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1.
Abstract

Five trials on the stabilometer were administered to 274 EMR children ages 6 to 13 years and 151 normal children ages 6 to 9 years. Older EMR boys and girls had slightly more board movement than younger EMR children whereas there was a tendency for board movement to decrease with age for the normal children. There were no appreciable sex differences between the EMR and the normal age groupings with the exception that board movement of the young EMR boys was significantly less than that of the young and old EMR girls. Normal children had significantly less board movements than EMR children at all age levels. There was some decrease in relative intra-individual variability with increasing age for both EMR and normal children but normal children were more efficient in early learning than EMR children.  相似文献   

2.
Abstract

Eighty-two male college students were divided into three equal-size groups for the purpose of testing the transfer effects between motor skills judged similar in perceptual components but different in motor components.

Criterion measures of gross movement ability and static balance were analyzed and practice tasks similar to these criterion measures in perceptual components but different in motor components were developed. All subjects were pretested on the criterion measures, after which groups 1 and 2 practiced 3 min. per day for 28 days on the practice tasks while group 3 performed unrelated isometric exercises. On the post-test, the experimental groups were found to be significantly superior to the control group on gross movement accuracy and static balance. It was implied that the transfer resulted from the similarity in perceptual components of the two motor skills, and that perceptual abilities were subject to improvement through practice.  相似文献   

3.
Abstract

This study investigated the effects of sex and athletic status on reaction latencies and movement time. One hundred subjects, categorized into five groups of 20 subjects each—male athletes (MA), female athletes (FA), male nonathletes (MNA), female nonathletes (FNA), and control group (CG)—were tested over a period of five consecutive days. Several different types of incentives were used to ensure that subjects provided the fastest times possible. Two blocks of 25 trials were administered to each subject on each day. A 2 × 2 × 2 × 5 × 2 mixed factorial analysis of variance was used to test for between-subject differences of group (experimental/control), sex, and athletic status and for within-subject differences of days and blocks. The four dependent variables were reaction time (RT) mean, RT consistency, movement time (MT) mean, and MT consistency. Results did not support the classic finding of male superiority over females in RT/MT or athletes' superiority over nonathletes. Evidence of athletic superiority emerged, but for the first day of practice only. As subjects were allowed extended practice over a 5-day test period in which knowledge of results (KR) and other incentives were provided, differences in the experimental groups disappeared. Sex was the predominant factor in consistency, with males being less variable in RT (p = .02) performance than females. There were no sex differences in MT consistency.  相似文献   

4.
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5.
Abstract

This study examines the learning by children with learning difficulties of a gross motor coincidence timing task, compared with that by children of average intelligence of an equivalent chronological age and mental age. The gross motor coincidence timing response was seen as representative of a particular task category. Using a task classification scheme based on the mobility or otherwise of the environment, the total body and the body parts, the two movement responses required of the children were seen as characteristic of the “environment in motion, total body in motion, body parts stationary” class, the difference between the two lying in their ballistic or controlled nature. The findings suggest that, as a group, the children with learning difficulties perform at a level lower than either of the matched groups. Differences in the nature of the errors for the two response patterns were particularly evident for the group of children with learning difficulties.  相似文献   

6.
探讨幼儿足球对幼儿粗大动作发展水平的影响,为干预幼儿粗大动作发展提供依据。选取嘉兴市108名5~6岁幼儿为受试对象,以班级为单位随机分为干预组与对照组。干预组进行12周幼儿足球游戏活动教学,2次*40min/周;对照组幼儿为静态性的课堂班级活动。干预前后采用PGMQS测量幼儿位移能力、操控能力及平衡能力。采用独立样本t检验、配对样本t检验及协方差分析两组幼儿前后测结果的差异性。结果显示:①干预前,两组幼儿粗大动作发展水平无显著性差异(P>0.05);干预后,两组幼儿粗大动作发展水平存在显著性差异(P<0.05),干预组高于对照组。②干预组和对照组幼儿后测结果与前测结果间均存在显著性差异(P<0.05),后测结果高于前测。研究结果表明幼儿粗大动作发展存在延长效应,但结构化幼儿足球游戏活动明显提高了幼儿粗大动作发展水平。因此建议抓牢幼儿早期动作发展的敏感期,以动作发展为主线科学设计幼儿足球游戏活动并保证活动的顺利开展,为幼儿健康、全面发展奠定良好的基础。  相似文献   

7.
BackgroundAdopting a healthy lifestyle during childhood could improve physical and mental health outcomes in adulthood and reduce relevant disease burdens. However, the lifestyles of children with mental, behavioral, and developmental disorders (MBDDs) remains under-described within the literature of public health field. This study aimed to examine adherence to 24-hour movement guidelines among children with MBDDs compared to population norms and whether these differences are affected by demographic characteristics.MethodsData were from the 2016–2020 National Survey of Children's Health—A national, population-based, cross-sectional study. We used the data of 119,406 children aged 6–17 years, which included 38,571 participants with at least 1 MBDD and 80,835 without. Adherence to the 24-hour movement guidelines was measured using parent-reported physical activity, screen time, and sleep duration.ResultsAmong children with MBDDs, 20.3%, 37.0%, 60.7%, and 77.3% met the physical activity, screen time, sleep, and at least 1 of the 24-hour movement guidelines. These rates were lower than those in children without MBDDs (22.8%, 46.2%, 66.7%, and 83.4%, respectively; all p < 0.001). Children with MBDDs were less likely to meet these guidelines (odds ratio (OR) = 1.21, 95% confidence interval (95%CI): 1.13–1.30; OR = 1.37, 95%CI: 1.29–1.45; OR = 1.29, 95%CI: 1.21–1.37; OR = 1.45, 95%CI: 1.35–1.56) than children without MBDDs. Children with emotional disorders had the highest odds of not meeting these guidelines (OR = 1.43, 95%CI: 1.29–1.57; OR = 1.48, 95%CI: 1.37–1.60; OR = 1.49, 95%CI: 1.39–1.61; OR = 1.72, 95%CI: 1.57–1.88) in comparison to children with other MBDDs. Among children aged 12–17 years, the difference in proportion of meeting physical activity and screen time guidelines for children with vs. children without MBDD was larger than that among children aged 6–11 years. Furthermore, the above difference of meeting physical activity guidelines in ethnic minority children was smaller than that in white children.ConclusionChildren with MBDDs were less likely to meet individual or combined 24-hour movement guidelines than children without MBDDs. In educational and clinical settings, the primary focus should be on increasing physical activity and limiting screen time in children aged 12–17 years who have MBDDs; and specifically for white children who have MBDDs, increasing physical activity may help.  相似文献   

8.
Abstract

Elementary physical education instructors and movement development clinicians frequently employ movement observation as their primary assessment strategy. The purpose of this study was to determine the minimal conditions of observation needed to obtain generalizable results across observers, trials, and subjects for the hop, jump, and run. The developmental sequences developed at Michigan State University were used as the observation system. Twelve children in the age range of 33–111 months were rated on five trials by 15 observers. The sample consisted of an equal number of males and females and did not involve children with handicapping conditions. The results suggest that when observers receive 1 hour of training for each skill, one observer and three trials are needed for evaluating the hop (.88), while three observers and three trials are required for the jump (.83). None of the nine measurement conditions resulted in acceptable (.80) generalizability for the run.  相似文献   

9.
Abstract

Black and white children (N = 553) in kindergarten, grade one, and grade two, as part of a total test battery were tested on items of agility, speed, power, flexibility, and endurance. An ANOVA design was employed for both equal and unequal cell frequencies to determine the effects of grade, sex, and race on gross motor performance. Significant (p < .01) improvements were found at each grade for speed, power, and endurance items; males had significantly better performances (p < .01) than females on all items with the exception of flexibility; black children had significantly (p < .01) lower values than white children in the speed item at each grade level.  相似文献   

10.
Abstract

Eighty randomly selected kindergarten pupils were administered one of four figure-ground variations of a gross motor task in order to determine the effects of the various patterns on the performance of the task. All subjects were administered the figure-ground subtest of the Frostig Developmental Test of Visual Perception and the gross motor task which involved walking in a lateral direction between the rungs of a ladder placed in a horizontal position over a floor pattern. An analysis of variance revealed significant differences in the error-time performance among the groups. Pearson product-moment correlation techniques revealed significant relationships between the gross motor task and the Frostig test.  相似文献   

11.
Abstract

This study evaluated the influence of biological and environmental variables on the differences between the throwing performance of 5-year-old girls and boys. A total of 100 children (48 girls, 52 boys) were tested on throwing for distance and rated on two components of throwing form—trunk rotation, and foot action. Children were evaluated on eight biological characteristics—height, weight, body mass index, ponderal index, sum of four skinfolds, body diameters, arm and leg girths, and somatotypes—and four environmental characteristics—older brother, older sister, presence of adult male, and playing with older children. Results indicated that boys threw farther than girls and exhibited more mature form. Boys had greater joint diameters than girls, a smaller sum of four skinfolds, and more estimated arm muscle. Boys were more likely to play regularly with older children. Girls' throwing performance was only 57% that of boys, but when throwing was adjusted for a linear composite of biological variables, girls' throwing performance increased to 69% of boys'. Thus, while the differences in most motor performance tasks between boys and girls prior to puberty have been attributed to environmental factors, some of the differences in throwing performance appears to reflect biological characteristics, even as early as 5 years of age.  相似文献   

12.
Abstract

In order to investigate the effects of modeling behavior for seven- and nine-year-old children, 30 seven-year-old and 30 nine-year-old females were randomly assigned within age level to three groups. These groups differed according to whether a model was presented at the beginning, midway, or not at all during 12 trials on the stabilometer. Both age groups were found to be similar in performance in the no model condition and, for both age groups, the beginning model condition was found to facilitate performance. However, the introduction of the model after six trials had a detrimental effect on the performance of younger children but facilitated older children's performance. These findings were interpreted in light of a likely increase in the processing capacity of nine year olds as well as an increase in the number of movement schemes that were previously stored in the older girls.  相似文献   

13.
ABSTRACT

This study modelled children’s gross motor coordination, investigated sex-differences and identified the effects of fixed and dynamic correlates on motor coordination development. A total of 344 Portuguese children (170 girls), from 6 age cohorts (5 to 9 years of age), were followed consecutively for three years (age range 5 to 11 years) using a mixed-longitudinal cohort design. Birth weight, hand dominance and socioeconomic status (SES) were identified. Gross motor coordination, body mass index, physical fitness (PF) and physical activity (PA) were assessed annually. A sequence of multilevel hierarchical linear models were developed. Model 1 found that age, age2, sex, sex-by-age and sex-by-age2 were significant predictors (p < 0.05) of gross motor coordination. Boys outperformed girls from 6 years of age onwards. Model 2 found a cohort effect (p < 0.05). Model 3 found that right handers were more coordinated (p < 0.05). When the confounders of body mass index, PF and PA were added to the model (Model 4) it was found that boys and girls had parallel trajectories in their gross motor coordination development. In conclusion children with increasing body mass index were less coordinated, while those who were stronger and more agile had steeper trajectories of gross motor coordination with age.  相似文献   

14.
Abstract

The purpose of this study was to investigate the nature and extent of relationships among perceptual-motor, perceptual, and cognitive behaviors in 189 young, normal children. An extensive battery of tests was administered to 61 prekindergarteners, 63 kindergarteners, and 65 first graders. Canonical correlation analysis revealed that significant and high relationships exist between perceptual-motor and perceptual behaviors at the two younger age levels, between perceptual-motor and cognitive behaviors at kindergarten only, and between perceptual and cognitive behaviors at all levels tested. In agreement with the literature, the magnitude of the relationships and amount of shared variance diminished with age from kindergarten to first grade, except for the cognitive and perceptual behaviors relationship. Visual behaviors were more important contributors to the perceptual-motor relationships than were auditory behaviors, while the reverse was found for contributors to the cognitive relationships. Fine perceptual-motor behaviors were more important for describing relationships than were gross perceptual-motor behaviors. In general, gross perceptual-motor behaviors were of little importance in explaining any significant relationship found in this study. Overall, the most consistent and important contributors to significant relationships among the various behavioral domains and subdomains included the Bender (fine), Shape-O-Ball (fine), discrimination (auditory perception), figure-ground (visual perception), alphabet, word recognition, and number-related tasks (cognitive). The single most consistent and important contributor was the fine perceptual-motor task, the Bender test.  相似文献   

15.
Abstract

When learning verbal information, an important aspect of practice is the method of rehearsal, which has been demonstrated to vary developmentally. A young child practices on an instance-by-instance basis (passive rehearsal), whereas older children and adults practice several items together (active rehearsal). This study investigated the effects of passive and active rehearsal on developmental processing differences for movement reproduction. Three methods of rehearsal were used at ages 5, 7, 11, and 19 years. A child-like strategy forced the subjects to practice location cues for each of eight movements, which were presented one at a time. The mature-strategy group practiced each new position presented with two previously presented positions. A subject-determined strategy group which allowed subjects to choose their own methods of rehearsal was included as a control. Significant ANOVAs supported the hypothesis that quality of rehearsal (active over passive) is important. For the 5- and 7-year-old children, a mature strategy facilitated performance over the child-like strategy, while the use of a child-like strategy hindered the performance when compared to a self-determined or mature strategy. The results of this study indicated the importance of active rehearsal for the younger child.  相似文献   

16.
Abstract

Selected kinematic and kinetic variables in the running pattern of 2-, 4-, and 6-year-old children were investigated. Cinematographic records and force-plate tracings were used to study the running patterns of the 28 Caucasian subjects, 15 male and 13 female. A 2 × 3 (sex × age) factorial analysis of variance was used to determine whether effects of variation between and within age and sex factors for each of the dependent variables of selected kinematic (displacement and velocity) and kinetic (ground reaction force) variables were significant. The running speeds improved with age. Although height and weight gains influenced the improvement shown in performance, certain biomechanical variables also contributed to the development of the running pattern. In the majority of the selected kinematic and kinetic variables there were significant differences between the 2-year-old group and the other two groups. Where there were significant differences in the variables, the differences tended to be in displacement, velocity, and magnitude of force measures, rather than in time of occurrence measures. Significant differences between male and female subjects appeared in five kinematic variables related to the swing leg.  相似文献   

17.
Forty boys and girls of two age groups (mean ages 52 and 70 months, respectively) performed 35 trials on a throwing task demanding accuracy. As might be expected, the older children were significantly more accurate than the younger ones but there were no sex differences. Film analysis of the throws showed that, although both age groups attempted to employ the adult strategy of varying velocity while keeping ball-release angle constant, the younger group was less successful in the latter aspect. The manner in which consistent release angles were arrived at by the older group was through the use of a movement pattern in which the elbow angle did not change during the forward swing. Such a movement pattern appeared less frequently in the younger age group. The results of this study provide support for a mode of research identifying functionally relevant kinematic variables that can subsequently be shown to follow from distinctive execution categories. In such a way, changes in outcome measures with increasing age and/or skill level can be functionally understood and identified.  相似文献   

18.
ABSTRACT

Cross-sectional study aimed to analyse differences in cognitive performance across fitness components categories (cardiorespiratory fitness [CRF], speed-agility and muscular fitness [MF]) and weight status in children, and to determine whether physical fitness mediates the association between body mass index (BMI) and cognitive performance. Fitness components and BMI were measured using standard procedures in 630 children aged 5-to-7 years from the provinces of Cuenca and Ciudad Real, Spain. BADyG was used to assess cognitive performance. We used ANCOVA models to test mean differences in cognition scores by BMI and fitness categories. Hayes’s PROCESS macro was used for mediation analyses. Children with normal weight scored better in spatial factor and general intelligence than their overweight/obese peers (p < 0.05), but differences were attenuated when controlling for CRF (p > 0.05). Children with better results in CRF and speed-agility scored better in all cognitive dimensions even after controlling for BMI (p < 0.05). Similarly, children with high MF obtained better scores in verbal factor (p < 0.05). All fitness components acted as mediators of the relationship between BMI and general intelligence (p < 0.05). These findings highlight the crucial role of fitness in minimising the negative effect of excess weight on children’s cognition.

Abbreviations: BMI: Body mass index; CRF: Cardiorespiratory fitness; MF: Muscular fitness; BADyG E1: Battery of general and differential aptitudes; SES: Socioeconomic status; SD: Standard deviation; IE: Indirect effect  相似文献   

19.

Reduced feedback during practice has been shown to be detrimental to movement accuracy in children but not in young adults. We hypothesized that the reduced accuracy is attributable to reduced movement parameter learning, but not pattern learning, in children. A rapid arm movement task that required the acquisition of a motor pattern scaled to specific spatial and temporal parameters was used to investigate the effects of feedback (FB) frequency (100% vs. 62% faded) on motor learning differences between 19 school-age children and 19 young adults. Adults and children practiced the task for 200 trials under the 100% or faded FB condition on Day 1 and returned on Day 2 for a no-FB retention test. On the retention test, children who practiced with reduced feedback performed with greater temporal parameter errors, but not pattern error, than children who received frequent feedback. Motor skill learning in children is influenced by feedback frequency during practice that affects parameter learning but not pattern learning.  相似文献   

20.
Abstract

The purpose of this investigation was to study the effect of a well-advertised vitamin-mineral supplement on three selected gross motor tests. Experimental and control groups were formed in two groups, football players and physical education majors. Measurements were taken at five different time periods covering a period of 12 weeks. No statistically significant differences in motor performance were found between those subjects taking the supplement and those taking the placebo.  相似文献   

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