Young Children's Divergent Movement Ability

Cleland, Frances E.; Gallahue, David L.

doi:10.2466/pms.1993.77.2.535

Cited by 65 publications

(61 citation statements)

References 10 publications

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“…Similarly, the marked increase between Levels 1 and 2 is in keeping with the reports of significant advances between ages 7 and 8 years (Torrance, 1981;Cleland & Gallahue, 1993). However, while this pattern of between-level differences was evident for locomotor fluency and manipulative fluency (though the differences were only statistically significant for the latter, which was on average slightly lower in Level 3 than Level 2), symbolic fluency exhibited the contrary pattern, the significant difference between Levels 1 and 3 being due largely to an increase between Levels 2 and 3 that, while not in itself statistically significant, was twice as large as the increase between Levels 1 and 2.The absence of any increase in manipulative fluency between Levels 2 and 3 may possibly be linked to the progress of motor coordination.…”

supporting

confidence: 68%

“…One of the main difficulties in the evaluation of motor flexibility, the establishment of an appropriate taxonomy of movement categories, was tackled by these authors by defining a category change as a change in one of the basic parameters defining the structure of a motor skill (location, rhythm, spatial relationships, force, etc.). In their study of 40 children aged 4-8 years, they observed significant increments in both fluency and flexibility (Cleland & Gallahue, 1993). Zachopoulou, Makri and Pollatou (2009) recently reported the existence of close correlation between TCAM and DMA scores.…”

Section: Introductionmentioning

confidence: 99%

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The evolution of motor creativity during primary education

Domínguez¹,

Díaz-Pereira²,

Martínez-Vidal³

2015

jhse

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Dominguez, D., Diaz Pereira, P.M., & Martinez-Vidal, A. (2015). The Evolution of Motor Creativity during Primary Education. A review. J. Hum. Sport Exerc., 10(2), pp.583-591. A number of researchers have verified the possibility of enhancing motor creativity through specific physical education programmes. Nevertheless,little is known about the developmental pattern or the most critical stages in the acquisition of motor creativity. The broad objective of this study was to determine whether significant changes in motor creativity occur during primary education, and if so, when. A total of 84 Spanish girls and boys were evaluated using tests taken or adapted from the Thinking Creatively in Action and Movement tasks and Bertsch' Tests of Motor Creativity. In general, the results show that motor creativity -especially fluency and flexibility -increase with progression through school, though different aspects of creativity show different trends. In particular, motor fluency increased especially rapidly between ages 6 and 9 years, and the symbolic transformation of objects and movements between ages 8 and 11 years.

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supporting

confidence: 68%

Section: Introductionmentioning

confidence: 99%

The evolution of motor creativity during primary education

Domínguez¹,

Díaz-Pereira²,

Martínez-Vidal³

2015

jhse

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“…The more opportunities given to children for practice, the more they develop their movement repertoire and refine the fundamental motor skills (Cleland and Gallahue 1993). Training intervention is considered to be the most important factor which may influence motor development (Roth and Winter 1994).…”

Section: Intervention Movement Programsmentioning

confidence: 99%

Environmental Factors Affecting Preschoolers’ Motor Development

Venetsanou

Kambas

2009

Early Childhood Educ J

214

156

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The process of development occurs according to the pattern established by the genetic potential and also by the influence of environmental factors. The aim of the present study was to focus on the main environmental factors affecting motor development. The review of the literature revealed that family features, such as socioeconomic status, mother's educational level, and the existence of siblings can affect children's motor competence. Preschool centers have also become important for children's development, due to the large amount of time children spend at them nowadays. Moreover, the social cultural context in which a child is reared forms certain demands for his/her motor behavior, favoring specific aspects of motor development and impairing others. A very influential factor (and consequently a very significant educational means) is the use of intervention movement programs. A developmentally adequate movement program can enhance motor development, thus preventing the long term negative consequences that an unfavorable influence of several genetic or the aforementioned environmental factors may have.

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“…The instrument was widely used to measure gross motor abilities that develop early in life (Cleland & Gallahue, 1993;Cooley et al, 1997;Goodway, Crowe, & Ward, 2003;Evaggelinou, Tsigilis, & Papa, 2002;Karabourniotis et al, 2002). There are two subtests of items, Locomotor and Object Control.…”

Section: Instrumentationmentioning

confidence: 99%

Fundamental Motor Skill Proficiency of Hong Kong Children Aged 6–9 Years

Pang

Fong

2009

Research in Sports Medicine

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This study investigated the fundamental motor skill proficiency of Hong Kong children aged 6-9.Ninety-one and 76 Chinese male and female students (mean age = 7.6 years) from six local primary schools in Hong Kong participated in this study. The Test of Gross Motor Development -Second Edition (TGMD-2) was administrated to assess the mastery of gross motor skills by an experienced physical education instructor. The performance was videotaped, and was rated by the same physical education instructor again (one week apart) to show the reliability (0.88-0.97). Results showed that the participants were in general superior to the normative samples from TGMD-2 manual, scoring a Gross Motor Quotient of 56.8-80.9. In overall, 24% of the participants were rated as superior, 36%as above average, 47% as average and 2% as below average. Excellent proficiency (>80% in every sub-item) was observed in running, galloping, leaping, sliding, catching, and throwing skills. In comparing the results with other studies, the participants were superior to the data reported in previous studies in United States, Brazil and Australia. This study added valuable information to the establishment of a world-wide normative reference for the comparison of future studies in other countries.

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Young Children's Divergent Movement Ability

Cited by 65 publications

References 10 publications

The evolution of motor creativity during primary education

The evolution of motor creativity during primary education

Environmental Factors Affecting Preschoolers’ Motor Development

Fundamental Motor Skill Proficiency of Hong Kong Children Aged 6–9 Years

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