Motor Proficiency and Body Mass Index of Preschool Children: In Relation to Socioeconomic Status

The aim of the study was to investigate the correlation between motor proficiency and body mass index and to assess the socioeconomic status differences in motor proficiency and body mass index of preschool children. Sixty preschool children in the different socioeconomic status areas of central Denizli in Turkey participated in the study. The Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2) was used to assess children’s motor proficiency and height/weight measurements were taken to calculate the BMI of children. There was no significant relationship between BOT-2 scores and body mass index scores of preschool children (p>0.05). There were significant SES differences in favor of high and middle socioeconomic status preschool children (p<0.05). Low socioeconomic status children had lower manual coordination, body coordination, strength and agility and total BOT-2 composite scores than their high and middle counterparts. The teachers, parents or those responsible for low socioeconomic status children in particular, have to find a way of practicing and improving the fundamental motor skills of preschool children

Effects of a sport leadership programme on the perceptions of university students about their leadership competencies (Efectos de un programa de liderazgo deportivo sobre las percepciones de alumnado universitario)

The main purpose of this study was to evaluate the effects of a sport leadership programme (ESLP) on variables related to the leaders’ perception regarding instrumental, personal, and systemic skills in university students. In doing so, the second purpose was to analyse the trans-cultural validity of the Cuestionario de Evaluación de Competencias Transversales de Grado (CECTGRA). Participated 61 students as leaders, 25 mentors and 25 employers, from five European countries. The design was pre-test-post-test, following a longitudinal approach of 24 months to evaluate the effects of the ESLP on variables related to the leader’s perception. An adaptation of the CECTGRA was administered. The questionnaire was valid and reliable to know the effects of the ESLP on the students’ perceptions. However, the sports leaders did not improve their perceptions of competence regarding development, mastery and relevance after the application of the programme. From the finding of this study it is recommended to improve the programme based on the leadership competencies to develop, the teaching-learning methodologies to follow, the activities to implement, and the roles to determine

Efectos de un programa de liderazgo deportivo sobre las percepciones de alumnado universitario acerca de sus competencias como líderes

The main purpose of this study was to evaluate the effects of a sport leadership programme (ESLP) on varia-bles related to the leaders’ perception regarding instru-mental, personal, and systemic skills in university students. In doing so, the second purpose was to analyse the trans-cultural validity of the Cuestionario de Evaluación de Com-petencias Transversales de Grado (CECTGRA). Participated 61 students as leaders, 25 mentors and 25 employers, from five European countries. The design was pre-test-post-test, following a longitudinal approach of 24 months to eva-luate the effects of the ESLP on variables related to the leader’s perception. An adaptation of the CECTGRA was administered. The questionnaire was valid and reliable to know the effects of the ESLP on the students’ perceptions. However, the sports leaders did not improve their percep-tions of competence regarding development, mastery and relevance after the application of the programme. From the finding of this study it is recommended to improve the programme based on the leadership competencies to de-velop, the teaching-learning methodologies to follow, the activities to implement, and the roles to determineEl objetivo principal fue evaluar el efecto de un programa de liderazgo deportivo (ESLP) sobre variables relacionadas con la percepción de lo líderes acerca de sus habilidades instrumentales, personales y sistémicas con alumnado universitario. Para ello, fue necesario analizar la validez transcultural del Cuestionario de Evaluación de Competencias Transversales de Grado (CECTGRA). Participaron 61 alumnos como líderes, 25 mentores y 25 empleadores de cinco países europeos. El diseño fue pre-test-post-test, siguiendo un enfoque longitudinal de 24 meses para evaluar los efectos del ESLP sobre variables relacionadas con las percepciones de los líderes. Una adaptación del CECTGRA fue contestado en las evaluaciones pre-test-post-test. El cuestionario fue válido y fiable para saber los efectos del ESLP sobre las percepciones de los estudiantes. Sin embargo, los líderes deportivos no mejoraron sus percepciones de competencia respecto a desarrollo, dominio y relevancia tras la aplicación del programa. A partir de estos resultados, se recomienda mejorar el programa a partir de las competencias de liderazgo a desarrollar, las metodologías de enseñanza-aprendizaje a seguir, las actividades a implementar y los roles a determinarActividad Física y Deport

Türkiyedeki Okul Öncesi Dönemde Motor Beceri Uygulamaları

Bu çalışmanın amacı,Türkiye’deki okul öncesi çocuklara sunulan motor beceri uygulamalarının belirlenmesi ve sonuçlarının araştırılmasıdır.Alan yazın taraması, Ulusal Akademik Ağ ve Bilgi Merkezi’nin (ULAKBİM) Dergipark Akademik ve EBSCOhost araştırma veri tabanları kullanılarak yaılmıştır. Alanyazın taraması için okul öncesi, okul öncesi çocukları, motor beceri uygulamaları, motor beceri programları, temel motor becerileri ve kombinasyonları anahtar kelimeler olarak seçilmiştir. Tarama sonucunda bulunan çalışmalar da motor beceri programları uygulanıyorsa, çocuklar 3 ile 6 yaş aralığında ise ve Türkiye’de yapılan çalışmalar ise bu taramaya dahil edilmişlerdir.Konferans bildirileri, yüksek lisans veya doktora tezleri bu çalışmanın içine alınmamıştır. Bu kriterlere uyan toplam dokuz çalışma bulunmuştur.Bu çalışmalarda elde edilen bulgular şu şekildedir: a) toplam 909 çocuk bu çalışmalara katılmıştır, b) genelde çalışmalarda öntest/sontest kontrol grubu deneysel dizayn kullanılmıştır, c) motor beceri uygalamaları 5, 8, 11, 12, 14 hafta, 6 ay veya 1 yıl sürmüştür, d) çalışmalarda yer değiştirme becerileri, nesne kontrolü gerektiren beceriler, görsel-algı, denge, çabukluk, hız, kordinasyon, ve diğer, bağımsız değişkenlerdir, e) sadece bir çalışma kalıcılık testi uygulamıştır, ve f) genelde çalışmalarda uygulanan programların katılımcılar için etkin olduğu belirtilmektedir.Ancak, bazı çalışmalarda bir takım belirsizlikler bulunmaktadır.Örneğin, deneysel gruplarının nasıl oluşturulduğu, uygulanan programların hangi teoriye dayandırıldığı, hangi öğretim metodlarının kullanıldığı veya programları kimin nasıl uyguladığı belirtilmemiştir. Bazı çalışmalarda deney gruplarındaki çocuk sayıları azdır ve kullanılan motor beceri testlerinin geçerliliği ve güncelliğinin (örn.Willmore Test Protokolü, 1986), bunun yanında deneysel çalışmalarda uygulanan istatistiksel analiz yöntemlerininde problemli olduğu görülmektedir. Ancak, Türkiye’deki çeşitli motor beceri uygulamalarının sayıca az olmasına rağmen, varlığı ve alana katkısı umut vericidir. Sonuç olarak, motor beceri uygulamalarının sayısı ve kalitesinin artırılması çocukların motor becerilerinin geliştirilmesi için önem taşımaktadır.The purpose of this study was to determine the motor skill interventions for preschoolers in Turkey and examine the findings of interventions. The literature review was conducted using Turkish Academic Network and Information Center (ULAKBİM), Dergipark Academic and EBSCOhost research databases. The following key words were selected to find the related articles: early childhood, preschoolers, motor skill intervention, motor skill program, fundamental motor skills and their combinations. Studies were included if any motor skill program was instructed in the studies, if the participants were between ages 3 and 6, and if the interventions were applied in Turkey. Conference papers, thesis or dissertations were not included in this study. Nine studies met the inclusion criteria. The review of these studies showed that a) total 909 children between ages 4 and 6 participated in these intervention studies, a) the majority of participants were typical children , b) the pretest/posttest with control group design was generally used in the studies, c) the motor skill programs were delivered in 5, 8, 11, 12, 14 weeks, 6 months or 1 year, d) the independent variables were locomotor skills, object control skills, vision perception, balance, quickness, speed, coordination and others, e) only one study had retention test, and f) the studies generally reported that motor skill interventions were effective for their participants. However, there were unclear points in some studies. For example, it is not clear how the experimental groups were constituted or what type of instructional approaches and theoretical frameworks used in the interventions or who applied the interventions. The number of participants in the experimental groups was low in some studies. The validity of the motor skill assessment tools (i.e. Willmore Test Protocol, 1986) and appropriateness of the statistical analyses in experimental studies were also other problematic issues in some studies. On the other hand, it is promising that different types of motor skill interventions exist and their contributions to motor development area are valuable in spite of the low number of motor skill interventions. In a conclusion, the quality and the quantity of the motor skill interventions should be increased for children’s motor skill development

Effects of a sport leadership programme on the perceptions of university students about their leadership competencies

The main purpose of this study was to evaluate the effects of a sport leadership programme (ESLP) on variables related to the leaders’ perception regarding instrumental, personal, and systemic skills in university students. In doing so, the second purpose was to analyse the trans-cultural validity of the Cuestionario de Evaluación de Competencias Transversales de Grado (CECTGRA). Participated 61 students as leaders, 25 mentors and 25 employers, from five European countries. The design was pre-test-post-test, following a longitudinal approach of 24 months to evaluate the effects of the ESLP on variables related to the leader’s perception. An adaptation of the CECTGRA was administered. The questionnaire was valid and reliable to know the effects of the ESLP on the students’ perceptions. However, the sports leaders did not improve their perceptions of competence regarding development, mastery and relevance after the application of the programme. From the finding of this study it is recommended to improve the programme based on the leadership competencies to develop, the teaching-learning methodologies to follow, the activities to implement, and the roles to determine.===El objetivo principal fue evaluar el efecto de un programa de liderazgo deportivo (ESLP) sobre variables relacionadas con la percepción de lo líderes acerca de sus habilidades instrumentales, personales y sistémicas con alumnado universitario. Para ello, fue necesario analizar la validez transcultural del Cuestionario de Evaluación de Competencias Transversales de Grado (CECTGRA). Participaron 61 alumnos como líderes, 25 mentores y 25 empleadores de cinco países europeos. El diseño fue pre-test-post-test, siguiendo un enfoque longitudinal de 24 meses para evaluar los efectos del ESLP sobre variables relacionadas con las percepciones de los líderes. Una adaptación del CECTGRA fue contestado en las evaluaciones pre-test-post-test. El cuestionario fue válido y fiable para saber los efectos del ESLP sobre las percepciones de los estudiantes. Sin embargo, los líderes deportivos no mejoraron sus percepciones de competencia respecto a desarrollo, dominio y relevancia tras la aplicación del programa. A partir de estos resultados, se recomienda mejorar el programa a partir de las competencias de liderazgo a desarrollar, las metodologías de enseñanza-aprendizaje a seguir, las actividades a implementar y los roles a determinar