Computer assisted psychomotor training is recognized as an appropriate tool in motor skill acquisition in adults with and without physical limitations. In specialized populations of individuals with physical deficits such as Parkinson's disease, previous researchers have examined the application of computer assisted training during upper extremity psychomotor skill acquisition. Presently, there is a lack of controlled studies regarding computerized functional psychomotor task training in persons with Parkinson's disease. The specific purpose of this study is to test the efficacy of a computerized functional balance training protocol in a specialized population of individuals with Parkinson's disease. Experimental group subjects practiced functional balance activities with computer generated visual cues and feedback utilizing the Balance Master SystemTM (BMS). This computerized system integrates visual cues and visual feedback into graded psychomotor training protocols. The BMS has been used to evaluate persons with PD, but as yet, has not been tested in controlled training studies. The performance of the experimental group was compared to a control group receiving training under non-visually cued, non-computerized conditions. All subjects' functional status was assessed pre and post training utilizing the Timed Up and Go (TUG) test and Functional Reach Test (FRT). Both of these measures quantify an individual's ability to adapt their movement patterns and perform functional activities. Post-testing occurred following the completion of ten training sessions and at four weeks. The experimental group showed improvements in their TUG scores over the three testing intervals as compared to the control group (F(1,18) = 32.86, p = .000). The experimental group subjects demonstrated a trend towards improvement in TUG scores while the control group demonstrated a trend towards baseline levels by post test two. The experimental group did display improvements in FR scores compared to the control group, but these trends were found to be insignificant (F(1,18) = 3.46, p = .079). Subjects that practiced under computerized, externally cued conditions displayed persistent improvements in functional activity (TUG measurement) over time as compared to control group subjects.

A thesis Submitted to the Faculty of Medicine, University of the Witwatersrand, Johannesburg for the Degree of Doctor of Philosophy. / The purpose of this thesis was to construct a comprehensive battery of standardised tests that was robust in terms of its psychometric characteristics to evaluate visual-perceptual-motor (V-P-M) function in the adult who had suffered a Cerebro-Vascular- Accident (C.V.A.). This was to meet the need for the occupational therapist to target specific deficits and thereby to provide an effective treatment to patients. Work done by the candidate with patients, the literature as well as a review of existing tests demonstrated the need for such a test battery. Up to this time, tests available do not meet all the requirements for a reliable and valid assessment tool for adult V-P-M function. This demanded that the tests compiled for this thesis be based on a sound theoretical model, supplied information on age related changes in function and had undergone rigorous psychometric testing. It was also nescessary that normative data based on information collected from a random sarnote of the population for whom the test was intended and which would include a wide range of age groups, be collected. in order to fulfil these requirements the construction of this test battery followed the eleven steps necessary to produce tests ready for the final stage (step twelve) l.e. the collection of the normative data. ( Abbreviation abstract ) / AC2017

The main aim of this thesis was to examine internal representation in the context of nurse education using two main output variables - namely imagery and identity. The initial basic argument for the thesis was that procedures to facilitate the acquisition of psychomotor skills that have been developed in sports science could fruitfully be applied to the development of skills in other areas, such as nurse education. Study one approached this through the use of an imagery training programme - PETTIER (Holmes & Collins, 2001) on an undergraduate nursing curriculum. PETTIER served as the independent variable with the dependent variable - performance - being measured through Obje&tive Structured Clinical Examinations (OSCEs). Unexpected results revealed no significant differences between the control and experimental groups, with the control group actually performing better overall. Given this, the explicit choice was made to pursue investigation into the other plausible factors affecting behaviour, in order to explicate and underpin the results obtained. Study two investigated students' perceptions of and preparation for the OSCEs using a skills training questionnaire. Results revealed common concerns, specifically related to skills practice. Furthermore these concerned the amount of practice time provided; the practice environment; and the amount of support and training during teaching. In light of these findings, study three pursued a contrasting and comparative investigation from the professionals' perspective on the curriculum. This specifically examined perceptions of the assessment structure and expectations within the curriculum; the content of the curriculum; levels of support and provision for training; and the application of theory and practice. This aimed to identify any coherent or conflicting views between the students' receiving the curriculum and the staff delivering the curriculum. Results revealed coherency in the professional view that theory and practice were equally as important for nurse education. However, students commonly perceived practice as the most important aspect. Also, some students often struggled to apply theory to practice and vice versa. In light of this it became apparent that students may in fact identify differently with the content of the curriculum. Therefore, appraisal of the content may have different significance for students and affect behaviour differently both internally and/or externally. Study four investigated this using Identity Structure Analysis (ISA)/lpseus (Weinreich & Saunderson, 2003).This explored how students applied themselves to the various aspects of nursing in the contexts of healthcare and broader affiliations, and how these fitted into students' broader sense of identity. It also looked at typologies within nursing and whether identity fitted into three distinct categories depending on construals. Study five followed this up using two individual case studies. The purpose of this was to encapsulate meaning behind individual construals and typologies and explicate the findings of ISA/lpseus and the implications for nurse education. Results found that construals are grounded in experiences which can affect development, behaviour and identity towards nursing and the broader affiliations in individuals' lives. In conclusion identity in nursing should be investigated further in order to provide stronger evidence in regards to typologies and how these may be influencing students' behaviour and development in nurse education. Such research could have important implications for the future of nurse education and be a positive step towards future curriculum revisions.

Although the psychomotor vigilance task (PVT) is commonly used in adult sleep research, normative data for PVT performance in children have not been published and performance in children with sleep disordered breathing (SDB) has not been explored. This report describes PVT performance among children participating in the Tucson Children's Assessment of Sleep Apnea (TuCASA). A community-based sample of 360 Caucasian and Hispanic children completed a standard PVT trial. Participants were 48% female and 36% Hispanic; mean age was 8.9 years. Children with respiratory disturbance index (RDI) >1 event/hour and those with parent-reported sleep problems were excluded from the normative analysis. Among normal sleepers, performance on several measures improved with increasing age and differed between boys and girls. No ethnic differences were detected. Among children with SDB, no differences in performance were identified. Age and gender differences in PVT performance must be considered when the PVT is utilized in pediatric populations.

The purpose was to examine the domain specificity of the self-regulatory skills of children with Developmental Coordination Disorder (DCD) compared to their peers without DCD. Participants included 10 children with DCD and 10 without. A sport specific problem-solving task (shooting at a hockey net) and an educational problem-solving task (peg solitaire) were compared. Zimmerman's (2000) social cognitive model of self-regulation was used; it has three phases (a) forethought, (b) performance or volitional control, and (c) self-reflection. Participants were taught to think aloud during both tasks to access cognitive processes (Ericsson & Simon, 1984/1993). Codes were developed under five major categories, (a) goals, (b) knowledge, (c) emotion, (d) monitoring, and (e) evaluation. Verbalizations were transcribed and coded using the NUD*IST Vivo software. Results indicated that children with DCD have decreased knowledge in the motor domain, may have general difficulties with planning and set less challenging goals. The findings also support previous research regarding their negative emotions attached to motor tasks.

Thesis (Ph. D.)--University of Rhode Island, 2004. / Typescript. Includes bibliographical references (leaves 65-80).

The present study is an attempt to understand the differences between the child and young adult beginner in learning how to play the piano as a basis towards improving college-level beginning piano teaching. The purpose of this study then is three fold: (1) to examine to what extent there is a difference of learning achievement and rate between the child and young adult beginner, centering on psychomotor skills, the process of music reading, and elements of interpretation in learning how to play the piano; (2) to find out factors affecting these three elements of musical learning in two groups; and (3) to drive ways towards improving college level beginning piano teaching. To examine these questions, comparisons were drawn between undergraduate non-music majors (19 - 24 years) and primary school children (8 years). The 10-week instructional period consisted of two 40-minute lessons per week for each individual. The investigator taught all subjects individually with the investigator-designed instructional programme focused on keyboard fluency, music reading, and interpretation. Through the pilot study materials and sequencing in the instructional programme were revised and a system of categories for learning-relevant variables emerged. Hypotheses related to a basis of differences in music learning between two groups were investigated using a three-point achievement measurement tool designed by the investigator. Other variables (physical capacity, intelligence, musical background, motivation to learn, learning attitude, emotional factors) affecting musical learning were investigated using IQ tests, the students' self-reports, investigator's reports, and parents' reports. The results of the principal investigation indicate that the young adult beginners performed in all three musical learning elements better than the child group. No evidence was found in support of stereotypical assumptions in the beginning piano study-related literature that the young adult beginner is at disadvantage to the child beginner in the acquisition of keyboard fluency skills. It appears that the young adult did not have problems related to physical capacity taught in this instruction. In addition, it appears that selection variables (physical capacity, intelligence, and musical background) played an important role in the musical achievement of the child beginner group compared with the young adult group. On the other hand, in the case of the young adult group, it appears that learning-related characteristics (motivation to learn, learning attitude, and emotional factors) were likely to be more important factors affecting the musical development compared with the child group.

The most commonly used tests for the evaluation of perceptual motor function of children in South Africa are the Southern California Sensory Integration Tests (Ayres, 1972) and Southern California Postrotary Nystagmus Test (Ayres, 1975). These particular tests were revised, changed and restandardized in 1989. For various reasons the new form, Sensory Integration and Praxis Tests (Ayres, 1989), is not feasible for use in South Africa. It has thus become imperative to develop tests in South Africa that can replace these tests. The South African Institute of Sensory Integration appointed working committees in various sectors of the country to develop a test for the South African population. The candidate decided to develop a somatosensory Test which could be used as part of a South African test of sensory integration. A test was designed and constructed, based on the model used by Ayres in the Southern California Sensory Integration Tests. This test comprises five subtests, i.e. Non-vestibular Proprioception (in the first phase of the study this subtest was named Kinesthesia), Finger Recognition, Form Recognition, Two Point Discrimination and Tactile Stimuli Placement tests. This proposed test was used in the field by seven voluntary field workers. They each recruited a sample of convenience and administered the proposed test to 58 children. A self-administered questionnaire was completed for each test administered completed to evaluate the mechanics of the test. The data obtained from the questionnaires were statistically analysed and from this the candidate could draw conclusions about changes necessary for the test. Suggested changes were implemented. These included shortening the test, changing verbal instructions, adapting some parts of test items, reorganising the score sheet and changing the instruction manual accordingly. A pilot study was conducted to determine validity and reliability of the proposed test. A representative sample (n = 114) was recruited from the Sub A population in the Durbanville and Kraaifontein area of the Northern suburbs of the Cape Town Metropolitan Area. A comparative study was done to validate the proposed test, using the Southern California Sensory Integration Tests as a gold standard. The Two Point Discrimination test was excluded from this validation study as there is no corresponding test of the SCSIT. Results were compared and levels of sensitivity and specificity were established. In general, higher levels of specificity than sensitivity were obtained. The Form Recognition test had the highest sensitivity level (60%) and in the case of the Finger Recognition test statistically significant differences were obtained between means (p = 0.006). Thirty children from the group of 114 were tested by two testers to establish the reliability coefficient. The Form Recognition test had the highest coefficient (0.83).

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