Introdução: As disferlinopatias são doenças genéticas causadas por alterações no gene da disferlina (DYSF), também denominadas distrofia muscular de cinturas (DMC) do tipo 2B, sendo a segunda em frequência em diversos países. A determinação de biomarcadores de função muscular desta doença se faz necessária. Objetivo: Estudo de caracterização da força e da função muscular nas disferlinopatias para estabelecer biomarcadores de habilidades motoras. Método: Amostra de 40 pacientes com dados de prontuário de força muscular (Medical Research Council - MRC), índice MRC, tempo de deambulação de 10 metros e, escalas de Vignos, Egen Klassifikation, Avaliação Funcional para distrofia muscular de Duchenne (FES-DMD) e North Star Ambulatory Assessment adaptada (a-NSAA). Resultados: Prevalência da disferlinopatia de 25,5% no Centro de Pesquisa sobre o Genoma Humano e Células Tronco, idade média de 36,5 anos, 52,5% do sexo masculino e 75% deambuladores. Músculos mais acometidos: abdominal, glúteo, íliopsoas, isquiotibial, quadríceps femoral, tibial anterior e deltoide médio. Correlação forte entre MRC e tempo de deambulação de 10 metros (média r=0,77) e, muito forte da MRC distal dos MMII com a-NSAA (r=0,90). Interação da MRC dos membros superiores (MMSS) e membros inferiores (MMII) entre os segmentos proximal e distal (p < 0,001), sendo mais evidente em MMSS do que em MMII. Taxa variável de progressão da doença, com 60% dos pacientes moderadamente ou gravemente afetados com menos de 12 anos de doença. Conclusão: Os achados caracterizam o padrão de fraqueza muscular dos brasileiros com disferlinopatia como proximal e distal dos MMII, com comprometimento associado da região proximal dos MMSS, além de elucidar as habilidades motoras em relação ao processo de locomoção. A forte correlação encontrada entre a força muscular, o tempo de deambulação de 10 metros e a escala a-NSAA, associada ao acompanhamento da evolução do desempenho de alguns grupos músculos podem fornecer um biomarcador adequado para o estudo da doençaCharacterization of muscle strength and function in Brazilian subjects with dysferlinopathy / Introduction: Dysferlinopathies are genetic diseases, caused to changes in the disferlina gene (DYSF), also named limb-girdle dystrophy type 2B, that is the second one in frequency in several countries. The small number of biomarkers of functional performance researches brings the need for studies in this area. Objective: This study characterizes muscle strength and function in subjects with dysferlinopathy to establish biomarkers of motor skills. Method: Data were available from 40 patients and included muscle strength assessment using the Medical Research Council (MRC) power scale, MRC index, timed motor performances for walking and data from the Vignos, Egen Klassifikation, Functional Assessment for Duchenne muscular dystrophy (FES-DMD) and the adapted North Star Ambulatory Assessment (a-NSAA) scales. Results: The prevalence of dysferlinopathy was 25.5% in the Centre for the Study of the Human Genome and Stem Cells (CEGH-CEL), the mean cohort age was 36.5 years, 52.5% were males and 75% were walkers. The weaker muscle found were the abdominal, gluteus, iliopsoas, hamstrings, quadriceps femoris, tibialis anterior and medial deltoid. Strong correlations were observed between the MRC power score and walking time (r = 0.77) and very strong between the MRC distal lower limb power score and a-NSAA (r = 0.90). Interactions of MRC scores were observed between the upper and lower limbs and the proximal and distal regions (p < 0.001) but were more evident in the upper limbs. The disease progression rates were variable with 60% of patients moderately or severely affected after more than 12 years since diagnosis. Conclusion: These findings suggest the pattern of muscular weakness in Brazilians with dysferlinopathy is predominantly in the lower limbs (proximal and distal) with associated involvement of the proximal upper limbs and elucidates the motor abilities in relation to locomotion. Due to the strong correlation with muscle strength, the walking time and the a-NSAA scale, in association with monitoring the evolution of the performance of some specific muscles can provide a suitable biomarker for the study of the disease

O transtorno de déficit de atenção/ hiperatividade (TDAH) é o distúrbio neurocomportamental mais comum na população pediátrica e, a habilidade psicomotora dessas crianças pode ser significativamente mais baixa do que se espera em cerca de 30% a 50% dos casos. O objetivo desse estudo foi traçar o perfil psicomotor de crianças com TDAH do tipo combinado. O grupo caso foi formado por 34 pacientes acompanhados nos ambulatórios de Neurologia Infantil do Instituto Central e de Distúrbios do Aprendizado do Instituto da Criança do Hospital das Clínicas da Faculdade de Medicina da Universidade de São Paulo, que apresentavam idade entre sete e 11 anos, sexo masculino, diagnóstico de TDAH tipo combinado, sem comorbidades (exceto o transtorno desafiador opositivo) e sem terem iniciado tratamento. O grupo controle foi composto de 32 escolares da rede pública do município de São Paulo e seguiu os mesmos critérios de inclusão em relação à idade e sexo. A avaliação foi feita por meio da Escala de Desenvolvimento Motor, descrita por Rosa Neto, na qual foram utilizados todos os testes propostos: motricidade fina, motricidade global, equilíbrio, esquema corporal, organização espacial e temporal. Todos os testes foram aplicados em uma única sessão, com tempo médio de 40 minutos. Para a análise estatística foi utilizado o pacote estatístico Stata versão 11.0 (Stata Corporation, College Station, TX, E.U.A.) e empregados os testes Shapiro-Wilks, teste t de Student, teste U de Mann-Whitnney. Os resultados demonstraram que os quocientes motores de todas as áreas estudadas foram mais baixos no grupo caso que no grupo controle, apesar de em sua maioria representarem valores normais segundo a escala (53% apresentaram desenvolvimento normal médio, 29% normal baixo, 9% muito inferior, 6% normal alto e 3% inferior). A maioria das crianças com TDAH (88,3%) atingiu idades negativas (média -12,8 meses), através da diferença da idade motora geral e a idade cronológica. Nos indivíduos saudáveis, a idade negativa média foi igual a -3,9 meses e ocorreu em 53,1% da amostra. Houve diferenças estatisticamente significantes entre os grupos quanto à idade motora geral (p=0,004), quociente motor geral (p<0,001), equilíbrio (p=0,008), organização espacial (p<0,001), motricidade fina (p=0,009) e global (p=0,008). Assim, foi possível verificar dificuldades no desempenho psicomotor de crianças com TDAH do tipo combinado. O conhecimento sobre o perfil psicomotor dessas crianças pode auxiliar na definição das propostas terapêuticas, a fim de minimizar os prejuízos em sua qualidade de vida. / The attention deficit hyperactivity disorder (ADHD) is the most common neurobehavioral disorder in children and the psychomotor skill of these children may be significantly lower than expected by about 30% to 50% of cases. The aim of this study was to determine the psychomotor profile of children with ADHD combined type. The case group consisted of 34 patients followed in outpatient clinics of the Child Neurology of Central Institute and Learning Disorders of Children\'s Institute of Clinics Hospital of the Faculty of Medicine of University of São Paulo, who were aged between seven and 11 years, sex male, diagnosis for ADHD combined type, without comorbidity (except oppositional defiant disorder) and had not begun treatment. The control group was composed of 32 scholars from public schools in São Paulo and followed the same inclusion criteria regarding age and sex. The evaluation was made through the Motor Development Scale, described by Rosa Neto, which were used in all tests available: fine motricity, gross motricity, balance, body scheme, spatial and temporal organization. All tests were applied in one session, wtith medium time of 40 minutes. For the statistical analysis used Stata software version 11.0 (Stata Corporation, College Station, TX, USA) and used the Shapiro-Wilks tests, Student t test, Mann-U Whitnney test. The results showed that the ratios engines all areas studied were lower in case group than the control group, although in most cases represent normal values according to scale (53% were classified as normal medium motor development, 29% normal low, 9% very low, 6% normal high and 3% lower). Most children with ADHD (88.3%) achieved negative ages (average -12.8 months) by age difference genreal motor age and chronological age. In healthy subjects, the average of negative age was equal to -3.9 months and occurred in 53.1% of the sample. Statistically significant differences between groups in general motor age (p = 0.004), general motor quotient (p <0.001), balance (p = 0.008), spatial organization (p <0.001), fine motricity (p = 0.009) and gross motricity (p = 0.008). Thus, it was possible observed problems in psychomotor performance of children with ADHD combined type. Knowledge about the psychomotor profile of these children may assist in determining treatment proposals in order to minimize losses in their quality of life.

Com a frequente utilização de Tecnologias da Informação e da Comunicação (TICs) em contextos educacionais, uma nova configuração de atividades virtuais trouxe à tona novos desafios para profissionais da área de educação ou de treinamento. A partir das contribuições originadas no campo da Realidade Virtual, merecem atenção às soluções que se utilizam de Ambientes Virtuais Interativos 3D como uma alternativa às estratégias de treinamento conduzidas em ambientes reais de aprendizagem. Essas soluções ganham destaque à medida que se observa a utilização de diferentes métodos ou formas de se ensinar e aprender com esses ambientes. Nesse contexto o campo das Habilidades Sensório-Motoras (HSM) constitui-se um desafio no que tange à necessidade de desenvolvimento de métodos para quantificar ou qualificar a habilidade de um aprendiz ou profissional que esteja sob avaliação durante a realização de uma tarefa. Diante desse cenário, apresenta-se a pesquisa em pauta, com o objetivo de definir, implementar e validar um método para avaliação da aquisição de HSM em Ambientes Virtuais Interativos 3D no contexto de treinamento médico. O escopo da presente investigação foi definido mediante a realização de um processo de revisão de literatura sobre os principais fundamentos encontrados na área. Por meio da condução de dois processos de Revisão Sistemática, foi possível recuperar o estado da arte sobre métodos e parâmetros utilizados na avaliação da aquisição de HSM. Para atingir os objetivos da investigação, foram conduzidos experimentos com base em um modelo teórico de avaliação e em um método semiautomatizado. Os resultados dos experimentos indicaram que o método construído foi capaz de avaliar diferentes tarefas virtuais durante a aquisição de Habilidades Sensório-Motoras, assim como verificar o grau de convergência e divergência de processos de discriminação e classificação de HSM observados na avaliação de tarefas virtuais pelo método semiautomatizado e por especialistas. / Along with the frequent use of Information and Communication Technologies (ICTs) in educational contexts, a new configuration of virtual activities has brought up new challenges for professionals in the field of education or training. Based on contributions coming from the field of Virtual Reality, solutions used in 3-D Interactive Virtual Environments need to be highlighted as an alternative to training strategies conducted in real learning environments. These solutions gain ground as the use of different methods or ways of teaching and learning are observed in these environments. In this context, the field of Sensory Motor Skills (SMS) becomes a challenge as far as the need for development of methods is concerned in order to quantify or qualify the skills of a learner or a professional who is being evaluated during the performance of a task. This research is set in this scenario aiming to define, implement and validate a method to evaluate the acquisition of SMS in 3-D Interactive Virtual Environments in the context of medical training. The scope of this investigation was defined by means of a literature review on the current major founding principles in the area. Two processes of Systematic Review were conducted which produced the state of the art on methods and parameters used in the evaluation of SMS acquisition. In order to achieve the objectives of the investigation, two experimental studies were conducted based on a theoretical evaluation model and a semi-automated method. The results of the experimental studies showed that the method constructed was able to evaluate different virtual tasks during the acquisition of Sensory Motor Skills, and to verify the convergence or divergence degree of processes of discrimination and classification of SMS observed in the evaluation of virtual tasks by the semi-automated method and by human experts.

O transtorno de déficit de atenção/ hiperatividade (TDAH) é o distúrbio neurocomportamental mais comum na população pediátrica e, a habilidade psicomotora dessas crianças pode ser significativamente mais baixa do que se espera em cerca de 30% a 50% dos casos. O objetivo desse estudo foi traçar o perfil psicomotor de crianças com TDAH do tipo combinado. O grupo caso foi formado por 34 pacientes acompanhados nos ambulatórios de Neurologia Infantil do Instituto Central e de Distúrbios do Aprendizado do Instituto da Criança do Hospital das Clínicas da Faculdade de Medicina da Universidade de São Paulo, que apresentavam idade entre sete e 11 anos, sexo masculino, diagnóstico de TDAH tipo combinado, sem comorbidades (exceto o transtorno desafiador opositivo) e sem terem iniciado tratamento. O grupo controle foi composto de 32 escolares da rede pública do município de São Paulo e seguiu os mesmos critérios de inclusão em relação à idade e sexo. A avaliação foi feita por meio da Escala de Desenvolvimento Motor, descrita por Rosa Neto, na qual foram utilizados todos os testes propostos: motricidade fina, motricidade global, equilíbrio, esquema corporal, organização espacial e temporal. Todos os testes foram aplicados em uma única sessão, com tempo médio de 40 minutos. Para a análise estatística foi utilizado o pacote estatístico Stata versão 11.0 (Stata Corporation, College Station, TX, E.U.A.) e empregados os testes Shapiro-Wilks, teste t de Student, teste U de Mann-Whitnney. Os resultados demonstraram que os quocientes motores de todas as áreas estudadas foram mais baixos no grupo caso que no grupo controle, apesar de em sua maioria representarem valores normais segundo a escala (53% apresentaram desenvolvimento normal médio, 29% normal baixo, 9% muito inferior, 6% normal alto e 3% inferior). A maioria das crianças com TDAH (88,3%) atingiu idades negativas (média -12,8 meses), através da diferença da idade motora geral e a idade cronológica. Nos indivíduos saudáveis, a idade negativa média foi igual a -3,9 meses e ocorreu em 53,1% da amostra. Houve diferenças estatisticamente significantes entre os grupos quanto à idade motora geral (p=0,004), quociente motor geral (p<0,001), equilíbrio (p=0,008), organização espacial (p<0,001), motricidade fina (p=0,009) e global (p=0,008). Assim, foi possível verificar dificuldades no desempenho psicomotor de crianças com TDAH do tipo combinado. O conhecimento sobre o perfil psicomotor dessas crianças pode auxiliar na definição das propostas terapêuticas, a fim de minimizar os prejuízos em sua qualidade de vida. / The attention deficit hyperactivity disorder (ADHD) is the most common neurobehavioral disorder in children and the psychomotor skill of these children may be significantly lower than expected by about 30% to 50% of cases. The aim of this study was to determine the psychomotor profile of children with ADHD combined type. The case group consisted of 34 patients followed in outpatient clinics of the Child Neurology of Central Institute and Learning Disorders of Children\'s Institute of Clinics Hospital of the Faculty of Medicine of University of São Paulo, who were aged between seven and 11 years, sex male, diagnosis for ADHD combined type, without comorbidity (except oppositional defiant disorder) and had not begun treatment. The control group was composed of 32 scholars from public schools in São Paulo and followed the same inclusion criteria regarding age and sex. The evaluation was made through the Motor Development Scale, described by Rosa Neto, which were used in all tests available: fine motricity, gross motricity, balance, body scheme, spatial and temporal organization. All tests were applied in one session, wtith medium time of 40 minutes. For the statistical analysis used Stata software version 11.0 (Stata Corporation, College Station, TX, USA) and used the Shapiro-Wilks tests, Student t test, Mann-U Whitnney test. The results showed that the ratios engines all areas studied were lower in case group than the control group, although in most cases represent normal values according to scale (53% were classified as normal medium motor development, 29% normal low, 9% very low, 6% normal high and 3% lower). Most children with ADHD (88.3%) achieved negative ages (average -12.8 months) by age difference genreal motor age and chronological age. In healthy subjects, the average of negative age was equal to -3.9 months and occurred in 53.1% of the sample. Statistically significant differences between groups in general motor age (p = 0.004), general motor quotient (p <0.001), balance (p = 0.008), spatial organization (p <0.001), fine motricity (p = 0.009) and gross motricity (p = 0.008). Thus, it was possible observed problems in psychomotor performance of children with ADHD combined type. Knowledge about the psychomotor profile of these children may assist in determining treatment proposals in order to minimize losses in their quality of life.

Fysisk aktivitet i undervisningen och dess inverkan på elevers kognitiva förmågor upplever vi som ett väsentligt inslag i grundskolans tidigare år. Syftet med studien har varit att undersöka omfattningen av lärares uppfattningar kring denna inverkan samt deras åsikter kring detta arbetssätt och dess effekter. Metoden som använts har varit kvantitativ med en kvalitativ del och har utgått från en enkät med såväl kvantitativa som kvalitativa frågor. Enkäten delades ut till lärare i nio olika grundskolor i två kommuner i Västra Götalands län. Genom enkäten har vi undersökt utbredningen av lärarnas åsikter kring fysisk aktivitet i undervisningen och även gett dem utrymme att motivera och förklara sina åsikter.Resultatet av studien visar att majoriteten av lärarna anser att fysisk aktivitet i undervisningen har en positiv inverkan på elevers kognitiva förmågor såsom koncentration, minne och lärande. De uttrycker att de upplever arbetssättet som övervägande positivt och ger även uttryck för sina erfarenheter kring vad det är med arbetssättet som resulterar i de effekter det medför. Resultatet visar bland annat att lärarna ser att arbetssättet tillgodoser elevernas behov av att få använda flera sinnen i sitt lärande.Slutligen diskuterar vi resultatet med utgångspunkt i forskning, litteratur och teori.Bland annat diskuterar vi den fysiska aktivitetens placering i undervisningen, om den bör integreras eller fungera som en paus. Vi diskuterar även vikten av ett varierat arbetssätt för att tillgodose elevers olika lärstilar och öppna upp för användande av fler sinnen i undervisningen. / Physical activity in teaching and its impact on students’ cognitive abilities is something we experience as an essential part of primary education. The aim of the study was to examine the extent of teachers’ perceptions of this impact as well as their opinions about this working method and its effects. The method used in the study was quantitative with a qualitative part and was based on a questionnaire with both quantitative and qualitative questions. The questionnaire was handed to teachers in nine different elementary schools in two municipalities in the county of Västra Götaland, Sweden. Through the survey, we investigated the distribution of teachers’ opinions about physical activity in teaching and also gave them space to justify and explain their opinions.The results of the study show that the majority of the teachers think that physical activity in education has a positive impact on students’ cognitive abilities such as concentration, memory and learning. They express that they experience this way of working as mainly positive and also express their experiences concerning what it is about this working method that results in the effects that it brings. The result shows that the teachers perceive that the working method meets pupils’ needs to use multiple senses in learning.Finally, we discuss the results on the basis of research, literature and theory. Among other things, we discuss the physical task's position in teaching, whether it should be integrated or act as a break. We also discuss the importance of a varied approach to meet students' different learning styles, and open up the use of more senses in teaching.

Although research has highlighted the importance of decisions when learning and performing motor actions, few studies have focused on individuals’ ability to choose between potential motor actions. To help bridge this gap, this thesis presents a series of studies that investigate the behaviour of able-bodied individuals when attempting to choose movements based on a speed-accuracy tradeoff. In the first study, a two-alternative forced-choice task was used to determine whether people are consistent with Fitts’s law when choosing the movement they perceive to require the least movement duration. Participants performed almost perfectly when clear visual cues were available—when one of the targets was closer, wider, or both. Contrary to Fitts’s law, however, participants showed a preference for closer targets when visual cues were not informative—when one of the targets was closer and narrower. This study demonstrates that motor decisions are not always optimal, especially when participants are naïve at the task. To determine the basis of individuals’ preference for closer targets, a pair of studies explored the relation between motor decisions, imagined movements, and visual perception. Participants showed a similar deviation from Fitts’s law when imagining movements—believing that movement duration increased with distance within the same index of difficulty. Participants did not behave similarly, however, in a perceptual version of the decision task. These results suggest that imagined movements and motor decisions are linked, but they are not always based on veridical representations of actual movement. To further probe the origin of individuals’ erroneous belief about movement duration, the final study of this thesis measured movement duration for movements made at speeds other than ‘as fast as possible’. Movements made at more natural movement speeds shared important similarities with decisions and imagined movements. This study suggests that the biases seen in naïve motor decisions might originate from participants considering movements for which they have more experience, such as target-directed movements made at a naturally-selected pace. Together, the findings presented in this thesis may help to identify the ways that motor decisions can deviate from optimal, suggesting how those decisions must change with practice to better accomplish a task.

Nous avons examiné la nature du lien, additif ou interactif, entre les capacités attentionnelles et les habiletés de motricité fine et leur influence sur les habiletés d’écriture ultérieures. Les mesures de l’échantillon (n=439) de l’étude montréalaise sur le préscolaire en milieu défavorisé (MLEPS) à la maternelle incluent des questionnaires aux enseignants, des évaluations sur la connaissance des nombres et du vocabulaire réceptif des élèves et caractéristiques familiales rapportées par les parents. En 3ème année, les mesures proviennent de questionnaires aux enseignants. Selon les résultats des régressions multiples de notre modèle, un élève qui avait de bonnes capacités d’attention ou de motricité fine à la maternelle, avait plus de chances d’avoir de bonnes habiletés d’écriture en 3ème année. L’interaction entre l’attention et la motricité fine était aussi significative, ce qui signifie que les capacités d’attention, avec l’influence des habiletés de motricité fine, prédisent davantage les habiletés d’écriture ultérieure. Il est pertinent de mesurer la réussite scolaire en écriture puisque les élèves à l’école peuvent investir de 31 à 60% de leur temps à réaliser des tâches motrices et 85% de celles-ci incluraient un crayon et du papier (McHale & Cermak, 1992). L’écriture serait aussi importante que les mathématiques et la lecture pour la réussite scolaire (Cutler & Graham, 2008). En identifiant les éléments clés de la réussite en écriture, nous pourrons mieux intervenir et soutenir les élèves, et ainsi, nous pourrions augmenter leurs chances de vivre des expériences positives à l’école, d’obtenir un diplôme et d’ intégrer le marché du travail. / Studies on school readiness aim to identify key elements that positively influence later school achievement. In this study, we examined direct and indirect links between attention skills and fine motor skills on later writing skills with a data set from the Montreal Longitudinal-Experimental Preschool Study (MLPS). Kindergarten measures include teacher ratings of attention and fine motor skills, direct assessments of number knowledge and receptive vocabulary, and parentreported family characteristics. By then end of 3rd grade, teachers also rated children’s writing skills. In our model, attention skills and fine motor skills predicted writing achievement by the end of 3rd grade. Our multiple regression results indicated that higher level of kindergarten attention or fine motor skills were associated with greater chances of belonging to better writing skills in 3rd grade. The interaction between attention skills and fine motor skills was also significant which means that attention skills are more predictive with the influence of fine motor skills. Measuring writing achievement is pertinent because at school, more than 31% to 60% of school time involved motor tasks and 85% of these included paper and pencil activites (McHale & Cermak, 1992).Writing is as much important as maths and reading for school achievement (Cutler & Graham, 2008) Identifying key elements of later writing achievement will help to adapt interventions that will occur early in childhood. We need to increase chances for children to have good and positive experiences at school, and eventually, graduate and join the labor market.

Tyrimo objektas: 11–12 metų mokinių fizinis aktyvumas (FA) ir fizinis pajėgumas (FP) kūno kultūros pamokose. Tyrimo problema: Teigiama, kad FA kūno kultūros pamokose dažnai neatitinka VDFA rekomendacijų (Pate et al., 2006), kai fizinė veikla joje trunka mažiau nei 50% viso pamokos laiko (McKenzie et al., 1995; Nader, 2003). Aktyvumo lygis gali skirtis priklausomai nuo fizinio lavinimo pamokų turinio (McKenzie ir kt., 1995). Aukštos kokybės kūno kultūros programos (kūno kultūros pamokos) gali prisidėti prie bendro (kasdienio) mokinių fizinio aktyvumo lygio gerinimo, bei vaikų sveikatos gerinimo (Veugelers, Fitzgerald, 2005; Bates, 2006; Ehrlich, 2008). Tikslas: Nustatyti 11–12 metų mokinių fizinį aktyvumą ir pajėgumą judriųjų žaidimų ir judesių lavinimo kūno kultūros pamokose. Tyrimo uždaviniai: 1. Nustatyti ir palyginti mokinių fizinį aktyvumą ir pasyvumą judriųjų žaidimų ir judesių lavinimo pamokose. 2. Palyginti berniukų ir mergaičių fizinio aktyvumo ir pasyvumo rodiklius judriųjų žaidimų ir judesių lavinimo pamokose. 3. Nustatyti fizinio aktyvumo ir fizinio pajėgumo rodiklių sąsajas. Tyrimo hipotezės: 1. Judriųjų žaidimų kūno kultūros pamokoje mokinių fizinis aktyvumas yra didesnis, o fizinis pasyvumas mažesnis nei judesių lavinimo pamokoje. 2. Judriųjų žaidimų ir judesių lavinimo pamokose berniukų fizinis aktyvumas yra didesnis nei mergaičių. 3. Didesnis mokinių fizinis aktyvumas siejasi su didesniu jų fiziniu pajėgumu. Tyrimo metodika: Mokinių fizinis aktyvumas per... [toliau žr. visą tekstą] / Object of research: 11–12 years students’ physical activity (PA) in physical education (PE) lessons. Research problem: It is argued that PA in PE classes often do not meet MVPA recommendations (Pate et al., 2006), as it takes less than 50% of the total lesson time (McKenzie et al., 1995; Nader, 2003). Activity levels vary depending on the content of physical education lessons (McKenzie et al., 1995). High-quality physical education (physical education lessons) can contribute to the total (daily) improvement in students' physical activity and health (Veugelers, Fitzgerald, 2005; Bates, 2006; Ehrlich, 2008). The aim of the current research: Evaluate physical activity and physical fitness of 11 – 12 years Lithuanian students in Game play and Motor skills practice physical education lessons. Objectives of the research: 1. Identify and compare students' physical activity and time spent passively in Game play and Motor skills practice lessons. 2. Compare physical activity and time spent passively of boys and girls in Game play and Motor skills practice lessons. 3. Evaluate the relationship between physical activity and physical fitness. The research hypothesis: 1. Physical activity is higher and time spent passively lower in Game play rather than Motor skills practice lesson. 2. Boys are more physically active than girls in both Game play and Motor skills practice lessons. 3. Increased students' physical activity is associated with better physical fitness. Research Methodology... [to full text]

Tyrimo objektas: 11–12 metų mokinių fizinis aktyvumas (FA) ir fizinis pajėgumas (FP) kūno kultūros pamokose. Tyrimo problema: Teigiama, kad FA kūno kultūros pamokose dažnai neatitinka VDFA rekomendacijų (Pate et al., 2006), kai fizinė veikla joje trunka mažiau nei 50% viso pamokos laiko (McKenzie et al., 1995; Nader, 2003). Aktyvumo lygis gali skirtis priklausomai nuo fizinio lavinimo pamokų turinio (McKenzie ir kt., 1995). Aukštos kokybės kūno kultūros programos (kūno kultūros pamokos) gali prisidėti prie bendro (kasdienio) mokinių fizinio aktyvumo lygio gerinimo, bei vaikų sveikatos gerinimo (Veugelers, Fitzgerald, 2005; Bates, 2006; Ehrlich, 2008). Tikslas: Nustatyti 11–12 metų mokinių fizinį aktyvumą ir pajėgumą judriųjų žaidimų ir judesių lavinimo kūno kultūros pamokose. Tyrimo uždaviniai: 1. Nustatyti ir palyginti mokinių fizinį aktyvumą ir pasyvumą judriųjų žaidimų ir judesių lavinimo pamokose. 2. Palyginti berniukų ir mergaičių fizinio aktyvumo ir pasyvumo rodiklius judriųjų žaidimų ir judesių lavinimo pamokose. 3. Nustatyti fizinio aktyvumo ir fizinio pajėgumo rodiklių sąsajas. Tyrimo hipotezės: 1. Judriųjų žaidimų kūno kultūros pamokoje mokinių fizinis aktyvumas yra didesnis, o fizinis pasyvumas mažesnis nei judesių lavinimo pamokoje. 2. Judriųjų žaidimų ir judesių lavinimo pamokose berniukų fizinis aktyvumas yra didesnis nei mergaičių. 3. Didesnis mokinių fizinis aktyvumas siejasi su didesniu jų fiziniu pajėgumu. Tyrimo metodika: Mokinių fizinis aktyvumas per kūno... [toliau žr. visą tekstą] / Object of research: 11–12 years students’ physical activity (PA) in physical education (PE) lessons. Research problem: It is argued that PA in PE classes often do not meet MVPA recommendations (Pate et al., 2006), as it takes less than 50% of the total lesson time (McKenzie et al., 1995; Nader, 2003). Activity levels vary depending on the content of physical education lessons (McKenzie et al., 1995). High-quality physical education (physical education lessons) can contribute to the total (daily) improvement in students' physical activity and health (Veugelers, Fitzgerald, 2005; Bates, 2006; Ehrlich, 2008). The aim of the current research: Evaluate physical activity and physical fitness of 11 – 12 years Lithuanian students in Game play and Motor skills practice physical education lessons. Objectives of the research: 1. Identify and compare students' physical activity and time spent passively in Game play and Motor skills practice lessons. 2. Compare physical activity and time spent passively of boys and girls in Game play and Motor skills practice lessons. 3. Evaluate the relationship between physical activity and physical fitness. The research hypothesis: 1. Physical activity is higher and time spent passively lower in Game play rather than Motor skills practice lesson. 2. Boys are more physically active than girls in both Game play and Motor skills practice lessons. 3. Increased students' physical activity is associated with better physical fitness. Research Methodology:... [to full text]

This thesis presents two manuscripts on motor control in ADHD. The first is a literature review that identifies fine motor control and postural stability as areas of robust abnormality in ADHD. Further, the review suggests that motor performance in adolescence has been understudied, and reveals a paucity of data on sex differences. The second study is an empirical assessment of postural control and fine motor skills in an adolescent ADHD sample, which investigated potential sex differences. This latter study revealed that males with ADHD were especially impaired on fine motor tasks, whereas females with the disorder were particularly impaired on tasks of postural stability. Deficits were most prominent under conditions where visual information was removed, across genders. It is unclear whether motor performance deficits are central features of ADHD or instead artifacts of overlap with Developmental Coordination Disorder and other psychiatric comorbidities.