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Object Control Skills Mediate the Relationship Between Neighborhood Vulnerability and Participation in Physical Activities

Viviene A. Temple, Dawn L. Lefebvre, Stephanie C. Field, Jeff R. Crane, Beverly Smith, and Patti-Jean Naylor

ranged from 80.2% to 94.8%, with a mean of 87.8%. Mean and standard deviations were computed based on raw scores for locomotor skills, object control skills, and the five categories of activity. In addition, the prevalence of participation in each CAPE activity and the proportion of children with gross

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Locomotor and Object Control Skills of Children Diagnosed with Autism

Sheri L. Berkeley, Lauriece L. Zittel, Lisa V. Pitney, and Stacia E. Nichols

The purpose of this study was to examine the locomotor and object control skills of children, ages 6–8 years, with autism and to compare their performances with the norms reported by Ulrich (1985) for the Test of Gross Motor Development (TGMD). Consistent with trends from the general population, differences were found between boys (n = 10) and girls (n = 5) with the largest differences found in the object control skill performances. Overall fundamental skill delays were demonstrated by 73% of all participants, placing them in the poor and very poor TGMD performance categories. These findings support the need to assess the gross motor skills of young children with autism in addition to other developmental skill areas outlined in diagnostic manuals.

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Girls From Socioeconomically Disadvantaged Schools Exhibit Greater Object Control Skills Than Girls From Schools on the Upper Levels of Socioeconomic Development

Ross D. Neville, Fergal Lyons, Brendan Doyle, and Kimberley D. Lakes

of performance (e.g., whether a goal was scored after a kick was taken). TGMD–2 is a widely validated and highly reliable test of FMS ( Lopes, Saraiva, & Rodrigues, 2018 ). Test-retest reliability for locomotor skills and object control skills have been reported as 0.88 and 0.93, respectively, and

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Developing Social Skills of Children With Autism Spectrum Disorder for Physical Activity Using a Movement-Based Program

Jihyun Lee, Seung Ho Chang, and Jerred Jolin

skills and motor skills (particularly, object control skills such as kicking and catching), of children with ASD ( MacDonald, Lord, & Ulrich, 2013 ). For example, MacDonald et al. ( 2013 ) examined the relationship between calibrated ASD severity (independent of cognitive function) as measured by the

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Does Sedentary Behavior Predict Motor Competence in Young Children?

Daniel das Virgens Chagas, Kylie Hesketh, Katherine Downing, Mohammadreza Mohebbi, and Lisa M. Barnett

motor skills (e.g., locomotor and object control skills). Aligned with these assumptions, emerging evidence suggests sedentary behavior is negatively associated with motor competence in children aged 4 years or older ( Adank et al., 2018 ; Dadson et al., 2020 ; Hardy et al., 2018 ; Lopes et al., 2012

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Hybrid Program Based on Virtual and Real Games Increases Fundamental Movement Skills in Children With Intellectual Disability: A Quasi-Experimental Study

Ghada Regaieg, Sonia Sahli, and Gilles Kermarrec

compared to children without ID ( Maïano et al., 2019b ; Westendorp et al., 2011 ). Learned during childhood, FMS consist of locomotor skills that involve the body movement through space and object control skills that include manipulating an object in action situations ( Goodway et al., 2019 ; Haywood

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Children’s Throwing and Striking: A Longitudinal Study

Rose M. Angell, Stephen A. Butterfield, Shihfen Tu, E. Michael Loovis, Craig A. Mason, and Christopher J. Nightingale

Development of fundamental motor skills and patterns (FMSP) is crucial to participation in regular, vigorous physical activity. Competence in locomotor as well as object control skills (OCS) promotes involvement in activities of childhood and is requisite to successful participation in sports

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Relationship Between Fundamental Motor Skill Ability and Body Mass Index in Young Adults

Judith Jiménez, Maria Morera, Walter Salazar, and Carl Gabbard


Motor skill competence has been associated with physical activity level, fitness, and other relevant health-related characteristics. Recent research has focused on understanding these relationships in children and adolescents, but little is known about subsequent years. The aim of this study was to examine the relationship between fundamental motor skill (FMS) ability and body mass index (BMI) in young adults.


Participants, 40 men and 40 women (M age = 19.25 yr, SD = 2.48), were assessed for BMI and motor competence with 10 fundamental motor skills (FMSs) using the Test for Fundamental Motor Skills in Adults (TFMSA).


BMI was negatively associated with total motor ability (r = –.257; p = .02) and object control skills (r = –.251; p = .02); the relationship with locomotor skills was marginally insignificant (r = –.204; p = .07). In regard to individual skills, a significant negative association was found for running, jumping, striking, and kicking (ps < .05). Multiple regression analysis indicated that BMI and gender predicted 42% of the variance in total FMS score; gender was the only significant predictor.


Overall, these preliminary findings suggest that young adults with higher FMS ability are more likely to have lower BMI scores.

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SKIPping With PAX: Evaluating the Effects of a Dual-Component Intervention on Gross Motor Skill and Social–Emotional Development

Ali Brian, Emily E. Munn, T. Cade Abrams, Layne Case, Sally Taunton Miedema, Alexandra Stribing, Unjong Lee, and Stephen Griffin

Successful Kinesthetic Instruction for Preschoolers (SKIP) intervention, for example, has a robust and repeated record of marked success in significantly improving ( p  > .05, η 2  = .20–.89) locomotor and object control skills ( Brian et al., 2017a , 2017b ; Mulvey et al., 2018 ; Taunton et al., 2018

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Young Hispanic and Non-Hispanic Children’s Fundamental Motor Competence and Physical Activity Behaviors

Xiangli Gu, Senlin Chen, and Xiaoxia Zhang

application, and it is the setting where children optimize their social, emotional, and cognitive development. FMS, including locomotor (e.g., running, hopping, sliding) and object-control skills (e.g., dribbling, throwing, passing), are commonly developed through four developmental levels, namely, from pre