Relación entre control postural y desarrollo motor en niños con Síndrome de Down y con desarrollo típico de Chillán

Gómez-Álvarez, Nicolás; Vásquez, Matías Maudier; Fontanilla, Miguel López; Mortecinos, Alexandra Venegas; Rodríguez, Valentina Zapata; Pávez-Adasme, Gustavo

doi:10.29035/rcaf.19.1.2

Cited by 3 publications

(3 citation statements)

References 14 publications

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“…In Chile, motor development levels are categorized as age-appropriate, under-age, or very poor [15,30,31]. Evidence indicates that one of the main problems in this situation is the lack of effective physical education classes, characterized by a reduced number of hours per week and a lack of specialized teachers.…”

Section: Introductionmentioning

confidence: 99%

Effects of Structured and Unstructured Physical Activity on Gross Motor Skills in Preschool Students to Promote Sustainability in the Physical Education Classroom

et al. 2023

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Basic motor skills are the basis for the formation and execution of movements that will be utilized throughout an individual’s lifetime, thus promoting their involvement and continued participation in physical activity. (1) Background: This study aimed to assess the impact of a physical education program, based on a model of structured and unstructured physical activity, on the motor development of kindergarten students at a private school for girls in Con Con, Chile. (2) Methods: Thirty-four female students were divided into two groups, one participated in structured physical activity and the other in unstructured physical activity, and both groups then underwent a 12-week intervention. The Test of Gross Motor Development-2 (TGMD-2) was utilized to evaluate motor behaviors, and the data were analyzed using descriptive statistics and relative frequencies. The Wilcoxon test was used to compare differences at the beginning and end of the intervention, while the Whitney–Mann U test was used to determine differences between groups. (3) Results: Statistically significant differences were observed in the overall group when comparing the start and end of the intervention for total motor development (p = 0.001), locomotion skills (p = 0.018), and object control (p = 0.001). However, no significant differences were found between the two types of intervention activities. (4) Conclusions: This study suggests that both structured and unstructured physical activity interventions enhance overall motor development, particularly in the dimensions of locomotion and object control. The results indicate that unstructured physical activity interventions may lead to better outcomes in motor development tests compared to structured interventions.

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Section: Introductionmentioning

confidence: 99%

Effects of Structured and Unstructured Physical Activity on Gross Motor Skills in Preschool Students to Promote Sustainability in the Physical Education Classroom

et al. 2023

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“…Seis estudios incluidos en la revisión sistemática reportaron efectos sobre una mejora en el desempeño motor, principalmente en las habilidades de no locomoción y control de objetos. La evidencia ha mostrado que una mejora en el rendimiento de equilibrio puede significar la base para el desarrollo de otras habilidades motrices (Gómez Álvarez et al, 2018;Kane & Bell, 2009), mientras que la mejora en habilidades de manipulación puede ser de importancia para tareas específicas de la vida cotidiana como por ejemplo atarse los cordones de los zapatos o la adquisición de las habilidades de escritura en niños con TDC (Pless et al, 2001). Además, los hallazgos sugieren que desarrollar habilidades fundamentales de movimiento en la niñez y la adolescencia se pueden relacionar con el rendimiento académico (Fogel et al, 2021;Miguel Ruiz-Pérez et al, 2016), participación en otro tipo de actividades escolares (Cairney et al, 2005;Garcia-Marin & Fernández-López, 2020), la adherencia a la práctica de actividad (Oñate-Navarrete et al, 2021) y sobre los componentes de aptitud física relacionada con la salud (Behan et al, 2020).…”

Section: Discussionunclassified

Efectos de programas de ejercicio físico basados en un entorno escolar para mejorar el disfrute de la actividad física, desarrollo motor y condición física en niños y adolescentes con trastorno del desarrollo de la coordinación: Una revisión sistemática (Effects of school-based physical exercise programs to improve enjoyment of physical activity, motor development, and physical fitness in children and adolescents with developmental coordination disorder: A systematic review)

Lermanda¹,

Martínez²,

Villarroel³

et al. 2022

Retos

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Objetivo: La finalidad de esta revisión sistemática es valorar la efectividad de las intervenciones de programas de ejercicio físico basados en el entorno escolar para promover el disfrute de la actividad física, desarrollo motor y condición física en niños y adolescentes con trastorno del desarrollo de la coordinación. Metodología: Se realizó una revisión sistemática de acuerdo con las directrices de PRISMA, utilizando el modelo PICOS para los criterios de elegibilidad, los participantes debían ser niños y adolescentes con trastorno del desarrollo de la coordinación pertenecientes a un centro educativo, las intervenciones de actividad física y/o deportivas debían ser realizadas en el ámbito escolar, los resultados debían mostrar grado satisfacción a la actividad física del programa, condición física o rendimiento motor. Se incluyeron en la revisión estudios experimentales de pre y post test. Resultados: Un total de 7 artículos fueron incluidos, con un total de 184 participantes. Se identificaron distintos tipos de intervenciones basado en entrenamiento de fuerza, entrenamiento de múltiples componentes y basados en videojuegos con la Nintendo Wii (aeróbicos y yoga). Los resultados mostraron ser efectivos para la percepción de disfrute y satisfacción a la actividad física, en el desarrollo motor y la condición física de los participantes. Conclusiones: Los programas de intervención basados en el entorno escolar pueden aumentar el disfrute, las habilidades motrices y la condición física de niños con trastorno del desarrollo de la coordinación. Palabras Clave: Infancia; Escolares; Trastornos del neurodesarrollo; Habilidades motrices. Abstract. Objective: The aim of this systematic review is to assess the effectiveness of school-based physical exercise program interventions to promote the enjoyment of physical activity, motor development and physical fitness in children and adolescents with developmental coordination disorder. Methodology: A systematic review was conducted according to PRISMA guidelines, using the PICOS model for eligibility criteria, participants had to be children and adolescents with developmental coordination disorder belonging to an educational center, physical activity and/or sports interventions had to be performed in the school setting, results had to show satisfaction with the physical activity and/or program, physical fitness or motor performance. Experimental pre- and post-test studies were included in the review. Results: A total of 7 articles were included, with a total of 184 participants. Different types of interventions were identified based on strength training, multi-component training and video game-based training with the Nintendo Wii (aerobics and yoga). The results showed to be effective for perceived enjoyment and satisfaction to physical activity, motor development and physical fitness of the participants. Conclusions: Intervention programs based in the school environment can increase enjoyment, motor skills and physical fitness in children with developmental coordination disorder. Keywords: Childhood; Schoolchildren; Neurodevelopmental disorders; Motor skills.

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“…Dentre os sinais característicos, está presente a hipermobilidade articular, hipotonia muscular e o déficit sensorial que podem comprometer o desenvolvimento motor 5 . Além disso, devido a diminuição precoce dos neurônios responsáveis pela comunicação nas áreas cerebrais e menor volume cerebra⁶, apresentam também a deficiência intelectual, podendo afetar diversas áreas como o planejamento, aprendizado, memória e agilidade cognitiva 7 , os quais comprometem diretamente o perfil motor desses indivíduos, interferindo na independência e na funcionalidade das atividades de vida diária⁸ , ⁹.…”

Section: Introductionunclassified

Relação Entre O Perfil Cognitivo E Motor Em Indivíduos Com Síndrome De Down Por Meio Da Execução De Tarefa Virtual

Oliveira,

Cintra,

Silva

et al. 2023

COLLOQ VITAE

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The objective of the study was to verify if there is a relationship between the cognitive and motor profile in individuals with Down Syndrome (DS). Cross-sectional study (CAAE:58089622.5.0000.5515), with 27 individuals, 15 from the SD Group with a mean age of 17.5±5.5 years, and 12 from the Control Group, with a mean age of 19.1±5.2 years, evaluated by the Mini Mental State Examination (MMSE) and MoveHero software (to analyze the motor profile), the Borg Scale was also used. The SD group had a statistically significant MMSE score when compared to the Control group (p<0.001). Post-hoc comparisons showed that the SD Group had a greater EA in MoveHero (p= 0.008) and the SD Group had an increase in HR from rest to the end of the activity (p= 0.050). Thus, it can be concluded that individuals with down syndrome have a greater motor performance deficit, under the influence of the cognitive profile.

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Relación entre control postural y desarrollo motor en niños con Síndrome de Down y con desarrollo típico de Chillán

Cited by 3 publications

References 14 publications

Effects of Structured and Unstructured Physical Activity on Gross Motor Skills in Preschool Students to Promote Sustainability in the Physical Education Classroom

Effects of Structured and Unstructured Physical Activity on Gross Motor Skills in Preschool Students to Promote Sustainability in the Physical Education Classroom

Relação Entre O Perfil Cognitivo E Motor Em Indivíduos Com Síndrome De Down Por Meio Da Execução De Tarefa Virtual

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