Nous avons examiné la nature du lien, additif ou interactif, entre les capacités attentionnelles et les habiletés de motricité fine et leur influence sur les habiletés d’écriture ultérieures. Les mesures de l’échantillon (n=439) de l’étude montréalaise sur le préscolaire en milieu défavorisé (MLEPS) à la maternelle incluent des questionnaires aux enseignants, des évaluations sur la connaissance des nombres et du vocabulaire réceptif des élèves et caractéristiques familiales rapportées par les parents. En 3ème année, les mesures proviennent de questionnaires aux enseignants. Selon les résultats des régressions multiples de notre modèle, un élève qui avait de bonnes capacités d’attention ou de motricité fine à la maternelle, avait plus de chances d’avoir de bonnes habiletés d’écriture en 3ème année. L’interaction entre l’attention et la motricité fine était aussi significative, ce qui signifie que les capacités d’attention, avec l’influence des habiletés de motricité fine, prédisent davantage les habiletés d’écriture ultérieure. Il est pertinent de mesurer la réussite scolaire en écriture puisque les élèves à l’école peuvent investir de 31 à 60% de leur temps à réaliser des tâches motrices et 85% de celles-ci incluraient un crayon et du papier (McHale & Cermak, 1992). L’écriture serait aussi importante que les mathématiques et la lecture pour la réussite scolaire (Cutler & Graham, 2008). En identifiant les éléments clés de la réussite en écriture, nous pourrons mieux intervenir et soutenir les élèves, et ainsi, nous pourrions augmenter leurs chances de vivre des expériences positives à l’école, d’obtenir un diplôme et d’ intégrer le marché du travail. / Studies on school readiness aim to identify key elements that positively influence later school achievement. In this study, we examined direct and indirect links between attention skills and fine motor skills on later writing skills with a data set from the Montreal Longitudinal-Experimental Preschool Study (MLPS). Kindergarten measures include teacher ratings of attention and fine motor skills, direct assessments of number knowledge and receptive vocabulary, and parentreported family characteristics. By then end of 3rd grade, teachers also rated children’s writing skills. In our model, attention skills and fine motor skills predicted writing achievement by the end of 3rd grade. Our multiple regression results indicated that higher level of kindergarten attention or fine motor skills were associated with greater chances of belonging to better writing skills in 3rd grade. The interaction between attention skills and fine motor skills was also significant which means that attention skills are more predictive with the influence of fine motor skills. Measuring writing achievement is pertinent because at school, more than 31% to 60% of school time involved motor tasks and 85% of these included paper and pencil activites (McHale & Cermak, 1992).Writing is as much important as maths and reading for school achievement (Cutler & Graham, 2008) Identifying key elements of later writing achievement will help to adapt interventions that will occur early in childhood. We need to increase chances for children to have good and positive experiences at school, and eventually, graduate and join the labor market.

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The aim of this thesis was to assess the influence of canistherapeutic intervention on the level of fine motor skills in patients with rare diseases, namely mitochondrial encephalocardiomyopathy caused by TMEM70 gene mutation and Leigh syndrome. Canistherapeutic intervention in these patients is based on activation of motoric functions during programme reasonably designed according to the needs of specific patients. The assistance of the dog is used to achieve this activation. The dog acts as an important motivational factor and the direct contact with it contributes to development of sensomotoric skills of these patients. The thesis summarizes general information about rare diseases and focuses on one of the subgroups of mitochondrial disorders. It presents knowledge about the Leigh syndrome and mitochondrial encephalocardiomyopathy caused by TMEM70 gene mutation. Subsequently the thesis presents information about canistherapy and fine motor skills. The thesis further contains case reports of patients, data from research units and their evaluation. The aim of the thesis was to find out whether patients with mitochondrial disease show improvement of quality and effectivity of selected grasp forms and thus faster and more precise execution assigned tasks focusing on object manipulations. Partial...

The formation of social relationships accompanies us throughout our lives and are a source of satisfaction. While social interactions bring joy to healthy children, children diagnosed with an autism spectrum disorder bring such interactions to an unknown territory filled with uncertainty and distress. The social domain is an interrelated system consisting of several areas. If a child does not understand one or more areas, she will not function correctly during human-to-human interactions. Areas that help a child acquire appropriate social skills include cognitive, perceptual, motor, and emotional abilities. Consequently, it is only appropriate to focus on such areas during social skills training to achieve the best possible outcomes. The thesis deliberates on the social skills development of children with autism spectrum disorder (ASD). The work aims to characterize the methods and intervention options in social skills development, imitation, and fine motor skills and evaluate progress in respective areas. The thesis is divided into four chapters. The first chapter outlines the history and terminology development of autism spectrum disorders. The second chapter focuses on social skills development, imitation, fine motor skills, and play. The third chapter describes two children's case studies and...

Title: Psychomotor games as a mean of graphomotorics development in preschool children Objectives: The aim of this master thesis is to evaluate the level of graphomotor skills in kindergarten for preschool children and also evaluate the effect of psychomotor exercises and games on preschool children. . Methods: This is a quasi-experiment, which works with a targeted selection of a group of probands,children from a specific kindergarten. Twelve children were selected and dividend into research and kontrol group. Both groups included six probands, four boys and two girls.The level of graphomotor skills was tested by using the figure drawing test and tests from the MABC-2 battery. At the same time, it is a qualitative research, where the quality of execution of individual tasks and the hygiene of writing is monitored on the basis of non-standardized observation. Results: The results of the final testing showed an improvement in the control group of children in whom no psychomotor games were applied. Both groups had better final results in figure drawing test and in fine motor skills tests from the MABC- 2 battery. Keywords: psychomotor activities, children draw, preschool age, graphomotorics skills, figure drawing, fine motor skills

The diploma thesis is focused on fine motor skills and laterality of preschool children with cerebral palsy. Based on previous researches was found out, that cerebral palsy is influencing fine motor skills. With reference to these researches, the aim of this thesis is to find out, if there is difference between intact prechool children and preschool children with cerebral pals in fine motor skills and what particular differences there is. The thesis include laterality and question of pronounction in preschool age. The theoretical part describes evolution of children, defines fine motor skills and laterality, deals with cerebral palsy and describes fine motor skills of children with cerebral palsy including previous researches. The empirical part defines the aims of research, explorational questions, methods of research and testing activities. Next part is focused on selection of respondents and their characterics. Main part presents results of testing my respondents, analysis of results and discussion. The research was made by interview and qustionary for parents, and following testing of fine motor skills containing three parts - testing of laterality, grips and general fine motor skills. In results is described existing difference between intact preschool children and children with cerebral...

The graduation thesis is focused on the evaluation in motoric skills of sports gymnasts (n=18) aged between 7 to 10 years. The whole study took place in České Budějovice in the Merkur center with the support of a gymnastic team. For this experiment was used the methody called "MABC-2 formula" (Movement Assessment Battery for Children 2nd edition). The MABC-2 test is a standardized test that verifies a level of the motor function while indicating motor difficulties and difficulty in coordination. It consists of eight test items that are divided into three components. Individual components focus on testing fine motor skills (manual skill), gross motor skills (aiming and catching) and balance. After performing the MABC-2 test and obtaining gross scores for each item, we created tables and graphs of component and total test scores (TTS). We compared the results to the standardization norms this test battery and with other researches in this field that deal with motor testing using the MABC-2 test battery. At the basis of this comparison, we evaluated the level of motor skills in the tested group of gymnasts. This thesis confirmed that gymnasts achieved in all components above-average results. For evaluation of the gymnasts balance skills the MABC-2 wasn´t sensitive enought.

Various researchers highlight the role of neuro-motor and visual motor integration problems on learning-related barriers (Mutti et al., 1998; Goldstein & Britt, 1994; Kulp, 1999; Lotz et al., 2005; Van Roon et al., 2010). Visual motor integration and neuro-motor problems, that include perceptual, gross- and fine motor problems further relates to writing, reading, spelling and mathematical problems (Cheatum & Hammond, 2000). The visual system plays an important role in visual motor integration and researchers found ocular-motor control to correlate with learning-related problems and are therefore investigated (Vaughn et al., 2006). The aim of the study was twofold. The first aim was to determine the nature of neuro-motor problems that are present in 7- to 8-year old children with learning-related problems (writing, reading, spelling and mathematical problems). The second aim was to determine the nature of ocular-motor control and visual-motor integration that are present in 7- to 8-year old children with learning-related problems (writing, reading, spelling and mathematical problems). Sixty-eight learners (45 boys and 23 girls) with and without learning-related problems took part in the study. The group with learning-related problems (n=31) consisted of learners that received remedial intervention in Grade 1 and were in Grade 2 during the data collection. The control group (n=37) represented the study group for age and gender with a mean age of 7.5 years (SD=0.43) and had no learning-related problems. The Quick Neurological Screening Test II (QNST-II) and the Sensory Input Systems Screening Test (SISM) were used to determine the state of neuro-motor development and the visual and ocular-motor control status of learners. The Developmental Test of Visual-Motor Integration - 4th ed. (VMI-4) were used to evaluate the visual-motor integration of learners. The Statistica for Windows 2011 computer program was used to do the data processing (StatSoft, 2011). Differences between learners with and without learning-related problems were determined by an independent t-test. A multi-dimensional representation of learners with learning-related problems were established by means of a correspondence analysis of twoway variance tables with respect to reading, writing, spelling and mathematical problems. Results indicate that statistical as well as practical significant differences were found between learners with and without learning-related problems with respect to neuro-motor, visual-motor integration as well as ocular-motor problems. Neuro-motor problems were found between the two groups in visual, auditory, and tactile perception as well as different gross motor skills and were associated with reading, writing, spelling and mathematical problems. Regarding ocularmotor control and visual-motor integration, statistical- (p≤0,01) as well as practical (d≥0,8) significant differences were found between learners with and without learning related problems in visual-motor integration as well as 10 of the 11 sub-items of the SISM which include the following: fixation with both eyes, fixation with right eye, fixation with left eye, ocular alignment with right eye, ocular alignment with left eye, tracking with both eyes, tracking with right eye, tracking with left eye, vertical tracking and horizontal tracking. It can be concluded from the results that a significant correlation could be found between neuro-motor problems, that includes ocular-motor control as well as visual-motor integration and learning-related problems (reading, writing, spelling and mathematical problems). Neuromotor skills as well as visual-motor integration should therefore be incorporated in intervention of children with learning-related problems. / Thesis (MA (Kinderkinetics))--North-West University, Potchefstroom Campus, 2013.

Various researchers highlight the role of neuro-motor and visual motor integration problems on learning-related barriers (Mutti et al., 1998; Goldstein & Britt, 1994; Kulp, 1999; Lotz et al., 2005; Van Roon et al., 2010). Visual motor integration and neuro-motor problems, that include perceptual, gross- and fine motor problems further relates to writing, reading, spelling and mathematical problems (Cheatum & Hammond, 2000). The visual system plays an important role in visual motor integration and researchers found ocular-motor control to correlate with learning-related problems and are therefore investigated (Vaughn et al., 2006). The aim of the study was twofold. The first aim was to determine the nature of neuro-motor problems that are present in 7- to 8-year old children with learning-related problems (writing, reading, spelling and mathematical problems). The second aim was to determine the nature of ocular-motor control and visual-motor integration that are present in 7- to 8-year old children with learning-related problems (writing, reading, spelling and mathematical problems). Sixty-eight learners (45 boys and 23 girls) with and without learning-related problems took part in the study. The group with learning-related problems (n=31) consisted of learners that received remedial intervention in Grade 1 and were in Grade 2 during the data collection. The control group (n=37) represented the study group for age and gender with a mean age of 7.5 years (SD=0.43) and had no learning-related problems. The Quick Neurological Screening Test II (QNST-II) and the Sensory Input Systems Screening Test (SISM) were used to determine the state of neuro-motor development and the visual and ocular-motor control status of learners. The Developmental Test of Visual-Motor Integration - 4th ed. (VMI-4) were used to evaluate the visual-motor integration of learners. The Statistica for Windows 2011 computer program was used to do the data processing (StatSoft, 2011). Differences between learners with and without learning-related problems were determined by an independent t-test. A multi-dimensional representation of learners with learning-related problems were established by means of a correspondence analysis of twoway variance tables with respect to reading, writing, spelling and mathematical problems. Results indicate that statistical as well as practical significant differences were found between learners with and without learning-related problems with respect to neuro-motor, visual-motor integration as well as ocular-motor problems. Neuro-motor problems were found between the two groups in visual, auditory, and tactile perception as well as different gross motor skills and were associated with reading, writing, spelling and mathematical problems. Regarding ocularmotor control and visual-motor integration, statistical- (p≤0,01) as well as practical (d≥0,8) significant differences were found between learners with and without learning related problems in visual-motor integration as well as 10 of the 11 sub-items of the SISM which include the following: fixation with both eyes, fixation with right eye, fixation with left eye, ocular alignment with right eye, ocular alignment with left eye, tracking with both eyes, tracking with right eye, tracking with left eye, vertical tracking and horizontal tracking. It can be concluded from the results that a significant correlation could be found between neuro-motor problems, that includes ocular-motor control as well as visual-motor integration and learning-related problems (reading, writing, spelling and mathematical problems). Neuromotor skills as well as visual-motor integration should therefore be incorporated in intervention of children with learning-related problems. / Thesis (MA (Kinderkinetics))--North-West University, Potchefstroom Campus, 2013.

Title: Occurrence of coordination disorders in children with hearing impairment Objectives: The aim of this master thesis was to verify the hypothesis that children with hearing impairment have higher incidence of sensorimotor issues byassessing their motor skills, physical fitness and somatognostic functions. A partial goal was to assess the correlation between the methods used. Methods: The examination group consisted of 73 children (27 girls and 46 boys) with hearing impairment aged 7 to 16 years (mean age 11.9 ± 2.8 years). The mean weight of the children was 47.7 ± 17.4 kg, the mean height was 153 ± 17.5 cm and the average BMI value was 19.7 ± 4.1. Following methods for testing of children with hearing impairment were utilized: the Movemet Assessment Battery for Children - Second Edition (MABC-2) and Unifittest 6-60. Results were evaluated according to Czech standards. All children were also tested for their somatognostic functions according to Kolář. Furthermore, anamnestic data were obtained from parents of 54 children using a non-standardized questionnaire. In the case of 20 children, the assessment was repeated after 3 years. Statistica and Microsoft Excel 2016 were used for data processing. Results: The hypothesis was confirmed, i.e. children with hearing impairment have higher incidence...