The relationship between gross motor skills and academic achievement in children with learning disabilities

2011 ◽  
Vol 32 (6) ◽  
pp. 2773-2779 ◽  
Author(s):  
Marieke Westendorp ◽  
Esther Hartman ◽  
Suzanne Houwen ◽  
Joanne Smith ◽  
Chris Visscher
Keyword(s):  
Academic Achievement ◽  
Learning Disabilities ◽  
Motor Skills ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
The Relationship

Gross Motor Development in Preschool Children with Learning Disabilities

1989 ◽  
Vol 6 (3) ◽  
pp. 268-279 ◽  
Author(s):  
James H. Rimmer ◽  
Luke E. Kelly
Keyword(s):  
Learning Disabilities ◽  
Preschool Children ◽  
Motor Skills ◽  
Motor Development ◽  
Free Play ◽  
Adapted Physical Education ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development ◽  
School Year

The purpose of this pilot study was to descriptively evaluate the effects of three different programs on the development of gross motor skills of preschool children with learning disabilities (n = 29). No attempt was made to equate the groups or control for differences between the programs or instructional staff. Two of the programs were used by the respective schools to develop the gross motor skills of their audience. The programs were called occupational therapy (OT) (45–60 min/day, 5 days/week) and adapted physical education (APE) (30 min/day, 4 days/week). A third group was evaluated to determine whether maturational effects had any involvement in gross motor development. This group was called the noninstructional program (NIP) (30 min/day, 2 days/week) and was solely involved in free play. The programs were all in session for the entire school year (33–35 weeks). The results of the study revealed that the children in the APE program made more significant gains across objectives, and particularly on the qualitative measures, than did the children in the OT or NIP groups.

A Preliminary Investigation of the Relationship between Language and Gross Motor Skills in Preschool Children

1995 ◽  
Vol 81 (3_suppl) ◽  
pp. 1211-1216 ◽  
Author(s):  
William J. Merriman ◽  
Beth E. Barnett ◽  
Dave Isenberg
Keyword(s):  
New York ◽  
Preschool Children ◽  
Motor Skills ◽  
Motor Development ◽  
Preliminary Investigation ◽  
Verbal Ability ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Motor Test ◽  
The Relationship

This study was undertaken to explore the relationship between language skills and gross-motor skills of 28 preschool children from two private pre-schools in New York City. Pearson product-moment correlation coefficients were calculated for language (revised Preschool Language Scale) and gross motor (Test of Gross Motor Development) scores. Locomotor skills were significantly related to both auditory comprehension and verbal ability while object control scores did not correlate significantly with either language score. These results were discussed in terms of previous research and with reference to dynamical systems theory. Suggestions for research were made.

scholarly journals Hubungan Pengetahuan Dengan Keterampilan Ibu Dalam Menstimulasi Motorik Kasar Anak Umur 36 – 48 Bulan

2021 ◽  
Vol 4 (2) ◽  
pp. 45-49
Author(s):  
Desak Gede Yenny Apriani
Keyword(s):  
Motor Skills ◽  
Health Workers ◽  
Strong Relationship ◽  
Maternal Knowledge ◽  
Cross Sectional ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Dependent Variables ◽  
Level Of Knowledge ◽  
The Relationship

Development is the increase in the ability to function more complex bodies in a regular pattern. In the community, there are still many parents who do not know about their child's development, so that delays cannot be detected early. By providing stimulation, delays in child development can be detected and intervened early. The purpose of this study was to determine the relationship between the level of knowledge and the skills of mothers in stimulating gross motor skills of children aged 36-48 months. This type of research used associative with a cross sectional approach and using independent and dependent variables. Data collection using a questionnaire sheet. After the data collected is presented in a table and analyzed using the Spearman Rank statistical test. The results showed that the level of maternal knowledge about gross motor stimulation was at most 37.1% in the moderate category and maternal skills to stimulate gross motor skills at most 35.1% in the sufficient category where (r = 0.866, p = 0.000) so that there was a significant relationship between the level of knowledge with the mother's skills in stimulating gross motor skills. The conclusion of this study shows that the level of knowledge has a strong relationship with the skills of mothers in stimulating children's gross motor skills. Information about gross motor stimulation can be an effort to increase the knowledge and skills of mothers that can be done through counseling by health workers. Keywords : Knowledge level, skills, developmental stimulation, children aged 36-48 months.

scholarly journals The relationship between the motor skills level and the severity of autism disorder in children with autism

2021 ◽  
Vol 25 (1) ◽  
pp. 58-65
Author(s):  
Ali Akbar Barrodi sedehi ◽  
Abdollah Ghasemi ◽  
Ali Kashi ◽  
Elham Azimzadeh
Keyword(s):  
Motor Skills ◽  
Rating Scale ◽  
Pearson Correlation ◽  
Children With Autism ◽  
Autism Severity ◽  
Motor Proficiency ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
The Relationship ◽  
Autism Disorder

Background and Study Aim. This study aimed to determine the relationship between the level of fine and gross motor skills and motor proficiency with the severity of autism disorder in children with autism. Material and Methods. 68 children with autism, ranged from 3-16 years old, were selected. Motor Assessment Battery for Children-2 (MABC-2) was used to assess fine and gross motor skills and motor proficiency. Gilliam Autism Rating Scale-2 (GARS-2) test was also used for assessing the severity of autism disorder in the participants. Results. The obtained results from the Pearson correlation test showed that there was a significant and negative relationship between sub-scales of GARS-2 and MABC-2 tests (P<0.05). It means that decreasing the level of motor skills increases the autism severity. The results of the regression test also showed that only the total score of motor proficiency among microscales of the MABC-2 test could predict the stereotypes, social skills, communication skills, and autism severity (P<0.05). Conclusion. The results of the current study indicated the pivotal role of motor skills growth in determining the level of autism disorder. It also emphasized on embedding motor interventions in rehabilitation programs of such people.

scholarly journals Testing the Motor Competence and Health-Related Variable Conceptual Model: A Path Analysis

2018 ◽  
Vol 3 (4) ◽  
pp. 61 ◽  
Author(s):  
Ryan Burns ◽  
You Fu
Keyword(s):  
Physical Activity ◽  
Conceptual Model ◽  
Motor Skills ◽  
Sixth Graders ◽  
Perceived Competence ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
School Day ◽  
Health Related ◽  
The Relationship

The purpose of this study was to empirically test a comprehensive conceptual model linking gross motor skills, school day physical activity and health-related variables in a sample of sixth graders. Participants were a convenience sample of 84 sixth grade students (Mean age = 11.6 ± 0.6 years). Gross motor skills were assessed using the Test of Gross Motor Development-3rd Edition (TGMD-3), school day physical activity was assessed using pedometers, health-related fitness was assessed using Progressive Aerobic Cardiovascular Endurance Run (PACER) laps, perceived competence assessed using a validated questionnaire and the health-related outcome was assessed using Body Mass Index (BMI). The relationship between school day step counts and TGMD-3 scores was mediated through both perceived competence and PACER laps (p = 0.015) and the direct path coefficient between TGMD-3 scores and BMI was statistically significant (b = −0.22 kg/m2, p < 0.001). Overall there was good model fit with all indices meeting acceptable criteria (χ2 = 3.7, p = 0.293; Root Mean Square Error of Approximation (RMSEA) = 0.062, 90% Confidence Interval (C.I.): 0.00–0.23; Comparative Fit Index (CFI) = 0.98; Tucker-Lewis Index (TLI) = 0.96; Standardized Root Mean Square Residual (SRMR) = 0.052). The comprehensive conceptual model explaining the inter-relationships among motor competence and health-related variables was empirically validated with the relationship between physical activity and gross motor skills mediated through both perceived competence and cardiorespiratory endurance in a sample of sixth graders.

Gross Motor Skills and School Day Physical Activity: Mediating Effect of Perceived Competence

2018 ◽  
Vol 6 (2) ◽  
pp. 287-300 ◽  
Author(s):  
You Fu ◽  
Ryan D. Burns
Keyword(s):  
Physical Activity ◽  
Motor Skills ◽  
Mediation Analysis ◽  
Sixth Grade ◽  
Perceived Competence ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Motivational Constructs ◽  
School Day ◽  
The Relationship

The purpose of this study was to examine the relationship between gross motor skills and school day steps per minute, testing various motivational constructs as potential mediators. A convenience sample of 66 sixth-grade children (mean age = 11.6 ± 0.5 years; 30 boys, 36 girls) were recruited from one public “Zoom” school. Gross motor skills were assessed using the Test for Gross Motor Development-3rd Edition. Motivational constructs were assessed using a series of validated questionnaires. Children wore a pedometer for one school week. A bootstrap mediation analysis was employed using gross motor skills scores as the predictor variable and steps per minute as the outcome variable; the motivational constructs consisted of perceived competence, enjoyment, and self-efficacy as potential mediators. The results from a bootstrap mediation analysis yielded a statistically significant average causal mediation effect (ACME) using perceived competence as the mediator (ACME = 0.022, 95% CI [0.001, 0.054], p = .018). Perceived competence mediated 30.8% of the total effect between gross motor skill scores and steps per minute, with the entire model explaining approximately 13.6% of the variance. The relationship between gross motor skills and school day physical activity may be mediated through perceived competence in sixth-grade children.

scholarly journals Hubungan Peran Keluarga dengan Kemampuan Motorik Kasar Anak Disabilitas Intelektual

2021 ◽  
Vol 6 (1) ◽  
pp. 9-15
Author(s):  
Nahdiah Purnamasari
Keyword(s):  
Intellectual Disabilities ◽  
Motor Skills ◽  
Motor Development ◽  
Cross Sectional ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development ◽  
The Family ◽  
The Relationship

Abstrak Penelitian ini bertujuan untuk mengetahui hubungan peran keluarga  degan kemampuan motorik kasar anak disabilitas intelektual. Penelitian ini menggunakan desain cross-sectional dengan jumlah responden tiga puluh delapan orang (n=38). Terdapat beberapa data primer yang dikumpulkan diantaranya peran keluarga, kemampuan motorik kasar, Pengambilan data tersebut menggunakan kuisioner Family Role Questionnaire (FRQ) dan Form Test Gross Motor Development 2 (TGMD-2). Berdasarkan hasil analisis uji hubungan dengan Spearman Rho test didapatkan nilai signifikansi (p) sebesar 0,000(p< 0.05) yang berarti adanya hubungan antara peran keluarga dengan kemampuan motorik kasar anak disabilitas intelektual, dengan nilai r =0.062 yang berarti adanya hubungan yang kuat antara peran keluarga dengan kemampuan motorik kasar anak disabilitas intelektual. Kata kunci : motorik kasar, peran keluarga, disabilitas intelektual.   Abstract This study aims to see the relationship between family and gross motor skills of children with intellectual disabilities. This study used a cross-sectional design with thirty-eight respondents (n = 38). Some of the primary data collected included the role of the family, gross motor skills, data collection using the Family Role Questionnaire (FRQ) questionnaire and the Gross Motor Development 2 Test Form (TGMD-2). Based on the results of the analysis of the relationship test with the Spearman Rho test, it was obtained a significance value (p) of 0.000 (p <0.05), which means that there is a relationship between family roles and gross motor skills of children with intellectual disabilities, with a value of r = 0.062, which means that there is a strong relationship. between the role of the family and gross motor skills of children with intellectual disabilities. Key words: gross motor skills, family roles, intellectual disabilities.  

Fundamental Gross Motor Skill Performance by Girls and Boys with Learning Disabilities

1997 ◽  
Vol 84 (3) ◽  
pp. 867-870 ◽  
Author(s):  
Rebecca J. Woodard ◽  
Paul R. Surburg
Keyword(s):  
Learning Disabilities ◽  
Motor Skills ◽  
Motor Development ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Object Control ◽  
Gross Motor Development ◽  
Skill Performance ◽  
Gross Motor Skill ◽  
Development Quotient

The purpose of this study was to compare the performance of fundamental gross motor skills by 10 girls and 10 boys, 7 yr. old, with learning disabilities. Their skills were assessed on the Test of Gross Motor Development. The boys achieved significantly higher mean scores than the girls on the subtests of Locomotor Skills and Object Control Skills, and on the Gross Motor Development Quotient.

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