Thesis (MHSc--Health Science) -- Auckland University of Technology, 2005. / Also held in print (93 leaves, 30 cm.) in Akoranga Theses Collection (T 615.85153 HIN)

Thesis (M.S.)--University of Michigan, 1968.

There is growing interest in determining the nature of children’s activity profiles. Recreational activities are considered to be a vital part of the development of children (King et al., 2003). Participation in recreation positively influences the development of skills and competences, social relationships, and long-term physical health (Law et al., 2006). Recently, the importance of fundamental motor skills and perceived physical competence towards lifetime participation in movement and physical activity has gained increased attention (Robinson, 2011). Stodden et al. (2008) proposed a model in which the reciprocal and dynamic relationship between motor skill competence and physical activity was central. Stodden and colleagues’ posited that in middle-childhood motor skill proficiency directly influences participation and also indirectly influences participation via perceptions of physical competence. The aim of this study was to examine the relationship between motor skill proficiency (MS), perceptions of physical competence (PPC) and participation in active recreation and physical activities by boys and girls in grade 2. Participants were 398 grade 2 children (mean age= 7 years 8 months, girls = 201) from eight elementary schools. Locomotor skills (LM) and object control skills (OC) were assessed in physical education using the Test of Gross Motor Development-2 (TGMD-2). Participation in recreation and physical activities was assessed using the Children's Assessment of Participation and Enjoyment (CAPE). Perceptions of physical competence were assessed using the Pictorial Scale of Perceived Competence and Social Acceptance (PSPCSA). Descriptive statistics were calculated for five dimensions (diversity, intensity, with whom, where, and enjoyment) of participation, PPC, OC, and LM; and analyses of variance (ANOVA) were used to examine differences between boys and girls for all variables. Pearson product moment correlation coefficients were computed to examine the relationships between motor skills, perceptions of physical competence, and participation in CAPE activity categories of all children and boys and girls separately. Linear regression was used to predict the participation from motor skills and PPC. Overall children participated in more recreational activities and social activities than active recreational pastimes and organized sports. There were no differences between the rate of boys’ and girls’ participation in recreational activities, physical activities, organized sport, and active physical recreation. Girls participated in social activities, skill-based activities, and self-improvement activities more than boys. Girls’ locomotor proficiency and PPC were significantly higher than boys, while boys’ object control proficiency was significantly higher than girls. The relationships between motor skills and participation in CAPE activity categories was consistent and notable for boys, particularly between object control skills and the more active categories of participation. Whereas, there were only two significant relationships between motor skills and participation for girls; object control skills was significantly associated with participation in physical activities and active physical recreation. For boys, PPC was positively associated with all CAPE activity categories except for engagement in self-improvement activities. For girls, PPC was positively associated with participation in social activities, skill-based activities, and active physical recreation. Regression analysis revealed that PPC accounted for 4% of the shared variance in girls’ participation in active physical recreation. For boys, PPC and object control skills accounted for 12.3% of the shared variance in participation in active physical recreation, and object control skills accounted for 5% of the variance in organized sport. These findings illustrate that children participated most often in less physically active recreational activities. There were notable sex-based differences in the relationships between MS, PPC, and participation in CAPE activities. For girls there were few significant relationships between motor skills, perceptions of physical competence and CAPE activity categories. In this study findings suggest that for grade 2 boys, participation in leisure activities is affected by motor skills directly. But this model was not significant for girls. For girls, only perceptions of physical competence predicted active physical recreation. However, findings of the present study suggest that childhood object control proficiency and perceptions of physical competence predicted subsequent time spent in leisure activities, at least for boys. In relation to the Stodden et al. model of developmental mechanisms influencing physical activity trajectories, this study suggests that object control skills may be playing both a direct and indirect role in boys’ participation in active physical recreation and a direct role in their participation in organized sport. For girls in grade 2, the influence of motor skill proficiency is less evident, but their perceptions of competence may play somewhat of a role in their participation in active physical recreation. / Graduate / elnazmiry@yahoo.com

O objetivo do presente estudo foi propor um modelo de identificação de atletas escolares com idades entre 13 e 14 anos com altas habilidades motoras para a prática do handebol. Foram selecionadas para a amostra 153 meninas, dentre elas 100 que participam do Campeonato Estadual de Handebol e 53 meninas finalistas dos Jogos Escolares do Rio Grande do Sul. Foram aferidas as variáveis: peso, estatura, IMC, envergadura, flexibilidade, estatura sentada, comprimento de membros inferiores, comprimento mão dominante longitudinal, comprimento mão dominante transversal, comprimento mão longitudinal, comprimento mão transversal, força resistência abdominal, força explosiva de membros superiores, força explosiva de membros inferiores, agilidade, velocidade, resistência cardiorrespiratória, movimento defensivo, slalon, salto no quadrado e maturação somática. Para propor o modelo de identificação das atletas escolares, recorreu-se ao método da Análise da Função Discriminante e foi utilizado o pacote estatístico SPSS, versão 23. Os resultados apresentaram que as atletas federadas apresentaram médias iguais ou superiores em todas as variáveis. As variáveis que apresentaram diferença significativas através da ANOVA foram: flexibilidade, comprimento mão dominante longitudinal, comprimento mão longitudinal, força resistência abdominal, força explosiva de membros inferiores, agilidade, movimento defensivo e slalon. Os dados da comparação entre os dois grupos demonstraram que a função foi significativa (p≤0,05), teve uma boa correlação canônica (0,590) e ainda apresentou um Lambda de Wilk médio (0,652). As variáveis indicadoras de identificação de atletas escolares foram: flexibilidade, força resistência abdominal, força explosiva de membros inferiores, agilidade, movimento defensivo e slalon. Os valores médios de centroide dos grupos federadas e escolares foi, respectivamente (-0,434) e (0,819). Cumprindo o objetivo do trabalho, temos a equação final capaz de identificar atletas escolares com altas habilidades motoras para o handebol. Y = (FLE x -0,039) + (FRA x -0,049) + (FEMI x 0,002) + (AGI x 0,137) + (MD x 0,197) + (SLA x 0,175) – 2,966 com ponto de corte de 0,192. Conclui-se que foi obtido um instrumento capaz de selecionar atletas escolares com altas habilidades motoras para o handebol com perfil na participação em equipes que participam de campeonatos da federação. / The aim of the present study was to propose a model of identification of school athletes aged between 13 and 14 years old with high motor skills for handball practice. A total of 153 girls aged 13 to 14 years old were selected, among them 100 girls who participated in the State Handball Championship and 53 girls finalists of the School Games in Rio Grande do Sul. The following variables were assessed: weight, height, BMI, length of the upper limbs, longitudinal dominant hand length, longitudinal hand length, longitudinal hand length, transverse hand length, abdominal strength, upper limb explosive strength, lower extremity explosive force, agility, speed, cardiorespiratory resistance, defensive movement, slalon, jump in the square and somatic maturation. In order to propose the model of the identification of the school athletes, the Discriminant Function Analysis method was used and the statistical package SPSS, version 23 was used. The results showed that the federated athletes had equal or superior means in all the variables. The variables that presented significant differences through ANOVA were: flexibility, longitudinal hand length, longitudinal hand length, abdominal strength, explosive strength of lower limbs, agility, defensive movement and slalom. Data from the comparison between the two groups showed that the function was significant (p≤0.05), had a good canonical correlation (0.590) and still had an average Wilk Lambda (0.652). The variables indicative of identification of school athletes were: flexibility, strength abdominal resistance, explosive strength of lower limbs, agility, defensive movement and slalom. The mean centroid values of the federated and school groups were, respectively (-0.434) and (0.819). Fulfilling the objective of the work, we have the final equation capable of identifying school athletes with high motor skills for handball. Y = (FLE x -0.039) + (AS x -0.049) + (ESLL x 0.002) + (AGI x 0.137) + (DM x 0.197) + (SLA x 0.175) - 2.666 with cutoff point of 0.192. It was concluded that an instrument was obtained able to select school athletes with high motor skills for the handball with profile in the participation in teams that participate in federations championships.

Magister Artium (Sport, Recreation and Exercise Science) - MA(SRES) / Through the process of motor learning and control, new skills are then developed. There are various physical activities that enable the development of new motor skills, one being dance. Numerous studies have found that dance has improved sensorimotor control of body sway following just a single dance session. Furthermore, learning dance engages a variety of cognitive resources that improve postural control of children. Dancing therefore contributes to the development and refinement of the fundamental motor skills like gait and balance. The aim of this research was to determine the effect of dance training on gait and balance of Grade R and Grade 7 school children, and to investigate which age group would best demonstrate these effects. This study was conducted using an intervention and control group. The Grade R intervention group constituted a sample of thirty-four participants, the Grade R control consisted of twenty-seven participants, the Grade 7 intervention group and control group consisted of twenty-one participants each. Three different testing instruments were used; a 10-meter walk test for stride pattern analysis, a dynamic balance test known as the tandem gait and the static balance test known as the tandem stance balance test. Both the control and experimental group were required to perform these tests before and after the intervention period. The dance training lasted a period of six weeks and was conducted on a weekly basis. Following the intervention it was found that only Grade R stride pattern in terms of stride frequency was significantly changed and that no significant changes were seen at any time for Grade 7 children stride pattern and balance. The balance changes were seen for both Grade R intervention and control groups, showing that the children were improving with physical activity, which cannot be attributed to dance alone. This highlights that training should be started at the young age, and that physical activity programs like dance are good and diverse options to consider when designing such activities.

Orientadores: Antonio de Azevedo Barros Filho, Vanda Maria Gemenez Gonçalves / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas / Made available in DSpace on 2018-08-15T16:29:28Z (GMT). No. of bitstreams: 1 Bobbio_TatianaGodoy_D.pdf: 17147167 bytes, checksum: 2ff42fc873a798ef08cfb1463200833b (MD5) Previous issue date: 2010 / Resumo: Função motora se refere a fatores que envolvem a habilidade de usar e controlar os músculos estriados, responsáveis pela movimentação voluntária e é mais usada na área de coordenação motora. Função cognitiva entende-se por fases do processo de informação como percepção, aprendizagem, memória, atenção, vigilância, planejamento, raciocínio e solução de problemas. E o desempenho escolar, por fazer uso de todas as fases, pode ser definido como uma de suas ramificações do processo cognitivo. O desenvolvimento dessas duas funções era estudado separadamente, porém, atualmente, pesquisas têm demonstrado que estruturas cerebrais essenciais para a função motora, também são essenciais para as funções cognitivas e vice-versa. Os objetivos desse trabalho foram: (1) realizar revisão sistemática da literatura para investigar a relação entre estas funções, (2) avaliar a função motora e desempenho acadêmico de crianças de níveis socioeconômicos distintos e (3) observar a existência de associação entre a função motora e desempenho acadêmico. Foram avaliadas 02 crianças da primeira série do ensino Fundamental: 203 da escola pública e 199 de escola particular quanto à função motora por meio do Exame Neurológico Evolutivo ao inicio e ao final do ano letivo e quanto ao desempenho acadêmico por meio do Teste de Desempenho Escolar ao final do ano letivo. Um questionário contendo informações sobre os pais e a criança foi respondido previamente, pelo responsável. As escolas foram selecionadas intencionalmente para representar os dois níveis socioeconômicos distintos pretendidos. Na análise dos dados foram utilizados o teste qui-quadrado e razão de chances (odds ratio) pelo método de regressão logística multinomial. Para comparação entre as médias dos grupos utilizou-se o teste T de Student e Análise de Variância. Foi observada associação entre função motora e desempenho acadêmico, sendo que crianças com baixo escore na função motora apresentaram mais chance de baixo desempenho acadêmico. Sendo que crianças que passaram em menos provas de coordenação entre os membros apresentaram maior chance de baixo desempenho escolar comparadas as crianças que passaram em menos provas de controle motor fino seguido das provas de habilidades visuo-motora . Considerando o escore total na avaliação da função motora, as crianças da escola pública apresentaram uma escore médio significativamente mais baixo que as crianças da escola particular na tanto na avaliação inicial quanto na final. A coordenação entre os membros foi a categoria motora que mais contribuiu para a diferença entre as escolas. Ao comparar a primeira e a segunda avaliação em cada escola separadamente, pode-se verificar uma melhora na função motora ao longo do ano letivo, porém o percentual de melhora foi maior na escola pública. Existe relação entre função motora e desempenho acadêmico, sendo que dificuldade motora pode contribuir para o fraco desempenho acadêmico. As crianças de nível socioeconômico menos favorecido têm desempenho mais baixo na função motora quando comparadas às crianças de nível socioeconômico mais favorecido / Abstract: Motor function refers to factors involving the ability to use and control the striated muscles that are responsible for voluntary movement, and is most used in the area of motor coordination. On the other hand, cognitive function refers to phases in processing information such as perception, learning, memory, attention, awareness, planning, reasoning and problem solving. Due academic performance use all these phases, so it can be defined as part of cognitive function. The development of these two functions has been studied separately; however, recent studies have shown that the brain structures that are essential for motor function are also essential for cognitive function and vice-versa. The objectives of this study were to perform a systematic review of the literature to investigate the relationship between these functions, to evaluate motor function and academic performance in children from different socioeconomic backgrounds and to verify the existence of a relationship between motor function and academic performance. A total of 402 first-graders, 203 in a public elementary school and 199 in a private school, were evaluated with respect to motor function using a Developmental Neurological Examination at the beginning and at the end of the academic year. The children's academic performance was evaluated using the School Performance Test at the end of the academic year. A questionnaire requesting information on the parents and child was previously filled out by the child's guardian. The schools were selected intentionally to represent the two different socioeconomic levels required by the protocol. Data were analyzed using the chi-square test of association and odds ratios according to the multinomial logistic regression method. Student's t-test and analysis of variance were used to compare means between groups. An association was found between motor function and academic performance, a lower score for motor function being associated with poorer academic performance. The risk of poor academic performance was greater when based on the interlimb coordination test rather than on any of the other categories investigated. The mean overall score obtained in the evaluation of motor function was 17.8 for the children in the public school and 19.7 for those in the private school at the first evaluation and 19.7 and 20.5, respectively, at the second evaluation, with a statistically significant difference between these means at both evaluations. Interlimb coordination was the motor category that most contributed to this difference between the schools. Comparing the first and second evaluation in each school separately, an improvement was found in motor function during the academic year; however, the percentage of improvement was greater in the public school. There is an association between motor function and academic performance, poor motor function possibly contributing towards poor academic performance. Children from less favorable socioeconomic backgrounds have poorer motor function compared to children of higher socioeconomic levels / Doutorado / Saude da Criança e do Adolescente / Doutor em Saude da Criança e do Adolescente

Orientador: Edison Duarte / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Física / Made available in DSpace on 2018-08-26T09:37:56Z (GMT). No. of bitstreams: 1 Godoy_PriscilaSamora_M.pdf: 1198689 bytes, checksum: ef15372e9acbbdb7c65d6343484069d4 (MD5) Previous issue date: 2014 / Resumo: O Handebol em Cadeira de Rodas (HCR) é uma adaptação do jogo de Handebol convencional, a partir do qual se mantém quase todas as regras e as modificações básicas: o uso da cadeira de rodas e a redução das dimensões da baliza do gol. Tendo em vista a diversidade de causas de deficiências físicas dos jogadores de HCR, faz-se necessário o uso do sistema de Classificação Funcional (CF), com olhar sob a limitação esportiva de cada atleta, objetivando assim garantir a igualdade de condições para disputa, o que gera a redução da probabilidade de uma competição unilateral. Dessa forma, o presente estudo teve como objetivo avaliar as habilidades motoras de jogadores de HCR, e fazer relação destas com as variáveis de gênero e Classificação Funcional. Participaram da amostra do 47 atletas de HCR (36 homens e 11 mulheres), avaliados de forma transversal pela bateria de teste Costa e Silva (2011). Os resultados demonstraram que não foi encontrada correlação entre gênero e as variáveis de bloqueio e condução de bola; contudo, entre as variáveis de gênero e velocidade encontrou-se uma correlação inversa fraca (rho=-0,34, p=0,01), e entre as variáveis de gênero e passe foi encontrado uma correlação moderada (rho=0,45, p=0,001). Analisando-se o desempenho por CF, pôde-se verificar que não houve diferenças significativas entre esta variável e os testes de bloqueio, condução de bola, e velocidade. Já para o teste de passe foi encontrada uma correlação fraca (rho=0,35, p=0,01) e diferenças significativas entre a classe 1.0 para as demais. Como conclusão, o estudo mostra que as diferenças do gênero se deram apenas no teste de velocidade e passe, sendo o gênero masculino mais eficaz que o gênero feminino. Mostra também que diferentes classes funcionais não apresentam diferenças significativas no desempenho da maioria das habilidades motoras específicas do HCR, de modo que esta diferença é vista apenas no teste de passe, no qual a classe 1.0 teve scores piores que as demais classes funcionais / Abstract: Wheelchair handball, is an adaptation of conventional Handball game and maintained all the rules with two modifications: use of a wheelchair and reduction of the goal size. Some motor skills are presented as especific in this modality: throwing, blocking, driving ball, propulsion, pass and reception; however, even if the athlete is able to acquire these skills, it is possible these are not performed due to the small volume of action that disability entails. The variety of physical disability from wheelchair handball players, to do a functional classification process to show limitations from each athlete, need the equality condictions to contest game. Thus, this research aimed to evaluate wheelchair handball players motor skills, and do the relationship from motor skills with gender and functional classification. Participated 47 wheelchair handball athletes (36 men and 11 women); they were evaluated in a cross form performing the tests from Costa e Silva (2011) battery. Results showed that there isn 't correlations between gender and the blocking and driving ball tests, however between the gender and speed it was found a poor correlation (rho=-0,34, p=0,01); a moderate correlation (rho=0,45, p=0,001) has been found between gender and pass test. Considering the performance in each functional classifications, it was possible to check there were no significant diferences between these variables and the tests of blocking, driving ball and speed. In the pass test it was found a poor correlation (rho=0,35, p=0,01) and significative diferences between the classe 1.0 and the other. As conclusion, this research shows the gender diferences exist only in speed and pass tests, whereas men are more effective than women; and differentes functional class don't show significative diferences in performance in most of the wheelchair handball especific motor skills, wherein this difference is shown only in pass test, in which the class 1.0 had worse scores than the other / Mestrado / Atividade Fisica Adaptada / Mestra em Educação Física

Orientador: José Irineu Gorla / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Física / Made available in DSpace on 2018-08-27T10:04:56Z (GMT). No. of bitstreams: 1 Costa_LeonardoTrevisan_D.pdf: 1295698 bytes, checksum: dd829ee5c7be00232908df30ba152939 (MD5) Previous issue date: 2015 / Resumo: A literatura tem demonstrado que capacidades motoras bem desenvolvidas facilitam o funcionamento cognitivo de crianças. Entretanto, nenhum estudo nacional representativo abordou, até o presente, a associação entre habilidades motoras grossas e rendimento acadêmico em crianças brasileiras. Neste contexto, compreender as relações entre estas variáveis poderá fornecer informações úteis para implementação de programas de intervenção. Com isso, o objetivo deste estudo foi analisar as associações entre habilidades motoras grossas e rendimento acadêmico em escolares da rede regular do município de Votuporanga - SP. Para tanto, a amostra foi composta por 929 crianças de ambos os sexos, com idades entre 5 e 11 anos. Foram realizadas medidas antropométricas de peso corporal e estatura, para o cálculo do IMC, além da circunferência abdominal. Para as habilidades motoras, foi adotada a bateria de Teste de Coordenação Corporal para Crianças (Körperkoordination Test für Kinder ¿ KTK). Informações referentes ao nível habitual de atividade física foram coletadas por meio de questionários. Para o tratamento estatístico, foram utilizadas análises descritivas para caracterização da amostra, test t de Student, teste de independência do Qui-quadrado e regressão linear para verificar as relações entre habilidades motoras e rendimento acadêmico. Os resultados demonstraram que escolares com coordenação motora boa ou muito boa apresentam 7,9 mais chances de obter um conceito de rendimento acadêmico bom ou excelente em língua portuguesa e matemática quando comparados a estudantes com pertubação ou insuficiência motora. Em contrapartida, a participação em reforço escolar demonstrou um efeito negativo na habilidade motora (? = -0,207) de meninos (?=-0,222) e meninas (-0,207). Com isso, conclui-se que ocorre uma relação positiva entre coordenação motora e rendimento acadêmico tanto para meninos quanto para meninas. Além disso, verificou-se associação negativa entre reforço escolar e coordenação motora, sendo que, a amostra deste estudo que participava de reforço escolar apresentou uma tendência a terem desordens motoras / Abstract: The literature has shown that motor skills well developed support the cognitive functioning of children. However, no national representative study discuss, at the present, the association between motor skills and academic performance in brazilian children. In this context, understanding the relationships between these variables may provide useful information for implementation of intervention program. Thus, the aim of this study was to analyze the associations between gross motor skills and academic achievement of children from regular schools of Votuporanga ¿ SP. For this purpose, the sample consisted of 929 children of both sexs, aged 5 to 11 years. Anthropometric measurements of weight and height were measured to calculate BMI, beside waist circumference. For motor skills, we adopted the Body Coordination Test Battery for Children (Körperkoordination Test für Kinder - KTK). Information for the usual level of physical activity were collected through questionnaires. For statistical analysis, descriptive analyzes to characterize the sample were adopted, Student's t test, chi-square test of independence and linear regression to verify the relationship between motor skills and academic achievement. The results showed that students with good or very good motor coordination have 7.9 more chances to get a concept of good or excellent academic achievement in portuguese and mathematics when compared to students with disturbance or motor failure. However, participation in school support demonstrated a negative effect on motor skill (? = -0.207) in boys (? = -0.222) and girls (-0.207). Thus, it concludes that there is a positive relationship between motor coordination and academic achievement for both sex. In addition, there was a negative association between school support and motor coordination, and that children who participate in tutoring are more inclinable to have motor disorders / Doutorado / Atividade Fisica Adaptada / Doutor em Educação Física

The problem with which this investigation was concerned was that of determining the relationship of selected abilities to motor skill performance. Specifically this study analysed the performance trend on a gross motor task to determine the degree of relationship between the abilities: agility, balance, depth perception, flexibility, reaction time and speed of arm movement, and strength and performance scores on a wall volley task at successive stages of task practice.

Studiens syfte är att analysera pedagogers föreställningar av ”motorik och inlärning” i förskolan. Syftet har brutits ner till tre frågeställningar: Hur talar pedagoger i förskolan om motorik? Hur talar pedagoger i förskolan om inlärning? Hur beskriver pedagoger i förskolan motorik i förhållande till inlärning? Studiens teori och metod har en diskursanalytisk ansats. Diskursanalysen bygger på Frejes, Winther-Jørgensen och Philips teorier, vilket visar hur språket konstruerar verkligheten genom de strukturer som skapas. Empirin till studien har kommit till genom intervjuer av sammanlagt sju pedagoger från tre olika förskolor. Resultatet av den diskursiva analysen beskriver pedagogernas föreställningar gällande motorik och rörelse och hur dessa står i förhållande till varandra och hur detta möjliggör för barnets kognitiva inlärning. Det synliggörs hur pedagogens respektive förskolans roll positioneras utifrån diskursen.