7 research outputs found
The influence of a rythmical-motor activity program on the development of fundamental motor skills in pre-school children
Influence d'un programme d'activités rythmiques musicales (séance de 45 minutes 3 fois par semaine pendant 8 semaines) sur le développement moteur de fillettes de 4-6 ans : schéma corporel, équilibration statique et dynamique, roulade avant, saut vertical, sautillement, course, frappe du ballon avec le pied, etc
Examining the potential of web-based multimedia to support complex fine motor skill learning: An empirical study
23 Halama
Modifications of neuromuscular activity and improvement in performance of a novel motor skill
Rhythm or Music? Contrasting Two Types of Auditory Stimuli in the Performance of a Dancing Routine
Gender differences in musical aptitude, rhythmic ability and motor performance in preschool children
Most of the preschool curricula involve integrated movement activities that combine music, rhythm and locomotor skills. The purpose of the current study was to examine whether there are any differences between boys and girls at the age of five concerning their musical aptitude, rhythmic ability and performance in gross motor skills. Ninety-five preschool children participated in the study (50 girls and 45 boys). The measures used were the Primary Measures of Music Audiation, the High/ Scope Rhythmic Competence Analysis Test and the Gross Motor Development test 2. The results revealed no significant gender differences in musical aptitude and gross motor skills performance, whereas girls outperformed boys in four of the six movements of rhythmic ability test. Considering that rhythmic competence is strongly inter-related with children's motor coordination, the concluding suggestion for the preschool physical education curriculum is to incorporate specific rhythmic activities (like Orff, Dalcroze and dance) in order to overcome the boys' performance deficiency. © 2005 Taylor & Francis Group Ltd
Evaluation of children's creativity: Psychometric properties of Torrance's 'Thinking Creatively in Action and Movement' test
The purpose of this study was to examine the test-retest reliability of Torrance's 'Thinking Creatively in Action and Movement' (TCAM) test and the relationship between TCAM and the Divergent Movement Ability (DMA) test. The TCAM and DMA tests were used for a sample of 115 children, while the whole experimental procedure included three testing sessions: first and second testing sessions for the TCAM test and retest, and third testing session for the DMA test. The time interval between the two testing sessions was two weeks and each testing session lasted approximately 10 days. The results for the comparison between the test and the retest session for TCAM showed a high intra-class correlation coefficient, and also the paired simple t-test indicated that there were no statistically significant differences between the two testing sessions. Canonical correlation analysis revealed a high correlation between TCAM variables and DMA variables. A low value has been only reported concerning the variable of TCAM imagination. In conclusion, the present results are encouraging and seem to support the psychometric properties of TCAM for preschool-aged children, showing that TCAM is a valid and reliable instrument to measure creative movement in preschool children. © 2009 Taylor & Francis
Examining the potential of web-based multimedia to support complex fine motor skill learning: An empirical study
Research on the utilization of the Web for complex fine motor skill learning that involves whole body movements is still scarce. The aim of this study was to evaluate the impact of the introduction of a multimedia web-based learning environment, which was targeted at a rhythmic gymnastics routine consisting of eight fine motor skills, into an undergraduate course in a physical education department, as a complementary tool to campus-based instruction. The impact was evaluated in terms of: acquisition of knowledge regarding the routine skills by students, improvement of students' ability to execute the routine, and students' responses to the environment. The study followed a pretest/posttest experimental design and involved 76 students randomly split into two groups: The Multimedia Web-based Learning Group (MWLG) students (N = 38), who attended campus-based instruction on the routine and also used the environment in their own space and time, and the Traditional On-site Instruction Group (TOIG) students (N = 38), who only attended campus-based instruction. The research data were gathered through student questionnaires and ratings of students' performances. It was found that the use of the environment as a supplement to campus-based instruction increased the effectiveness of this instruction as regards the cognitive component of motor skill learning (i.e. acquisition of knowledge regarding the routine skills) and was well-accepted by the students, although it did not have any significant contribution to the physical component of motor skill learning (i.e. performance of the routine skills). These findings partially support the future wider adoption of multimedia web-based learning environments within physical education and other academic disciplines that involve complex fine motor skill learning. Relevant implications are discussed. © 2013 Springer Science+Business Media New York