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Introduction:Although rehabilitation is recommended for amyotrophic lateral sclerosis (ALS), improvement of functional decline has hardly been achieved. We investigated the effect of occupational therapy that uses a robotic-assisted glove (RAG) on hand dexterity and the functional connectivities found in the brain of ALS patients., Method:Ten patients diagnosed with ALS and admitted to the Shiga University of Medical Science (SUMS) Hospital from December 2018 to December 2021 participated in the study. These participants chose the hand side to wear RAG and exercised for two weeks. A sham movement was performed on the other side. We administered several functional assessments, including the Simple Test for Evaluating Hand Function (STEF), grip strength, pinch meter for grip strength, Canadian occupational performance measure (COPM), as well as nerve conduction study (NCS) before and after the exercise, and evaluated the results. We also analyzed six patients' resting-state functional magnetic resonance imaging (rs-fMRI)., Results:Two-week robotic rehabilitation improved the STEF, grip strength, and COPM scores when compared with those of the other side. However, no significant effect was observed in the pinch meter and the NCS results. The rs-fMRI data analysis revealed that the robotic rehabilitation augmented two functional connectivities between the left pallidum-right supplementary motor cortex and right insular cortex-right sensorimotor network among the patients, which had beneficial effects., Conclusion:The occupational therapy using RAG displayed improved hand dexterity. The enhanced functional connectivities around the sensorimotor network might be associated with the improvement in hand dexterity because of the RAG.

Aim: To determine the effects of mobile phone use on fine motor functions, neck, and upper limb disability values.Methods: Time duration of mobile phone use was recorded for a week. Rapid Upper Limb Assessment (RULA) was used to determine the risk level about posture while texting message on phones. Neck Disability Index (NDI) for neck pain and functional disability of neck on activities of daily life, Disabilities of the Arm, Shoulder, and Hand-Function/Symptom (DASH-FS) for the limitation in the functions of upper limb, Jebson Taylor Hand Function test for fine motor function.Results: Two hundred and seventy individuals (141 women, 129 men) whose mean ages were 21,48±1,86 years were included. While a significant correlation between duration of phone use and NDI score was specified (r=0,172; p=0,005), no significant correlation was found between duration of phone use and DASH-FS scores (r=0,092; p=0,130). It was found that there was a negative significant relationship between the duration of phone use and the total function score of the left hand and throwing small objects (p0,05).Conclusion: Although increased duration of phone use could cause neck problems, manual ability may be positively affected. In addition, since most participants have a poor posture while using a mobile phone, it is thought that this may be a risk factor for more musculoskeletal problems in older ages., Amaç: Cep telefonu kullanımının ince motor fonksiyonlar, boyun ve üst ekstremite özürlülük değerlerine etkisini belirlemektir.Yöntem: Bir hafta boyunca cep telefonu kullanım süresi kaydedildi. Telefonlarda mesaj yazarken duruşla ilgili risk düzeyini belirlemek için Hızlı Üst Ekstremite Değerlendirmesi (RULA) kullanıldı. Boyun ağrısı ve boynun günlük yaşam aktiviteleri üzerindeki fonksiyonel bozukluğu için Boyun Engellilik İndeksi (NDI), üst ekstremite fonksiyonlarındaki sınırlama için Kol, Omuz ve El Fonksiyonu/Belirti (DASH-FS), ince motor fonksiyonlar için Jebsen Taylor El Fonksiyon Testi kullanıldı.Bulgular: Çalışmaya yaşları ortalama 21,48±1,86 yıl olan 270 birey (141 kadın, 129 erkek) dahil edildi. Telefon kullanım süresi ile NDI puanı arasında anlamlı bir ilişki belirlenirken (r=0,172; p=0,005), telefon kullanım süresi ile DASH-FS puanları arasında anlamlı bir ilişki bulunmadı (r=0,092; p=0,130). Telefon kullanım süresi ile sol elin toplam fonksiyon puanı ve küçük nesneleri fırlatma arasında negatif yönde anlamlı bir ilişki olduğu bulundu (p0,05).Sonuç: Artan telefon kullanım süresi boyun problemlerine neden olabilse de el becerisi olumlu etkilenebilir. Ayrıca çoğu katılımcıda cep telefonu kullanırken kötü bir duruş saptandığından bu durumun ileri yaşlarda daha fazla kas-iskelet sistemi sorunları için bir risk faktörü olabileceği düşünülmektedir.

Pathological biomarkers of dementia and Alzheimer's disease (AD) change decades before clinical symptoms. Common sensory and motor changes in aging adults may be early markers of neurodegeneration. We investigated if midlife sensory and motor functions in Beaver Dam Offspring Study (BOSS) participants (N = 1529) were associated with longitudinal changes in blood-based biomarkers of neurodegeneration (neurofilament light chain (NfL); total tau (TTau)) and AD (amyloid beta (Aβ)). Mixed-effects models with baseline sensory and motor function as determinants and 10-year biomarker change as outcome were used. Participants with hearing impairment and worse motor function (among women) showed faster increases in NfL level over time (0.8% per year; 0.3% per year, respectively). There were no significant associations with TTau or Aβ. We found consistent relationships between worse baseline hearing and motor function with a faster increase in neurodegeneration, specifically serum NfL level. Future studies with longer follow-up should determine if sensory and motor changes are more reflective of general neurodegeneration than AD-specific pathology and whether sensory and motor tests may be useful screening tools for neurodegeneration risk.

Motor skill learning is considered to arise out of contributions from multiple learning mechanisms, including error-based learning (EBL), use-dependent learning (UDL), and reinforcement learning (RL). These learning mechanisms exhibit dissociable roles and engage different neural circuits during skill acquisition. However, it remains largely unknown how a newly formed motor memory acquired through each learning mechanism decays over time and whether distinct learning mechanisms produce different generalization patterns. Here, we used variants of reaching paradigms that dissociated these learning mechanisms to examine the time course of memory decay following each learning and the generalization patterns of each learning. We found that motor memories acquired through these learning mechanisms decayed as a function of time. Notably, 15 min, 6 h, and 24 h after acquisition, the memory of EBL decayed much greater than that of RL. The memory acquired through UDL faded away within a few minutes. Motor memories formed through EBL and RL for given movement directions generalized to untrained movement directions, with the generalization of EBL being greater than that of RL. In contrast, motor memory of UDL could not generalize to untrained movement directions. These results suggest that distinct learning mechanisms exhibit different patterns of memory decay and generalization.

Refereed/Peer-reviewed Promoting swimming and water safety is an important public health issue. The Pictorial Scale of Perceived Water Competence (PSPWC) requires children to indicate their perceived competence using three difficulty levels for 17 swimming scenarios. The aim was to purposefully select four critical scenarios of the PSPWC to create the PSPWC-short form and test for associations with actual swim competence. Four of 17 scenarios were selected and extended to a four-point response scale by adding an extra difficulty level. Parents whose children had participated in at least 1-week swim-intensive programme in 2021 were invited to participate in the study, and perceptions of 139 children (mean age 6.9 years, SD = 1.9) were matched with certificate data of actual swim competence pre- (n = 139) and post-programme (n = 29). Moderate positive correlations were found between swim level at programme start and perception of: retrieving an object in deep water (rho = 0.57), swimming on front (rho = 0.60), swimming on back (rho = 0.69), treading water (rho = 0.63) and the summed score of all four (rho = 0.71). After adjusting for sex and age, higher perceived skill was still significantly associated with increasing achieved skill levels. The PSPWC-short form appears to provide a valid measure to be used as a brief screening assessment.

Background: ADVANCE (NCT01526785) presented an opportunity to obtain a more nuanced understanding of motor function changes in treatment-experienced children with Pompe disease receiving 4000L-production-scale alglucosidase alfa for 52 weeks. Objective: To estimate minimal detectable change (MDC) and effect size on Gross Motor Function Measure-88 (GMFM-88) after 52 weeks of 4000L alglucosidase alfa (complete data N = 90). Methods: The GMFM-88 mean total % score changes, MDC, and effect size were analyzed post hoc by Pompe Motor Function Level at enrollment, age groups at enrollment, and fraction of life on pre-study 160L-production-scale alglucosidase alfa. Results: Overall, participants aged

OBJECTIVES: Early childhood is a crucial phase for motor development in which differences between children can manifest. These differences might be related to factors in ecosystems in which children are raised, of which little is currently known. The current study's purpose was to explore which modifiable factors in children's ecosystems are associated with the odds for low versus higher motor competence (MC) in 4- to 6-year-old children.DESIGN: A cross-sectional study design was conducted to investigate which modifiable social and physical factors in the home environment and direct living environment were associated with differences in MC.METHODS: Children's MC was measured through the Athletic Skills Track in 612 4- to 6-year-olds, from 10 primary schools in Eindhoven, the Netherlands. Parenting practices, characteristics of the home environment, and perceptions of the direct living environment were assessed through parental questionnaires. Hierarchical logistic regression analyses were conducted to evaluate factors associated with low MC in children.RESULTS: The presence of a garden at home and higher perceived sports facilities in the direct living environment decreased the likelihood of children being classified as low MC. Moreover, stronger parental active transportation routines and more discouraging physical activity parenting practices resulted in lower odds of low MC. In addition, girls were more at risk for low MC.CONCLUSIONS: Characteristics of the social and physical home environment and direct living environment were associated with MC disparities during early childhood. Both parenting practices and parental physical activity-involved behaviours are relevant modifiable factors related to differences in children's MC.

A new wheelchair tennis hand rim was developed, having a larger contact area and higher friction. How does this new hand rim compare to a regular hand rim regarding submaximal propulsion with a tennis racket during practice in novices? Twenty-four able-bodied novices (12 Regular Rim, 12 New Rim) completed a one-day experiment: pre-test, three practice-sessions and a post-test of 3 × 4 min each on a wheelchair ergometer (1.11 m/s, 7W). The New Rim group compared to the Regular Rim group, had a lower negative work per cycle (−0.83J vs. −2.06J, p = 0.01) at the post-test. There was a significantly larger increase in mechanical efficiency between the pre- and post-test in the New Rim group (2.3–3.4% vs. 2.1–2.5%, p = 0.02) compared to the Regular Rim group. The new rim led to a more ergonomic propulsion technique, with a reduction in negative power and higher mechanical efficiency between the pre- and post-test at submaximal propulsion.

Although much research on motor learning has focused on how we adapt our movements to maintain performance in the face of imposed perturbations, in many cases, we must learn new skills from scratch or de novo. Compared with adaptation, relatively little is known about de novo learning. In part, this is because learning a new skill can involve many challenges, including learning to recognize new patterns of sensory input and generate new patterns of motor output. However, even with familiar sensory cues and well-practiced movements, the problem of quickly selecting the appropriate actions in response to the current state is challenging. Here, we devised a bimanual hand-to-cursor mapping that isolates this control problem. We find that participants initially struggled to control the cursor under this bimanual mapping, despite explicit knowledge of the mapping. Performance improved steadily over multiple days of practice, however. Participants exhibited no aftereffects when reverting to a veridical cursor, confirming that participants learned the new task de novo, rather than through adaptation. Corrective responses to mid-movement perturbations of the target were initially weak, but with practice, participants gradually became able to respond rapidly and robustly to perturbations. After 4 days of practice, participants' behavior under the bimanual mapping almost matched performance using a veridically mapped cursor. However, there remained a small but persistent difference in performance level. Our findings illustrate the dynamics and limitations of learning a novel controller and introduce a promising paradigm for tractably investigating this aspect of motor skill learning.

Purpose During a cognitive effort, an increase in cortical electrical activity, functional alterations in the anterior cingulate cortex, and modifications in cortical inputs to the active motor units have been reported. In light of this, an increase in tremor could be anticipated as result of a mental task. In the present work, we tested this hypothesis. Methods In 25 individuals, tremor was measured with a three-axial accelerometer during 300 s of postural and goal-directed tasks performed simultaneously to mental calculation, or during control (same tasks without mental calculation). Hand and finger dexterity were also evaluated. Electromyographic (EMG) recordings from the extensor digitorum communis were collected during the postural task. Results Hand and finger dexterity was negatively affected by the mental task (p = .003 and p = .00005 respectively). During mental calculation, muscle tremor increased in the hand postural (+ 29%, p = .00005) but not in the goal-directed task (− 1.5%, p > .05). The amplitude of the main frequency peak also increased exclusively in the hand postural task (p = .028), whilst no shift in the position of the main frequency peak was observed. EMG was not affected. Conclusion These results support the position of the contribution of a central component in the origin of physiological hand postural tremor. It is suggested that the different effect of mental calculation on hand postural and goal-directed tasks can be attributed to the different origins and characteristics of hand postural and goal-directed physiological tremor.

Introduction: Pre-professional ballet training involves long training hours from an early age that could influence young dancers' physical performance and injury incidence. This cross-sectional analysis investigated the relationship of year group and sex with countermovement jump and injury incidence (primary outcome) in adolescent ballet dancers at a pre-professional dance school. Method: Countermovement jump (CMJ) height was recorded at the start of the academic year for 179 participants (M = 68, F = 111) spread across eight year-groups. Injury etiology and incidence was prospectively recorded over a 6-month period (September through February) by the medical team using a time-loss definition. Results: Between-subject statistically significant differences were reported for sex [F(1, 153) = 101.46; p < 0.001], year group [F(7, 153) = 12.57; p < 0.001], and sex*year group [F(7, 153) = 9.22; p < 0.001]. Mean CMJ across the year groups ranged between 24.7 to 41.3 cm for males and 23.5 to 25.1 cm for females. Injury incidence per dancer was 0.84 (CI: 0.13, 1.56) and injury incidence per 1,000 hours of dance was 1.94 (CI: 1.63, 2.25). No statistically significant differences between sexes or year groups were reported for injury incidence per 1,000 dance hours and time-loss. Hours dancing was statistically significantly positively associated with CMJ (r = .481, p < 0.05) and negatively associated with injury incidence (r = -.253, p < 0.05) for males; for females it was positively associated with time-loss (r = .254, p < 0.05). Conclusion: Even though CMJ was cross-sectionally monitored, the expected increased physical abilities in males as they grew older and progressed through their training was observed. Females did not indicate a similar increase in their physical ability, but they seemed to become more susceptible to injuries as they grow older. The lack of this speculative physiological development for the females may be associated with the ballet-only approach in their training. The use of CMJ as an injury screening tool may be limited, however, it could still be used as a tool to monitor physiological and fundamental motor skill development of adolescent dancers, as jumping is an integral part of ballet.

Research has repeatedly suggested that an external focus of attention is far superior to an internal focus of attention in motor learning and performance. Such findings have been explained through the lens of automaticity, as focusing externally on something outside your body should promote efficient and subconscious execution of any given motor action. In this paper, I critically review evidence and propose an alternative mechanism to explain why various foci are effective. Information, and its relevance to the task at hand, are at the center of this alternative view. The strong conclusions recently put forth in favor of an external focus, and the dismissal of all internal foci, appear unfounded. Researchers and practitioners should keep exploring attentional strategies that promote task-relevant information attunement.

This study investigated whether the functional improvements associated with functional electrical stimulation-assisted cycling, goal-directed training, and adapted cycling in children with cerebral palsy were maintained 8 weeks after the intervention ceased.The intervention (2 × 1-hour supervised sessions and 1-hour home program/week) ran for 8 weeks. Primary outcomes were the Gross Motor Function Measure (GMFM-88) and the Canadian Occupational Performance Measure (COPM). Secondary outcomes included the GMFM-66 and goal scores, 5 times sit-to-stand test (FTSTS), Participation and Environment Measure-Children and Youth (PEM-CY), Pediatric Evaluation of Disability Inventory Computer Adaptive Test (PEDI-CAT), and cycling power output (PO). Outcomes were assessed at baseline, 8 and 16 weeks.Twenty children participated (mean age = 10 years 3 months; SD = 2 years 11 months; Gross Motor Function Classification System II = 5, III = 6, and IV = 9). Improvements were retained above baseline at 16 weeks on the GMFM and COPM. Improvements in cycling PO, PEDI-CAT scores, PEM-CY environmental barriers and FTSTS were also retained.Functional improvements in children with cerebral palsy were retained 8 weeks post-intervention.

The redundancy inherent to the human body is a central problem that must be solved by the brain when acquiring new motor skills. The problem of redundancy becomes particularly critical when learning a new motor policy from scratch in a novel environment and task (i.e., de novo learning). It has been proposed that motor variability could be leveraged to explore and identify task-potent motor commands, and recent results indicated a possible role of motor exploration in error-based motor learning, including in de novo learning tasks. However, the precise computational mechanisms underlying this role remain poorly understood. A new controller in a de novo motor task can potentially be learned by first using motor exploration to learn a sensitivity derivative, which can transform observed task errors into motor corrections, enabling the error-based learning of the controller. Although this approach has been discussed, the computational properties of exploration and how this mechanism can explain recent reports of motor exploration in error-based de-novo learning have not been thoroughly examined. Here, we used this approach to simulate the tasks used in several recent studies of human motor learning tasks in which motor exploration was observed, and replicating their main results. Analyses of the proposed learning mechanism using equations and simulations suggested that exploring the entire motor command space leads to the training of an efficient sensitivity derivative, enabling rapid learning of the controller, in visuomotor adaptation and de novo tasks. The successful replication of previous experimental results elucidated the role of motor exploration in motor learning.

PURPOSE: Few longitudinal studies have investigated the interwoven longitudinal dynamics between physical activity (PA), motor performance, and academic skills in middle childhood. Therefore, we investigated the cross-lagged associations between PA, motor performance, and academic skills from grade 1 to grade 3 in Finnish primary school children. METHODS: A total of 189 children 6-9 yr old at baseline comprised the study sample. Total PA was assessed using a questionnaire filled out by parents, moderate-to-vigorous PA by combined heart rate and body movement monitor, motor performance by 10 × 5-m shuttle run test, and academic skills by arithmetic fluency and reading comprehension tests in grade 1 and grade 3. Data were analyzed using structural equation modeling adjusted for gender, parental education, and household income. RESULTS: The final model fitted the data very well ( χ237 = 68.516, P = 0.0012, root-mean-square error of approximation = 0.067, comparative fit index = 0.95, Tucker-Lewis Index = 0.89) and explained 91% of variance in the latent academic skills variable, 41% of the variance in the latent PA variable, and 32% of variance in motor performance in grade 3. Better motor performance in grade 1 was associated with higher academic skills in grade 3, but it did not predict PA. PA was not directly or indirectly associated with academic skills. However, higher levels of PA in grade 1 predicted better motor performance in grade 3. Academic skills did not predict PA or motor performance. CONCLUSIONS: These results suggest that better motor performance, but not PA, predicts later academic skills. Academic skills in grade 1 do not contribute to PA or motor performance in the early school years.

Cilj istraživanja je bio utvrditi utjecaj dva različita funkcionalna treninga na promjene određenih morfoloških karakteristika i pojedinih motoričkih sposobnosti vježbača. U istraživanju je sudjelovala 31 ispitanica (dob 31,00±9,23 godina, visina 166,26±5,02 cm, težina 69,46±15,09 kg), koje su pripadale dvjema različitim grupama, sa različitim programima i voditeljima, ali s jednakim ciljem grupnog programa, a to je razvoj različitih dimenzija snage, povećanje mišićne mase, te redukcija masnog tkiva. Za procjenu antropoloških obilježja korištene su sljedeće varijable: tjelesna visina, tjelesna masa, masno tkivo, mišićna masa, indeks tjelesne mase, opseg nadlaktice, opseg kontrahirane nadlaktice u fleksiji, opseg potkoljenice, opseg struka, opseg bokova, omjer opsega struka i bokova, podizanje trupa, čučnjevi, sklekovi, pretklon raznožno i iskret palicom. Ispitanice su podvrgnute inicijalnom i finalnom testiranju između kojih je prošao vremenski period od osam tjedana. Zaključuje se da je statistički značajno došlo do napretka kod prosječnih vrijednosti morfoloških osobina (masa tijela, indeks tjelesne mase, masno tkivo, mišićna masa) i motoričkih sposobnosti (repetitivna snaga trupa, nogu i ruku i ramenog pojasa)., Purpose of research is to establish an influence of two different group training on changes of defined morphological characteristics and specific motor abilities of exercisers. In research 31 female examiners (age AS±SD 31,00±9,23, height 166,26±5,02, weight 69,46±15,09) are divided into two different groups that are variously programmed and have different instructors but same goal which is a development of strength, increase of muscle mass and reduction of body fat. For assessment of anthropological characteristics, the following variables were used: height, weight, body fat percentage, skeletal muscle percentage, body mass index, circumference of upper arm, circumference of contracting upper arm in flexion, circumference of shin, waist circumference, hip circumference, waist to hip ratio, sit-ups, squats, push-ups, sit and reach and flexibility in the shoulders. Examinees go through initial and final testing during the eight-week research. In conclusion, examinees made statistically significant progress in morphological characteristics (body weight, body mass index, body fat, and skeletal muscle) and motor abilities (repetitive strength of abdominal muscles, leg muscles, arm and shoulder muscles).

Suvremen način života sa sobom nosi mnoge negativne posljedice i učinke, što se svakako odražava na djecu i njihov razvoj. Prevladava sjedilački način života među odraslima, ali i među djecom i mladima. Djeca sve manje vremena provode u igri na otvorenom kroz koju se upravo razvija motorika djeteta, kako gruba tako i fina. Osim toga, puno vremena i u školama provedu u sjedećem položaju. Nažalost, predmet tjelesne i zdravstvene kulture koji je nekoj djeci jedini organizirani način tjelovježbe često bude zanemaren i zapostavljen zbog nedostatka vremena za obradom nekog gradiva iz drugih predmeta. Vrlo je važno da su djeca tjelesno aktivna, da sudjeluju u raznim sportskim i tjelesnim aktivnostima. Tako se razvija njihova motorika, odnosno sposobnost korištenja vlastitog tijela. Razvijenost motorike utječe i na razinu razvijenosti motoričkih sposobnosti. Cilj ovog rada je procijeniti grubu i finu motoriku učenika starosti od 9 do 11 godina s obzirom na dob i spol. U istraživanju je sudjelovalo ukupno 83 učenika, od toga 43 učenika trećeg razreda i 40 učenika četvrtog razreda zadarskih osnovnih škola. Za procjenu grube motorike primijenjena je standardizirana baterija testova motoričkih sposobnosti za učenike primarnog obrazovanja, a za procjenu fine motorike učenici su nizali perlice na konopčić u određenom vremenu. Rezultati istraživanja ukazuju na statistički značajnu razliku među rezultatima za procjenu grube motorike s obzirom na dob, učenici četvrtog razreda postižu bolje rezultate. Rezultati za procjenu grube motorike s obzirom na spol gotovo pa se i ne razlikuju, jedino su rezultati fleksibilnosti statistički značajni što je bilo i za očekivati. Rezultati testa za finu motoriku statistički su značajni s obzirom na spol i na dob. Učenice postižu bolje rezultate u testu fine motorike. Sveukupno, gruba i fina motorika ispitanika prosječno je razvijena i sukladna njihovoj dobi. The modern way of life brings with it many negative consequences and effects, which certainly affects on children and their development. A sedentary lifestyle prevails among adults, but also among children and young people. Children are spending less and less time in outdoor play, through which the child's motor skills, both gross and fine, are being developed. In addition, they spend a lot of time in schools in a sitting position. Unfortunately, the subject of physical and health education, which is the only organized form of exercise for some children, is often neglected and neglected due to the lack of time to study some material from other subjects. It is very important that children are physically active, that they participate in various sports and physical activities. In this way, their motor skills develop, that is, the ability to use their own body. The development of motor skills also affects the level of development of motor skills. The goal of this work is to assess the gross and fine motor skills of students aged 9 to 11 years old considering to age and gender. A total of 83 students participated in the research, of which 43 third-grade students and 40 fourth-grade students from Zadar's elementary schools. To assess gross motor skills was used a standardized battery of motor skills tests for primary school students and for assess fine motor skills, students strung beads on a string in a certain time. The results of the research indicate a statistically significant difference between the results for the assessment of gross motor skills considering to age, fourth grade students achieve better results. The results for the assessment of gross motor skills considering to gender are almost same, there's no differents but only the results of flexibility are statistically significant, which is to be expected. The results of the test for fine motor skills are statistically significant considering to gender and age. Female students achieve better results in the test of fine motor skills. Overall, the subjects' gross and fine motor skills were averagely developed and appropriate for their age.

Cilj ovog diplomskog rada je opisati razvojna područja na kojima se radi s djetetom oštećena vida u sklopu programa rane intervencije kako bi se stvorio temelj i usvojile predvještine za kasnije uspješnije i lakše ovladavanje vještinama orijentacije i kretanja. Rana intervencija predstavlja skup usluga i podrške koja se pruža djetetu s utvrđenim razvojnim kašnjenjem ili sumnjom na pojavu kašnjenja te obitelji toga djeteta. Orijentacija i kretanje predstavljanju temelj neovisnosti osoba oštećena vida te se odnose na samostalno i svrhovito kretanje željenom okolinom. Usluge rane intervencije trebaju započeti odmah pri utvrđivanju oštećenja vida kod djeteta. S djetetom se radi na razvijanju percepcije i korištenju preostalih senzornih sustava kao kompenzacije za nedostatak vida u svrhu prikupljanja informacija o okolini. Također se radi na usvajanju koncepata koji su preduvjet uspješne orijentacije i kretanja. Naglasak se stavlja na usvajanje prikladnih motoričkih vještina koji su osnova samostalnog kretanja, s obzirom na to da u tom razvojnom području kongenitalno slijepa djeca pokazuju najviše odstupanja. Vještine orijentacije i kretanja na kojima se radi u sklopu programa rane intervencije odnose se na osnovne vještine orijentacije, te adaptivne uređaje i prilagođene tehnike kretanja bijelim štapom. Kao osnovni principi rane intervencije navode se multidisciplinarni pristup s naglašenom ulogom instruktora orijentacije i kretanja kao i važnosti sudjelovanja obitelji tijekom cijelog procesa rada s djetetom oštećena vida. Pregledom literature zaključeno je da što se ranije započne s radom na predvještinama orijentacije i kretanja djece oštećena vida, djeca kasnije lakše i brže i ispravnije usvajaju vještine samostalne orijentacije i kretanja te tehnika kretanja bijelim štapom za razliku od djece oštećena vida s kojom se nije radilo na tim vještinama od najranije dobi., The aim of this master's thesis is to describe the developmental areas addressed in the work with visually impaired children within the early intervention program, in order to establish a foundation and acquire pre-skills for later successful and easier mastery of orientation and mobility skills. Early intervention represents a set of services and support provided to children with identified developmental delays or suspected delays and their families. Orientation and mobility are essential for the independence of visually impaired individuals and involve independent and purposeful movement within the desired environment. Early intervention services should commence immediately upon the diagnosis of visual impairment in a child. The focus is on developing perception and utilizing the remaining sensory systems as compensation for the lack of vision to gather information about the surroundings. Additionally, concepts that are prerequisites for successful orientation and mobility are taught. Emphasis is placed on acquiring appropriate motor skills, as congenitally blind children demonstrate the greatest deviations in this developmental area. The orientation and mobility skills addressed within the early intervention program include basic orientation skills, adaptive devices, and customized techniques for using a white cane. The key principles of early intervention include a multidisciplinary approach, with a prominent role for orientation and mobility instructors, as well as the importance of family involvement throughout the entire process of working with visually impaired children. Literature review concludes that starting early with pre-skills development in orientation and mobility for visually impaired children enables them to acquire independent orientation and mobility skills, as well as white cane techniques, more easily, quickly, and accurately compared to visually impaired children who did not receive early intervention in these skills from an early age.

Autizam je razvojni poremećaj koji sve češće pogađa djecu u današnje vrijeme. Uz sve simptome koji se vežu uz autizam, smanjene motoričke sposobnosti jedan je od njih. Samim time to utječe na svakodnevni život djece s poremećajem iz spektra autizma. Temeljni cilj ovog istraživanja bio je provjeriti utjecaj vježbanja na jednom specifičnom poligonu na sposobnost rješavanja istih zadataka (istog poligona) kao i na sposobnost rješavanja različitih motoričkih zadataka (rješavanje drugog poligona). Istraživanje je provedeno na 10 djece s poremećajem iz spektra autizma koji su polaznici Teniskog kluba „Travnjak“, prosječne dobi 10,50 ± 2,59 godina, prosječne visine 152,80 ± 16,33 cm i tjelesne mase 47,60 ± 20,02. Ispitanici su u razdoblju od 27 tjedna proveli inicijalno, tranzitno i finalno testiranje, a u razdobljima između njih 2 puta tjedno provodili su dane programe treninga. U testiranjima se mjerilo vrijeme potrebno za prolazak kroz poligon A i poligon B, broj ponavljanja kod pretklona trupa iz ležanja, duljina skoka u dalj, duljina dosega kod testa pretklon trupa u sjedu raznožnom te broj ponavljanja kod step testa. Rezultati pokazuju statistički značajno smanjenje vremena kod prolaska kroz isti, odnosno drugi poligon. Također je zabilježeno i poboljšanje motoričkih sposobnosti. Kod step testa, pretklona trupa iz ležeće pozicije i testa pretklon trupa u sjedu raznožnom zabilježeno je statistički značajno poboljšanje, dok je kod testa skok u dalj zabilježen pozitivan trend. S obzirom na dobivene rezultate, predloženi trening mogao bi se koristiti kao samostalan fitnes program ili pak kao dio svakodnevne tjelesne aktivnosti djece s poremećajem iz spektra autizma. U budućim istraživanjima trebalo bi uključiti veći broj djece, odnosno proširiti bazu s više klubova. Autism is a disease that is increasingly affecting children nowadays. With all the symptoms associated with autism, reduced motor skills is one of them. This affects the daily lives of children with autism spectrum disorders. The main goal of this study was to check the impact of exercise on one specific polygon on the ability to solve the same tasks (the same polygon) as well as the ability to solve other motor tasks (solving another polygon). The study was conducted on 10 children with autism spectrum disorders who are participants of the Tennis Club "Travnjak", with an average age of 10.50 ± 2.59 years, an average height of 152.80 ± 16.33 cm and body weight 47.60 ± 20.02. The subjects conducted initial, transit and final testing over a period of 27 weeks, and in the periods between them, they conducted training programs 2 times a week. The tests measured the time required to pass through polygon A and polygon B, the number of repetitions in the test under the fuselage from lying down, the distance of the long jump, the distance of reach in the test preclude in the multiple position and the number of repetitions in the step test. The results show a statistically significant decrease in time when passing through the same, i.e. the second polygon. Improvement in motor skills has also been noted. In the step test, the torso from the supine position and the test of the torso in a varied position, a statistically significant improvement was recorded, while in the test, a positive trend was recorded. Given the results obtained, the proposed training could be used as an independent fitness program or as part of the daily physical activity of children with autism spectrum disorder. In future research, a larger number of children should be included, i.e. expanding the base with more clubs.

Istraživanje latentne strukture testova motoričkih sposobnosti učenika i učenica trećeg razreda provedeno je na učenicima trećih razreda koji pohađaju osnovnu školu „dr. Jure Turića“ u gradu Gospiću. Treće razrede pohađa 20 učenika i 40 učenica, a prema dobi podijeljeni u rasponu od 8 do 10 godina. Sudionici istraživanja redovito su pohađali nastavu Tjelesnog i Zdravstvenog odgoja. Cilj istraživanja bio je utvrditi razlike antropoloških obilježja za utvrđivanje strukture testova motoričkih sposobnosti učenika trećeg razreda. Uzorak varijabli korišten u istraživanju sastoji se od šest testova koji obuhvaćaju antropološka obilježja učenika. Tijekom istraživanja dobiveni su rezultati obrađeni metodama deskriptivne statistike i provjereni su testovi motoričkih sposobnosti. Faktorskom analizom metodom glavnih komponenata i primjenom GK-kriterija izdvojeni su faktori transformirani okomitom rotacijom po Varimax normalized kriteriju te je određen broj glavnih komponenta. Rezultatima su utvrđene razlike između učenika i učenica razredne nastave u prostoru latentnih dimenzija testova motoričkih sposobnosti. Rezultati ukazuju da statističke varijable korištene u istraživanju značajno ne odstupaju od normalne distribucije. Istraživanjem su utvrđene dvije latentne dimenzije. Prva latentna dimenzija je latentna struktura testova motoričkih sposobnosti za fleksibilnost, a druga latentna dimenzija latentna struktura testova motoričkih sposobnosti za eksplozivnu snagu. Research on the latent structure of tests of motor abilities of third-grade students was conducted on third-grade students who attend the elementary school "dr. Jure Turić" in the town of Gospić. The third grade is attended by 20 male and 40 female students, and according to their age, they are divided into the range of 8 to 10 years.The research participants regularly attended Physical Education and Health Education classes. The aim of the research was to determine the differences in anthropological characteristics for determining the structure of tests of motor skills of third graders. The sample of variables used in the research consists of six tests that cover the students anthropological characteristics. During the research, the obtained results were processed using the methods of descriptive statistics and tests of motor skills were checked. Factor analysis using the method of principal components and the application of the GK-criterion were used to extract factors transformed by vertical rotation according to the Varimax normalized criterion, and the number of principal components was determined. The results determined the differences between male and female students in classroom teaching in the area of latent dimensions of motor ability tests. The results indicate that the statistical variables used in the research do not deviate significantly from the normal distribution. The research determined two latent dimensions. The first latent dimension is the latent structure of motor ability tests for flexibility, and the second latent dimension is the latent structure of motor ability tests for explosive strength.

Pozadina istraživanja: Djeca s Down sindromom (DS) zaostaju za tipičnom djecom u stjecanju razvojnih motoričkih prekretnica. Ciljevi ovog istraživanja bili su: 1) utvrditi vrijeme i vjerojatnosti rizika (OD ratio) usvajanja temeljnih motoričkih prekretnica s obzirom na tip tjelesne (ne)proporcionalnosti utvrđene na temelju CI i izraditi model za predviđanje razvoja grubih motoričkih prekretnica specifičnih za djecu s DS s obzirom na tip tjelesne (ne)proporcionalnosti novorođenčeta s DS utvrđene na temelju CI. Metode: U ovoj 20-godišnjoj prospektivnoj longitudinalnoj kohortnoj studiji pratili smo 47 djece s DS-om u dobi od 3 mjeseca do 5 godina od 2000 do 2020. god. Novorođenčad smo grupirali s obzirom na omjer opsega glave i porođajne težine težine (OG/PTx100) ili cefalizacijski indeks (CI) u skupinu proporcionalne (CI, Background: Children with Down syndrome (DS) lag behind typical children in acquisition of developmental milestones, which could differ depending on body proportionality. We aimed to determine the difference in acquisition of developmental milestones in children with DS with disproportionate CI compared to proportionate CI. We created a motor development model that predicted milestone acquisition time. Methods: In this 20-year prospective cohort study, 47 children with DS aged 3 months to 5 years followed up to 2020 were grouped according to the ratio of head circumference and birth weight (HC/BW) or Cephalization Index (CI) into proportionate (CI

Esta investigación se basa en el nivel de influencia que tiene la recreación en niños con problemas motrices en edades de 6 a 12 años en la Biblioteca II nido del Gufo- Lisboa. Mediante el test KTK. los participantes de la investigación poseen un rango de edad de 9 a 12 años y está compuesto por 11 niños y 13 niñas, que fueron asistentes recurrentes al programa realizado por la profundización de recreación; tiene un contexto demográfico un poco complejo debido a lugar donde viven, ya que hay una tasa alta de crimen, inclinándose más que todo por el robo haciendo difícil transitar en las calles, algunas estructuras no se ven completas, el estrato socioeconómico está entre 1 y 3. El estudio se realizó con un enfoque cualitativo. Los instrumentos utilizados para recopilar datos sobre las habilidades motoras gruesas consistieron en Equilibrio Retaguardia(E.R), Saltos monopodales (S.M.), Saltos laterales (S.L) y Transposición Lateral (T.L.). el análisis de datos se realizó basado en una tabla baremo, habilidades sociales y actitudes lúdicas, los resultados muestran que la actividad física y la recreación pueden aumentar en poco tiempo las habilidades motoras gruesas en niños This research is based on the level of influence that recreation has on children with motor problems between the age of 6 and 12 at the II nido del Gufo library-lisboa. Through the KTK test. The research subjects are in an age range 9 to 12 years and is made up of 11 boys and 13 girls, who were recurring, attendees to the program carried out by the deepening of recreation; it has a somewhat complex demographic context due to where the live, since there is a high crime rate, leaning more towards robbery making it difficult to navigate the streets, some structures do not look complete, the socioeconomic stratum is between 1 and 3. The study was carried out with a qualitative approach. The instruments used to collect data on gross motor skills consisted of rear balance (R.B.), monopodal jumps (M.J.), Lateral jumps (L.J.) and lateral transposition (L.T.). The data analysis was carried out based on a scale table, social skills and playful attitudes, the results show that physical activity and recreation can increase gross motor skills in children in a short time. Profesional en Cultura Física, Deporte y Recreación Pregrado

Motor skill learning relies on neural plasticity in the motor and limbic systems. However, the spatial and temporal characteristics of these changes—and their microstructural underpinnings—remain unclear. Eighteen healthy males received 1 hour of training in a computer-based motion game, 4 times a week, for 4 consecutive weeks, while 14 untrained participants underwent scanning only. Performance improvements were observed in all trained participants. Serial myelin- and iron-sensitive multiparametric mapping at 3T during this period of intensive motor skill acquisition revealed temporally and spatially distributed, performance-related microstructural changes in the grey and white matter across a corticospinal-cerebellar-hippocampal circuit. Analysis of the trajectory of these transient changes suggested time-shifted cascades of plasticity from the dominant sensorimotor system to the contralateral hippocampus. In the cranial corticospinal tracts, changes in myelin-sensitive metrics during training in the posterior limb of the internal capsule were of greater magnitude in those who trained their upper limbs vs. lower limb trainees. Motor skill learning is associated with waves of grey and white matter plasticity, across a broad sensorimotor network.

The prevalence of autism spectrum disorder (ASD) among children has been recently increasing. The severity of symptoms greatly varies between individuals with ASD, ranging from relatively mild to extremely severe. It is important to have a clearer understanding of the possible adverse consequences resulting from this disorder, such as delayed motor development, autonomic dysregulation, and arterial stiffness. Thus, the objective of this study was to investigate differences in motor skills, heart rate variability (HRV), and arterial stiffness between children with ASD and typically developing children. In this study, the school-aged children with mild symptoms of ASD (n = 17, 11.1 ± 1.0 years old) and typically developing peers (n = 15, 11.0 ± 0.5 years old) were recruited. Motor skills, HRV, and arterial stiffness were measured in these two groups. Motor skills were evaluated by the Bruininks–Oseretsky Test of Motor Proficiency-Second Edition. Moreover, HRV was measured through a short-term recording using the Polar heart rate monitor, and arterial stiffness was assessed by non-invasive computerized oscillometry. Compared with the typically developing group, children with ASD displayed significant deficits in some areas of motor skills, including manual coordination, strength and agility, and total motor composite. Moreover, children with ASD exhibited significantly reduced HRV, including time- and frequency-domain measures. However, the results did not demonstrate any statistically significant differences in arterial stiffness between the groups. Our findings demonstrated the presence of motor skill deficits and autonomic dysregulation in children with ASD.

Svrha ovog rada bila je teorijski i istraživački prikazati spoznaje o motoričkim igrama kao sredstvom očuvanja i poticanja tjelesnog razvoja. Pokret je jedan od najosnovnijih djetetovih potreba i načina učenja o svijetu oko sebe. Osim što mu omogućuje razvoj, izvor je sreće i zadovoljstva. Igra je najprirodniji oblik djetetova učenja i upoznavanja svijeta oko sebe, a motoričke igre kao spoj pokreta i igre postaju temelj za zdrav i skladan tjelesni razvoj. Motorički razvoj djeteta najintenzivniji je u prvim trima godinama života kao i razvoj mozga, pa je zato od presudne važnosti usmjeriti dijete na aktivnosti sa što više pokreta u kojima će istovremeno uživati. Motoričke igre optimalan su oblik učenja zdravih tjelesnih navika i istovremenog uživanja zbog čega ih valja uključiti od najranije dobi. Pri tome odgojitelj treba poštovati individualne karakteristike djeteta i omogućiti da se aktivnost provodi na spontan i djeci prirodan način. Okruženje treba biti raznoliko i izazovno jer je tada i veća mogućnost djetetovog motoričkog napretka. S obzirom da je sjedilački način života djece sve više prisutan i uzrokuje brojne zdravstvene probleme te manju motoričku sposobnost, motorička igra postaje glavni temelj za zdrav i skladan tjelesni razvoj. Ona omogućuje djetetu razvoj motoričkih sposobnosti, zdravih navika i navika kretanja koje će mu u konačnici olakšati obavljanje svakodnevnih zadataka i napore. Motorički sposobno dijete postaje zadovoljno i ispunjeno dijete koje će se lakše nositi sa izazovima u budućnosti., The purpose of this paper was to provide a theoretical and research-based knowledge on motor games as a means of preserving and promoting physical development. Movement is one of the most basic needs of a child and a way of learning about the world around them. Besides enabling their development, it is a source of happiness and satisfaction. Play is the most natural form of a child's learning and discovering the world around them, and motor games that combine movement and play become the foundation for healthy and harmonious physical development. The motor development of a child is most intense in the first three years of life, as is brain development, so it is crucial to direct the child to activities with as much movement as possible that they will also enjoy. Motor games are the optimal form of learning healthy physical habits and enjoying at the same time, which is why they should be included from an early age. In doing so, the educator should respect the individual characteristics of the child and allow the activity to be carried out in a spontaneous and natural way for the child. The environment should be diverse and challenging as this increases the possibility of the child's motor development. Considering that sedentary lifestyles are increasingly prevalent among children and cause numerous health problems and lower motor ability, motor play becomes the main foundation for healthy and harmonious physical development. It enables the child to develop motor skills, healthy habits, and movement habits that will ultimately make it easier for them to perform daily tasks and efforts. A motor-skilled child becomes a satisfied and fulfilled child who will be better equipped to deal with challenges in the future.

Basic motor skills are the basis for the formation and execution of movements that will be utilized throughout an individual’s lifetime, thus promoting their involvement and continued participation in physical activity. (1) Background: This study aimed to assess the impact of a physical education program, based on a model of structured and unstructured physical activity, on the motor development of kindergarten students at a private school for girls in Con Con, Chile. (2) Methods: Thirty-four female students were divided into two groups, one participated in structured physical activity and the other in unstructured physical activity, and both groups then underwent a 12-week intervention. The Test of Gross Motor Development-2 (TGMD-2) was utilized to evaluate motor behaviors, and the data were analyzed using descriptive statistics and relative frequencies. The Wilcoxon test was used to compare differences at the beginning and end of the intervention, while the Whitney–Mann U test was used to determine differences between groups. (3) Results: Statistically significant differences were observed in the overall group when comparing the start and end of the intervention for total motor development (p = 0.001), locomotion skills (p = 0.018), and object control (p = 0.001). However, no significant differences were found between the two types of intervention activities. (4) Conclusions: This study suggests that both structured and unstructured physical activity interventions enhance overall motor development, particularly in the dimensions of locomotion and object control. The results indicate that unstructured physical activity interventions may lead to better outcomes in motor development tests compared to structured interventions.

Tyrimo pagrindimas . Komandinių sporto šakų sportininkų bendrosios motorinės funkcijos yra pranašesnės už bendraamžių, kurie nedalyvauja papildomoje fizinėje veikloje. Vis tik neaišku, kiek skiriasi berniukų, kurie lanko tinklinio treniruotes, motoriniai gebėjimai, lyginant juos su treniruočių nelankančiais bendraamžiais. Tikslas – palyginti 10–12 metų amžiaus tinklinį žaidžiančių ir fiziškai neaktyvių berniukų moto - rinius įgūdžius ir funkcinį liemens stabilumą Metodai . Tyrime dalyvavo 30 tiriamųjų, kurie buvo 10–12 metų amžiaus berniukai. Tiriamą - ją grupę sudarė tinklinį žaidžiantys berniukai (n = 15), kontrolinę – fiziškai neaktyvūs berniukai (n = 15). Testavimo priemonės: Bruininks Oseretsky motorinių įgūdžių testas (antrasis leidimas) ir „Matthiass“ funkcinio liemens stabilumo testas. Tyrimo rezultatai. Iš dešimties motorinių užduočių tik trijų užduočių vertinimo rezultatai reikš - mingai skyrėsi tarp tinklinį žaidžiančių ir nežaidžiančių berniukų, tinklinį žaidžiančių berniukų nau - dai: šuoliai į šonus suglaustomis kojomis (8,07 ± 1,03 balai, palyginus su 7,27 ± 0,88, p = 0,026), atsispaudimai (5,93 ± 1,28 balai, palyginus su 4,53 ± 0,99, p = 0,002) ir kūno padėties išlaikymas (V-up) (4,73 ± 1,28 balai, palyginus su 3,20 ± 1,27, p = 0,009). Berniukų, žaidžiančių tinklinį, funk - cinis liemens stabilumas buvo geresnis nei nežaidžiančių (24,67 ± 9,26 balai, palyginus su 16,53 ± 9,34, p=0,013). Išvados . Berniukų, kurie žaidžia tinklinį, motoriniai įgūdžiai jėgos ir vikrumo užduotyse – reikš - mingai geresni nei berniukų, kurie fiziškai neaktyvūs. Tinklinį žaidžiančių ir fiziškai neaktyvių ber - niukų abipusės koordinacijos, pusiausvyros ir viršutinės galūnės koordinacijos užduotyse reikšmingų skirtumų nenustatyta, tačiau berniukų, kurie žaidžia tinklinį, liemens funkcinis stabilumas yra reikš - mingai geresnis, nei fiziškai neaktyvių berniukų., Background. The gross motor function of team sports athletes is superior to that of peers who do not participate in additional physical activity, but it is not clear to what extent motor skills differ between boys who attend volleyball training and those who do not attend training. The aim. To compare the motor skills and functional stability of the trunk of 10–12-year-old volleyball-playing and physically inactive boys. Methods. 30 subjects, boys aged 10–12, participated in the study. The research group consisted of boys playing volleyball (n=15), the control group – physically inactive boys (n=15). Test tools: Bruininks Oseretsky Motor Skills Proficiency Test, 2nd Edition and Matthiass Functional Trunk Stability Test. Results. Boy volleyball players showed significantly better results in only three of ten evaluated motor tasks compared to inactive boys: side jumps with legs together (8.07±1.03 points vs. 7.27±0.88, p=0.026) and push-ups (5.93±1.28 points vs. 4.53±0.99, p=0.002), and V-up (4.73±1.28 points vs. 3.20±1.27, p=0.009). The result of functional stability test was better in volleyball players than in non-play-ers (24.67±9.26 points vs. 16.53±9.34, p=0.013). Conclusions. Boys who play volleyball had significantly better motor skills in strength and agility tasks compared with boys who are physically inactive. No significant differences were found in bilateral coordination, balance and upper extremity coordination tasks between volleyball players and physically inactive boys, but the functional stability of the trunk of boys who play volleyball was significantly better than that of physically inactive boys.

U današnje vrijeme teškoće u učenju postale su jedne od najzastupljenijih teškoća u obrazovanju. Sve je više učenika kojima se dijagnosticira jedna od teškoća već u nižim razredima osnovne škole. Učitelji imaju veliku ulogu tijekom procesa otkrivanja, ali i u daljnjem procesu kako bi učenik što bolje svladao svoje prepreke. Takvim učenicima, motoričke sposobnosti mogu biti smanjene te su skloniji većem stresu i strahu od neuspjeha od druge djece. Važno je da se s učenicima koji imaju teškoće u učenju radi na razvijanju motoričkih sposobnosti kako bi s veseljem sudjelovali u svim aktivnostima. Primarni cilj ovog istraživanja je procijeniti motoričke sposobnosti učenika sa specifičnim teškoćama u učenju i bez teškoća u učenju, te ih usporediti s normativnim vrijednostima. Sekundarni cilj istraživanja je utvrditi značajnost razlika u pojedinim motoričkim sposobnostima s obzirom na postojanje ili ne postojanje pojedine teškoće u učenju. Istraživanje je provedeno na ukupno 101 učenika (47 učenika trećih razreda i 54 učenika četvrtih razreda). Učenici su u vremenskom okviru od dva školska sata provodili sljedeće motoričke testove: podizanje trupa iz ležećeg položaja, poligon natraške, taping rukom, skok u dalj s mjesta, prenošenje pretrčavanjem, pretklon raznožno i stajanje na jednoj nozi. Izračunati su deskriptivni parametri te su motoričke sposobnosti učenika procijenjene odgovarajućim motoričkim testovima, uzimajući u obzir njihovu dob, spol i sposobnosti. Rezultati ukazuju na postojanje statistički značajne razlike u testovima poligona natraške, tapinga rukom, skoka u dalj s mjesta te testa stajanje na jednoj nozi. Testovi podizanja trupa iz ležećeg položaja, prenošenja pretrčavanjem i pretklon raznožno učenika sa specifičnim teškoćama u učenju i učenika urednog razvoja se nisu pokazali kao statistički značajni. Dobivenim rezultatima dobili smo uvid u motoričke testove na koje bi se trebala usmjeriti veća pozornost te po potrebi prilagodba sadržaja. Nowadays, learning disabilities have become one of the most prevalent difficulties in education. There are more and more students who are diagnosed with one of the difficulties as early as lower grades of elementary school. Teachers have a big role in the discovery process, as well as in the further process of helping students overcome their obstacles as best as possible. For such students, their motor skills may be reduced and they could be more prone to stress and fear of failure compared to other children. It is important to work with students who have learning difficulties to develop their motor skills so that they can happily participate in all activities. The primary goal of this research is to assess the motor skills of students with specific learning disabilities and without learning disabilities, and to compare them with normative values. The secondary goal of the research is to determine the significance of differences in individual motor skills with regard to the existence or non-existence of a particular learning difficulty. The research was conducted on a total of 101 students (47 third graders and 54 fourth graders). During the two school hours, the students performed the following motor tests: lifting the trunk from a lying position, backbend polygon, hand tapping, long jump from a standing position, running over, various forward bends and standing on one leg. Descriptive parameters were calculated, and students' motor abilities were assessed with appropriate motor tests, taking into account their age, gender and abilities. The results showed that there is a statistically significant difference in the tests of the backflip polygon, hand tapping, long jump from a place and standing on one leg between students with and without specific learning disabilities. The tests of raising the trunk from a lying position, transferring by running and bending over between students with specific learning difficulties and students with normal development, weren't statistically significant. The obtained results gave us an insight into the motor tests that should be given more attention and, if necessary, adaptation of the content.

Purpose: to improve the physical education of secondary school students on the basis of elements of wrestling. Material and methods Research methods: analysis of scientific and methodological literature, pedagogical observation, pedagogical testing, pedagogical experiment, methods of mathematical statistics. MS Excel was used for statistical data processing and graphical presentation of results. Results: the publication examines the issue of improving the physical education of secondary school students on the basis of elements of struggle. The authors developed a program of physical culture with elements of wrestling and experimentally tested its effectiveness. The pedagogical experiment was conducted during 2020/2021 academic year. Two tenth grades took part in the pedagogical experiment, one of which was a control class and the other an experimental class. Students of the experimental group were engaged once a week in physical culture for 45 minutes according to the developed program of physical culture with elements of wrestling. Students of the control group were engaged in the current program of physical culture. The obtained experimental data show that the most intensive classes in the elements of wrestling in physical education classes affect the absolute strength, endurance, speed and strength training and agility of students. Conclusions. Application of the developed program with elements of sports struggle allows to carry out the differentiated approach at planning of educational process, dosing of physical activities, to increase motor density and intensity of employment taking into account individual morphological features and level of physical readiness of pupils. The obtained experimental data allow to reasonably create and use in the educational process a program of physical culture with elements of wrestling in physical education lessons of secondary school students., Мета: удосконалення фізичного виховання учнів середньої загальноосвітньої школи на основі елементів спортивної боротьби. Матеріал і методи. Методи дослідження: аналіз науково-методичної літератури, педагогічне спостереження, педагогічне тестування, педагогічний експеримент, методи математичної статистики. Для статистичної обробки даних і графічного представлення результатів використовувалася програма MS Excel. Результати: у публікації досліджується питання удосконалення фізичного виховання учнів середньої загальноосвітньої школи на основі елементів боротьби. Авторами розроблено програму з фізичної культури з елементами спортивної боротьби і експериментально перевірено її ефективність. Педагогічний експеримент проводився протягом 2020/2021 н.р. У педагогічному експерименті взяли участь два 10-х класи, з яких один був контрольною групою, а інший – експериментальною. Учні експериментальної групи займалися 1 раз на тиждень фізичною культурою по 45 хвилин за розробленою програмою фізичної культури з елементами спортивної боротьби. Учні контрольної групи займались за чинною програмою фізичної культури. Отримані експериментальні дані свідчать про те, що найбільш інтенсивно заняття з елементами спортивної боротьби на уроках фізичної культури впливають на абсолютну силу, силову витривалість, швидкісно-силову підготовленість і спритність учнів. Висновки. Застосування розробленої програми з елементами спортивної боротьби дозволяє здійснювати диференційований підхід при плануванні навчального процесу, дозуванні фізичних навантажень, підвищувати моторну щільність і інтенсивність занять з урахуванням індивідуальних морфологічних особливостей і рівня фізичної підготовленості учнів. Отримані експериментальні дані дозволяють обґрунтовано створити і використовувати у навчально-виховному процесі програму фізичної культури з елементами з спортивної боротьби на уроках фізичної культури учнів середньої загальноосвітньої школи.

Children’s self-perceived competence is critical for their engagement in fundamental motor skills (FMS), although these perceptions are highly inaccurate until around age seven (grade 2). Moreover, FMS competence is highly correlated with physical activity engagement in childhood. In this study we examined: (a) if children’s perceptions of their FMS competence differed after they were allowed to perform the skill or observe their performance, and (b) if the accuracy of children’s perceived competence changed under those conditions. Child participants ( N = 76; K-second grade) judged their own competence for three physical skills (running, skipping and dribble or hopping) on the Harter and Pike Pictorial Scale of Perceived Competence and Social Acceptance under three conditions: (a) a no-performance baseline, (b) after performing each skill, and (c) after observing themselves performing the skill. A repeated measures analysis of variance (ANOVA) indicated that their perceived competence differed across these conditions for running but not for skipping/hopping ( p = .556) or for dribbling ( p = .368). Spearman’s rho correlations showed that their perceived running competence scores better predicted their actual competence after observing their performance ( rs = .25, p = .029) than after other conditions. Both performing and observing their performance were associated with changes in perceptions of running competence. Future research should focus on how and when children’s perceived competence is assessed and how perceptions relate to FMS and physical activity engagement.

Although the importance of practice has been evidenced in early studies of cross-limb transfer, the association between cross-limb transfer and practice organization remains unknown. The two primary means of organizing practice are constant practice (CP) and variable practice (VP). When the same generalized motor program governs the motor responses, VP produces better transfer than CP. Thus, we hypothesized that VP would generate a higher cross-limb transfer level than CP. We assigned 40 participants to CP or VP groups and conducted an experiment consisting of three phases: pre-test, practice, and transfer test. At pre-test, all participants practiced eight trials of a sequence key-pressing task with the non-dominant hand (NDH). After the pre-test, all participants performed a practice phase of 72 trials with the dominant hand, but CP and VP groups underwent their different practice schedules (CP or VP) such that the CP group practiced a sequence key-pressing task in one sequence, and the VP group practiced four different sequences randomly. On the transfer test all partcipants completed eight trials with the NDH 24 hours after the practice phase. The CP group showed better performance than the VP group on the transfer test, and we concluded that the effects of practice organization in cross-limb transfer are distinct from intra- and inter-task transfer such that the specificity of practice explained the benefits of CG.

To assess the stability of the Gross Motor Functional Classification System (GMFCS) in children with cerebral palsy (CP) from time of preliminary diagnosis (~2 years of age) to time of diagnosis (~5 years of age), and to examine factors associated with reclassification.We conducted a longitudinal study using a sample from the Canadian CP Registry. Stability was analysed by using the percentage of agreement between timepoints and a weighted prevalence and bias adjusted kappa statistic. Univariate and multivariate logistic regressions were performed to identify variables associated with reclassification.The study included 1670 children (857 males, 713 females) with a mean age of 11 years 4 months (SD 4 years, range 3 years 5 months-20 years 1 month) at time of data extraction (3rd September 2019), of which 1435 (85.9%) maintained a stable GMFCS, with a weighted kappa of 0.91 (95% confidence interval 0.89-0.92). Univariate logistic regression showed that initial GMFCS level, CP subtype, and the presence of cognitive impairment were associated with the likelihood of change in the GMFCS level (p 0.1). In the multivariate analysis, however, the likelihood was associated with initial GMFCS level only (odds ratio 7.10-8.88, p 0.00).The GMFCS has good stability in early childhood. For the majority of children, it is predictive of their long-term motor function.The Gross Motor Function Classification System (GMFCS) rating in early childhood is stable over time. There is no directionality in the reclassification of the GMFCS. The initial GMFCS level was related to the likelihood of change in follow-up GMFCS level.

Fragile X syndrome (FXS) is a leading form of inherited intellectual disability and single-gene cause of autism spectrum disorder (ASD) and is characterized by core deficits in cognitive flexibility, sensory sensitivity, emotion, and social interactions. Motor deficits are a shared feature of FXS and autism. The cerebellum has emerged as one of the target brain areas affected by neurodevelopmental diseases. Alterations in the cerebellar structure, circuits, and function may be the key drivers of impaired fine and gross motor skills in FXS and fragile X-associated tremor/ataxia syndrome (FXTAS). In this review, we briefly examined recent findings in FXS and present a discussion on the literature supporting motor skill deficits in FXS. Subsequently, we focused on neuropathological alterations in the cerebellum in FXS and FXTAS. We highlight studies that have directly examined the function of fragile X mental retardation protein and related epigenetic variations in the cerebellum. Overall, we obtained considerable supporting evidence for the hypothesis that cerebellar dysfunction is evident in FXS and FXTAS; however, compared with studies on other ASD models, studies on motor skills related to fragile X disorders are particularly rare and inconclusive. Hence, future research should address FXS-related motor and behavioral trajectories and examine the underlying mechanisms at both the cell and circuit levels.

The Active Early Learning intervention was designed to support childcare educators to imbed physical literacy promoting activities into the daily childcare curriculum. The objective of this study was to determine whether this physical literacy intervention had any influence on motor skill development.22-week stratified cluster randomised controlled trial.Fifteen childcare centres (8 intervention, 7 control centres; 314 children, 180 boys, 4.3y ± 0.4) participated in the study. Six motor skills were assessed: object control (ball drop/catch and bean bag throw accuracy), locomotor control (10 m shuttle run), stability (one-leg balance and tiptoe walking on a line), and fine motor control (coin manipulation). Intervention effects were evaluated using linear mixed models adjusted for age, sex, socio-economic status, and centre clustering.There was evidence for an intervention effect on fine motor control (-0.47 s, CI [-0.93 to -0.02], p = .041) and the ball drop/catch task (0.68, CI [0.01-1.35], p = .046), but not for locomotor control, stability, or throw accuracy.Improvements in children's gross and fine motor skills can be achieved with a physical literacy intervention delivered by childcare educators. However, broad enhancement of motor skills cannot be assumed by simply introducing more physical literacy promoting activities into the daily routine, and specific motor skill instruction seems warranted in childcare settings.

Activity-dependent neuroprotective protein (ADNP) is one of the lead genes in autism spectrum disorder/intellectual disability. Heterozygous, de novo ADNP mutations cause the ADNP syndrome. Here, to evaluate natural history of the syndrome, mothers of two ADNP syndrome boys aged 6 and a half and two adults aged 27 years (man and woman) were subjected to Vineland III questionnaire assessing adaptive behavior. The boys were assessed again about 2 years after the first measurements. The skill measures, presented as standard scores (SS) included domains of communication, daily living, socialization, motor skills and a sum of adaptive behavior composite. The age equivalent (AE) and growth scale values (GSV) encompassing 11 subdomains assess the age level at which the subject's raw score is found at a norm sample median and the individual temporal progression, respectively. The norm referenced standard scores age-matched, mean 100 +/- 15 of the two children showed the lowest outcome in communication (SS: 20-30). Daily living skills presented SS of 50-60, with a possible potential loss of some activities as the child ages, especially in interpersonal relationships with people outside of the immediate family (boy A). In contrast, in socialization, both children were at the SS of 38, with some positive increase to SS of similar to 45 (interpersonal relations with family members and coping skills, depending on the particular individual), 2 years later. Interestingly, there was an apparent large difference in motor skills (gross and fine) at the young age, with subject B showing a relatively higher level of skills (SS: 70), decreasing to subject A level (SS: 40) 2 years later. Together, the adaptive behavior composite suggested a level of SS: 39-48 with B showing a potential increase (SS: 41-44) and A, a substantial decrease (SS: 48-39), suggesting a strong impact of daily living skills. Adults were at SS: 20, which is the lowest possible score. AE showed minor improvements for subject A and B, with all AE values being below 3 years. GSVs for subject A showed some improvement with age, especially in interpersonal, play and leisure, and gross motor subdomains. GSV for subject B showed minor improvements in the various subdomains. Notably, all subjects showed a percentile rank < 1 compared with age-matched norms except for subject B as to motor domain (2nd percentile) at the age of 6 years. In summary, the results, especially comparing SS and AEs between childhood and adulthood, implied a continuous deterioration of activities compared to the general population, encompassing a slower developmental process coupled to possible neurodegeneration, strongly supporting a great need for disease modifying medicinal procedures.

The aim of this study was to analyse the association between physical activity and motor competence in primary school children using traditional and compositional data analysis approaches over time (time 1 and time 2).A longitudinal observational design was used to study 124 typically developed children (45.2% girls), 5-10 years old at baseline.Children's objectively measured physical activity and sedentary behaviour, actual and perceived motor competence were assessed at two time points, one year apart. Longitudinal association of movement behaviors with actual and perceived motor competence, in locomotion, ball skills and overall motor competence was explored using structural equation models, compositional analysis, and isotemporal substitution.When adjusted for sex, age, and body mass index, structural equation models and the composition consistently predicted actual and perceived motor competence at time 1 and time 2 (p 0.01). Reallocation of 10 min from sedentary to light, or to moderate-to-vigorous physical activity, was associated with changes in actual motor competence, which was consistent from time 1 to time 2. Additionally, regarding self-perception, in time 1, isotemporal substitution of sedentary to light physical activity was the only reallocation associated with increases in perceived motor competence. In time 2, however, such positive associations were only found when reallocating time from sedentary or light to moderate-to-vigorous physical activity.Achieving adequate levels of moderate-to-vigorous physical activity, at the expense of sedentary and light physical activity, is associated with increases of actual and perceived motor competence over time.

To determine whether neurodevelopmental biomarkers at 2 years of age are already present in the newborns' EEG at birth.Low-risk term newborns were enrolled and studied utilizing EEG prior to discharge from the birth hospital. A 14-channel EEG montage (scalp-level) and source signals were calculated using the EEG. Their spectral power was calculated for each of the five frequency bands. Cognitive, language and motor skills were assessed using the Bayley Scales of Infant Development-III at age 2 years. The relationship between the spectral power in each frequency band and neurodevelopmental scores were quantified using the Spearman's r. The role of gender, gestational age (GA) and delivery mode, if found significant (P 0.05), were controlled by analyzing partial correlation.We studied 47 newborns and found a significant association between gender, and delivery mode with EEG power. Scalp- and source-level spectral powers were positively associated with cognitive and language scores. At the source level, significant associations were identified in the parietal and occipital regions.Electrophysiological biomarkers of neurodevelopment at age 2 years are already present at birth in low-risk term infants.Low-risk newborns' EEG utility as a screening tool to optimize neurodevelopmental outcome warrants further evaluation.

This study investigated transfer of training from upper extremity limbs (the index fingers) to the lower extremity limbs (the legs) for performance of three gait sequences of different difficulty. Fifteen subjects participated in the study. Subjects in an iPad training group practiced by sequentially moving their left-and right-hand index fingers across tiles to each of three targets displayed on an iPad for 20 trials. Subjects in a gait training group practiced by sequentially walking across tiles to each of the 3 targets displayed on a screen for 20 trials. A no practice group did not receive practice trials. Immediately following practice of each level of difficulty, a transfer test (20 trials) was given for which subjects walked to the target just practiced. A retention test of 36 trials (12 trials at each difficulty level) was administered 20 min following performance of the last transfer test trial. The retention test showed that reaction times were shorter for the iPad training than gait training and no training groups; anticipatory postural adjustment times were equivalent for the iPad and gait training groups, but shorter than for the no training group; and movement times were shorter for the iPad training group than for the gait training and no training groups. These results suggest that iPad training (upper extremity) followed by performance of gait training (lower extremity) had greater benefits for learning (as measured by the delayed retention test) the gait sequences than practicing the actual gait sequences themselves.

Context The importance and benefits of breastfeeding in children are well recognized, and it may improve motor development. Motor skills are fundamental to childhood development. Although some studies report a positive association between breastfeeding and motor development in children, others have suggested that these differences could be influenced by confounding variables. Objective To estimate the degree to which breastfeeding duration and exclusivity is associated with motor development in children. Thus, a systematic review of the literature and a meta-analysis was conducted. Data Sources MEDLINE (via PubMed), Embase, the Cochrane Database of Systematic Reviews, and the Web of Science databases were systematically searched from inception to June 2021. Data Extraction The most adjusted relative risks (RRs) or odds ratios (ORs) and their corresponding 95% confidence intervals (95% CIs) reported by included studies were used. The “breastfeeding duration” category defined by each study was used as the reference category. Additionally, subgroup analyses were performed based on the duration of breastfeeding. Data Analysis Eighteen published studies were included in the systematic review and 14 studies in the meta-analysis. The results showed that the effect size (ES) for exclusively breastfed vs never breastfed children was 0.86 (95% CI: 0.32, 1.41, I2 = 90.3%), and the ES for children breastfed for any length vs never breastfed children was 0.95 (95% CI: 0.80, 1.10, I2 = 88.0%). The remaining groups studied did not show significant differences in outcomes. Conclusions Although our data suggest that breastfeeding may improve motor development in children, more studies are needed because publication bias has been detected. Nevertheless, our results support the promotion of breastfeeding.

Recent evidence suggests that cardiovascular fitness and gross motor skill performance are related to neurocognitive functioning by influencing brain structure and functioning. This study investigates the role of resting-state networks (RSNs) in the relation of cardiovascular fitness and gross motor skills with neurocognitive functioning in healthy 8- to 11-year-old children (n = 90, 45 girls, 10% migration background). Cardiovascular fitness and gross motor skills were related to brain activity in RSNs. Furthermore, brain activity in RSNs mediated the relation of both cardiovascular fitness (Frontoparietal network and Somatomotor network) and gross motor skills (Somatomotor network) with neurocognitive functioning. The results indicate that brain functioning may contribute to the relation between both cardiovascular fitness and gross motor skills with neurocognitive functioning.

This case series documents developmental changes over time and in response to a novel intervention, Sitting Together and Reaching to Play (START-Play), in children with early-life seizures.Thirteen children with early-life seizures were included from a subset of participants in the START-Play multisite, randomized controlled trial. Seven received 3 months of twice weekly START-Play intervention; 6 continued with usual care early intervention. Bayley Scales of Infant Development-III (Cognitive Composite), Gross Motor Function Measure-66 Item Set, Assessment of Problem-Solving in Play, and reaching assessments were administered at baseline, 3, 6, and 12 months postbaseline. Change scores are reported at 3 and 12 months postbaseline.Over time, plateau or decline was noted in standardized cognition measures; motor development improved or was stable. Children receiving START-Play showed positive trends in problem-solving (71.4%) and reaching behaviors (57.2%).Interventions such as START-Play that combine motor and cognitive constructs may benefit children with early-life seizures.

The article examines the impact of arm wrestling on the level of cadets' physical fitness during their training. The research involved male cadets of the Odessa Military Academy. We formed two groups of cadets to achieve the aim of the research: the experimental (EG) and the control (CG) groups. The EG included cadets who were engaged in arm wrestling during their sporting and mass participation events at the academy (n = 36), and the CG included cadets who were engaged in sporting and mass participation events in compliance with the traditional training methods (n = 36). The level of development of strength qualities was studied according to the following tests: pull-ups on the horizontal bar, hip pull-overs on the horizontal bar, breast-ups on the horizontal bar, kettlebell jerks weighing 24 kg, dip-ups on the parallel bars, push-ups. The speed was studied according to the results of the 100 m run, agility and coordination skills – according to the test on the obstacle course (400 m); endurance – according to the results of the 3 km run. A significantly (p ≤ 0.001) better level of strength development in the EG cadets was revealed at the end of the experiment, compared to the CG cadets, according to the results of all strength exercises. The EG cadets also showed better indicators than the CG cadets according to the tests that characterize other motor qualities (100 m run, overcoming the obstacle course, 3 km run), but the difference was insignificant (p ˃ 0.05).

To measure motor competence among a representative sample of Iranians aged 5-85 years.Cross-sectional.Motor competence was assessed quantitatively by the Test of Motor Competence; two fine motor skills (placing and building bricks) and two gross motor skills (heel-to-toe-walking and walking/running in slopes) to assess dynamic balance. Task scores were summed and transformed into standardized scores (z-scores). Data were stratified by 12 chronological age groups and sex.Participants were 500 Iranians aged 5-85 years (females = 64%, age 5-35 years = 82%). There were significant age differences in motor competence and the distribution between age and z-score distribution was u-shaped. Between childhood and adolescence there was a rapid improvement in motor competence with maximal speed (-2 standard deviations) occurring among 19-25-year-olds. For each decade after age 25 years, z-scores progressively decreased approximately 1 standard deviations until age ≥56 years when performance decreased to approximately the same speeds as children ( +3 standard deviations). Sex differences were observed between children and adolescents.The sample characteristics constrain the generalizability of our findings. The Test of Motor Competence is easy to administer, uses a standardized test battery for people aged 5-85 years, and the quantitative outcome enables longitudinal monitoring of motor competence across the life course. As life expectancy and the proportion of populations aged65 years increases, understanding how to maintain health in older age is an important public health issue in 21st century.

Nogomet je kompleksan sport, vrlo zahtjevan s fiziološkog, informacijskog, tehničkog, taktičkog, i psihološkog aspekta, tj. s aspekta vanjskih i unutarnjih opterećenja igrača. Danas je najpopularniji sport na svijetu, iz dana u dan napreduje, te je evolucija ove igre nezaustavljiva. Sam razlog tome je njegova dostupnost svima, te svjetska popularnost uz medijsku popraćenost. To je igra na raznim razinama kvalitete u kojima prevladavaju aerobno-anaerobni energetski kapaciteti. Igra se na pravokutnom terenu, jednako brojčanom odnosu igrača s dva gola koji su postavljeni jedan nasuprot drugom na kraćim linijama. Linije su označene bijelom bojom. Cilj igre je zabiti gol više od protivničke ekipe, bilo kojim dijelom tijela osim ruke. Ruke jedino golman može koristiti u svom prostoru za branjenje gola. U današnje vrijeme zahtjevi nogometne igre stavljaju pred nogometaša visoke zahtjeve. Ukupna udaljenost koju sportaši danas prijeđu na nogometnoj utakmici su minimalno od 10 do 13 kilometara. Za samu igru je dovoljan prazan prostor, predmeti od kojih se naprave golovi, te lopta koja je jeftina i dostupna na svakom koraku. Ulaskom djece u nogomet, ona zadovoljavaju potrebu za druženjem, odnosno socijalizacijom. Dolazi do razvoja određenih funkcionalnih i motočkih sposobnosti, kognitivnih znanja kao i motoričkih znanja. Motoričke sposobnosti su, prema Zaciorskom (2002), oni aspekti intenziteta (jačina ili brzina) i ekstenziteta (trajanje ili broj ponavljanja) motoričke aktivnosti koji se mogu opisati jednakim parametarskim sustavom, izmjeriti i procijeniti identičnim skupom mjera i u kojima djeluje analogni fiziološki, biokemijski, morfološki i biomehanički mehanizmi. Te sposobnosti značajno sudjeluju u realizaciji svih vrsta gibanja. U njihovoj osnovi leži učinkovitost organskih sustava čovjekova tijela, osobito živčano-mišičnoga, koji je odgovoran za intenzitet, trajanje i strukturnu regulaciju kretanja. Motoričke sposobnosti omogućavaju snažno, brzo, dugotrajno, precizno ili kordinirano izvođenje različitih motoričkih zadataka. Motorički, radne sposobnosti koju pojedinac postiže pod utjecajem nasljednih faktora i sustavnoga treninga. U ovom radu analizirana je razlika u testovima koji su se provodili s i bez lopte, je li postoje razlike u lateralnoj agilnosti između lijeve i desne strane, te je li sportaš unutar dva (2) mjeseca može poboljšati aerobne kapacitete. Opisane su motoričke sposobnosti: agilnost te aerobna izdržljivost. Također su opisane vježbe koje se mogu provoditi sa sportašima za razvoj navedenih motoričkih sposobnosti. Soccer is a complex sport, very demanding from the physiological, informational, technical, tactical, and psychological aspects, that is from the aspect of external and internal loads of players. Today is truly the most important thing in the world "Football is the most popular sport in the world today, it is progressing day by day and the evolution of this game is unstoppable. The very reason for this is its availability to all, and worldwide popularity with media coverage. For the game itself is enough empty space, objects from which goals are made, and a ball that is cheap and available at every step. By entering children in football, they meet the need for socializing, i.e. socialization. It leads to the development of certain functional and motor abilities, cognitive skills as well as motor skills. Motor abilities, according to Zaciorski (2002), are those aspects of intensity (strength or speed) and extent (duration or number of repetitions) of motor activity that can be described by the same parameter system, measured and evaluated by an identical set of measures and in which the analog physiological, biochemical, morphological and biomechanical mechanisms. These abilities significantly participate in the realization of all types of movements. Their basis lies in the efficiency of the organic systems of the human body, especially the neuromuscular system, which is responsible for the intensity, duration and structural regulation of movement. Motor abilities enable strong, fast, long-term, precise or coordinated performance of various motor tasks. Motor, working abilities that an individual achieves under the influence of hereditary factors and systematic training. This paper analyzes the difference in tests conducted with and without the ball, and the differences between dominant and non-dominant legs. Motor skills are described: agility and aerobic endurance. It also describes exercises that can be carried out with athletes for the development of these motor skills.

Tras un análisis de los estudios publicados, encontramos una evolución teórica de los conceptos de motricidad y psicomotricidad, hacia un término nuevo como es la neuromotricidad. Este innovador enfoque de la acción motora recoge las funciones cerebrales implicadas en el movimiento, sobre todo las funciones cognitivas y las funciones ejecutivas. La neuromotricidad como disciplina con cuerpo propio y evolucionado de la psicomotricidad, plantea una serie de ejercicios novedosos en los que la doble tarea es una de sus características. El método BAPNE (con más de cuarenta publicaciones indexadas en web of Science), propone recursos completamente diferentes a la psicomotricidad, en los que el lenguaje y la doble tarea están siempre presentes dentro de su programa de alfabetización motora. La metodología basada en el planteamiento de retos de coordinación para nuestro cuerpo y de resolución de problemas para nuestro cerebro puede ser aplicada de manera interdisciplinar mezclando materias como las ciencias de la actividad física y el deporte, la música y el aprendizaje de una nueva lengua, etc. Todo ello mediante actividades de movimiento estimuladoras y de complejidad creciente para nuestro cerebro. Por este motivo, el objetivo de este artículo es proponer actividades prácticas de carácter interdisciplinar para su aplicación en el aula. After an analysis of published studies, we find a theoretical evolution of the concepts of motor and psychomotor skills towards a new term such as neuromotricity. This innovative approach to motor action includes the brain functions involved in movement, especially cognitive and executive functions. Neuromotricity as a discipline with its own body and evolved from psychomotricity, proposes a series of novel exercises in which the dual task is one of its characteristics. The BAPNE method (with more than forty publications indexed in the Web of Science), proposes resources completely different from psychomotor skills, in which language and dual tasks are always present within its physical literacy program. The methodology based on the approach of coordination challenges for our body and problem solving for our brain can be applied in an interdisciplinary way mixing subjects such as physical activity sciences and sports, music and learning a new language, etc. All this through stimulating movement activities of increasing complexity for our brain. For this reason, the aim of this article is to propose practical interdisciplinary activities to be applied in the classroom.

Namen magistrskega dela je bil ugotoviti vpliv telesne vadbe na bolnike z revmatoidnim artritisom (RA) v dobi 3 mesecev. V raziskavi je sodelovalo 17 bolnic z RA, starih med 22 in 55 let. Sodelujoče so bile razdeljene v eksperimentalno (10) in kontrolno skupino (7). Na začetku smo izvedli intervju z vsako bolnico posebej in opravili začetne meritve telesne sestave in gibalnih sposobnosti. Vse merjenke so izpolnile tudi dva vprašalnika za ugotavljanje obseg telesne dejavnosti in stopnjo aktivnosti RA. Program telesne vadbe je zajemal vadbo za moč 2-krat tedensko in vadbo za aerobno vzdržljivost in gibljivost 1-krat tedensko. Bolnice so dve vadbi na teden izvajale pod kineziološkim vodstvom, eno vadbo pa so izvajale po naših navodilih, samostojno doma. Na koncu vadbenega procesa smo vse meritve, intervjuje in vprašalnike ponovili. Ugotovljeno je bilo izboljšanje mišične moči in gibljivosti v določenih sklepih. Na začetku študije smo ugotovili, da so bolnice v povprečju premalo telesno aktivne in da se v povprečju ne udejstvujejo nobene vadbe za moč. Ob koncu vadbenega obdobja je eksperimentalna skupina izboljšala moč zgornjih okončin (+ 18,44 ponovitev, p < 0,001), moč iztegovalk kolka (+ 28,89 kg, p = 0,013), vzdržljivost iztegovalk trupa (+ 54,30 s, p = 0,002) in maksimalno porabo kisika (+ 3,90 ml/kgTT/min, p = 0,031). Izboljšanje gibljivosti eksperimentalne skupine, smo ugotovili v spodnjih okončinah pri ekstenziji kolka (+ 6°, p = 0,008) , zunanji rotaciji kolka (+ 6°, p = 0,024) in plantarni fleksiji (+ 4° p = 0,026). Ugotovili smo izboljšanje počutja bolnic in zmanjšanje jutranje okorelosti. Sklepamo lahko, da redna telesna vadba pripomore k izboljšanju kvalitete življenja bolnic z RA in pripomore k boljši fukncionalnosti v smeri mišične moči in gibljivosti. The aim of the master's thesis was to determine the effect of exercise on patients with rheumatoid arthritis (RA) over a period of 3 months. 17 patients with RA aged between 22 and 55 participated in the research. The participants were divided into an experimental group (10) and a control group (7). At the beginning, we conducted an interview with each patient separately and performed initial measurements of body composition and movement abilities. All patients have also completed two questionnaires for determining the amount of physical activity and the level of RA activity. At the beginning of the study, we found that the patients were not enough physically active and that they did not engage in any strength training. The physical training program included strength training twice a week and aerobic endurance and mobility training once a week. The patients performed two exercises per week under the guidance of a kinesiologist, and they performed one exercise according to our instructions, independently at home. At the end of the training process, all measurements, interviews and questionnaires were repeated. An improvement in muscle strength and mobility in certain joints was noted. The measured improved upper extremity strength (+ 18.44 repetitions, p < 0.001), hip extensor strength (+ 28.89 kg, p = 0.013), trunk extensor endurance (+ 54.30 s, p = 0.002) and maximal expenditure oxygen. (+ 3.90 ml/kgTT/min, p = 0.031). We found an improvement in the mobility of the experimental group in the lower limbs in hip extension (+ 6°, p = 0.008), hip external rotation (+ 6°, p = 0.024) and plantar flexion (+ 4° p = 0.026), compared to the control group .We found an improvement in the patients' well-being and a reduction in morning stiffness. We can conclude that regular physical exercise helps to improve the quality of life of patients with RA and contributes to better functionality in the direction of muscle strength and mobility.

Cilj rada bio je utvrditi odnose između koordinacije u ritmu, uspješnosti u plesu i stavova prema plesu na populaciji učenika osnovnoškolskog uzrasta te provjeriti koliko koordinacija u ritmu pridonosi uspješnosti u izvođenju plesnih struktura te postoji li povezanost stava prema plesu s uspjehom u plesu. Za provjeru hipoteze o postojanju statistički značajne povezanosti između koordinacije u ritmu i uspjeha u plesu te uspjeha u plesu i stava prema plesu provedeno je istraživanje na populaciji učenika šestog, sedmog i osmog razreda (N=55) osnovne škole, dobi 13,81±0,97 godina, 25 dječaka i 30 djevojčica, od kojih nitko tijekom života nije bio uključen u bilo koji oblik plesnog treninga rekreativne ili natjecateljske razine. Motorička sposobnost koordinacije u ritmu testirana je testovima za procjenu koordinacije u ritmu: neritmično bubnjanje (MKRBUB), udaranje po horizontalnim pločama (MKRPLH) i bubnjanje nogama i rukama (MKRBNR) te su za analizu korištene srednje vrijednosti svih mjerenja. Uspješnost u plesu vrednovana je brojčanom ocjenom od 1 do 5 za izvedbu osnovnog koraka engleskog valcera samostalno u plesnom držanju uz glazbu u tempu 28-30 taktova u minuti. Stav prema plesu procijenjen je anonimnim Upitnikom za procjenu stavova prema plesu (SPP) uz dodatno pitanje o spolu i dobi. Programom Statistica 14.0. dobiveni su deskriptivni pokazatelji varijabli i grupa ispitanika, a Shapiro-Wilkovim testom utvrđeno je da rezultati značajno odstupaju od normalne raspodjele, stoga je povezanost provjerena Spearmanovim koeficijentom korelacije. Između koordinacije u ritmu i uspješnosti u plesu utvrđena je statistički značajna (p

Aim: To assess neurodevelopment in young patients with biliary atresia (BA) and to determine the predictive value of General Movement Assessment (GMA) at infant age for neurodevelopmental impairments at toddler age. Method: Infants diagnosed with BA were prospectively included in a longitudinal study. Neurodevelopmental status was previously assessed before Kasai porto-enterostomy (KPE) and one month after KPE using Prechtl's GMA, including motor optimality scores. At 2–3 years, neurodevelopment was assessed using the Bayley Scales of Infant Development, and compared to the Dutch norm population. The predictive value of GMA at infant age for motor skills and cognition at toddler age was determined. Results: Neurodevelopment was assessed in 41 BA patients. At toddler age (n = 38, age 29 ± 5 months, 70 % liver transplantation), 13 (39 %) patients scored below-average on motor skills, and 6 (17 %) patients on cognition. Abnormal GMA after KPE predicted both below-average motor skills and cognitive score at toddler age (sensitivity, 91 % and 80 %; specificity 83 % and 67 %; negative predictive value, 94 % and 94 %; and, positive predictive value, 77 % and 33 %, resp.). Interpretation: One-third of toddlers with BA show impaired motor skills. GMA post-KPE has a high predictive value to identify infants with BA at risk of neurodevelopmental impairments.

Background and Study Aim. Motor skills are a very important ability for every student to have because they can affect their full development. However, the growth and development of elementary school-age children is likely to be influenced by environmental factors such as family, social environment, school environment. This study aims to determine differences in gross motor skills in elementary school students in lower grades in hilly and coastal areas. Material and Methods. This research includes quantitative research with a cross sectional study approach. In this study were given tests and measurements to measure gross motor skills in elementary school students using the Gross Motor Development-2 Test (TGMD-2): running tests, gallops, hops, horizontal jumps, leaps, slides, striking a stationary ball, stationary dribble, catch, kick, overhand throw, and underhand roll. The subjects in this study were male students in the lower grades of SD Negeri 38 Nanga Tayap in the hilly area and SD Negeri 27 Sungai Kakap in the coastal area. The purposive sampling technique resulted in a sample of 45 samples consisting of 21 students from hilly areas and 24 students from coastal areas. Data analysis in this study was assisted by the SPSS Version 26 application. Results. Based on these results, it can be concluded that there are significant differences in gross motor skills between students in hilly areas and coastal areas. The results also show that the gross motor skills of students in hilly areas are classified as low. These results tend to be in the Poor category. Compared to the gross motor skills of students in coastal areas which show a Very Superior dominance. Conclusions. The results of the study proved that the gross motor skills of students in hilly and coastal areas had significant differences. These findings have provided additional references regarding gross motor skills of students. This can be used as material for evaluation by teachers and sports practitioners in designing suitable programs to stimulate gross motor skills in elementary school students., Передумови та мета дослідження. Рухові навички є дуже важливою здатністю для кожного учня, оскільки вони можуть вплинути на його всебічний розвиток. Однак на ріст і розвиток дітей молодшого шкільного віку, ймовірно, впливають такі фактори зовнішнього середовища, як сім'я, соціальне середовище, шкільне середовище. Це дослідження має на меті визначити відмінності в навичках грубої моторики в учнів початкової школи молодших класів у горбистих і прибережних районах.Матеріал і методи. Це дослідження включає кількісне дослідження з підходом перехресного дослідження. У цьому дослідженні були проведені тести та вимірювання для визначення навичок грубої моторики в учнів початкової школи за допомогою тесту розвитку грубої моторики-2 (TGMD-2): тести на біг, галоп, стрибки, горизонтальні стрибки, стрибки, ковзання, удари по нерухомому м’ячу, нерухоме ведення, ловля, удар ногою, кидок зверху та перекид знизу. Суб’єктами цього дослідження були учні молодших класів SD Negeri 38 Nanga Tayap у горбистій місцевості та SD Negeri 27 Sungai Kakap у прибережній місцевості. Метод цілеспрямованого відбору учасників призвів до вибірки з 45 учнів, що складається з 21 учня з горбистих районів і 24 учня з прибережних районів. Аналіз даних у цьому дослідженні здійснювався за допомогою програми SPSS версії 26.Результати. На основі цих результатів можна зробити висновок, що існують значні відмінності в навичках грубої моторики між учнями в горбистих районах і прибережних районах. Результати також показують, що загальна моторика учнів у горбистій місцевості класифікується як низька. Ці результати, як правило, належать до категорії "Погано". Порівняно з грубими моторними навичками учнів у прибережних районах, які показують дуже високе домінування.Висновки. Результати дослідження довели, що навички грубої моторики учнів у горбистій і прибережній місцевості мали значні відмінності. Ці висновки дали додаткові посилання щодо великих моторних навичок учнів. Це може бути використано як матеріал для оцінки вчителями та спортивними практиками при розробці відповідних програм для стимулювання великих моторних навичок в учнів початкової школи.

Število raziskav, ki preučujejo povezovanje motorike in psiholoških značilnosti, narašča, a vseeno je na tem področju še vedno precej neodgovorjenih vprašanj. Predvsem pri otrocih, ki so v fazi dinamičnega razvoja, je dobro razumevanje tega odnosa bistveno za oblikovanje smiselnih in učinkovitih priporočil telesne vadbe, ki se glede na pretekle raziskave pozitivno povezuje z razvojem kognicije. Podatki v dani magistrski nalogi so bili zbrani v sklopu projekta SLOfit, preko katerega se že od leta 1996 sistematično spremlja telesni in gibalni razvoj slovenskih otrok in mladostnikov. Projektu je bilo v nekaterih 5. razredih ljubljanskih osnovnih šol leta 2021 pilotno dodano še kognitivno testiranje, in sicer Test pozornosti d2 ter Test nizov, ki meri fluidno inteligentnost. V našo raziskavo je bilo vključenih 281 otrok, od tega 154 dečkov in 127 deklic. Poleg omenjenih kognitivnih testov smo uporabili še podatke motoričnih nalog športnovzgojnega kartona, podrobneje naloge, ki merijo vzdržljivost, eksplozivnost in koordinacijo. Zanimala nas je povezava motoričnih sposobnosti vzdržljivosti in koordinacije s koncentracijo ter motoričnih sposobnosti eksplozivnosti in koordinacije s fluidno inteligentnostjo. Na danem vzorcu se niso pokazale enoznačne pomembne povezave med koncentracijo, fluidno inteligentnostjo in motoričnimi pokazatelji, z izjemo pri deklicah, kjer rezultati kažejo na manjšo, a pomembno povezavo med mero fluidne inteligentnosti ter motoričnimi nalogami eksplozivnosti in koordinacije. Nekatere manjše, a pomembne povezave psiholoških spremenljivk so se pokazale tudi pri nalogah, za katere je potrebna koordinacija. Koordinativni elementi vadbe se potencialno povezujejo s kognicijo, vendar so zaradi kompleksnosti področja, majhnih učinkov ter relativno majhnega in starostno homogenega vzorca na tem področju potrebne dodatne raziskave. The number of studies examining the connection between motor skills and psychological characteristics is growing, but there are still many unanswered questions in this area. Especially for children who are in a phase of dynamic development, a good understanding of this relationship is essential for formulating meaningful and effective recommendations for physical exercise, which, according to past research, is positively associated with the development of cognition. The data in this master's thesis were collected as part of the SLOfit project, through which the physical development of Slovenian children and adolescents has been systematically monitored since 1996. In 2021, cognitive testing was added to the project for the first time in some elementary schools (5th grade) in Ljubljana, namely the d2 attention test and “Test nizov”, which measures fluid intelligence. 281 children were included in our research, of which 154 were boys and 127 were girls. In addition to the mentioned cognitive tests, we also used the data of the SLOfit project motor tasks, more specifically the tasks that measure endurance, explosiveness, and coordination. We were interested in the connection of motor skills of endurance and coordination with concentration and motor skills of explosiveness and coordination with fluid intelligence. No unambiguous significant correlations between concentration, fluid intelligence, and motor skills were found in the given sample. Some small but significant correlations were found between fluid intelligence and motor tasks based in explosiveness and coordination in girls. Additionally, small but significant correlations were found between psychological variables and motor tasks requiring coordination. Coordinative elements of exercise are potentially associated with cognition, but due to the complexity of the area, low correlations, and relatively small and age-homogeneous sample, additional research is needed.