1,720,969 research outputs found
Motor competence among children in the UK and Ireland: An expert statement on behalf of the International Motor Development Research Consortium
Full text linkThe United Kingdom and Ireland have a well-established research base in motor competence (MC) research, ranging from reporting and monitoring levels of MC, developing assessment tools for MC, providing innovative curriculum and intervention design to support learning and development, as well as providing advocacy for particular groups, such as those with motor impairments. This expert statement, on behalf of the International Motor Development Research Consortium, draws together what is currently known about levels of MC in the United Kingdom and Ireland as well as current approaches to intervention in both countries. Subsequently presented are recommendations for researchers and practitioners to advance the field of MC for the benefit of children and youth in the United Kingdom, Ireland, and worldwide
Motor Competence as Key to Support Healthy Development of 3- to 5-Year-Old Children: An Expert Statement on Behalf of the International Motor Development Research Consortium
No full textThe first years of life are an optimal time for developing motor competence. However, the evidence regarding motor competence in early childhood is fragmented and needs to be clearly synthesized and presented. To establish effective evidence-based decision making in research, practice, and policy for the early years, this expert statement, on behalf of the International Motor Development Research Consortium, draws together what is currently known about 3- to 5-year-old children on (a) how skilled are children around the world, (b) the link between motor competence and healthy developmental outcomes, and (c) the capacity to improve children’s motor competence through intervention. This expert statement presents a summary of recent evidence for each of these specific points, followed by recommendations for researchers, practitioners, and policymakers.</p
Motor Competence as Key to Support Healthy Development of 3- to 5-Year-Old Children:An Expert Statement on Behalf of the International Motor Development Research Consortium
Full text linkThe first years of life are an optimal time for developing motor competence. However, the evidence regarding motor competence in early childhood is fragmented and needs to be clearly synthesized and presented. To establish effective evidence-based decision making in research, practice, and policy for the early years, this expert statement, on behalf of the International Motor Development Research Consortium, draws together what is currently known about 3- to 5-year-old children on (a) how skilled are children around the world, (b) the link between motor competence and healthy developmental outcomes, and (c) the capacity to improve children’s motor competence through intervention. This expert statement presents a summary of recent evidence for each of these specific points, followed by recommendations for researchers, practitioners, and policymakers
Differences between young children's actual, self-perceived and parent-perceived aquatic skills
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Motor competencies assessment of primary school children with the MOBAK 3-4 protocol. Preliminary study
No full textPhysical education in primary school is the setting for learning motor skills through a
wide variety of activities, differentiated by quantitative and qualitative
characteristics. The evaluation of the teaching process is aimed at identifying the
repertoire of each child's abilities and related motor skills, systematically checking
the stages of learning and the evolution of motor development, obtaining feedback on
the didactic intervention carried out. Basic motor skills (Fundamental Motor
Skills) play a central role in promoting daily physical activity and a strong
correlation with coordinative and conditional motor skills, social behaviors and
student knowledge (Gallahue et al. 2012). Children currently have reduced
opportunities, compared to the previous decades, to learn through deconstructed
motor activities, the executive variants of basic motor skills. Such executive variants,
intentionally proposed by the teacher, through didactic proposals based on the
variability of the practice, allow to learn gradually more complex motor skills, solve
motor problems in relationship life, in the game and in sport, providing variable and
transferable motor responses in the different contexts (Hulteen et al.2018)
The complexities of developing motor competence through a health and skill related programme: Developing student agency through developmentally appropriate resistance
No full textThe complexities of developing motor competence through a health and skill related programme. Developing student agency through developmentally appropriate resistance
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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