The effects of ten weeks physical fitness program on basic motor skill development of fifth grade elementary school boy students

2007 ◽  
Author(s):  
Hossein Sepasi
Keyword(s):  
Elementary School ◽  
Physical Fitness ◽  
Motor Skill ◽  
Skill Development ◽  
Fifth Grade ◽  
Fitness Program ◽  
Motor Skill Development

Motivational Climate, Psychological Responses, and Motor Skill Development in Children’s Sport: A Field-Based Intervention Study

1995 ◽  
Vol 17 (3) ◽  
pp. 294-311 ◽  
Author(s):  
Marc Theeboom ◽  
Paul De Knop ◽  
Maureen R. Weiss
Keyword(s):  
Intrinsic Motivation ◽  
Motor Skill ◽  
Skill Development ◽  
Perceived Competence ◽  
Motivational Climate ◽  
Traditional Group ◽  
Motor Skill Development ◽  
Positive Experiences ◽  
Mastery Motivational Climate ◽  
Depth Interviews

Recent research in educational psychology suggests that provision of a mastery motivational climate will maximize enjoyment, perceived competence, and intrinsic motivation in children (Ames, 1992a, 1992b, 1992c). Minimal research has been conducted to test this proposition in the physical domain. The purpose of this study was to examine the effectiveness of a performance versus mastery oriented teaching program on children’s enjoyment, perceived competence, intrinsic motivation, and motor skill development. Children (N = 119) 8 to 12 years of age were randomly assigned to one of the two programs for 3 weeks during an organized sports program. Results revealed that children in the mastery oriented group reported significantly higher levels of enjoyment and exhibited better motor skills than those in the performance oriented group. In-depth interviews further indicated that children in the mastery program were almost unanimous in reporting high levels of perceived competence and intrinsic motivation, while those from the traditional group showed less pronounced effects. These results provide empirical evidence that a mastery motivational climate can result in more positive experiences for young athletes as they learn new skills.

scholarly journals Development of fundamental motor skills in children of a public school in the city of Sao Paulo

2015 ◽  
Vol 9 (1) ◽  
Author(s):  
Decio Rodrigues ◽  
Eric Leal Avigo ◽  
Jose Angelo Barela
Keyword(s):  
Public School ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Skill Development ◽  
First Grade ◽  
Chronological Age ◽  
Gross Motor ◽  
Fundamental Motor Skills ◽  
Motor Skill Development

BACKGROUND: One common observation is that Brazilian children are failing to achieve the expected proficiency, regarding the chronological age, in performing gross motor skills. PURPOSE: The aim was to verify the development of fundamental motor skills of 6- and 9-year-old children from a public school of São Paulo city. METHOD: Eight two children were selected from the first and fourth Elementary year, 40 children from the first grade (6.6 year-old, 20 boys and 20 girls) and 42 children from the fourth grade (9.2 year-old, 21 boys and 21 girls). Children were videotaped performing the Test of Gross Motor Development tasks, locomotor and object-control subtests. Three experimenters inspected the video images and rated the children’s performance following the suggested criteria. RESULTS: Nine-year-old children were advanced in fundamental motor skill performance compared to 6-year-old, but children from both age groups are delayed to the expected fundamental motor skill development. Moreover, the developmental delay is even worse as chronological age increases, with 6-year-old rated as poor whereas 9-year-old children are rated as very poor in fundamental motor skill development. CONCLUSION: These results raise several concerns regarding the importance of mastering the basic motor skills and future enrolment in motor activities.

scholarly journals Relationship between reaction time variability and motor skill development in ADHD

2012 ◽  
Vol 18 (6) ◽  
pp. 576-585 ◽  
Author(s):  
Jenna M. Klotz ◽  
Matthew D. Johnson ◽  
Steve W. Wu ◽  
Kelly M. Isaacs ◽  
Donald L. Gilbert
Keyword(s):  
Reaction Time ◽  
Motor Skill ◽  
Skill Development ◽  
Time Variability ◽  
Reaction Time Variability ◽  
Motor Skill Development

scholarly journals Relationship between breast feeding and motor development in children: protocol for a systematic review and meta-analysis

BMJ Open ◽  
2019 ◽  
Vol 9 (9) ◽  
pp. e029063 ◽  
Author(s):  
Monserrat Hernández Luengo ◽  
Celia Álvarez-Bueno ◽  
Diana P Pozuelo-Carrascosa ◽  
Carlos Berlanga-Macías ◽  
Vicente Martínez-Vizcaíno ◽  
...  
Keyword(s):  
Systematic Review ◽  
Breast Feeding ◽  
Motor Development ◽  
Motor Skill ◽  
Meta Analysis ◽  
Skill Development ◽  
Relevant Information ◽  
Cochrane Library ◽  
Cross Sectional ◽  
Motor Skill Development

IntroductionThe recommendations of most health organisations encourage mothers to keep exclusive breast feeding during the first 6 months and combining breast feeding with complementary feeding at least during the first and second years, due to the numerous immunologic, cognitive developmental and motor skill benefits that breast feeding confers. Although the influence of breast feeding on motor development during childhood has been studied, the findings are inconsistent, and some studies have even reported no effect. This manuscript presents a protocol for a systematic review and meta-analysis, with the aim of reviewing the relationship between breast feeding and motor skill development in children in terms of duration, exclusivity or non-exclusivity of breast feeding.Methods and analysisThe search will be conducted using Medline (via PubMed), EMBASE, Web of Science and Cochrane Library from inception to December 2019. Observational studies (cross-sectional and follow-up studies) written in English or Spanish that investigate the association between breast feeding and motor development in children will be included. This systematic review and meta-analysis protocol follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols. The Critical Appraisal Checklist for Analytical Cross-Sectional Studies and The Newcastle-Ottawa Quality Assessment Scale for longitudinal studies will be used to assess the quality of included studies. The effect of breast feeding on motor skill development will be calculated as the primary outcome. Subgroup analyses will be carried out based on the characteristics of motor skill development and the population included.Ethics and disseminationEthical approval is not required because the data used will be obtained from published studies, and there will be no concerns about privacy. The findings from this study will be relevant information regarding the association of breast feeding with motor development in children and could be used encourage to improve breastfeeding rates. The results will be published in a peer-reviewed journal.PROSPERO registration numberCRD42018093706.

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