Iodine is necessary for thyroid hormones synthesis which in turn are essential for brain development during fetal and early postnatal life. In these critical periods, severe iodine deficiency can induce irreversible brain damage in the fetus and the infant, resulting in retarded cognitive and/or psychomotor development. Despite the introduction of salt iodization programs such as national measures to control iodine deficiency, some European countries, including Belgium, are still affected by Mild Iodine Deficiency (MID) and MID during pregnancy may affect neurodevelopment of the offspring. Elevated thyroid stimulating hormone (TSH) concentration (>5mU/l) at birth has been used as an indicator of iodine deficiency during late pregnancy and at the population level. This doctoral research aimed to investigate the association between neonatal TSH level, used as a surrogate marker of MID during late pregnancy, and cognitive, psychomotor and psychosocial development of preschool children. It was hypothesized that elevation of TSH at birth is associated with impaired intellectual and psychomotor development and with behavioral problems at 4-5 years. As the use of TSH as an indicator of iodine deficiency has been criticized, we have also set out to assess the potential factors influencing neonatal TSH level measured through neonatal screening using a representative sample of TSH values between 0 and 15 mIU/L. Additionally, we aimed to reevaluate the neonatal TSH cut-off (5mIU/L) used to monitor iodine status in the population. The objective was to evaluate the cut-off point from which we can observe the impairment of children’s neurodevelopment. We hypothesized that this is a good way to establish the best cut-off value for identifying iodine deficiency.The study included 315 Belgian preschool children with a TSH concentration between 0 and 15 mU/L at screening. For each sex and TSH-interval (0-1 mU/L, 1-2 mU/L, 2-3 mU/L, 3-4 mU/L, 4-5 mU/L, 5-6 mU/L, 6-7 mU/L, 7-8 mU/L, 8-9 mU/L, 9-15 mU/L) 19 newborns were randomly selected after excluding infants with congenital hypothyroidism, low birth weight and premature infants. Neonatal TSH was measured in dried blood spots collected by heel stick 3 to 5 days after birth using the Autodelphia method. Cognitive abilities and psychomotor development were assessed using respectively the Wechsler Preschool and Primary Scale of Intelligence-III and the Charlop-Atwell scale of motor coordination. Psychosocial development was measured using the Child Behavior Check List for ages 1½-5 years. In addition, the mothers completed a self-administered questionnaire in order to account for confounding factors. No association between neonatal TSH within the range of 0 to 15 mIU/L - a surrogate marker for mild iodine deficiency during pregnancy and neurocognitive development was present in Belgian preschool children. The current level of iodine deficiency in Belgium is probably not severe enough to affect the neurodevelopment of children. In this study, we were able to identify several maternal and pregnancy related determinants of neonatal TSH levels. Higher TSH levels were associated with a lifetime (up to child birth) smoking behavior in the mother, a lower weight gain during pregnancy, a longer pregnancy duration. Higher TSH levels were found in spring and winter compared to summer and autumn. It is not advised to use elevated neonatal TSH levels at birth as an indicator of iodine deficiency during late pregnancy without taking potential covariates into account. Given the fact that no association was found between TSH and developmental scores in the children, we cannot evaluate the cut-off point from which we can observe the impairment of children’s neurodevelopment. / Doctorat en Sciences psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished

Electroconvulsive therapy (ECT) effectively treats depression by administration of repeated seizure-inducing electrical stimuli. Sprague-Dawley rats were administered 6 electroconvulsive shocks (ECS) over 2 weeks, and in vivo single unit extracellular electrophysiological activity was recorded after 48 hours. Overall firing activity in the locus coeruleus and ventral tegmental area was unchanged, suggesting the therapeutic efficacy of ECT may not be attributed to increased norepinephrine and dopamine release. There were more spontaneously active neurons in the substantia nigra pars compacta (SNc), indicating greater dopamine tone in the nigrostriatal motor pathway, which may contribute to alleviation of psychomotor retardation. In the facial motor nucleus (FMN), locally administered norepinephrine, but not serotonin, facilitated greater glutamate-induced firing, which may contribute to improved facial motricity. Current results indicate that repeated ECS enhances postsynaptic norepinephrine neurotransmission in the FMN and SNc dopamine neurotransmission, which could represent the mechanism behind the alleviation of depressive symptoms including psychomotor retardation.

Made available in DSpace on 2016-01-26T18:49:30Z (GMT). No. of bitstreams: 1 Dissertacao Eliane.pdf: 465817 bytes, checksum: 3da963432cda8b6694ad1eef4797ef5c (MD5) Previous issue date: 2009-03-26 / The motor activity is of great importance to the children s global development through the activities which are offered to them. Children develop their own conscience and the world outside; so, they are very important to the formation of their personality. The main purpose of this work is to analyze the effective job of a professional of physical Education who deals with integral formation of students aged between 6 and 7. It also tries to verify whether affective, cognitive and motor aspects are being applied to such subject. This research is said to be a kind of study which refers to quantitative and qualita- tive approach. Twenty-seven children (belonging to both sexes) were selected to take part in this work . They were studying first grade in a state elementary school, located in the west part of the State of São Paulo. As an evaluation instrument to measure the psycho- motor development of the students was used the SMD (Scale of Motor Development), which was standardized especially for Brazilians by Rosa Neto in 2002). Such scale is formed by the following tests: thin motility, global motility, balance, corporal scheme ( imitation of posture and velocity) space organization, temporal organization (language and temporal structures) and laterality. The first evaluation was employed from April 30 to June 6, in 2008. The second one was employed from November 3 to November 12, in the same year. The aim of this evaluation was to make a comparison with the psychomotor development of the students, making use of tables, graphics, teaching plan of physical education and interviews. Interviews were made with teachers who work with those children. Physical education classes were also observed and the pedagogical plans of teaching were studied carefully. The use and interpretation of information followed by SMD, as well as by scholarly persons who have a lot to do with this research, were strictly obeyed. The results showed that most of those children presented a dissatisfactory psychomotor profile. This means that such children may have difficulty in school in the future, since a good psychomotor development is essential in learning. / A atividade motora é de grande importância no desenvolvimento global da criança. Através das atividades que lhe são proporcionadas, ela desenvolve a consciência de si mesma e do mundo exterior e por isso são determinantes na formação de sua personalidade. O presente estudo teve por objetivo, analisar o trabalho efetivo do profissional de educação física na formação integral dos alunos com idades compreendidas entre 6 e 7 anos,bem como verificar se os desenvolvimentos dos aspectos afetivos, cognitivos e motores estão sendo trabalhados na referida disciplina. Trata-se de uma pesquisa de Estudo de Caso, descritivo com abordagem do tipo quanti-qualitativo.Participaram do estudo vinte e sete crianças de ambos os sexos da 1ª série do ensino fundamental de uma escola da rede pública estadual situado no oeste do Estado de São Paulo. Como instrumento de avaliação do desenvolvimento psicomotor dos alunos, foi utilizada a EDM (Escala de Desenvolvimento Motor, padronizada para a população brasileira), por Rosa Neto (2002). A escala é composta pelos seguintes testes: motricidade fina, motricidade global, equilíbrio, esquema corporal (imitação de posturas e rapidez), organização espacial, organização temporal (linguagem e estruturas temporais) e lateralidade. A primeira avaliação foi aplicada no período de 30/04 a 06/06/08 e reaplicada no período de 03/11 à 12/11/08, com o objetivo de fazer um estudo comparativo do desenvolvimento psicomotor dos alunos, utilizando-nos das tabelas, gráficos, plano de ensino de educação física e entrevistas. Foram realizadas entrevistas com os professores da série, observações das aulas de educação física e leitura do plano pedagógico de ensino. A aplicação e a interpretação dos dados obtidos obedeceram à padronização da EDM e dos estudiosos que nortearam a presente pesquisa. Os resultados mostraram que a maioria das crianças apresenta um perfil psicomotor abaixo do esperado. Isto significa que poderão surgir dificuldades de aprendizagem na vida escolar das crianças no presente estudo, visto que um bom desenvolvimento psicomotor é um dos requisitos para uma boa aprendizagem.

Made available in DSpace on 2016-07-18T17:54:07Z (GMT). No. of bitstreams: 1 Dissertacao Eliane.pdf: 465817 bytes, checksum: 3da963432cda8b6694ad1eef4797ef5c (MD5) Previous issue date: 2009-03-26 / The motor activity is of great importance to the children s global development through the activities which are offered to them. Children develop their own conscience and the world outside; so, they are very important to the formation of their personality. The main purpose of this work is to analyze the effective job of a professional of physical Education who deals with integral formation of students aged between 6 and 7. It also tries to verify whether affective, cognitive and motor aspects are being applied to such subject. This research is said to be a kind of study which refers to quantitative and qualita- tive approach. Twenty-seven children (belonging to both sexes) were selected to take part in this work . They were studying first grade in a state elementary school, located in the west part of the State of São Paulo. As an evaluation instrument to measure the psycho- motor development of the students was used the SMD (Scale of Motor Development), which was standardized especially for Brazilians by Rosa Neto in 2002). Such scale is formed by the following tests: thin motility, global motility, balance, corporal scheme ( imitation of posture and velocity) space organization, temporal organization (language and temporal structures) and laterality. The first evaluation was employed from April 30 to June 6, in 2008. The second one was employed from November 3 to November 12, in the same year. The aim of this evaluation was to make a comparison with the psychomotor development of the students, making use of tables, graphics, teaching plan of physical education and interviews. Interviews were made with teachers who work with those children. Physical education classes were also observed and the pedagogical plans of teaching were studied carefully. The use and interpretation of information followed by SMD, as well as by scholarly persons who have a lot to do with this research, were strictly obeyed. The results showed that most of those children presented a dissatisfactory psychomotor profile. This means that such children may have difficulty in school in the future, since a good psychomotor development is essential in learning. / A atividade motora é de grande importância no desenvolvimento global da criança. Através das atividades que lhe são proporcionadas, ela desenvolve a consciência de si mesma e do mundo exterior e por isso são determinantes na formação de sua personalidade. O presente estudo teve por objetivo, analisar o trabalho efetivo do profissional de educação física na formação integral dos alunos com idades compreendidas entre 6 e 7 anos,bem como verificar se os desenvolvimentos dos aspectos afetivos, cognitivos e motores estão sendo trabalhados na referida disciplina. Trata-se de uma pesquisa de Estudo de Caso, descritivo com abordagem do tipo quanti-qualitativo.Participaram do estudo vinte e sete crianças de ambos os sexos da 1ª série do ensino fundamental de uma escola da rede pública estadual situado no oeste do Estado de São Paulo. Como instrumento de avaliação do desenvolvimento psicomotor dos alunos, foi utilizada a EDM (Escala de Desenvolvimento Motor, padronizada para a população brasileira), por Rosa Neto (2002). A escala é composta pelos seguintes testes: motricidade fina, motricidade global, equilíbrio, esquema corporal (imitação de posturas e rapidez), organização espacial, organização temporal (linguagem e estruturas temporais) e lateralidade. A primeira avaliação foi aplicada no período de 30/04 a 06/06/08 e reaplicada no período de 03/11 à 12/11/08, com o objetivo de fazer um estudo comparativo do desenvolvimento psicomotor dos alunos, utilizando-nos das tabelas, gráficos, plano de ensino de educação física e entrevistas. Foram realizadas entrevistas com os professores da série, observações das aulas de educação física e leitura do plano pedagógico de ensino. A aplicação e a interpretação dos dados obtidos obedeceram à padronização da EDM e dos estudiosos que nortearam a presente pesquisa. Os resultados mostraram que a maioria das crianças apresenta um perfil psicomotor abaixo do esperado. Isto significa que poderão surgir dificuldades de aprendizagem na vida escolar das crianças no presente estudo, visto que um bom desenvolvimento psicomotor é um dos requisitos para uma boa aprendizagem.

Physical educators are concerned with the development of the whole child, as reflected by the affective cognitive and psychomotor domains that drive our standards. However, many times the focus is on one, maybe two, domains in a single task. This session will provide examples and strategies for incorporating all three domains into learning tasks, creating rich learning experiences. These ideas will help teachers of all experience levels and those preparing for edTPA.

To assess the long-term effects of antidepressant medication on balance, equilibrium, and postural reflexes, we studied 30 patients, ages 20-76 years, who had a diagnosis of depressive disorder (as defined by DSM-III-R criteria) and had been treated with tricyclic antidepressants (TCAs) or selective serotonin reuptake inhibitors (SSRIs) for ≤1 year. They were assessed by a Balance Master System. The assessment included three tasks: static balance, rhythmic weight shift, and limits of stability. When compared with 30 nonhospitalized healthy controls (of comparable age and the same sex), patients who took TCAs showed impaired balance function in all main indices. The results suggest that the impairment of balance function includes motor coordination, fine-motor control, postural reflexes,maintaining equilibrium, and reaction time. No obvious impairment of balance function was observed in patients who took SSRIs.

Today's research shows a clear direction that children and adolescents don't reach public health recommendations about physical activity 60 minutes a day. The purpose of this study is to investigate whether performances about if and how health, well-being and movement are expressed in preschool. This is done by studying the teacher ́s attitudes and thoughts about health, well-being and movement and how it seen in a preschool environment. The survey is based on a quantitative research method in form of a questionnaire survey and through a qualitative research method in the form of semi- structured interviews, where we have interviewed three educators. The empirical material is analyzed based on psychomotor theory and power perspectives.The results show that health, well-being and movement are not prioritized, and the concept are seen as difficult to interpret by the educators who work with them in everyday activities. The results also show that health work varies clearly based on the educators who participated in the study, where participation and opportunities for physical activity varied depending on the knowledge of the concept.

This dissertation aimed to spotlight a prevalent issue in lifespan development and learning that is under-appreciated in educational research and practice. Many children in the United States and abroad learn to coordinate fundamental motor actions with maladaptive postural deviations that impose excessive stress and strain on musculoskeletal structures. The stabilization of maladaptive movement patterns during a critical period of psychomotor development produces non-structural sagittal misalignments of the spine, including Forward Head Posture (FHP) and Postural Thoracic Hyperkyphosis. Moreover, the reproduction of maladaptive movement patterns may be associated with the development of musculoskeletal disorders and associated chronic pain conditions that impact the global public. The researcher employed philosophical synthesis to describe and explain the adverse effects of maladaptive postural coordination on lifespan human development while amplifying its origins in early childhood. Principles from the traditions of Pragmatism and Dynamical Systems Theory are applied to develop a positive model of adaptive psychomotor learning and development that is seamlessly integrated into Early Childhood Education curriculum and learning formats. To this end, Early Childhood Education should structure learning experiences to guide the discovery and stabilization of adaptive movement patterns that (1) accomplish fundamental action goals in the here-and-now and (2) support the health of the changing neuromuscular-skeletal system across its lifetime. Therefore, the researcher proposes a model of early learning in which the study of the body-self is seamlessly woven into all aspects of the general ECE curriculum.

No description available.

Assessment in athletic training education is an evolutionary process that is determined by each individual Athletic Training Education Program. The autonomy authorized by national accreditation standards allows academic programs to determine the appropriate assessment practices that facilitate the meeting of student learning outcomes. Even with autonomy, formative and summative techniques are to be employed in both the didactic and clinical arenas of athletic training education programs. The major objective of athletic training education is to prepare students for entry-level practice in athletic training. The purpose of this study was to assess interrater reliability of athletic training faculty and approved clinical instructors in their rating of athletic training student performance on four psychomotor skills. A total of 115 individuals participated in this study. Thirty two faculty and 83 approved clinical instructors completed the online survey The results of this study indicate that the overall reliability was high for the entire population as well as the subgroups analyzed. Even though the overall reliability was high, three specific criteria out of a total of 29 criteria had lower reliability scores. These findings may indicate that there may be a high degree of agreement between academic faculty and approved clinical instructors in the rating of athletic training students in their performance of psychomotor skills.