جستجوی مقالات مرتبط با کلیدواژه "مهارت های حرکتی بنیادی" در نشریات گروه "پزشکی"

Basic motor skills are the basis of one's motor experiences. In the past, motor skills were solely taught based on adversity, but today, research shows that early interventions and education in childhood affect the development of basic skills. The natural development of children adheres to a relatively predictable pattern, but sometimes problems develop in the process of motor development of children, leading to disruption of normal developmental flow. One of these disorders is growth coordination disorder. Developmental coordination disorder is used to describe children who, without a particular neurological or medical problem, have coordination problems that adversely affect their motor, academic, and social performance. One of the providers that can play an important role in developing a child's comprehensive development is educational programs and motor interventions. One of the new teaching methods is the ecological task analysis method. In this method, after determining the basic components of the task (resulting from the analysis of the task constraints and the effective environment in the task's difficulty), the researcher manipulates the hardness of their assignment according to the individual's constraints. Accordingly, the main purpose of the present study was to investigate the effect of manipulating task constraints on the learning of basic motor skills of children with developmental coordination disorder.

The present study is quasi–experimental with a pretest–posttest design and a control group. The statistical population included all 5– to 7–year–old girls, referring to Mashhad Developmental Coordination Disorder in Mashhad City, Iran. Participants included 30 qualified volunteers selected by the Developmental Coordination Disorder Questionnaire (Wilson et al., 2009) and the Movement Assessment Battery for Children–2 (MABC–2) (Henderson et al., 2007). They were randomly assigned to two groups of 15 children: training by manipulating task constraints and training without manipulation of task constraints. The inclusion criteria were as follows: having developmental coordination disorder based on the Developmental Coordination Disorder Questionnaire (Wilson et al., 2009) and confirmation of a child and adolescent psychiatrist based on DSM–5 diagnostic indices, providing consent by parents, and having healthy visual and auditory senses. The exclusion criteria were as follows: not taking part in the pretest or posttest and being absent from more than 2 sessions of the training program.
For data collection, the Developmental Coordination Disorder Questionnaire (DCDQ–7), the Movement Assessment Battery for Children–2 (MABC–2), and the Test of Gross Motor Development (TGMD–3) were used in the pretest and posttest stages. The method of analyzing the task and designing the exercise program was used to manipulate the complexity of the task. The essential components of the task were first identified based on the toughness of the task. Then, the task was matched to the individual's constraints for children with developmental coordination disorder. The trainer manipulates each component and changes the task from easy to complex. To apply these skills in the design of games and exercises, we tried to use a variety of movements to cover all fundamental motor skills. Each game and exercise has three simple, medium, and hard levels created by changing and manipulating the task components and the environment. The subjects performed the intervention program for 4 weeks and three 60–minute sessions each week. The data analysis was performed using the covariance analysis at a significant level of 0.05 through SPSS software 24.

Results indicate the effect of training intervention manipulation of task constraints on locomotion skills variable (p<0.001) and subscales of running (p<0.001), galloping (p<0.001), leaping (p<0.001), and jumping (p<0.001). So, the group with manipulated task constraints performed better than the teaching group that did not. Also, there was no significant difference between the two groups in the skipping and the sliding.

Finally, the present findings showed the effect of training by manipulating the task constraints in learning the fundamental movement skills of children with developmental coordination disorder. Therefore, paying attention to these findings and their effectiveness mechanism, these manipulations and changes in motor tasks can be used as a healthy way to reduce child motor problems with developmental coordination disorder. According to the present findings, educators and parents are advised to use various exercises and games to manipulate task constraints to grow and develop gross motor skills in children with growth coordination disorder.

Fundamental motor skills and attentional difficulties are observed in a large proportion of children with Attention Deficit and Hyperactivity Disorder (ADHD). The aim of this study was to investigate the effect of a 4-week training fundamental movement with the approach of Teaching Games for Understanding (TGfU) on motor and cognitive skills in children with ADHD.

The method of the study was semi-experimental, which was done by pretest-posttest design with a control group. 18 students between the ages of 7 and 10 (8.05±1.10) were selected as the sample. In the pre-test stage, participants performed the third edition of Test of Gross Motor Development (TGMD-3) and Attention Networks Test (ANT). Participants were randomly assigned to experimental and control groups. The training process consisted of 4 weeks (2 sessions of 60 minutes per week). After the intervention process, a post-test was taken. Data were analyzed using ANOVA with repeated measurements and independent t-test.

The results of data analysis showed that there was a significant difference between the experimental and control groups in motor skills (p=0.001) including locomotor (p<0.001) and hub skills (p=0.019) as well as cognitive skills (p<0.001).

In general, it can be said that a 4-week training of fundamental skills with the Teaching Games for Understanding approach can improve motor and cognitive development in ADHD children.

  Considering the motor and cognitive problems that arise following developmental coordination disorder (DCD), discovering new methods to deal with and reduce the adverse effects of this disorder is of particular importance. These people must promptly and effectively benefit from therapeutic and preventive interventions to improve their motor proficiency. This study aimed to investigate the effect of 8 weeks of exergame training on the motor proficiency of children and adolescents with typical development and those with developmental coordination disorders.

 This quasi-experimental research employed a pretest-posttest and between-group approach. To conduct this research, 40 female students with an average age of 11.29-14.24 years were grouped into 4: healthy (10-12 years), healthy (13-15 years), DCD (10-12 years), and DCD (13-15 years). Students with suspected developmental coordination disorder were identified by their parents by completing the developmental coordination disorder questionnaire (DCD-Q-2). They were selected as the research sample of the DCD group using the MABC-2 test. Then, all subjects participated in the MABC-2 test in the pretest stage. Afterward, all groups played with the Nintendo console (4 games out of 12 games) for 8 weeks (24 Sessions), and each session lasted 20 minutes. After the intervention, all groups participated in the posttest phase, similar to the pretest. After confirming the normality of data distribution through the Kolmogorov-Smirnov test, we examined the research hypotheses and analyzed the data using the paired t test, combined multivariate analysis of variance, and Bonferroni post hoc test at a significance level of P≤0.05.

 The paired t test results showed a significant difference in the subscales of balance, aiming and receiving, manual skill, and motor proficiency between the two age groups of 10-12 and 13-15 years in DCD subjects; however, no significant difference was observed in the posttest scores of 10-12 and 13-15 years old healthy students. Also, the independent t test results showed a significant difference between the scores of motor proficiency in the posttest of healthy and DCD individuals, and the mean scores of the healthy individuals were higher than those of DCD students. The combined multivariate analysis of variance supported only the significant effect of group (healthy and DCD) on MABC-2 subscales, and the impacts of age and age*group were not significant.

 The results of the present study show that exergame exercises significantly improve motor proficiency in DCD individuals; however, these interventions could not compensate for the developmental delay of these children compared to typically developed children. These results may be related to the duration of the interventions and the age range at the start of the interventions. These differences may disappear if appropriate interventions are presented at a younger age and for a long time.

Motor skills are needed for entering elementary school. They can students have better performance in learning. The present study aims to develop a process-based movement intervention program and evaluate it efficacy on the fundamental motor skills and school readiness of pre-school boys.

This is a quasi-experimental study with a pre-test/post-test/follow-up design. The study population consists of all preschool boys in Isfahan, Iran in 2019-2020. Of these, 30 children with poor motor skills and primary school readiness were selected using a purposive sampling method and randomly divided into experimental and control group. The experimental group received the process-based movement intervention program at 13 sessions. The instruments were Movement Assessment Battery for Children and the Metropolitan Readiness Test. The collected data were analyzed using repeated measures ANOVA.

The process-based movement intervention had a significant effect on the fundamental motor skills (F=32.94, η2= 0.59, P=0001) and school readiness (F= 46.45, η2= 0.62, P=0001) of pre-school boys.

The process-based motor intervention program can improve the fundamental motor skills and primary school readiness of pre-school boys by improving balance, sensory systems, motor coordination, and motor programming.

The natural development of children follows a predictable pattern. However, there are situations in which problems arise in this process, and the child does not go through the stages of normal growth. Developmental coordination disorder is one of the most important disorders that a significant percentage of children face. Developmental coordination disorder is used to explain problems in the development of motor skills. Many methods and factors can affect and improve the overall development of children with developmental coordination disorder, especially motor development. Today, nonlinear teaching methods have improved children's learning speed by creating variety, manipulation, and noticeable changes in the way of presenting exercises and games. So, the present study aimed to investigate the effect of manipulating task constraints by nonlinear training methods on learning basic ball skills in children with developmental coordination disorder.

The method of current research was quasi–experimental. The statistical population included 5–to7–year–old girls with growth coordination disorder in Mashhad City, Iran, in 2022. The participants were 30 girls aged 5 to 7 years who were eligible volunteers with developmental coordination disorder, who were purposefully identified through Developmental Coordination Disorder Questionnaire (DCDQ–7) (Wilson et al., 2009) and Movement Assessment Battery for Children–2 (MABC–2) (Henderson et al., 2007) included in the study and randomly divided into two groups of 15 people including; 1) nonlinear training and 2) Linear training (control). To evaluate ball skills in both groups in the pretest and posttest, we used the Test of Gross Motor Development (TGMD–3) (Ulrich, 2017). The ecological task analysis method was used to manipulate the task constraints and design the training program using the nonlinear training method. In this method, the researcher first determines the main components of the task and the effect on the task's difficulty level; by manipulating and applying noticeable changes, the task's difficulty level was adjusted according to the individual characteristics of children with developmental coordination disorder. Thus, the presented exercises were designed from easy to advanced level so that the training interventions cover all the desired movement skills. According to the group program, the subjects implemented the desired program and interventions for 4 weeks and three sessions of 60 minutes each week. Descriptive statistics, including frequency, mean, and standard deviation and inferential statistics including covariance analysis were used to analyze the data. SPSS version 24 software was used for data analysis. The significance level of the tests was 0.05.

The results show the effect of the training intervention of manipulation of task constraints by nonlinear training method on the variable of ball skills (p<0.001) and the subtests of two–handed hitting the ball (p<0.001), one–handed dribbling (p < 0.001), two–handed catching (p<0.001), kicking the ball (p<0.001), and throwing from below (p<0.001). However, no significant difference was observed between the two groups in the sub–tests of throwing over the shoulder (p=0.180) and forehand (p=0.241).

Based on the research findings, manipulation of task constraints by nonlinear training method affects learning the basic motor skills of children with developmental coordination disorder. By using this educational approach, instructors can challenge the learner to work harder towards new coordinated patterns and help learners use internal unconscious processes to create the ability to produce functional patterns in people.

Assessment of motor skills paves the way for detecting functional disorders and defects in the body structures and the child's interactions with their surroundings. While analyzing it and its factors affecting the importance of motor skills, experts have developed many tests and techniques to detect motor abnormalities. Most motor growth tests can convert qualitative characteristics of movement into quantitative ones; therefore, they provide objective criteria for investigating and detecting delay and slowness in motor development. One of the best tools for identifying developmental motor delays and motor problems in children is the Bruininks–Oseretsky motor skills tool. Psychometrics of motor skills have had different results in different societies and cultures. Hence, the present study aimed to investigate the psychometric properties of the Bruininks–Oseretsky test in Iraqi boys aged 5 to 7 years.

Methods:

The present cross–sectional study was a tool development and the research design. The study's statistical population included Iraqi boys in the age range of 5 to 7 years. The sample included 400 Iraqi boys selected by cluster sampling among those eligible for the study from different parts of Iraq. Children with neurological and musculoskeletal injuries were excluded from the study. The Bruininks–Oseretsky Test of Motor Proficiency (1950) was used in this study. This set of reference norm tests assesses the motor performance of children aged 4.5 to 14.6 years. This test consists of 8 subscales and 46 items that evaluate motor proficiency or movement disorders in gross and fine motor skills. Four subscales measure gross motor skills, three measure fine motor skills, and one measures both motor skills. Motor proficiency test subscales include running speed and agility, balance, coordination of friendship, strength, upper limb coordination, response speed, visual–motor control, and upper limb speed and agility. The Cronbach alpha, intra–class correlation coefficient, test–retest, and confirmatory factor analysis were used to analyze the data. SPSS statistical software version 20 and LISREL were used to analyze the data. A significance level of α = 0.05 was considered significant for statistical calculations.

The results showed that the Bruininks–Oseretsky test and its subscales have the necessary internal reliability and consistency in the community of Iraqi boys aged 5 to 7 years. The reliability coefficients of 0.80, 0.82, 0.70, and 0.86 were calculated for the subscales of motor proficiency of gross skills, fine skills, upper limb coordination, and the whole test. This test has the necessary time reliability (p<0.001). The test–retest reliability coefficients were calculated to be 0.86, 0.82, 0.88, and 0.83, respectively, for motor proficiency in gross skills, fine skills, upper limb coordination, and the whole test. The reliability (between the evaluator and the evaluator) of this test was also at a desirable level (p<0.001). So that the intra–rater reliability with coefficients of 0.82, 0.86, 0.84, and 0.85 and the inter–rater reliability with coefficients of 0.90, 0.85, 0.89, and 0.88 for the subscales of gross skills, fine skills, coordination of upper limb, and the whole test were calculated. In this study, the content validity of this test was also confirmed so that this index was calculated in the range of 0.8 to 1 for the subscales of gross skills, fine skills, and the whole test. Fit goodness indices were calculated as χ2</sup>/df=2.84, RMSEA=0.074, RMR=0.023, GFI=0.91, and AGFI=0.90. The study results showed that the Bruininks–Oseretsky Test and the subscales of gross skills, fine skills, and the whole test in the community of Iraqi boys aged 5 to 7 years have appropriate and acceptable validity and reliability.

Based on the findings of this study, the Bruininks–Oseretsky Test can be used with confidence to assess motor proficiency in the community, and for use in girls and other age groups, it is necessary to design and implement additional studies in the future.

Developmental Coordination Disorder (DCD) is an atypical motor development with an undiscovered etiology, which has recently attracted extensive attention. A significant challenge regarding motor development in children with DCD is identifying the constraints that affect the optimization of interventions, i.e., designed for motor development. The present study attempted to compare the effects of group and individual games on the development of fundamental movement skills in children with DCD.

This was a quasi–experimental research with a pretest–posttest and a control group design. The statistical population of the present study included all females aged 9–10 years with DCD in Tehran City, Iran, in 2018. The DCD was diagnosed using the second edition of the movement assessment battery (2001) for children followed by a psychiatrist’s approval. A total of 20 students with DCD were selected through convenience sampling method and were randomly divided into two groups, as follows: group games and individual games (10 children per group). The study groups performed the selected exercises during eighteen 60–minute sessions. The games played by the two groups were the same, and the only difference concerned the organization of the games. To design the games, several activities and games were extracted through exploring relevant literature (Peens et al., 2006). The selected activities and games were then included in the process of 18 daily lesson plans and were approved by 10 physical education professors. Prior to conducting the research, these games were tested on 12 children with DCD that were excluded from the research sample. Moreover, the games were completely consistent with the research objectives in terms of severity, duration, and time. The study subjects were evaluated before and after conducting the exercises by the Test of Gross Motor Development–Second Edition (TGMD–2). This test was presented by Ulrich (2000) for the qualitative assessment of gross motor skills. The TGMD–2 measures the locomotion and manipulation skills in subtests. The total score obtained in both subtests is considered as the value for fundamental movement skills. The validity and reliability of this tool have been approved by Soltanian et al., (2013) in Iran. Based on this study, the coefficient of internal consistency and reliability for locomotion and manipulation score, as well as the total score were reported as 78%, 74%, and 80%, respectively. Data analysis was performed in SPSS using repeated–measures Analysis of Variance (ANOVA) at a significance level of 0.05.

The obtained data were normalized using Shapiro–Wilk test; then, the scores of the pretest and posttest was compared between the study groups. Due to the heterogeneity of the data between the two groups, using the analysis of covariance was impossible. Therefore, to investigate the effect of the exercises, a 2 (groups) × 2 (pretest and posttest phases) repeated–measures ANOVA was performed through which the time factor was repeatedly measured. The collected findings revealed that group and individual game approaches had a significant effect on motor development in the studied children (p<0.001). The superior effect of group games in comparison with individual games (p=0.012) was confirmed considering the higher level of progress made by the group games research group (mean±SD: from 66.90±8.14 to 73.20±3.32), compared to the individual games study group (mean±SD: from 64.80±6.56 to 66.10±5.42).

Considering the advantages of group games and the results of this research study, motor development interventions in children with DCD could lead to more favorable outcomes in the development of fundamental movement skills; this goal is achieved if using group methods. Such practice proved effectiveness in preparing an individual for social life and teamwork that is encountered in everyday life. Social relationships could also be improved through these types of games.

This study aimed to examine the relationship between age, gender and body mass index with performance of fundamental motor skills among children aged 7-10 years.
A total of 600 children aged 7-10 years from Tehran participated in this research. Body mass index was directly measured from height (m)2/weight(kg) for each child. Fundamental motor skills were assessed by using the OSU-SIGMA scale.
The results showed that age and gender variables had a significant relationship on walking and running skills, but BMI was not significant (P>0.05). Also age, gender and body mass index variables had a significant relationship on jumping, skipping, hopping and ladder climbing (P Based on presented results, the need for educational programs in the field of play and physical activities seems necessary in elementary schools. If these programs are carefully implemented, could lead to increase expertise in fundamental motor skills. Thus, increased play and physical activity, leading to reduce the prevalence of obesity and overweight in children.

Childhood obesity is one of the epidemic problems in the whole world, affecting many aspects of children’s lives. According to evidence, high body mass index (BMI) is associated with the prevalence of cardiovascular diseases, type 2 diabetes, hypertension, and poor physical condition. One of the important factors causing a change in lifestyle to control weight, is the awareness of the weakening effects of overweight and obesity. The aim of this study was to compare “perceived competence” and “competency in performing motor skills” between three groups: normal-weight children, extremely slim children, and overweight and obese children. The research method was descriptive and of a causal-comparative type. The statistical population of this study was 460 10-year-old students residing in Isfahan City. We used a cluster sampling method to select this sample from among the students of two girls' schools and two boys’ schools located in District 3 of Isfahan City. There were respectively 200 and 230 10-year-old girls and boys in these schools, out of which we assigned 34 to the extremely slim group, 42 to the normal group, and 20 to the overweight and obese group. After completing the administrative procedure and getting necessary coordination done with the Isfahan Province Directorate-General for Education, and after the children’s parents completed the consent form and the children consented to their participation in this research, we were allowed to start our activities in these schools. First, we measured each participant’s height without shoes using a Seca stadiometer with a precision of 0.1 cm, and their weight with minimal clothes using a digital scale with a sensitivity of 0.1 kg. Based on the body mass index (BMI; the body weight in kilograms divided by the square of the body height in meters) and using international standard reference tables (IOTF), we classified the children into three categories: extremely slim, normal-weight, and overweight and obese children. According to the results, 20 subjects fell in the overweight and obese category, 42 in the normal-weight category, and 34 in the extremely slim category. We selected all 20 children who had fallen in the overweight and obese category. Fundamental motor skills were measured using The Test of Gross Motor Development (TGMD-2; Ulrich, 2000). This instrument contains twelve fundamental motor skills, which are categorized into two groups: Locomotor skills and object control skills. The locomotor skills group is aimed at evaluating gross motor skills that require coordination between body movements and the child’s movement. The object control skills group measures children’s general ability in manipulation skills. The running, trotting, hopscotch, leaping, precision jump, and sliding tests evaluate locomotor skills. Object control skills include the batting, dribbling, catching, kicking, overhead throw, and an underarm roll of a ball. We calculated the internal consistency reliability coefficients to be 0.78, 0.74 and 0. 80 on average for the movement score, the object control score, and the total score, respectively. We used Ulrich's test, and calculated the test-retest reliability coefficient to be ranging from 0.65 to 0.81, and the internal reliability of the scoreboard to be above 0. 95. We used Harter's scale (1985) to measure the children's competence perceived by children and parents. And we calculated the Cronbach's alpha coefficient to be 595% for self-perceived education, 557% for self-perceived behavior, and 692% for overall self-perception. The data showed that the fundamental motor skills of overweight and obese children, in the movement section and in total, were below those of extremely slim and normal-weight children, (p<0.01) but they were not different in the manipulation section. No significant differences were observed in the perception of children and parents about children’s competency in performing motor skills either. Although the motor skills of overweight and obese children were below those of extremely slim and normal-weight children, their parents and the children themselves did not perceive any differences between themselves and the other children in performing motor skills, and they did not, in fact, have a correct perception of motor competence. Accordingly, one of the ways to control weight is perhaps to give a correct perception of weight status and competency in performing motor skills, to parents and overweight and obese children.