Pensando nos possíveis determinantes da promoção da atividade física o objetivo deste estudo foi a investigar se há associação entre o desempenho das habilidades motoras fundamentais aos sete anos de idade e a taxa de mudança nos níveis de atividade física após três anos. Participaram da amostra 37 crianças (12 meninas e 25 meninos) a partir dos sete anos de idade da cidade de Muzambinho/MG. Em novembro/2005 foi aplicada avaliação das habilidades motoras grossas (TGMD-2) que foi determinado pelo Quociente Motor Geral (QMG) e o questionário de Godin e Shepard (1985) para análise da AF. Após três anos, aplicou-se novamente o mesmo questionário para verificar as taxas de mudança da AF ao longo do tempo. Os resultados do TGMD-2 apresentaram que nenhuma criança atingiu desempenho, acima do esperado, 16% dentro do esperado, enquanto 84% estavam abaixo do esperado. Ao observarmos a mudança intra individual, 58% das meninas e 52% dos meninos apresentaram perdas, e 42% das meninas e 48% dos meninos ganharam pontos na TM ao longo dos anos. Foram encontradas correlações positivas e estatisticamente significantes entre a TM da AF e o QMG do TGMD-2 e entre a TM e a avaliação de controle do objetos do TGMD-2 somente nas meninas. O modelo de regressão múltipla revelou que o QMG é o melhor preditor da AF e responde por 60,7% das taxas de mudança das meninas de Muzambinho. Portanto, concluímos que possivelmente as habilidades motoras, podem prever os níveis de atividade física ao longo do tempo / Thinking about the possible determinants of physical activity promotion the aim of this study was to investigate whether there is an association between the performance of fundamental movement skills at seven years of age and the rate of change in physical activity levels after three years We had 37 children participating in this sample (12 girls and 25 boys) from 7 years old in the Muzambinho/MG. In november of 2005 was applied an evaluation of gross motor skills (TGMD-2) Godin and Shepard (1985) questionnaire for PA analysis. After three years, we applied the questionnaire again to check the rates of change (RC) of PA over time. The results of TGMD-2 showed that no child reached the expected performance above, 16% within the expect, while 84% were below expectations. Looking at the intra individual change, 58% of girls and 52% of boys showed losses and 42% of girls and 48% of boys earned points in RC over the years. It was found positive correlations and statistically significant between the RC of PA and the GMQ of TGMD-2 and between RC and evaluation of control objects TGMD-2 only in girls. The multiple regression model revealed that GMQ is the best predictor of PA and corresponds to 60.7% of the rates of change of Muzambinho girls. Therefore, the conclusion thats possibly the motor skills may provide the levels of physical activity over time

O objetivo deste estudo foi analisar a influência de uma Unidade de Ensino de um programa de Educação Física no desenvolvimento motor dos alunos de uma escola de Educação Infantil do município de São Paulo, com o intuito de destacar a relevância do ensino do aspecto motor nas aulas de Educação Física nos anos iniciais da Educação Básica. Participaram desta pesquisa 52 crianças, que foram divididas em dois grupos. O grupo Experimental participou durante 3 meses, de 24 aulas de Educação Física no estilo tarefa, com frequência de 2 aulas (50 minutos) semanais, nos demais dias da semana foram oferecidos 50 minutos de atividades livres, apenas com a supervisão da professora. O grupo Controle participou durante este período 5 dias por semana apenas das atividades livres. O grupo Experimental foi composto por 26 crianças, sendo 12 meninos e 14 meninas, com idade média de 5±0,49 anos de idade e o grupo Controle foi composto por 26 crianças de ambos os sexos, sendo 12 meninos e 14 meninas, com idade média de 05±0,50 anos de idade. Para a análise do desenvolvimento motor das crianças foi utilizado o teste TGMD-2 (test of Gross Motor Development - Second Edition). Todas as crianças realizaram o teste proposto em dois momentos, antes e após as aulas do presente estudo. Os resultados demonstram que ambos os grupos eram semelhantes na primeira coleta. Em relação ao efeito das aulas de Educação Física, foi verificado efeito positivo no grupo Experimental em relação ao grupo controle F(1,50)=29,56, p<0,001, \'w\'=0,61, no valores referentes ao Escore Bruto. Com suporte dos resultados da presente pesquisa, podemos indicar que aulas de Educação Física para a Educação Infantil com conteúdo sistematizado, objetivos direcionados à aquisição das habilidades motoras básicas, instruções adequadas e ministradas por profissional de Educação Física podem melhorar o desenvolvimento motor das crianças / The objective of this study was to analyze the influence of a Unit Plan of a Physical Education program on the motor development of students from a public preschool of São Paulo city. Fifty-two children participated in this study, which were divided into two groups. The experimental group consisted of 26 children, 12 boys and 14 girls, with a mean age of 5±0.49 years old and the control group consisted of 26 children of both genders, 12 boys and 14 girls, mean age of 5±0.50 years old. For the motor development analysis of the children, the TGMD-2 test (Test of Gross Motor Development - Second Edition) was used. All the children performed the proposed test in two moments, before and after the classes of the present study. The results show that although the groups did not present differences in the first collection, the children of the experimental group presented values of Raw Scores higher than the children in the control group for the objects control and locomotion abilities. Based on the results of the present research, we can indicate that Physical Education classes for preschool education with systematized content, objectives directed to the acquisition of fundamental motor skills, adequate instructions and given by Physical Education Teacher Education can improve children\'s motor development

Pensando nos possíveis determinantes da promoção da atividade física o objetivo deste estudo foi a investigar se há associação entre o desempenho das habilidades motoras fundamentais aos sete anos de idade e a taxa de mudança nos níveis de atividade física após três anos. Participaram da amostra 37 crianças (12 meninas e 25 meninos) a partir dos sete anos de idade da cidade de Muzambinho/MG. Em novembro/2005 foi aplicada avaliação das habilidades motoras grossas (TGMD-2) que foi determinado pelo Quociente Motor Geral (QMG) e o questionário de Godin e Shepard (1985) para análise da AF. Após três anos, aplicou-se novamente o mesmo questionário para verificar as taxas de mudança da AF ao longo do tempo. Os resultados do TGMD-2 apresentaram que nenhuma criança atingiu desempenho, acima do esperado, 16% dentro do esperado, enquanto 84% estavam abaixo do esperado. Ao observarmos a mudança intra individual, 58% das meninas e 52% dos meninos apresentaram perdas, e 42% das meninas e 48% dos meninos ganharam pontos na TM ao longo dos anos. Foram encontradas correlações positivas e estatisticamente significantes entre a TM da AF e o QMG do TGMD-2 e entre a TM e a avaliação de controle do objetos do TGMD-2 somente nas meninas. O modelo de regressão múltipla revelou que o QMG é o melhor preditor da AF e responde por 60,7% das taxas de mudança das meninas de Muzambinho. Portanto, concluímos que possivelmente as habilidades motoras, podem prever os níveis de atividade física ao longo do tempo / Thinking about the possible determinants of physical activity promotion the aim of this study was to investigate whether there is an association between the performance of fundamental movement skills at seven years of age and the rate of change in physical activity levels after three years We had 37 children participating in this sample (12 girls and 25 boys) from 7 years old in the Muzambinho/MG. In november of 2005 was applied an evaluation of gross motor skills (TGMD-2) Godin and Shepard (1985) questionnaire for PA analysis. After three years, we applied the questionnaire again to check the rates of change (RC) of PA over time. The results of TGMD-2 showed that no child reached the expected performance above, 16% within the expect, while 84% were below expectations. Looking at the intra individual change, 58% of girls and 52% of boys showed losses and 42% of girls and 48% of boys earned points in RC over the years. It was found positive correlations and statistically significant between the RC of PA and the GMQ of TGMD-2 and between RC and evaluation of control objects TGMD-2 only in girls. The multiple regression model revealed that GMQ is the best predictor of PA and corresponds to 60.7% of the rates of change of Muzambinho girls. Therefore, the conclusion thats possibly the motor skills may provide the levels of physical activity over time

Thesis (M.A. (Psychology)) --University of Limpopo, 2004. / The purpose of this study was to investigate whether poor motor skills are associated with ADHD. Afrikaans speaking primary school children were screened for ADHD with the Disruptive Behaviour Disorder scale (DBD). They were matched for gender and age with a normal group without ADHD symptoms. The children (31 ADHD and 31 Controls) were assessed for fine motor skills on three instruments: the Grooved pegboard, Maze co­ ordination and Finger tapping tests. To some degree all three tests of fine motor skills revealed poorer performances in the ADHD group than in the normal group. The finger­ tapping test showed the least discrimination between the groups. The girls performed significantly poorer on all tests. There were statistically significant effects of hand dominance. Results show that tests for fine motor skills discriminate between children with ADHD and normal comparisons. These results appear to support the hypothesis that poor motor skills are associated with ADHD.

A dança é geralmente considerada uma prática artística com exigências físicas semelhantes aos esportes. Para os cientistas em medicina da dança, o dançarino é reconhecido como um artista-atleta, então mapear as necessidades de saúde e a condição física do dançarino pode ser útil para entender a carreira e garantir que o corpo dos bailarinos seja preparado adequadamente para alcançar o escopo da criatividade. A taxonomia é o estudo científico responsável pela classificação sistemática e organização das categorias. A taxonomia psicomotora, baseada no consenso dos especialistas, sistematizou hierarquicamente o fenômeno da dança como um sistema de dança do motor. Este estudo propõe uma taxonomia psicomotora para seis diferentes estilos de dança (balé clássico, dança contemporânea, salão de baile, dança do ventre, urbano e jazz), examinando os elementos e capacidades físicas semelhantes, identificáveis, mensuráveis e críticas para o entendimento do Sistema de Atividade Motora da Dança. A partir da premissa de análise de tarefas, foram usados para validar a taxionomia o método de conteúdo de Fehring e o método de consenso Delphi, a proposta da taxonomia foi organizada sistematicamente em elementos e capacidades físicas selecionados com base no conhecimento de especialistas. A lista validada de elementos essenciais consiste em 10 elementos motores fundamentais para a execução dos seis estilos de dança e 10 capacidades físicas essenciais comuns aos elementos analisados. As capacidades mais importantes validadas pelos especialistas em saúde e dança para o Sistema de Atividade Motora da Dança foram coordenação, orientação espaço-temporal e força, enquanto as capacidades menos importantes validadas foram agilidade, flexibilidade e impulso. A taxionomia do Sistema de Atividade Motora da Dança foi composto por um conjunto de habilidades motoras de dança (sequência coreográfica, dança de improvisação e sequência de dança), elementos (postura dos pés, postura, transferência de peso, chute, dissociação, giro, salto, queda, elevação e deslocamento), e capacidades físicas (força, potência, resistência, coordenação, agilidade, equilíbrio, flexibilidade, impulso, ritmo e orientação espaço-temporal) necessárias para a realização de qualquer estilo de dança / Dancing is usually considered an artistic practice with physical demands similar to sports. To scientists in dance medicine, the dancer is recognized as a merged artist-athlete, so mapping the health needs and physical condition of the dancer may be useful to understand the career and to ensure the dancer\'s body is optimal to achieve the scope of one\'s creativity. Taxonomy is the scientific study responsible for the systematic classification and organization of categories. This study proposed a psycomotor taxonomy for six different dance styles (classical ballet, contemporary dance, ballroom, belly dance, urban, and jazz), screening the elements and similar physical capacities, which are identifiable, measurable, and critical to the Dance Motor Activity System. From the premise of task analysis, the Fehring content method and the Delphi consensus method were used to validate the proposed taxonomy based on experts\' knowledge, and we systematically organized the elements and physical capacities selected by the task analysis. The validated list of essential elements consisted of 10 fundamental motor elements and 10 essential physical capacities common to the six dance styles analyzed. The least important capacities validated by the health and dance experts for the Dance Motor Activity System were agility, flexibility, and impulse, whereas the most important capacities were coordination, spatio-temporal orientation, and strength. The psycomotor taxonomy, based on the consensus of the experts, hierarchically systematized the phenomenon of dance as a Dance Motor System. This was composed of a set of dance motor skills (choreographic sequence, improvisation dance, and dance sequence), elements (posture of the feet, stance, weight transfer, kick, dissociation, turn, jump, fall, lifting, and traveling), and physical capacities (strength, power, resistance, coordination, agility, balance, flexibility, impulse, rhythm, and spatio-temporal orientation) required for the performance of any give dance style

Master of Applied Science / The aim of this investigation was to investigate the effects of computer-based visual feedback in the teaching of singing. Pitch accuracy, a readily-measured parameter of the singing voice, was used in this study to gauge changes in singing for groups with and without visual feedback. The study investigated whether the style of feedback affects the amount of learning achieved, and whether the provision of concurrent visual feedback hampers the simultaneous performance of the singing task. The investigation used a baseline–intervention–post-test between-groups design. Participants of all skill levels were randomly assigned to a control group or one of two experimental groups – with all participants given one hour of singing training. At intervention, the two experimental groups were offered one of two different displays of real-time visual feedback on their vocal pitch accuracy, while control participants had a non-interactive display. All sessions were recorded, and the vocal exercise patterns performed at baseline, intervention and post-test phases were acoustically analysed for pitch accuracy. Questionnaires assessed both general health and the amount of singing and music training of all participants; people in the two experimental groups were also given a further questionnaire about the visual feedback. The results indicate that visual feedback improves pitch accuracy in singing. Cognitive load related to the decoding of visual information was a factor at intervention. At post-test, the two groups who had used real-time visual feedback demonstrated marked improvement on their initial pitch accuracy. There was no significant difference between the results of participants from the two experimental groups, although the participants with some background in singing training showed greater improvement using a simpler visual feedback design. The findings suggest that a hybrid approach integrating standard singing teaching practices with real-time visual feedback of aspects of the singing voice may improve learning.

<p>The aim of this study was to explore the use of play with toddlers who are HIV positive to facilitate play, playfulness and sensory-motor development. The objectives were to explore how the therapist facilitated play, to explore how the child responded to the intervention, to explore how playfulness manifested as a facilitatory strategy and to explore how playfulness manifested as a response. A qualitative approach framed the case study research method with three participants between the ages of twelve months and three years. The main source of data was a record of the play-based intervention with the three participants. Additional data was obtained from participant observation of the children&rsquo / s responses to the play-based intervention, and hospital and occupational therapy record notes. A theory analytical strategy was used by coding data using theoretic propositions inductively. Each case was first analyzed individually, and then an analysis was made across the cases. Qualitative analysis of the data was done manually by coding, seeking categories and eliciting emergent themes by using an analytical strategy of theoretical propositions and an analytical technique of explanation building. Coding was done inductively, using theoretical constructs from the occupation by design, namely the elements of appeal, intactness and accuracy. Signs of playfulness were coded according to evidence of the elements of playfulness, namely perception of control, intrinsic motivation, suspension of reality or framing were evident in the data. Findings of the study were reported under two themes: Playful enablement &ndash / the therapist and Engaging, playing and developing &ndash / the child.</p>

Background: For children with developmental coordination disorder (DCD), the acquisition and performance of everyday visual-motor activities such as buttoning, shoe tying, cutting with scissors or writing, presents a major challenge. Regardless of the activity considered, children with DCD are typically slower and less accurate than their peers. Given the well-acknowledged difficulties of children with DCD, it is surprising to find very few research studies systematically exploring visual-motor skill acquisition and performance in children with DCD. Objective: The overall objective of this study was to systematically describe visual-motor skill acquisition and task performance in children with DCD. Methods: Twenty-four children (8 years 11 months to 12 years 11 months) were recruited for this study; 12 children with DCD, 12 children developing typically with regards to their motor skills. A computer-based aiming task completed with three different cursor controls of increasing levels of difficulty (mouse, joystick, novel controller) was designed for this study. Mixed-effect modelling and visual graph analyses were performed to describe the influence of motor ability and task difficulty on visual-motor skill acquisition and task performance. Results: Motor ability modulated the impact of task difficulty on visual-motor skill acquisition and task performance. Children with DCD were as fast and as accurate as their peers in their initial performance of the simple, well-learned task (mouse). However, they were slower and less accurate when performing the complex and novel visual-motor task. Over repeated trials, the visual-motor task performance of children with DCD improved on all tasks, even for the simple. With regard to the complex, novel task, once children with DCD understood the features of the task, their performance also improved and approached that of their peers. Conclusion: While children with DCD can generally be characterized as less accurate and slower than their peers, this characterization needs to be specified and qualified; it is probably best not applied to a well-learned task.

The purpose of this study is to evaluate the association between sustained-release morphine (Avinza®), and performance on neuropsychological tests assessing short term memory, information processing, and motor skills in chronic pain patients, while controlling for stages of pain model variables and the effects of benzodiazepines. A convenience sampling procedure was utilized to enroll a sample of patients who had a trial of short-acting narcotic analgesics for their chronic non-malignant pain. Enrolled patients were treated with long-acting morphine Avinza.® Patient interviews were conducted at enrollment and one-month follow-up. A total of 129 patients were enrolled in the study. Mean pain intensity ratings at the highest, lowest, and average levels in the previous week were lower at follow-up (10.90, 4.56. 7.64) than at baseline (12.71, 6.76, 10.01) respectively. Reduction in pain levels was associated with a corresponding reduction in levels of pain unpleasantness, pain suffering, and pain behaviors. The models evaluating the associations between the stages of pain model variables, morphine dose, benzodiazepine dose, and digit span test (chi square = 147.79, p = 0.76), digit symbol test (chi square = 128.06, p = 0.5), and paced auditory serial attention test fit the data well (chi square = 160.39, p = 0.85). There was a statistically significant inverse association between frequency of pain behaviors and digit span test scores at baseline (-0.49, p = 0.01). Although the association between pain behaviors and digit symbol test scores (- 17. 0 %, p = 0.09) and paced auditory serial addition test scores (-4.0%, p = .28) at baseline were not statistically significant, a large negative effect was found. At follow-up, the association between pain behaviors and digit span test was positive and not significant. The negative association between frequency of pain behaviors and digit symbol test scores (-4.4%, p = 0.67 ) and paced auditory serial addition test scores (-2.8%, p = 0.21) at follow-up were considerably weaker. There were no significant association between opioid dose and cognitive function test scores. Opioid therapy, particularly, sustained release morphine therapy (Avinza) does not contribute to cognitive impairment in chronic pain patients. / text

Abstract   This examination work is about the role of physical activity for students with concentration difficulties. The purpose of this work is to describe educators experiences of how students with concentration difficulties are affected by physical and motor activity during school-time in primary school. In the work I assume from my questions that are: How do educators experience students with concentrations difficulties? Do educators think physical and motor training during school-time matter for the students learning processes? How? Do students with concentration difficulties have other possibilities than other students regarding physical and motor activity during school-time? I am using a qualitative interview method for answering my questions. The interviews are conducted in collaboration with three educators in a medium-sized Swedish F-6 school. The results of the interview study are compiled and analyzed in a discussion section where even earlier research and literature are processed. The conclusions that I have reached in my examination work are that educators have considerable knowledge and experience of students who have concentration difficulties both with and without a diagnosis. It also appeared that students with concentration difficulties might get other opportunities for education but not in scheduled physical and motor training during school-time. Finally, it was also the physical and motor activity that play a role in student learning, not only students with concentration difficulties but for all students. / Sammanfattning   Detta examensarbete handlar om den fysiska aktivitetens roll för elever med koncentrationssvårigheter. Syftet med arbetet är att beskriva pedagogers erfarenheter av hur elever med koncentrationssvårigheter påverkas av fysisk och motorisk aktivitet under skoltid i grundskolans tidigare år. I arbetet utgår jag ifrån mina frågeställningar som är: Vilka erfarenheter har pedagogerna om elever med eller i koncentrationssvårigheter? Spelar den fysiska och motoriska aktiviteten under skoltid någon roll för elevernas lärande, enligt pedagogerna, i så fall hur? Får elever med koncentrationssvårigheter andra möjligheter än övriga elever gällande fysisk och motorisk aktivitet under skoltid? Jag använder mig av en kvalitativ intervjumetod för att besvara mina frågor. Intervjuerna görs i samarbete med tre pedagoger i en medelstor svensk F-6 skola. Resultatet av intervjustudien sammanställs och analyseras i en diskussionsdel där även tidigare forskning och litteratur bearbetats. De slutsatser jag kommit fram till i mitt examensarbete är att pedagoger har stor kunskap och erfarenhet av elever som har koncentrationssvårigheter både med och utan någon diagnos. Det kom även fram att elever med koncentrationssvårigheter får till större utsträckning andra möjligheter i undervisningen men inte gällande schemalagd fysisk och motorisk träning under skoltid. Slutligen framgick det även att fysisk och motorisk aktivitet spelar roll för elevers lärande, inte enbart elever med koncentrationssvårigheter utan för alla elever.