The current research compared hand selection in a preferential reaching paradigm with unimanual (i.e., pick-up cup) and bimanual (pick-up cup and pour from pitcher) tasks. In addition, relationships ...between self-report, questionnaire-based hand preference (unimanual and bimanual) and patterns of hand selection were assessed. Data offer support for a division of labour between the hands in at the midline; however, bimanual selection otherwise reflects consideration of object proximity (i.e., location) and comfort (i.e., biomechanical constraints). When grasping cups in right space, the right-hand was used to stabilize the cup and left-hand to mobilize the pitcher, whereas the opposite pattern was observed in left-space. Unimanual hand selection was also driven by object location. Subsequent analyses revealed a relationship between unimanual measures, but not bimanual measures of hand preference. Overall, findings support the notion that questionnaire data are associated with hand preference for grasping to a certain extent; however, use of a comprehensive battery of assessments is recommended when assessing and/or predicting handedness.
Participation is a key aspect of quality of life and is essential for children's well-being, yet children with disabilities are at risk for lower participation in social activities. For children with ...autism spectrum disorder (ASD), social skills may present a significant obstacle for participation in activities of daily life; however, motor skill development may also serve an important contributing factor. Nevertheless, the link between social and motor skills in children with ASD is not fully understood. The current research implemented semistructured interviews to garner descriptive insights from caregivers (
= 17) into the social and motor skills of 5- to 9-year-old children with ASD and the impact on participation in social activities. A constant comparative method was used to generate a coherent and thematic representation of caregivers' experiences. Thematic analysis revealed core consistencies in three areas: (1) caregivers viewed participation differently than their children; (2) participation levels of children with ASD are context specific; (3) challenges with social skills were perceived to present a greater obstacle to participation than motor skills. Overall, the notion that ASD is a heterogeneous disorder was made very apparent. Although caregivers believe there to be immense value in current treatment and intervention options, the availability and access to such options was a major barrier. The effectiveness of intervention programming designed to increase participation is contingent on understanding factors that affect participation. Implications concerning caregivers' perspectives are discussed.
Various factors (e.g., hand preference, object properties) constrain reach-to-grasp in hemispace. With object use, end-state comfort (ESC) has been shown to supersede the preferential use of one hand ...at the midline. To assess how location, size, and orientation of objects (dowel, mallet, cup) influence preferred-hand use and ESC (N = 50; M
age
= 20.83), three preferential reaching tasks were implemented. Object location influenced hand selection in all tasks, along with size (cups) and orientation (mallets). Object location and orientation influenced ESC, but only with dowels and mallets. When oriented away from the preferred hand in hemispace, there was a higher occurrence of non-preferred hand use to facilitate ESC. Overall, findings add to understanding of ESC and preferential reaching with varying task demands.
Objects can be grasped in different ways to ensure a movement plan is aligned with the intended action. The current study assessed grasp posture in joint action object manipulation in children (ages ...6–11, n = 68), young adults (n = 21), and older adults (n = 23). Participants performed two actions (pickup and pass; pickup and pass for use) within two movement contexts (using a dowel as if it were the actual object; actual object use), using two objects (glass and hammer) that differed in use-dependent experience. Beginning-state comfort (prioritizing a comfortable initial hand posture for an object recipient) was assessed. Taken together, findings support the notion that the ability to anticipate the intended action, and thus consider an action partner in one’s action plan, increases with age. With age and use-dependent experience, it can be argued that there is a shift from stimulus-driven, familiar responses, to considering affordances and task demands. Together, findings add to our understanding of changes in motor planning capabilities across the life span.
There is inconsistent evidence demonstrating a relationship between task complexity and hand preference. However, analyzing the point at which task complexity overrides the decision to demonstrate a ...biomechanically efficient movement can enable complexity to be quantified. Young children (ages 3-7), adolescents (ages 8-12), young adults (ages 18-25), and older adults (ages 65+) performed a newly developed Hand Selection Complexity Task (HSCT) and completed the Waterloo Handedness Questionnaire (WHQ). The HSCT included a reciprocal Fitts' tapping task performed in the contralateral space (i.e., same side as preferred hand), followed by ipsilateral space (i.e., opposite side of preferred hand). An alternating contralateral-ipsilateral pattern enabled the participant to progress through six levels of difficulty in three conditions (manipulating target amplitude, width, and combined factors). As participants were free to perform with whichever hand (i.e., preferred, non-preferred) they deemed most appropriate, the level of difficulty where a hand switch occurred was identified. HSCT completion time and error scores were also computed. Findings revealed age to be a significant predictor of dependent measures when considering significant effects and interactions. Combined with the covariate WHQ score as a significant predictor of HSCT time and errors (in some, but not all cases), it can be argued that age-related effects reflect the development of handedness, and changes in strength of handedness across the lifespan. Together, findings suggest that task complexity plays an important role in hand selection when performing a task of increasing difficulty. It appears that task complexity will take precedent over object proximity and biomechanical efficiency, at a certain point, in order to complete the movement with the preferred hand. This point ultimately changes throughout the lifespan.
Fundamental motor/movement skills (FMS) describe the basic skills necessary to complete physical tasks, and are a key aspect of primary school physical education (PE) programs. Yet, specific teaching ...styles for FMS development have been relatively unexplored. Through a mixed-methods design, experiences and perceptions of different PE teachers (preservice, specialist, and generalist) were explored. The Spectrum of Teaching Styles (STS) survey was used to quantify self-reported use of teaching styles that may be used by PE teachers (
= 102). Semi-structured, qualitative interviews with a subset of participants (
= 11) were employed to explore how PE teachers perceive FMS development in PE classes. Combined, the findings highlight a preference for collaborative approaches to teaching and learning in PE, with a specific preference for explicit teaching strategies. Survey results demonstrated a preference for Style B (the practice style), which promotes teacher facilitation of activities and constructive feedback, with opportunities for students to practice skills and receive feedback. Teachers described how confidence with PE content influences the ability to provide lessons that target FMS development; this was reinforced by desires for additional professional development and training. Together, the findings provide a holistic view of teaching styles used in PE for FMS development, and outline a need to explore teaching approaches used by different PE teachers.
Physical activity (PA) and sedentary behaviour (SED) have been linked to the mental health of children and adolescents, yet the timing of behaviours may play a role in this relationship and ...clarifying this could inform interventions. We explored cross-sectional associations of PA and SED in varying time segments throughout the school day with the mental health of school-aged children and adolescents from rural Northeastern Ontario, Canada. A total of 161 students (56% female, M = 10.3 years old) wore accelerometers for 8 days (7 nights) and completed a self-report survey (parent reported for children younger than 11). Mental health was measured using the Strengths and Difficulties Questionnaire. Accelerometer-measured SED, light PA (LPA), and moderate and vigorous PA (MVPA) were estimated in the time-segments before school (06:00–08:44), school time (08:45–15:04), after school (15:05–16:59), and evenings (17:00–21:59). Associations were tested with multilevel linear regressions while adjusting for confounding factors. Students spent 72.6 min in MVPA, 209.0 min in LPA, and 621.0 min in SED per day. Daily SED was associated with less conduct problems (
β
= −0.27,
p
< 0.05). Evening LPA was inversely associated with hyperactivity (
β
= −1.45,
p
< 0.05), while SED was associated with hyperactivity and with peer problems before school (
β
= 1.70 and
β
= 1.01, respectively,
p
< 0.05), and during school (
β
= −0.83 and
β
= −0.57, respectively,
p
< 0.05). No associations were observed for MVPA, emotional symptoms, or prosocial behaviour. In conclusion, displacing SED with LPA in some specific periods of the day may benefit the mental health of students; taking this into account could strengthen interventions.
Quality physical education (PE) contributes to the development of physical literacy among children, yet little is known about how teacher training relates to this development. We assessed the ...association between teacher training, and the likelihood that children met recommended achievement levels for components of physical literacy as defined by the Canadian Assessment of Physical Literacy (CAPL).
Canadian children (n = 4189; M = 10.72 years, SD = 1.19) from six provinces completed the CAPL. Logistic regression was used to examine the relationship between teacher training (generalist/PE specialist), adjusting for children's age and gender, and physical competence protocols (sit and reach, handgrip, plank, Progressive Aerobic Cardiovascular Endurance Run PACER, body mass index BMI, waist circumference, Canadian Agility and Movement Skill Assessment CAMSA), the four CAPL domain scores, and the total CAPL score.
Teacher training, in addition to children's age and gender, explained only a very small proportion of variance in each model (all R
< 0.03). Children taught by a generalist were less likely to reach recommended levels of motivation and confidence (OR = 0.83, 95% CI, 0.72-0.95) or CAMSA scores (OR = 0.77, 95% CI, 0.67-0.90), even when accounting for a significant increase in CAMSA score with age (OR = 1.18, 95% CI, 1.12-1.26). All other associations between measures of components of physical literacy and teacher training were not significant.
While teacher training is hypothesized to contribute to the development of physical literacy among elementary school students, the observed effects in this study were either small or null. Children taught by PE specialists were more likely than those taught by generalists to demonstrate recommended levels of motivation and confidence, and to have better movement skills, which are hypothesized to be critical prerequisites for the development of a healthy lifestyle. Further research with more robust designs is merited to understand the impact of teachers' training on the various components of physical literacy development.
Cross‐lateralisation and increased motor difficulties have been reported in children with attention‐deficit/hyperactivity disorder (ADHD). Nevertheless, the question of how crossed (i.e. mixed ...preference) or uncrossed (i.e. same side preference) lateralisation impacts motor performance in children with ADHD has yet to be examined. In this study, previously validated observational measures of hand and foot preference were used to identify right‐handed children with ADHD who display cross‐ (n = 29) and uncross‐lateralisation (n = 31). An uncross‐lateralised typically developing (TD) group (n = 32) was also identified, and included as a control. Motor performance was assessed with seven valid and reliable fine and gross motor tasks performed with both preferred and non‐preferred limbs. Group, task and sex‐related effects were examined. Findings revealed that male (but not female) cross‐lateralised children with ADHD performed significantly worse, respectively, in two of the fine motor tasks (spiral tracing p < .01, and dot filling p < .05). Results suggest that cross‐lateralised hand and foot preference may affect complex motor skills in male children with ADHD. Furthermore, characteristics of ADHD may manifest differently in male and female children. Findings highlight the importance of considering both hand and foot preference when targeting motor interventions for children with ADHD.
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