•Developmental and conceptual difference between symbolic and non-symbolic basic numerical skills.•Symbolic basic numerical skills (number line and magnitude comparison) are related to executive ...functions.•Non-symbolic skills are related to motor skills.•Non-symbolic number line is related to fine motor skills.•Non-symbolic magnitude comparison is related to gross motor skills.
The aim of the current study was to explore individual differences in basic numerical skills in a normative sample of 151 kindergarteners (mean age = 6.45 years). Whereas previous research claims a substantial link between executive functions and basic numerical skills, motor abilities have been put forward to explain variance in numerical skills. Regarding the current study, these two assumptions have been combined, revealing interesting results. Namely, executive functions (inhibition, switching, and visuospatial working memory) were found to relate to symbolic numerical skills, and motor skills (gross and fine motor skills) showed a significant correlation to nonsymbolic numerical skills. Suggesting that motor skills and executive functions are associated with basic numerical skills could lead to potential avenues for interventions in certain disorders or disabilities such as nonverbal learning disability, developmental dyscalculia, and developmental coordination disorder.
Circuit based inclusion education is the learning of motion activities through the circuit method which is divided into several posts to improve motor skills according to the characteristics ...of children with needs special. The population and samples in this study were students at the Sukoharjo state extraordinary school totaling 30 people, sampling technique using purposive sampling. The data collection technique using tests and measurements of motor ability k consists of a 20-meter running test, hand eye coordination, agility, and explosive power of the leg muscles. The t-test used in data analysis with a significance level of α = 0.05. The results of this study show that the teacher's strategy in improving the motor skills of children with special needs consists of teachers as companions, mediators, motivators and artists. Thus, it can be concluded that circuit-based inclusion education can improve the motor skills of children with special needs. However, it is necessary to conduct further research by considering social environmental factors, psychosocial, physical components, and those related to improving the motor abilities of children with special needs.
Mental rotation of visual images of body parts and abstract shapes can be influenced by simultaneous motor activity. Children in particular have a strong coupling between motor and cognitive ...processes. We investigated the influence of a rotational hand movement performed by rotating a knob on mental rotation performance in primary school-age children (N = 83; age range: 7.0-8.3 and 9.0-10.11 years). In addition, we assessed the role of motor ability in this relationship. Boys in the 7- to 8-year-old group were faster when mentally and manually rotating in the same direction than in the opposite direction. For girls and older children this effect was not found. A positive relationship was found between motor ability and accuracy on the mental rotation task: stronger motor ability related to improved mental rotation performance. In both age groups, children with more advanced motor abilities were more likely to adopt motor processes to solve mental rotation tasks if the mental rotation task was primed by a motor task. Our evidence supports the idea that an overlap between motor and visual cognitive processes in children is influenced by motor ability.
Aim:
The aim of this paper is to determine the effect of 6 weeks of plyometric training on speed, explosive power, pre-planned agility, and reactive agility in young tennis players.
Methods:
The ...participants in this study included 35 male tennis players (age 12.14 ± 1.3 years, height 157.35 ± 9.53 cm and body mass 45.84 ± 8.43 kg at the beginning of the experiment). The biological age was calculated and determined for all participants. 18 of the participants were randomly assigned to the control group, and 17 were assigned to the experimental group. Running speed (sprints at 5, 10, and 20 m), change of direction speed (4 × 10, 20 yards,
t
-test, TENCODS), reactive agility (TENRAG), and explosive power (long jump, single leg triple jump, countermovement jump, squat jump, and single leg countermovement jump) were all tested. The Mixed model (2 × 2) ANOVA was used to determine the interactions and influence of a training program on test results. Furthermore, Bonferroni
post hoc
test was performed on variables with significant time*group interactions.
Results:
The results of this research indicate that an experimental training program affected results in a set time period, i.e. 5 out of total 15 variables showed significant improvement after experimental protocol when final testing was conducted. The experimental group showed significantly improved results in the 5 m sprint test in the final testing phase compared to the initial testing phase, this was also the case in comparison to the control group in both measurements. Furthermore, the experimental group showed significant improvement in the single leg countermovement jump in the final test, as well as in comparison to the control group in both measurements. The change of direction speed and reactive agility test also exhibited significant improvement in the final testing phase of the experimental group.
Conclusion:
The results of this research indicated that a 6-week program dominated by plyometric training can have a significant effect on the improvement of specific motor abilities within younger competitive categories. These results offer valuable insights for coaches in designing diverse tennis-specific scenarios to enhance overall performance, particularly focusing on the neuromuscular fitness of their players.
The early detection and continuous monitoring of children’s motor competence levels and physical fitness is very important. The purpose of this study was to determine the differences in motor ...coordination of children enrolled in soccer and multisport activities. The participants of this study included 147 boys and girls (mean age 7.60 ± 0.85 years). The total sample of subjects was composed of two subgroups: children who were enrolled in organized exercise programs—multisports (n = 77), and children who were engaged in soccer training (n = 70). Motor coordination was evaluated with the Kiphard–Schilling body coordination test (KTK). Physical fitness was assessed with a 20 m shuttle run test, 4 × 10 m shuttle run test, standing long jump, and handgrip strength. The ANCOVA showed significant differences (p < 0.05) with large effect size between groups for tests hopping for height (d = 0.93), total motor quotient (d = 1.31), jumping sideways (d = 1.32), and moving sideways (d = 1.59), after adjusting for age and gender. There were no significant differences between groups in the physical fitness tests. It can be concluded that children enrolled in multisport activities have higher levels of motor coordination than children who are enrolled only in soccer. Therefore, multiple sport training programs should be considered and encouraged by parents, educators, and other training professionals.
regular physical activity has an effect on biological responses in both muscles and organs that, in turn, alter the structure and functions of the brain. Therefore, this study aims at comparing motor ...(sprint, coordination ability and explosive legs strength skills) and cognitive abilities (working memory, attention, executive functioning) in children.
39 children with average chronological age of 9 years were divided in: Karatekas (n=19) and Sedentary (n=20) groups. Their abilities were measured by motor and cognitive tests. Motor skills were assessed through a battery composed by the 20 mt Sprint test, the Agility test and the Standing board jump Test. Cognitive profile was assessed by a battery of tests derived from BVN 5-11, "Batteria di Valutazione Neuropsicologica per l'Et à Evolutiva": Visual discrimination test, Reaction time test, Forwards and Backwards Digit Span Tests, Corsi Block-Tapping test and Tower of London.
our results reveal significant differences between two groups (p < 0.05). Karate children show better speed times, explosive legs strength and coordination skills. They scored better on working memory, visual selective attention and executive functions.
karate exercise training shows global benefits resulting in physiological and psychological gains in children.
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