The current study investigates the progression from allocating one object to one place toward allocating several Gestalt-matched objects to a common region ( Lange-Küttner, 2006 ), in typically developing children and those with special needs, controlling for fine motor skills. Gestalt principles
Bouwien C. M. Smits-Engelsman, Stephan P. Swinnen and Jacques Duysens
It has been shown that crossing the midline affects the performance of fine motor skills but the underlying mechanisms are not well understood. This issue is particularly important with respect to the development of motor activities such as writing or pointing in children. Forty-eight right-handed children performed goal-directed movements toward targets positioned either at the midline, or in the left (contralateral side), or right (ipsilateral) hemispace. Findings revealed that movements were more accurate in ipsilateral than in contralateral space and their overall accuracy increased by 42% between 6 and 10 years of age. Differences in movement time among hemispaces depended on the joints predominantly involved in producing the movements (wrist versus fingers). Lower accuracy of movements in contralateral workspace is also present when participants do not have to cross the midline but only move within this workspace. In motor proficient children, no developmental trends were found for these hemispace effects.
Brittany G. Travers, Heather L. Kirkorian, Matthew J. Jiang, Koeun Choi, Karl S. Rosengren, Porter Pavalko and Paul Jobin
as the foundation of many developmental achievements (e.g., Campos et al., 2000 ; von Hofston, 2012 ), and fine motor skills in children prior to school entry have been shown to be a strong predictor of later math, science, and reading performance ( Grissmer, Grimm, Aiyer, Murrah, & Steele, 2010
Janet L. Hauck, Isabella T. Felzer-Kim and Kathryn L. Gwizdala
without DS in a longitudinal design. Analysis of this data allows us to address the following research questions: 1. Are PA, gross motor skills, and fine motor skills over time different between infants with and without DS, and at which time points do differences occur? 2. In infants with DS, how do PA
Ebrahim Norouzi, Fatemeh Sadat Hosseini, Mohammad Vaezmosavi, Markus Gerber, Uwe Pühse and Serge Brand
. , Hosseini , F.S. , Vaezmosavi , M. , Gerber , M. , Puhse , U. , & Brand , S. ( 2018 ). Effects of quiet mind training on alpha power suppression and fine motor skill acquisition . Journal of Motor Behavior, 7, 1 – 10 . doi:10.1080/00222895.2018.1528203 10.1080/00222895.2018.1528203 Poolton
Jiabei Zhang, Michael Horvat and David L. Gast
It is imperative that teachers utilize effective and efficient instructional strategies to teach task-analyzed gross motor skills in physical education activities to individuals with severe disabilities. The purpose of this paper is to describe the constant time delay procedure, which has been shown to be effective in teaching task-analyzed fine motor skills in daily living and safety activities. In this article, guidelines are presented for teaching task-analyzed gross motor skills to individuals with severe intellectual disabilities. These guidelines are based on a review of the constant time delay procedure reported in the special education literature and current research being conducted by the authors.
Eva D’Hondt, Benedicte Deforche, Ilse De Bourdeaudhuij and Matthieu Lenoir
The purpose of this study was to investigate gross and fine motor skill in overweight and obese children compared with normal-weight peers. According to international cut-off points for Body Mass Index (BMI) from Cole et al. (2000), all 117 participants (5–10 year) were classified as being normal-weight, overweight, or obese. Level of motor skill was assessed using the Movement Assessment Battery for Children (MABC). Scores for balance (p < .01) and ball skills (p < .05) were significantly better in normal-weight and overweight children as compared with their obese counterparts. A similar trend was found for manual dexterity (p < .10). This study demonstrates that general motor skill level is lower in obese children than in normal-weight and overweight peers.
Joseph J. Gruber, John W. Hall, Stephen E. McKay, Laurie L. Humphries and Richard J. Kryscio
This investigation explored the belief that physical activity therapy has a neurological value as part of the total treatment of mental patients. Twenty-two adolescents hospitalized with depression were administered a battery of diagnostic tests. Relationships among the Braininks-Oseretsky Motor Proficiency test (12 subtest scores) and the Luria-Nebraska Neuropsychological Battery (14 subtest scores) were examined. All patients were nonmedicated and on a neurotransmitter controUed diet for 48 hours prior to testing. Results indicate that certain forms of motor performance can be predicted from measures indicative of both structure and fonction of brain behavior. The multiple R2 ranged from .80 to .06, with variance in balance, bilateral coordination, and fine motor skills being predicted from the receptive speech, tactile, right hemisphere, left hemisphere, expressive speech, motor, and rhythm measures of brain behavior. When explaining neuropsychological battery scores from motor proficiency scores, the R2 ranged from .65 to .28, with intelligence and expressive speech being predicted from the gross motor composite, upper limb speed, and dexterity, balance, and fine motor composite scores, respectively.
Richard Mulholland Jr. and Alexander W. McNeill
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.