MOTOR SKILL INTERVENTIONS FOR YOUNG CHILDREN

Year 2015, Volume: 9 Issue: 1, 133 - 148, 01.04.2015

Irmak Hürmeriç Altunsöz

Abstract

This study is a literature review that summarizes the current state of motor skill intervention programs for young children. An electronic search of the EBSCHOhost data bases was conducted. Fifteen studies met the inclusion criteria of the study. In these studies, 659 children between the ages of 3 to 6 years participated in intervention programs, at their schools, designed to improve their fundamental motor skills.Findings indicated that children had developmental delays before the interventions and the interventions were arranged based on the children’s needs. Locomotor skills, object control skills and stability skills were the targeted motor skills in the interventions. In addition, majority of the interventions were experimental studies and only four studies had retention tests. All interventions, regardless of their approach, were effective. Enhancing motor skill competence in preschoolers can facilitate an active lifestyle in later years.

Keywords

fundamental motor skills, motor skill interventions, young children, literature review

ÇOCUKLARDA MOTOR BECERİ UYGULAMALARI

Abstract

Bu çalışmanın amacı okul öncesi çocuklar için hazırlanan motor beceri uygulamalarının alan yazın taraması yapılarak özetlenmesidir. Alan yazın taraması EBSCHOhost veri tabaları kullanılarak yapılmış ve arama kriterlerine uyan on beş çalışma bulunmuştur. Bu çalışmalara 3 ve 6 yaş grubu arasında bulunan 659 çocuk katılmıştır. Katılımcıların büyük bir kısmının motor gelişim açısından geri olduğu tespit edilmiş ve programlar katılımcıların ihtiyaçları doğrultusunda oluşturulmuştur. Çalışmalarda yer değiştirme hareketleri, nesne kontrolü gerektiren hareketler ve denge hareketleri öğretilmiştir. Bu çalışmaların çoğunun deneysel çalışma olduğu görülmektedir ve dört çalışma, program bittikten sonra kalıcılık testi uygulanmıştır. Uygulanan programlar süre ve sıklık açısından farklılık göstersede, genel olarak motor beceri uygulamalarının etkili olduğu ortaya çıkmıştır. Sonuç olarak, okul öncesi çocukların motor becerilerilerinin geliştirilmesi aktif bir yaşam sürdürülebilmesi için büyük bir önem taşımaktadır, ve bu uygulamalarının artırılması gerekmektedir.

Keywords

temel motor becerileri, motor beceri uygulamaları, küçük çocuklar, alan yazın taraması

References

• Alderman, L. B., Beighle, A., & Pangrazi, P. R. (2006). Enhancing Motivation in Physical Education.
• Journal of Physical Educaion, Recreation and Dance, 77(2), 41-51. Ames, C. (1992). Achievement goals, motivational climate, and motivational processes. In G. C.
• Roberts (Ed.), Motivation in sport and exercise (pp.161-176). Champaign, IL: Human Kinetics. Bellows, L. L., Davies, P. L., Anderson, J., & Kennedy, C. (2013). Effectiveness of a physical activity intervention for head start preschoolers: a randomized intervention study. The American
• Journal of Occupational Therapy, 67(1), 28-36. Berry, D., Sheehan, R., Heschel, R., Knafl, K., Melkus, G., & Grey, M. (2004). Family-based interventions for childhood obesity: a review. Journal of Family Nursing, 10, 429-449.
• Deli, E., Bakle, I., & Zachopoulou, E. (2006).
• Implementing intervention program for kindergarten children. Journal of Early Childhood Research, 4(1), 18. Dempsey, I., & Keen, D. (2008). A review of processes and outcomes in family centered services for children with a disability. Topics in Early
• Childhood Special Education, 28(1), 42-52. D’Hondt, E., Deforche, B., Bourdeaudhuij, de IIse, & Lenoir, M. (2009). Relationship between motor skill and body mass index in 5 to 10 year-old children.
• Adapted Physical Activity Quarterly, 26, 21-37. Draper, C. E., Achmat, M., Forbes, J., & Lambert, E. V. (2012). Impact of a community-based programme for motor development on gross motor skills and cognitive function in preschool children from disadvantaged settings. Early Child Development and Care, 182(1), 137-152.
• Fisher A., Reilly J. J., Kelly, L. A, Montgomery, C., Williamson A., Paton J. Y., et al. (2005).
• Fundamental movement skills and habitual physical activity in young children. Medicine and Science in Sports and Exercise, 37(4), 684-688. Folio, R., & Fewell, R. (2000). Peabody
• Developmental Motor Scales (2nd ed). Austin, TX: Pro Ed. Gabbard, C. P. (2011). Lifelong Motor Development
• (6th ed). Dubuque, IA: Addison-Welsey. Gallahue, D. L., Ozmun, J. C., & Goodway, J. D. (2012).
• Infants,Children, Adolescents, Adults (7th ed.). Boston, MA: McGraw-Hill. Motor Development: Goodway, J. D., & Branta, C. F. (2003). Influence of a motor skill intervention on fundamental motor skill development of disadvantaged preschool children.
• Research Quarterly for Exercise and Sport, 74(1), 47. Goodway, J. D., Crowe, H., & Ward, P. (2003).
• Effects of motor skill instruction on fundamental motor skill development. Adapted Physical Activity Quarterly, 20(3), 298-314. Goodway J. D., & Robinson, L. E. (2006). SKIPing toward an active start: Promoting physical activity in preschoolers. Beyond the Journal: Young Children, (3), 1-6.
• Goodway, J. D., Robinson, L. E., & Crowe, H (2010).
• Developmental delays in fundamental motor skill development disadvantaged preschoolers. Research Quarterly for Exercise and Sport, 81(1), 17-25. and Goodway, J. D., & Rudisill, M. E. (1996). Influence of a motor skill intervention program on perceived motor competence of at risk African American preschoolers. Quarterly,13, 288-301. Physical Activity
• Graham, G., Holt-Hale, S. A., & Parker, M. (2007).
• Children moving: A reflective approach to teaching physical education (5th ed.). Mountain View, CA:Mayfield. Hamilton, M., Goodway, J. D., & Haubenstricker, J. (1999). Parent-assisted instruction in a motor skill program for at-risk preschool children. Adapted
• Physical Activity Quarterly, 16(4), 415-426. Harter, S., & Pike, R. (1984). The pictorial scale for perceived competence and social acceptance for young children. Child Development, 55, 1969-1982.
• Haywood, K. M., & Getchell, N. (2008). Lifespan
• Motor Development (5th ed.). Champaign, IL: Human Kinetics. Herbst, I., & Huysamen, G. K. (2000). The construction and validation of developmental scales for environmentally disadvantaged preschool children. South African Journal of Psychology, (3), 19-24.
• Iivonen , S., Sääkslahti, A., & Nissinen, K. (2011).
• The development of fundamental motor skills of four to five year old preschool children and the effects of a preschool physical education curriculum. Early Child Development and Care, 181(3), 335-343. Kirk, M. A., & Rhodes, R. E. (2011) Motor skill interventions to improve fundamental motor skills of preschoolers with developmental delay. Adapted
• Physical Activity Quarterly, 28, 210-232. Leff, S. S., Hoffman, J. A., & Gullan, R. L. (2009). Intervention applications. School Ment Health, 1(3), 103-106. new paradigms and Lopes V. P., Stodden, D. F., Bianchi, M. M., Maia, J.
• A. R., & Rodrigues, L. P. (2012). Correlation between BMI and motor coordination in children.
• Journal of Science and Medicine in Sport, 15, 38-43. Lubans, D. R., Morgan, P. J., Cliff, D. P., Barnett, L. M., & Okely, A. D. (2010). Fundamental movement skills in children and adolescent. Sports Medicine, (12), 1019-1035.
• Martin, E. H., Rudisill, M. E., & Hastie, P. A. (2009).
• Motivational climate and fundamental motor skill performance in a naturalistic physical education setting. Physical Education and Sport Pedagogy, (3), 227-240. National Association for Sport and Physical Education (2009) Active Start: A statement of physical activity guidelines for children birth to five years, 2nd Edition. Oxon Hill, MD: AAHPERD Publications.
• Payne, V. G., & Isaacs, L. D. (2011). Human motor development: A lifespan approach (8th ed). New York: McGraw-Hill.
• Raudsepp, L., & Päll, P. (2006). The relationship between fundamental motor skills and outside school physical activity of elementary school children. Pediatric Exercise Science, 18(4), 426
• Rink, J. (1996). Tactical and skill approaches to teaching sport and games: Introduction. Journal of
• Teaching in Physical Education, 15, 397-398. Robinson, L. E. (2011). Effect of a mastery climate motor program on object control skills and perceived physical competence in preschoolers. Research
• Quarterly for Exercise and Sport, 82,355 – 359. Robinson, L. E., & Goodway, J. D. (2009).
• Instructional climates in preschool children who are at risk. Part I: object control skill development. Research Quarterly for Exercise and Sport, 80(3), 542. Robinson, L. E., Rudisill, M. E. & Goodway, J. D. (2009). Instructional climates in preschool children who are at risk. Part II: perceived physical competence. Research Quarterly for Exercise and Sport, 80(3), 543-551.
• Robinson, L. E., Webster, E. K., Logan, S. W., James, W. A., & Barber, L. T. (2012). Teaching practices that promote motor skills in early childhood settings. Early Childhood Education Journal, 40(2), 86.
• Salmon J. , Booth, M. P., Phongsavan, P., Murphy, N., & Timperio, A. (2007). Promoting physical activity adolescents. Epidemiol Review, 29, 144-59.
• Stodden, D. F., Goodway, J. D., Langendorfer, S. J., Roberton, M. A., Rudisill, M. E, Garcia, C., & Garcia L. E. (2008). A developmental perspective on the role of motor skill competence in physical activity: an emergent relationship. Quest, 60, 290
• Tucker, P. (2008). The physical activity levels of preschool-aged children: a systematic review. Early
• Childhood Research Quarterly, 23(4), 547-558. Ulrich, D. A. (2000). The Test of Gross Motor
• Development (2nd Ed). Austin, TX: Proed. Valentini, N. C., & Rudisill, M. E., (2004).
• Motivational climate, motor skills development, and perceived developmental delayed kindergarten children. Journal of Teaching Physical Education, 23(2), 216- two studies of Wang, J. H. (2004). A study on gross motor skills of preschool children. Journal of Research in
• Childhood Education, 19(1), 32-43. Wrotniak, B. H., Epstein, L. H., Dorn, J. M., Jones, K. E., & Kondilis, V. A. (2006). The relationship between motor proficiency and physical activity in children. Pediatrics, 118(6), 1758-1765.
• Niğde University Journal of Physical Education And Sport Sciences Vol 9, Issue 1, 2015
• Niğde Üniversitesi Beden Eğitimi Ve Spor Bilimleri Dergisi Cilt 9, Sayı 1, 2015
• Table 1: Summary of the Motor Skill Interventions Authors (Year) Setting Design Targeted Variables Details Intervened Integrity Retention Test Bellows, Davies, Anderson & Kennedy (2013) in intervention & in control group (At baseline, 132 in intervention group (Mage =53 months) in control group A randomized intervention study skills (running, hopping, skipping) manipulation skills Physical activity levels Weight status Classroom teachers survey the intervention group (F(1, )=7.89, p=.006 for main effect for treatment group)
• No changes in physical activity levels of children and their weight status Robinson, Webster, Logan, Lucas, & Barber (2012) No control group the Southeast region of USA TGMD-2 MMC weeks, 2 days per week for 30 min each session
• Improvement in total performance (t(13)=3.0, p
• (p
• Improvement in object control skills (F(1,39)=163.19, p
• Improvement in perceived physical competence for MMC group (F(2,114)=44.75), p=.001, ƞ2=.44) Martin, Rudisill, & Hastie (2009) female) in Mastery Motivation Climate (Mage =5.72) (12 male & 10 female) in Low Autonomy group (Mage =5.43) A low autonomy MMC weeks, every day for min each session
• Improvement in object control skills (F(1,54)=42.61), p=.001, =.45) and Locomotor skills for MMC group (F(1,53)=24.37), p=.001, ƞ2=.32) Deli, Bakle, & Zachopoul ou (2006) (11 male & 14 female) in movement group (intervention) movement and music group (intervention) female) in free play group (control) Pretest posttest quasi- experimental A movement program A music & movement program (exploratory teaching style) weeks, 2 days per week for 35 min each session
• =.04) and locomotion in intervention group (F(1,57)=5.82, p=.02, ƞ2=.07) No improvement in object manipulation skills and stationary skills in both groups Valentini & Rudisill (2004) (7 male &12 female) in Low Autonomy Group (Mage =5.40) female) in MMC group (Mage =5.45) Intervention 2 (17 male & 21 female) in MMC (Mage =5.1) (14 male & 15 female) in control group (Mage =5.27) A randomized pretest posttest Object control skills Perceived physical competence A manipulation checklist
• Observations p=.0001), ƞ2=.86) for both low Instructor weekly progress reports physical competence (F(1,37)=17.06, p=.001), ƞ2=.32) for MMC group in intervention 1
• MMC group maintained their development in locomotor skills (F(2,53)=11.34, p=.001, ƞ2=.30), and object control skills (F(2,53)=12.31, p=.0001), ƞ2=.32) and perceived physical competence (F(1,33)=6,89, =.013), ƞ=.17) in intervention 2 & Branta group (Mage = 74) with direct Instruction weeks, 2 days per week for 45 min each session
• Improvement in locomotor (F(1,57)=134.23, p