coordination of both motor skills at a fine and gross motor skill level, which are necessary to manage everyday tasks ( Barnett et al., 2016 ). In addition, Utesch and Bardid ( 2019 ) defined MC as a person’s movement coordination quality, which can be observed when performing different motor skills, ranging
Search Results
Motor Competence Performances Among Girls Aged 7–10 Years: Different Dimensions of the Motor Competence Construct Using Common Assessment Batteries
Zeinab Khodaverdi, Abbas Bahram, Hassan Khalaji, Anoshirvan Kazemnejad, Farhad Ghadiri, and Wesley O’Brien
Physical Activity–Related and Weather-Related Practices of Child Care Centers From 2 States
Sarah C. Ball, Matthew W. Gillman, Meghan Mayhew, Rebecca J. Namenek Brouwer, and Sara E. Benjamin Neelon
Background:
Young children’s physical activity (PA) is influenced by their child care environment. This study assessed PA practices in centers from Massachusetts (MA) and Rhode Island (RI), compared them to best practice recommendations, and assessed differences between states and center profit status. We also assessed weather-related practices.
Methods:
Sixty percent of MA and 54% of RI directors returned a survey, for a total of 254. Recommendations were 1) daily outdoor play, 2) providing outdoor play area, 3) limiting fixed play structures, 4) variety of portable play equipment, and 5) providing indoor play area. We fit multivariable linear regression models to examine adjusted associations between state, profit status, PA, and weather-related practices.
Results:
MA did not differ from RI in meeting PA recommendations (β = 0.03; 0.15, 0.21; P = .72), but MA centers scored higher on weather-related practices (β = 0.47; 0.16, 0.79; P = .004). For-profit centers had lower PA scores compared with nonprofits (β = −0.20; 95% CI: −0.38, −0.02; P = .03), but they did not differ for weather (β = 0.12; −0.19, 0.44; P = .44).
Conclusions:
More MA centers allowed children outside in light rain or snow. For-profit centers had more equipment—both fixed and portable. Results from this study may help inform interventions to increase PA in children.
The Diabetic Athlete. Prescriptions for Exercise and Sports; Gross Motor Skills in Children With Down Syndrome: A Guide for Parents and Professionals
Victoria A. Books and Lauriece L. Zittel
Hybrid Program Based on Virtual and Real Games Increases Fundamental Movement Skills in Children With Intellectual Disability: A Quasi-Experimental Study
Ghada Regaieg, Sonia Sahli, and Gilles Kermarrec
. Instrumentation Child’s FMS proficiency was evaluated using the Test of Gross Motor Development-2 (TGMD-2; Ulrich, 2000 ). The TGMD-2 requires a variety of equipment, including cones, masking tape, 4–5″ beanbags, plastic bat, Nerf ball, batting tee, 8–10″ plastic playground ball or soccer ball, 4″ plastic ball
Acute Response to One Bout of Dynamic Standing Exercise on Blood Glucose and Blood Lactate Among Children and Adolescents With Cerebral Palsy Who are Nonambulant
Petra Lundström, Katarina Lauruschkus, Åsa Andersson, and Åsa B. Tornberg
). The 5-level Gross Motor Function Classification System Expanded and Revised (GMFCS-E&R V) ( 24 ) refers to the ability of gross motor skills such as posture, sitting, and walking. Children and adolescents with CP who are ambulatory (level I–III) can either walk and/or stand independently or with
Effects of Exercise Interventions on Habitual Physical Activity and Sedentary Behavior in Adolescents With Cerebral Palsy
Simona Bar-Haim, Ronit Aviram, Anat Shkedy Rabani, Akram Amro, Ibtisam Nammourah, Muhammed Al-Jarrah, Yoav Raanan, Jack A. Loeppky, and Netta Harries
, adolescents, and adults. They concluded that there was low-quality evidence that aerobic training improved gross motor function, but not gait speed in the short term, and that resistance training does not improve either. Low-quality evidence indicated that mixed training improved participation in physical
A Comparison of the Fundamental Motor Skills of Preschool-Aged Children With and Without Visual Impairments
Ali Brian, Sally Taunton Miedema, Jerraco L. Johnson, and Isabel Chica
; Seefeldt, 1980 ). The preschool years (e.g., ages 3–7 years) are a critical time for children to learn FMS ( Brian, Pennell, Taunton, et al., 2019 ; Clark & Metcalfe, 2002 ; Seefeldt, 1980 ). If children do not learn FMS during the preschool-aged years, resulting in a gross motor skill developmental
Preschool Teachers’ Preparedness for Knowing, Enabling, and Meeting the Active Start Guidelines for Physical Activity
Ali Brian, Adam Pennell, Ryan Sacko, and Michaela Schenkelburg
structured (i.e., intentional movement directed by a caregiver) and unstructured (i.e., supervised self-selected play) PA per day, should not be sedentary for more than 60 min at a time, should develop fundamental motor skills (i.e., gross motor programming), should have access to large and safe indoor
New Insight on Motor Behavior: The Link Between the Hopping Task and the Tracing Performance as Hint of Gross and Fine Motor Functions
Danilo Bondi, Sergio Di Sano, Vittore Verratti, Giampiero Neri, Tiziana Aureli, and Tiziana Pietrangelo
writing and tracing skills has been widely focused on the fine coordination ( Feder & Majnemer, 2007 ) and on cognitive and perceptive skills ( Bara & Gentaz, 2011 ); concerning their relations, Scordella et al. ( 2015 ) reported visuospatial processes as common basis of gross motor coordination and
Transfer and Retention Effects of a Motor Program in Children With Autism Spectrum Disorders
Jin Bo, Bo Shen, YanLi Pang, Mingting Zhang, Yuan Xiang, Liangshan Dong, Yu Song, Patricia Lasutschinkow, Alina Dillahunt, and Dan Li
evaluated the retention effects, and few motor intervention studies have been reported to assess the transfer effects to untrained motor domains (e.g., training on the gross motor skills and evaluation of the fine motor skills). In the current study, we aimed to examine all three aspects of learning for the
