A motor-skills programme to enhance visual motor integration of selected pre-school learners

Africa, Eileen; Deventer, K. J. van

doi:10.1080/03004430.2016.1201478

Cited by 6 publications

(6 citation statements)

References 20 publications

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“…This is despite the acknowledged rarity of “pure” developmental motor disorders (Blank et al, ). Five studies sampled populations with low socioeconomic status (SES; Bellows, Davies, Anderson, & Kennedy, ; Brian, Goodway, Logan, & Sutherland, ; Foulkes et al, ; Hamilton & Liu, ; Johnstone, Hughes, Janssen, & Reilly, ), and one included participants with both low SES and motor deficits (Africa & van Deventer, ). Additionally, one study sampled a group of preschool children with a variety of intellectual and developmental disabilities, treating them collectively as a single category (Favazza et al, ).…”

Section: Resultsmentioning

confidence: 99%

“…However, they did not provide sufficient additional information to calculate ESs. Meanwhile, Africa and van Deventer () report that outcomes such as VMI and gross motor ability did not significantly improve in 5‐ to 6‐year‐olds with poor initial VMI scores following an intervention that trained both these abilities. With only Africa and van Deventer providing sufficient information to calculate ESs and reporting null results, further exploration of ES estimates was unnecessary.…”

Section: Resultsmentioning

confidence: 99%

“…This review did not restrict itself to investigating interventions in clinical samples per se but did include five studies where children were identified as having some form of motor deficit or delay (Africa & van Deventer, 2017;Bardid et al, 2013;Chang & Yu, 2014;Favazza et al, 2013;Wilson et al, 2016). Such deficits rarely exist without co-occurring features such as attention deficits, conduct problems, and emotional difficulties (Green & Baird, 2005).…”

Section: Discussionmentioning

confidence: 99%

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A systematic review of randomized and case‐controlled trials investigating the effectiveness of school‐based motor skill interventions in 3‐ to 12‐year‐old children

Eddy

Wood

Shire

et al. 2019

Child

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Background Research suggests that children identified with impaired motor skills can respond well to intensive therapeutic interventions delivered via occupational and physical therapy services. There is, however, a need to explore alternative approaches to delivering interventions outside traditional referral‐based clinic settings because limited resources mean such health services often struggle to meet demand. This review sets out to systematically assess the evidence for and against school‐based interventions targeted at improving the motor skills of children aged between 3 and 12 years old. Method Five electronic databases were searched systematically (AMED, CINAHL, Cochrane, Medline, and PsycINFO) for peer‐reviewed articles published between January 2012 and July 2018. Studies were eligible if they implemented a school‐based motor skill intervention with a randomized or case‐controlled trial design that objectively measured motor skills as an outcome, which were not specific to an athletic or sporting skill. Participants had to be aged between 3 and 12 years old and free from neurological disorders known to affect muscle function. Risk of bias was assessed using the Cochrane risk of bias tool. Results Twenty‐three studies met the inclusion criteria. These studies encompassed interventions targeted at training: fundamental movement skills, handwriting, fine, and global motor skills. The majority of these studies reported beneficial impact on motor function specifically, but some interventions also assessed subsequent impacts on activity and participation (but not well‐being). A number of the studies had methodological shortcomings that means these results need to be interpreted with caution. Conclusions Schools appear to be an effective setting for motor skill interventions, but the extent of benefit likely depends on the type of intervention. Moreover, confirmation is needed as to whether benefits extend beyond motor function into everyday activities, participation, and well‐being. Future research should include follow‐up measures to assess the longer term efficacy of school‐based interventions.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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A systematic review of randomized and case‐controlled trials investigating the effectiveness of school‐based motor skill interventions in 3‐ to 12‐year‐old children

Eddy

Wood

Shire

et al. 2019

Child

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“…However, it is important to note that in the same action it is complex to unequivocally differentiate the involvement of each of the motor skills (GMS and FMS), as they coexist and are fundamental for the efficient performance of the task, as both are related and influence each other ( Payne and Isaacs, 2012 ; Flatters et al, 2014b ). In this sense, GMS are influenced and influence FMS, the first being also a good predictor of children’s school learning ( Sortor and Kulp, 2003 ; Beery and Beery, 2006 ; Henderson et al, 2007 ; Spanaki et al, 2008 ; Kambas et al, 2010 ; Kadkol et al, 2014 ; Byers et al, 2016 ; Africa and Deventer, 2017 ; Bellocchi et al, 2017 ).…”

Section: Discussionmentioning

confidence: 99%

Association between motor and math skills in preschool children with typical development: Systematic review

Flores¹,

Coelho

Mourão-Carvalhal

et al. 2023

Front. Psychol.

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Mathematics has been the subject in which many school-age children have revealed many difficulties. Research carried out in an attempt to understand the causes of failure in this area pointed to a positive association between mathematical performance and motor performance. Given the importance of math development in future school outcomes, knowing which specific motor components are most associated with math performance can help educators define better strategies for teaching mathematics. In this sense, the present systematic review study aimed to identify the components of motor skills most positively associated with mathematical performance in children with typical development who attend preschool. The PRISMA methodology (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) was used in this study. The databases searched were ERIC, PubMED, SciELO, Scopus and Web of Science. A total of 2,909 articles were identified, of which 18 were included in this systematic review. The main results showed positive associations between fine motor skills, namely fine motor coordination and visuomotor integration, and mathematical performance. The math skill of numerical counting was the most associated with FMS. The main characteristics of the instruments used showed that the tasks of copying figures or drawings are the most used to assess visuomotor integration and the tasks of handling objects with pinch-like movements are the most used to assess fine motor coordination. Given the importance of mathematical performance in future school results, identifying early children with difficulties in fine motor skills will help educators to design better strategies for teaching mathematical skills. In this sense, the need to identify instruments to assess fine motor skills in preschool children with characteristics that facilitate their administration by the educator in the classroom context, i.e., requiring little administration time, not requiring much experience or training, the possibility of being administered to the group/class, few material resources, and the results can be easily interpreted, classified, and associated with mathematical performance.

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“…The main research question of this study is, if there is a relationship between the level of motor skills of preschool children and Beyond the Czech borders, scientist are even further. They prepare intervention programs to improve motor proficiency of children (Bellows, Davies, Anderson, & Kennedy, 2012;Jones, Riethmuller, Hesketh, Trezise, Batterham, & Okely, 2011;Africa & van Deventer, 2017;Chan, Ha, & Ng, 2016). Confirmation of the relationship between spatial and hearing perception and motor skills in children can also in the Czech Republic lead to higher attention to this topic.…”

Section: Research Questionsmentioning

confidence: 99%

The Level Of Gross Motor Skills And Perception Development In Pre-School Child

Rechtik¹

2019

The European Proceedings of Social and Behavioural Sciences

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A motor-skills programme to enhance visual motor integration of selected pre-school learners

Cited by 6 publications

References 20 publications

A systematic review of randomized and case‐controlled trials investigating the effectiveness of school‐based motor skill interventions in 3‐ to 12‐year‐old children

A systematic review of randomized and case‐controlled trials investigating the effectiveness of school‐based motor skill interventions in 3‐ to 12‐year‐old children

Association between motor and math skills in preschool children with typical development: Systematic review

The Level Of Gross Motor Skills And Perception Development In Pre-School Child

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