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Copyright of Cultura, Ciencia y Deporte is the property of Cultura, Ciencia y Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

The introduction of new technologies and their misuse during the COVID-19 pandemic have led to increased sedentary behavior and reduced participation in sports and physical activities. This trend has been associated, as demonstrated by various studies (Orgilés M. et al., 2020), not only with social issues but also with considerable challenges in individuals' psychomotor development. Therefore, this study aims to evaluate the motor skills and lateralization processes in 8--10-year-old children, one year after the conclusion of the COVID-19 health emergency. A valid and effective instrument was selected for evaluation, namely the MOVIT tests (Cottini, 2003), which allow for both qualitative and quantitative investigation of movement. These tests were administered to a sample of 85 children in the Campania region, recruited through convenience sampling, over a period of approximately three months. This approach enabled the identification of the children's abilities, deficits, and levels of potential development. The evaluation was performed both ex ante and ex post, with activities designed to enhance the sample's psychomotor level between the two assessments. At the end of the ex post evaluation, the data were analyzed, demonstrating that effective instruction on movement and the timely introduction of playful motor activities can lead to a good psychomotor level in children and consolidate the processes of laterality and lateralization. During the pandemic, children's daily routines changed considerably, with increased screen time and reduced physical interaction leading to reduced motor skill development. This study seeks to address these gaps by implementing a structured physical activity program post-pandemic, assessing its impact on lateralization--a critical aspect of psychomotor development. The MOVIT tests provided comprehensive insights into the children's motor capabilities and areas needing improvement. The study's findings underscore the importance of reinstating physical education in daily routines to foster balanced psychomotor development, emphasizing the role of interactive and engaging physical activities in enhancing children's overall growth. [ABSTRACT FROM AUTHOR]

To date, information on associations between motor skills and executive functions (EF) in autistic children is limited. The purpose of this study was to compare motor skills and EF performance between autistic children and typically developing (TD) children and to examine the relationships between motor skills and EF in these two groups. Forty‐eight autistic children and 48 TD children aged 6 to 12 years were recruited for this study. Motor skills were measured with the Bruininks‐Oseretsky Test of Motor Proficiency‐2 (BOT‐2). EF was assessed with the Stroop Color and Word Test, the Wisconsin Card Sorting Task (WCST), and the Test of Attentional Performance: Go/No‐go test. Independent sample t‐tests were used to compare the BOT‐2 scores and EF measures between autistic children and TD children. Pearson product–moment correlation and regressions were conducted to assess the relationships between the BOT‐2 scores and the EF measures for each group. Results showed that autistic children scored significantly lower than TD children on all four BOT‐2 composite scores and a total motor composite. Autistic children also demonstrated significantly lower levels of performance on all EF measures than TD children. Further, autistic children showed more significant associations between motor skills and EF than TD children, particularly pronounced in the domains of fine manual control and manual coordination to cognitive flexibility, as well as manual coordination and inhibitory control. Continued development of motor skills and EF in autistic children is important. The relationships between motor skills and EF were significant among autistic children, suggesting future research on promoting EF through motor skill interventions in autistic children is required. Lay Summary: This study examined how motor skills and executive functions (EF) are related in autistic children. We compared 48 autistic children to 48 typically developing (TD) children, aged 6 to 12. Results revealed that autistic children face challenges in both motor skills and EF compared to TD children. Moreover, we discovered that motor skills and EF are closely connected in autistic children, highlighting the importance of supporting both motor skill development and EF in this group. This study is an important first step for future interventions, aiming to enhance motor skills and EF development in school‐aged autistic children. [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]

Gross motor development in the preschool phase depends on several factors that remain poorly understood. This study aimed to investigate whether level of habitual physical activity (HPA) and global cognitive function (CF) can be used as predictors of gross motor skills in Brazilian preschoolers and to verify their possible mediators. A cross-sectional study was conducted with 166 children, aged 3–5 years. Gross motor skills, HPA, CF and possible mediators (e.g., sex, prematurity) were evaluated. Preschoolers with little HPA, low CF, and girls were more likely to have gross motor performance below expected, but female gender did not mediate HPA or CF. Therefore, HPA and CF, in addition to females, may be independent predictors of delayed gross motor skills in Brazilian preschoolers. [ABSTRACT FROM AUTHOR]

Background: The relationship between engagement in physical activity and the development of motor competence (MC) is considered to be reciprocal and dynamic throughout childhood and adolescence. The 10-month follow-up study aimed to explore this reciprocal relationship and investigated whether the relationship is mediated by the corresponding self-perception of MC (PMC). Methods: A total of 51 children aged between 10 and 11 years (M = 10.27 [0.45]) participated in the study (52.9% boys, 47.1% girls). As an indicator for physical activity, the average vigorous physical activity (VPA) per day was measured by ActiGraph accelerometers. Two aspects of MC and PMC were recorded: self-movement and object movement. Saturated pathway models in a cross-lagged panel design with 2 measurement points were analyzed. Results: Reciprocal and direct relationships between VPA and MC object movement respectively MC self-movement were not found in longitudinal analyses with PMC as a mediator. Indirect effects of MC at t1 on VPA at t2 via PMC were identified (self-movement: β = 0.13, 95% confidence interval, 0.04 to 0.26; object movement: β = 0.14, 95% confidence interval, 0.01 to 0.49). Conclusion: The results highlight the importance of MC and PMC in promoting children's VPA. However, VPA does not drive the development of MC. [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]

Motor competence plays a pivotal role in the development of physical, cognitive, and social skills in school-aged children. Despite its significance, there is a notable gap in research on the motor competence of elementary school children in Indonesia, and in particular the application of the modified Körperkoordinationstest Für Kinder (KTK3+). Widely recognized for its efficacy, cost-effectiveness, and user-friendly nature, the KTK3+ test battery has proved to be a valuable tool for evaluating motor competence in children in various nations. It comprehensively assesses gross motor skills, including balance, object control, and locomotion. In this study, the first of its kind in Indonesia, we evaluated 243 elementary school children (n = 182 rural, n = 61 urban) from West Sumatra, Indonesia, aged 7-12 years and comprising 123 boys and 120 girls. All children performed four subtests: balance beam (BB), moving sideways (MS), jumping sideways (JS), and eye-hand coordination (EHC). Multivariate analysis of variance (MANOVA) for motor scores revealed statistically significant effects based on location and age (p < .05). On average, older children exhibited superior performance compared to their peers who were one year younger, with the most substantial increase observed in the age groups of 10, 11, and 12 (mean raw scores, p < .05). However, the study findings suggest a less consistent improvement in motor performance among 7-9-year-olds. Additionally, rural children outperformed their urban counterparts across all test protocols and motor quotients (MQ). Notably, girls excelled in JS, while boys demonstrated superior performance in BB, MS, and EHC. Motor quotient scores indicated that 36% of the children fell within a range of motor competence that could be classified as impaired. The outcomes underscore the utility of the KTK3+ as an effective tool for assessing individual motor competence among Indonesian children. The use of this tool in elementary schools is recommended for assessment purposes and for addressing the challenges associated with an observed decline in coordination skills. The KTK3+ test can provide valuable insights that will help to enhance policies that support physical activity, sports, and physical education for children and adolescents. [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]

Introduction: Predicting the risk of sports injuries and sports‐induced bleeds (SIBs) in people with haemophilia (PWH) may support clinical counselling. Aim: To assess the association between motor proficiency testing and sports injuries and SIBs and to identify a specific set of tests for predicting injury risk in PWH. Methods: In a single centre, prospective study male PWH aged 6–49 playing sports ≥1x/week were tested for running speed and agility, balance, strength and endurance. Test results below −2Z were considered poor. Sports injuries and SIBs were collected for 12 months while 7 days of physical activity (PA) for each season was registered with accelerometers. Injury risk was analysed according to test results and type of physical activity (%time walking, cycling, running). Predictive values for sports injuries and SIBs were determined. Results: Data from 125 PWH (mean [± SD] age: 25 [± 12], 90% haemophilia A; 48% severe, 95% on prophylaxis, median factor level: 2.5 [IQR 0–15]IU/dl) were included. Few participants (n = 19, 15%) had poor scores. Eighty‐seven sports injuries and 26 SIBs were reported. Poor scoring participants reported 11/87 sports injuries and 5/26 SIBs. The current tests were poor predictors of sports injuries (Range PPV: 0%–40%), or SIBs (PPV: 0%–20%). PA type was not associated with season (activity seasonal p values >.20) and type of PA was not associated with sports injuries or SIBs (Spearman's rho <.15). Conclusion: These motor proficiency‐ and endurance tests were unable to predict sports injuries or SIBs in PWH, potentially due to few PWH with poor results and low numbers of sports injuries and SIBs. [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

Copyright of Turkish Journal of Health & Sport is the property of Turkish Journal of Health & Sport and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In prior research, Irish youth displayed poor motor competence across fundamental movement skills (FMS) and functional movements (FM). Our purpose in this study was to compare FMS and FM across male and female Irish adolescents and to determine whether there are associations between these movement domains. We collected data on 373 adolescents (178 females; M age = 14.38, SD = 0.87 years) from six Irish secondary schools, including motor competence testing of 10 FMS, and 7 FM. Overall levels of motor competence of both FMS and FM were low, and certain levels of dysfunctional movement were high. We observed significant sex-based differences in both FMS and FM, and there was a moderate association between FMS and FM that warrants further investigation. There is a need for societal intervention and policy changes to address low levels of motor competence among adolescent youth. [ABSTRACT FROM AUTHOR]

Predominantly, childhood provides a window of opportunity for the promotion and development of social maturation and fundamental movement skills. The purpose of the study was to examine the effect of active play on the motor proficiency and social maturity of children. Thirty participants (age range: seven to nine years old) were randomly assigned to either an active play (n = 15) or a control (n = 15) groups. The intervention was 60 min/day, three days/week for four weeks for the active play group, while the control group did not participate in a specific training programme. All outcome variables (motor proficiency and social maturity) were measured twice (before and after the intervention). The significant results revealed that at the end of the intervention, the active play group showed improvement regarding outcome variables and had higher social maturity and motor proficiency, compared to the control group (p <.0001). [ABSTRACT FROM AUTHOR]

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

Background and Objective: Developmental coordination disorder (DCD) is a common neurodevelopmental disorder, affecting 5-6% of children and youth. Few studies examined the prevalence rate of DCD in a variety of countries; however, there is no published study on the prevalence of DCD in Turkish children. This study therefore aimed to determine the prevalence rate of DCD among school-aged children in Turkey. Methods: A cross-sectional comparative design was adopted in this study. The criteria of the Diagnostic and Statistical Manual of Mental Disorders (5th edition) were used to diagnose children with DCD. Participants were 856 children aged 6-9 years including 439 girls (51.17%) and 417 boys (48.83%) and their parents. Assessments were conducted using the Developmental Coordination Disorder Questionnaire 2007 (DCDQ'07) and the Movement Assessment Battery for Children-2 (MABC-2). Results: The prevalence rate was found to be 8.53% for DCD among Turkish children aged 6 to 9 years. The prevalence rate ranged between 7.25% and 10.05% for the 6- to 9-year age groups. The range of prevalence rate was 7.62% to 15.09% and 4.90% to 8.74% in the girl and boy children, respectively. Despite some not significant differences, the prevalence rate of DCD were found to be similar across age and gender. Conclusion: Regardless of age and gender, the prevalence of DCD is relatively high among school-aged children in Turkey. Implementation of diagnostic and intervention strategies in primary schools is strongly recommended. [ABSTRACT FROM AUTHOR]

This study aimed to examine the outcomes and feasibility of a hybrid group-based intervention combining physical activity and an individual goal-oriented approach for children with developmental disabilities. We employed a single-arm pre-test/post-test repeated-measures design. Outcome measures were based on participants' achievement of individual goals in daily activities, as well as physical and psychosocial functioning. We also report qualitative data from one example case. The intervention consisted of eight sessions, each incorporating a goal-oriented approach and including group-based physical activities, practice with daily activities, and team meetings. Participants were seven children (all boys; age: 7y 10mo ± 1y 6mo) diagnosed with autism spectrum disorders, attention-deficit/hyperactivity disorder, developmental coordination disorder, or a combination thereof. Significant improvements were observed in participants' achievement of individual goals and their physical functioning. No significant changes in psychosocial functioning were noted. The example case showed the changes related to everyday life. No participants dropped out, and no complaints or severe accidents or injuries were recorded. All participants expressed hopes of continuing to participate in this program. This approach has high feasibility and could help to amplify the effects of physical activity interventions. [ABSTRACT FROM AUTHOR]

This study's purpose was to explore the relationship between emotional intelligence (EI) and motor competence (MC) in 540 children, adolescents, and young adults. Using the Schutte Self-Report Emotional Intelligence Scale (SSEIT), participants were divided in three groups of high, average, and low EI. The short form of Bruininks–Oseretsky Test for Motor Proficiency – 2 (BOTMP-2SF) evaluated MC. Within each age and sex group, associations between MC and a) EI as a global construct and b) the four subdomains of EI were overall significant (with p <.01 for 85 out of 90 correlations) and very strong (with 66 correlations >.60). A 3 (EI groups) x 3 (age groups) x 2 (sex) ANOVA on standardized overall MC scores revealed that in all age groups, participants with higher EI outperformed their peers with average and low EI with respect to MC (p <.001). Additionally, boys scored higher on MC tests compared to girls (p <.001). A third-order interaction effect (p <.001) revealed that boys' superiority in MC generally decreased from childhood to adulthood, especially in the low EI group. The outcomes of this study show a robust relationship between EI and MC from childhood through early adulthood, suggesting a novel MC correlate throughout the lifespan. [ABSTRACT FROM AUTHOR]

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]

Research shows that school beginners often show insufficient motor proficiency. When children in South Africa reach school going age, in the year they turn seven, they are expected to have already mastered the most fundamental movement skills which include object-control and locomotor skills. However, the diversity of the composition of the South African population poses several challenges to the perceptual-motor development of school beginners. Insufficient stimulation of perceptual-motor development and fundamental motor skills during the preschool years, contributes to Grade 1 learners often already experiencing movement backlogs when they start the formal school phase. Physical Education, which was a compulsory school subject in the past, played an important role in the development of movement skills of especially young children. In this respect, the school environment offered the opportunity to provide children with the early building-blocks of lifelong participation in movement, as children spend a large part of their young life at school. However, the exclusion of Physical Education in schools, results in children being only minimally or not at all exposed to movement. In South Africa, until 2011, about 25% of the total time spent in all the learning areas in the Foundation Phase (Gr.1 - Gr.3) was spent on life skills. Only 33% of this 25% was allocated to physical development and movement. Although Physical Education has since 2012, been returned to the National School Curriculum in South Africa, many processes must be put into place to restore it back to its full potential. This includes adequate resources and trained physical education teachers, especially in schools where school starters are already experiencing backlogs in their perceptual-motor development due to socio-economic factors. An adequate perceptual-motor skill foundation appears to have a significant effect on the quality of children's lives, and possibly on their intellectual productivity and school success later in life, and therefore participation in movement development programs for the school beginner is essential. This study aimed to determine the effect of two school-based movement development programs, based on different intervention approaches, on the motor performance of Grade 1 learners in the North-West province of South Africa. The study is a sub study within a longitudinal study that started with Grade 1 learners in the North-West province of South Africa (NW-CHILD Study). Two schools were selected to participate in this sub study from one of four school districts and from one town, based on availability, from the total sample of 20 schools in the study. The schools participated in a 21-week intervention and included 75 learners (School 1 = 40 and School 2 = 35), with a mean age of 6.66 years (+ 0.24 SD). Motor performance was measured using the Bruininks-Oseretsky Test of Motor Proficiency-2 short version. The movement development program of school 1 was based on a process-oriented approach, while school 2 followed a program that was based on a product-oriented approach. Both movement development programs contributed to significant improvement, although in different motor performance sub-components, which could be attributed to the approaches followed in these programs. The process-oriented program contributed to a greater degree of motor proficiency improvement than the task-oriented program, which could be ascribed to the underlying processes of motor performance that were addressed in this intervention approach, which again contributed to improved bilateral integration. Such improvement of motor proficiency can be attributed to the composition of the programs and the knowledge of the specialists who presented the programs. Attention to the content and the approach of delivery (process and task oriented) are important to be taken into consideration when compiling movement development programs to optimize the results. It is also imperative that such programs are offered by specialists in the field of motor development, to be able to fully support learners who also display inadequate motor proficiency. [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.)

Given inconsistent findings in the literature as to the effects of interventions on motor skills in individuals with Down syndrome (DS), the purpose of the current study was to examine the effects of interventions on motor skills in individuals with DS by using meta-analysis procedures. A systematic database and manual search identified 15 studies meeting predetermined inclusion criteria. Hedge's g equation was used to calculate effect size for the effects of interventions on motor skills in individuals with DS. A random effect model analysis revealed a medium overall effect size for the interventions on motor skills was medium (δ = 0.65, SE = 0.16, p <.001, 95% confidence interval [0.33, 0.96]). Total dose (> 785 min) and session time (> 38 min) were significant moderators for the effects (Q = 5.00, df = 1, p = 0.03; Q = 7.12, df = 1, p = 0.008, respectively). The current meta-analysis provided support for the effectiveness of interventions on motor skills in individuals with DS. These findings should be considered when creating and developing interventions for motor skills in individuals with DS. [ABSTRACT FROM AUTHOR]

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]

This study examined the relationship between the mother's emotional intelligence (EI) and children's motor development. Iranian preschool children (N = 148) in the range of 4–6 years were selected from daycare centres using a multi-stage cluster sampling. The BarOn Emotional Quotient Inventory and Bruininks-Oseretsky Test of Motor Proficiency 2 Short-Form were used to assess EI and child motor development. Results indicated a significant relationship between family income, mother's education, mother's EI, and child motor development. Structural equation modelling (SEM) revealed a reliable goodness of fit for the relation between EI and motor development. Also, there was statistically significant association between EI and motor development with an effect size of 45%, thus suggesting that the mother's EI could predict motor development. Whereas all EI dimensions had some positive influence on the child's motor development, interpersonal skills highlighted the overall impact. Among the four scales of motor proficiency, the highest effect of EI was with fine-motor skills (55%). Overall, and arguably the most profound finding was that higher EI scores were significantly associated with higher child motor skill scores. In conclusion, these findings support the notion that a mother's EI could have a significant impact on a child's motor 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. [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]

Aims: Handwriting is an essential life skill, impacted by proficiency in visual-motor integration and fine motor control. The increase in the use of digital technology has changed the way children interact with their environments, and potentially, the development of the important requisite skills for handwriting. This study examined the "handwriting readiness" skills of children born in the digital age. Methods: 219 children in their first year of formal schooling (mean age = 5 years, 10 months), completed the Beery Buktenica Developmental Test of Visual Motor Integration (Beery-VMI) and the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2) Short Form to assess visual motor integration, overall motor proficiency, and fine motor proficiency. Pencil grasp was also observed. Data analysis consisted of descriptive statistics and comparison to established normative data using summary t-tests. Results: Participants met the expected performance level on the Beery-VMI and the manual dexterity subtest of the BOT-2. However, overall motor proficiency on the BOT-2 for our sample was lower than published normative data. Further, 60.3% of participants used static pencil grasps. Conclusions: The findings prompt us to question the potential contribution of digital technology to changes in motor performance among children in the digital age. [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]

Background: People with intellectual disabilities (IDs) may be at increased risk of developing periodontal diseases and dental caries due to poor oral hygiene. Our aim was to investigate motor proficiency factors associated with presence of visible plaque and gingival bleeding in people with IDs. We were particularly interested in the level of dependence, manual coordination and fine manual control of people with ID, as well as the level of exhaustion of the primary caregiver. Methods: In this cross‐sectional study, 299 people with ID were evaluated for oral hygiene using the simplified Visible Plaque Index and for gum inflammation using the Gingival Bleeding Index. The Bruininks‐Oseretsky Motor Proficiency Test assessed motor proficiency through fine manual control (fine motor integration and fine motor precision) and manual coordination (manual dexterity and upper limb coordination). The level of dependence was assessed by the Katz dependency index, and the caregiver was tested for exhaustion using the fatigue severity scale. Prevalence ratios [and 95% confidence intervals (CI)] were calculated using crude and adjusted Poisson regression with robust variance. Results: The exhaustion of the caregiver was associated positively to visible plaque [prevalence ratio (PR) = 1.36; 95% CI 1.06–1.65]. For gingival bleeding, people with IDs that had better fine motor integration (PR = 0.49; 95% CI 0.33–0.75) and precision (PR = 0.50; 95% CI 0.26–0.94), as well as manual dexterity (PR = 0.62, 95% CI 0.49–0.77), presented better results. Conclusion: Poor oral hygiene and gum inflammation were associated with motor proficiency of people with IDs and caregivers' exhaustion. Interventions to improve the oral health of people with IDs should take into account such conditions. [ABSTRACT FROM AUTHOR]

Structured motor tasks may affect cognitive development by creating a cognitively challenging "enriched environment', giving opportunity for social cooperation, increasing the joy to learn through play, improving the sense of mastery and competence. The study investigated the association between motor and cognitive exercises, through a teacher-led programme, to provide kindergarten children with the skills necessary for school literacy. Using a cluster-randomized trial design with an intervention group (N = 110) and a control group (N = 64), we examined the effects of a 3-month teacher-led motor programme enriched by executive function tasks. In the intervention group, significant gains were found from pre-test to post-test in scores on general literacy prerequisites subscales such as behaviour, motor, linguistic comprehension, oral expression, metacognition. Results suggest the need to implement new and enjoyable ways of teaching to enhance children's school readiness through motor activities. Abbreviations: PA=Physical Activity; PMA=Programma Motorio Arricchito (Enriched Motor Programme) [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.