Instructional Climates in Preschool Children Who Are At-Risk. Part I

Abstract

Part I of this study examined the effect of two 9-week instructional climates (low autonomy [LA] and mastery motivational climate [MMC]) on object-control (OC) skill development in preschoolers (N = 117). Participants were randomly assigned to an LA, MMC, or comparison group. OC skills were assessed at pretest, posttest, and retention test with the Test of Gross Motor Development-2nd Edition. A significant Treatment x Time interaction (p < .001) was present, supporting the effectiveness of both OC instructional climates in improving OC skills over time, while the comparison group resulted in no changes. The authors conclude that developmentally and instructionally appropriate climates are beneficial to OC skill learning, along with the need for "planned" movement experiences in motor learning environments.

Relação Entre a Competência Motora Percebida Geral, O Gênero, a Competência Motora Percebida Específica À Tarefa E a Competência Motora Real De Crianças

“…Pesquisas têm investigado como esta variável psicológica está associada a maestria em habilidades motoras fundamentais na infância 4,[8][9][10]. Para tanto, os estudos frequentemente utilizam escalas de medida de competência percebida geral ou especifica a tarefa.…”

“…Este importante aspecto psicológico tem sido foco de estudos em diversas áreas do comportamento humano 4,5 . No contexto de prática motora, a competência percebida é um mediador da motivação para a aprendizagem de habilidades motoras e permanência em atividades físicas ao longo da vida 6,7 .Pesquisas têm investigado como esta variável psicológica está associada a maestria em habilidades motoras fundamentais na infância 4,[8][9][10]. Para tanto, os estudos frequentemente utilizam escalas de medida de competência percebida geral ou especifica a tarefa.…”

Motor intervention activities for children with autism spectrum disorders

“…These motor skills include the gross and fine motor skills. Gross motor skills are the fundamental skills necessary for movement competence and considered the basic building blocks for more complex motor skill development (Clark & Humphrey, 2002;Robinson & Goodway, 2009). It is the goal-directed movement patterns that allow children to move through space and respond in a suitable way to a variety of stimuli using larger musculatures (Liu, 2012;Haywood & Getchell, 2009as cited in Liu, Hamilton, Davis, & Garhy, 2014.…”

A Focus on Motor Competence as Alternative Strategy for Weight Management

“…Accordingly, appropriate instruction, practice, encouragement and feedback are necessary for the optimal development of motor competence [42,62,63]. Children need to be provided with opportunities to engage in a variety of movements including supervised exercise as well as free play [64,65]. Free play has been shown to facilitate learning, particularly in younger children and it may provide opportunities for the development of additional movement skills in different contexts [66].…”