Made available in DSpace on 2016-12-06T17:07:00Z (GMT). No. of bitstreams: 1 Renata Capistrano - Dissertacao - normas - A5 (1).pdf: 867324 bytes, checksum: 63cf9c5f1de0e622780de680625110c1 (MD5) Previous issue date: 2014-07-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este estudo objetivou investigar os fatores associados ao Transtorno do Desenvolvimento da Coordenação - TDC em crianças com idades de 8 a 10 anos. Participaram do estudo 83 crianças matriculadas em escolas particulares do Município de São José-SC. No estudo 1 (Revisão Sistemática), a busca de artigos científicos foi realizada nas bases de dados PubMed, Bireme, Web of Science e Scopus, sem recorte de período, considerando-se artigos em inglês e português. Os descritores utilizados em língua portuguesa e inglesa foram: atividade motora , transtorno das habilidades motoras e crianças , transtorno do desenvolvimento e da coordenação e atividade física . Recorreu-se ao operador lógico AND para combinação dos descritores e termos utilizados para o rastreamento das publicações. No estudo 2 (TDC e Indicadores de saúde), para avaliar o desempenho motor das crianças, foi utilizada a Movement Assessment Battery for Children Second Edition - MABC-2; o Índice de Massa Corporal IMC, estatura e dobras cutâneas foram avaliados por meio de um estadiômetro Sanny, balança Tânita, plicômetro e trena antropométrica Cescorf. O nível de atividade física foi avaliado por meio do questionário Dia Típico de Atividades Físicas e Alimentação DAFA, a resistência cardiorrespiratória foi feita por meio do teste de 6 minutos, o qual faz parte da bateria do PROESP(2009). Após a coleta de dados, os mesmos foram tabulados no programa Statistical Package for Social Sciences - SPSS, auxiliando nas análises estatísticas descritivas (médias, mínimos, máximos, desvio padrão, frequências) e inferenciais (Teste Qui-quadrado, Exato de Fisher, Teste T independente, curva ROC - Receiver Operating Characteristic). A significância estatística adotada foi de p≤ 0,05. No estudo de 1, 16 artigos foram incluídos. Destes, 12 foram publicados no período de 2010 a 2013 e de forma geral, os estudos apontam para um menor nível de atividade física em crianças com TDC em comparação aos seus pares sem o transtorno. Sendo que a presença de TDC na infância é um fator de risco para baixos níveis de atividade física na adolescência. No estudo 2, as crianças com dificuldade motora apresentaram maiores médias de IMC (20,21) e menores médias de resistência cardiorrespiratória ( 673,19) quando comparadas ao grupo sem dificuldade motora (18,51) e (719,15) respectivamente. Com relação aos resultados do IMC e a presença da dificuldade motora, a área sob a curva ROC foi de 0,620, sendo que esse resultado não foi significativo (p=0,08). Com relação a Resistência Cardiorrespiratória e a presença de dificuldade motora, a área sob a curva ROC foi de 0,327. O ponto de corte de 654,5m ou menos apresenta o equilíbrio mais adequado entre a sensibilidade e a especificidade. O poder da Resistência Cardiorrespiratória para classificar corretamente crianças com dificuldade motora é de 47,8% (sensibilidade), enquanto que o poder dessa mesma aptidão física para classificar corretamente os escolares sem dificuldade motora é de 82,1% (especificidade). Observou-se que as crianças com dificuldade motora apresentaram maiores médias de IMC, menor resistência cardiorrespiratória e menor nível de atividade física quando comparadas as crianças sem o transtorno.

Made available in DSpace on 2016-12-06T17:07:23Z (GMT). No. of bitstreams: 1 TALITA 2.pdf: 1144640 bytes, checksum: a732d877390aafd122526b250b2f6137 (MD5) Previous issue date: 2010-02-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The purpose of this study was to investigate the motor profile of students aged seven to ten years with indicative of Developmental Coordination Disorder. Three hundred and eighty children coming from public schools in the continental part of the city of Florianópolis, SC, Brazil, participated in this study. The current study was approved by the Universidade do Estado de Santa Catarina (UDESC) Research Ethics in Human Being Board. In order to identify motor difficulties the Movement Assessment Battery for Children (MABC-2) was used and, for the evaluation of the nutritional status, anthropometric measurements for weight and height were used. The Body Mass Index (BMI) was checked, according to reference data for children and adolescents ages 5-19 y of the World Health Organization (WHO), using the results of the scores-Z of the BMI for the ages. For statistical purposes, descriptive measures of distribution of the frequency and inference measures with comparative tests (independent samples t test, ANOVA one-way, ANOVA for repeated measures, MANOVA and chi-square) were used. For all the analyses the level of significance of 5% was adopted. The results showed that 6.1% of the students demonstrated indicative of DCD, consisting of 9.9% (n=18) males and 2.5% (n=5) females. In the general group a significant association between the motor classification and gender was found. In the group with indicative of DCD a significant difference between the manual dexterity skills and aiming/catching skills and between the aiming/catching skills and balance was detected. These data suggest that the students with indicative of DCD did worse in the aiming/catching skills. As for the nutritional status, 85.5% of the students in general showed eutrophy and 12.9% showed obesity. In the group with indicative of DCD, 91.3% showed eutrophy and 8.7% showed obesity. There was no statistical association between the motor classification and the nutritional status. The prevalence of children with motor difficulties in schools is worrying. Therefore, children at school age with indicative of DCD have a deficit in the main motor abilities hindering the development of the skilled motor abilities, making it difficult for these children to participate in school activities. This can bring serious consequences to the social development of the person, as much in the physical order as in behavioral and emotional issues. / Este estudo teve como objetivo analisar o perfil motor de escolares de 7 a 10 anos de idade com indicativo de Desordem Coordenativa Desenvolvimental. Participaram do estudo 380 crianças provindas de escolas da rede pública de ensino da parte continental da cidade de Florianópolis SC Brasil. Esta pesquisa foi aprovada pelo Comitê de Ética em Pesquisa em Seres Humanos da UDESC. Para a identificação de dificuldades motoras foi utilizado o Movement Assessment Battery for Children (MABC-2) e para a avaliação do estado nutricional foram realizadas medidas antropométricas de peso e altura e cálculo do IMC, conforme os dados de referência para crianças e adolescentes de 5 a 19 anos de idade da Organização Mundial de Saúde (OMS), utilizando-se valores dos escores-Z de IMC para idade. Para fins estatísticos foram utilizadas medidas descritivas de distribuição de frequência e medidas inferenciais, com testes de comparações (teste t independente, ANOVA one-way, ANOVA para medidas repetidas, MANOVA e Qui-quadrado). Para todas as análises foi adotado o nível de significância de 5%. Os resultados demonstraram que 6,1% dos escolares apresentaram indicativo de DCD, sendo 9,9% (n=18) do sexo masculino e 2,5% (n=5) do sexo feminino. Foi encontrada uma associação significativa entre a classificação motora e sexo e houve diferença significativa entre as habilidades de destreza manual e habilidades de lançar/receber e entre as habilidades de lançar/receber e equilíbrio no grupo que apresentou indicativo de DCD. Esses dados sugerem que os escolares com indicativo de DCD foram piores nas habilidades de lançar/receber. Quanto ao estado nutricional, 85,5% dos escolares em geral apresentaram eutrofia e 12,9% apresentou sobrepeso/obesidade. No grupo com indicativo de DCD, 91,3% obteve eutrofia e 8,7% apresentou sobrepeso. Não ocorreu nenhuma associação estatisticamente significativa entre a classificação motora e estado nutricional. A prevalência de crianças com dificuldades motoras nas escolas é preocupante. Portanto, as crianças em idade escolar com indicativo de DCD possuem déficits nas habilidades motoras fundamentais, prejudicando o desenvolvimento de habilidades motoras especializadas e dificultando a participação dessas crianças em atividades escolares. Isso pode trazer sérias consequências no desenvolvimento do indivíduo, tanto da ordem física quanto problemas emocionais e comportamentais.

Made available in DSpace on 2016-12-06T17:07:27Z (GMT). No. of bitstreams: 1 EVA VILMA ALVES DA SILVA.pdf: 1953839 bytes, checksum: 13904b9d74c474aa1e419d8aee1dfcdd (MD5) Previous issue date: 2011-02-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study investigated the motor development of children with indication of TDC by an application of a motor intervention program. Participated in this study, 14 students of both sexes aged 10 to 11 years, which were intentionally distributed and divided into experimental group - G1 (n=7) and control group - G2 (n=7). The experiment was established in four phases: pre-test, motor intervention program, post-test and re-test. In pretests phase, all participants were assessed by using the motor test MABC-2. The motor intervention was performed in 12 weeks with sessions of 45 minutes, 3 times a week, attended only the G1 schoolchildren. In the post-test, we evaluated the motor development of both groups. In the re-test, only G1 was analyzed. The lifestyle questionnaire was analyzed using EVIA questionnaire adapted by Torres and Gaya (1997). To assess the nutritional status were used BMI and body mass as reference data for children and adolescents 5-19 years of the WHO (2007), as well the Z-scores values of BMI for age. Academic performance was assessed using TDE Test (STEIN, 1994). Data were analyzed using SPSS 13.0 for Windows. Descriptive statistics were used to characterize the participants about the lifestyle, nutritional status and academic performance. And inferential statistics with the nonparametric Wilcoxon test to determine the effect of the intervention program and maintenance of motor skills learned in the motor development of schoolchildren. In the comparison between groups was no significant difference (p = &#8805; 0.05) in total scores of the MABC-2 between the averages for the G1 compared to G2 in the posttest. The results confirmed a significant difference (p = &#8805; 0.05) to verify the maintenance of the effect of motor intervention in G1 between post-test and re-test. As for the lifestyle, the students were characterized by sedentary lifestyles. By checking the nutritional status, frequency of obesity was greater for boys and girls to eutrophic. As for school performance had significantly improved (p = &#8805; 0.05) after intervention. The conclusion is that there were significant improvements in motor skills of the students after the program, confirming the hypothesis that an intervention program improves the motor development of children with DCD. About reassessment of retention after three months, it was confirmed that there was no retention of motor skills learned in the intervening program / Este estudo investigou o desenvolvimento motor de escolares com indicativo de TDC a partir da aplicação de um programa de intervenção motora. Participaram do estudo 14 escolares de ambos os sexos com idade de 10 a 11 anos, os quais foram distribuídos intencionalmente, sendo divididos em grupo experimental G1 (n=7) e grupo controle G2 (n=7). O delineamento experimental foi estabelecido em quatro fases: pré-teste, programa de intervenção motora, pós-teste e re-teste. Na fase de pré-teste, todos os participantes foram avaliados utilizando o teste motor MABC-2. A intervenção motora foi realizada durante 12 semanas com sessões de 45 minutos 3 vezes por semana. No pós-teste, foi avaliado o desenvolvimento motor de ambos os grupos. Sendo analisado no re-teste somente o G1. O estilo de vida foi analisado através do questionário EVIA adaptado por Torres e Gaya (1997). Para avaliar o estado nutricional foram utilizados o IMC e a massa corporal, conforme os dados de referência para crianças e adolescentes de 5 a 19 anos da OMS (2007), bem como os valores de escores-Z do IMC para a idade. O desempenho acadêmico foi avaliado com o Teste TDE (STEIN, 1994). Os dados foram analisados através do SPSS 13.0 for Windows. Sendo utilizada estatística descritiva para caracterização dos participantes quanto ao estilo de vida, estado nutricional e desempenho acadêmico. E estatística inferencial com o teste não paramétrico Wilcoxon para verificar o efeito do programa de intervenção motora e a manutenção das habilidades aprendidas no desenvolvimento motor dos escolares. Na comparação entre os grupos, foi evidenciada diferença significativa (p=&#8805;0.05) nos escores totais do MABC-2 entre as médias para o G1 quando comparados ao G2 na fase de pós-teste. Os resultados confirmaram diferença significativa (p=&#8805;0.05) ao verificar a manutenção do efeito da intervenção motora no grupo G1 entre o pós-teste e o reteste. Quanto ao estilo de vida, os escolares foram caracterizados com hábitos de vida sedentários. Ao verificar o estado nutricional, a frequência maior foi de obesidade para os meninos e eutrofia para as meninas. Quanto ao desempenho escolar, houve melhora significativa (p<0.05) após a intervenção. Conclui-se que houve melhoras significativas nas habilidades motoras dos escolares após o programa, confirmando a hipótese de que um programa de intervenção motora melhora o desenvolvimento motor de escolares com TDC. Quanto a reavaliação da retenção após os três meses, foi confirmado que não houve retenção das habilidades motoras aprendidas no programa interventivo

Diploma thesis "Diagnosis of developmental dyspraxia in children and adolescents with a focus on the preference of the upper or lower extremities in sport" summarizes all available information about etiology, diagnosis and therapy of developmental dyspraxia in the theoretical part. The practical part deals with the use of the diagnostic test Movement Assessment Battery for Children 2, which is designed to identify motor disorders in children. Developmental dyspraxia is very often associated with attention problems so the Test of Attention d2 was used. Difficulty with attention has been confirmed in individuals with impaired physical abilities. There was no significant difference in the overall motor skills between handball players and soccer players. The evaluation of particular components showed significantly better results for girls playing handball in the field of manual dexterity.

A literatura demonstra que adultos planejam antecipadamente como apreender um objeto conforme o objetivo a ser cumprido, priorizando o Estado de Conforto ao Final da ação (ESC), mesmo que, para isso, precisem assumir uma posição biomecanicamente desajeitada no início do movimento. Esse estado de conforto parece ser mais evidente diante de uma maior demanda de precisão. Contudo, pouco é conhecido sobre o processo de desenvolvimento dessa capacidade, particularmente considerando as características de crianças com problemas motores. Para verificar essas questões foram conduzidos dois estudos. O primeiro objetivou investigar se a demanda de precisão afeta o planejamento de ações manipulativas de adultos. Participaram 46 universitários (22,0 ± 4,34 anos) em uma tarefa de apreensão de uma barra de madeira, transporte e encaixe em um de dois alvos laterais. A demanda de precisão foi manipulada pela extremidade da barra e o orifício dos alvos (cilíndrico ou semicilíndrico). Foi analisado o percentual do ESC, o tempo de reação (TR), o tempo de alcance (TALC), o tempo de encaixe (TENC) e o tempo de movimento (TM). O ESC foi confirmado nas duas condições da tarefa, e com isso, a hipótese da precisão não foi aceita. Não se observou diferença no TR, mas o TM foi menor nas ações confortáveis comparadas ao desconforto. Maior TR e TM foram observados na condição de maior demanda de precisão, demonstrando que foi necessário mais tempo de análise para a tomada de decisão correta. O objetivo do segundo estudo foi investigar se crianças com desenvolvimento típico (DT) e com Transtorno do Desenvolvimento da Coordenação (TDC) planejam uma tarefa manipulativa sobre duas condições diferentes de demanda de precisão. Participaram 63 crianças com DT e 32 crianças com TDC, que formaram os grupos de 5-6, 7-8 e 9-10 anos de idade, e realizaram a mesma tarefa do primeiro estudo. O ESC foi novamente confirmado nos três grupos etários das crianças com DT, mas somente aos 7-8 anos nas crianças com TDC. A hipótese da precisão se confirmou somente no grupo de crianças mais novas com DT. Foi notável que as crianças com TDC apresentaram todos os tempos superiores aos das crianças com DT, mas não houve diferenças entre os grupos no tempo para o planejamento (TR). Além disso, verificou-se que o ESC foi mais evidente no grupo de DT na condição de maior precisão. Assim, as crianças com TDC planejaram a ação menos frequentemente e parecem ter sido mais cautelosas na execução do movimento, mesmo com o requerimento de realizar \"o mais rápido possível\". Semelhantemente, os três grupos buscaram estratégias para resolver o problema da tarefa, mas somente as crianças com TDC melhoraram a capacidade de planejamento com a prática, constatada pela diminuição de erros e aumento no percentual de conforto nos blocos finais de tentativas. Nos dois estudos realizados, verificou-se que, além do planejamento prévio da ação, estratégias similares foram utilizadas pelos adultos e pelas crianças na resolução do problema, discutidas a partir da ideia de um planejamento on line e um comportamento parcialmente planejado / The literature shows that adults plan in advance how to grip an object according to the goal, prioritizing the End-State-Comfort of the action (ESC), even if, to this end, they have to assume a biomechanically awkward posture during the beginning of the movement. This comfort state may be most pronounced in the face of higher precision demand. However, little is known about the development of this skill, particularly considering the characteristics of children with motor problems. To verify these questions, two studies were conducted. The first study aimed to investigate if precision demand affects the manipulative action planning of adults. Forty-six graduate students (22,0 ± 4,34 years-old) participated in a task of grabbing a wooden bar, transport it and insert it in one of two laterals targets. The precision demand was manipulated with the bar extremity and the holes of the targets (cylindrical or semi cylindrical). The percentage of ESC, the reaction time (TR), reaching time (TALC), insertion time (TENC) and the movement time (TM) were analyzed. The ESC was confirmed in both task conditions, and thus, the precision hypothesis wasn\'t accepted. No difference in the TR was observed, but TM was lower in the comfortable actions when compared to those uncomfortable. Higher TR and TM were observed in the conditions of higher precision demand, showing that it was necessary more time for analysis during decision making. The objective of the second study was to investigate if children with typical development (DT) and with Developmental Coordination Disorder (TDC) plan a manipulative task on two different conditions of precision demand. Sixty-three children with DT and 32 children with TDC, divided in 5-6 years-old, 7-8 years-old and 9-10 years-old groups, participated in this study. The children performed the same task of the first study. The ESC was again confirmed in the three groups of children with DT, but only in the 7-8 years-old group in children with TDC. The precision hypothesis was confirmed only in the group of younger children with DT. Children with TDC had all time scores higher than DT children, but there was no difference between the groups in planning time (TR). The ESC was evident in the DT groups in conditions of higher precision demand. Thus, children with TDC planned the action less frequently and seem to have been more cautions in movement execution, even when asked to \"perform as soon as possible\". Similarly, the three groups used strategies to solve the problem of the task, but only children with TDC improved the capacity of planning with practice, as seen by a decrease of the errors and an increase in the percentage of comfort in the final trial blocks. In the two studies, it was observed that, in addition to the anticipatory action planning, similar strategies were used by adults and children to solve the problem, discussed from the idea of on line planning and partially planned behavior

Bibliographic identification Author's first name and surname: Bc. Radim Žídek Title of the master thesis: Perception of verticality in patiens with developmental coordination disorder Department: Department of Rehabilitation and Sports Medicine, 2nd faculty of medicine, Charles University and FN Motol Supervisor: PhDr. Ondřej Čakrt, Ph.D. The year of presentation: 2017 Annotation: Developmental coordination disorder is typical for poor motor learning and motor coordination that cannot be related to any neurological or mental disease. The exact reason of it stays still unknown. There are theories that say that dysfunctional collaboration of afferent systems causes developmental coordination disorder. Thanks to afferent systems a human organism is able to perceive different modalities. One of the modalities is a perception of verticality. In theoretical part of this thesis we summarized information about developmental coordination disorder and postural and balance control. In experimental part we tested 35 pupils of primary school (age 13-15). Using MABC-2 we classified the pupils into children with and without predispositions for developmental coordination disorder. Then we tested their ability of perceiving subjective visual and subjective haptic verticality. According to statistical evaluation there is no...

Introduction : Les enfants ayant un trouble de l‘acquisition de la coordination (TAC) éprouvent de la difficulté à apprendre des gestes moteurs, particulièrement ceux demandant de la coordination motrice. Des nombreuses études en neuroimagerie ont mis en évidence une diminution de l‘activité neuronale au niveau du cervelet, ce qui pourrait être à l‘origine des difficultés d‘apprentissage moteur chez les enfants ayant un TAC. Augmenter l‘activité neuronale au niveau du cervelet afin d‘améliorer l‘apprentissage et la coordination motrice pourrait être une avenue prometteuse. La stimulation à courant direct (SCD) anodale permet d‘augmenter l‘activité neuronale de la région stimulée. L‘application de la SCD anodale au niveau du cervelet a montré une amélioration de l‘apprentissage moteur chez des populations en santé ou ayant des troubles neurologiques. À notre connaissance, aucune étude n‘a évalué l‘efficacité de l‘application de la SCD sur l‘apprentissage moteur des enfants ayant un TAC. Objectif : Ce projet vise à évaluer l‘efficacité de la SCD anodale appliquée au niveau du cervelet sur l‘apprentissage moteur et la coordination motrice du membre supérieur des enfants ayant un TAC. Méthodologie : Une étude expérimentale à devis avant-après avec un groupe témoin équivalent a été réalisée. Dix-neuf enfants âgés entre 10 et 17 ans ont été randomisés dans un des deux groupes (stimulation active ou stimulation placebo). Durant trois sessions, les participants ont reçu un courant anodal (de 2mA ou placebo) au niveau du cervelet. La stimulation a été effectuée durant 20 minutes pendant que les enfants réalisaient simultanément une tâche de pianotage sur le clavier d‘un ordinateur. Cette tâche, appelée « Serial Reaction Time Task (SRTT) », permet de mesurer la vitesse de réponse et le taux d‘erreur, lesquels ont été utilisés pour évaluer l‘apprentissage moteur. La coordination motrice du membre supérieur a été évaluée par le test doigt-nez (TDN) avant et après chaque application de la SCD. Résultats : L‘application de la SCD n‘a pas eu effet statistiquement significatif sur l‘apprentissage moteur, bien qu‘une tendance ait été observé quant à la réduction du taux d‘erreur pour le groupe actif par rapport au groupe placebo (p=0.072). Aucune différence statistiquement significative n‘a été observée pour la vitesse de réponse et la coordination motrice entre les 2 groupes. Conclusion : La SCD anodale pourrait potentiellement améliorer l‘apprentissage moteur chez les enfants ayant un TAC, particulièrement en regard de la diminution du taux d‘erreur. Cependant, plus de recherches sont nécessaires afin d‘explorer si la SCD pourrait être un outil ayant un potentiel thérapeutique intéressant pour bonifier l‘efficacité des interventions visant l‘apprentissage moteur des enfants ayant un TAC. / Abstract : Introduction: Children with developmental coordination disorder (DCD) have difficulties learning motor tasks, especially for the ones requiring motor coordination. Numerous neuroimaging studies demonstrated a decrease in neuronal activity in the cerebellum, what might be responsible for motor learning difficulties in children with DCD. Increasing neuronal activity in the cerebellum might be an interesting avenue to improve learning and motor coordination. Anodal transcranial direct current stimulation (a-tDCS) has been shown to increase neuronal activity of the stimulated region, and to improve motor learning in healthy adults or patients with neurological disorders. To our knowledge, no study has assessed the tDCS effectiveness on motor learning for children with DCD. Objective: The present study evaluates the effect of cerebellar a-tDCS application on the motor learning and upper limb coordination of children with DCD. Methods: A pre-post experimental study with an equivalent control group was performed. Nineteen children aged 10-17 years were randomized in one of the two groups (active or placebo stimulation). During three sessions, participants received an anodal stimulation (2mA or placebo) on the cerebellum. The stimulation was carried out for 20 minutes while children simultaneously performed the Serial Reaction Time Task (SRTT), used to document motor learning through response speed and error rate. The motor coordination of the upper limb was evaluated by the finger-nose test (FNT) before and after each tDCS session. Results: The cerebellar a-tDCS could not significantly improve motor learning but a clinical reduction on error rate for the active group versus placebo group (p=0.072). The tDCS application did not show significantly improvement on speed and motor coordination between two groups. Conclusion: The a-tDCS could potentially improve motor learning by decreasing the error rate of children with DCD. However, more researches are needed to explore if the tDCS could be an interesting therapeutic tool to improve the effectiveness of motor learning interventions for children with DCD.

Les perturbations des activités de vie quotidienne constituent l’un des critères diagnostiques du Trouble de l’Acquisition de la Coordination (TAC). Malgré leur impact sur l’autonomie de l’enfant, les troubles d’utilisation impliqués dans ces activités quotidiennes demeurent peu explorés (e.g., mécanismes sous jacents, profils inter-individuels, recul évolutif). A notre connaissance, la notion d’utilisation d’outil n’a pas fait l’objet d’une modélisation développementale spécifique.Elle se situe aujourd’hui au carrefour des modèles sur le développement perceptivo-moteur et des théories sur l’émergence des capacités cognitives de résolution de problème chez l’enfant. Des modèles récents développés chez l’adulte apraxique suggèrent que l’utilisation d’outil est le fruit d’un processus dialectique entre un raisonnement technique (i.e., analyse abstraite des moyens techniques pertinents pour un but donné) et des habiletés sensori-motrices (i.e., guidées par les représentations sur les transformations mécaniques à opérer). A l’appui de ces modèles, la présente thèse propose d’une part d’analyser le développement typique de l’utilisation d’outil et des processus sous-jacents.Nous explorons d’autre part l’hypothèse d’un développement atypique de l’utilisation d’outil chez des enfants diagnostiqués TAC. Nos résultats apportent des arguments en faveur de la contribution du raisonnement technique au développement typique de l’utilisation d’outil. Sur le plan clinique, l’analyse de l’étendue et des causes sous-jacentes des difficultés d’utilisation d’outil confirme l’importance d’un tel examen pour la validation des critères diagnostiques du TAC. / Deficits in daily living activities are one of the diagnostic criteria of the Developmental Coordination Disorder(DCD). Despite their impact on child’s autonomy, tooluse disorders involved in these daily activities remainunder-assessed (e.g., underlying processes,interpersonal profiles, persistence disease). To ourknowledge, there is no theoretical framework of tool useformulated in a specifically developmental perspective.This concept actually remains at the crossroads between models of the perceptual-motor development and theories about cognitive processes of problem resolution in children. Recent models developed inadults with apraxia suggest that tool use is a dialectical process between a technical reasoning (i.e., abstractanalysis of technical means and ends) and sensory motorskills (i.e., managed by the representations on the mechanical transformations to be operated). According to these models, we first aim to analyze the typical development of tool use and the underlying processes.We then explore the assumption of an atypical development of tool use in children with DCD. Ourfindings provide evidence for the involvement of technical reasoning in typical development of tool use.From a clinical perspective, the analysis of tool use impairment and underlying deficits confirm the relevance of such an assessment for the validation of the diagnostic criteria of the DCD.

BIBLIOGRAPHIC IDENTIFICATION Name and surname of the author: Mgr. Pavel Tichý Name of the dissertation: Re-education of children with motor difficulties of primary school age Workplace: FTVS UK, Department of Sport Games Supervisor of the work: Doc. PhDr. Vladimír Süss, Ph.D. Year of presentation: 2016 ABSTRACT Objective: The aim was to find out the possibility of the re-education of motor difficulties in children of primary school age and create a re-education intervention program, the aim of which is to reduce these difficulties. Subsequently, to verify whether the intervention program had an effect on the motor difficulties of the children. Method: The research was designed as a prospective intervention study where there were two combined orientations ofeducational research: quantative and qualitative. To solve the problem a research design was used, called Crossover Design (Wilmore et al., 2008, Thomas et al., 2005), which was conceived as an experiment with an intervention re-education program aimed at improving the motor difficulties of children. The quantative part of the research was focused on the assessment of motor skills and to detect motor problems in children of primary school age. MABC-2 (Henderson et al., 2007) battery of motor tests were used for this purpose. The qualitative part of the...

Theoretischer Hintergrund: Die motorische Leistungsfähigkeit (MLF) spielt eine zentrale Rolle in der Kindesentwicklung. Über den Verlauf der MLF über die Grundschulzeit in Abhängigkeit auffälliger motorischer Leistungen im Vorschulalter liegen nur wenige Befunde vor. Fragestellung: Liegen unterschiedliche Entwicklungsverläufe derMLF bei Kindern mitmotorisch auffälligen Leistungen in der Fein- und Grobmotorik vor? Methode: Innerhalb einer Längsschnittstudie wurden die motorischen Dimensionen Kraft, Ausdauer, Schnelligkeit, Koordination und Beweglichkeit von Grundschulkindern (N=424) jährlich untersucht und mittels Varianzanalyse mit Messwiederholung geprüft. Ergebnisse: Kinder, die vor Schuleintritt grob- oder feinmotorische Auffälligkeiten (9-15 %) aufwiesen, blieben in ihrer motorischen Entwicklung deutlich hinter motorisch unauffälligen Kindern zurück. Diskussion und Schlussfolgerung: In der Folge können sich erhebliche Einschränkungen für die Alltagsmotorik und das Erlernen komplexer Bewegungen ergeben. Um gleiche motorische Startbedingungen für die betroffenen Kinder herzustellen, stellt die Erweiterung der bewegungsbezogenen Förderung der MLF vor Schulbeginn einen notwendigen Ansatz dar. / Theoretical Background: Motor performance is an important matter in the health-related development of children, particularly for perception and for establishing a personal and material environment using physical activity. Developmental coordination disorders in preschoolaged children may relate to lower levels of fine and gross motor development. Short-term longitudinal studies revealed that preschoolers with motor deficits fall behind in their overall motor performance during the 1st and 2nd grades of primary school. Moreover, the years at primary school are a meaningful stage in life for children because of its rapid progression in motor-learning capability. Objective: Regarding children in primary school, little is known about the effects of developmental coordination disorders on the grade-related progression of basic motor abilities (i.e., flexibility, strength, endurance, speed of movement, coordination). This study analyzes the motor performance development of children over the period of primary school. Method: Using a longitudinal study design (KOMPASS-2 Study), we examined motor ability development in a sample of N = 424 primary school-aged children (n = 218 girls, 51.4%). To assess levels of motor abilities, we used the German Motor Test (DMT 6-18). Based on standard screening for school entry, children were separated into two groups based on the status of their fine and gross motor development. Changes inmotor ability levels were analyzed via robust repeated measures analyses of variance (rmANOVA) regarding developmental group effects, school timeframe effects, and interaction effects. Results: 9% (n = 39) of the children were classified with a gross motor disorder, and 15% (n = 62) of the children were classified with a fine motor disorder. The statistical analyses with rmANOVA demonstrated that children with developmental coordination disorders regarding gross or fine motor developmental status showed lower motor-ability levels on all test tasks compared to children without disorders. Particularly gross-motor disordered children achieved significantly lower motor-ability levels regarding coordination under time constraint (jumping sideways) and coordination during dynamic precision tasks (backward balancing). However, motor-ability levels increased significantly over time for both developmental status groups. Discussion and conclusion: Children with developmental coordination disorders may experience substantial restrictions to meeting daily physical activities and motor learning of complex movements. To create equal motor developmental conditions for children just starting school, it is necessary to promote physical activity in general. Interventions should regard a set of coordination tasks that require children’s attention and speed during movement. Measuring the motor abilities of primary-school-aged children once a year should be an integral part of communal health monitoring.