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The study investigated the effects of Heidelberg Ballschule motor proficiency and visual-motor skills of 7–9 year-old girls. A sample of 30 girls participated in a semi-experimental study, with pre-test and post-test evaluations conducted. The Bruininks-Oseretsky test and the test of visual-motor skills were used to assess motor proficiency and visual-motor skills. Results showed a significant improvement in both motor proficiency and visual-motor skills among the experimental group compared to the control group (p

Background Motor performances of youth are related to growth and maturity status, among other factors.Aim To estimate the contribution of skeletal maturity status per se to the motor performances of female athletes aged 10–15 years and the mediation effects of growth status on the relationships.Subjects and methods Skeletal age (TW3 RUS SA), body size, proportions, estimated fat-free mass (FFM), motor performances, training history and participation motivation were assessed in 80 non-skeletally mature female participants in several sports. Hierarchical and regression-based statistical mediation analyses were used.Results SA per se explained a maximum of 1.8% and 5.8% of the variance in motor performances of athletes aged 10–12 and 13–15 years, respectively, over and above that explained by covariates. Body size, proportions, and hours per week of training and participation motivation explained, respectively, a maximum of 40.7%, 18.8%, and 22.6% of the variance in performances. Mediation analysis indicated specific indirect effects of SA through stature and body mass, alone or in conjunction with FFM on performances.Conclusion SA per se accounted for small and non-significant amounts of variance in several motor performances of female youth athletes; rather, SA influenced performances indirectly through effects on stature, body mass and estimated FFM.

Background: Finding the factors that may affect performance of fine and gross motor skills in children with attention deficit hyperactivity disorder (ADHD) is of great importance. Therefore, the aim of this study was to examine the correlations between physical activity (PA) participation and anthropometric features with gross and fine motor skills in school children with ADHD.Methods: This was a descriptive-correlational study. The study participants were 320 students with ADHD (including 120 girls; mean age of 7.86±0.89 years) from Tehran, Iran, in 2023. To assess PA, anthropometric features and motor proficiency, the Rapid Assessment of Physical Activity (RAPA) scale (scores range from 0 to 7), standard tools such as a meter and scale, and the short form of the Bruininks-Oseretsky Test of Motor Proficiency (scores from 0-53, and 0-51 for gross and fine skills, respectively) were used. The data were analyzed using independent t-test and Pearson correlation test.Results: The participants had a relatively low level of PA (mean=2.23±1.07). Moreover, boys exhibited significantly higher proficiency in gross motor skills compared with girls (t=6.282, P

Background: Finding the factors that may affect performance of fine and gross motor skills in children with attention deficit hyperactivity disorder (ADHD) is of great importance. Therefore, the aim of this study was to examine the correlations between physical activity (PA) participation and anthropometric features with gross and fine motor skills in school children with ADHD. Methods: This was a descriptive-correlational study. The study participants were 320 students with ADHD (including 120 girls; mean age of 7.86±0.89 years) from Tehran, Iran, in 2023. To assess PA, anthropometric features and motor proficiency, the Rapid Assessment of Physical Activity (RAPA) scale (scores range from 0 to 7), standard tools such as a meter and scale, and the short form of the Bruininks-Oseretsky Test of Motor Proficiency (scores from 0-53, and 0-51 for gross and fine skills, respectively) were used. The data were analyzed using independent t-test and Pearson correlation test. Results: The participants had a relatively low level of PA (mean=2.23±1.07). Moreover, boys exhibited significantly higher proficiency in gross motor skills compared with girls (t=6.282, P<0.001), while girls demonstrated significantly higher proficiency in fine motor skills (P<0.001). Also, PA was directly and significantly associated with both gross (r=0.593, P<0.001) and fine motor skills (r=0.478, P<0.001). Moreover, body mass index showed an inverse and significant correlation with gross motor skill (r=-0.681, P<0.001). Conclusions: These findings emphasized the importance of promoting more PA and height-to-weight matching processes for optimal motor growth in children with ADHD. Therefore, it is recommended to incorporate programs aimed at enhancing motor skills in children during physical education lessons. [ABSTRACT FROM AUTHOR]

Background and Aims Considering the motor and cognitive problems that arise following developmental coordination disorder (DCD), discovering new methods to deal with and reduce the adverse effects of this disorder is of particular importance. These people must promptly and effectively benefit from therapeutic and preventive interventions to improve their motor proficiency. This study aimed to investigate the effect of 8 weeks of exergame training on the motor proficiency of children and adolescents with typical development and those with developmental coordination disorders. Methods This quasi-experimental research employed a pretest-posttest and between-group approach. To conduct this research, 40 female students with an average age of 11.29-14.24 years were grouped into 4: healthy (10-12 years), healthy (13-15 years), DCD (10-12 years), and DCD (13-15 years). Students with suspected developmental coordination disorder were identified by their parents by completing the developmental coordination disorder questionnaire (DCD-Q-2). They were selected as the research sample of the DCD group using the MABC-2 test. Then, all subjects participated in the MABC-2 test in the pretest stage. Afterward, all groups played with the Nintendo console (4 games out of 12 games) for 8 weeks (24 Sessions), and each session lasted 20 minutes. After the intervention, all groups participated in the posttest phase, similar to the pretest. After confirming the normality of data distribution through the Kolmogorov-Smirnov test, we examined the research hypotheses and analyzed the data using the paired t test, combined multivariate analysis of variance, and Bonferroni post hoc test at a significance level of P≤0.05. Results The paired t test results showed a significant difference in the subscales of balance, aiming and receiving, manual skill, and motor proficiency between the two age groups of 10-12 and 13-15 years in DCD subjects; however, no significant difference was observed in the posttest scores of 10-12 and 13-15 years old healthy students. Also, the independent t test results showed a significant difference between the scores of motor proficiency in the posttest of healthy and DCD individuals, and the mean scores of the healthy individuals were higher than those of DCD students. The combined multivariate analysis of variance supported only the significant effect of group (healthy and DCD) on MABC-2 subscales, and the impacts of age and age*group were not significant. Conclusion The results of the present study show that exergame exercises significantly improve motor proficiency in DCD individuals; however, these interventions could not compensate for the developmental delay of these children compared to typically developed children. These results may be related to the duration of the interventions and the age range at the start of the interventions. These differences may disappear if appropriate interventions are presented at a younger age and for a long time. [ABSTRACT FROM AUTHOR]

Background: Motor performances of youth are related to growth and maturity status, among other factors. Aim: To estimate the contribution of skeletal maturity status per se to the motor performances of female athletes aged 10–15 years and the mediation effects of growth status on the relationships. Subjects and methods: Skeletal age (TW3 RUS SA), body size, proportions, estimated fat-free mass (FFM), motor performances, training history and participation motivation were assessed in 80 non-skeletally mature female participants in several sports. Hierarchical and regression-based statistical mediation analyses were used. Results: SA per se explained a maximum of 1.8% and 5.8% of the variance in motor performances of athletes aged 10–12 and 13–15 years, respectively, over and above that explained by covariates. Body size, proportions, and hours per week of training and participation motivation explained, respectively, a maximum of 40.7%, 18.8%, and 22.6% of the variance in performances. Mediation analysis indicated specific indirect effects of SA through stature and body mass, alone or in conjunction with FFM on performances. Conclusion: SA per se accounted for small and non-significant amounts of variance in several motor performances of female youth athletes; rather, SA influenced performances indirectly through effects on stature, body mass and estimated FFM. [ABSTRACT FROM AUTHOR]

Background: Intellectual disabilities refer to a permanent brain condition that interferes with a learner’s ability to perform basic living tasks, academic tasks and social interactions. By observing the motor proficiency levels of these learners, one can determine the extent of a learner’s possible physical motor proficiency barriers. Objective: To determine the motor proficiency levels of learners with moderate to severe intellectual disabilities using the Bruininks–Oseretsky Test of Motor Proficiency, second edition (BOT-2) Brief Form. Method: This quantitative descriptive study included 46 learners (17 girls and 29 boys) from a Mangaung school for learners with special needs between the ages of 15 and 17 years. Results: Indicated that 31 learners (67.4%) out of 46 learners identified with moderate to severe intellectual disabilities had a well-below average; 11 learners (23.9%) had a below average and only 4 learners (8.7%) had average motor proficiency levels. Conclusion: Alarmingly, this indicates that the majority of learners have severe motor difficulties that may reduce these learners’ abilities to perform tasks using gross and fine motor skills. Reported motor proficiency levels can be used as a guide to direct future motor intervention programmes. Contribution: Timely interventions are central to improving learners’ motor difficulties. This study focused on providing information regarding the motor proficiency levels of South African learners with ID that was not previously explored. This was an attempt to bridge the gap in knowledge pertaining to the use of standardised motor proficiency tests for South African learners with ID.

Understanding the relationships between motor proficiency (MP) and physical fitness (PF) is important for the future health of children, although longitudinal findings of this nature are limited. This study explored the association between MP and PF during earlier childhood (6 and 9 years old) and later childhood (12 years old) in boys and girls. A stratified and randomized research design including a baseline and two follow-up time-point measures (2010, 2013, and 2016) were used. Primary school children (N =374, boys=178; girls=196) were tested with the Bruininks-Oseretsky Test of Motor-Proficiency-2, Short Form, and the Test of Gross Motor Development- 2, at ages 6 and 9 years, and with the Progressive Aerobic Cardiovascular Endurance Run test at age 12. Spearman Rank Order Correlations and stepwise regression analyses were used to analyze the data. Although of a low magnitude, proof of a dynamic longitudinal, but a stable relationship between MP and PF were found and with different gender-specific relationships in this pathway of association. A small but significant percentage of variation in PF at 12 years could be explained by overall motor competence (MC) and object control skills (OCS) at the ages of 6 and 9 years. Among girls, the association with PF at 12 years was influenced by both OCS, and MC, although only MC contributed to the variation found in boys. Socio-economic status made an insignificant contribution at 6 years to later PF in boys, but not in girls. MC, including OCS during early and middle childhood can be considered as possible triggers of physical activity which again, can increase PF during later childhood. Obtaining early competence in these developmental areas is therefore important to promote positive and sustainable trajectories of health with long-term health outcomes. [ABSTRACT FROM AUTHOR]

Background: Intellectual disabilities refer to a permanent brain condition that interferes with a learner's ability to perform basic living tasks, academic tasks and social interactions. By observing the motor proficiency levels of these learners, one can determine the extent of a learner's possible physical motor proficiency barriers. Objective: To determine the motor proficiency levels of learners with moderate to severe intellectual disabilities using the Bruininks–Oseretsky Test of Motor Proficiency, second edition (BOT-2) Brief Form. Method: This quantitative descriptive study included 46 learners (17 girls and 29 boys) from a Mangaung school for learners with special needs between the ages of 15 and 17 years. Results: Indicated that 31 learners (67.4%) out of 46 learners identified with moderate to severe intellectual disabilities had a well-below average; 11 learners (23.9%) had a below average and only 4 learners (8.7%) had average motor proficiency levels. Conclusion: Alarmingly, this indicates that the majority of learners have severe motor difficulties that may reduce these learners' abilities to perform tasks using gross and fine motor skills. Reported motor proficiency levels can be used as a guide to direct future motor intervention programmes. Contribution: Timely interventions are central to improving learners' motor difficulties. This study focused on providing information regarding the motor proficiency levels of South African learners with ID that was not previously explored. This was an attempt to bridge the gap in knowledge pertaining to the use of standardised motor proficiency tests for South African learners with ID. [ABSTRACT FROM AUTHOR]

Purpose: This study examined the associations of motor proficiency with moderate-to-vigorous physical activity (MVPA) and sleep quality in children with attention-deficit/hyperactivity disorder (ADHD) and children with typical development (TD). Methods: This cross-sectional study included 88medical-naive children with ADHD age 6-12 yr (mean (SD) age, 8.43 (1.38) yr; 81.8% boys) and 40 age-matched children with TD (mean (SD) age, 8.46 (1.44) yr; 60% boys). MVPA was recorded by a wGT3X-BT accelerometer for 7 consecutive days. Motor proficiency was assessed using the Test of Gross Motor Development--Third Edition. Sleep quality was assessed using a self-report questionnaire. Results: ChildrenwithADHDspent significantly less time inMVPAdaily, displayed less proficiency in locomotor and ball skills, and reported poorer sleep quality (e.g., longer sleep latency, less sleep duration, and lower sleep efficiency) than children with TD. MVPA guideline attainment and sleep duration significantly predicted locomotor skills development; in turn, locomotor skills predictedMVPA guideline attainment.MVPA and ball skills increased by age in children with ADHD. Conclusions: Our results highlight the importance of promoting MVPA, motor proficiency, and sleep duration in children with ADHD and TD since childhood. [ABSTRACT FROM AUTHOR]

Background: Self-reported instruments have suggested that physical activity correlates with motor proficiency in children. However, due to inherent biases and low accuracy of self-reported instruments, this study aimed to investigate the relationship between objectively measured physical activity (via accelerometer) and motor proficiency in children. Methods: This study is a descriptive-correlational investigation involving 384 children (comprising 192 boys and 192 girls), aged 7 to 9 years (with a mean age of 7.96±0.73 years). These participants were in the first and second grades from regular primary schools in Tehran, Iran, during 2022, and were selected through a convenience sampling method. We employed the ActiGraph wGT3X-BT accelerometer for an objective measurement of physical activity. The Bruininks-Oseretsky Test of Motor Proficiency's short form was used to evaluate the children's motor proficiency. Data were analyzed using Independent t-test, Pearson correlation test, and multiple linear regression analysis. Results: The children did not meet the WHO guidelines recommending 60 minutes of moderate-to-vigorous physical activity (MVPA) per day. Boys had significantly more MVPA than girls (P<0.001). The results revealed that sedentary time had a significant inverse relationship with both gross (r=-0.681, P<0.001) and fine (r=-0.584, P<0.001) motor skills. Moreover, objectively measured physical activity (via accelerometer) showed a direct and significant correlation with gross motor skills (r=0.710, P<0.001), but not with fine motor skills (r=0.064, P=0.307). Sedentary time significantly and inversely impacted both gross (β=-0.68) and fine motor skills (β=-0.58). Furthermore, objective physical activity (measured by accelerometer) had a direct and significant impact on gross motor skills (β=0.71). Conclusions: These findings underscore the necessity to enhance the level of physical activity in children, particularly in girls. We also recommend that physical education teachers and sports coaches incorporate programs in their physical education lessons designed to facilitate motor skills development in children. [ABSTRACT FROM AUTHOR]

Background and Aims Education in school is a key element of health and helps to freshness and vitality of the community through the promotion of the physical activity. In this regard, some practitioners try to be effective in community health through linear or non-linear training methods. Thus, this study tried to determine which educational method (linear, nonlinear) is effective in promoting perceived and real motor competence in children.Methods In this study, two boy schools were selected whose education in the physical education class was linear in one and non-linear in the other. Therefore, 50 children from each school were selected as a sample randomly (Mean±SD age: 8.47±1.14 ). Motor proficiency was assessed by the Bruininks-Oseretsky Test, and perceived motor competence was assessed by the Incentive Motivation Questionnaire. Results The results of the analysis of covariance by eliminating the effect of the pre-test showed that the nonlinear group in motor skills (P=0.00) and perceived motor competence (P=0.02) scored significantly higher than the linear groupConclusion The results emphasize the importance of using nonlinear training in physical education with manipulation of the environment and task without direct instructions and feedback. Nonlinear methods as new methods in schools can replace traditional methods. In this method, by manipulating the constraints, children can be helped to grow in various dimensions, including real and perceived motor skills. The results of this study are useful for teachers who teach basic motor skills in school.

Introduction: In recent years, there has been considerable interest in the evolution of physical education teaching from a linear to a non-linear approach. This study aimed to investigate the effectiveness of traditional games with a hybrid of games for understanding and game sense teaching approaches on students' motor proficiency.Methods: This research was quasi-experimental with a pre-test and post-test design conducted in a field-based study. Fifty-five girl students (10-11years) were randomly divided into four groups: teaching game for understanding, game sense, hybrid of teaching game for understanding and game sense, and traditional group. Subjects practiced one-hour session three days a week according to their group's educational approach for 12 weeks. The Bruininks-Oseretsky test was used to assess children's motor proficiency.Results: The results of Mixed ANOVA showed a significant difference between the pre-test and post-test of the first three groups. So, it can be stated that for gross motor skills, the Hybrid group got the highest score with 79% of variance explained, and for fine motor skills and total motor proficiency, the teaching game for understanding got the highest scores with 84% and 85% of the variance explained, respectively. Traditional education did not have a significant effect on the investigated variables.Conclusion: It can be concluded that using the hybrid approach improves children's motor proficiency. The present study shows that teaching games for understanding and game sense models in the form of traditional games are a proper training method to improve motor proficiency in students. It seems that these approaches can be transferred to other educational levels

Background: Self-reported instruments have suggested that physical activity correlates with motor proficiency in children. However, due to inherent biases and low accuracy of self-reported instruments, this study aimed to investigate the relationship between objectively measured physical activity (via accelerometer) and motor proficiency in children.Methods: This study is a descriptive-correlational investigation involving 384 children (comprising 192 boys and 192 girls), aged 7 to 9 years (with a mean age of 7.96±0.73 years). These participants were in the first and second grades from regular primary schools in Tehran, Iran, during 2022, and were selected through a convenience sampling method. We employed the ActiGraph wGT3X-BT accelerometer for an objective measurement of physical activity. The Bruininks-Oseretsky Test of Motor Proficiency’s short form was used to evaluate the children’s motor proficiency. Data were analyzed using Independent t-test, Pearson correlation test, and multiple linear regression analysis.Results: The children did not meet the WHO guidelines recommending 60 minutes of moderate-to-vigorous physical activity (MVPA) per day. Boys had significantly more MVPA than girls (P

Abstract Background Obesity in children is a frequent and serious problem that can impede motor ability performance, necessitating extra attention and early intervention efforts. The purpose of this study was to determine the relation between body mass index (BMI) and motor proficiency in Egyptian children. Two-hundred normal healthy children from both sexes (6 to 8 years old) were enrolled. BMI was defined by dividing weight in kilograms by height in meters squared (kg/m2), and motor proficiency was evaluated by Bruininks-Oseretsky Test 2 of Motor Proficiency Short Form (BOT-2 SF). Participants were classified into four categories based on the Centers for Disease Control and Prevention (CDC) cutoff points including underweight, normal, overweight, and obese. Results Between-group analysis demonstrated a significant difference between groups where (χ 2 (3) = 131.50, P = 0.0001), with the obese group showing the worst motor ability, with mean differences at 95% confidence intervals of 7.44 for underweight, 81.14 for overweight, and 108.92 for obese children. The correlation coefficients of BOT-2 SF and BMI show a significant negative correlation (R = −0.723, P = 0.0001). Regression analysis revealed that BMI can significantly predict the BOT-2 SF (F = 216.94, P = 0.0001). Conclusion Excess body weight in the period of early childhood in Egyptians has a deleterious effect on motor skill performance; also, children who were normal weight or underweight had higher motor skills than those who were overweight or obese.

The purpose of this study was to investigate the association between physical activity with fine and gross motor skills in pre-school children with ADHD. The present study is a descriptive-correlational study. The participants were 58 children (20 girls) aged 4 to 6 years who were selected using a convenience sampling method. We utilized Physical Activity Questionnaire for Children (PAQ-C) to measure physical activity. The short form of the Bruininks-Oseretsky Test of Motor Proficiency was used to measure the fine and gross motor. Independent t test and regression analysis were used to analyze the data. Children in this study had low levels of physical activity and motor proficiency. Boys had significantly higher physical activity and motor proficiency than girls (P

The impact of IQ on academic achievement has been confirmed, but its effect on the effectiveness of motion interventions is unknown. The present study examines the effects of Indigenous- Local play on the Motor proficiency of children with high and low IQ. Therefore, using Raven's Inventory, among 13-13 year-old children in Tehran, 15 high-intelligence children and 15 low-intelligence children were selected and trained in Indigenous- Local play for eight weeks. Bruninx-Oseretsky test was used before and after the exercise to assess the Motor proficiency. The results showed that although both groups benefited from the intervention, the impact of intervention on children with high IQ was higher. The results of this study, with the emphasis on the use of indigenous-local play in schools for motor development, also recommends that sports talent specialists use intelligence as an indicator of talent identification. [ABSTRACT FROM AUTHOR]

The aim of this study was to explore the relationships between autism severity, motor performance, independence in daily living skills and quality of life in adolescents with autism spectrum disorder (ASD). The study included 31 participants, aged 13–18 years. Evaluations were made with the Gilliam Autistic Disorders Rating Scale-2 (GARS-2), Bruininks-Oseretsky Test of Motor Proficiency-2 Short Form (BOT-2-SF), Functional Independence Measure (WeeFIM II), and Pediatric Quality of Life Inventory (PedsQL). Motor performance of the participants was determined as below average according to the norms of BOT-2 SF, and were negatively correlated with GARS-2 at a moderate level (r = −0.61, p < 0.001), and a moderate negative correlation was determined between GARS-2 and WeeFIM II (r = −0.65, p < 0.001) and PedsQL (r = −0.61, p < 0.001). Independence in daily living skills (DLS) and autism severity were found to be significant predictors of PedsQL (R2 = 0.463, p < 0.05). Motor impairment still appears to be a missing piece of the puzzle for this age group. Promoting motor skill acquisition and independence could be a key factor in preventing the deterioration of physical health and improving quality of life in adolescents with ASD. [ABSTRACT FROM AUTHOR]

Background Human growth and development involve significant changes in bodily dimensions, yet motor learning appears to remain stable throughout life. This study investigates whether adjustments in motor velocity take place as individuals age by examining the latency of transcranial motor-evoked potentials (TcMEPs) across different age groups. Methods Data were collected from 100 patients who underwent surgery with intraoperative neuromonitoring at the All India Institute of Medical Sciences, New Delhi, between January 1, 2019, and January 1, 2020. TcMEP recordings were analyzed for 7 commonly monitored muscles across 7 distinct age groups: under 10 years, 10-19 years, 20-29 years, 30-39 years, 40-49 years, 50-59 years, and over 60 years. Results The analysis revealed no significant differences in motor-evoked potential (MEP) latency across the age groups, indicating that motor response latency remains stable despite the physical changes that occur with aging. Conclusion These findings enhance our understanding of motor learning, suggesting that motor response latency does not necessitate changes with age, highlighting the consistency of motor function over the human lifespan., Competing Interests: Human subjects: Consent for treatment and open access publication was obtained or waived by all participants in this study. Institute Ethics Committee for Post Graduate Research at All India Institute of Medical Sciences issued approval Ref. No.: IECPG - 199/27.03.2019, OT-13/27.01.2021. Animal subjects: All authors have confirmed that this study did not involve animal subjects or tissue. Conflicts of interest: In compliance with the ICMJE uniform disclosure form, all authors declare the following: Payment/services info: All authors have declared that no financial support was received from any organization for the submitted work. Financial relationships: All authors have declared that they have no financial relationships at present or within the previous three years with any organizations that might have an interest in the submitted work. Other relationships: All authors have declared that there are no other relationships or activities that could appear to have influenced the submitted work., (Copyright © 2024, Talwar et al.)

The mathematical learning disorder is one of the most common learning disorders in schools that occurs due to inadequate concentration and poor memory or lack of coordination of motor proficiency in students. Mathematical learning disorder may be due to difficulty concentrating, memory problems or a lack of complete coordination of body movements. In this study, the effect of motor games in comparison to computer games on the executive, academic functions, and motor proficiency in students with mathematical learning disorder was investigated. In this study, 20 female students with math learning disabilities ranging in age from 8 to 9 years were divided into two balanced groups (n = 10) based on K Matt's mathematical score. Subjects in the first experimental group performed motor games for 8 weeks, 3 sessions of 45 minutes per week, and the second experimental group performed computer games during the same period. Mathematical tests of Key math (To diagnose and evaluate academic performance), Bruininksoseretsky, Stroop, and N-back in the pre-test and post-test stages were used to collect data. The results of this study have clearly shown that computer games compared to movement games had a greater effect on the executive functions and academic performance of students with a mathematical learning disorder. In contrast, it has been observed that the motor games were more effective on the motor proficiency of these students.

Introduction: The dynamics of body posture to avoid falling are generally referred to as balance. It has been shown that child developmental skills are influenced by their body compositions. When compared to their peers who are at a healthy weight, children who are overweight or obese frequently show poorer levels of motor proficiency including balance, mobility and related features. Need of the Study: The protocol will determine the typical TUG test results in children relative to their body composition, enabling clinicians to effectively screen for balance deficits in children and will enable timely interventions to prevent falls, accidents, and sports injuries in children. Aim: To find the reference values of Timed Up and Go (TUG) test in normal weight and overweight children and compare the values between them. Materials and Methods: A study protocol on school-going children aged 5 to 15 years will be recruited using convenience sampling and divided into two groups based on their Body Mass Index (BMI): normal weight and overweight. The procedure for performing TUG test will be taught to the children, and the time taken for completion will be recorded using a stopwatch. To check the normality, Kolmogorov test will be applied as sample size estimated is above 50. Parametric or non parametric tests will be used for between group analyses. [ABSTRACT FROM AUTHOR]

Physical Education plays a fundamental role in promoting healthy habits and lifestyles, as well as in the development of individual and cognitive skills. To date, several investigations have reported positive effects on indicators of physical fitness, motor proficiency, and creativity as a result of specific training programs during Physical Education classes. However, the effects of multivariate training programs on the improvement of the aforementioned skills remain unclear in the literature. Through this brief review, the benefit of applying multivariate training programs during Physical Education classes on indicators of physical fitness, motor proficiency and creativity was critically analyzed. A narrative approach was applied to summarize the availed research as following: (i) theoretical background; (ii) research gaps/issues; (iii) subject explanation about multivariate training programs in Physical Education; and (iv) practical application and further research. The evidence reported in this regard may be useful for the development of multivariate training programs that simultaneously enable the improvement of indicators of physical fitness, motor proficiency and creativity. However, there is still no consensus in the literature on the best strategies (i.e., type of program, duration, intensity) to enhance motor proficiency and creativity in the context of Physical Education classes using multivariate training programs. [ABSTRACT FROM AUTHOR]

Although children with autism spectrum disorder (ASD) often display motor deficits, the nature of these motor deficits remains unspecified. The purpose of this study was to establish a robust motor profile in children with ASD across a wider range of motor skills by using two professionally administered standardized motor assessments alongside a parent report measure to capture a comprehensive view of motor performance compared to a group of neurotypical peers. Complex motor skills, balance and global motor performance were compared in twenty-four children, between the ages of 5–12 years, split into two groups: ASD and typically developing. The Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2) and the Movement Assessment Battery for Children, Second Edition (MABC-2) were used to examine skill performance. Motor proficiency was also collected using the parent/caregiver form of the Vineland Adaptive Behavior Scales, 3rd edition (Vineland-3). Children with ASD presented with significant differences in complex motor skills, balance skills, and global motor performance when compared to their neurotypical peers across all three measures. This preliminary study indicated that the children with ASD had greater difficulty with global motor performance, including more difficulty performing complex motor tasks and balance tasks compared to their neurotypical peers. The parents of the children with ASD reported decreased proficiency of motor skills. Overall, the children with ASD demonstrated deficits performing tasks that targeted strength, speed, agility, coordination and both static and dynamic balance. While manifestations of motor skill deficits specific to the ASD population are variable, physical therapists should be included in the ongoing assessment and implementation of comprehensive therapeutic plans for children with ASD. [ABSTRACT FROM AUTHOR]

Objective:Specialists often assess the motor proficiency of children presented with suspected developmental delays. It is essential that the tools used to assess children have highly powerful measurement properties including psychometric properties. The aim of our study, analyze the reliability and construct validity of the Turkish version of the Bruininks Oseretsky Test of Motor Proficiency 2-Brief Form (BOT2-BF) in children with a specific learning disability (SLD).Methods:Participants, which aged between 6 and 14, were included 137 children with SLD and 50 children without any diagnosis. The Turkish version of the BOT2-BF was administered by the researcher in one session to children with SLD twice with a seven days interval. In addition, BOT2-BF was re-apply to 25 children with SLD, which were randomly selected, after 10 days.Results:The validity results of BOT2-BF were found to be significantly better in all subtests in the control group than in the study group, having higher performance levels (p0.8) (except Fine Motor Precision (ICC=0.57) and Manual Dexterity Subtest (ICC=0.74) and good internal consistency (Cronbach’s alpha =0.78) for all domains. The inter-rater reliability results were found to be perfectly reliable (ICC >0.9).Conclusion:The Turkish version of BOT2-BF was found to be a valid and reliable assessment to evaluate motor proficiency in children with SLD.

Background: Developmental speech and language disorder (DSLD) is characterized by delay in speech and language development in the absence of mental or physical handicap, hearing loss, emotional disorder, or environmental deprivation. Many nonlinguistic factors contribute to the expression of DSLD, one of them is motor proficiency. Some problems with motor proficiency were observed in children with DSLD when they were compared with typically developing children (TDC). Objective: The objective of the study was to assess the performance of DSLD children for motor proficiency using the Bruininks-Oseretsky Test of Motor Proficiency Second Edition (BOT-2) and compare it with TDC. Study Design: A comparative, noninterventional, cross-sectional study. Methods: The study included 30 children with DSLD and 30 TDC aged 4-7 years. The study protocol was approved by the Institute Ethical Committee (ECARP/2017/21). A written informed consent form was signed by parents. All composites of BOT-2 were administered on both groups (fine manual control, manual coordination, body coordination, strength and agility). Scores obtained were compared between two groups for total motor composite as well as each subtest. Results: There was a significant difference between the performance of DSLD children and TDC on all the four composites, namely Fine Manual Control, Manual Coordination, Body Coordination, and Strength and Agility of BOT-2. Total motor composite score of DSLD children was significantly different from the scores of TDC at P = 0.000. Conclusion: Motor proficiency is significantly affected in children with DSLD as compared to TDC. [ABSTRACT FROM AUTHOR]

The use of the short form of the Körperkoordinationstest für Kinder (KTK3) to evaluate children's and adolescents' motor competence (MC) is increasing. When combined with an alternating one-handed catching and throwing ball task, assessing eye-hand coordination (EHC), it has been shown that the different aspects of motor skills are adequately covered in one compact KTK3+ test battery, studied in 6- to 10-year-old children. The present study aimed to validate the KTK3+ test battery and to provide contemporary MC normative values for boys and girls from 6- to 19-year-olds. A total of 2,271 children and adolescents (1,112 boys, 1,159 girls) participated in this study and were evaluated on the four included test items: jumping sideways (JS), moving sideways (MS), balancing backwards (BB), supplemented by an EHC task. Children's participation in organised sport was registered using a demographic questionnaire. For the first objective, a factor analysis with multidimensional scaling demonstrated that the one-dimensional model provided the best fit, with all test items correlating to the same latent construct: “MC”. This was further supported with moderate to good correlations between all four test items (r = 0.453–0.799). Construct validity was investigated with a three-way MANOVA, demonstrating a significant multivariate interaction effect between sex and age group (p = 0.001) as well as a multivariate main effect of sex, age group, and organised sport participation (p < 0.001). Boys outperformed girls on two out of the four tests (JS and EHC, p < 0.005), while girls were better than boys on the BB test (p < 0.005). Performance scores increased across age groups on all tests (p < 0.001). Only for the BB test score, a plateau effect was noted around the age of 12 years. Children and adolescents participating in sports generally outperformed their peers who were not involved in organised sports, on the present KTK3+ test battery. For the second objective, raw score normative values are provided separately for both sexes between 6- to 19-year-olds. In combination with the one-factor structure confirmation, these sex, age, and sport participation effects demonstrate the validity of the test battery. The provided normative values are useful to evaluate MC in children and adolescents from 6 to 19 years old. The use of only four test items that are identical across all ages makes the KTK3+ test battery a practical instrument to assess and compare MC development.

Background: Individuals with Down syndrome may struggle with anticipatory postural adjustments, and adapt slower to motor tasks and environmental changes, due to decreased motor proficiency. Objectives: To determine the effectiveness of virtual reality therapy (VRT), specifically Nintendo Wii, combined with physiotherapy or occupational therapy (OT) for improving motor proficiency in individuals with Down syndrome, compared to standard physiotherapy, OT or no intervention. Method: Nine computerised databases were searched from inception to July 2020. Methodological quality of randomised controlled trials and quasi-experimental studies was appraised using the physiotherapy evidence database (PEDro) scale and the Joanna Briggs Institute Critical Appraisal Checklist for Case Reports. Results: Two randomised controlled trials and four quasi-experimental studies were included, with an average PEDro score of 7.3. One included case study scored 5. This review included 345 participants. Motor proficiency includes balance, coordination, strength and agility. Agility showed a significant improvement after 5 (p = 0.01) or 24 (p 0.01) weeks. Strength showed a significant improvement after a 6- (p = 0.000) or 24-week intervention (p 0.05). Balance showed inconclusive results for adults, and significant improvement in children after 6 (p = 0.000), 8 (p 0.05) or 24 (p 0.003) weeks. One study (n = 155) showed that upper limb and bilateral coordination improved significantly after 24 weeks (p 0.003). Conclusion: Level II, III-1 and IV evidence suggested that VRT may be valuable to improve agility and strength in individuals with Down syndrome, and balance and coordination in children with Down syndrome. Clinical implications: It may be beneficial to use VRT in addition to standard physiotherapy or OT interventions for improving motor proficiency in individuals with Down syndrome.

The use of the short form of the Körperkoordinationstest für Kinder (KTK3) to evaluate children's and adolescents' motor competence (MC) is increasing. When combined with an alternating one-handed catching and throwing ball task, assessing eye-hand coordination (EHC), it has been shown that the different aspects of motor skills are adequately covered in one compact KTK3+ test battery, studied in 6- to 10-year-old children. The present study aimed to validate the KTK3+ test battery and to provide contemporary MC normative values for boys and girls from 6- to 19-year-olds. A total of 2,271 children and adolescents (1,112 boys, 1,159 girls) participated in this study and were evaluated on the four included test items: jumping sideways (JS), moving sideways (MS), balancing backwards (BB), supplemented by an EHC task. Children's participation in organised sport was registered using a demographic questionnaire. For the first objective, a factor analysis with multidimensional scaling demonstrated that the one-dimensional model provided the best fit, with all test items correlating to the same latent construct: "MC". This was further supported with moderate to good correlations between all four test items (r = 0.453–0.799). Construct validity was investigated with a three-way MANOVA, demonstrating a significant multivariate interaction effect between sex and age group (p = 0.001) as well as a multivariate main effect of sex, age group, and organised sport participation (p < 0.001). Boys outperformed girls on two out of the four tests (JS and EHC, p < 0.005), while girls were better than boys on the BB test (p < 0.005). Performance scores increased across age groups on all tests (p < 0.001). Only for the BB test score, a plateau effect was noted around the age of 12 years. Children and adolescents participating in sports generally outperformed their peers who were not involved in organised sports, on the present KTK3+ test battery. For the second objective, raw score normative values are provided separately for both sexes between 6- to 19-year-olds. In combination with the one-factor structure confirmation, these sex, age, and sport participation effects demonstrate the validity of the test battery. The provided normative values are useful to evaluate MC in children and adolescents from 6 to 19 years old. The use of only four test items that are identical across all ages makes the KTK3+ test battery a practical instrument to assess and compare MC development. [ABSTRACT FROM AUTHOR]

Physical Education plays a fundamental role in promoting healthy habits and lifestyles, as well as in the development of individual and cognitive skills. To date, several investigations have reported positive effects on indicators of physical fitness, motor proficiency, and creativity as a result of specific training programs during Physical Education classes. However, the effects of multivariate training programs on the improvement of the aforementioned skills remain unclear in the literature. Through this brief review, the benefit of applying multivariate training programs during Physical Education classes on indicators of physical fitness, motor proficiency and creativity was critically analyzed. A narrative approach was applied to summarize the availed research as following: (i) theoretical background; (ii) research gaps/issues; (iii) subject explanation about multivariate training programs in Physical Education; and (iv) practical application and further research. The evidence reported in this regard may be useful for the development of multivariate training programs that simultaneously enable the improvement of indicators of physical fitness, motor proficiency and creativity. However, there is still no consensus in the literature on the best strategies (i.e., type of program, duration, intensity) to enhance motor proficiency and creativity in the context of Physical Education classes using multivariate training programs.

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This study aimed to (1) create percentile curves and norms for the eight subtests of the Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition (BOT-2) for 6- to 10-year-old Brazilian children and to (2) compare them to the values of the original test manual. To that, we tested a sample of 931 Brazilian children (477 girls, 454 boys) with ages between 6 to 10 with the BOT-2 assessment. The LMS method was used to generate the percentile curves and normative values, with the LMSchartmaker Pro software version 2.54. Results demonstrate that girls had significantly higher scores for the fine motor precision, fine motor integration, manual dexterity and balance subtests, while boys had significantly higher scores on upper-limb coordination, running speed and agility, and the strength subtests. The findings also indicated higher values for the Brazilian group in the subtests of bilateral coordination, running speed and agility, balance, and upper-limb coordination when compared to the North American normative sample. The percentile curves illustrate the increase in motor proficiency levels as age increases, with different trajectories for each subtest. Future studies should continue the investigation of cultural norms and appropriate assessments for the Brazilian population. Here, the creation of percentile curves and norms that are better suited for the Brazilian population can significantly help with assessment and intervention for motor development in distinct settings and with typical and atypical school-age children.

Objectives: To examine if the associations between motor competence and physical activity and musculoskeletal fitness change over time, whether motor competence is associated with longitudinal trajectories of physical activity and fitness, and mediating pathways among these constructs across early childhood. Methods: Four hundred and eighteen children 3 to 5 yr of age (210 boys; age, 4.5 ± 1.0 yr) were recruited and completed three annual assessments as part of the Health Outcomes and Physical activity in Preschoolers study. Motor competence was assessed using the Bruininks–Oseretsky Test of Motor Proficiency Second Edition—Short Form. Musculoskeletal fitness (short-term muscle power) was evaluated using a modified 10-s Wingate protocol on a cycle ergometer. Physical activity was measured over 7 d using accelerometers. Results: At baseline, the cross-sectional relationship between motor competence and vigorous physical activity was not significant; however, a significant, weak positive association emerged across time. Results from longitudinal mixed-effect models found motor competence to be a significant positive predictor of musculoskeletal fitness and vigorous physical activity and to be associated with steeper increases in physical activity across time. Motor competence was independently associated with musculoskeletal fitness and physical activity during this early childhood period. Conclusions: Motor competence is an important independent predictor of physical activity and musculoskeletal fitness levels across early childhood. Motor competence may be an important target for early interventions to improve both physical activity and fitness in the early years. [ABSTRACT FROM AUTHOR]

Objective: The effects of hemsball game skills development program on the motor proficiency level of children in the 12–16 age group with mild and moderate intellectual disabilities (ID) have been examined in this study. Method: A total of 50 (25 experimental group +25 control group) students, 23 of which had mild intellectual disabilities (ID) and 27 with moderate ID studying in special education classes in the schools in Afyonkarahisar province in Turkey participated in the study. While no training was given to the control group, the students in the experimental group were subjected to 60 min of applications involving a basic hemsball training program per day for 3 days per week throughout 12 weeks. Bruininks–Oseretsky Test of Motor Proficiency (BOT-2) sub-tests (balance, bilateral coordination, upper-limb coordination) were applied twice, once before starting the program (pre-test) and once after the program was completed (post-test). The obtained data were tested with paired-samples t-test and independent-samples t-test. Result and Conclusion: As a result of the study, it was noted that the application of the hemsball game skill development program had incurred significant differences between the experimental and control group according to the post-test as well as the pre-test and post-test for the experimental group which were positive. However, it was determined that the application was more effective in students with moderate level ID than students with mild ID. [ABSTRACT FROM AUTHOR]

Introduction: Assessment of motor skills and the use of a suitable tool to identify children with developmental coordination disorder (DCD) appear to be critical in preschool ages. Therefore the main aim of this study was to evaluate the sensitivity and specificity of the Bruininks-Oseretsky Test of Motor Proficiency-Second Edition-Short Form (BOT-2 SF), in preschool children. Materials and Methods: A total of 306 preschool children participated in this study (4-7 years). Among them, 30 children with DCD were selected. To assess the ability of the BOT-2 SF to detect DCD, we measured the sensitivity and specificity using receiver operating characteristic (ROC) curve method. Results: The area under ROC curve for the sensitivity and specificity were 0.91 and 0.93, respectively. In general, the area under the curve was 0.97. Conclusion: The BOT-2 SF has high sensitivity and specificity in preschoolers; therefore it can be useful in evaluating motor skills and identifying children with DCD.

There is a lack of current research to support the efficacy of a combination of equine-assisted activities (EAA) and brain building activities to influence motor skill competencies in youth with neurodevelopmental disorders (ND). The primary objective of this study was to quantify changes in motor skill proficiency before and after 8 weeks of EAA and brain-building activities in youth with ND. A secondary objective was to quantify changes in motor skill proficiency before and after 1 year of EAA and brain-building activities in youth with ND. Twenty-five youth completed the same 32-week protocol that was separated into 4, 8-week blocks, in the following order: (1) control; (2) EAA-only; (3) washout; (4) GaitWay block (EAA and brain building activities). Before and after each block, motor skills were assessed using the Short Form of the Bruininks-Oseretsky Test of Motor Proficiency-Version 2 (BOT-2). Seven youth continued with the GaitWay intervention for one additional year, and the BOT-2 Short Form was also administered following this intervention. A repeated-measures analysis-of-variance was performed to compare BOT-2 subtest and overall scores between interventions with a significance of 0.05. Manual dexterity was higher at Post-Washout [3.3 (2.4)] vs. Pre-Control [2.2 (2.1); p = 0.018] and Post-Control [2.6 (2.0); p = 0.024], and at Post-GaitWay vs. Pre-Control [3.2 (2.4) vs. 2.2 (2.1); p = 0.037]. Upper-limb coordination was higher at Post-GaitWay vs. Post-Control [6.0 (4.1) vs. 3.9 (3.8); p = 0.050]. When compared to Pre-Control [3.2 (3.0)], strength was higher at Post-EAA [4.9 (3.5); p = 0.028] and at Post-GaitWay [5.2 (2.9); p = 0.015]. Overall scores were higher at Post-GaitWay [39.1 (22.2)] when compared to Pre-Control [32.4 (21.6); p = 0.003] and Post-Control [32.5 (21.9); p = 0.009]. Additionally, motor skills were maintained for 1 year following the Post-GaitWay testing session among seven participants. This is the first known study to include and demonstrate the short-term and long-term effects of a combination of EAA and brain building activities with motor proficiency in youth with ND.Clinical Trial Registration: Motor Skill Proficiency After Equine-Assisted Activities and Brain-building Tasks; www.ClinicalTrials.gov, identifier: NCT04158960.

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Background: One of the risks associated with low physical activity levels is the insufficient development of motor proficiency, which in turn has an impact on participation in physical activity and sport during adolescence. Objectives: To determine the relationship between motor proficiency and physical activity levels in adolescent Senior Phase learners in Potchefstroom, South Africa. No literature exists on the relationship between motor proficiency and physical activity levels among South African adolescents. Method: A total of 239 13- to 14-year-old learners were assessed using the Bruininks–Oseretsky Test of Motor Proficiency 2 (BOT-2) for motor proficiency, and the International Physical Activity Questionnaire (IPAQ) for physical activity levels. Data analysis included descriptive statistics, Spearman correlation coefficients and effect sizes. Results: Statistically and practically significant correlations were found between the total BOT-2 score and the physical activity levels of the total group, as well as the boys and the girls respectively. Fine motor coordination correlated with physical activity levels in the girls, while manipulation coordination correlated with the physical activity levels of the total group and the boys. The body coordination skill of jumping in place and the strength test items showed strong correlations with physical activity in all the groups. Conclusion: The motor skills of Senior Phase learners, especially coordination and strength skills, should be developed and maintained in the Physical Education curriculum to enhance physical activity levels.

The present study investigated the effects of 8-weeks of core stability training on fundamental movement skills in children with low proficiency in both locomotor and object control skills. By using a semi-experimental research design. 30 elementary boy students (means age= 8.89 years, SD= 1.06) were recruited and organized in training (n= 15) and control group (n=15). Fundamental movement skills were measured before and after the training period using the test of gross motor development – 2nd (TGMD-2). In comparison with control group, results showed significant improvement in both locomotor (P

BACKGROUND Physical activity is the greatest contributor to achievement of adequate physical activity. Children performing adequate daily physical activity will get positive benefits from their activity. Several studies indicate a difference in motor skills between boys and girls. To understand the development of motor skill proficiency and physical activity in boys and girls, a study was conducted to determine the role of gender on motor skill proficiency and physical activity in children aged 6-12 years. METHODS A cross-sectional observational study was conducted and a total of 162 children were included at a primary school in the Grogol area, West Jakarta. Data collection was by questionnaire-based interviews, covering age, gender, and physical activity (watching TV, playing games, and outdoor play). Assessment of motor skills was performed using the Bruininks-Oseretsky Test–Second Edition (BOT-2). Data analysis was performed using SPSS for Windows release 17.0 and level of significance was set at 0.05. RESULTS Multiple linear regression results showed that in boys the strength subset was the most influential factor on TV watching activity, with the higher scores for strength indicating a lower TV watching activity (â=-0.125;p=0.021). Age was the most influential factor on outdoor playing activity in girls, with older girls having lower outdoor playing activity (â=-0.375;p=0.016). CONCLUSIONS This study revealed that gender difference impacts on motor skills and physical activity in children. Higher motor proficiency increases outdoor playing activity only in boys. Primary school pupils should be given opportunities for performing outdoor playing activities to improve their motor proficiency.

Introduction. Physical inactivity is a global public health problem. One of the most important factors, which influence the later participation of children in regular physical activities, is sufficient movement competence level. The Bruininks- Oseretsky, 2nd version, test is considered the most comprehensive diagnostic tool for estimation of motor proficiency. It is used in the field of psychomotricity diagnostics in the Czech Republic. However, there are no Czech normative criteria. Aim of Study. The aim of this study is to investigate the usefulness of the Bruininks-Oseretsky Test of Motor Proficiency, 2nd version for both diagnostic and evaluative purposes in school practice. Material and Methods. The research sample was made of 45 primary school children (23 girls and 22 boys) of average age 9.2 ± 1.4 years. For the estimation of a motor proficiency we used the Bruininks-Oseretsky test, 2nd version - complete form with German normative criteria. Results: According to the total motor composite performance on BOT™-2, we found 16.7% of children with severe motor difficulties. It can identify the presence of developmental coordination disorder which requires necessary motor intervention. 28.6% of children were in the parameter total motor composite below the average with a risk of motor difficulties. In total, 72% of children had the BOT™-2 score in the 50th percentile or lower. Conclusions. The test is useful and suitable for recognizing signs of different kinds of developmental coordination disorders in school practice. Teachers need to undertake a course to be able to use this test. It is not easy to assess the test battery. The time required for the completion of the test may be too much for some of the children (over 60 minutes). That is why it is recommended to split the test battery into more parts. [ABSTRACT FROM AUTHOR]

Purpose: The study aimed to assess the effect of an Aerobic Fitness Programme intervention on children with mild and moderate intellectual disabilities in Jammu, India. Method: In a pre-test post-test control group design, 66 children with mild and moderate intellectual disabilities, who fulfilled the inclusion and exclusion criteria, were placed in control and experimental groups. A validated tool, the Test of Motor Proficiency, was used as a pre-test and post-test measure to assess the effect of the intervention. Results: The mean difference between the two groups of children with mild and moderate intellectual disabilities was significant. ANCOVA analysis indicated F (1,28) = 312.13, P =.00 in children with mild intellectual disabilities, and F (1,32) = 22.540, P =.00 in children with moderate intellectual disabilities. The intervention was effective in developing visual motor control, upper limb speed and dexterity, running speed and agility, balance, strength, and upper limb coordination. It was ineffective in improving bilateral coordination in both groups of children with intellectual disabilities. Conclusion: This intervention programme can be introduced into the daily curriculum of children with intellectual disabilities at special schools. It would be helpful in compensating for the lack of physical activity due to classroom-based teaching. [ABSTRACT FROM AUTHOR]

Purpose: To develop a scale for the assessment of gross and fine motor skills of the children with mild and moderate intellectual disabilities so that their skills could be assessed and accordingly interventions in physical activities could be specifically designed for them. Method: Thirty-eight items for the Test of Motor Proficiency scale was developed after initial try out, pilot study and final try-out by the researchers. Fifty children with mild intellectual disabilities (n = 26), and moderate intellectual disabilities (n = 24) aged between 6 to 17 years fulfilling inclusion and exclusion criteria were selected from special schools in Jammu district, J&K (India).The Test of Motor Proficiency was administered on the selected sample. Results: Internal consistency as calculated through Cronbach's Alpha was .906, indicating very good reliability. There was a highly significant correlation between the two independent assessments in inter-rater reliability r (48) = .95, p< .05 and also within the domains of motor proficiency, Visual-Motor control r (48) =.72, p< .05, Upper limb speed and dexterity r (48) = .98, p< .05, Running speed and agility r (48) =.99, p< .05, Bilateral coordination r (48) =.96, p< .05, Strength r (48) =.98, p<.05, upper limb coordination r (48) =.62, p< .05. Concurrent validity of Test of Motor Proficiency was established against BASIC- MR; the correlation of BASIC-MR (M = 151.92, SD = 18.08, N = 50) and Test of Motor Proficiency (M = 49.22, SD = 12.23, N = 50) was highly significant r (48) = .76, p< .05. The construct validity assessed through test retest was r (48) =.97, p< .05. Implications: The Scale can be used in the assessment of gross and fine motor skills of children with mild and moderate intellectual disabilities for clinical and research purposes. [ABSTRACT FROM AUTHOR]

Background Physical activity is the greatest contributor to achievement of adequate physical activity. Children performing adequate daily physical activity will get positive benefits from their activity. Several studies indicate a difference in motor skills between boys and girls. To understand the development of motor skill proficiency and physical activity in boys and girls, a study was conducted to determine the role of gender on motor skill proficiency and physical activity in children aged 6-12 years. Methods A cross-sectional observational study was conducted and a total of 162 children were included at a primary school in the Grogol area, West Jakarta. Data collection was by questionnaire-based interviews, covering age, gender, and physical activity (watching TV, playing games, and outdoor play). Assessment of motor skills was performed using the Bruininks-Oseretsky Test–Second Edition (BOT-2). Data analysis was performed using SPSS for Windows release 17.0 and level of significance was set at 0.05. Results Multiple linear regression results showed that in boys the strength subset was the most influential factor on TV watching activity, with the higher scores for strength indicating a lower TV watching activity (â=-0.125;p=0.021). Age was the most influential factor on outdoor playing activity in girls, with older girls having lower outdoor playing activity (â=-0.375;p=0.016). Conclusions This study revealed that gender difference impacts on motor skills and physical activity in children. Higher motor proficiency increases outdoor playing activity only in boys. Primary school pupils should be given opportunities for performing outdoor playing activities to improve their motor proficiency.

Background and Aim: The purpose of this study was to investigate the effects of perceptual - motor training on motor proficiency in children with hyperactivity disorder. Materials and Methods: This study was semi-experimental. Fifty hyperactive children referred to Farabi hospital of Kermanshah. Thirty patients (mean age, 8.8 years old) were randomly selected and examined in the control group were evaluated. The tools of the research were the Conners parent questionnaire, Bruininks-Oseretsky test of motor proficiency. Firstly, the per-test was held for all participants. Then, the experimental group did the perceptual- motor activities for 2 months (24 sessions) and after this period, the post test was administered to both groups. Paired t-test and t-test were used to compare the means (P<0.01). the significant difference between pre-test and post-test scores of experimental group, Results: In motor proficiency (total subtests: running speed and agility, balance, bilateral coordination, strength, upper body coordination, response speed, visual controls - motor skills and a high-speed trunk) was found. Conclusion: It seems that perceptual - motor training improves motor skills in children. [ABSTRACT FROM AUTHOR]