Young Athletes Program: Impact on Motor Development

Abstract

This study examined the effectiveness of the Young Athletes program to promote motor development in preschool-aged children with disabilities. In the study, 233 children were randomly assigned to a control group or the Young Athletes (YA) intervention group which consisted of 24 motor skill lessons delivered 3 times per week for 8 weeks. Hierarchical Linear Modeling (HLM) showed that children who participated in the YA intervention exhibited mean gains of 7–9 months on the Peabody Developmental Motor Subscales (PDMS) compared with mean gains of 3–5 months for the control group. Children in the YA intervention also exhibited significant gains on the gross motor subscale of the Vineland Teacher Rating Form (VTRF). Teachers and parents reported benefits for children not only in specific motor skills, but also kindergarten readiness skills and social/play skills. The necessity for direct and intentional instruction of motor skills, as well as the challenges of involving families in the YA program, are discussed.

A systematic literature review of the physical and psychosocial correlates of Special Olympics participation among individuals with intellectual disability

“…; Favazza et al . ) were RCTs with adequate concealment methods and outcomes measured in a standard, valid and reliable manner. Approximately 22% of studies ( n = 11) included qualitative elements such as semi‐structured interviews with athletes with ID or proxy respondents (e.g.…”

“…Qualitatively, Favazza et al . () asked teachers and parents of young athletes questions about their perceptions of benefits derived from SO participation. Approximately 25% of teachers' and 13% of parents' comments pertained to kindergarten readiness skills (e.g.…”

Influence of a physical education plan on psychomotor development profiles of preschool children

“…Some studies recommend increasing the time of physical activity engagement and the time to play for preschool children in early learning settings (Stegelin et al, 2014;Stork & Sanders, 2008;McKenzie & Kahan, 2008). Also, studies conducted by Favazza et al (2013), Bundy et al (2011) and Palma (2008) show that, simple interventions in a young age with children engaged in spontaneous play could be directed so as to increase their physical activity and social skills. Thus, implementing PE activities, preferentially in the form of structured PE classes, at an early age (i.e., preschool/kindergarten) helps initiate physical activity in children and increases their motor (Stodden et al, 2008) and cognitive development (Trudeau & Shephard, 2008;Sibley & Etnier, 2003).…”

Influência Da Educação Física No Desenvolvimento Psicomotor De Crianças Com Cinco Anos De Idade

“…Estudos conduzidos por Favazza et al (2013), Bundy et al (2011) e Palma (2008 demonstram que intervenções simples, em idade pré-escolar, onde as crianças são envolvidas em jogos espontâneos, podem estar relacionadas com o aumento da atividade física e habilidade social. Outros estudos recomendam o aumento de tempo de prática do jogo e da atividade física em contextos de aprendizagem pré-escolar (STEGELIN et al, 2014;STORK;SANDERS, 2008 and MCKENZIE;KAHAN, 2008).…”