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The goal of the present study was to determine whether extensive soccer or swimming practice biased the perception of the gravitational vertical, when judgments were made using the kinesthetic modality. Finding such a relation would support the notion that experiences influencing posture also bias vertical perception and, by implication, postural factors contribute to vertical perception. Three groups of 10 male volunteers participated in this study (N=30). Two groups were composed of highly skilled, college-aged sportspeople, who intensively practiced swimming or soccer. All were training in regional or national teams when they participated in the experiment and had an average of 12 years of practice in their respective sports. The third group comprised reasonably sedentary university students who practiced physical activities less than once a week. Participants' laterality was tested with a simplified version of Edinburgh's inventory (Oldfield, 1971). The mean score was 74 for the swimmers, 97 for the soccer players, and 76 for the sedentary participants; each participant obtained a score higher than 50, reflecting a preference for right-handedness. All participants volunteered to participate in the study, and all provided written informed consent prior to the study.

Background: This prospective observation study explored the association between 24-hour movement behaviors and fundamental movement skills (FMS) in Chinese preschoolers during the COVID-19 pandemic. Methods: Four hundred and eighteen preschoolers (226 males; 4.0 [0.6] y old) from Zhuhai, China, completed the device-based physical activity (PA) and sedentary behavior measures, and sleep duration was reported by parents at baseline (October 2021 to December 2021). FMS was assessed using the Test of Gross Motor Development: Third Edition at 1-year follow-up (October 2022 to December 2022). The compositional analysis and isotemporal substitution were used. Results: Moderate to vigorous PA (MVPA) was positively associated with locomotor skills and ball skills (P <.05), and light physical activity was negatively associated with locomotor skills (P <.05) during the COVID-19 pandemic. FMS improvements were linked to the addition of MVPA at the expense of light physical activity, sedentary behavior, and sleep. The estimated detriments to FMS were larger in magnitude than the estimated benefits of time reallocation from MVPA to light physical activity, sedentary behavior, and sleep. Conclusions: This study provides evidence about 24-hour movement behaviors and FMS during the COVID-19 pandemic and highlights the importance of participating in MVPA to improve preschoolers' FMS development during the COVID-19 era. [ABSTRACT FROM AUTHOR]

In this paper, we analyze the subjective inclusion experiences of visually impaired (VI) adult tennis players from an ableism-critical perspective. The primary focus of this research is the inclusive potential of blind tennis from the perspective of VI individuals. Episodic interviews were conducted to capture subjective perspectives. A qualitative text analysis revealed that the interviewees were confronted with multiple ability assumptions by sighted people in their everyday lives. Deficit notions on the performance of VI people included sports, work, and general activities. Participation in blind tennis helped the interviewees build a "competent identity" and acquire various skills useful for their everyday lives as participation in blind tennis was a pathway for competence in sports. Further research is needed to identify exclusion experiences from the perspective of disabled people to recognize the potential of different sports in reducing barriers to participation. [ABSTRACT FROM AUTHOR]

Pregnant women and children are vulnerable to vitamin A deficiency (VAD), which is often compounded by concurrent deficiencies in other micronutrients, particularly iron and zinc, in developing countries. The study investigated the effects of early-life VAD on motor and cognitive development and trace mineral status in a mouse model. C57BL/6J dams were fed either a vitamin A-adequate (VR) or -deficient (VD) diet across two consecutive gestations and lactations. Offspring from both gestations (G1 and G2) continued the same diets until 6 or 9 weeks of age. Behavioral assays were conducted to evaluate motor coordination, grip strength, spatial cognition, and anxiety. Hepatic trace minerals were analyzed. A VD diet depleted hepatic retinoids and reduced plasma retinol across all ages and gestations. Retracted rear legs and abnormal gait were the most common clinical manifestations observed in VD offspring from both gestations at 9 weeks. Poor performance on the Rotarod test further confirmed their motor dysfunction. VAD didnt affect hemoglobin levels and had no consistent effect on hepatic trace mineral concentrations. These findings highlight the critical role of vitamin A in motor development. There was no clear evidence that VAD alters the risk of iron deficiency anemia or trace minerals.

Purpose: Competence in fundamental movement skills (FMS) is purported to be linked with increased physical activity participation. Yet, recent research suggests a low level of FMS proficiency in children. The aim of this study was to evaluate the efficacy, impact on gender, and influence of teacher fidelity on the Moving Well-Being Well intervention. Method: The intervention was delivered in 18 primary schools (n = 925, Mage = 7.55 years). Data were gathered on six FMS and two balance skills pre- and postintervention using the Test of Gross Motor Development—Third Edition and Bruininks–Oseretsky Test of Motor Proficiency 2. Results: The mean postintervention FMS score was higher than preintervention, with a mean increase of 7.85 (23%). A two-way analysis of covariance found gender was not statistically significant (p =.74), but teacher fidelity was statistically significant (p =.000; moderate effect size). Conclusions: The intervention significantly improved children's FMS, having a similar effect on boys and girls. Teacher fidelity of implementation had a significant impact on FMS improvement. [ABSTRACT FROM AUTHOR]

BACKGROUND: Angelman syndrome (AS) is a neurodevelopmental disorder associated with severe global developmental delay. However, the ages at which different developmental skills are achieved in these individuals remain unclear. We seek to determine the probability and the age of acquisition of specific developmental milestones and daily living skills in individuals with AS across the different molecular subtypes, viz. class I deletion, class II deletion, uniparental disomy, imprinting defect, and UBE3A variants. METHODS: Caregivers participating in a longitudinal multicenter Angelman Syndrome Natural History Study completed a questionnaire regarding the age at which their children achieved specific developmental milestones and daily living skills. The Cox Proportional Hazard model was applied to analyze differences in the probability of achievement of skills at various ages among five molecular subtypes of AS. RESULTS: Almost all individuals, regardless of molecular subtype, were able to walk with support by five years of age. By age 15, those with a deletion had at least a 50% probability of acquiring 17 out of 30 skills compared to 25 out of 30 skills among those without a deletion. Overall, fine and gross motor skills such as holding and reaching for small objects, sitting, and walking with support were achieved within a fairly narrow range of ages, while toileting, feeding, and hygiene skills tend to have greater variability in the ages at which these skills were achieved. Those without a deletion had a higher probability (25-92%) of achieving daily living skills such as independently toileting and dressing compared to those with a deletion (0-13%). Across all molecular subtypes, there was a low probability of achieving independence in bathing and brushing teeth. CONCLUSION: Individuals with AS without a deletion are more likely to achieve developmental milestones and daily living skills at an earlier age than those with a deletion. Many individuals with AS are unable to achieve daily living skills necessary for independent self-care.

Background: Understanding postural control in low back pain (LBP) subgroups can help develop targeted interventions to improve postural control. The studies on this topic are limited. Therefore, the primary purpose of this study was to compare the postural control of LBP subgroups with healthy individuals during overhead load lifting and lowering. Methods: In this cross-sectional study, the participants were 52 with LBP and 20 healthy. The LBP patients were classified based on the O'Sullivan classification system into 21 flexion patterns and 31 active extension patterns. The participants lifted the box from their waists to their overheads and lowered it to their waists. Changes in postural control parameters were measured with a force plate system. Results: The results of the analysis of variance showed that during load lifting, the mediolateral phase plane (p =.044) and the mean total velocity (p =.029) had significant differences between flexion patterns and healthy. Also, the load-lowering results showed that active extension patterns, compared with healthy, had significant differences in the anteroposterior–mediolateral phase plane (p =.042). The patients showed less postural sway than the healthy. Conclusions: The results in this work highlight the importance of identifying the homogenous subgroups in LBP and support the classification of heterogeneous LBP. Different subgroups exhibit different postural control behaviors. These behaviors can be due to the loading of various tissues during different tasks. [ABSTRACT FROM AUTHOR]

Experience-dependent gene expression reshapes neural circuits, permitting the learning of knowledge and skills. Most learning involves repetitive experiences during which neurons undergo multiple stages of functional and structural plasticity. Currently, the diversity of transcriptional responses underlying dynamic plasticity during repetition-based learning is poorly understood. To close this gap, we analyzed single-nucleus transcriptomes of L2/3 glutamatergic neurons of the primary motor cortex after 3 d motor skill training or home cage control in water-restricted male mice. Train and control neurons could be discriminated with high accuracy based on expression patterns of many genes, indicating that recent experience leaves a widespread transcriptional signature across L2/3 neurons. These discriminating genes exhibited divergent modes of coregulation, differentiating neurons into discrete clusters of transcriptional states. Several states showed gene expressions associated with activity-dependent plasticity. Some of these states were also prominent in the previously published reference, suggesting that they represent both spontaneous and task-related plasticity events. Markedly, however, two states were unique to our dataset. The first state, further enriched by motor training, showed gene expression suggestive of late-stage plasticity with repeated activation, which is suitable for expected emergent neuronal ensembles that stably retain motor learning. The second state, equally found in both train and control mice, showed elevated levels of metabolic pathways and norepinephrine sensitivity, suggesting a response to common experiences specific to our experimental conditions, such as water restriction or circadian rhythm. Together, we uncovered divergent transcriptional responses across L2/3 neurons, each potentially linked with distinct features of repetition-based motor learning such as plasticity, memory, and motivation.

Two hypotheses have been advanced for when motor sequence learning occurs: offline between bouts of practice or online concurrently with practice. A third possibility is that learning occurs both online and offline. A complication for differentiating between those hypotheses is a process known as reactive inhibition, whereby performance worsens over consecutively executed sequences, but dissipates during breaks. We advance a new quantitative modeling framework that incorporates reactive inhibition and in which the three learning accounts can be implemented. Our results show that reactive inhibition plays a far larger role in performance than is appreciated in the literature. Across four groups of participants in which break times and correct sequences per trial were varied, the best overall fits were provided by a hybrid model. The version of the offline model that does not account for reactive inhibition, which is widely assumed in the literature, had the worst fits. We discuss implications for extant hypotheses and directions for future research.

INTRODUCTION: This study investigated the associations between fine motor skills and expressive verbal abilities in a group of 97 autistic participants (age 8-17, mean=12.41) and 46 typically developing youth (age 8-17, mean=12.48). METHODS: Participants completed assessments of motor and verbal communication skills, including finger tapping speed, grooved pegboard, grip strength, visual-motor integration tasks, and measures of speech and communication skills. ASD group performance on motor tests was compared to controls. Non-parametric tests were used to analyze group differences and correlations between motor and verbal communication skills. Based on prior research, we hypothesized that individuals on the autism spectrum would exhibit deficits in fine motor speed, dexterity, pencil motor control, but not manual motor strength. Additionally, we expected that impaired fine motor skills would be linked to poorer performance on standardized measures of verbal abilities. RESULTS: The results indicated that 80% of autistic participants demonstrated an impairment on at least one measure of motor skills, and as a group, they exhibited significantly poorer fine motor performance compared to the non-ASD group in dominant hand finger tapping speed, bilateral fine motor dexterity measured via the grooved pegboard task, and pencil motor coordination and visual-motor integration measured on the Beery-Buktenica Developmental Test of Visual-Motor Integration-Sixth Edition. Moreover, impaired fine motor skills were associated with poorer performance on standardized clinical measures of verbal abilities, including articulation errors, receptive and expressive language and vocabulary, rapid naming, oromotor sequencing, and parent reported functional communication skills and social communication symptoms. DISCUSSION: Overall,our findings suggest there is a high prevalence of fine motor impairments in ASD, and these impairments were associated with a range of verbal abilities. Further research is warranted to better understand the underlying mechanisms of these associations and develop targeted interventions to address both fine motor and verbal impairments in ASD.

Motor skills development plays an integral role in preparing kindergarten learners to be ready in a formal school setting. This research assessed the motor skills of kindergarten learners toward formal school readiness. It utilized quantitative descriptive correlational research design. The study was conducted in Bonbon Elementary School, Cebu City with 25 respondents. A researcher-developed survey questionnaires were designed and utilized to gather the needed data. Employing weighted means to get the extent of readiness of the learners as perceived by the teachers and parents and an independent sample T-test in determining the significant relationship. The empirical findings revealed that most teacher respondents were females aged 27-33. They all held Early Childhood Education Degrees, some with master's units. Experienced from 2 to 10 years, with many not attending seminars in ECE while the parent respondents answered the survey questionnaires who are identified as having low monthly income and parents at a young age. The statistical test revealed that there was a significant relationship between fine motor skills and gross motor skills in teachers' and parent's assessment of the skills readiness of the learners. Based on the result, the researcher concludes that parent's support and kindergarten teachers' knowledge, skills, and understanding of what helps strengthen students' motor skills. Thus, the utilization of the enhancement plan is necessary for achieving the total development of kindergarten learners' motor skills for formal school readiness. [ABSTRACT FROM AUTHOR]

This study aims to identify the effectiveness of the Exercise Buddy application in developing the large motor skills of children with autism spectrum disorder, and also aims to identify the extent to which participants retain the skill, and one of the Single Subject Designs was used, specifically the selection of the Multiple Probe Design across the Participants in the application of the study. Three children with autism spectrum disorder were participated in the study. The three participants receiving their education in a day care center in Taif city,their ages ranged between (5-9) years. The iPad was used to provide the intervention program and download the ExerciseBuddy application, and then choose the warm-up and balance exercises while walking to apply the stage Intervention. The results showed the effectiveness of the application in developing the large motor skills and noting a development in the performance of the skill among all participants after the intervention stage compared to the baseline stage. The study also indicated the extent to which the use of the application contributed to increasing the participants' enthusiasm and enjoyment while using the application. In addition, the results of social validity showed the teachers' satisfaction with the intervention program. Finally, The results of study suggested the use of the application to develop motor skills and physical activities for children with autism spectrum disorder. [ABSTRACT FROM AUTHOR]

Background: Being born small for gestational age (SGA) is a risk factor for motor difficulties. Previous reviews exploring this topic are mostly focused on children born preterm. We aimed to review the literature to determine the association between being born SGA at term and motor outcomes. Methods: PubMed and Embase were searched for relevant articles without any restrictions on publication year or participants' age. Inclusion criteria were SGA exposure at term (≥ 37 weeks of gestation), cohort studies or randomized controlled trials with motor outcome assessed by standardized motor tests with results reported as continuous scores (mean/median) compared with a control group. Exclusion criteria were abstracts, editorials and commentaries, articles in non-English language or no full text available. Reviews were screened for relevant articles. Quality of included studies was assessed by the Newcastle-Ottawa Scale. Results: In total, 674 records were identified by the literature search and screened by two independent authors. Thirteen original articles were eligible and included in a qualitative synthesis, and five (38%) of these were included in a meta-analysis. Nine (69%) studies were from high-income countries. Most studies were carried out in early childhood, and only one study in adulthood. Seven (54%) articles reported that individuals born SGA at term had poorer scores on standardized motor tests compared with controls, while no differences were reported in five (38%) articles. One article did not report p-values, although the differences were comparable to the other studies. Group differences were of small to moderate effect size (0.19 to 0.65 standard deviation units). The pooled effect size was -0.43 (95% confidence interval: -0.60 to -0.25). Adjustment for covariates were reported in seven (54%) articles and did not change the results. Proportions of motor difficulties, reported in five (38%) articles, ranged from 8.9 to 50% in individuals born SGA from infancy to adolescence. Conclusions: This systematic review shows that being born SGA, also at term, may be a risk factor for poorer motor outcomes throughout childhood, confirmed by a meta-analysis in early childhood. Further research is needed to establish the risk of adult motor difficulties in individuals born SGA at term. [ABSTRACT FROM AUTHOR]

In this single-blind randomized controlled trial, we tested the hypotheses that, in comparison with control participants receiving only self-study materials (SS group), caregivers of manual wheelchair users who additionally receive remote training (RT group) have greater total Wheelchair Skills Test Questionnaire (WST-Q) performance and confidence scores post-training and at follow-up; and that self-study and remote training each individually lead to such gains. We studied 23 dyads of wheelchair users and their caregivers. Caregivers in the SS group received a handbook and videorecording. Those in the RT group also received up to four real-time ("synchronous") sessions remotely. The WST-Q 5.1 was administered pre-training (T1), post-training (T2), and after a 3-month follow-up (T3). The mean total WST-Q scores of both groups rose slightly at each new assessment. For the T2-T1 and T3-T1 gains, there were no statistically significant differences between the groups for either WST-Q performance or WST-Q confidence. For performance, the T2-T1 gain was statistically significant for the RT group and the T3-T2 gain was statistically significant for the SS group. For both groups, the T3-T1 gains in performance were statistically significant with gains of 12.9% and 18.5% relative to baseline for the SS and RT groups. For confidence, only the T3-T1 gain for the SS group was statistically significant with a gain of 4.5% relative to baseline. Although less than the gains previously reported for in-person training, modest but important gains in total WST-Q performance scores can be achieved by self-study, with or without remote training. Registration Number: NCT03856749. IMPLICATIONS FOR REHABILITATION: Self-study can improve the manual wheelchair skills of caregivers. Remote training can improve the manual wheelchair skills of caregivers. Improvements are slightly less than those reported in the literature for in-person training. [ABSTRACT FROM AUTHOR]

This study aimed to examine the effects of a visual praxis‐based occupational therapy (VPOT) programme on reading and motor skills for children with developmental dyslexia (DD). Forty‐two children were included in the study. Additionally, before VPOT, the Reading‐Aloud and Reading‐Comprehension Test 2 (ORSRC‐2) and the Bruininks‐Oseretsky Motor‐Proficiency‐Test‐2‐Brief Form (BOT2‐BF) were applied to the participants. According to the study design, VPOT was applied to two sessions per week for 8 weeks to group A. During this period, group B was accepted as the control group. At the end of these 8 weeks, evaluation tests were applied to both groups. Then, group A was defined as the control group and Group B as the intervention group, and VPOT was applied to Group B. At the end of another 8 weeks, evaluation tests were applied to both groups for the third time. When the final ORSRC‐2 results were examined, VPOT was found to be an effective programme for improving reading skills. Additionally, when the final BOT2‐BF results were examined, VPOT was determined to be effective in improving motor skills (p < 0.05). We believe that it is important to carry out comprehensive studies such as the VPOT programme to solve problems in the physical and learning activities of children with DD. [ABSTRACT FROM AUTHOR]

Purpose: An observational study of children with severe traumatic brain injury (TBI) (Approaches and Decisions in Acute Pediatric TBI [ADAPT] Trial) demonstrated the benefits of inpatient rehabilitation on functional outcomes for those with more severely impaired consciousness when medically stable. We conducted a secondary analysis to assess whether using an inpatient rehabilitation or skilled nursing facility after acute hospitalization was associated with better motor, neuropsychological, and behavioral outcomes compared to receiving only non-inpatient rehabilitation among children with severe TBI. Materials and methods: We included 180 children who used an inpatient rehabilitation or skilled nursing facility and 74 children who only received non-inpatient rehabilitation from the ADAPT trial. At 12 months post-injury, children underwent tests of motor skills, intellectual functioning, verbal learning, memory, processing speed, and cognitive flexibility. Parents/guardians rated children's executive function and behaviors. We performed inverse probability weighting to adjust for potential confounders. Results: No significant differences were found in any motor, neuropsychological, or behavioral measures between children receiving inpatient rehabilitation and children receiving only non-inpatient rehabilitation. Conclusions: Analyses of comprehensive outcomes did not show differences between children receiving inpatient rehabilitation and children receiving only non-inpatient rehabilitation, suggesting a need for more research on specific components of the rehabilitation process. IMPLICATIONS FOR REHABILITATION: Our study showed no differences in motor, neuropsychological, or behavioral outcomes at 12 months after severe traumatic brain injury (TBI) between children using an inpatient rehabilitation or skilled nursing facility and children receiving only non-inpatient rehabilitation after acute hospitalization. Children surviving severe TBI should be evaluated for the need of inpatient and outpatient rehabilitation therapies at discharge from an acute care hospital. Children with rehabilitation requirements after severe TBI should be followed up periodically to ensure the continuity of care and reduce the gaps to the needed rehabilitation therapies. [ABSTRACT FROM AUTHOR]

Observing global development, it can be stated that boys and girls are much less physically active than before, which negatively affects the development of motor skills and overall anthropological status. The research was conducted on a sample of a total of N=450 IV students. grade of primary school, of which there were N=238 (53%) male respondents and N=212 (47%) female respondents. The research aimed to determine the differences in motor abilities between boys and girls in the 4th grade of elementary school with the help of the Eurofit battery of tests, namely: Balance (Flamingo), Speed of movement (Tapping with the hand), Flexibility (Grey reach), Explosive leg strength (Jump in standing distance), Static Strength (Hand Strength), Trunk Strength (Supine-Gray), Functional Strength (Squat Endurance) and Running Speed and Agility (Run 10x5m back and forth). The grades were based on the norms of the Eurofit battery of tests for students of IV. primary school grades by gender. Among the statistical methods, the following tests were applied: descriptive statistics and t-test. The statistical processing of the data in this research was done using the computer software SPSS Statistics 20.0 in the operating system Windows 10. By analyzing the results of the t-test, it was determined that there are statistically significant differences in the following tests: Reaching in the gray (Flexibility) and Lying in the gray (Trunk Strength) in favor of boys, and Standing Long Jump (Explosive leg strength) in favor of girls at the level of less than 1% (p<0.01). In the tests Flamingo (Balance), Hand Taping (Movement Speed), and Bending Endurance (Functional Strength) the results were in favor of boys, and Hand Strength (Static Strength) and Running 10x5m back and forth (Running Speed and Agility) were in favor of girls and these differences were not statistically significant. Based on the results obtained according to the norms for students IV. grade of primary school, we can conclude that there were a lot of bad grades among IV students. grade of elementary school. The results of motor skills were influenced by the way of spending free time, Body Mass Index (BMI), and playing a certain sport. The data obtained indicate a major problem today, which is caused by a sedentary lifestyle and bad lifestyle habits. Today, students are increasingly exposed to negative environmental influences. Television, computers, tablets, cellphones, and games lead to them spending too much time indoors, sitting. That is why parents, as well as school and society, have the greatest influence on the formation of personality and the adoption of eating habits. Students in elementary school buy food independently, and choose what tastes best to them, even though it may not be healthy. It is necessary to act preventively on time and conduct more frequent tests and measurements of elementary school-age students to change and properly grow and develop. Motivate students more to get involved in sports actively or recreationally. Correct habits that are adopted in childhood, in most cases, remain in other developmental stages. What we miss in childhood is hard to make up for later. [ABSTRACT FROM AUTHOR]

Objective: The aim of this study was to evaluate the predictive accuracy of the Pittsburgh Impairment Testing Tool. It was hypothesized that the Pittsburgh Impairment Testing Tool would have a good overall accuracy (≥80%) for predicting both ambulation and transfer ability and that overall accuracy of the Pittsburgh Impairment Testing Tool would be higher than that of other scales. Design: A retrospective chart review was used to classify 409 adults with spina bifida according to seven neurological scales. A Naïve Bayes classifier was used to obtain accuracy estimates for predicting both ambulation and transfer ability as a function of each scale. Results: The Pittsburgh Impairment Testing Tool was the only scale demonstrating >80% overall accuracy for predicting both ambulation and transfer ability. While several scales demonstrated ≥80% overall accuracy in predicting transfer ability, none were useful in predicting inability to transfer. Inability to transfer was difficult for all tools to predict. Conclusions: The Pittsburgh Impairment Testing Tool demonstrated good overall accuracy for predicting both ambulation and transfer ability. Sensory and anatomic levels were less useful than motor level in predicting functional ability. [ABSTRACT FROM AUTHOR]

Aim: The purpose of this study was to estimate the extent to which neurodevelopmental disorders (NDD's) symptoms (motor, sensory, attention and executive function) are associated with aspects of social function among school aged children. Methods: This cross-sectional study included 39 children aged 6–9 years old (71.8% boys) who were referred to child development centers due to motor, sensory, and/or cognitive difficulties. The parents completed NDD's symptoms questionnaires: Developmental Coordination Disorder Questionnaire; Child Sensory Profile-2; Attention Deficit Hyperactive Disorder (ADHD) Rating Scale and the Behavior Rating Inventory of Executive Function. They also completed the Social Skills Improvement System and a social participation measure. Results: Analysis demonstrated low to moderate correlations between social functioning aspects and the majority of NDD's symptoms. Executive functioning was the only predictor of social skills and social participation and accounted for most of the variability of behavioral problems, alongside a small contribution of ADHD symptoms. Conclusion: The findings contribute to the accumulating body of knowledge regarding social abilities of children with NDD's and suggest new information as to the effect of executive functions in this domain. Along with conducting a routine evaluation of social skills among children suspected to have NDD's, executive functions should also be comprehensively evaluated. [ABSTRACT FROM AUTHOR]

This study focused on explicit instruction and evaluated the differences in task performance between participants who were instructed to employ the change and those who were not. Ninety-three healthy young adults were assigned to the accurate information group (AG; n = 31), misinformation group (MG; n = 31), and non-information group (NG; n = 31). All participants manipulated a mouse to track a moving target on a screen with a cursor. The cursor was rotated to 60° in the clockwise direction from the actual mouse position during the 1st to 5th blocks (i.e., motor adaptation task). Subsequently, in the 6th block (i.e., transfer task), we gradually changed the angle of rotation from 60° to 80° to prevent from noticing the change. Participants in the AG were instructed accurate experimental information. Participants in the MG were instructed that the angle of rotation was 60° during the 1st to 6th blocks. Participants in the NG were instructed to manipulate the cursor movement only. The results indicated that an average error distance in the AG was significantly lower than that in the NG in the 6th block. This study suggested that explicit instruction may impair the transfer of motor adaptation in this setting. [ABSTRACT FROM AUTHOR]

Challenges in social functioning are considered a core criterion for diagnosing autism. Although motor skills, executive functioning (EF), and theory of mind (ToM) abilities independently affect social challenges and are interconnected, these abilities' shared contribution to the explanation of social functioning in autism remains under‐investigated. To address this disparity, we examined the motor, EF, and ToM abilities of 148 autistic and non‐autistic youth (ages 6–16 years), evaluating these variables' impact on social ability and their interconnections. Our mediation model exploring the contribution of motor, EF, and ToM skills explained 85% of the variance in social functioning (Social Responsiveness Scale—SRS‐2). Analysis yielded a direct path from study group to SRS‐2‐social (typically developing‐TD > autistic) and two main parallel indirect joint paths: (a) Group ➔ motor ➔ EF ➔ SRS‐2‐social; and (b) Group ➔ motor ➔ ToM ➔ SRS‐2‐social. In two secondary indirect paths, autistic children showed lower motor skills, which in turn explained their higher EF and/or ToM impairment, which in turn explained their higher social skills impairment. Put differently, our results suggest that better EF and TOM proficiency may compensate for poorer motor skills. Findings also indicated that the collective impact of motor, EF, and ToM skills on social functioning, along with the mediating role played by EF and ToM on the social‐motor linkage, may contribute to understanding individual differences in the social functioning of autistic children. These conclusions call for the inclusion of motor, EF, and ToM activities into daily practices to facilitate social functioning. Lay Summary: This study investigated the impact of motor skills, executive functioning, and theory of mind (ToM) on autistic children's social functioning. Analyzing 148 children ages 6–16, we found that better social skills were linked with better motor skills, executive functioning, and ToM abilities in both autistic and non‐autistic children. Moreover, when jointly combined, these three factors contributed more significantly to better social skills in both groups. Our findings emphasize the importance of incorporating activities targeting these three aspects into autistic children's daily practices, to create possible mechanisms that support social behavior in this population. [ABSTRACT FROM AUTHOR]

Quantitative and qualitative physical activity variables such as moderate to vigorous physical activity (MVPA) and motor coordination are likely to positively predict attention. No studies have yet investigated these coexisting effects or identified which are the most important among them in predicting attention. 324 children from two primary schools participated in 5 measurement times over 3 academic years. MVPA and sedentary time (ST) were measured by accelerometry. Motor skills were assessed with a shuttle run test, a standing broad jump and a plate tapping test. Aerobic capacity was measured with the PREFIT 20 m shuttle run test. Attentional capacities were measured with a computer-based Flanker Task: Reaction Times (RT) for sustained attention and inhibition were collected for each child. Two conditional inference trees and random forests were used to analyse the data. MVPA, ST, motor skills, grade, sex, and body mass index were included in the analysis as possible predictive variables of the two attentional variables. RT for sustained attention was predicted by grade, then by the shuttle run test and plate tapping test performances. RT for inhibition was predicted by the plate tapping test, then by shuttle run performances, grade and the standing broad jump performance. These findings indicate that attentional improvements may be due more to neural stimulation than to the benefits of cardiovascular exercise. No effect of ST was apparent. The data mining approach highlights the importance of gross and fine motor skills according to age in the prediction of sustained attention compared to inhibition. [ABSTRACT FROM AUTHOR]

This study presents the perceptions and practices of fundamental movement skills (FMS), healthy eating habits and physical activity (PA) in early years professionals (EYP). An online mixed-method survey comprising questions relating to practices of FMS, healthy eating habits and PA was completed by 137 EYPs (128 females). Frequency analysis assessed and reported responses to fixed-response questions, and thematic analysis was used for open-ended questions. Results indicated that EYPs understood FMS and were compliant with national guidelines in relation to PA and healthy eating. However, EYPs identified considerable barriers to developing FMS, PA and healthy eating in preschoolers. [ABSTRACT FROM AUTHOR]

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Introduction: This study explored the extent to which an interactive computer play system, Bootle Blast, supports motor learning in a clinical context and examined clinicians' perceptions of their therapeutic role in the system's use as an intervention tool. Methods: In this observational sequential explanatory mixed methods study, five children with cerebral palsy [mean age 9.4 years (SD, 0.5), Gross Motor Function Classification System Levels I-III] used Bootle Blast during a single videorecorded therapy session with their treating clinicians (physical therapists, occupational therapists, and therapy assistants). Children played one Bootle Blast mini game independently (without clinician involvement) before clinicians carried out therapy sessions with the game as per usual care. The type and extent of motor learning strategies (MLS) delivered by Bootle Blast and clinicians were rated from video recordings by a trained assessor using the 22-item Motor Learning Strategies Rating Instrument. Semi-structured interviews with clinicians were conducted to gain insights into MLS use and clinicians' perceived role during Bootle Blast use. Interviews were audio recorded, transcribed verbatim, and analyzed independently by two researchers using thematic analysis. Quantitative and qualitative data were merged and reported using narrative and joint display approaches. Results: Bootle Blast provided eight MLS, with clinicians adding or enhancing another eight. Four themes reflected clinicians' perspectives: (1) Bootle Blast disguises therapy as play, (2) clinicians give Bootle Blast the human touch; (3) home use of Bootle Blast is promising; and (4) Bootle Blast is not always the right fit but some shortcomings could be addressed. Agreement was found for nine MLS and disagreement for four MLS when quantitative and qualitative findings were merged. Discussion: Bootle Blast delivers several MLS as part of game play and clinicians can enhance and provide additional MLS to suit the child's needs/abilities. Further game refinements that were identified in this study may optimize its clinical use. [ABSTRACT FROM AUTHOR]

Background: While complementary feeding can be challenging, little emphasis has been placed on the introduction to food texture/pieces, especially in terms of neurodevelopmental outcomes. This study aims to determine the association between the timing of introduction to food pieces during infancy and neurodevelopment in early childhood. We hypothesized that late introduction to food texture/pieces relates to unfavorable neurodevelopmental outcomes. Methods: Families (n = 18329) were recruited from the general population during the nationwide ELFE (Étude Longitudinale Française depuis l'Enfance) birth cohort in France, and 8511 were selected for a complete case analysis. Age at introduction to food pieces was determined based on repeated assessments during the first year. A range of neurodevelopmental outcomes among children were assessed using validated instruments, i.e. composite scores at 1 and 3.5 years, and a score for language acquisition at 2 years. Risk for developmental delay at 3.5 years was defined based on a developmental quotient (DQ) below 90 according to the child's chronological age and the respective composite score at this age. We used linear regression modelling to evaluate associations between age at introduction to food pieces and the standardised neurodevelopmental scores, while logistic regression models were used in the analyses according to the risk for developmental delay. Results: Our findings highlight consistent associations between late introduction to food pieces (i.e., after 10 months, compared to early (before 8 months)) and lower estimates of standardised neurodevelopmental scores at ages 1, 2 and 3.5 years (-0.35 [-0.40; -0.30], -0.15 [-0.20; -0.10] and − 0.18 [-0.23; -0.13], respectively). Infants introduced to pieces late were also more likely to be at risk for developmental delay according to DQ < 90 (OR [95%CI] = 1.62 [1.36; 1.94]). Conclusions: This study shows that late introduction to food pieces (> 10 months) is related to lower neurodevelopmental scores. Given the challenges that complementary feeding may pose, concerted efforts are required to enhance our understanding of the sensory aspects of early diets and to ultimately provide guidance. [ABSTRACT FROM AUTHOR]

Background: Physical fitness in the preschool years is considered a marker of current and future health. Therefore, understanding physical fitness levels of preschool children is necessary. Furthermore, the use of field-based methods to measure physical fitness is essential for assessing children in authentic venues such as schools. Hence, the main purpose of this study was to describe the physical fitness of Chinese preschool children across field-based methods considering a statement of confidence intervals for reference in physical fitness in each age and genders. Methods: A total of 619 children (296 boys and 323 girls) aged 3–6 years old from China participated in the present study. Physical fitness was measured using the Chinese National Physical Fitness Measurement (CNPFM-Pre) battery, which included the tennis ball throw (upper-limb muscular strength), standing long jump (lower-limb muscular strength), shuttle run test (speed-agility), double-leg timed hop (coordination), sit-and-reach (flexibility), and balance beam test (dynamic balance). Results: The results revealed significant differences in gender for standing long jump (SLJ; η2 = 0.012, p = 0.007), tennis ball throw (TT; η2 = 0.081, p < 0.001), sit-and-reach (SR; η2 = 0.114, p < 0.001), and one-legged stance test (OST; η2 = 0.037, p < 0.001). Age had positive effects on all physical fitness performance tests, as the shuttle run test (η2 = 0.672, p < 0.001), SLJ (η2 = 0.513, p < 0.001), TT (η2 = 0.394, p < 0.001), double-legged timed hop test (DTH; η2 = 0.445, p < 0.001), SR (η2 = 0.069, p < 0.001), balance beam test (BBT; η2 = 0.367, p < 0.001), and OST (η2 = 0.336, p < 0.001). Older preschool children performed better than their younger counterparts in all the tests. No significant interactions between age groups and gender were found. Conclusions: This study provided age- and gender-specific physical fitness performance data in Chinese preschool children. Gender differences in physical fitness tests performance already exists at the preschool age. All physical fitness component results increased with age in this cohort. These findings can help healthcare, physical education, and pediatric professionals understand the physical fitness development of preschool children at different ages and help design sports tasks for preschool boys and girls. [ABSTRACT FROM AUTHOR]

By 2030, one in six people worldwide will be at least 60 years old, with associated sensorimotor changes that complicate daily activities. Aging suits simulate these conditions for younger individuals to enhance their empathy and understanding of older adults' challenges. Research on aging suits has recently increased, withevidence that these suits impair younger adults' motor performance; but, for a greater understanding of the motorchanges induced by aging suits, and, to identify any factors that may modify them, more research is needed. In this research, we explored how the presentation of the suit and the wearer's physical activity level affected motor performance. We divided 95 younger adults into two groups: (a) one informed about the suit's aging properties (aging suit group); and (b) one in which participants were told that it was a posture training suit (posture training group). Each group was further divided into low and high physical activity levels by a median-split method. Participants completed two fine motor tasks (i.e., placing and building bricks) and two gross motor tasks (i.e., heel-to-toe walking and figure-of-eight walking/running) with and without the suit. The aging suit significantly affected motor performance on all tasks, but participants aware that it was an aging suit performed worse on the figure-of-eight walking/running task than participants who thought it was a posture training suit. In addition, for the same motor task, the groups engaged in low physical activity were more affected by wearing the suit than those engaged in high physical activity. Thus, how aging suits are presented and the general activity level of wearers significantly influenced the aging suits' effects on motor performance. The findings from this study can guide future researchers in validating the use of these suits in larger studies. [ABSTRACT FROM AUTHOR]

Environmental factors have a clear effect on children's motor development and can be manipulated; while biological factors are also powerfully influential, they are more resistant to intervention. Especially in restrictive environments (e.g., the recent pandemic-related shutdown), there can be increased importance to simple, fun, at-home, indoor programs. In this study, we investigated the effects on motor skill development of a movement education program based on the Orff approach, which has long been used in music education. This was an experimental research design involving 78 children, aged 6–7 years old, in two groups (Control Group, n = 39; Experimental Group, n = 39). We used a simple randomization method to determine the groups. We measured the children's skill levels with the Test of Gross Motor Development-2 (TGMD-2), and we analyzed data using 2 × 2 repeated-measures analyses of variance (ANOVA). Our results revealed significantly greater improvement in the children's scores on object control (p <.001), locomotor skills (p <.001), and total TGMD-2 (p <.001) in the experimental group than in the control group. Thus, programs designed with music and rhythm can help ensure that children have fun and are better motivated to participate in activities that have a positive effect on their motor skills. [ABSTRACT FROM AUTHOR]

We assessed the effect of a one-week mindfulness-based intervention on resilience, social behavior, and motor skills in four to five-year-old children. In this randomized controlled trial, 45 children (22 females; 23 males; M age = 4.5, SD = 0.4 years) from the same preschool were randomly assigned to three groups: (a) a mindfulness group (MG; n = 15) that participated in five 30-min mindfulness sessions; (b) a physical activity group (PAG; n = 15) that engaged in five 45-min physical exercise sessions; and a control group (CG; n = 15) that received no intervention. Training sessions were held on five consecutive days. Prior to (T0) and after the five mindfulness sessions (T1), all participants blindly completed the Movement Assessment Battery for Children-2 (to assess their motor skills), the Strength and Difficulties Questionnaire (to evaluate their behavior), and the Child and Youth Resilience Measure-28 (to measure their resilience). At baseline (T0), there were no significant differences between the groups. The mindfulness group experienced the strongest positive effects after the intervention (T1), with improvements in both motor skills and social behavior, though there was no significant effect on resilience. Our results suggest that a brief mindfulness training intervention is a promising strategy for improving motor skills and social behavior in early childhood settings. [ABSTRACT FROM AUTHOR]

Background: Many individuals with progressive multiple sclerosis (PMS) are challenged by reduced manual dexterity and limited rehabilitation options. Transcranial direct current stimulation (tDCS) during motor training can improve rehabilitation outcomes. We developed a protocol for remotely supervising tDCS to deliver sessions of stimulation paired with training at home. Objective: This study evaluated the effectiveness of at-home tDCS paired with manual dexterity training for individuals with PMS. Methods: Sixty-five right-hand dominant participants with PMS and hand impairment were randomized to receive either active or sham M1-SO tDCS paired with manual dexterity training over 4 weeks. Clinical outcomes were measured by the changes in Nine-Hole Peg Test (9-HPT) and Dellon-Modified-Moberg-Pick-Up Test (DMMPUT). Results: The intervention had high rates of adherence and completion (98% of participants completed at least 18 of 20 sessions). The active tDCS group demonstrated significant improvement for the left hand compared with baseline in 9-HPT (−5.85 ± 6.19 vs −4.23 ± 4.34, p = 0.049) and DMMPUT (−10.62 ± 8.46 vs −8.97 ± 6.18, p = 0.049). The active tDCS group reported improvements in multiple sclerosis (MS)-related quality of life (mean increase: 5.93 ± 13.04 vs −0.05 ± −8.27; p = 0.04). Conclusion: At-home tDCS paired with manual dexterity training is effective for individuals with PMS, with M1-SO tDCS enhancing training outcomes and offering a promising intervention for improving and preserving hand dexterity. [ABSTRACT FROM AUTHOR]

Background: Previous research has suggests that cooperative learning methods and the development of fundamental motor skills support children's cognitive development, and further studies covering various aspects are recommended. In this study, as an alternative to traditional physical education classes including fundamental motor skill activities, we investigated the impact of cooperative learning methods incorporating these skills on children's visual-motor integration and selective attention. Methods: A total of 60 boy children in the 10–11 age range were included in the study. Groups; classical method (10.95 ± 0.58age), and cooperative learning group (10.91 ± 0.42age). The study spanned a total of 24 physical education class hours. While the classical method group continued to attend physical education lessons with an FMS-based prepared program for 8 weeks, cooperative learning group participated in an FMS-based program prepared according to the cooperative learning method (40min/3days/8weeks).At the beginning and end of the study, children underwent the Bender-Gestalt test and the d2 test of attention. Results: Within-group pre-post test comparisons revealed improvement in visual-motor integration and selective attention for both the classical method and cooperative learning groups. In between-group post-test comparisons, the cooperative learning group demonstrated greater improvement in visual-motor integration and selective attention parameters compared to the classical method. Conclusion: The results support increasing the inclusion of fundamental motor skill activities in physical education classes and advocating for the use of cooperative learning methods in these classes. Enhancements in visual-motor integration and selective attention may contribute to children forming quality relationships, enjoying activities, learning stress management, and developing as a group. [ABSTRACT FROM AUTHOR]

Autistic children, as well as their primary caregivers (e.g., parents), experience greater health disparities when compared with the general population. Despite this reality, there has been relatively little priority placed on promoting positive trajectories of health in either of these underserved populations. The primary purpose of this study was to examine the impact of participation in a 12‐month, longitudinal health promotion program designed for both autistic children and their parent. A total of 27 families participated in the intervention, including 29 autistic children (83% male, M = 8.28 ± 3.60 years) and 27 parents (93% female, M = 40.04 ± 7.95). Families attended in‐person health promotion programming for 90 min per week. Children and parents were evaluated at four time points across the program, including baseline (0‐months), 4‐months, 8‐months, and 12‐months. Children were measured on fundamental motor competence, physical fitness, body composition, and proxy‐reported physical activity. Parents were measured on body composition, physical fitness, and self‐reported physical activity. Significant improvements were observed for autistic children in motor competence (p < 0.001) and grip strength (p = 0.006), and for parents in body mass index (p = 0.004) and aerobic capacity (p = 0.003) across the 12‐month intervention. Differing trajectories of improvement were noted between urban‐ and suburban‐dwelling families on multiple outcomes. The knowledge acquired from this research may offer initial support for the need to bolster opportunities for accessible and ongoing health promotion programs for both autistic children and their parents. Lay Summary: Autistic children and their parents face more health challenges than the general population, but not enough attention has been given to improving their well‐being. This study aimed to understand the effects of a 1 year long health promotion program for autistic children and their parents. Autistic children experienced significant improvements in motor competence and grip strength, while parents experienced positive changes in body mass index and aerobic capacity. This research highlights the importance of accessible and ongoing health promotion programs for both autistic children and their parents. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Background/Objectives: Understanding movement development in children with autism spectrum disorder (ASD) is critical for creating effective intervention strategies. This study aims to explore parental perspectives on the movement development of children with ASD, focusing on identifying common challenges and successful strategies. The objective is to analyze the experiences of parents to highlight the most effective approaches to support motor, communication, and social skills development in these children. Methods: Using a qualitative approach, we conducted in-depth interviews with parents of children with ASD. The data were analyzed using open and selective coding to identify key themes related to movement development challenges and strategies. The analysis included cross-referencing with the existing literature to support parental insights. Results: This study identified several key themes, including communication barriers, social interaction difficulties, and the importance of personalized movement programs. Parents reported significant challenges in understanding and addressing their children's movement needs, particularly in group settings. However, activities such as water programs, music and dance, and animal-assisted therapies were found to be highly engaging. Motivation was a critical factor, with rewards and active parental involvement enhancing participation. Conclusions: This study highlights the crucial role of a supportive environment, including professional guidance and family support, in the success of movement development programs. [ABSTRACT FROM AUTHOR]

Introduction: Adaptive behavior, defined as a critical set of skills learned and performed throughout daily life to cope with society's age-appropriate expectations, is a central concept for people with disabilities in both clinical and research contexts. As AB is an essential component of daily functioning, assessment is necessary both for the diagnostic process and for intervention, as it enables scores to be compared with the developmental norm, identifies strengths and weaknesses of the persons and monitors the progress of interventions. AB assessment is common in children with developmental delays but less common in children with visual impairment (VI). The aim of this study was to evaluate the AB of young children with VI through a pilot study and descriptive data. Methods: The participants were recruited through an early childhood special needs education service specialized in VI in the French-speaking part of Switzerland. Overall, 10 families gave their consent for their child to be assessed using the Vineland Adaptative Behavior Scale-II (VABS-II) completed by their early childhood educator. Results: Globally, the results showed that participants were rated between the Adapted to Moderately High levels. The highest domains were in the areas of communication, daily living skills and socialization. Discussion: The results showed a trend that is superior to previous studies assessing the AB of a similar population. As a result, one obvious perspective would be to adapt the scale to ensure that the items assessed are more consistent with the specificities of their development and the intervention priorities, enabling them to achieve adaptive behavior and independence in carrying out activities of daily living. [ABSTRACT FROM AUTHOR]

Background: Schools are a key setting for promoting children's physical literacy development. This review aimed to identify school-based interventions that adopted a holistic conceptualisation of physical literacy and examine the effects on children's physical literacy and any other outcomes, including physical activity (PA). Methods: Searches were conducted in seven databases (APA PsycINFO, EMBASE, ERIC, CINAHL, Global Health, MEDLINE Complete, SPORTDiscus with Full Text), and Google and Google Scholar, to identify articles published since 1/1/2017. Studies were included if they (i) adopted a holistic conception of physical literacy as represented by the Australian Physical Literacy Framework (APLF), (ii) were grounded in movement, (iii) assessed three or more domains of learning (either quantitatively or qualitatively), and (iv) included children aged 5–14 years. Quantitative research designs needed to provide pre-and post-intervention measures, whereas qualitative designs (e.g. post-intervention interviews) did not. Study selection, data extraction and quality assessment were conducted independently by teams of two authors. For intervention effects, quantitative and qualitative data were synthesised separately. For quantitative data, level of evidence for intervention effects was assessed by physical literacy domain and/or elements/items by examining the proportion of tests with a significant change in the expected direction. Qualitative data were synthesised using the framework synthesis method and mapped to a framework that included APLF domains/elements, PA, and additional outcomes. Results: Twelve interventions with 1,427 participants from seven countries were identified: six physical education-based, three afterschool, one structured recess, and two multicomponent. All studies assessed the physical domain quantitatively, with strong positive evidence of intervention effects for the controlled designs (10 of 15 tests). For the affective and cognitive domains, evidence was mixed, and there was no evidence for interventions improving the social components of children's physical literacy (although this was understudied). Most studies assessed PA and one measured cognitive performance; however, there was no evidence for positive intervention effects (i.e. ≥35% of tests reporting an improvement) for either outcome. Five studies assessed intervention effects qualitatively, with positive results reported for all physical literacy domains, PA, and cognitive performance. Conclusions: Holistic interventions in schools can improve the physical domain of children's physical literacy. For wider benefits, future interventions should aim to develop all facets of physical literacy, especially domains of learning less frequently targeted and examined. Trial Registration: PROSPERO CRD42022351317. Key Points: This review examined the effects of holistically conceptualised school-based interventions on (i) children's physical literacy across physical, affective, cognitive, and social domains of learning, and (ii) any other outcomes. There was strong positive evidence of improvements in the physical domain. There was mixed evidence for holistic physical literacy interventions improving total physical literacy or the affective and cognitive domains of physical literacy. There was no evidence for holistic physical literacy interventions improving the social components of children's physical literacy or other outcomes such as physical activity or cognitive performance, although qualitative findings reported benefits across all domains and for physical activity. [ABSTRACT FROM AUTHOR]

Background: Exposure to alcohol and/or other addictive drugs in pregnancy is a documented risk factor for neurological impairment. We aimed to assess neurodevelopmental outcome at two years of age in infants exposed to prenatal alcohol and/or other addictive drugs and to examine the predictive value of early motor assessment. Methods: This was a follow-up at two years of age in the prospective cohort study Children Exposed to Alcohol and/or Drugs in Intrauterine Life (CEADIL). The exposed group comprised 73 infants recruited from primary health care and included in a hospital follow-up programme at St. Olavs Hospital, Trondheim University Hospital, Norway. The control group comprised 93 healthy, unexposed infants recruited from the maternity ward at the same hospital. All children had been assessed by physiotherapists using the General Movement Assessment (GMA) at three months of age. Presence of fidgety movements, movement character and the Motor Optimality Score – Revised (MOS-R) were used. At two years of age, the children were assessed by trained examiners using the Bayley Scales of Infant and Toddler Development – Third Edition (BSID-III), Ages & Stages Questionnaires: Social-Emotional (ASQ:SE) and the Hollingshead Two-Factor Index of Social Position (SES). Results: The cognitive, language and motor composite scores of BSID-III were considerably lower in the exposed group than in the control group. Mean differences adjusted for age and parental SES ranged from − 13.3 (95% confidence interval, CI: -18.6 to -8.0) to -17.7 (95% CI: -23.3 to -12.2). Suboptimal fidgety movements and monotonous movement character had high sensitivity (0.94 to 0.74), but low specificity (0.10 to 0.32), while sensitivity and specificity of the MOS-R was around 50 and 60%, respectively. Conclusions: Neurodevelopmental outcome at two years of age was poorer in a group of children exposed to alcohol and/or drugs in pregnancy compared with a control group of healthy, unexposed children. Sensitivity of suboptimal fidgety movements and monotonous movement character at three months of age for later neurodevelopmental outcome was high to acceptable, but the MOS-R had limited sensitivity. [ABSTRACT FROM AUTHOR]

Recent studies have shown that a single bout of exercise has acute improvements on various forms of memory, including procedural motor learning, through mechanisms such as the plasticity‐promoting effect. This study aimed to examine (1) the acute effects of timing and intensity of aerobic exercise on the acquisition and retention of motor learning in healthy adults, (2) the effect of sleep quality of the night before and after acquisition on motor learning, and (3) the acute effects of low and moderate‐intensity aerobic exercise on cognitive functions. Seventy‐five healthy adults were divided into five groups: Two groups performed low or moderate intensity aerobic exercise before motor practice; two groups performed low or moderate intensity aerobic exercise after motor practice; the control group only did motor practice. Low‐ and moderate‐intensity exercises consisted of 30 min of running at 57%–63% and 64%–76% of the maximum heart rate, respectively. Motor learning was assessed using a golf putting task. The sleep quality of the night before and after the acquisition was evaluated using the Richard Campbell Sleep Questionnaire. Cognitive function was assessed before and after aerobic exercise using the Paced Auditory Serial Acquisition Task test. Results indicated that all groups demonstrated acquisition, 1‐day and 7‐day retention at a similar level (p > 0.05). Regression analysis revealed no significant relationship between sleep quality on the night before the experimental day and total acquisition (p > 0.05). However, a positive correlation was found between the sleep quality on the night of the experimental day and both 1‐day and 7‐day retention (p < 0.05). A single bout of low or moderate acute exercise did not modify motor skill acquisition and retention. Other results showed the importance of night sleep quality on the retention and proved that a single bout of moderate intensity exercise was associated with improved cognitive function. [ABSTRACT FROM AUTHOR]

The benefits of allowing learners to control when to receive knowledge of results (KR) compared to a yoked group has been recently challenged and postulated to be mild at best. A potential explanation for such dissident findings is that individuals differentially utilize the autonomy provided by the self-controlled condition, which, in its turn, affects the outcomes. Therefore, the present study investigated the effects of self-controlled KR on motor learning focusing on the frequency of KR requests when performing an anticipatory timing task. Self-controlled groups were created based on participants' KR frequency of request (High, Medium, and Low referring to fifth, third, and first quintile) and, then, Yoked groups were created self-control condition pairing the KR request of the Self-controlled groups. We also measured self-efficacy and processing time as means to verify potential correlates. The results supported the expected interaction. While no difference between self-controlled and yoked groups were found for low frequencies of KR, a moderate amount of KR request was related to better results for the self-controlled group. Nonetheless, the opposite trend was observed for high frequencies of KR; the yoked group was superior to the self-controlled group. The results of this study allow us to conclude that the choices made, and not just the possibility of choosing, seem to define the benefits of KR self-control in motor learning. [ABSTRACT FROM AUTHOR]

Objective: Children face the risk of dehydration in varying amounts during the day due to reasons such as physical activity, sweating, eating salty foods and drinking carbonated beverages. It is assumed that dehydration can lead to impaired motor skills and cognitive performance since it affects brain function. However, inconsistencies in study results, test times and problems caused by heat stress make new research mandatory. In our research, we examined the effects of exercise-induced mild dehydration on motor skills and cognitive performance in active/sedentary boys who do/do not do regular physical activities in their daily lives. Methods: The study included 112 boys who do regular physical activity (n:57; 12.40 ± 0.49age) and sedentary (n:55; 12.49 ± 0.50age). The children were given a 12-h hydration program. Mild dehydration was created by giving exercises after hydration measurements. In case of hydration and mild dehydration, Bruininks-Oseretsky Motor Proficiency and d2 attention test were applied to the children. For comparison, Repeated Measures ANOVA and Bonferroni post-hoc test was performed at the second level. Results: According to the hydration and mild dehydration comparison results, there was no difference in total score of Fine Motor Skill Sensitivity, Fine Motor Skill Integration, Hand Dexterity and Bidirectional Coordination, Balance, Running Speed and Agility, Hand-Arm Coordination, Strength, and BOT-2 in children. There was a decrease in both groups in terms of Focused Attention, Processing Speed, Accuracy, Concentration Performance and Attention Span. Conclusion: As a result, mild dehydration is associated with daily physical activity in children (physical education classes, etc.) or it can easily occur due to food/beverage preferences. It may affect children's performance of school curriculum and extracurricular activities. It shows that maintaining optimal hydration is important. [ABSTRACT FROM AUTHOR]

Background and Study Aim Physical activity in children is fundamental to the development of motor skills. Despite its importance, physical activity programs do not fully address the needs of this age group. This study examined the effects of a hybrid physical activity program on specific motor skills in primary school children. Material and Methods A quantitative single-group pretest-posttest model was used in this study. The research group included 34 voluntary students, with 19 boys and 15 girls, all in the 3rd and 4th grades of primary school. Participants followed a hybrid physical activity program developed by the researcher. The program lasted for 8 weeks, with sessions conducted 3 days a week face-to-face and 4 days a week at home. Home sessions involved parental support through the Moodle system, using educational videos or visual games. Each session lasted one hour and was supervised by an expert trainer. Motor competence data were collected using the second version of the "Test of Gross Motor Development-2" (TGMD-2), known for its reliability and validity. The data were analyzed using the SPSS 26.0 statistical package, with a significance level set at p<0.05. Results The study's findings showed significant differences in some sub-skills and total raw scores of the locomotor and object control tests between boys and girls (p < 0.05). Significant differences were also found between the 8- and 9-year-old groups in sub-skills and total raw scores (p < 0.05). Additionally, a significant difference was observed in certain sub-skills and total raw score assessments between the 3rd and 4th grades (p < 0.05). Conclusions The hybrid physical activity program proved to be an effective approach for enhancing motor skills in primary school children. The findings highlight the importance of tailored physical activity programs that consider individual characteristics such as age, gender, and grade level. Implementing such programs in both school and home settings can promote more comprehensive motor development in children. [ABSTRACT FROM AUTHOR]

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez 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.)

Motor experiences shape cognitive development in infancy, with the prone position being one such crucial motor experience in the first 6 months of life. Although the motor benefits of the prone position are well‐documented, its influence on early cognitive abilities remains insufficiently explored. This study quantified the relationship between prone motor skills and motor‐based problem‐solving abilities in 48 full‐term and preterm infants aged 3–6 months. Prone skills were assessed using the Alberta Infant Motor Scale's prone domain. The Assessment of Problem‐Solving in Play was utilized to measure motor‐based problem‐solving by observing how motor actions were used to solve toys. Advanced prone motor skills were correlated with an increase in sophisticated exploration skills and a concurrent decline in lower order exploration skills in all infants, with correlations being stronger in preterm infants. Notably, a 1‐point increase in prone skills was associated with a 1.3‐point increase in total motor‐based problem‐solving abilities in all infants. Our findings provide preliminary evidence for the contribution of prone play to cognitive development in infants, prompting considerations for assessment and intervention strategies. Further research is needed to ascertain if the delayed acquisition of prone motor skills is indicative of poor early problem‐solving abilities in preterm infants. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

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Background/Objectives: This study investigated how tailored motor competency (MC) interventions within a bespoke Scheme of Work (SOW) can support young children's physical development (PD) by enhancing fine motor skills (FMS) and gross motor skills (GMS). The objective was to enable children to meet curriculum developmental physical milestones. Methods: The longitudinal case study design was conducted over 19 weeks across three academic terms and focused on 25 children (12 boys and 13 girls aged between 5 and 6 years old). Interventions within the SOW were evaluated at six points to assess effectiveness and to make adjustments. Data collection included observations on FMS and GMS development. Results: Statistically significant improvements were observed in FMS and GMS after implementing the MC interventions. Notable improvements included hopping, running, climbing, kicking, catching, and using scissors (p < 0.05). Conclusions: The study underscores the importance of holistic approaches to PD, highlighting the need for early intervention and the crucial role of educators. The findings advocate for strategically planned MC interventions and practitioner observations to achieve longitudinal improvements in PD. The study recommends nationwide implementation to enhance PD outcomes, preparing children for lifelong and life-wide MC. [ABSTRACT FROM AUTHOR]

Background/Objectives: During the COVID-19 pandemic, children in Japan were restricted from sports and outdoor activities. Regular physical activity is essential for healthy growth and development in children, with recommendations advocating for activities such as strength training. However, the long-term effects of the restrictions have not been fully investigated. This study aimed to evaluate the effectiveness of an "exercise class", specifically a dance program, designed to improve motor function in elementary school children affected by the coronavirus disease 2019 (COVID-19) pandemic, which may have compromised their motor function. Methods: The dance program was developed by a sports science teacher, a professional dancer, and a physical therapist, and it was evaluated in a community-based participatory study. Trained dance instructors conducted one-hour dance sessions in a medical center, held once a week for two months from June to August 2023. A physical therapist and dance instructors led the elementary school children. Outcome measures included grip strength, lower extremity muscle strength, back muscle strength, dynamic balance function during movement, physical activity time, and body fat percentages. Descriptive statistics were used for analysis. Results: Twenty-four children aged 6–9 years participated in the exercise class over a two-month period. Improvement was observed in grip strength, lower extremity muscle strength, and dynamic balance function during movement. However, physical activity time, body fat percentages, and back muscle strength did not change. Conclusions: The results indicated a significant improvement in motor skills. Dance is an inexpensive program that elementary school children can enjoy while improving their motor skills. [ABSTRACT FROM AUTHOR]