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Megan MacDonald, Catherine Lord, and Dale A. Ulrich

In addition to the core characteristics of autism spectrum disorder (ASD), motor skill deficits are present, persistent, and pervasive across age. Although motor skill deficits have been indicated in young children with autism, they have not been included in the primary discussion of early intervention content. One hundred fifty-nine young children with a confirmed diagnosis of ASD (n = 110), PDD-NOS (n = 26), and non-ASD (n = 23) between the ages of 14–33 months participated in this study.1 The univariate general linear model tested the relationship of fine and gross motor skills and social communicative skills (using calibrated autism severity scores). Fine motor and gross motor skills significantly predicted calibrated autism severity (p < .05). Children with weaker motor skills have greater social communicative skill deficits. Future directions and the role of motor skills in early intervention are discussed.

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Kara K. Palmer, Danielle Harkavy, Sarah M. Rock, and Leah E. Robinson

Fundamental motor skills (FMS) are goal-directed, voluntary movements that develop into more advanced or sport-specific movements ( Clark & Metcalfe, 2002 ). FMS develop in childhood (3–7 years of age) and form the foundation for more context-specific skills later in life ( Clark & Metcalfe, 2002

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Mingda Li, Weidong Li, Junyoung Kim, Ping Xiang, Fei Xin, and Yan Tang

Helping students successfully perform a variety of motor skills (known as motor skill performance) has long been an important goal of school physical education. Consequently, a considerable amount of work has examined motivational and behavioral correlates of motor skill performance from multiple

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Marcelo Gonçalves Duarte, Glauber Carvalho Nobre, Thábata Viviane Brandão Gomes, and Rodolfo Novelino Benda

Studies have reported the prevalence of children with lower motor development in motor skills such as jumping, throwing, running, striking, and catching ( Bardid, Rudd, Lenoir, Polman, & Barnett, 2015 ; Brian et al., 2019 ; Duncan, Jones, O’Brien, Barnett, & Eyre, 2018 ; Nobre, Valentini

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Karl M. Newell

There have been many efforts to provide a classification or taxonomy of human perceptual-motor skills 1 (e.g.,  Burton & Rodgerson, 2001 ; Fleishman, Quaintance, & Broedling, 1984 ; Gentile, 1987 ; Poulton, 1957 ; Schmidt & Lee, 2012 ; Seefeldt, 1980 ; Singer & Gerson, 1981 ; Warren, 2006

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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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Janet L. Hauck, Isabella T. Felzer-Kim, and Kathryn L. Gwizdala

, standardized motor development scales may not detect delays until 6 months ( Rast & Harris, 1985 ). Furthermore, motor delays in infants with DS hold relevance beyond infancy, as motor proficiency remains a difficult goal into childhood ( Jobling, 1999 ). Improvements in motor skills are not only important for

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Elnaz Emadirad, Brad W.N. Temple, Stephanie C. Field, Patti-Jean Naylor, and Viviene A. Temple

motivation for learning in physical education 4 and to self-esteem. 6 Children’s participation in physical activities is also related to their actual motor skill proficiency. 7 – 11 Cross-sectional findings show that motor skill proficiency is associated with participation in organized sport, 12 skill

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Geneviève N. Olivier, Christopher S. Walter, Serene S. Paul, Leland E. Dibble, and Sydney Y. Schaefer

theoretical model for characterizing motor skill acquisition, both for group and individual learner data, and tasks of varying complexity (e.g.,  Deuschl et al., 1996 ; Schaefer, Dibble, & Duff, 2015 ; Wadden et al., 2017 ). Despite its pervasiveness, the three-parameter exponential decay function may not

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Maureen R. Weiss

understanding of the intrapersonal and socioenvironmental factors that influence motor and psychosocial development and physical activity. It also can enhance translation of research to best practices for teaching youth in motor skill programs, physical education, organized sport, and other activity contexts. I