subject:(gross motor skills)

Delft University of Technology

1. De Groot, D.M. Magic Magnetic:Playground equipment for improving girls’ gross motor manipulative skills:.

Degree: 2014, Delft University of Technology

URL: http://resolver.tudelft.nl/uuid:3540ec70-a8de-498b-baea-f8dedd05284f

► Today’s 10 year olds will die at a younger age than their parents will (Sportnext, 2012). For the first time in years the life expectancy… (more)

▼ Today’s 10 year olds will die at a younger age than their parents will (Sportnext, 2012). For the first time in years the life expectancy of a human has declined. During the last few decades in Europe young people’s physical performance has declined. A decrease can be identified in most of the motor abilities, and physical performances such as speed, endurance and strength (Brettschneider & Naul, 2004). Research has been done in order to determine the differences between boys and girls concerning physical activity. Literature research and interviews with experts indicated that girls are less physically active than boys (Harten, Olds & Dollman, 2007). Girls also have less developed gross motor manipulative skills (GMMS). Reasons for the differences between boys and girls might be both internal and external. Internal reasons for example are the differences in interests of the two sexes. An external reason is that girls and boys are stimulated differently by culture and environment. Girls also feel that boys have greater skills in sports, which results in girls participating less in certain sport and activities (Frost, Wortham & Reifel, 2012). Many sports and games played by children require mastering GMMS (ball skills). In order to enable more equal chances among boys and girls a solution should be found. It is assumed that helping girls to develop GMMS will also help them gaining confidence to participate more in ball sports and games. In collaboration with Studio Jan Ooms playground equipment is developed in order to give six to eight year old girls a chance to practice and develop ball skills. To further develop the chosen concept and to test the interaction between user and product a mock-up model of the Magic Magnetic was tested with eight boys and girls. It was evident that the participating children were enjoying themselves a lot when they were playing with the Magic Magnetic (§ 5.3.3).The children also believed that the game will help developing ball skills. It was noticed during the test that the playing area was too small and the table’s shape needed to be changed. Using strong magnets increases the effect on the movement of the ball. For that reason in the final design even stronger magnets will be placed inside the table than the ones used in the mock-up model. Different patterns of the magnets and two settings were tested during the mock-up test. The game has been played and tested with and without bowling pins. Both were experienced as a lot of fun. For the final design a decision has been made to leave out the bowling pins. In future product development the bowling pins can be reconsidered as they add a lot of game possibilities to the product. The Magic Magnetic is a magnetic table with a magnetic ball hanging above this table. It consists of a ball suspended from a pole by a chain, and a bowl shaped table underneath. A strong magnet is inserted inside the ball to make it magnetic. The table’s surface contains several groups of strong magnets as well. The magnets inside the table’s surface are… Advisors/Committee Members: Boersema, T., Wormgoor, R..

Subjects/Keywords: children; motor skills; gross motor manipulative skills; ball skills; magnets

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APA (6^th Edition):

De Groot, D. M. (2014). Magic Magnetic:Playground equipment for improving girls’ gross motor manipulative skills:. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:3540ec70-a8de-498b-baea-f8dedd05284f

Chicago Manual of Style (16^th Edition):

De Groot, D M. “Magic Magnetic:Playground equipment for improving girls’ gross motor manipulative skills:.” 2014. Masters Thesis, Delft University of Technology. Accessed December 05, 2019. http://resolver.tudelft.nl/uuid:3540ec70-a8de-498b-baea-f8dedd05284f.

MLA Handbook (7^th Edition):

De Groot, D M. “Magic Magnetic:Playground equipment for improving girls’ gross motor manipulative skills:.” 2014. Web. 05 Dec 2019.

Vancouver:

De Groot DM. Magic Magnetic:Playground equipment for improving girls’ gross motor manipulative skills:. [Internet] [Masters thesis]. Delft University of Technology; 2014. [cited 2019 Dec 05]. Available from: http://resolver.tudelft.nl/uuid:3540ec70-a8de-498b-baea-f8dedd05284f.

Council of Science Editors:

De Groot DM. Magic Magnetic:Playground equipment for improving girls’ gross motor manipulative skills:. [Masters Thesis]. Delft University of Technology; 2014. Available from: http://resolver.tudelft.nl/uuid:3540ec70-a8de-498b-baea-f8dedd05284f

Linköping University

2. Josefsson, Anton. Barns motorik och fysiska aktivitet - viktiga faktorer för att lyckas i skolan : En studie om grovmotorikens olika påverkan på elever.

Degree: Culture and Communication, 2018, Linköping University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144364

► Barn och vuxna blir allt mindre fysiskt aktiva medborgare vilket i sin tur leder till att hälsan påverkas negativt. Genom att utveckla barn och… (more)

Subjects/Keywords: Motorik; motor skill development; motor skills; child; children; motor ability; gross motor skills; gross motor ability; school performance; motor learning; physical fitness; Educational Sciences; Utbildningsvetenskap

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APA (6^th Edition):

Josefsson, A. (2018). Barns motorik och fysiska aktivitet - viktiga faktorer för att lyckas i skolan : En studie om grovmotorikens olika påverkan på elever. (Thesis). Linköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144364

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Josefsson, Anton. “Barns motorik och fysiska aktivitet - viktiga faktorer för att lyckas i skolan : En studie om grovmotorikens olika påverkan på elever.” 2018. Thesis, Linköping University. Accessed December 05, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144364.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Josefsson, Anton. “Barns motorik och fysiska aktivitet - viktiga faktorer för att lyckas i skolan : En studie om grovmotorikens olika påverkan på elever.” 2018. Web. 05 Dec 2019.

Vancouver:

Josefsson A. Barns motorik och fysiska aktivitet - viktiga faktorer för att lyckas i skolan : En studie om grovmotorikens olika påverkan på elever. [Internet] [Thesis]. Linköping University; 2018. [cited 2019 Dec 05]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144364.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Josefsson A. Barns motorik och fysiska aktivitet - viktiga faktorer för att lyckas i skolan : En studie om grovmotorikens olika påverkan på elever. [Thesis]. Linköping University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144364

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Laurentian University

3. Bragança Moraes, Arina. Computer-based application to assess gross motor skills using Microsoft Kinect sensor .

Degree: 2018, Laurentian University

URL: https://zone.biblio.laurentian.ca/handle/10219/3225

► The performance of a fundamental motor skill in early childhood can be investigated using diverse assessment tools. Although the classical tests are reliable and useful… (more)

Subjects/Keywords: Kinect Sensor; gross motor skills; virtual reality; assessment; computerized test

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APA (6^th Edition):

Bragança Moraes, A. (2018). Computer-based application to assess gross motor skills using Microsoft Kinect sensor . (Thesis). Laurentian University. Retrieved from https://zone.biblio.laurentian.ca/handle/10219/3225

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bragança Moraes, Arina. “Computer-based application to assess gross motor skills using Microsoft Kinect sensor .” 2018. Thesis, Laurentian University. Accessed December 05, 2019. https://zone.biblio.laurentian.ca/handle/10219/3225.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bragança Moraes, Arina. “Computer-based application to assess gross motor skills using Microsoft Kinect sensor .” 2018. Web. 05 Dec 2019.

Vancouver:

Bragança Moraes A. Computer-based application to assess gross motor skills using Microsoft Kinect sensor . [Internet] [Thesis]. Laurentian University; 2018. [cited 2019 Dec 05]. Available from: https://zone.biblio.laurentian.ca/handle/10219/3225.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bragança Moraes A. Computer-based application to assess gross motor skills using Microsoft Kinect sensor . [Thesis]. Laurentian University; 2018. Available from: https://zone.biblio.laurentian.ca/handle/10219/3225

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Laurentian University

4. Thorpe, Moriah. The relationship between gross motor skills, psychosocial adjustment, and peer victimization in school-aged children .

Degree: 2018, Laurentian University

URL: https://zone.biblio.laurentian.ca/handle/10219/3160

► The aim of this study was to investigate the relationships between childrens’ motor competence, psychosocial adjustment, peer victimization, physical activity participation and obesity. Child participants… (more)

Subjects/Keywords: motor skills; motor competence; Test of Gross Motor Development; psychosocial adjustment; anxiety; depression; peer victimization,; bullying

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APA (6^th Edition):

Thorpe, M. (2018). The relationship between gross motor skills, psychosocial adjustment, and peer victimization in school-aged children . (Thesis). Laurentian University. Retrieved from https://zone.biblio.laurentian.ca/handle/10219/3160

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Thorpe, Moriah. “The relationship between gross motor skills, psychosocial adjustment, and peer victimization in school-aged children .” 2018. Thesis, Laurentian University. Accessed December 05, 2019. https://zone.biblio.laurentian.ca/handle/10219/3160.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Thorpe, Moriah. “The relationship between gross motor skills, psychosocial adjustment, and peer victimization in school-aged children .” 2018. Web. 05 Dec 2019.

Vancouver:

Thorpe M. The relationship between gross motor skills, psychosocial adjustment, and peer victimization in school-aged children . [Internet] [Thesis]. Laurentian University; 2018. [cited 2019 Dec 05]. Available from: https://zone.biblio.laurentian.ca/handle/10219/3160.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thorpe M. The relationship between gross motor skills, psychosocial adjustment, and peer victimization in school-aged children . [Thesis]. Laurentian University; 2018. Available from: https://zone.biblio.laurentian.ca/handle/10219/3160

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Karlstad University

5. Ulmbrant, Olivia. Grovmotorik i förskolan : En studie om barns rörelseaktiviteter och pedagogernas delaktighet.

Degree: Educational Studies, 2016, Karlstad University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43383

► The purpose of my study was to investigate the child's gross motor movement activities as well as study of the educators planning of gross… (more)

Subjects/Keywords: Gross motor skills; movement; motorskills and preschool teacher; Grovmotorik; motorik; pedagoger och rörelse

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APA (6^th Edition):

Ulmbrant, O. (2016). Grovmotorik i förskolan : En studie om barns rörelseaktiviteter och pedagogernas delaktighet. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43383

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ulmbrant, Olivia. “Grovmotorik i förskolan : En studie om barns rörelseaktiviteter och pedagogernas delaktighet.” 2016. Thesis, Karlstad University. Accessed December 05, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43383.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ulmbrant, Olivia. “Grovmotorik i förskolan : En studie om barns rörelseaktiviteter och pedagogernas delaktighet.” 2016. Web. 05 Dec 2019.

Vancouver:

Ulmbrant O. Grovmotorik i förskolan : En studie om barns rörelseaktiviteter och pedagogernas delaktighet. [Internet] [Thesis]. Karlstad University; 2016. [cited 2019 Dec 05]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43383.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ulmbrant O. Grovmotorik i förskolan : En studie om barns rörelseaktiviteter och pedagogernas delaktighet. [Thesis]. Karlstad University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-43383

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

6. MC GANN, JAMIE. Hop.Skip.Jump.Games. The design, development, deployment and evaluation of video games to support locomotor acquisition in a classroom setting.

Degree: School of Computer Science & Statistics. Discipline of Computer Science, 2017, Trinity College Dublin

URL: http://hdl.handle.net/2262/81759

► Sedentary video gameplay is typically described as a contributing factor to poor locomotor skills (hop, skip and jump etc.) observed in the modern day child.… (more)

▼ Sedentary video gameplay is typically described as a contributing factor to poor locomotor skills (hop, skip and jump etc.) observed in the modern day child. Further, poor locomotor skills are a significant predictor of problems elsewhere including health, speech and language, behaviour and reading fluency. Conversely, with the emergence of 3D sensor interfaces (e.g. Kinect), video games now support full body, gross motor simulated interactivity. This offers an intriguing opportunity to transform a potential barrier to locomotor acquisition into a veritable training ground. This thesis is initially concerned with the design of a theoretically informed and ?principled? framework (entitled PaCMAn: Principles and Conditions for Motor Acquisition) which can be utilised to underpin video games for locomotor acquisition for use in the classroom setting. Following this, a series of adaptable games are developed to facilitate instant adaption of gaming features by a human adaptive component; the teacher. The adaptive nature of these games allows the teacher to negotiate currently existing 3D sensor limitations by adapting parameters of gameplay ?on the fly? in line with individual user needs. The teacher is also expected to deliver additional parts of the framework that the game/system cannot. Specific details relating to the role of the teacher, in terms of the deployment process, were evaluated during an initial period of action research carried out in the classroom setting. This resulted in the articulation of A Teacher Adaption and Deployment Guide. A second period of action research focused on the effectiveness of videogames for locomotor acquisition in the classroom; both from the point of view of the teacher (i.e. could teachers do all of the things asked of them in the deployment guide?) and from the point of view of the learner (i.e. did an extended period of gameplay lead to improved locomotor skills?). Quantitative findings indicate that the games outlined in this thesis supported significant improvements in user locomotor skills. Additionally, qualitative findings indicate that teachers were not only capable of deploying these games effectively but were also empowered by the meaningful role they had to play in the delivery process. Ergo, video games present as a useful platform capable of supporting and enhancing both the teaching and learning of locomotor skills in the classroom setting. Advisors/Committee Members: Conlan, Owen.

Subjects/Keywords: e-health; gross motor skills; game design; motor learning principles; exergames; elementary education; game deployment; game development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

MC GANN, J. (2017). Hop.Skip.Jump.Games. The design, development, deployment and evaluation of video games to support locomotor acquisition in a classroom setting. (Thesis). Trinity College Dublin. Retrieved from http://hdl.handle.net/2262/81759

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

MC GANN, JAMIE. “Hop.Skip.Jump.Games. The design, development, deployment and evaluation of video games to support locomotor acquisition in a classroom setting.” 2017. Thesis, Trinity College Dublin. Accessed December 05, 2019. http://hdl.handle.net/2262/81759.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

MC GANN, JAMIE. “Hop.Skip.Jump.Games. The design, development, deployment and evaluation of video games to support locomotor acquisition in a classroom setting.” 2017. Web. 05 Dec 2019.

Vancouver:

MC GANN J. Hop.Skip.Jump.Games. The design, development, deployment and evaluation of video games to support locomotor acquisition in a classroom setting. [Internet] [Thesis]. Trinity College Dublin; 2017. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/2262/81759.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

MC GANN J. Hop.Skip.Jump.Games. The design, development, deployment and evaluation of video games to support locomotor acquisition in a classroom setting. [Thesis]. Trinity College Dublin; 2017. Available from: http://hdl.handle.net/2262/81759

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

7. Paquet, Aude. Profil neuro-psychomoteur des enfants présentant un Trouble du Spectre Autistique : Neuro-psychomotor profile of children with autism spectrum disorder.

Degree: Docteur es, Psychologie, 2015, Sorbonne Paris Cité

URL: http://www.theses.fr/2015USPCH110

►

Des troubles moteurs ont été décrits dans les Troubles du Spectre Autistiques (TSA), toutefois tous les enfants atteints de TSA ne montrent pas de diminution… (more)

▼

Des troubles moteurs ont été décrits dans les Troubles du Spectre Autistiques (TSA), toutefois tous les enfants atteints de TSA ne montrent pas de diminution des performances motrices. La nature et l'origine des perturbations motrices dans les TSA ne sont pas claires. Les processus neuro-développementaux, en lien avec la maturation du système nerveux central, sont peu explorés dans les TSA, or ces processus sous-tendent les performances motrices. Peu d'études portent sur l'analyse fine de la sémiologie des fonctions neuro-psychomotrices dans les TSA et l'existence d'une trajectoire neuro-développementale de ces fonctions n'est pas connue chez les enfants avec TSA. L'objectif de cette étude est de mettre en évidence la sémiologie des troubles psychomoteurs auprès d'enfants avec TSA, à l'aide d'une batterie standardisée Française d'évaluation développementale des fonctions neuro-psychomotrices de l'enfant (NP-MOT) (Vaivre-Douret, 2006). L'évaluation neuro-psychomotrice complète les évaluations de premières instances (psychiatrique; psychologique; compréhension; psychomotrice). L'identification d'un profil clinique neuro-psychomoteur, l'identification de troubles ou décalages par rapport à une norme de référence, la mise en évidence de fonctions cérébrales éventuellement touchées dans les TSA devraient permettre de mieux comprendre l'origine et la nature des troubles observés dans les TSA. Les résultats de plus en plus nombreux concernant la motricité chez ces enfants doivent pouvoir également être analysés au regard des évaluations cognitives et neuro-cognitives, afin d'affiner le profil de développement et permettre ainsi de mieux comprendre la nature des troubles autistiques parmi une comorbidité d'éventuels autres dysfonctionnements.

Motor disorders have been described in the Autistic Spectrum Disorders (ASD), however all children with ASD show no decrease in motor performances. The nature and origin of motor disturbances in ASD are unclear. Neurodevelopmental processes linked to the maturation of the central nervous system, are not really explored in ASD, but these processes underlie motor performances. Few studies trat of an acute semiology of motor abnormalities in ASD and the existence of a neuro-developmental trajectory of neuro-psychomotor functions is not known in children with ASD. The aim of this study is to highlight the semiology of psychomotor disorders among children with ASD, using a French standardized neurodevelopmental assessment tool (NP-MOT) (Vaivre-Douret, 2006). Evaluations of the first instances (psychiatric; psychological; understanding; psychomotor) were supplemented by a standardized assessment battery of neuro-developmental psychomotor functions (NP-MOT). The identification of a neuro-psychomotor clinical profile, identification of problems or discrepancies compared to a standard reference, the identification of potentially affected brain functions in ASD should provide a better understanding of the origin and nature the observed disorders in ASD. The results, more and more numerous…

Advisors/Committee Members: Vaivre-Douret, Laurence (thesis director), Golse, Bernard (thesis director).

Subjects/Keywords: Trouble du spectre autistique; Habileté motrice; Motricité globale; Fonctions neuro-psychomotrices; Évaluation standardisée; Autism spectrum disorders; Motor skills; Gross motor skills; Neuro-psychomotor functions; Standardized assessment; 155.4

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Paquet, A. (2015). Profil neuro-psychomoteur des enfants présentant un Trouble du Spectre Autistique : Neuro-psychomotor profile of children with autism spectrum disorder. (Doctoral Dissertation). Sorbonne Paris Cité. Retrieved from http://www.theses.fr/2015USPCH110

Chicago Manual of Style (16^th Edition):

Paquet, Aude. “Profil neuro-psychomoteur des enfants présentant un Trouble du Spectre Autistique : Neuro-psychomotor profile of children with autism spectrum disorder.” 2015. Doctoral Dissertation, Sorbonne Paris Cité. Accessed December 05, 2019. http://www.theses.fr/2015USPCH110.

MLA Handbook (7^th Edition):

Paquet, Aude. “Profil neuro-psychomoteur des enfants présentant un Trouble du Spectre Autistique : Neuro-psychomotor profile of children with autism spectrum disorder.” 2015. Web. 05 Dec 2019.

Vancouver:

Paquet A. Profil neuro-psychomoteur des enfants présentant un Trouble du Spectre Autistique : Neuro-psychomotor profile of children with autism spectrum disorder. [Internet] [Doctoral dissertation]. Sorbonne Paris Cité; 2015. [cited 2019 Dec 05]. Available from: http://www.theses.fr/2015USPCH110.

Council of Science Editors:

Paquet A. Profil neuro-psychomoteur des enfants présentant un Trouble du Spectre Autistique : Neuro-psychomotor profile of children with autism spectrum disorder. [Doctoral Dissertation]. Sorbonne Paris Cité; 2015. Available from: http://www.theses.fr/2015USPCH110

8. Paquet, Aude. Profil neuro-psychomoteur des enfants présentant un Trouble du Spectre Autistique : Neuro-psychomotor profile of children with autism spectrum disorder.

Degree: Docteur es, Psychologie, 2015, Université Paris Descartes – Paris V

URL: http://www.theses.fr/2015PA05H110

►

Des troubles moteurs ont été décrits dans les Troubles du Spectre Autistiques (TSA), toutefois tous les enfants atteints de TSA ne montrent pas de diminution… (more)

▼

Des troubles moteurs ont été décrits dans les Troubles du Spectre Autistiques (TSA), toutefois tous les enfants atteints de TSA ne montrent pas de diminution des performances motrices. La nature et l'origine des perturbations motrices dans les TSA ne sont pas claires. Les processus neuro-développementaux, en lien avec la maturation du système nerveux central, sont peu explorés dans les TSA, or ces processus sous-tendent les performances motrices. Peu d'études portent sur l'analyse fine de la sémiologie des fonctions neuro-psychomotrices dans les TSA et l'existence d'une trajectoire neuro-développementale de ces fonctions n'est pas connue chez les enfants avec TSA. L'objectif de cette étude est de mettre en évidence la sémiologie des troubles psychomoteurs auprès d'enfants avec TSA, à l'aide d'une batterie standardisée Française d'évaluation développementale des fonctions neuro-psychomotrices de l'enfant (NP-MOT) (Vaivre-Douret, 2006). L'évaluation neuro-psychomotrice complète les évaluations de premières instances (psychiatrique; psychologique; compréhension; psychomotrice). L'identification d'un profil clinique neuro-psychomoteur, l'identification de troubles ou décalages par rapport à une norme de référence, la mise en évidence de fonctions cérébrales éventuellement touchées dans les TSA devraient permettre de mieux comprendre l'origine et la nature des troubles observés dans les TSA. Les résultats de plus en plus nombreux concernant la motricité chez ces enfants doivent pouvoir également être analysés au regard des évaluations cognitives et neuro-cognitives, afin d'affiner le profil de développement et permettre ainsi de mieux comprendre la nature des troubles autistiques parmi une comorbidité d'éventuels autres dysfonctionnements.

Motor disorders have been described in the Autistic Spectrum Disorders (ASD), however all children with ASD show no decrease in motor performances. The nature and origin of motor disturbances in ASD are unclear. Neurodevelopmental processes linked to the maturation of the central nervous system, are not really explored in ASD, but these processes underlie motor performances. Few studies trat of an acute semiology of motor abnormalities in ASD and the existence of a neuro-developmental trajectory of neuro-psychomotor functions is not known in children with ASD. The aim of this study is to highlight the semiology of psychomotor disorders among children with ASD, using a French standardized neurodevelopmental assessment tool (NP-MOT) (Vaivre-Douret, 2006). Evaluations of the first instances (psychiatric; psychological; understanding; psychomotor) were supplemented by a standardized assessment battery of neuro-developmental psychomotor functions (NP-MOT). The identification of a neuro-psychomotor clinical profile, identification of problems or discrepancies compared to a standard reference, the identification of potentially affected brain functions in ASD should provide a better understanding of the origin and nature the observed disorders in ASD. The results, more and more numerous…

Advisors/Committee Members: Vaivre-Douret, Laurence (thesis director), Golse, Bernard (thesis director).

Subjects/Keywords: Trouble du spectre autistique; Habileté motrice; Motricité globale; Fonctions neuro-psychomotrices; Évaluation standardisée; Autism spectrum disorders; Motor skills; Gross motor skills; Neuro-psychomotor functions; Standardized assessment; 155.4

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Paquet, A. (2015). Profil neuro-psychomoteur des enfants présentant un Trouble du Spectre Autistique : Neuro-psychomotor profile of children with autism spectrum disorder. (Doctoral Dissertation). Université Paris Descartes – Paris V. Retrieved from http://www.theses.fr/2015PA05H110

Chicago Manual of Style (16^th Edition):

Paquet, Aude. “Profil neuro-psychomoteur des enfants présentant un Trouble du Spectre Autistique : Neuro-psychomotor profile of children with autism spectrum disorder.” 2015. Doctoral Dissertation, Université Paris Descartes – Paris V. Accessed December 05, 2019. http://www.theses.fr/2015PA05H110.

MLA Handbook (7^th Edition):

Paquet, Aude. “Profil neuro-psychomoteur des enfants présentant un Trouble du Spectre Autistique : Neuro-psychomotor profile of children with autism spectrum disorder.” 2015. Web. 05 Dec 2019.

Vancouver:

Paquet A. Profil neuro-psychomoteur des enfants présentant un Trouble du Spectre Autistique : Neuro-psychomotor profile of children with autism spectrum disorder. [Internet] [Doctoral dissertation]. Université Paris Descartes – Paris V; 2015. [cited 2019 Dec 05]. Available from: http://www.theses.fr/2015PA05H110.

Council of Science Editors:

Paquet A. Profil neuro-psychomoteur des enfants présentant un Trouble du Spectre Autistique : Neuro-psychomotor profile of children with autism spectrum disorder. [Doctoral Dissertation]. Université Paris Descartes – Paris V; 2015. Available from: http://www.theses.fr/2015PA05H110

9. Paquet, Aude. Profil neuro-psychomoteur des enfants présentant un Trouble du Spectre Autistique : Neuro-psychomotor profile of children with autism spectrum disorder.

Degree: Docteur es, Psychologie, 2015, Sorbonne Paris Cité

URL: http://www.theses.fr/2015USPCB053

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Des troubles moteurs ont été décrits dans les Troubles du Spectre Autistiques (TSA), toutefois tous les enfants atteints de TSA ne montrent pas de diminution… (more)

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Des troubles moteurs ont été décrits dans les Troubles du Spectre Autistiques (TSA), toutefois tous les enfants atteints de TSA ne montrent pas de diminution des performances motrices. La nature et l'origine des perturbations motrices dans les TSA ne sont pas claires. Les processus neuro-développementaux, en lien avec la maturation du système nerveux central, sont peu explorés dans les TSA, or ces processus sous-tendent les performances motrices. Peu d'études portent sur l'analyse fine de la sémiologie des fonctions neuro-psychomotrices dans les TSA et l'existence d'une trajectoire neuro-développementale de ces fonctions n'est pas connue chez les enfants avec TSA. L'objectif de cette étude est de mettre en évidence la sémiologie des troubles psychomoteurs auprès d'enfants avec TSA, à l'aide d'une batterie standardisée Française d'évaluation développementale des fonctions neuro-psychomotrices de l'enfant (NP-MOT) (Vaivre-Douret, 2006). L'évaluation neuro-psychomotrice complète les évaluations de premières instances (psychiatrique; psychologique; compréhension; psychomotrice). L'identification d'un profil clinique neuro-psychomoteur, l'identification de troubles ou décalages par rapport à une norme de référence, la mise en évidence de fonctions cérébrales éventuellement touchées dans les TSA devraient permettre de mieux comprendre l'origine et la nature des troubles observés dans les TSA. Les résultats de plus en plus nombreux concernant la motricité chez ces enfants doivent pouvoir également être analysés au regard des évaluations cognitives et neuro-cognitives, afin d'affiner le profil de développement et permettre ainsi de mieux comprendre la nature des troubles autistiques parmi une comorbidité d'éventuels autres dysfonctionnements.

Motor disorders have been described in the Autistic Spectrum Disorders (ASD), however all children with ASD show no decrease in motor performances. The nature and origin of motor disturbances in ASD are unclear. Neurodevelopmental processes linked to the maturation of the central nervous system, are not really explored in ASD, but these processes underlie motor performances. Few studies trat of an acute semiology of motor abnormalities in ASD and the existence of a neuro-developmental trajectory of neuro-psychomotor functions is not known in children with ASD. The aim of this study is to highlight the semiology of psychomotor disorders among children with ASD, using a French standardized neurodevelopmental assessment tool (NP-MOT) (Vaivre-Douret, 2006). Evaluations of the first instances (psychiatric; psychological; understanding; psychomotor) were supplemented by a standardized assessment battery of neuro-developmental psychomotor functions (NP-MOT). The identification of a neuro-psychomotor clinical profile, identification of problems or discrepancies compared to a standard reference, the identification of potentially affected brain functions in ASD should provide a better understanding of the origin and nature the observed disorders in ASD. The results, more and more numerous…

Advisors/Committee Members: Vaivre-Douret, Laurence (thesis director), Golse, Bernard (thesis director).

Subjects/Keywords: Trouble du spectre autistique; Habileté motrice; Motricité globale; Fonctions neuro-psychomotrices; Évaluation standardisée; Autism spectrum disorders; Motor skills; Gross motor skills; Neuro-psychomotor functions; Standardized assessment; 155.4

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Paquet, A. (2015). Profil neuro-psychomoteur des enfants présentant un Trouble du Spectre Autistique : Neuro-psychomotor profile of children with autism spectrum disorder. (Doctoral Dissertation). Sorbonne Paris Cité. Retrieved from http://www.theses.fr/2015USPCB053

Chicago Manual of Style (16^th Edition):

Paquet, Aude. “Profil neuro-psychomoteur des enfants présentant un Trouble du Spectre Autistique : Neuro-psychomotor profile of children with autism spectrum disorder.” 2015. Doctoral Dissertation, Sorbonne Paris Cité. Accessed December 05, 2019. http://www.theses.fr/2015USPCB053.

MLA Handbook (7^th Edition):

Paquet, Aude. “Profil neuro-psychomoteur des enfants présentant un Trouble du Spectre Autistique : Neuro-psychomotor profile of children with autism spectrum disorder.” 2015. Web. 05 Dec 2019.

Vancouver:

Paquet A. Profil neuro-psychomoteur des enfants présentant un Trouble du Spectre Autistique : Neuro-psychomotor profile of children with autism spectrum disorder. [Internet] [Doctoral dissertation]. Sorbonne Paris Cité; 2015. [cited 2019 Dec 05]. Available from: http://www.theses.fr/2015USPCB053.

Council of Science Editors:

Paquet A. Profil neuro-psychomoteur des enfants présentant un Trouble du Spectre Autistique : Neuro-psychomotor profile of children with autism spectrum disorder. [Doctoral Dissertation]. Sorbonne Paris Cité; 2015. Available from: http://www.theses.fr/2015USPCB053

University of Vienna

10. Stacher, Ina. Validierung des Subtests Turnen aus dem Wiener Entwicklungstest.

Degree: 2017, University of Vienna

URL: http://othes.univie.ac.at/50418/

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Psychologisch-diagnostische Verfahren sind ein wesentliches Werkzeug zur standardisierten Erfassung menschlichen Erlebens und Verhaltens. Die Qualität dieser Verfahren ist von zentraler Bedeutung, um die Aussagekraft der… (more)

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Psychologisch-diagnostische Verfahren sind ein wesentliches Werkzeug zur standardisierten Erfassung menschlichen Erlebens und Verhaltens. Die Qualität dieser Verfahren ist von zentraler Bedeutung, um die Aussagekraft der Ergebnisse gewährleisten zu können. Für den Subtest Turnen (Funktionsbereich Grobmotorik) aus dem Wiener Entwicklungstest liegen bisher kaum Untersuchungen zur Validität vor. Ziel der vorliegenden Arbeit war es, den Subtest Turnen umfassend zu validieren. Dazu wurde der Entwicklungsstand von Kindern im Alter von drei bis sechs Jahren mit dem Wiener Entwicklungstest (Funktionsbereiche Grobmotorik, Feinmotorik, Visumotorik und phonologisches Gedächtnis) und dem Dortmunder Entwicklungsscreening 3-6 R (Funktionsbereich Grobmotorik) erfasst. Die Stichprobe bestand aus 64 Kindern, davon 58 % Buben und 42 % Mädchen, die eine Altersrange von 37 bis 69 Monaten (M = 53.1, SD = 8.8) aufweisen. Die Überprüfung der Validität erfolgte über mehrere Analysen. Die Untersuchung der Konstruktvalidität kann die inhaltliche Gültigkeit der Konstruktion des Subtests Turnen bestätigen. So zeigt sich ein linearer Alterstrend mit ansteigenden Mittelwerten, die sich teilweise signifikant voneinander unterscheiden. Die Übereinstimmungsvalidität des Subtests Turnen mit der Skala Grobmotorik aus dem DESK 3-6 R ist für Vier- und Fünfjährige gegeben. Die Ergebnisse zur divergenten Validität sprechen für die Unabhängigkeit der einzelnen WET-Subtests. Die Kriteriumsvalidität wurde über zwei Außenkriterien (Elterneinschätzung der Grobmotorik des Kindes und sportliche Aktivität des Kindes) berechnet. Während einzelne Items aus dem Elternfragebogen zur Elterneinschätzung der Grobmotorik des Kindes Hinweise auf Kriteriumsvalidität liefern, steht die sportliche Aktivität des Kindes nicht mit dem Funktionsbereich Grobmotorik in Zusammenhang. Die Ergebnisse werden umfassend diskutiert und zum derzeitigen Forschungsstand in Bezug gesetzt.

Psychological tests are standardised procedures that assess the human experience and behaviour. The Wiener Entwicklungstest (WET; Viennese Developmental Test) is one diagnostic method that can evaluate the development status in children between three and six years. The objective of this Master’s Thesis was to validate the subtest Turnen (gymnastics) which assesses the motor development. Therefore, a sample of 64 children, 58 % boys and 42% girls, which range from 37 to 69 months (M = 53.1, SD = 8.8), was tested with subtests of the WET and the Dortmunder Entwicklungsscreening (DESK 3-6 R; Dortmunder Developmental Screening) in kindergarten. Statistical analyses were conducted and revealed construct and criterion validity. The confirmation of increasing scale value of the subtest Turnen across all age-groups validates the construction of the test. The high correlations between the two subtests assessing motor development for four- and five-year-olds reveals high effect sizes for convergent validity. Results for measurements of the divergent validity underline the independency of the WET-Subtests. In…

Subjects/Keywords: 77.08 Psychologische Diagnostik; 77.53 Entwicklungspsychologie: Allgemeines; 77.55 Kinderpsychologie; Wiener Entwicklungstest / motorische Entwicklung / Grobmotorik / Validierung; Viennese Developmental Test / motor development / gross motor skills / validation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Stacher, I. (2017). Validierung des Subtests Turnen aus dem Wiener Entwicklungstest. (Thesis). University of Vienna. Retrieved from http://othes.univie.ac.at/50418/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Stacher, Ina. “Validierung des Subtests Turnen aus dem Wiener Entwicklungstest.” 2017. Thesis, University of Vienna. Accessed December 05, 2019. http://othes.univie.ac.at/50418/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Stacher, Ina. “Validierung des Subtests Turnen aus dem Wiener Entwicklungstest.” 2017. Web. 05 Dec 2019.

Vancouver:

Stacher I. Validierung des Subtests Turnen aus dem Wiener Entwicklungstest. [Internet] [Thesis]. University of Vienna; 2017. [cited 2019 Dec 05]. Available from: http://othes.univie.ac.at/50418/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stacher I. Validierung des Subtests Turnen aus dem Wiener Entwicklungstest. [Thesis]. University of Vienna; 2017. Available from: http://othes.univie.ac.at/50418/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Costa, Elisabete Cristina Carvalho. A competência motora e a sua autoperceção : um estudo com crianças do 1º CEB.

Degree: 2015, RCAAP

URL: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/1703

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Relatório Final de Prática de Ensino Supervisionada do Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico apresentado na Escola Superior de… (more)

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Relatório Final de Prática de Ensino Supervisionada do Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico apresentado na Escola Superior de Educação do Instituto Politécnico de Viana do Castelo

O presente relatório insere-se no âmbito da unidade curricular Prática de Ensino Supervisionada II (PESII), do curso de Mestrado em Educação Pré-Escolar e 1º Ciclo do Ensino Básico (CEB). Durante a PES II foi desenvolvido um estudo de natureza predominantemente quantitativa, de carácter descritivo-correlacional que procurou responder à seguinte questão: “As crianças realizam uma avaliação adequada da sua competência motora?”. Para o efeito, delimitamos os seguintes objetivos: avaliar a competência motora real (CMR) e a percebida (CMP), verificar a relação que existe entre ambas e perceber o modo como as crianças percecionam diferentes níveis de competência motora. A CMR das crianças foi avaliada através do Teste de Desenvolvimento Motor Global (Ulrich, 2000). A CMP foi avaliada pela da Escala Pictográfica de Avaliação da Competência Percebida em Habilidades Motoras para Crianças (Barnett, Ridgers, Zask & Salmon, 2015). Vinte e um alunos (12 meninos e amostra 9 meninas) com idades compreendidas entre os cinco e seis anos, de uma escola do 1º Ciclo do Ensino Básico pertencente ao concelho de Viana do Castelo, participaram no estudo. Os resultados indicam que as crianças desta amostra apresentam uma competência motora abaixo da média, com melhor desempenho nas habilidades de locomoção (LOC) em relação às habilidades de manipulação (MAN). No global, são as raparigas que detêm maior competência motora (CM). Relativamente à CMP, as crianças percecionam-se muito competentes, sendo os níveis de perceção mais elevados nas habilidades de LOC do que nas habilidades de MAN. Os rapazes percecionam-se mais competentes do que as raparigas, principalmente nas habilidades de LOC. O estudo permitiu concluir que as crianças não realizam uma avaliação adequada da sua competência motora.

This report was developed in the scope of the Supervised Teaching Practice II (STP II) , belonging to the Master Degree in Preschool Education and primary school. During STP II, we developed a predominantly quantitative, descriptive and correlational study that aimed to answer the following question: “Does children perform an adequate assessment of their motor skills? To this end, we delimit the following objectives: to evaluate the perceived and motor competence an; to verify the relationship between them; and understand how children perceive different levels of motor competence. The children´s motor competence was assessed by the Test of Gross Motor Development-2 (Ulrich, 2000). The perceived motor competence was assessed by the Pictorial Scale of Assessment of Perceived Skills in Motor Competences for Children (Barnett, Ridgers, Zask & Salmon, 2015). Twenty-one students (12 boys and 9 girls) aged between five and six years, of primary school belonging to Viana do Castelo participated in the study. The results indicate that the…

Advisors/Committee Members: Saraiva, Linda Maria Balinha.

Subjects/Keywords: Competência motora real; Competência motora percebida; Desenvolvimento motor; Habilidades de manipulação e de locomoção; Crianças do 1º CEB; Perceived motor competence; Motor competence; Motor skills; Locomotion; Object control; Gross motor quotient; Primary school

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Costa, E. C. C. (2015). A competência motora e a sua autoperceção : um estudo com crianças do 1º CEB. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/1703

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Costa, Elisabete Cristina Carvalho. “A competência motora e a sua autoperceção : um estudo com crianças do 1º CEB.” 2015. Thesis, RCAAP. Accessed December 05, 2019. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/1703.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Costa, Elisabete Cristina Carvalho. “A competência motora e a sua autoperceção : um estudo com crianças do 1º CEB.” 2015. Web. 05 Dec 2019.

Vancouver:

Costa ECC. A competência motora e a sua autoperceção : um estudo com crianças do 1º CEB. [Internet] [Thesis]. RCAAP; 2015. [cited 2019 Dec 05]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/1703.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Costa ECC. A competência motora e a sua autoperceção : um estudo com crianças do 1º CEB. [Thesis]. RCAAP; 2015. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/1703

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

12. Caramalho, Sara de Barros. Competência motora real e percebida : um estudo exploratório com crianças do 1.º ciclo do ensino básico.

Degree: 2015, RCAAP

URL: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/1706

►

Relatório Final de Prática de Ensino Supervisionada do Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico apresentado na Escola Superior de… (more)

▼

Relatório Final de Prática de Ensino Supervisionada do Mestrado em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico apresentado na Escola Superior de Educação do Instituto Politécnico de Viana do Castelo

O presente relatório insere-se no âmbito da unidade curricular Prática de Ensino Supervisionada II (PES II), do curso de Mestrado Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, da Escola Superior de Educação de Viana do Castelo. Ao longo da PES II desenvolveu-se um estudo de natureza predominantemente quantitativa, de caráter descritivo-correlacional que visou avaliar a competência motora real e percebida e verificar a relação entre ambas, bem como compreender a forma como as crianças percecionam diferentes níveis de competência motora. A competência motora percebida foi avaliada através da Escala Pictográfica de Avaliação da Competência Percebida nas Habilidades Motoras (Barnett, Ridgers, Zask & Samon, 2005). A competência motora real foi avaliada pelo Test of Gross Motor Development 2 – TGMD-2 (Ulrich, 2000). Para o efeito, participaram no estudo dezoito crianças (10 meninas e 8 meninos) com idades compreendidas entre os seis e sete anos, de uma escola de 1º Ciclo, do concelho de Viana do Castelo. Globalmente, os resultados indicam que as crianças apresentam um desempenho motor abaixo da média, com melhor prestação nas habilidades de locomoção relativamente às habilidades de manipulação de objetos. As raparigas apresentam uma competência motora real superior à dos rapazes. Relativamente à competência motora percebida, as crianças autopercecionaram-se muito competentes nas habilidades de locomoção e de manipulação de objetos. No entanto, os níveis de competência motora percebida são mais elevados nas habilidades de locomoção do que nas habilidades de manipulação de objetos. Neste estudo concluímos que as crianças não avaliam adequadamente a sua competência motora real.

This report was elaborated for the unit Supervised Teaching Practice II, belonging to the Master degree in Preschool Education and Primary School, in the district of Viana do Castelo. Along the pedagogical practice, we developed an predominantly quantitative, descriptive and correlational study that aimed to assess motor competence and perceived motor competence. In addition, we seek to investigate the relationship between them and understand how children distinguish different levels of motor competence. The perceived motor competence was assessed by the Pictorial Scale of Perceived Competence Assessment in Motor Skills (Barnett, Ridgers, Zask & Samon, 2005). The motor competence was assessed by the Test of Gross Motor Development 2 – TGMD-2 (Ulrich, 2000). For this purpose, eighteen children (10 girls and 8 boys), between six and seven years of age from a Primary school in Viana do Castelo, participated in the study. Overall, the results indicate that children have a motor performance below average, with better performance in locomotion skills comparing to the object manipulation skills. Girls presented higher motor…

Advisors/Committee Members: Saraiva, Linda Maria Balinha.

Subjects/Keywords: Competência motora percebida; Competência motora real; Habilidades motoras; Locomoção; Manipulação de objetos; Quociente motor global; 1º CEB; Perceived motor competence; Motor competence; Motor skills; Locomotion; Object control; Gross motor quotient; Primary children

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Caramalho, S. d. B. (2015). Competência motora real e percebida : um estudo exploratório com crianças do 1.º ciclo do ensino básico. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/1706

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Caramalho, Sara de Barros. “Competência motora real e percebida : um estudo exploratório com crianças do 1.º ciclo do ensino básico.” 2015. Thesis, RCAAP. Accessed December 05, 2019. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/1706.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Caramalho, Sara de Barros. “Competência motora real e percebida : um estudo exploratório com crianças do 1.º ciclo do ensino básico.” 2015. Web. 05 Dec 2019.

Vancouver:

Caramalho SdB. Competência motora real e percebida : um estudo exploratório com crianças do 1.º ciclo do ensino básico. [Internet] [Thesis]. RCAAP; 2015. [cited 2019 Dec 05]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/1706.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Caramalho SdB. Competência motora real e percebida : um estudo exploratório com crianças do 1.º ciclo do ensino básico. [Thesis]. RCAAP; 2015. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipvc.pt:20.500.11960/1706

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University

13. Van Niekerk, Chirine. Die stand van neuro-motoriese ontwikkeling en visueel-motoriese integrasie by 7- en 8-jarige leerders met leerverwante probleme / Chirine van Niekerk.

Degree: 2012, North-West University

URL: http://hdl.handle.net/10394/9724

► Various researchers highlight the role of neuro-motor and visual motor integration problems on learning-related barriers (Mutti et al., 1998; Goldstein & Britt, 1994; Kulp, 1999;… (more)

Subjects/Keywords: Learning disabilities; gross motor skills; fine motor skills; vision problems; ocularmotor control; visual-motor integration and visual perception; leerprobleme; grootmotoriese vaardighede; fynmotoriese vaardighede; visuele probleme; okulêre-motoriese beheer; visueel-motoriese integrasie; visuele persepsie

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Van Niekerk, C. (2012). Die stand van neuro-motoriese ontwikkeling en visueel-motoriese integrasie by 7- en 8-jarige leerders met leerverwante probleme / Chirine van Niekerk. (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/9724

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Van Niekerk, Chirine. “Die stand van neuro-motoriese ontwikkeling en visueel-motoriese integrasie by 7- en 8-jarige leerders met leerverwante probleme / Chirine van Niekerk. ” 2012. Thesis, North-West University. Accessed December 05, 2019. http://hdl.handle.net/10394/9724.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Van Niekerk, Chirine. “Die stand van neuro-motoriese ontwikkeling en visueel-motoriese integrasie by 7- en 8-jarige leerders met leerverwante probleme / Chirine van Niekerk. ” 2012. Web. 05 Dec 2019.

Vancouver:

Van Niekerk C. Die stand van neuro-motoriese ontwikkeling en visueel-motoriese integrasie by 7- en 8-jarige leerders met leerverwante probleme / Chirine van Niekerk. [Internet] [Thesis]. North-West University; 2012. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10394/9724.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Van Niekerk C. Die stand van neuro-motoriese ontwikkeling en visueel-motoriese integrasie by 7- en 8-jarige leerders met leerverwante probleme / Chirine van Niekerk. [Thesis]. North-West University; 2012. Available from: http://hdl.handle.net/10394/9724

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University

14. Nel, Rentia. Die verband tussen ysterstatus en ontwikkelingskoördinasieversteuring (DCD) by nege- tot twaalfjarige kinders / Rentia Nel .

Degree: 2004, North-West University

URL: http://hdl.handle.net/10394/604

► The most common form of nutritional deficiency worldwide is iron deficiency, which is associated with sup optimal early brain development. Literature indicates that children with… (more)

▼ The most common form of nutritional deficiency worldwide is iron deficiency, which is associated with sup optimal early brain development. Literature indicates that children with a poor nutritional status during early development of the brain showed poorer cognitive functioning, deficient growth and muscle function. The first purpose of this study was to determine if iron status plays a role in motor competency. A second purpose was to determine if iron status shows an association with motor competency, behavioural characteristics and scholastic success, while a third purpose was to determine if the consumption of different teas will improve iron intake positively and consequently will improve motor development and behaviour. A test- retest research design was used in a randomised parallel study, with one group of children drinking tea and a control group drinking 'rooibos' tea. The Movement Assessment Battery for Children (MABC) (Henderson & Sugden, 1992) was used to determine the DCD (Developmental co-ordination disorder) status in the group (N = 76). In this group, 45 children were classified as children with DCD. Blood samples were taken to determine the haemoglobin, ferritin and transferrin saturation levels while a 24hr recall dietary questionnaire was used to determine nutritional intakes. Descriptive statistics, t-testing, effect sizes and analysis of co-variance were used to analyse the data. With regards to the first aim of the study, the results which were analysed by means of t-testing, effect sizes and co-variance of analysis indicated that iron deficiency showed significant relationships with Developmental Coordination Disorder (DCD). When corrected for influences other than haemoglobin on gross motor competency manual dexterity, and especially ball skills, showed significant relationships with iron deficiency. These results demonstrate the importance of proper nutrition on motor and cognitive development. With reference to the second aim of the study the assessment of children with DCD by the teachers with regard to their manual dexterity and behavioural characteristics, indicated poorer manual dexterity and more behavioural problems compared to children without DCD. The children in the DCD group was also divided into a group where the MABC-total showed improvement and their haemoglobin levels increased (n=19). This group was then compared with a group of DCD children of which the MABC total decreased and a decrease in haemoglobin was found (n=6). Although the groups were small, the results indicate that manual dexterity skills and mathematics, reading and writing was poorer in the DCD-children whose iron status decreased. No definite association between the different teas and improvement of motor development and behaviour were indicated by the results. Overall, the conclusion can be made that a relationship between iron status and Developmental Coordination Disorder (DCD) among 9-12 year old children exist. However, it is recommended that more studies of this…

Subjects/Keywords: DCD (Developmental Coordination Disorder); Nutrition; Gross motor skills; Motor competency; Deficiency; Malnutrition; Anemia; Iron deficiency

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Nel, R. (2004). Die verband tussen ysterstatus en ontwikkelingskoördinasieversteuring (DCD) by nege- tot twaalfjarige kinders / Rentia Nel . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/604

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nel, Rentia. “Die verband tussen ysterstatus en ontwikkelingskoördinasieversteuring (DCD) by nege- tot twaalfjarige kinders / Rentia Nel .” 2004. Thesis, North-West University. Accessed December 05, 2019. http://hdl.handle.net/10394/604.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nel, Rentia. “Die verband tussen ysterstatus en ontwikkelingskoördinasieversteuring (DCD) by nege- tot twaalfjarige kinders / Rentia Nel .” 2004. Web. 05 Dec 2019.

Vancouver:

Nel R. Die verband tussen ysterstatus en ontwikkelingskoördinasieversteuring (DCD) by nege- tot twaalfjarige kinders / Rentia Nel . [Internet] [Thesis]. North-West University; 2004. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10394/604.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nel R. Die verband tussen ysterstatus en ontwikkelingskoördinasieversteuring (DCD) by nege- tot twaalfjarige kinders / Rentia Nel . [Thesis]. North-West University; 2004. Available from: http://hdl.handle.net/10394/604

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Linköping University

15. Nejad, Sama Mahmoud. Lugna aktiviteter eller bollspel? : En observationsstudie av barns aktivitetsval på fritidshemmet.

Degree: Natural science, 2019, Linköping University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-158433

► Barn spenderar en stor del av sin tid i olika institutioner som skola och fritidshem. I den delen av vardagen som definieras som fritid… (more)

Subjects/Keywords: Children; gender studies; socio-cultural perspective; play; primary school; leisure center; leisure time; fine motor skills; gross motor skills; activities; boys; girls; non-binary; sex; gender; choice; free choice; activity choice; identity; social; Barn; genusperspektiv; sociokulturellt perspektiv; lek; lågstadieskola; fritidshem; fritid; finmotorik; grovmotorik; aktiviteter; pojkar; flickor; icke-binära; kön; genus; val; fria val; aktivitetsval; identitet; socialt; Social Sciences; Samhällsvetenskap

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Nejad, S. M. (2019). Lugna aktiviteter eller bollspel? : En observationsstudie av barns aktivitetsval på fritidshemmet. (Thesis). Linköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-158433

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nejad, Sama Mahmoud. “Lugna aktiviteter eller bollspel? : En observationsstudie av barns aktivitetsval på fritidshemmet.” 2019. Thesis, Linköping University. Accessed December 05, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-158433.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nejad, Sama Mahmoud. “Lugna aktiviteter eller bollspel? : En observationsstudie av barns aktivitetsval på fritidshemmet.” 2019. Web. 05 Dec 2019.

Vancouver:

Nejad SM. Lugna aktiviteter eller bollspel? : En observationsstudie av barns aktivitetsval på fritidshemmet. [Internet] [Thesis]. Linköping University; 2019. [cited 2019 Dec 05]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-158433.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nejad SM. Lugna aktiviteter eller bollspel? : En observationsstudie av barns aktivitetsval på fritidshemmet. [Thesis]. Linköping University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-158433

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Vrije Universiteit Amsterdam

16. Emck, C. Gross motor performance in children with psychiatric conditions .

Degree: 2011, Vrije Universiteit Amsterdam

URL: http://hdl.handle.net/1871/19558

Subjects/Keywords: gross motor performance; physical fitness; child psychiatric disorders; psychomotor therapy; child behavior disorders; child development disorders; motor skills disorders; sef concept; psychomotor performance

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Emck, C. (2011). Gross motor performance in children with psychiatric conditions . (Doctoral Dissertation). Vrije Universiteit Amsterdam. Retrieved from http://hdl.handle.net/1871/19558

Chicago Manual of Style (16^th Edition):

Emck, C. “Gross motor performance in children with psychiatric conditions .” 2011. Doctoral Dissertation, Vrije Universiteit Amsterdam. Accessed December 05, 2019. http://hdl.handle.net/1871/19558.

MLA Handbook (7^th Edition):

Emck, C. “Gross motor performance in children with psychiatric conditions .” 2011. Web. 05 Dec 2019.

Vancouver:

Emck C. Gross motor performance in children with psychiatric conditions . [Internet] [Doctoral dissertation]. Vrije Universiteit Amsterdam; 2011. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/1871/19558.

Council of Science Editors:

Emck C. Gross motor performance in children with psychiatric conditions . [Doctoral Dissertation]. Vrije Universiteit Amsterdam; 2011. Available from: http://hdl.handle.net/1871/19558

17. Pettersson, Mikael. Hur äventyrspedagogik tillämpas på en Reggio Emilia-inspirerad förskola : Reggio Emilia-pedagogers tankar om äventyrspedagogik.

Degree: Child and Youth Studies, 2013, Stockholm University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91351

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Syftet med det självständiga arbetet var att undersöka hur äventyrspedagogik tillämpas i en Reggio Emilia-inspirerad förskola. Genom att jämföra dessa pedagogiker kan man få… (more)

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Syftet med det självständiga arbetet var att undersöka hur äventyrspedagogik tillämpas i en Reggio Emilia-inspirerad förskola. Genom att jämföra dessa pedagogiker kan man få syn på likheter och skillnader som motiverar tillämpningens betydelse för barns lärandeprocesser. Undersökningen fick sitt praktiska utförande i en skogsmiljö på en av förskolorna, där två förskollärare hade teoretiska kunskaper inom äventyrspedagogik och Reggio Emilia. Tio pedagoger och en förälder deltog som observatörer i äventyret. Utöver dessa deltog två studenter från förskollärarutbildningen, Stockholms universitet som också är författarna till denna undersökning. Deras observationer och intervjusvar från de två förskollärarna ingår i undersökningen. I äventyret deltog femtiofem sexåringar från fem förskolor inom enheten. Utformningen av äventyret bestod av sju stationer med diverse samarbetsövningar där utmaningarna i övningarna hade olika svårighetsgrader. Barnen skulle utmanas i och få utforska sina frågor i en spännande miljö med hela kroppen. Det framkom att resurser i form av tid för planering, föräldrar och pedagoger ute i äventyret både som observatörer och som säkerhet och trygghet krävdes. Resultatet av vår undersökning visar att tillämpningen av äventyrspedagogik med sin syn på sinnliga samspelsövningar med motoriska inslag och med naturen som stöd, berikar och kompletterar förskolors arbete med barns lärandeprocesser samt Reggio Emilias syn på barns möjligheter till utveckling och lärande.

The purpose of the independent work was to investigate the adventure pedagogy applied in a Reggio Emilia-inspired preschool. By comparing these pedagogies can catch sight of the similarities and differences that justify the application's impact on children's learning processes. The survey received a practical point in a woodland setting on one of the pre-schools, where two preschool teachers had theoretical knowledge in adventure education and Reggio Emilia. Ten teachers and a parent participated as observers in the adventure. In addition to these two students attended from preschool teacher, Stockholm University, who is also the authors of this study. Their observations and interview responses from the two preschool teachers surveyed. The adventure took fifty-six year olds from five kindergartens within the unit. The design of the adventure consisted of seven stations with various team-building exercises where the challenges of the exercises had different difficulty levels. The children were challenged to explore and get their questions in an exciting environment with your whole body. It was revealed that the resources in terms of time for planning, parents, and educators around the adventures both as observers and that safety and security was required. The results of our study show that the application of adventure education with its view of sensuous interplay exercises with motor elements and with nature that support, enrich and complement förskolors work with children's learning processes and the Reggio Emilia approach to…

Subjects/Keywords: Adventure Education; Reggio Emilia; learning processes; collaborative learning; experiential learning; experience with all your senses; suspense; fantasy; outdoor environment; outdoor didactics; movement; gross motor skills; Äventyrspedagogik; Reggio Emilia; lärandeprocesser; samarbetsinlärning; upplevelsebaserat lärande; uppleva med alla sinnen; spänning; fantasi; utomhusmiljö; utomhusdidaktik; rörelse; grovmotorik

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Pettersson, M. (2013). Hur äventyrspedagogik tillämpas på en Reggio Emilia-inspirerad förskola : Reggio Emilia-pedagogers tankar om äventyrspedagogik. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91351

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Pettersson, Mikael. “Hur äventyrspedagogik tillämpas på en Reggio Emilia-inspirerad förskola : Reggio Emilia-pedagogers tankar om äventyrspedagogik.” 2013. Thesis, Stockholm University. Accessed December 05, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91351.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Pettersson, Mikael. “Hur äventyrspedagogik tillämpas på en Reggio Emilia-inspirerad förskola : Reggio Emilia-pedagogers tankar om äventyrspedagogik.” 2013. Web. 05 Dec 2019.

Vancouver:

Pettersson M. Hur äventyrspedagogik tillämpas på en Reggio Emilia-inspirerad förskola : Reggio Emilia-pedagogers tankar om äventyrspedagogik. [Internet] [Thesis]. Stockholm University; 2013. [cited 2019 Dec 05]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91351.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pettersson M. Hur äventyrspedagogik tillämpas på en Reggio Emilia-inspirerad förskola : Reggio Emilia-pedagogers tankar om äventyrspedagogik. [Thesis]. Stockholm University; 2013. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91351

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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