moderating effect of the level of gross motor development on the relationship between PA and visual perception/memory in girls. Methods Study Design This is a quantitative cross-sectional study part of the project Motricidad y Aprendizaje en la primera infancia approved by Ethic Committee of Pontificia
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Is Just Moving Enough for Girls? The Moderation Role of Gross Motor Development Level in the Association Between Physical Activity and Cognition
Jacqueline Páez-Herrera, Juan Hurtado-Almonacid, Julio B. Mello, Catalina Sobarzo, Paula Plaza-Arancibia, Juliana Kain-Berkovic, Barbara Leyton, Johana Soto-Sánchez, Verónica Leiva–Guerrero, and Albert Batalla–Flores
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
Long-Term Effects of a Movement Intervention Program for Children With Probable Developmental Coordination Disorder
Ilana Santos de Oliveira, Bárbara Coiro Spessato, Dayana da Silva Oliveira, Romulo José César Lins, and Silvia Wanick Sarinho
worked in these classes was collective sports (soccer, handball, basketball, and volleyball). Moreover, the IG took part in a TOI, with content focused on gross motor skills including locomotion, OC, and B skills, such as: running, galloping, jumping over obstacles, horizontal jumping, side slide, bounce
Moving Well-Being Well: Evaluating the Efficacy, Impact on Gender, and Role of Teacher Fidelity of a Fundamental Movement Skill-Based Intervention in Irish Primary School Children
Nathan Gavigan, Johann Issartel, Cameron Peers, and Sarahjane Belton
identified that every 1% increase in teacher fidelity was predicted to increase posttest FMS scores by 0.13 when using the Test of Gross Motor Development—Second Edition (TGMD-2; Brian et al., 2017 ). The elements presented above underline the need for suitable intervention strategies to improve children
Moving Well-Being Well: Evaluating the Efficacy, Impact on Gender, and Role of Teacher Fidelity of a Fundamental Movement Skill-Based Intervention in Irish Primary School Children
Nathan Gavigan, Johann Issartel, Cameron Peers, and Sarahjane Belton
identified that every 1% increase in teacher fidelity was predicted to increase posttest FMS scores by 0.13 when using the Test of Gross Motor Development—Second Edition (TGMD-2; Brian et al., 2017 ). The elements presented above underline the need for suitable intervention strategies to improve children
The Ableist Underpinning of Normative Motor Assessments in Adapted Physical Education
Martin Giese, Justin A. Haegele, and Anthony J. Maher
skill tools that assess FMS competence. More specifically, we draw attention to the utilization of one specific motor skill assessment, the Test of Gross Motor Development (TGMD; Ulrich, 2017 , 2019 ). The TGMD, which is now in its third iteration (i.e., the TGMD-3), is considered the “gold standard
Teaching a Physical Activity to a Young Child With Autism Using the Three-Tier Video Modeling Model: A Pilot Study
Shu-Chen Wang and Hui-Ting Wang
generalize the learned skill to a small group setting, and then to the entire class? Methods Participants The Target Participant A 4-year-old boy with ASD, named Chan, was identified with the following inclusion criteria: the child could (a) imitate basic gross motor and verbal skills, such as “touch head
A Variable- and Person-Centered Approach to Further Understand the Relationship Between Actual and Perceived Motor Competence in Children
Annemarie de Witte, Joris Hoeboer, Eline Coppens, Matthieu Lenoir, Sebastiaan Platvoet, Mark de Niet, Sanne de Vries, and An de Meester
–10 are you at the following skill?” Hop 3 times on each foot. Twelve of the items in the questionnaire were aligned with the skills assessed in the Test of Gross Motor Development—second edition ( Ulrich, 2000 ) (i.e., run, leap, gallop, slide, horizontal jump, hop, catch, throw, roll, kick, strike, and
A Physical Education Program Based Upon an Obstacle Course Positively Affects Motor Competence in 6- to 7-Year-Old Children: A Pilot Study
Elly van Hyfte, Sien Vercruysse, Griet Warlop, and Matthieu Lenoir
Motor competence (MC) denotes an individual’s degree of proficient performance in a broad range of motor skills as well as their underlying mechanisms (e.g., motor coordination and motor control; Ahnert et al., 2010 ). The ability to perform a wide range of fine and gross motor skills is crucial
Physical Education Teachers’ Perceptions of a Motor Competence Assessment Digital App
Eduarda Sousa-Sá, Natalie Lander, Ahmad Abu Alqumsan, Shehab Alsanwy, Darius Nahavandi, Nicole Toomey, Shady Mohamed, Steven Lewis, and Lisa M. Barnett
physically active lifestyle and motor competence (MC), thus presenting an essential factor across the human life span that should be developed from early childhood. MC is defined as a person’s ability to perform different motor skill actions, including coordination of both fine and gross motor skills
