, 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
You Fu and Ryan D. Burns
Jacqueline D. Goodway, Heather Crowe and Phillip Ward
The influence of a 9-week instructional program on locomotor and object control skill development of preschoolers who are at risk of developmental delay was investigated. The motor skill instruction group (n = 33) received 18, 35-min lessons; the comparison group (n = 30) received the regular prekindergarten program. Pre and posttest scores on the locomotor and object control subscales of the Test of Gross Motor Development (Ulrich, 1985) were obtained. A Group by Gender MANOVA with repeated measures yielded a significant Group by Time interaction. The intervention group performed significantly better than the comparison group from pre to posttest for both locomotor and object control skills. Additionally, this group had significantly higher posttest scores than the comparison group.
Ruri Famelia, Emi Tsuda, Syahrial Bakhtiar and Jacqueline D. Goodway
proposed by Stodden et al. ( 2008 ). This model suggests that fundamental motor skill (FMS) competence may be a key underlying mechanism driving physical activity behaviors over time. Moreover, perceived motor competence, and health-related fitness may mediate this relationship ( Robinson et al., 2015
Laura Spivey Kabiri, Katy Mitchell, Wayne Brewer and Alexis Ortiz
Almost 2 million American children are homeschooled but no information is currently available regarding motor skill proficiency within this population. The purpose of this research was to describe motor skill proficiency among homeschooled children and assess differences in homeschooled subgroups. This crosssectional study screened 73 homeschooled children aged 5–8 years for overall motor skill proficiency using the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition, Short Form (BOT-2 SF). Independent t tests examined differences in motor skill proficiency within the homeschooled population. Mann-Whitney U tests examined differences in motor skill proficiency classification within significantly different subgroups. Homeschooled children demonstrated average motor proficiency. Significantly different motor proficiency was seen among homeschooled children participating in 3 or more hours of organized sports per week, t(71) = 2.805, p = .006, 95% CI = 1.77, 10.49, and whose primary caregiver was employed versus unemployed, t(71) = –3.875, p < .001, 95% CI = –13.29, –4.26. Mann-Whitney U tests revealed significantly different motor skill proficiency classification in these same subgroups. Overall, homeschooling showed no detrimental effect on motor skill proficiency. Participation in 3 or more hours of organized sports per week or having an unemployed primary caregiver may improve motor skill proficiency among this population.
David I. Anderson
“Motor Development as Foundation and Future for Developmental Psychology” ( Thelen, 2000a ). That agenda included 6 themes: multimodal perception and action, formal models and robotics, embodied cognition, neural bases of motor skill development, learning and plasticity, and cultural and individual
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
The use of demonstrations, or modeling, is among the most commonly used instructional strategies, and the idea that one could learn a motor skill by watching another perform it has intrigued scholars for decades (for recent reviews, see Ong & Hodges, 2012 ; Rosen, Salas, Pavlas, Jensen, Fu
Victor E.D. Pinheiro and Herbert A. Simon
The ability to diagnose motor skills is one of the most important competences of a teacher of physical education and sport. Teacher education programs fall short of providing prospective teachers with courses in motor skill diagnosis. To be successful, any effort to teach it must rest on a sound conceptual framework or model. This article provides the theoretical framework for adapting information-processing theory, a widely accepted theory of human thinking, to modeling diagnostic thought processes. It describes specifically the three components of the model: acquisition, cue interpretation, and diagnostic decision. The findings from the model provide a foundation upon which to build instructional strategies for developing diagnostic competence.
Amanda Timler, Fleur McIntyre and Beth Hands
. Boldface indicates gender difference ( p < .001). Discussion The PCA of the AMCQ scores identified four factors that contributed to Australian adolescent self-report of their motor skill competence. These were related to Participation in Physical Activities and Sports, Activities of Daily Living, Public
Amber M. Leiker, Anupriya Pathania, Matthew W. Miller and Keith R. Lohse
activity during practice ( Wulf & Lewthwaite, 2016 ) remains to be explicitly tested. To that end, the goal of the current study was to rigorously investigate the relationship between control over difficulty during practice, motivation, and motor skill learning. This experiment was designed to replicate