This study compared the heart rate responses of two profoundly retarded, multiply handicapped children during the performance of closed-skill fine motor activities and open-skill gross motor activities. The fine motor skills were typical classroom activities, and the gross motor skills were a part of each child’s special physical education programming. Heart rates were recorded for 20-sec intervals from the onset of the performance of each skill until the task objective was obtained. Based upon the results of this study, we concluded that the closed-skill fine motor classroom activities induce physiological stress at levels never before suspected. It is suggested that the dramatic heart rate responses may result from a hyposensitive condition of the spindle afferents, the gamma efferents, and the kinesthetic joint receptors, or from a breakdown in the retrieval of the stored motor program resulting in inappropriate spatial and temporal summation. As a result of the heart rate responses, it is suggested that classroom learning programs may need to be redesigned to accommodate for fatigue in this type of child.
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Heart Rate Responses of Profoundly Retarded, Multiply Handicapped Children during Closed-Skill Fine Motor and Open-Skill Gross Motor Activities
Richard Mulholland Jr. and Alexander W. McNeill
Psychometric Properties of the Test of Gross Motor Development, Third Edition (German Translation): Results of a Pilot Study
Matthias O. Wagner, E. Kipling Webster, and Dale A. Ulrich
The Test of Gross Motor Development, 3rd Edition (TGMD-3) is a process-oriented fundamental movement skill assessment to examine the movement patterns displayed by children between the ages of 3 and 10 years. Within this paper, results of a pilot study on the reliability, validity, and measurement invariance across gender of the TGMD-3 (German translation) are presented. In total, performances of 189 typically developing children (99 boys, 90 girls, 56 kindergarten children, 133 elementary school children, M age = 7.15 ± 2.02 years) are analyzed. Results provide preliminary evidence for test-retest, interrater and intrarater reliability, internal consistency, age- and gender- specific performance trends, factorial validity, measurement invariance across gender, divergent validity, and ball skill–related concurrent and predictive validity of the TGMD-3 (German translation). Subsequent research should be focused on a verification of the present findings on a representative database to foster the application of the TGMD-3 (German translation) in different settings.
The Use of Multimedia Demonstration on the Test of Gross Motor Development–Second Edition: Performance and Participant Preference
Leah E. Robinson, Kara K. Palmer, Jacqueline M. Irwin, Elizabeth Kipling Webster, Abigail L. Dennis, Sheri J. Brock, and Mary E. Rudisill
This study examined the effect of demonstration conditions (multimedia and live) in school-age children on performance of the Test of Gross Motor Development—Second Edition (TGMD-2) locomotor and object control subscale raw scores, and participants’ enjoyment in the preoperational and operational stages of cognitive development. Forty-five children ages 5–10 years were divided into two age groups: younger (n = 21, M age = 5.95 years, SD = .80) and older (n = 24, M age = 8.96 years, SD = .86). Children completed the TGMD-2 under two counterbalanced conditions: live and multimedia demonstration. Immediately following each testing condition, children ranked their enjoyment and completed a semistructured interview. Paired sample t tests examined motor skill and enjoyment differences in each age group. For both groups, no statistically significant differences were present for motor skill performance or participants’ enjoyment between the two demonstration conditions (p ≥ .05). Overall, 44.5% of participants preferred the multimedia demonstration, while 32.5% preferred the live demonstration. Mixed responses were reported by 22.5% of participants. Within age groups, younger participants preferred the multimedia demonstration more than older participants (multimedia = 50%, 41%; live = 23%, 41%, respectively). This study provides evidence that multimedia demonstration may be suitable for administration of the TGMD-2.
Erratum. SKIPping With PAX: Evaluating the Effects of a Dual-Component Intervention on Gross Motor Skill and Social–Emotional Development
Journal of Motor Learning and Development
TO OUR READERS: An error appeared in the ahead-of-print version of the following article: Brian, A., Munn, E.E., Abrams T.C., et al. (2024). SKIPping with PAX: Evaluating the effects of a dual-component intervention on gross motor skill and social–emotional development. Journal of Motor Learning
Erratum. Is Just Moving Enough for Girls? The Moderation Role of Gross Motor Development Level in the Association Between Physical Activity and Cognition
Journal of Teaching in Physical Education
of gross motor development level in the association between physical activity and cognition. Journal of Teaching in Physical Education. Advance online publication. https://doi.org/10.1123/jtpe.2023-0173 The name listed for the sixth author was incorrect. The author’s name is Juliana Kain
Test of Gross Motor Development
Stephen Langendorfer
The Effects of an Integrative, Universally Designed Motor Skill Intervention for Young Children With and Without Disabilities
Sally Taunton Miedema, Ali Brian, Adam Pennell, Lauren Lieberman, Larissa True, Collin Webster, and David Stodden
waking hours in the school environment ( Federal Interagency Forum on Child, & Family Studies [US], 2017 ), school can be an ideal location to intervene on young children’s competency and proficiency ( Cortina et al., 2008 ). School-based interventions with a purpose to improve only gross motor skills
Physical Activity Among Young Children With Disabilities: A Systematic Review
Leah G. Taylor, Leigh M. Vanderloo, Julia Yates, Rebecca L. Bassett-Gunter, Meagan Stanley, and Patricia Tucker
) Improvement in the Gross Motor Index was also positively associated with improvements in MPA and MVPA. LPA = 10.1% MVPA = 4.5% McLaughlin ( 2010 ) ActiGraph (GT3X) 4 days 15 s NR MVPA increased in two of three subjects, but this was not maintained over 5 min. LPA = 22.3% MVPA = 6.7% Schmidt et al. ( 2021
Head, Toes, Knees, SKIP! Improving Preschool Children’s Executive Function Through a Motor Competence Intervention
Kelly Lynn Mulvey, Sally Taunton, Adam Pennell, and Ali Brian
). Supporting this, findings with adolescents indicate that complex and coordinated physical activity may be especially beneficial to the development of executive function ( Budde, Voelcker-Rehage, Pietraßyk-Kendziorra, Ribeiro, & Tidow, 2008 ). Thus, examining the effects of intervention on gross motor and
Contextual Interference Effects on the Transfer and Retention of a Gross Motor Skill by Mildly Mentally Handicapped Children
David L. Porretta
This study investigated the effects of contextual interference on the immediate transfer and 2-day retention of a bean bag tossing task by mildly mentally handicapped children. A total of 24 boys and 24 girls with a mean chronological age of 10.2 years were randomly assigned to either a blocked, serial, or random practice condition. Following 48 practice trials with bean bags of various weights, subjects were transferred to two novel weighted bean bags. Both transfer and retention analyses showed that subjects in the random practice condition exhibited less error than subjects in either the blocked or serial practice conditions. However, these differences were not significant. Boys performed with significantly less error than girls on both transfer and retention, while regardless of gender, the heavier weighted bean bag resulted in significantly less error on transfer only. Results provide marginal support for the contention that greater contextual interference (random practice) leads to better transfer and retention than other types of practice conditions.
