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The effects of visual-spatial and integrative instructional methodologies on the psychomotor achievement of male and female college students /Scott, Michael LeRoy January 1979 (has links)
No description available.
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Temporal assimilations during bi-manual movements in non-impaired and Parkinsonian individualsManal, Kurt T. January 1992 (has links)
No description available.
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Effects of observer's experience and skill level on learning and performance in motor skill modelingDowney, Margaret J. January 1991 (has links)
No description available.
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Efficience manuelle et discrimination droite-gauche chez des garçons droitiers et gauchers âgés de 10 ansRigal, Robert. January 1972 (has links)
No description available.
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'n Motoriese begeleidingsprogram vir kinders in die pre-primêre skoolfase05 November 2014 (has links)
M.Ed. (Education) / The teaching of motor skills is to a large extent neglected in early childhood. This conclusion has been drawn from practical experience and observation obtained from teaching at a preparatory school. The research undertaken in this study has focussed on the design of a motor guiding programme in which individual motor skills can effectively be taught. Naturally the first priority has been to establish which motor skills a child must obtain at each developmental stage. Therefore this study analysed different characteristics of the growing child in the three developmental stages - the neonate, the infant and the preschool child. the next step has been to establish which criteria constitute the' basis for the motor guiding programme. The solution to this problem has been obtained from observing small children, ages three to six years as well as from scrutinizing the vast amount of empirical research on motor skills that appear in representative literature. The following criteria which emanated from the research programme, constitute the basis for the proposed motor guiding programme: individual uniqueness, the original situation, estimation of time, content, school readiness, sosializing, norm establishment, human dignitiy, positive selfconcept, realistic aims, aspiration level, stimulation, affective stability, safety and evaluation. The next stage of research was the design of appropriate teaching principles applicable to motor skills by the analysis of the cognitive, affective and motor aspects of the teaching of motor skills for preschool children. These principles appear to be: aims and goals, self actualization, sosialization, motivation, evaluation, structuring and contextualization. Having analysed these principles and criteria, a motor guiding programme has been developed.
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complexity, age and motor competence effects on fine motor kinematicsLavelle, Barbara M, barbara.lavelle@deakin.edu.au January 2002 (has links)
Prehension is a fundamental skill usually performed as part of a complex action sequence in everyday tasks. Using an information processing framework, these studies examined the effects of task complexity, defined by the number of component movement elements (MEs), on performance of prehension tasks. Of interest was how motor control and organisation might be influenced by age and/or motor competence. Three studies and two longitudinal case studies examined kinematic characteristics of prehension tasks involving one-, two- and three-MEs: reach and grasp (low-complexity); reach, grasp and object placement (moderate-complexity); and reach, grasp and double placement of object (high-complexity).
A pilot study established the suitability of tasks and procedures for children aged 5-, 8- and 11-years and showed that responses to task complexity and object size manipulations were sensitive to developmental changes, with increasing age associated with faster movements. Study 2 explored complexity and age effects further for children aged 6- and 11-years and adults. Increasing age was associated with shorter and less variable movement times (MTs) and proportional deceleration phases (%DTs) across all MEs. Task complexity had no effect on simple reaction time (SRT), suggesting that there may be little preprogramming of movements beyond the first ME. In addition, MT was longer and more on-line corrections were evident for the high- compared to the moderate-complexity task for ME1. Task complexity had a greater influence on movements in ME2 and ME3 than ME1. Adults, but not children, showed task specific adaptations in ME2.
Study 3 examined performance of children with different levels of motor competence aged between 5- and 10-years. Increasing age was associated with shorter SRTs, and MTs for ME1 only. A decrease in motor competence was associated with greater difficulty in planning and controlling movements as indicated by longer SRTs, higher %DTs and more on-line corrections, especially in ME2. Task complexity affected movements in all MEs, with a greater influence on ME1 compared to Study 2. Findings also indicated that performance in MEs following prehension may be especially sensitive to motor competence effects on movement characteristics. Case studies for two children at risk of Developmental Coordination Disorder (DCD) revealed two different patterns of performance change over a 16-17 month period, highlighting the heterogeneous nature of DCD. Overall, findings highlighted age-related differences, and the role of motor competence, in the ability to adapt movements to task specific requirements. Results are useful in guiding movement education programmes for children with both age-appropriate and lower levels of motor competence.
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An exploratory investigation of the relationship between kinesthesis and certain industrial motor skills.Rankin, Winston Bertram. January 1949 (has links)
No description available.
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Motor Performance and Retention as a Function of Praise and CriticismJones, W. J. Martyn January 1981 (has links)
Note:
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THE RELATIVE INFLUENCE OF OBSERVATION, IMITATIVE MOTOR ACTIVITY, AND FEEDBACK ON THE INDUCTION OF SERIATIONSwanson, Rosemary Anne, 1946- January 1976 (has links)
No description available.
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Performance in pursuit and compensatory tracking tasks as a function of rate and predictabilityFowler, Frank Douglas. January 1966 (has links)
Call number: LD2668 .T4 1966 F786 / Master of Science
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