Indiana University-Purdue University Indianapolis (IUPUI) / This investigation examined the relationship between oral hygiene scores and visual motor integration scores (developmental age) in five- to eleven-year-old children. A total of 128 subjects were given the Beery test of visual motor integration to determine their developmental age. A pre- and post-brushing plaque score was obtained as a measure of each subject's oral hygiene ability. Statistical analysis of the data revealed that chronological age was not a statistically significant predictor of oral hygiene ability, while developmental age as determined by the Beery test was found to be a statistically significant predictor of oral hygiene ability (p < .006).

The purpose of this study was to determine the relationship between video game playing habits, specifically frequency of video game playing sessions, length of video game playing sessions, and type of video game played, and reaction time (RT) in males and females of different age groups. The population consisted of volunteer participants (N = 28). Participants were asked to answer a questionnaire inquiring about their video game playing habits. After completing the questionnaire participants were tested on a choice reaction time apparatus. A Three-Way ANOVA was used to calculate the level of significance between mean reaction time scores (MRTS) and video game playing habits. The results showed that there was no significant relationship between MRTS and video game playing habits.

<p> Considerable controversy exists about how motor skills come to be represented in memory as a product of practice. One line of research advocates specificity effects, whereby skills are considered highly specific to the conditions under which they are learned. An alternative view suggests that motor control is flexible and non-specific; that motor skills are represented in a more general manner, whereby the representation is an abstraction of the products ofpractice. Although experimental findings exist that support both specificity and generality of motor skills, such evidence has emerged from very different experimental conditions and paradigms, making direct comparisons difficult. An important and interesting question then is what would happen if both specificity and generality effects could be documented within a single paradigm? And what could be said about motor control theory if such effects co-exist? </p> <p> The possibility that a single memory representation may be developed for an entire class of skills (i.e., generality), but that performance of one member of that class may be distinguished from the rest (i.e., showing specificity effects) was examined. The basketball set shot (characterized by the feet remaining planted on the floor during execution) performed by highly-skilled players represents such a class of skills. Skilled performers have massive numbers of practice attempts of the set shot, however taken predominantly at 15-ft. (free-throws from the foul-line), with only minimal practice at other locations (in front of and behind the foul-line or at different angles to the basket). The six experiments presented here examined the nature of learned memory representation of the basketball set shot in highly skilled players. </p> <p> In an initial series of experiments, skilled basketball players were required to perform a series of shots from several target locations spanning 9-to 21-ft. in line with the basket, including the foul-line at 15-ft. This task was completed using two different types of basketball shots (set shots; Experiments 1and2,jump shots; Experiment 3). Results revealed that set shot performance at the 15-ft. location was significantly better than predicted by a regression equation based on the performance at the other locations in Experiment 1 and replicated in Experiment 2. However, the superior performance at the foul line was not found in novice players (Experiment 2b) or when individuals performed jump shots (in Experiment 3). Instead, performance was accurately predicted by the regression equation. We suggested that a massive amount of practice accrued over many years of basketball shooting establishes the free throw as an especial skill -one that represents a highly specific capability among the general class of set-shot skills. </p> <p> In a follow-up series of experiments, we examined potential mechanisms underlying the emergence of the especial free throw skill with an attempt to reconcile our findings with theories of motor control. In Experiments 4 and 5 two possible explanations for the specificity effect were examined: the visual-context hypothesis (unique visual context including the visual distance and visual angle to the basket) vs. the learned-parameters hypothesis (over learned specifications for the parameterizations of the set shot at 15 ft). In Experiment 4, skilled players performed set shots from the foul line (15 ft) and locations that were equidistant (15ft) but at different angles to the basket (15°, 30°, 45° to the left and right of the foul line). Performance of the set shot at the foul line was superior to the other locations, which is consistent with our previous specificity findings. In Experiment 5, players performed set shots and jump shots at the foul line and at player-chosen "favorite" locations on the court. A double dissociation was found: performance of the set shot was superior to the jump shot at the foul line but was inferior to jump shot performance at the players' favorite locations. These results are contrary to the learned-parameters hypothesis, but consistent with the visual-context hypothesis. In our last experiment, invariance in the timing structure of set shot execution of skilled players was examined to determine if the free throw was represented by the same or a distinct generalized motor program. Results revealed that the especial free throw is not represented in memory by a separate motor program compared to other set shot skills. </p> <p> Overall, these experiments provided evidence that the free-throw is an especial skill, one which, as a result of massive amounts of practice, has a special status within a generalizable class of motor skills, and which is distinguished by its enhanced performance capability relative to the other members of the same class. The co-existence of skills represented by both specificity and generality effects have theoretical and practical implications which are discussed and warrant further investigation. </p> / Thesis / Doctor of Philosophy (PhD)

No description available.

No description available.

Video games as a system are composed of two component systems: the player and the game. The interaction between these two create specific gameplay experiences which can be described mechanically by player actions and gameplay challenges. We systematically look at potential player actions (as defined by basic cognitive and motor abilities) and gameplay challenges to understand how they relate to each other. We quantify these relationships by the importance of each action to the completion of a challenge. We summarize these relationships in several tables, separated by controller context. From these tables we draw conclusions about areas for novel gameplay, game analysis, and the impact of challenge design on people of differing abilities by examining trends in the data. We end by exploring ways to improve our methodology, refine our data, and other avenues to explore in the future. / Thesis / Master of Applied Science (MASc)

Title: Developmental coordination disorder - literature review Objectives: The theoretical part talks about developmental coordination disorder, its diagnosis, investigations, etiology and division during the different ages of the child. The practical part compares the studies relating to atypical development of motor skills in children with developmental coordination disorder. In diploma thesis was often used shortcut CKP and DCD, depending on the source from which it was drawn. DCD is the English equivalent of the shortcut CKP. Methods: This diploma thesis has both descriptively - analytical character. It will be treated as a literature review. Results: On the basis of the researched literary sources, this thesis provides a comprehensive picture on the topic of developmental coordination disorder. This thesis evaluated the atypical motor skills in school and preschool age children with developmental coordination disorder from the perspective of different authors. It has been found, which diagnostic procedures are used and which difficulties are most limiting for the children. Keywords: developmental coordination disorder, fine motor skills, hand function, gross motor skills

Title: The Impact of Alcohol Consumption on Gross and Fine Motor Skills of Individuals Objectives of the thesis: The main objective of my thesis is to assess an immediate effect of alcohol on selected tasks from the area of fine and gross motor skills. First identified were the average values for selected tests in sober individuals, and then the values with an increasing level of alcohol in blood. The second objective is to differentiate whether or not are fine and gross motor skills affected upon the same alcohol level in blood. Methods: The required data were obtained on the basis of experimental measurements on 12 probands (6 women and 6 men) who were tested for fine motor skills using three non- standardized tests modified or created for the purpose of this experiment: threading beads on a string, unlocking locks and dropping coins to a moneybox. Gross motor skills were tested using stabilometric platform in a standing position with legs together and with open eyes for 30 seconds. The observed parameter in the fine motor skills test was the time, while in the stability test it was the track of COP; each fine motor skills test was performed three times in each round. In the second and in each subsequent round every proband was administered 0.3 g of alcohol per kg of weight. The total number of...

A research report submitted to the Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Science in Occupational Therapy. Johannesburg, 2013 / This study determined outcomes for motor developmental delay in infants, 12-14 months, diagnosed with HIE II and III, at Chris Hani Baragwanath Academic Hospital. Twenty nine infants diagnosed with HIE II and nine infants diagnosed with HIE III were assessed using the Peabody Development Motor Scale- 2, at their corrected age. Demographic, antenatal and perinatal factors similar to those in other studies were found for this sample. Infants with HIE III had significantly more developmental delay (p=0.01) than infants with HIE II. Fifty two percent of infants with HIE II had no delay while a 100% of infants with HIE III presented with disability. A greater percentage of infants had delay in fine motor skills. Infants with severe and moderate disabilities were receiving intervention whereas those mild disabilities were often missed in screening clinics. It is vital to ensure these infants are assessed and followed up to remediate difficulties as soon as they arise.

Este estudo teve como objetivo investigar os efeitos da intervenção aquática em crianças com características de Transtorno do Desenvolvimento da Coordenação (TDC). Mais especificamente, investigar estes efeitos no desempenho motor, nas atividades da vida diária (AVD´s) e nas atividades da vida escolar (AVE´s); e compará-los com os efeitos da intervenção terrestre. A amostra foi composta de 66 crianças estudantes do ensino fundamental (27 meninas e 39 meninos), entre 6 e 10 anos de idade. As crianças com características de TDC (N = 47) constituíram os grupos: controle (TDC-C; N=12), de intervenção aquática (TDC-A; N=19) e de intervenção terrestre (TDC-T; N=16). Foi formado também um grupo controle com crianças de desenvolvimento típico (DT-C; N=19). Os grupos experimentais foram submetidos a intervenções específicas (meio terrestre ou meio aquático) durante 4 meses, com três aulas semanais de 60 minutos de duração, totalizando 50 sessões. Ambas as intervenções abordaram três temas: Habilidades de Estabilização, Habilidades de Locomoção e Habilidades de Manipulação. A variável dependente desempenho motor (escore total do MABC2 e escore Z) foi avaliada em quatro pontos no tempo Pré-teste, Pós, 3m-Pós e 6m-Pós - enquanto as variáveis dependentes AVDs e AVEs em três pontos no tempo Pré-teste, Pós e 6m-Pós. Os resultados referentes ao escore total do MABC2 revelaram diferença entre os grupos TDC-T e TDC-C, favorável ao primeiro, e entre o Pré-teste e os demais tempos, sem distinção de grupo. Mas somente para os grupos experimentais (TDC-A e TDC-T) o tamanho dos efeitos entre os tempos foi de grande magnitude, o que confere significância funcional às intervenções. Por sua vez, a análise do escore Z revelou diferença entre o grupo TDC-C e os grupos TDC-A e TDC-T, seis meses após a finalização das intervenções. Este resultado mostra que somente o desempenho motor dos grupos experimentais se aproximou da referência para crianças de desenvolvimento típico. A análise dos escores totais do Questionário de Pais e do Questionário de Professores mostrou que as intervenções aquática e terrestre favoreceram as AVDs e as AVEs. Os resultados revelaram ainda, que não houve diferença significante entre os grupos experimentais (TDC-A e TDC-T) nas variáveis dependentes deste estudo. Estes resultados permitem concluir que: a) a intervenção aquática favorece o desempenho motor, as AVDs e as AVEs de crianças com características de TDC; e, b) esses efeitos favoráveis da intervenção aquática não diferem daqueles da intervenção terrestre. Em suma, pode-se concluir que a intervenção motora, independentemente do meio ambiente em que ocorre, aquático ou terrestre, é altamente recomendada para as crianças com características de TDC, pois possibilita desempenho semelhante ao de crianças com desenvolvimento típico. A partir destes resultados e conclusões, estudos futuros devem ser desenvolvidos com o objetivo, por exemplo, de investigar os efeitos da intervenção aquática em relação às habilidades especificas a cada uma das subseções do teste MABC2 / This study aimed to investigate the effects of the aquatic intervention in children with Developmental Coordination Disorder (DCD) characteristics. More specifically, to investigate these effects in motor performance, daily life activities (DLAs) and school life activities (SLAs), and compare them with terrestrial intervention effects. The sample consisted of 66 elementary school students (27 girls and 39 boys) aged between 6 and 10 years. Children having DCD characteristics (N = 47) constituted the groups: control (DCD-C; N = 12), aquatic intervention (DCD-A; N = 19) and terrestrial intervention (DCD-T; N = 16). A control group of children with typical development (TD-C; N = 19) was also formed. The experimental groups underwent specific intervention programs (terrestrial or aquatic) for four months, with three weekly classes lasting 60 minutes, totalling 50 sessions. Both programs addressed three themes: Stabilization skills, locomotor skills and manipulative skills. The dependent variable motor performance (MABC2 total score and Z score) was assessed at four points in time - Pre-test, Post, 3m-Post and 6m-Post - while the dependent variables DLAs and SLAs at three points in time - Pre-test, post and 6m-post. The results for the total MABC2 score revealed differences between DCD-T and DCD-C, favorable to the former and between the pre test and the other times, irrespective of group. But only for the experimental groups (DCD-A and DCD-T) the effect size between the times was large, which confers interventions functional significance. In turn, the Z-score analysis revealed difference between DCD-C group in relation to DCD-A and DCD-T groups six months after the completion of interventions. This result shows that only the experimental groups motor performance approached the typically developing children benchmark. The analysis of the Parent Questionnaire and the Teacher Questionnaire total scores showed that aquatic and terrestrial interventions favored DLAs and SLAs. The results also revealed that there was no significant difference between the experimental groups (DCD-A and DCD-T) in these study dependent variables. These results allow coming to the conclusion that: a) the aquatic intervention favors motor performance, the DLAs and the SLAs of the children with DCD characteristics; and, b) these favorable effects of aquatic intervention did not differ from those of terrestrial intervention. In short, it can be concluded that motor intervention, regardless of the environment in which it occurs, aquatic or terrestrial, is highly recommended for children with DCD characteristics, as it allows similar performance to that of children with typical development. From these results and conclusions, future studies should be developed with the aim, for example, to investigate the effects of aquatic intervention in relation to the specific skills of each of the MABC2 test subsections