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Nadia C. Valentini and Mary E. Rudisill

Two studies were conducted to examine the effects of motivational climate on motor-skill development and perceived physical competence in kindergarten children with developmental delays. In Experiment 1, two intervention groups were exposed to environments with either high (mastery climate) or low autonomy for 12 weeks. Results showed that the mastery-climate group demonstrated significantly better locomotor performance and higher perceived physical competence postintervention than did the low-autonomy group, although both groups improved in locomotor and object-control skill performance. The second investigation extended the findings of the first by determining that the intervention effects were present 6 months later. In summary, the mastery-climate group showed positive changes in skill development and perceived physical competence, and this positive pattern of change was maintained over time.

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Ali Brian, Sally Taunton, Chelsee Shortt, Adam Pennell and Ryan Sacko

from socioeconomically disadvantaged settings). The focus of previous Head Start intervention studies was on children with gross motor developmental delays without diagnosed disabilities ( Goodway et al., 2003 ). However, for Head Start centers to receive federal funding from the U.S. government, a

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Ali Brian, Laura Bostick, Angela Starrett, Aija Klavina, Sally Taunton Miedema, Adam Pennell, Alex Stribing, Emily Gilbert and Lauren J. Lieberman

a gross motor developmental delay, including FMS delays, can pose serious consequences for one’s physical health ( Robinson et al., 2015 ). FMS competence is often cited as an underlying mechanism of PA ( Logan, Webster, Getchell, Pfeiffer, & Robinson, 2015 ; Lopes, Rodriguez, Maia, & Malina, 2011