Cognitive-Motor Relationships in the Growing Years

Rarick, G. Lawrence

doi:10.1080/02701367.1980.10609282

Cited by 25 publications

(9 citation statements)

References 31 publications

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“…The occurrence of transfer effects is inconsistent with the 'specificity of practice' hypothesis: i.e. that movement skills are specific and only superficially resemble other skills; even apparently similar skills hardly correlate with each other (Rarick 1980). A consequence for treatment is that only training of 'splinter' skills, or constant practice of a skill, would lead to a favourable treatment outcome (Cratty 1981).…”

Section: Discussionmentioning

confidence: 89%

Physiotherapy for Clumsy Children: An Evaluation Study

Schoemaker

Hijlkema

Kalverboer

1994

Develop Med Child Neuro

106

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SUMMARY This study reports the findings of an effect‐evaluation study of physiotherapy for clumsy children. 18 children were identified by school doctors as having poor motor co‐ordination. They were followed for three months in order to exclude spontaneous improvement of motor problems; none spontaneously improved. Subsequently, these children were enrolled on a regular physiotherapy programme. Treatment was administered individually twice a week over three months. The effects of treatment for clumsy children appeared to be promising: important improvements were found on various motor skills. These benefits were maintained for a three‐month period after the end of treatment. RÉSUMÉ Kinésithérapie pour enfants tnaladroits Cette étude rapporte les données d'une analyse de l'évaluation des effets de la kinésithérapie pour enfants maladroits. Dix huit enfants fürent identifiés par les médecins scolaires comme ayant une coordination motrice pauvre. lis fürent observés durant trois mois pour éliminer une amélioration spontanée des problèmes moteurs; aucune amélioration spontanée ne fut constatée. Ultérieurement, ces enfants fürent enrollés dans un programme kinésithérapique régulier. Le traitement fut administré individuellement deux fois par semaine durant trois mois. Les effets du traitement sur les enfants maladroits paraissent prometteurs: des améliorations importantes fürent observées dans des domaines variés d'habilité motrice. Ces bénéfice se maintinrent sur une période de trois mois après la fin du traitement. ZUSAMMENFASSUNG Physiotherapie für Kinder mil Koordinationsstörungen Diese Arbeit berichtet über die Befunde einer Studie über die Effektivität der Physiotherapie bei Kindern mit Koordinationsproblemen. Bei 18 Kindern stellten Schulärzte eine schlechte motorische Koordination fest. Sie wurden drei Monate beobachtet, um eine spontane Besserung der motorischen Schwierigkeiten auszuschuließn; keines der Kinder zeigte eine spontane Besserung. Daraufhin wurden die Kinder in ein reguläres Physiotherapieprogramm aufgenommen. Die Behandlung wurde über drei Monate zweimal pro Woche individuell durchgeführt. Die Ergebnisse der Behandlung für Kinder mit Koordinationsstörungen waren erfolgversprechend: bei verschiedenen motorischen Fähigkeiten wurden deutlichen Verbesserungen beobachtet. Diese Befundbesserungen wurden über drei Monate nach Beendigung der Behandlung aufrechterhalten. RESUMEN Fisioterapia para niños torpes Este trabajo aporta los hallazgos sobre un estudio de la evaluatión de los efectos de la fisioterapia en niños torpes. 18 niños fueron identificados por los médicos de la escuela como portados de una coordinatión motora pobre. Fueron seguidos durante tres meses con el objeto de excluir mejorias espontáneas de los problemas motores; ninguno mejoró espontáneamente. Seguidamente estos niños fueron incluidos en un programa regular de fisioterapia. El tratamiento se aplicó individualmente dos veces a la semana durante tres meses. Los efectos del tratamiento para niños torpes fueron prometedores hallándos...

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Section: Discussionmentioning

confidence: 89%

Physiotherapy for Clumsy Children: An Evaluation Study

Schoemaker

Hijlkema

Kalverboer

1994

Develop Med Child Neuro

106

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“…However, many of the individual motor signs have completed their maximum growth rate by the time children reach their 10th birthday (Connolly and Stratton 1968, Denckla 1973, Wolff et al 1983. At the same time, age-appropriate reading proficiency and academic performance utilize very different underlying cognitive processes during the early and late grades of elementary school (Chall 1983), so that functional links between motor development and psychological performance that hold in the years from five to seven would not be expected to obtain three years later (Chissom et al 1972, Rarick 1980. In sum, neuromotor status appears to be a useful independent measure of developmental age for psychological investigations at a time during development when transient dissociations between chronological and biological age may have important consequences for academic achievement, self-esteem and social adaptation.…”

Section: Discussionmentioning

confidence: 99%

Neuromotor Maturation and Psychological Performance: A Developmental Study

Wolff

Gunnoe

Cohen

1985

Develop Med Child Neuro

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SUMMARY Groups of SO normal kindergarten and 50 first‐grade children were examined three times at six‐month intervals on the extended neuromotor examination for children, as well as on measures of reading achievement and language performance. The joint effect of five neuromotor measures accounted for a substantial percentage of variance in reading achievement and language performance 12 months later. As a global measure, neuromotor status therefore may constitute a reliable, independent criterion of developmental age for psychological investigations of young, normal children. The best individual predictors of psychological outcome were mirror movements and speed of timed motor repetitions, while reading achievement and automated naming speed were the dependent measures most closely associated over time with neuromotor status. Such findings suggest that the individual motor signs may also provide indirect clues about the presumed functional relationship between development of motor co‐ordination and language competence. RÉSUMÉ Maturation neuromotrice et performances psychologiques: une étude de développement Un groupe de SO enfants normaux d'école maternelle et un autre groupe de 50 enfants de cours préparatoire ont été examinés trois fois à six mois d'intervalle par investigations neuromotrices étendues adaptées aux enfants, aussi bien que sur l'appréciation de la capacité de lecture et les performances linguistiques. L'effet conjoint de cinq mesures neuromotrices expliquait un pourcentage substantiel de la variance dans l'efficience de lecture et les performances de langage 12 mois plus tard. Comme mesure globale, l'efficience neuromotrice peut ainsi constituer un critère fidèle, indépendant de l'âge de développement pour des investigations psychologiques de jeunes enfants normaux. Les meilleurs prédicteurs individuels du devenir psychologique étaient les mouvements en miroir et la vitesse de répétition de mouvements chronométrés, tandis que l'efficience en lecture et la vitesse de dénomination automatique constituaient les mesures dépendantes les plus étroitement associées au cours du temps avec l'évolution neuromotrice. De telles données suggèrent que les signes moteurs individuels peuvent fournir également des indicateurs indirects sur la relation fonctionnelle présumée entre le développement de la coordination motrice et l'efficience de langage. ZUSAMMENFASSUNG Neurologisch‐motorische und seelisch‐geistige Reifung: eine Entwicklungsstudie Gruppen von je 50 Vorschulkindern und Schulanfängern wurden dreimal im Abstand von sechs Monaten anhand eines ausführlichen neurologisch‐motorischen Untersuchungsschemas und nach ihren Leseleistungen und ihrem Sprachentwicklungsstand genau beurteilt. Durch das gemeinsame Ergebnis von fünf neurologisch‐motorischen Parametern konnten 12 Monate später die meisten Abweichungen bei Leseleistungen und beim Sprachentwicklungsstand erklärt werden. Ein genauer neurologisch‐motorischer Status ist daher geeignet als verläßliches, eigenständiges Kriterium des Entwicklungsalters für psy...

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“…, In addition to the widely accepted benefits of physical activity for people of all ages, physical activity is considered crucial to the overall development of children (Trost, Fees and Dzewaltowski 2008), It facilitates cognitive and social development (Olds et al, 1994;Sollerhed et al, 2007;Stork and Sanders 2008), and there appears to be a strong relationship between the development of gross motor skills and language (Rarick 1980), As children improve and develop more sophisticated motor skills, their capacity for language improves as well.…”

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confidence: 99%

Preschoolers' Adherence to Instructions as a Function of Presence of a Dog and Motor Skills Task

et al. 2009

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The purpose of this study was to examine preschoolers' (n = 11 ) ability to follow instructions in the presence or absence of a real dog while executing a variety of motor skills tasks. These tasks were divided into one of three general classifications: 1) Modeling Tasks: the children were asked to emulate the behavior of a model, 2) Competition Tasks: the children were asked to do the task faster than a competitor, and 3) Tandem Tasks: the children were asked to do the tasks at the same time as a co-performer Typical and Identified (language impaired) preschool children were randomly assigned to perform five tasks of each general classification alone, with a human, with a real dog, and with a stuffed dog that was similar in size and appearance to the live dog. Two independent raters rated each child's adherence to instructions (interrater reliability = 0.99) on a 7-point scale. A significant interaction between task classification and type of co-performer revealed that in the Modeling Tasks the preschoolers adhered better to the instructions when the real dog was present relative to the other conditions. In the Tandem Tasks the children adhered to instructions best when they performed the task with a human, followed by the stuffed dog (as manipulated by a human), the real dog, and worst when they were asked to perform the tasks alone. The type of co-performer made no significant difference in the Competition Tasks. These results indicate the presence of a real dog tends to be beneficial for promoting preschoolers' compliance with instructions in motor skills tasks that require modeling behavior, but not in those tasks that stress competition or those performed in tandem.

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Cognitive-Motor Relationships in the Growing Years

Cited by 25 publications

References 31 publications

Physiotherapy for Clumsy Children: An Evaluation Study

Physiotherapy for Clumsy Children: An Evaluation Study

Neuromotor Maturation and Psychological Performance: A Developmental Study

Preschoolers' Adherence to Instructions as a Function of Presence of a Dog and Motor Skills Task

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