Objective: To conduct a systematic review of the socioeconomic influence in the motor abilities development in 0 to 8 years old infants. Methodology: through the PRIMA checklist, selecting original ...research within 0 to 8 years old range, socioeconomic status and motor abilities, utilizing an instrument or battery with published results within the last 10 years. Through the data bases such as SCOPUS, Web of Science, SciELO, EBSCO and Dialnet. Results: once only comparing between infants and low socioeconomic status, it was found that these are within the norm, if it is compared with a high status, the motor abilities are lower and in the case of medium socioeconomic status these results are within the norm. Conclusion: in infants of low socioeconomic status the motor abilities are lower compared to those of high socioeconomic status.
Objetivo: realizar una revisión sistemática de la influencia del nivel socioeconómico en el desarrollo de las habilidades motrices en infantes de 0 a 8 años. Metodología: mediante la lista de cotejo PRISMA, seleccionando investigaciones originales en rango de 0 hasta 8 años, nivel socioeconómico y habilidades motrices, habiendo utilizado algún instrumento o batería con resultados publicados en los últimos 10 años. A través de bases de datos como SCOPUS, Web of Science, SciELO, EBSCO y Dialnet. Resultados: al momento de hacer una comparación únicamente entre infantes de nivel socioeconómico bajo, se encontró que estos aparecen dentro de la norma, pero, si se compara con un nivel más alto, las habilidades motrices son menores y en el caso de nivel socioeconómico medio presentan resultados dentro de la norma. Conclusión: en infantes de nivel socioeconómico bajo las habilidades motrices son menores en comparación con los de nivel socioeconómico más alto.
The aim of the research was to determine the effectiveness of teaching physical and health education in the fourth grade of primary school in relation to the teachers? professional competence. The ...sample of 242 subjects, aged 10, consisted of male and female students of the fourth grade of elementary schools in Nis, Serbia. The sample included two subsamples, one consisting of 124 respondents who attended classes under the guidance of physical and health education teacher (experimental group) and the other of 118 respondents who attended classes under the guidance of generalist teacher (control group). The teaching content, intended for both groups of students, was taught during one semester based on the physical and health education curriculum for the fourth grade of elementary school, and the concept of the experiment is that one group was guided by a physical and health education teacher, and the other by a generalist teacher. The sample of variables included six situational-motor and seven motor tests. The abilities monitored in this paper (explosive leg strength, speed, flexibility, balance and situational motor abilities) were tested by initial and final testing. The results showed that there was a statistically significant effectiveness of teaching physical and health education on the development of motor and situational-motor abilities under the guidance of physical and health education teacher in comparison to classes taught by generalist teacher.
The purpose of study is to determine the effectiveness of the influence of strength fitness on the development of motor abilities of high school students. Materials and methods. The study was ...conducted on the basis of secondary school No. 55 Kharkiv in several stages. During the study, two groups were created: experimental and control. The control and experimental groups included 10 boys of 10 grade each. In the control group, lessons were held on the module “Gymnastics” according to the thematic plan. And in the experimental group the lessons content included: strength fitness, stretching exercises and aerobic combinations. Special attention was paid to the preparation of muscles for performing the exercises of the main part of the lesson - strength training. Research methods: study, synthesis and comparative analysis of literature and other sources on the research issue; observation; questionnaires, diagnosis of well-being, activity, mood according to the WAM method, testing of motor readiness, methods of mathematical statistics. Results. According to the study results, in the experimental group was found a probable improvement in the state of activity by 11.3 points (p<0.01) and mood by 12.7 points (p<0.01). This indicates the positive impact of strength fitness exercises, modern music accompaniment and the corresponding load on these indicators. In the control group under the program of the variable module “Gymnastics” we observed an improvement in strength abilities such as flexion and extension of the arms in the abutment position by 3.8 (p<0.05). Indicators of motor abilities of students in the experimental group at the end of the trial had probable shifts towards improvement: shuttle run 4×9 m by 0.9 sec. (p<0.01), flexion and extension of the arms in the abutment position by 3.9 times (p<0.05), flexion and extension of the arms in suspension by 1.5 times (p<0.05), bent suspension by 7.4 sec. (p<0.001), jump in length from the place by 7.4 cm (p<0.05), flexibility (torso inclination) by 3.1 cm (p<0.001). Conclusions. The use of recreational fitness in physical education classes in high school students not only contributes to an increase in the level of motor abilities, but also improves the emotional state of students. Through a combination of physical education, aerobic exercise, stretching, strength fitness, breathing exercises, visualization, high school students noted an improvement in well-being, mood, and activity.
Background
Children with ADHD frequently suffer from deficits in cognitive (ie, executive functions) and motor abilities. Although medication usually has a positive effect, a lack of commitment and ...possible side effects result in a need for adjunct or alternative treatments. Thus, the aim of the current study was to investigate the effects of cognitively and physically demanding exergaming on executive functions, ADHD symptoms, and motor abilities.
Methods
In a parallel group randomized trial, 51 children between 8‐12 years (M = 10.63; SD = 1.32) diagnosed with ADHD were assigned either to an 8‐week exergame intervention group (three training sessions per week for 30 minutes) or a waiting‐list control group. The core executive functions (inhibition, switching, updating), parent ratings of symptoms, and motor abilities were assessed/gathered before and after the intervention.
Results
Analyses of covariance (using pre‐test values as covariates) revealed that children in the exergame intervention group improved in specific executive functions (reaction times in inhibition and switching), general psychopathology as well as motor abilities compared to control group.
Conclusions
Findings indicate that exergaming might benefit two domains in which frequent deficits can be observed in children with ADHD, executive functions and motor abilities. Given that these beneficial effects in turn might positively affect psychopathology, exergaming could serve as an individualized home‐based intervention in the future. However, in order to maximize benefits and make exergaming a valuable adjunct to treatment for children with ADHD, customized exergames are needed.
The aim of this research was to determine the differences in motor abilities between two generations of students of the Kinesiology Department with the Faculty of Education in Osijek, as part of ...Basic Kinesiological Transformations course and also to determine the differences based on gender.
Subject sample consisted of 112 students of Kinesiology, of which 53 subjects were from the first generation and 59 subjects from the second.
Tests for assessment of motor abilities of repetitive power and strength were pull-ups, sit-ups, chest presses and back squats.
A significant difference in motor abilities between the two generations of Kinesiology Department students was observed only in the motor test for assessment of repetitive power – pull-ups - among male students, whereby male students of the second generation achieved significantly better results.
Differences between the two generations of female students have not been
observed in any of the assessment tests. While analysing the differences based on gender, it has been observed that male students achieve significantly better results than female students in all the assessment tests of power and strength, except in sit-ups. The reason for the significant differences observed between the two generations of students of the Kinesiology Department only in the test for assessment of repetitive power – pull-ups – probably lies in the fact that the pull-ups, because of the complexity needed for executing them correctly,
have caused a higher degree of motivation while training, whereas other
tests did not appear to be equally motivating. The differences observed
based on gender correspond to standard differences which appear as a result of sexual dimorphism, even though the subjects in question were a
homogenised group of kinesiology students.
Background and Study Aim. The variability of interpopulation morphofunctional traits in humans is closely related to various environmental factors. However, body composition has a significant ...relationship with indicators of physical fitness, human performance, with its adaptation to environmental conditions. The aim of the work is to investigate ethno-territorial variability of morphological characteristics of students studying at Ukrainian universities. Material and methods. Datum were from cross-sectional surveys since 2014 through 2019. Male students aged 18–25 years old (n = 488) of Ivano-Frankivsk National Medical University from different countries were recruited. Anthropometric methods included body length (BH), body weight (BW), chest girth in three states: at maximum, maximum inspiration and rest; skinfolds thicknesses and epiphysis measurements. Somatometric physical development indicators (body mass index - BMI), Kettle’, Pignet’, Livi’ and Erismann’ indexes) were calculated on the basis of these parameters. Body composition (absolute and relative amounts of skeletal, fat and muscle components) were determined using Matiegka formula. Results. It was found that the average growth of students in European countries is higher compared to students from Asia (9-10%) and Africa (3-5%). Reliably significant differences (p <.05) in body weight indicators between all ethnic groups were found. Students from India are characterized by very low levels of relative body fat. Most representatives of Egypt (61.4%) and Jordan (50.9%) are characterized by moderately high fat content. For representatives of all other countries, this figure is within the optimal ratio. Conclusions. The obtained results showed that anthropometric and morphometric indicators of students aged 18-25 change statistically significantly depending on the ethno-territorial factor. Thus, the study of ethnic variability of morphological characteristics is of great importance for the individualization of physical training of students from other countries in higher education institutions of Ukraine.
Despite its impact on everyday functioning, spatial perspective-taking has rarely been investigated in autism spectrum disorders (ASD), and previous findings are surprisingly sparse and inconsistent. ...In the present study, we aimed to investigate spatial perspective-taking abilities in children and adolescents with ASD without intellectual disabilities, comparing them with a group of typically-developing (TD) peers. Our objectives were: (i) to test similarities and differences between these groups in a spatial perspective-taking task; and (ii) to see whether similar or different underlying processes (i.e., fine and gross motor skills, and visuospatial abilities) might account for the groups’ performance in the spatial perspective-taking task. A group of children with ASD (N = 36) was compared with a TD group (N = 39), aged from 8 to 16 years. Participants were administered tasks assessing spatial perspective-taking, fine and gross motor skills, visuo-constructive abilities, visuospatial working memory, visual imagery, and mental rotation. Our results revealed that the ASD group had more difficulty with the spatial perspective-taking task than the TD group. The two groups also had some shared and some different processes that predicted their perspective-taking performance: a significant predictive effect of fine motor skills and visuospatial working memory emerged for both groups, while gross motor skills (i.e. walking heel-to-toe) and visuospatial imagery only revealed a role in the TD group. These findings suggest that different abilities might account for the two groups’ performance in the spatial perspective-taking task. Gross motor skills and complex visuospatial abilities seem to be more important in sustaining spatial perspective-taking ability in typical development than in the event of ASD. Some of the clinical and educational implications of these findings are discussed.
The research was conducted in order to determine the effect of an eight-week agility development program (ADP) in elementary school students.
Materials and methods. 107 fifth grade elementary school ...students from four classes randomly marked as agility development program (ADP) group (n = 55) or control (CON) group (n = 52) took part in the testing. The students had two classes of physical education per week, which is a total of 16 classes in eight weeks. ADP lasting 15 minutes was conducted within the main part of the physical education class. Both groups attended physical education classes, except that the control group had activities without a special agility development program. Two-tailed independent t-test was used to analyze differences in agility between the ADP and the CON and the change in the performance from pre- to posttests between groups. Two-tailed paired t-test was used to analyze changes in agility performance between pre- and posttests within both groups.
Results. Compared with the CON, the ADP group showed significantly better performances (p≤0.05) in Zig-zag test, Illinois Agility Run test, Agility T test and Arrowhead Agility test after the training period, but not in Balsom agility test (p>0.05).
Conclusions. The positive effect of the 8-week agility development program (ADP) on improving agility was determined. Therefore it can be concluded that the implemented program for the development of agility can contribute to the improvement of physical performance and various skills needed for the proper development of children.
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