FACTOR ANALYSES OF MOTOR PERFORMANCE FOR KINDERGARTEN, FIRST AND SECOND GRADE CHILDREN: A TENTATIVE SOLUTION By (original) (raw)
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Differences in Motor Abilities of Children in Relation to Gender and Age
Six motor tests were applied on a sample of 48 children (33 boys and 15 girls) 5 and 6 years of age (± 6 months), who attended sports school twice a week, in duration of one hour. The primary objective of this study was to determine differences in motor skills of preschool children. Results of multivariate multi-factor analysis of variance (MANOVA) show no statistically significant differences in the overall system of analyzed motor variables in relation to gender and age regarding the studied sample of children. Analysis of individual motor skills, using the procedure of univariate multi-factor analysis of variance (ANOVA), revealed no statistically significant differences in relation to gender and age factors. With respect to the age factor, a statistically significant difference was obtained for variables: 20 meters dash, obstacle course backwards and standing broad jump, in favor of the 6-year old children. With respect to the gender factor, a statistically significant differenc...
Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje, 2019
The research was conducted with the aim to, using experimental methods, scientifically determine whether an additional physical exercise program in regular working conditions of a preschool institution could result in significant changes in the motor skills of preschool children with an average age of 6.21±0.56 years. A total of 64 preschool children, girls (n=28) and boys (n=36), enrolled in preparatory preschool groups in "Čukarica" preschool in Belgrade. A pre-experimental research plan was used, specifically a single-group design and pretest-posttest. A sample of measuring instruments of motor skills was compiled according to a reduced theoretical model (Gredelj et al., 1975; Kurelić et al., 1975) taken from the research of Bala and Popović (2007). The experimental factor was realized with a total of 48 lessons lasting 35 minutes over a 24-week time interval. The results of the study indicate that the quantitative changes in the final measurement are reflected in the repetitive force of the torso and coordination in favor of better average values of the boys. Two hypothetical motor factors were isolated in initial and final measurements, which can still be interpreted as one general Motor Factor. Qualitative changes in the structure of both extracted factors in the final measurement were not observed. The authors believe that a regular physical education program in preschool institutions is not sufficient for a preparatory preschool group, and that additional kinesiology activities yield better results in the mechanism for structuring the movement and regulating the duration of excitation, especially if it is directed towards the development of biotic motor knowledge. On the other hand, they believe that newer and more meaningful solutions must be found in terms of differentiated physical exercise programs for children, and that only such solutions could lead to qualitative changes in the structure of isolated factors.
Quantitative and Qualitative Characteristics of Preschool Children's Motor Skills
Croatian Journal of Education, 2019
The research was conducted with the aim to, using experimental methods, scientifically determine whether an additional physical exercise program in regular working conditions of a preschool institution could result in significant changes in the motor skills of preschool children with an average age of 6.21±0.56 years. A total of 64 preschool children, girls (n=28) and boys (n=36), enrolled in preparatory preschool groups in "Čukarica" preschool in Belgrade. A pre-experimental research plan was used, specifically a single-group design and pretest-posttest. A sample of measuring instruments of motor skills was compiled according to a reduced theoretical model (Gredelj et al., 1975; Kurelić et al., 1975) taken from the research of Bala and Popović (2007). The experimental factor was realized with a total of 48 lessons lasting 35 minutes over a 24-week time interval. The results of the study indicate that the quantitative changes in the final measurement are reflected in the repetitive force of the torso and coordination in favor of better average values of the boys. Two hypothetical motor factors were isolated in initial and final measurements, which can still be interpreted as one general Motor Factor. Qualitative changes in the structure of both extracted factors in the final measurement were not observed. The authors believe that a regular physical education program in preschool institutions is not sufficient for a preparatory preschool group, and that additional kinesiology activities yield better results in the mechanism for structuring the movement and regulating the duration of excitation, especially if it is directed towards the development of biotic motor knowledge. On the other hand, they believe that newer and more meaningful solutions must be found in terms of differentiated physical exercise programs for children, and that only such solutions could lead to qualitative changes in the structure of isolated factors.
Comparison of Children's Motor Performances by Age and Gender
Universal Journal of Educational Research, 2019
The aim of this study is to investigate motor performance of children by age and gender. A total of 160 children (80 girls and 80 boys) participated in this study voluntarily. Children were divided into 4 groups according to their gender (girls and boys) and age (11 and 12 years). One Way ANOVA and LSD tests were used. There were statistically significant differences in height and weight in all groups. Sit and reach, sit-up, 30 meter sprint and bent arm hang tests results showed that there were statistically significant differences between girls and boys in all age groups. There was no statistically significant difference in plate tapping test. According to the results of the flamingo balance test, a statistically significant difference was found between the age groups. The standing long jump results from 12 year old boys and 11 year old girls are more than the 11 year old boys and 12 year old girls. Participants anthropometric and motor performance test results were among the normal values. Physical characteristics and motor performance parameters vary by age and gender.
Motor Development Has a Positive Correlation to Academic Performance in School Children
International Journal for Innovation Education and Research, 2021
Some studies have investigated the association between motor development and cognitive skills. The present study aims to correlate motor development and academic performance in 79 students between 7 to 9 years old from a private school in São Paulo-Brazil. We used the Movement Assessment Battery for Children - Second Edition (MABC-2) to assess the motor development and the results of school report in Portuguese and Mathematics as a measure of academic performance. Pearson's correlation analysis showed a positive association between motor development and cognitive skills, evidencing that students who had better academic performance, also obtained better scores in motor performance. The association between MABC-2 total score and Portuguese grade, for example, obtained a significant correlation of p <0.014. Further studies should be carried out to understand if motor development improve can modulate cognitive skills.
Frontiers in Psychology, 2021
This study examined the specificity hypothesis by examining the association between two specific motor competence test batteries [Movement Assessment Battery for Children (MABC) and Test of Motor Competence (TMC)] in a sample of young children. In addition, we explored the factorial structure of the MABC and TMC. A total of 80 children participated in the study (38 girls and 42 boys) with a mean chronological age of 7.9 years (SD 0.55). The correlation between total score MABC and total z-score TMC was r = 0.46. In general, low pair-wise correlations (r2 < 0.20) between the different motor tasks were found. The highest correlation was between the placing bricks and building bricks r = 0.45 (TMC); the stork balance and jumping in squares r = 0.45 (MABC). These low pair-wise relations of items are consistent with findings from younger and older children's age-related motor competence test batteries. Principal components analysis (PCA) showed that the 1st component accommodated ...
Developmental Characteristics of Motor Abilities of Secondary School Girls
Facta Universitatis Series Physical Education and Sport, 2015
This study was conducted on a sample of 710 high school girls, ranging from freshmen to seniors, who were divided into four sub-samples according to their chronological age: 180 female freshmen, 177 female sophomores, 177 female juniors and 176 female seniors. The aim of the study was to determine the differences in the developmental trend of motor abilities for students from 14 to 18 years of age. The testing of their motor abilities was done during regular physical education classes with 11 tests of motor skills that assessed speed, strength, flexibility, balance and coordination. The characteristics of the variables and sample size allowed the application of univariate analysis of variance and multivariate statistical factor analysis. The results showed the uneven growth of some abilities from the ages of 14 to 18. Students achieved the best results at the age of 15 and after that they halted or slightly declined. The largest decline in the results was determined for the balance test (MSUK) and static strength test (MVIS). A somewhat lesser decline was determined in the flexibility test (MDPK), and that is probably because of the decreased activity of the female population in this age group (a trend recorded in several studies), and it is known that flexibility is developed and maintained exclusively by exercise. An explanation of these results may be in the students' generally reduced level of physical activity, inadequate effects of physical education classes and insufficient engagement of society in general in solving these problems.
Motor skills of primary school children: The differences compared to age
Zbornik radova Pedagoskog fakulteta, Uzice, 2020
Physical education, from the earliest age in preschool institutions, and then through primary and secondary schools, is the only place where children can, in the right way, acquire the knowledge on sports, skills, behaviour, necessary in order to get the continuity of physical activities in the adulthood. Primary school is a period when the students experience great changes in the overall developing status. Therefore, Physical Education has a fundamental role in the development of psychosomatic characteristics of children. While planning lessons of Physical Education, there is a special emphasis on the development of motor skills. The goal of this research refers to the establishing of the existing differences in the motor space of primary school children in relation to age. The sample consisted of 231 examinees who attended 3rd, 4th, 5th and 6th grade (age 11 ± 1.6 years), out of which there were (N = 109; TV = 147.6 ± 7; TM = 39.6 ± 7.1) boys, and (N = 122; TV = 148.3 ± 5.9; TM = ...
International Journal of Environmental Research and Public Health, 2015
The aim of this study was to identify child and school-level characteristics that explained inter-individual differences in gross motor coordination (GMC). Participants (n = 390), recruited from 18 Portuguese primary schools, were aged 6 to 10 years of age. Birth weight, body fat (BF), physical activity (PA), physical fitness (PF) and GMC were assessed. School size, setting, infrastructure and physical education classes were considered as school context markers. A multilevel modeling approach was used to identify hierarchical effects (child and school levels). It was found that children-level variables (sex, PF, and BF) significantly explained 63% of the 90% variance fraction at the individual level; boys outperformed girls (p < 0.05), individuals with higher BF were less coordinated (p < 0.05), and those with higher PF were more coordinated (p < 0.05). School-variables (e.g. school size and playing surface) explained 84% of the 10% variation fraction. These findings OPEN ACCESS confirm the roles of sex, PFS and BF. Interestingly they also suggest that the school environment plays a minor but significant role in GMC development. However, it is important to stress that the school context and conditions can also play an important role in a child's motor development, providing adequate and enriching motor opportunities.