 ± 0.9 years) performed a forehand drag shot with a floorball stick to hit a tennis ball at a target in each of three different attentional focus conditions: external focus “focus on the blade of the stick”, internal focus “focus on their hands”, and control (no focus instructions). A mobile eye tracker was used to record the number of eye blinks from the moment that the tennis ball was released by an experimenter from the top of a boccia ramp to the moment of the initial movement of the floorball stick. Results showed that the accuracy of hits was significantly better in the external focus relative to the internal focus condition. Also, the number of eye blinks was significantly lower in the external focus relative to the internal focus and control conditions. Findings suggest that improved cognitive stability and task focus may underlie the improved performance associated with an external focus in a visually demanding motor task in children.

Upper Limb Motor Planning in Individuals with Cerebral Palsy Aged between 3 and 21 Years Old: A Systematic Review

Individuals with cerebral palsy have difficulties performing activities of daily living. Beyond motor execution impairments, they exhibit motor planning deficits contributing to their difficulties. The objective of this review is to synthesize the behavioral evidence of motor planning deficits during an upper limb motor task in children, adolescents and young adults with cerebral palsy aged between 3 and 21 years. Methods: The inclusion criteria were: (1) including individuals with cerebral palsy from 3 to 21 years old; (2) assessing upper limb motor planning. Six databases were screened. The quality assessment of the studies was performed. Results: Forty-six studies and 686 participants were included. Five articles have been identified as very high quality, 12 as high, 20 as moderate, six as low, three as very low. Force planning studies reported a deficit for the more affected hand but adequate performances for the less affected hand. Object-manipulation studies reported hand posture planning deficits irrespectively of the hand assessed. Conclusions: Motor planning deficits has been shown in the more affected hand for force scaling, while the results for other variables showed overall deficits. Hence, variables affected by motor planning deficits in both hands should be considered in children with cerebral palsy to optimize intervention.

Child-Caregiver Interactions During a Collaborative Motor Task in Children with Cerebral Palsy: A Descriptive Exploratory Study

Child-Caregiver Interactions During a Collaborative Motor Task in Children with Cerebral Palsy: A Descriptive Exploratory Study

Evaluation of Attention Towards Motor Task in Children with Developmental Co-Ordination Disorder- A Pilot Study

Motor task execution capability again included in the writing task. The ability of the child to copy down the letters from the blackboard and the ability to listen to the dictated word and coordinate the writing task along with the listening task to complete the note-taking process. Lack of motor task execution capability will exclude the child from green land play. Playing demands attention skill as well as motor co-ordination. We aimed to compare the level of attention among children with and without DCD during their functional activities that demand motor performance. Ten children with and without DCD were included in the study. Their motor performance was assessed with the Movement Assessment Battery for Children (MABC), and a self-reported questionnaire evaluated attention during the tasks of the MABC. All children with DCD had higher MABC impairment scores and lower attention scores than their peers. It has been documented that children with DCD were less attentive to movements than their peers, and the positive reinforcement can modulate their performance by the parents or therapist.

Chewing Entrains Cyclical Actions but Interferes With Discrete Actions in Children

Functional chewing patterns are achieved early in life prior to other motor skills like walking. Chewing seems to improve specific aspects of attention; however, there is limited research on chewing in dual motor tasks. This study examined relationships between chewing and secondary motor tasks in children. Sixteen typically developing children (13.1 ± 2.3 years) participated in finger tapping, simple reaction time, and walking while chewing at different speeds. The chewing rates varied when produced with a secondary motor task, especially for slow chewing and preferred chewing, and the secondary motor tasks were differentially influenced by the chewing. This relationship was not as strong as what has been reported in adults. It appears the neural oscillatory mechanisms involved in chewing and the secondary motor tasks may not be fully developed in children.

Effects of Rhythmic and Simple Auditory Stimulations on Learning the Timing of Sequential Motor Task in Children With DCD

Introduction: Children and adolescents with Developmental Coordination Disorder (DCD) usually fail to understand spatial awareness and motor timing. The present study assessed Rhythmic Auditory Stimulations (RAS) and Simple Auditory Stimulations (SAS) to facilitate the learning of timing in sequential motor task and recorded the results of their relative and absolute timing errors. Materials and Methods: 56 male students aged 9-12 years with DCD in Neyshabur city were selected by diagnosing with the following tools: Teacher Motor Inventory, Parental Developmental Coordination Disorder Questionnaire, Movement Assessment Battery for Children-Second (MABC-2 movement test), spatial-visual memory assessment, intelligence assessment, RT test, and biopsychological health status evaluation. Then, they were divided into RAS, SAS, control group 1 (visual), and control group 2. Moreover, a pretest score was performed. Next, the training protocol was presented in 10 blocks of 5 attempts and the acquisition test was performed. Finally, the retention and transfer tests were performed after 48 hours and 10 minutes, respectively. Results: Based on the obtained results, a significant difference was observed between the visual stimulation group and the RAS and SAS groups in relative and absolute timing components (P≤0.05). However, no significant difference was reported between the rhythmic, SAS, and visual-auditory stimulation groups in relative and absolute timing variables (P˃0.05). Conclusion: Finally, no significant difference was observed between the RAS and simple stimulations although the graphs displayed the effect of the first stimulation more than that of the second one.

EMG changes related to muscular fatigue after an intense motor task in children with cerebral palsy: a feasibility study

EMG changes related to muscular fatigue after an intense motor task in children with cerebral palsy: a feasibility study

Dual-Task Performance in Developmental Coordination Disorder (DCD): Understanding Trade-offs and Their Implications for Training

The aims of this review are to focus (a) on identifying the neural circuits that are involved by a cognitive task in relation to those that are involved during a simultaneous motor task in children with DCD, (b) to discuss cognition–action trade-offs across different dual tasks, and (c) on the possible training regimes to enhance cognitive performance to support motor function. This paper integrates results from neuroimaging and behavioral studies in typically developing and children with DCD. Evidence for disproportionate dual-task costs in developmental coordination disorder remains contradictory and inconclusive. Missing and or less efficient structural and functional connections between the fronto-parietal regions and the cerebellum in children with DCD provide support for the automatization deficit hypothesis, the internal modeling deficit hypothesis, as well as the mirror neuron hypothesis in explaining motor-cognitive trade-offs. The dual-task paradigm represents an important tool for investigation of underlying mechanisms of motor disorders on both the neuronal and behavioral levels. In addition to the widely discussed internal model deficit hypothesis and the automatization deficit model, the role of mirror neurons in hemispheric communication appears to be a promising approach in the explanation of dual task costs and of motor impairment in children with DCD. Successful interventions to promote motor and cognitive ability in children with DCD can only be designed based on knowledge of the underlying mechanisms of this motor disorder.

P 042 - Gait complexity quantified using inertial measurement units in children with cerebral palsy

Children with cerebral palsy (CP) have gait impairments, and their gait is affected by concurrent tasks. We used inertial measurement units (IMU) to quantify CP-related gait complexity alterations, and identify effects of dual tasks on gait variability from 12 children with CP and 23 typically developed (TD) controls. The data were collected for normal and dual-tasks (motor; carrying a tray, cognitive; word naming) during walking. Step duration and adjusted multiscale entropy (MSE) index were computed.In overall, children with CP had shorter step duration and greater gait complexity than TD. Gait complexity was higher in vertical direction during the cognitive than normal and motor tasks in children with CP. In TD, the gait complexity was not significantly affected by dual-tasking, although, step duration was longer for the cognitive than normal and motor tasks in both groups.As expected, gait kinematics and complexity differed between single- and dual-tasking in children with CP. The present results indicate that IMUs may provide a low-cost tool to quantify gait complexity.

Neural activation within the prefrontal cortices during the goal-directed motor actions of children with hemiplegic cerebral palsy.

The primary aim of the study was to explore the prefrontal cortical (PFC) activation while performing a shape-matching motor task in children with hemiplegic cerebral palsy (HCP) as compared with typically developing (TD) children. Fifteen TD children ([Formula: see text]) and 12 children with HCP ([Formula: see text]) were included. We assessed the PFC activation while performing an ecologically valid upper extremity shape-matching task of different complexities by measuring the concentration of oxygenated hemoglobin (HbO) using functional near-infrared spectroscopy. The motor task performance was assessed by quantifying the average number of shapes matched, reaction time (RT), task errors, nine-hole peg test (NHPT), and the box and block test (BBT). Overall, there was a systematic increase in the HbO in the PFC across the shape-matching complexity conditions. Our results also revealed that the children with HCP had an increased amount of PFC activation while performing all of the shape-matching tasks. The increased PFC activation paralleled the differences in the number of shapes matched, RT, task errors, NHPT, and BBT. The atypical motor actions seen in children with HCP may be partially related to the greater cognitive demands placed on the PFC.

Impact of Motor Speech Intervention on Neural Activity in Children with Speech Sound Disorders: Use of Magnetoencephalography

We present the novel use of a neuroimaging technique, magnetoenceph-alography (MEG), for examining therapy-related changes in neural activity during a speech and a non-speech motor task in children with speech sound disorders (SSD). Nine children (mean age = 4.2 years) with SSD were scanned in the MEG before and after an eight-week course of intensive motor speech therapy. MEG tasks involved an oromotor and a syllable production task. MEG analyses identified significant post-therapy changes in brain regions related to oromotor control and speech production. Behavioral assessments showed significant improvements on measures of motor speech skills and articulation following intervention. This is the first demonstration of the ability of MEG to: 1) capture brain activations resulting from oromotor movements and simple syllable production in young children, and 2) capture brain changes related to speech therapy. As the findings from this study are promising, we discuss directions for the design of future studies to further examine specific neural dysfunctions in speech sound disorders.

Cognitive-motor interference during fine and gross motor tasks in children with Developmental Coordination Disorder (DCD)

BackgroundWhile typically developing children produce relatively automatized postural control processes, children with DCD seem to exhibit an automatization deficit. Dual tasks with various cognitive loads seem to be an effective way to assess the automatic deficit hypothesis. AimsThe aims of the study were: (1) to examine the effect of a concurrent cognitive task on fine and gross motor tasks in children with DCD, and (2) to determine whether the effect varied with different difficulty levels of the concurrent task. Methods and proceduresWe examined dual-task performance (Trail-Making-Test, Trail-Walking-Test) in 20 children with DCD and 39 typically developing children. Based on the idea of the Trail-Making-Test, participants walked along a fixed pathway, following a prescribed path, delineated by target markers of (1) increasing sequential numbers, and (2) increasing sequential numbers and letters. The motor and cognitive dual-task effects (DTE) were calculated for each task. ResultsRegardless of the cognitive task, children with DCD performed equally well in fine and gross motor tasks, and were slower in the dual task conditions than under single task-conditions, compared with children without DCD. Increased cognitive task complexity resulted in slow trail walking as well as slower trail tracing. The motor interference for the gross motor tasks was least for the simplest conditions and greatest for the complex conditions and was more pronounced in children with DCD. Cognitive interference was low irrespective of the motor task. Conclusions and implicationsChildren with DCD show a different approach to allocation of cognitive resources, and have difficulties making motor skills automatic. The latter notion is consistent with impaired cerebellar function and the “automatization deficit hypothesis”, suggesting that any deficit in the automatization process will appear if conscious monitoring of the motor skill is made more difficult by integrating another task requiring attentional resources.

The effect of auditory pacing on period stability and temporal consistency in children with and without dyslexia co-existing motor dysfunction.

The primary purpose of this study was to examine the effect of auditory pacing on period stability and temporal consistency of a dual motor task in children with and without dyslexia and with varying amounts of motor deficiency. Fifty-four children were divided into groups based on dyslexia diagnosis and score on the Movement Assessment Battery for Children-Second Edition (Movement ABC-2). Participants performed a dual motor task (clapping while walking) at a self-determined pace in a pretest block, practiced 4 blocks of 4 trials with a metronome pacing signal, and finished with a posttest block without auditory pacing. Measures of period stability (interclap/interheel strike intervals across trial blocks) and temporal consistency (coefficient of variation of period with trials) were taken. The results suggest that auditory pacing may improve period stability across groups, but does not appear to impact temporal consistency. Weak support existed for a general impairment of motor function in children diagnosed with dyslexia.

The effect of auditory pacing on period stability and temporal consistency in children with and without dyslexia co-existing motor dysfunction.

The primary purpose of this study was to examine the effect of auditory pacing on period stability and temporal consistency of a dual motor task in children with and without dyslexia and with varying amounts of motor deficiency. Fifty-four children were divided into groups based on dyslexia diagnosis and score on the Movement Assessment Battery for Children-Second Edition (Movement ABC-2). Participants performed a dual motor task (clapping while walking) at a self-determined pace in a pretest block, practiced 4 blocks of 4 trials with a metronome pacing signal, and finished with a posttest block without auditory pacing. Measures of period stability (interclap/interheel strike intervals across trial blocks) and temporal consistency (coefficient of variation of period with trials) were taken. The results suggest that auditory pacing may improve period stability across groups, but does not appear to impact temporal consistency. Weak support existed for a general impairment of motor function in children diagnosed with dyslexia.

Acquisition of internal models of motor tasks in children with autism

Children with autism exhibit a host of motor disorders including poor coordination, poor tool use and delayed learning of complex motor skills like riding a tricycle. Theory suggests that one of the crucial steps in motor learning is the ability to form internal models: to predict the sensory consequences of motor commands and learn from errors to improve performance on the next attempt. The cerebellum appears to be an important site for acquisition of internal models, and indeed the development of the cerebellum is abnormal in autism. Here, we examined autistic children on a range of tasks that required a change in the motor output in response to a change in the environment. We first considered a prism adaptation task in which the visual map of the environment was shifted. The children were asked to throw balls to visual targets with and without the prism goggles. We next considered a reaching task that required moving the handle of a novel tool (a robotic arm). The tool either imposed forces on the hand or displaced the cursor associated with the handle position. In all tasks, the children with autism adapted their motor output by forming a predictive internal model, as exhibited through after-effects. Surprisingly, the rates of acquisition and washout were indistinguishable from normally developing children. Therefore, the mechanisms of acquisition and adaptation of internal models in self-generated movements appeared normal in autism. Sparing of adaptation suggests that alternative mechanisms contribute to impaired motor skill development in autism. Furthermore, the findings may have therapeutic implications, highlighting a reliable mechanism by which children with autism can most effectively alter their behaviour.

Decrease in motor performance in children with cancer is independent of the cumulative dose of vincristine

Impaired performance on motor tasks in children treated for acute lymphoblastic leukemia (ALL) after completion of treatment is often attributed to vincristine (VCR). Whether motor problems persist in other children who receive different cumulative doses of VCR is to the authors' knowledge not known. The objective of the current study was to determine the extent of motor problems in children with ALL, Wilms tumor (WT), B-cell non-Hodgkin lymphoma (B-NHL), and malignant mesenchymal tumors (MMT) and whether these motor problems were related to VCR dose. In 128 children ages 4-12 years who completed treatment after at least 1 year, motor performance was measured using the Movement Assessment Battery for Children (m-ABC). The m-ABC scores of the total study group were significantly lower than those of the normal population (P < 0.001). There were no differences in scores noted between children with ALL, WT, B-NHL, or MMT. There also were no differences noted between those children with ALL who had received pulses of VCR and steroids during maintenance therapy and those who had not. All groups demonstrated large variability in scores. Scores were not found to be significantly different between those children who had received low (< 20 mg/m(2)), intermediate (20-40 mg/m(2)), or high (> 40 mg/m(2)) cumulative doses of VCR. Cumulative doses of corticosteroids and methotrexate did not affect scores, nor did age at diagnosis and time since the completion of therapy. Although motor performance was impaired in all patient groups, no correlation was found between motor performance and the cumulative dose of VCR or other drugs, age, and follow-up time. Future studies have to address several issues, including whether polymorphisms in drug metabolizing genes or drug target genes explain the significant variability noted in the long-term motor outcome of children with cancer.