Level of motor skill development of preschool students

Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje, 2019

The research was conducted with the aim to, using experimental methods, scientifically determine whether an additional physical exercise program in regular working conditions of a preschool institution could result in significant changes in the motor skills of preschool children with an average age of 6.21±0.56 years. A total of 64 preschool children, girls (n=28) and boys (n=36), enrolled in preparatory preschool groups in "Čukarica" preschool in Belgrade. A pre-experimental research plan was used, specifically a single-group design and pretest-posttest. A sample of measuring instruments of motor skills was compiled according to a reduced theoretical model (Gredelj et al., 1975; Kurelić et al., 1975) taken from the research of Bala and Popović (2007). The experimental factor was realized with a total of 48 lessons lasting 35 minutes over a 24-week time interval. The results of the study indicate that the quantitative changes in the final measurement are reflected in the repetitive force of the torso and coordination in favor of better average values of the boys. Two hypothetical motor factors were isolated in initial and final measurements, which can still be interpreted as one general Motor Factor. Qualitative changes in the structure of both extracted factors in the final measurement were not observed. The authors believe that a regular physical education program in preschool institutions is not sufficient for a preparatory preschool group, and that additional kinesiology activities yield better results in the mechanism for structuring the movement and regulating the duration of excitation, especially if it is directed towards the development of biotic motor knowledge. On the other hand, they believe that newer and more meaningful solutions must be found in terms of differentiated physical exercise programs for children, and that only such solutions could lead to qualitative changes in the structure of isolated factors.

Asian Social Science, 2014

This study examined 6 year-old children's fundamental motor skills. Participants were 67 first grade elementary students in rural and urban area in Padang, West Sumatera, Indonesia. All participants were evaluated with the Test of Gross Motor Development-2 (TGMD-2) (Ulrich, 2000). Boys were slightly higher in both locomotor and manipulative skills, yet there were no gender differences for both skills. Children in the average fundamental motor skills group is more in the rural area as compared to urban areas. Urban area children with advance fundamental skills development is lower than the numbers with average fundamental motor skills development. It is suggested that a larger scale of study should be conducted to get a baseline data about Indonesian children motor proficiency.

Development is an important role in the lives of children. There are still many children with developmental disturbance particularly on the development of gross motor and fine motor skills. There are several impact of these motor disturbances, such as the child would face difficulties to draw, to move from one place to another and so on. At this point, the research was conducted to comprehend how far children are be able to perform tasks for motor development and which are not. The research design used was descriptive survey design with 353 respondents. Instrument in this study was PSQD (Pre-Screening Questionnaire of Development) which had been standardized by ministry of health. Results of this study were in the age group 48 gross motor development >80% can be achieved and fine motor >70%, aged 54 months at gross motor >90% and fine motor >80%, aged 60 months at gross motor >95% and motor subtle >95%, aged 66 months gross motor >90% and fine motor >80%, aged 72 months gross motor >80% and fine motor >90%. The conclusions of this research were more than 80% gross motor development are fulfilled and the development of fine motor more than 70% are fulfilled. However, there were some preschool children who were found to have gross and fine motor delay. Therefore, it can be suggested that improvement of the detection of early child development implementation is surely needed, so it can be discovered at an early stage when there is a developmental disorder in children, subsequently, children with developmental disorder can immediately obtain the intervention or treatment.

Turkish Journal of Sport and Exercise, 2015

This study aimed to investigate the effect of the motor acquisitions placed in preschool education program on the psychomotor development of 5 year-olds group children. In 2014-2015 school year, preschool 5 year-old sex perimental group (n=55), control group (n=45) totally 100 children participated in. In order to measure the motor performances of control and experiment groups, the motor performance test protocol that, as pre-test, Morris, Atwater Williams and Will more performed in 1980 wasused. While the program of "Educational Play Activity Towards The Acquisitions About The Motor Development Placed in The Ministry of National Education PreSchool Program" wasapplied for the experimental group as 40 minutes for 2 days in a week for 8 weeks, Physical Activity wasappliedfor Control group as 10 minutes foreverymorning and 5 days in a week. The difference between pre-test and post-test was analysed by Paired-Samples t-test. The Differences between experimental group and control group were analysed by independent-Samples t-Test. The pre-test values of the experimental and control groups in the investigation were analysed by Independent Samples t-Test. The difference between control and experimental groups accordingto the analysis results of Promptness, Long Jump by Standingand Throwing Tennis Ball tests wasn't found important statistically (p>0,05). Accordingto the analysis results of Balance, Speedand Catchingtests, significant difference was found statistically between the control andexperi mental group (p<0.05).The difference among the test averages of Long Jump by Standing and Throwing Tenis Ball of the control group wasn't foundsignificant (p>0.05). The difference between pre-test and post-test belongingto experimental group was analysed by paired t-test. The difference among Promptness, Long Jump by Standing, Stand In Balance On OneFoot, Throwing Tennis Ball, Sprint and Catchingtests was foundsignificant statistically (p<0.05). It is understood that regularimplementation of Motor Acquisitions Placed in PreSchool Education Curriculum on 5 Year-Olds Group Children can develop the motor performances such as Balance, Speed and Catching skills significantly.

2011

2 Abstract: The aim of this study was description of gross and fine motor skills for 9 and 10 years old children of Golestan province and comparison to each other. For doing so 700 male and female students from third and fourth grade of elementary schools of selected states of Golestan province were chosen randomly. Measurement tool of this study was Bruininks-Oseretsky test of motor proficiency. 5 groups of trained testers were responsible for performing tests and recording information. Raw scores of tests were recorded and after turning into standard T scores were categorized according to age and sex and then compared. Descriptive statistics methods and deductive statistics tests of independence t and variance analysis were used for comparing groups according to sex and age. Results indicated that boys were better in gross motor skills and girls were better in fine motor skills. 10 years old students were significantly better than 9 years old students in gross motor skills but the...

Proceedings of the 3rd International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2018), 2019

The early childhood is critical period in lifetime. The purpose of this study is to figure the children fine and gross motor development in four and five years old. The research methodology used Ex-post Facto in early childhood students who have attended in Kindergarten school. The population four and five years old children from Moslem Kindergarten School. Amount of sample is twenty children. Motor development measured by Ages and Stages Questionnaire (ASQ) 3rd Edition. The result of this study showed the differences among gross and fine motor skill in four and five years old children. Both of fine and gross motor skill is very important to children health and academic achievement in future. Then, so the parents and teachers need to giving stimulate for developing the two of them with proportionally.

2014

The purpose of the study is to investigate the age group of children aged 9 years old who have experienced delays in gross motor development. Instrument used in this study is TGMD (test gross motor development)-2, Ulrich, which was adopted at the international level. Gross motor development data were obtained by video recording (Sony DRC-SR42 with a 40× optical zoom capability, and software Ultimate Studio 14) on locomotors and manipulative skills. A total n = 64 persons, children of 9 years (9.30 ± 0.43) at Mutiara Perdana Primary School, Bayan Lepas, Penang were involved as the subjects. The result of the study found that children aged 9 years old experienced delays in age equivalent locomotor score (4.61 ± 0.69), age equivalent manipulative score (5.52 ± 0.62) and gross motor development quotient (7.26 ± 2.14).

Journal of physical therapy science, 2017

Purpose] The purpose of this study was to examine the gross motor skill development of 5-year-old Kindergarten children in Myanmar. [Subjects and Methods] Total 472 healthy Kindergarten children (237 males, 235 females) of 2016-2017 academic year from four schools in urban area and four schools in rural area of Myanmar were recruited. The gross motor skill development of all subjects was assessed with the test of gross motor development second edition (TGMD-2). All subjects performed two trials for each gross motor skill and the performance was video recorded and scored. The assessment procedures were done according to the standardized guidelines of TGMD-2.

https://www.ijhsr.org/IJHSR_Vol.8_Issue.5_May2018/IJHSR_Abstract.08.html, 2018

Fine motor skill proficiency is an essential component of numerous daily living activities such as dressing, feeding or playing. Poor fine motor skills can lead to difficulties in academic achievement. The aims of the present study was to investigate the influence of age and gender on the development of fine motor skills and its pattern of growth on the primary school children of West Bengal. This cross-sectional study was conducted on 950 primary school going children from different districts of West Bengal state, India. Hand reaction times of the participants were evaluated by ruler dropping method and for the hand eye coordination Perdue pegboard test were applied. The results of the present study revealed that the scores of reaction time of children was significantly (p<0.001) and negatively correlated with the age of the children and the score of peg board test of the children were significantly and (p<0.001) positively correlated with age. It was found that the score of fine motor skills of girls were significantly greater than boys. Linear regression analysis demonstrated that age was significantly associated with the scores of fine motor skills of the children. Multiple regression analysis showed that even after controlling for the effect of the height, weight, BMI and SES,-, the age of the children had strong significant impact on fine motor skill. From the result it was concluded that the performance of fine motor skills of girls were better than boys. Age was the determining factor for the development of fine motor skills of the children.

Pediatric Physical Therapy, 2008

To compare normal motor development scores of children in Mangalore, India, on the Peabody Developmental Motor Scales-2 (PDMS-2) with the normative scores provided with the instrument. Methods: The PDMS-2 were administered to 300 children from Mangalore, India, between birth and 60 months of age. Participants' scores were compared with those of the normative sample given in the PDMS-2 manual. Results: The Indian children's scores varied with some differing from the normative sample (p Ͻ 0.0001) whereas others did not differ across age groups and the different subtests of the PDMS-2. Conclusions: It is not possible to develop assessment tools that are culturally sensitive across different geographical regions and environments, but it is necessary to evaluate the cultural sensitivity of such tests for use in a particular region and ethnic group, especially when these assessment tools are being used to diagnose and plan treatment for a child.