published_or_final_version / Paediatrics / Master / Master of Philosophy

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The purpose of this study was to investigate the effects of easy listening popular music on the learning of a perceptual motor task by elementary school aged children. Specifically, forty nine grade four children were analyzed on learning five variables of a dribbling task either with or without background music. / The students' social behaviour for the nonmusic and music groups was also observed and analyzed. Finally, the subjects completed a written questionnaire which helped determine their personal preferences with respect to learning with background music. / A Group (2) by Trial (2) by Dribbling Variables (5) ANOVA with repeated measures on Trial was conducted on the dribbling performance scores. Results showed that there was no significant difference between the nonmusic and the music groups on these dribbling performances for four out of the five dribble variables. However, scores of the music group increased more than those of the nonmusic group for three of the five variables. Subjects in the music group demonstrated a more desirable social behaviour than the subjects in the nonmusic group. In addition, the subjects' responses to the questionnaire showed that an overwhelming number of subjects in both groups preferred to have background music played during activity. Therefore, background music may have an important place in the learning environment in terms of behaviour and attitude, which might ultimately enhance learning.

It was hypothesized that children with physical disabilities would show a deficit in procedural and declarative knowledge of ball catching compared to age-matched non-disabled children. The first group of children consisted of sixteen children with physical disabilities, three girls and thirteen boys, aged from 6 years and 5 months to 12 years and 6 months. Sixteen children, five girls and eleven boys, comprised the second group. Their age range was from 6 years and 4 months to 12 years and 2 months. All children were tested individually. / Procedural knowledge of ball catching was measured by a 15-task ball-catching hierarchy. The difficulty of the tasks ranged from easy, static tasks to more difficult ones which required some expertise. Non-disabled children demonstrated higher scores in procedural knowledge than children with physical disabilities. Higher scores in procedural knowledge of ball catching were also shown by older non-disabled children compared to their younger non-disabled peers, as well as by ambulatory children with physical disabilities compared to their non-ambulatory peers. / Declarative knowledge of ball catching was assessed by a 14-item multiple choice questionnaire. The two groups exhibited very similar declarative knowledge. Moreover, no differences regarding declarative knowledge were found between older and younger non-disabled children or between ambulatory and non-ambulatory children with physical disabilities. Further investigation revealed that the association between procedural and declarative knowledge of ball catching was only moderate. / It was suggested that procedural and declarative knowledge do not develop at the same rate and a deficit in procedural knowledge does not necessarily lead to a deficit in declarative knowledge. The relationship between the two types of knowledge may be more complex than initially hypothesized. (Abstract shortened by UMI.)

The purpose of the study was to determine if developmental differences existed between two age groups of children on a standardized measure of sensory and motor functions. Gender differences were also examined, as well as the gender-age interaction.Subjects were 119 normal children (55 males and 64 females). Classification of subjects into one of the two groups was based on age. Group 1 subjects ranged in age from 48 through 95 months (4 through 7 years), and Group 2 subjects ranged from 96 months ranged 167 months (8 through 13 years).The multivariate analysis of variance (MANOVA) indicated a significant main effect for age. The main effect for gender, and the age by gender interaction was not significant. A univariate analysis of variance was computed for age on each measure and indicated that only Visual Confrontation was not significant. Implications of these findings are discussed. / Department of Educational Psychology

The purpose of this study was to explore perceived physical competence and participation in physical activity of children with physical awkwardness. Children with physical awkwardness are those without known neuromuscular problems but who have difficulty in learning and performing motor skills. Participants were 135 children, 31 with physical awkwardness and 104 without any motor deficiency. The age ranged from 5 to 11 years. It was hypothesized that children with physical awkwardness would have lower levels of perceived physical competence and would participate less in physical activity than their nonawkward peers. Finally, a positive relationship between motor performance and perceived physical competence was expected. / There were no significant differences found in perceived physical competence between the two groups. However, nonawkward children participated significantly more in community sports and were significantly more active during free play than children with physical awkwardness. The results also indicated that the relationship between motor performance and perceived physical competence was very low in both groups. (Abstract shortened by UMI.)

No description available.

Thesis (Ph. D.)--Auburn University. / Abstract. Includes bibliographical references (p. 80-87).

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xv, 307 p.; also includes graphics (some col.) Includes bibliographical references (p. 222-228). Available online via OhioLINK's ETD Center

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.