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You Fu and Ryan D. Burns

, 2007 ). Because children spend a significant portion of waking hours during school, finding ways to increase school day physical activity may facilitate meeting daily guidelines. Improving gross motor skills may facilitate meeting daily physical activity guidelines in youth. Evidence suggests that the

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Katherine Q. Scott-Andrews, Rebecca E. Hasson, Alison L. Miller, Thomas J. Templin, and Leah E. Robinson

wide range of gross motor skills (i.e., locomotor, object manipulation, and stability skills) and is positively associated with physical activity ( Robinson et al., 2015 ; Stodden et al., 2008 ). However, physical activity levels are low in both adults ( Althoff et al., 2017 ) and children ( United

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Ryan D. Burns, Youngwon Kim, Wonwoo Byun, and Timothy A. Brusseau

Fundamental gross motor skills facilitate physical health, well-being, and performance in activities of daily living for the developing child. 1 , 2 Fundamental gross motor skills manifest from rudimentary phases of infancy to complicated locomotor and manipulative movements and serve as building

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Ryan Donald Burns, You Fu, Yang Bai, and Wonwoo Byun

Fundamental gross motor skills (GMS) form the building blocks of more complex movements that facilitate physical activity (PA) engagement throughout the lifespan ( Hulteen et al., 2022 ). GMS development in young children can be facilitated from exploration of the physical and social environment

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Simone A. Tomaz, Alessandra Prioreschi, Estelle D. Watson, Joanne A. McVeigh, Dale E. Rae, Rachel A. Jones, and Catherine E. Draper

odds of being overweight and obese at 16–18 years, respectively. 3 Physical activity (PA), sleep, gross motor skills (GMS), and sedentary behavior (SB) are some of the important factors associated with obesity in preschool children. International 24-hour movement guidelines recommend that preschool

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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.

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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.

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Ali Brian, Angela Starrett, Adam Pennell, Pamela Haibach-Beach, Emily Gilbert, Alexandra Stribing, Sally Taunton Miedema, and Lauren Lieberman

: 20527301 Brambring , M. ( 2006 ). Divergent development of gross motor skills in children who are blind or sighted . Journal of Visual Impairment & Blindness, 100 ( 10 ), 620 – 634 . doi:10.1177/0145482X0610001014 Brian , A. , Bostick , L. , Starrett , A. , Klavina , A. , Taunton , S

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Kelly Lynn Mulvey, Sally Taunton, Adam Pennell, and Ali Brian

function skills, directly addressing the call for integrative interventions in early childhood that are efficient and streamlined ( Domitrovich et al., 2010 ). SKIP has documented success in developing gross motor skills and self-concept ( Brian et al., 2017a ; Brian, Goodway, Logan, & Sutherland, 2017b