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Strength, running speed, agility and balance profiles of 9- to 10-year-old learners: NW-child study
No full textThe purpose of this study was to determine the strength, running speed and agility, and balance profiles of 9- to 10-year old learners and the relation between these skills of the learners. Using a stratified random selection from 20 schools with different socio-economic backgrounds, 862 9- to 10-year-old learners (457 boys; 405 girls) were tested in four educational districts. The Bruininks-Oseretsky test of Motor-Proficiency, second edition, was used to evaluate the learners. The results showed statistical (p≤0.05) and practical (d≥0.5) significant gender differences with regard to strength, running speed and agility and balance skills. The boys preformed significantly better than the girls did in the standing long jump, push-ups, sit-ups, V-sit, shuttle run, walking heel-to-toe forward on a line, while the girls outperformed the boys in the stepping sideways over a balance beam and walking heel-to-toe forward on a line. The majority of the total group were categorised as average for strength (76.59%), agility (63.38%) and balance skills (55.85%), while 34.88% of the group showed below-average balance skills. Significant correlations (r≈0.1) were found among the different skill
Strength and agility skills of grade 1-learners: North-West child study
Full text linkThe aim of this study was firstly to determine the current profile of strength and agility skills of Grade 1–learners in the North–West Province and, secondly, to establish whether there were gender differences with regard to these skills. The study included 816 Grade 1–learners (419 boys and 397 girls). The Bruininks–Oseretsky Test of Motor–Proficiency, second edition (BOT–2) was used to evaluate the children s strength and agility skills. The results showed meaningful gender differences with respect to the strength skills of the learners, since boys performed better in the standing long jump (p=0.001) and push–ups (p=0.001) and girls did better in the wall–sit (p=0.044). Gender differences were found also when considering agility skills. Boys performed significantly better in the 15m–shuttle run (p=0.001) and the girls did significantly better in the sideways step over a balance beam, and one–legged and two–legged sideways hops. Grade 1–learners exhibit sufficient strength and agility skills while gender differences were noticeable in the strength and agility skills of these learners.
The effect of visual therapy on the ocular motor control of seven- to eight-year-old children with Developmental Coordination Disorder (DCD)
No full textThe aims of this study were to determine the extent of ocular, motor control problems and the effect of visual therapy on such problems, among seven- to eight-year-old children diagnosed with DCD. Thirty-two, children with a mean age of 95.66 months (SD 3.54) participated in the study. The MABC was used to classify children into DCD categories (<15th, percentile) while the Sensory Input Systems Screening Test and QNST-II, were used to evaluate ocular motor control. A two-group pre-test�post-test, cross-over design was followed with a retention test two years, thereafter to determine the lasting effect of the visual therapy, intervention. The 18-week visual therapy programme was executed once a week, for 40 min during school hours, after which the two groups were, crossed over. Percentages of ocular motor control problems ranging, between 6.25% and 93.75% were found in both the groups before participating, in the visual therapy programme, with the highest percentage problems found, in visual pursuit with the left eye. Visual therapy contributed to a, significant improvement of 75�100% in visual pursuit, fixation, ocular, alignment and convergence, with significant lasting effects (p < 0.001). Visual therapy is recommended for children with DCD experiencing poor, ocular motor controlNorth-West Universitydoi:10.1016/j.ridd.2013.08.03
Difference between visual-motor integration status of typically developed learners and learners with learning-related problems
No full textProficiency in visual-motor integration, visual perception and motor coordination plays an important role in academic skills of learners during the early school years. The purpose of this study was to determine the difference between the visual-motor integration status of typically developed learners and learners with learning-related problems between 7 and 8 years of age through a cross-sectional satudy design. Sixty-eight learners (boys=45; girls=23) were divided into a group with learning-related problems (LP; n=31) with a mean age of 7.58±0.43 years, and typically developed learners (TP; n=37) with a mean age of 7.54±0.31 years. The VMI-4 evaluated the learners' visual-motor integration, visual perception and motor coordination skills. The results indicated that the TP performed statistically and practically significantly better with regard to visual-motor integration (p≤0.001; d=0.81) and visual perception (p≤0.001; d=1.21) compared to the LP group. The highest percentage of learners in both the groups was in the average category in terms of visual-motor integration (LP: 74.19%; TP: 70.27%). More learners from the LP group were in the below ‘average category’ (25.58%) and the ‘well-below average’ category (3.23%). The results confirmed that learners with learning-related problems experience more visual-related difficulties than typically developed children. Typical grou
Visual-motor status of grade 1 learners in the North-West province Of South Africa: NW-child study
No full texthe aims of this study were firstly, to determine whether gender differences influence visual-motor status and secondly, if visual-motor integration, visual perception and motor coordination of Grade 1 learners correlate in the North-West Province of South Africa. A cross-sectional design was used. The subjects consisted of 816 (419 boys and 397 girls) Grade 1 learners with a mean age of 6.78 years. The Developmental Test of Visual-motor Integration (4th ed.) was used to evaluate the children’s visual-motor integration, visual perception and motor coordination. The results indicate that there were no statistically significant differences between the boys and the girls regarding visual-motor integration, visual perception or motor coordination. In addition, the results indicated that most of the learners experienced problems with visual perception, with 33% classed as below average and 26% as far below average. There was a correlation between gender and visual-motor integration. Correlations with moderate practical significance were found between visual-motor integration and visual perception (r=0.36; r=0.35), visual-motor integration and motor coordination (r=0.41), and visual perception and motor coordination (r=0.37; r=0.41 and r=0.39) for the boys, girls and the whole group separately.North-West Universit
The effect of visual therapy on 7- to 8-year old children with Developmental Coordination Disorder (DCD)
No full textChildren with Developmental Coordination Disorder (DCD) are heterogeneous regarding underlying problems, which include ocular motor control deficiencies. Poor ocular motor control show relationships with motor coordination problems, which can contribute to academic problems and poor motor skill development needed for successful sport participation. Visual therapy is indicated as a possible way to address poor ocular motor control. The aim of this study was to determine the effect of visual therapy on the DCD status of 7- to 8-year old children. Thirty-two children with a mean age of 95.66 months formed part of the study. The Movement Assessment Battery for Children (MABC) was used to classify children into the different DCD categories (≤15th percentile), while the Sensory Input Systems Screening Test and Quick Neurological Screening Test II (QNST-II) was used to evaluate ocular motor control. A pre-testpost- test design was used. The 18-week visual therapy was executed once a week for 40 minutes during school hours. The results indicated that the visual therapy contributed to a significantly (p<0.001) improvement on the DCD status of all the children in the intervention group. Visual therapy is therefore recommended for school-age children with DCD who experience poor ocular motor control. It should be given as early as possible to prevent negative long-term effects on academic performance and motor skill developmen
The nature and scope of ocular muscle control deviations among 7 to 8 year-old children diagnosed with DCD
Full text linkThe purpose of the study was to determine, as ascertained by different ocular muscle controlled functions, what the nature and scope of these problems are among 7 to 8 year-old children diagnosed with DCD. Thirty-two children between the ages of 7 - 8 took part in the study. The Movement Assessment Battery for Children (MABC) was used to classify children into moderate and severe DCD categories (<15th and the 5th percentile) while the Sensory Input Systems Screening Test and QNST II were used to evaluate visual functions that are controlled by the six eye ocular muscles. Correlation matrices and a two-way variance table were used to determine the relationship between DCD and vision functions. The results confirmed significant correlations between DCD and ocular muscle control deviations. Relationships were found between all the ocular muscle controlled functions (fixation, visual pursuit, left and right eye, ocular alignment right eye) and the MABC-total, manual dexterity, ball skills and static and dynamic balance. Significant correlations, with small (d≥0.2) to moderate practical significance (d≥0.5) were found between the different MABC sub sections and the ocular muscle controlled functions. The results further indicated that in most cases where children have been diagnosed with severe DCD, they were classified in Class 3 (more than three symptoms indicating poor ocular muscle control). These percentages varied from 26.67% to 83.33%, with the highest percentage problems found during visual pursuit with the right eye. It can be concluded that DCD and the severity thereof and visual deviations are related, and that children experiencing such problems could possibly be hampered academically and motorically
Suitability of the ‘Little DCDQ' for the identification of DCD in a selected group of 3–5-year-old South African children
No full textBackground: In order to identify Developmental Coordination Disorder (DCD) as soon as possible, we need validated screening instruments that can be used for the early identification of motor coordination delays. The aim of this study was to establish the suitability of the Little Developmental Coordination Disorder Questionnaire (Little DCDQ) for the identification of DCD in a selected group of 3–5-year-old South African children (N = 53). Method: Both reliability and validity of the Little DCDQ were assessed. Test items of the Little DCDQ, completed by the parents, were compared against the standardised Movement Assessment Battery for Children-2, in a group of 53 children aged 3–5 years. Results: Correlations of r = 0.3 were established between two of the test items and good internal consistency (Chronbach's Alpha, r = > 0.8) was established. The Little DCDQ showed poor sensitivity (57.14%), but reasonable specificity (81.25%). Conclusion: These results indicate that the Little DCDQ has potential as a screening instrument to detect possible DCD, but a few adjustments need to be considered
Activity preferences of 9- to 10-year-old girls and the relationship between object control skills and physical activity levels : the NW-Child Study
No full textEarly object control (OC) skills proficiency is reported to be related to long-term physical activity (PA). The percentage of participation in moderate- and high-intensity PAs and the relationship between PA levels and OC skills in 9- to 10-year-old girls in South Africa are described while considering ethnic differences in activity preferences. OC skills were assessed in 406 girls by means of the Test of Gross Motor Development-2 (TGMD-2), while the Children’s Leisure Activities Study Survey was used to assess PAs and patterns in 406 girls (89 white, 317 black) with a mean age of 9.86±0.42 years. The activity choices of white and black girls differed, where black girls spent a high percentage of their time (83.60%) doing household chores, walking, rope skipping and playing street soccer, while white girls engaged more in sport and non-organised activities. Significantly (p≤0.00; d=0.83, d=0.5) more white girls participated in moderate- and high-intensity activities. PA choices showed a small relationship with OC skills. Girls should receive more exposure to be more physically active. More emphasis should be placed on activities that can improve OC skill
Extent and nature of motor difficulties based on age, ethnicity, gender and socio–economic status in a selected group of three–to five–year–old children
Full text linkAttention to adequate motor development is important during the pre–school years, to minimise possible motor difficulties when the child grows older. The aim of this study was to establish the nature and extent of motor function problems based on socio–economic status, gender, age and ethnicity in 3– to 5–year–old children. A convenience sample of 53 participants, aged 3.0–4.11 years from five pre–schools was assessed with the Movement Assessment Battery for Children–2. A percentage of 11.32% of the group (5 girls; 1 boy) were classified with severe Developmental Coordination Disorder (DCD). These results indicate that the higher socio–economic group (22.73%), girls (15.63%), black children (18.18%) and the three–year–old group (12.50%) had the most children in the severe DCD category. The 3.0–year–old group performed significantly better (p?0.05) than the 4.0–year–old group in aiming and catching. White children outperformed black children in fine motor skills and boys outperformed (p?0.05) girls in aiming and catching. No statistical significant differences were found between the different socio–economic groups. These results confirm motor difficulties in three– to five–year–old children and age and gender differences.
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