scholarly journals Pengaruh Gross Motoric Training terhadap Kemampuan Koordinasi Motorik pada Anak Developmental Coordination Disorder di SLBN Surakarta

2019 ◽  
Vol 16 (2) ◽  
pp. 97
Author(s):  
. Prasaja
Keyword(s):  
Experimental Design ◽  
Motor Skills ◽  
Motor Development ◽  
Developmental Coordination Disorder ◽  
T Test ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Coordination Disorder

Developmental Coordination Disorder (DCD) adalah istilah yang digunakan untuk menggambarkan kesulitan dalam pengembangan keterampilan gerak, adanya keterlambatan perkembangan pada motor skills, kesulitan dalam belajar atau melakukan keterampilan yang membutuhkan koordinasi motorik. Aktivitas gross motor sangat penting untuk menstimuli pertumbuhan dan perkembangan pada anak-anak dengan DCD. Penelitian ini bertujuan untuk mengetahui  pengaruh aktivitas gross motoric training  terhadap kemampuan koordinasi motorik pada anak  Developmental Coordination Disorder di SLBN Surakarta. Desain penelitian ini adalah quantitative pre-experimental design tipe one-group pretest-posttest. Peneliti menggunakan teknik purpossive sampling atau jugmental sampling. Sampel berjumlah  33 orang terdiri dari 28 laki-laki dan 5 perempuan. Alat pengumpul data berupa tes menggunakan instrument Test of Gross Motor Development-2. Metode analisis data yang digunakan dengan teknik statistik uji t-test berpasangan. Hasil Penelitian ini antara lain  golongan umur sebagian besar sampel berada pada rentangan usia 6.00-6.11 tahun (39,4 %),  berdasarkan jenis kelamin didominasi oleh laki-laki (84,8%), menurut  diagnosis sebagian besar   Autism (48.5%). Ada pengaruh positif, dan signifikan secara statistik dari intervensi aktivitas gross motoric training  terhadap kemampuan koordinasi motorik pada anak Developmental Coordination Disorder (p = 0,001). Kesimpulan penelitian ini adalah gross motoric training berpengaruh positif terhadap kemampuan koordinasi motorik pada anak  Developmental Coordination Disorder.

Ball Catching Performance in Children with Developmental Coordination Disorder

2004 ◽  
Vol 21 (4) ◽  
pp. 348-363 ◽  
Author(s):  
Hilde Van Waelvelde ◽  
Willy De Weerdt ◽  
Paul De Cock ◽  
Bouwien C.M. Smits-Engelsman ◽  
Wim Peersman
Keyword(s):  
Outcome Measures ◽  
Motor Development ◽  
Developmental Coordination Disorder ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Movement Strategies ◽  
Coordination Disorder

The aim of this study was to compare the quality of ball catching performance of children with DCD to the performance of younger typically developing children. The outcome measures used were a modified ball catching item of the Test of Gross Motor Development and the number of grasping errors in a ball catching test. In the study, children with DCD were matched with younger typically developing children according to gender and the number of caught balls in the ball catching test. Children with DCD made significantly more grasping errors and scored significantly lower on the modified TGMD-item. Children with DCD were not only delayed in ball catching but they also seemed to use different movement strategies compared to younger typically developing children.

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.

scholarly journals Are Teaching Principles Associated With Improved Motor Performance in Children With Developmental Coordination Disorder? A Pilot Study

2006 ◽  
Vol 86 (9) ◽  
pp. 1221-1230 ◽  
Author(s):  
Anuschka S Niemeijer ◽  
Marina M Schoemaker ◽  
Bouwien CM Smits-Engelsman
Keyword(s):  
Motor Development ◽  
Motor Performance ◽  
Developmental Coordination Disorder ◽  
Physical Therapists ◽  
Gross Motor Development ◽  
Age Related ◽  
Teaching Principles ◽  
Movement Performance ◽  
Movement Assessment ◽  
Coordination Disorder

Abstract Background and Purpose. Physical therapists' teaching skills often are disregarded in research studies. We examined whether the use of different teaching principles during neuromotor task training was associated with treatment effects. Subjects. Nineteen children (mean age=7 years 5 months, range=5–10 years) who had developmental coordination disorder and who performed below the 15th percentile on the age-related Movement Assessment Battery for Children (M-ABC) and 11 physical therapists participated in the study. Methods. One intervention session for each child was videotaped. The frequency of the use of principles included in the motor teaching principles taxonomy (Niemeijer et al, 2003) was correlated with changes in motor performance on the M-ABC and the second edition of the Test of Gross Motor Development. Results. Providing clues on how to perform a task, asking children about a task, and explaining why a movement should be executed in a certain way were related to better movement performance. Discussion and Conclusion. Teaching principles may be associated with success in therapeutic situations.

scholarly journals Socioeconomic and Familial Factors Associated with Gross Motor Skills among US Children Aged 3–5 Years: The 2012 NHANES National Youth Fitness Survey

2020 ◽  
Vol 17 (12) ◽  
pp. 4491 ◽  
Author(s):  
Soyang Kwon ◽  
Meghan O’Neill
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Family Income ◽  
Secondary Analysis ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Object Control ◽  
Factors Associated ◽  
Gross Motor Development ◽  
Us Children

The first aim of this study was to examine the prevalence of below average gross motor skills in a representative sample of US children aged 3 to 5 years. The second aim was to identify socioeconomic and familial characteristics that are associated with below average gross motor skills. Secondary analysis was conducted using the datasets from the 2012 National Health and Examination Survey National Youth Fitness Survey (NNYFS). The NNYFS assessed gross motor skills among 329 children aged 3–5 years, using the Test of Gross Motor Development-Second Edition (TGMD-2). Socioeconomic and familial characteristics of interest, such as family income and family structure, were asked in an in-person interview. This study estimated that one in three US children age 3 to 5 years old (33.9%) scored below average for gross motor quotient. In the gross motor subsets, one in four (24.4%) scored below average for locomotion and two in five (39.9%) scored below average for object control. Children living below the poverty threshold were more likely to have a higher gross motor quotient (odds ratio, OR = 2.76; 95% confidence interval, CI = 1.09–7.00). Girls were more likely to have a higher locomotor score (OR = 2.17; 95% CI = 1.10–4.25). Those living with other child(ren) aged ≤5 years were more likely to have a higher locomotor score (OR = 2.36; 95% CI = 1.01–5.54), while those living with child(ren) aged 6–17 years were more likely to have a higher object control score (OR = 1.83; 95% CI = 1.24–2.69). This study revealed risk factors associated with poor gross motor development, furthering our understanding of gross motor development in early childhood.

Effects of Fundamental Movement Skills Training on Children With Developmental Coordination Disorder

2016 ◽  
Vol 33 (2) ◽  
pp. 134-155 ◽  
Author(s):  
Jie Yu ◽  
Cindy H.P. Sit ◽  
Angus Burnett ◽  
Catherine M. Capio ◽  
Amy S.C. Ha ◽  
...  
Keyword(s):  
Sleep Disturbance ◽  
Motor Development ◽  
Sleep Disturbances ◽  
Developmental Coordination Disorder ◽  
Skills Training ◽  
Physical Competence ◽  
Gross Motor Development ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Coordination Disorder

The purpose of this study was to examine the effects of fundamental movement skills (FMS) training on FMS proficiency, self-perceived physical competence (SPC), physical activity (PA), and sleep disturbance in children with developmental coordination disorder (DCD) compared with children with typical development (TD). A total of 84 children were allocated into either experimental group (DCD[exp], TD[exp]) who received 6 weeks of FMS training or control groups (DCD[con], TD[con]). FMS were assessed using the Test of Gross Motor Development-2, whereas PA was monitored using accelerometers. SPC and sleep disturbance were evaluated using questionnaires. Results showed that the DCD[exp] group had significantly higher scores in FMS and SPC compared with the DCD[con] group at posttest. The DCD[exp] group scored lower in sleep disturbance at follow-up when compared with posttest. It is suggested that short-term FMS training is effective in improving FMS and SPC and reducing sleep disturbances for children with DCD.

Locomotor and Object Control Skills of Children Diagnosed with Autism

2001 ◽  
Vol 18 (4) ◽  
pp. 405-416 ◽  
Author(s):  
Sheri L. Berkeley ◽  
Lauriece L. Zittel ◽  
Lisa V. Pitney ◽  
Stacia E. Nichols
Keyword(s):  
General Population ◽  
Motor Skills ◽  
Motor Development ◽  
Children With Autism ◽  
Population Differences ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Object Control ◽  
Gross Motor Development ◽  
Young Children With Autism

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.

scholarly journals The Brief Form of the Test of Gross Motor Development-3 for Individuals with Visual Impairments

2021 ◽  
Vol 18 (15) ◽  
pp. 7962
Author(s):  
Ali S. Brian ◽  
Angela Starrett ◽  
Adam Pennell ◽  
Pamela Haibach Beach ◽  
Sally Taunton Miedema ◽  
...  
Keyword(s):  
Psychometric Properties ◽  
Motor Skills ◽  
Motor Development ◽  
Visual Impairments ◽  
Gross Motor ◽  
Confirmatory Factor Analyses ◽  
Gross Motor Development ◽  
Confirmatory Factor ◽  
Global Fit ◽  
Latent Traits

Children with visual impairments (VI) tend to struggle with their fundamental motor skills (FMS), and these difficulties often persist across the lifespan, requiring frequent assessment. The Test of Gross Motor Development (TGMD) shows robust psychometric properties for children with VI. The TGMD, which includes 13 skills, is time-consuming to administer and score, warranting the need to explore brief versions. Therefore, the purpose of this study was to explore the psychometric properties of three, six-skill versions of the TGMD-3 with children with VI. Children (n = 302; Boys = 58%, Girls = 42%; Mage = 13.00, SD = 2.50 years) with VI (B1 = 27%, B2 = 20%, B3 = 38%, B4 = 15%) participated in this study. We examined three different models using confirmatory factor analyses on the relationships between the motor skills and latent traits across the models. Scores from all three brief versions had acceptable global fit. Although further research should be conducted, practitioners can adopt a brief version of the TGMD to assess children with VI.

scholarly journals Gross Motor Development Level Of The Children Age 9 Years

2014 ◽  
Vol 2 (11) ◽  
pp. 129-135
Author(s):  
Masri Baharom ◽  
Ahmad Hashim ◽  
Mahaliza Mansor
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Motor Skills ◽  
Learning Process ◽  
Motor Development ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Gross Motor Development

Physical education plays a role in contributing to the growth and development of the children through the learning experience to meet the needs of the psychomotor, cognitive, and affective domain [1,9,8,11]. All children will go through a learning process based on Physical Education syllabus as set out in the primary school integrated Curriculum (KBSR). In the Physical Education curriculum, children have been encourage to develop fitness, skill and sportsmanship. The focus of this study is about teaching of fitness in gross motor skills which consist of the locomotors and manipulative skills. Children age seven to nine years have been involved in teaching and learning process based on these skills. Children will apply all the locomotors and manipulative skills since they are in level one primary school.

scholarly journals A influência da prática regular de natação no desenvolvimento motor global na infância (The influence of regular swimming practices on global motor development throughout childhood)

Retos ◽  
2020 ◽  
pp. 296-304
Author(s):  
Orilda M. Moura ◽  
Henrique P. Neiva ◽  
Luís B. Faíl ◽  
Jorge E. Morais ◽  
Daniel A. Marinho
Keyword(s):  
Middle Ages ◽  
Motor Skills ◽  
Motor Development ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Different Ages ◽  
Positive Effect ◽  
Development Quotient ◽  
The Middle Ages

Apesar da natação ser um desporto usualmente praticado pelas crianças, pouco conhecimento existe sobre o seu efeito no desenvolvimento motor. O objetivo deste estudo foi avaliar e comparar o desenvolvimento motor global em crianças de diferentes idades praticantes e não praticantes de natação. A amostra foi constituída por 116 crianças (58 masculinas, 58 femininas), com idades compreendidas entre os 5 e os 10 anos, pertencentes a dois grupos, nomeadamente os que frequentavam aulas de natação (n=57) e os que não frequentavam aulas de natação (n=59). O desenvolvimento motor global foi avaliado a partir do Test of Gross Motor Development-2. As crianças entre os 5 e os 10 anos de idade praticantes de natação demonstraram valores significativamente superiores no somatório das habilidades (52.23 ± 9.58 vs. 48.69 ± 9.64, p=.04) e no quociente global de desenvolvimento motor (68.16 ± 11.57 vs. 64.56 ± 12.04, p=.04). Estas diferenças entre os grupos foram evidenciadas claramente quando analisadas as diferentes faixas etárias, nomeadamente nas crianças de 7 e 8 anos (somatório das habilidades: 55.00 ± 8.44 vs. 48.25 ± 9.48, p=.008; quociente: 68.88 ± 10.90 vs. 6.38 ± 11.55, p=.005). Nas crianças com 5 e 6 anos, 9 e 10 anos, não se verificaram diferenças significativas. Os resultados sugerem assim um efeito positivo da prática regular de natação no desenvolvimento motor global das crianças entre os 5 e os 10 anos de idade, sendo que os resultados parecem sugerir que este é mais evidente nas idades intermédias (7 e 8 anos de idade).  Resumen. Aunque la natación es un deporte que suelen practicar los niños, existe poco conocimiento sobre su efecto en el desarrollo motor. El objetivo de este estudio fue evaluar y comparar el desarrollo motor global en niños de diferentes edades que practican y no practican la natación. La muestra estuvo formada por 116 niños (58 hombres, 58 mujeres), con edades comprendidas entre los 5 y los 10 años, pertenecientes a dos grupos, los que asistieron a clases de natación (n = 57) y los que no asistieron a clases de natación (n=59). El desarrollo motor global se evaluó mediante lo Test of Gross Motor Development-2. Niños entre 5 y 10 años que practicaron natación mostraron valores significativamente más altos en la suma de habilidades (52.23 ± 9.58 vs. 48.69 ± 9.64, p=.04) y en el cociente de desarrollo motor global (68.16 ± 11.57 vs. 64.56 ± 12.04, p=.04). Estas diferencias fueron más evidentes en niños de 7 y 8 años (suma de habilidades: 55.00 ± 8.44 vs. 48.25 ± 9.48, p=.008; cociente: 68.88 ± 10.90 vs. 6.38 ± 11.55, p=.005). En niños de 5 y 6 años, 9 y 10 años, no hubo diferencias significativas. Así, los resultados sugieren un efecto positivo de la práctica regular de la natación sobre el desarrollo motor global de los niños entre 5 y 10 años, y los resultados parecen sugerir que esto es más evidente en niños de 7 y 8 años.  Abstract. Although swimming is a sport usually practiced by children, little knowledge exists about its effect on motor development. This study aimed to evaluate and compare the gross motor development in children of different ages with or without regular swimming practices.  116 children (58 males, 58 females) aged between 5 to 10 years old, distributed in two groups, those who experienced swimming lessons (n=57) and those who did not have any swimming experience (n=59). The gross motor development was assessed using the Test of Gross Motor Development-2. Children aged between 5 and 10 years old showed significantly higher values in the sum of motor skills (52.23 ± 9.58 vs. 48.69 ± 9.64, p = .04) and the global motor development quotient (68.16 ± 11.57 vs. 64.56 ± 12.04, p = .04). These differences between the groups were more evident for children aged 7 and 8 years (sum of skills: 55.00 ± 8.44 vs. 48.25 ± 9.48, p = .008; quotient: 68.88 ± 10.90 vs. 6.38 ± 11.55, p = .005). In children aged 5 and 6 years, 9 and 10 years, there were no significant differences. The results thus suggest a positive effect of regular swimming practice on the gross motor development of children between 5 and 10 years old, and the results seem to suggest that this is more evident in the middle ages (7 and 8 years old) .

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