Intervention for children with obesity and overweight and motor delays from low-income families: fostering engagement, motor development, self-perceptions, and playtime

Abstract: Obesity is increasing globally, affecting children’s health and development. This study examines the influence of a motor skill intervention on the daily routine, self-perceptions, body mass index, motor development, and engagement in physical education lessons of children with obesity and overweight with motor delays. Children were randomly assigned to intervention and control groups. The daily routine at home, self-perceptions, motor development, BMI, and engagement were assessed. Significant group by time interactions were found for play (p < 0.0001) and television (p < 0.0001) time, perceived social (p = 0.003) and motor (p < 0.0001) competence, global self-worth (p < 0.0001), BMI (p = 0.001), motor development (p < 0.0001), and engagement (p = 0.029). From pre-to-post intervention, children with obesity and overweight in the intervention group increased (1) playtime at home; (2) self-perceptions of social and motor competence and global worth; (4) engagement in the lessons, and improved scores, in motor skills; and (6) reduced BMI and screen time. The intervention promoted the health and improved the self-concept of children with obesity/ overweight

Peabody developmental motor scales-2: the use of rasch analysis to examine the model unidimensionality, motor function, and item difficulty

The Peabody Developmental Motor Scales-Second Edition (PDMS-2) is a valid and reliable instrument used in several countries, including Brazil, to assess gross and fine motor skills and identify motor deficits and eligibility for intervention for children with and without disabilities. However, the analysis of PDMS-2 items regarding the unidimensionality of the model, order of item difficulty, and whether the items portray the children's developmental trajectories still lacks investigation. Therefore, this study aims to: (1) analyze the unidimensionality of PDMS-2, (2) verify the model's capacity to explain the variance in the motor function responses, and (3) identify the level of difficulty of the items for Brazilian children. Children (n = 637; 51% girls) newborn to 71 months (M age = 21.7, SD = 18.6) were assessed using the PDMS-2. The Rasch analysis was conducted; the indexes of infit and outfit, and the point-biserial correlations coefficient were analyzed. The model unidimensionality was investigated using percentages of variance in the Rasch model (40% of variance). Results indicated that (1) for reflexes subscale, 62.5% of the items had correlations with the factor above 0.60, and two items had unadjusted infit and outfit; (2) for stationary subscale, 83.3% of the correlations of the items with the factor were above 0.50, and one item had unadjusted infit and outfit; (3) for locomotion subscale, 80.0% of the correlation of the items with the factor were above 0.50; all items had adequate infit and outfit; (4) for object manipulation subscale, 79.9% of the correlation of the items with the factor were above 0.50, and one item had unadjusted infit and outfit; (5) for grasping subscale, 92.3% of the correlation of the items with the factor were above 0.50, and one item had unadjusted infit and outfit; and (6) for the visual-motor integration subscale, 73.6% of the correlation of the items with the factor were above 0.50, and six items had unadjusted infit and outfit. The items with unadjusted fit were removed for further analysis. No changes in reliability and separation of items and people scores were observed without the unadjusted items; therefore, all items were maintained. A unidimensional model was found, and the reliability and discriminant capability of the items were adequate, and all items should be used to assess children. The PDMS-2 is appropriate for assessing Brazilian children

The influence of a motor skill intervention on the motor performance and perceived competence of children with motor delays

Fundamentado em teorias de motivação (Ames, 1987, 1992a, b; Epstein, 1988, 1989; Nicholls, 1984) o objetivo deste estudo foi determinar a influência de uma intervenção motora, com técnica de motivação orientada para a maestria (TMOM), no desenvolvimento motor e na percepção de competência física de crianças com idades entre seis e 10 anos que demonstraram atrasos motores previamente identificados. Noventa e uma crianças com atrasos motores foram aleatoriamente distribuídas em dois grupos: intervenção (N = 41) e controle (N = 50). Os participantes do grupo de intervenção foram submetidos a 12 semanas (duas sessões semanais). Ao início e término da intervenção, todos os participantes realizaram o Test o f Gross Motor Development - TGMD organizado por Ulrich (1985). Os participantes que experienciaram a intervenção também responderam a Pictorial Scale of Perceived Competence and Social Acceptance - PSPCSA (Harter &amp; Pike, 1984) no início e no término da intervenção. A influência da intervenção na percepção de competência física foi avaliada através de ANOVA com medidas repetidas. Os resultados evidenciaram que a intervenção promoveu mudanças significantes e positivas em relação à percepção de competência física de meninos e meninas com atrasos no desenvolvimento motor. A ênfase na TMOM propicia ao professor oportunidades para criar experiências motoras que suprem as necessidades de todas as crianças, indiferentes de suas experiências prévias e diferentes níveis de habilidades, promovendo a autonomia das crianças colocando-as como sujeitos de suas conquistas. Em outras palavras, permite as crianças explorarem seu próprio processo de aprendizagemSupported by motivational theories (Ames, 1987, 1992a, b, Epstein, 1988, 1989, Nicholls, 1984), the purpose of this study was to determine the influence of a motor skill intervention program, with emphasis on a mastery motivational climate, on the motor development of children (six to 10 years old) with developmental delays. Furthermore, this study also investigated changes in perception of competence by the children exposed to the intervention program. Ninety-one children with motor developmental delays were randomly distributed in two groups, intervention (N = 41) and control (N = 50). The participants in the intervention group received a 12-week (2 week meetings) motor skill intervention with a mastery motivational climate. All participants were assessed pre- and post-intervention period using the Test of Gross Motor Development TGMD (Ulrich, 1985). Children who received the intervention were also assessed through the Pictorial Scale of Perceived Competence and Social Acceptance PSPCSA (Harter, 1984). The intervention program results were analyzed using a two-way independent ANOVA with repeated measures for pre- and post-intervention. The perception of competence were measured through a ANOVA with repeated measures for pre- and post-intervention. Results showed that the mastery motivational climate intervention promotes significant and positive changes on motor development and perceptions of competence by children with motor developmental delays. Mastery motivational climate allowed the teacher to create motor experiences that met the needs of all children, despite their previous experience and levels of ability, * and it also promoted the children's autonomy, placing them as the subject of their achievements. In other words, it allowed them to explore their own learning proces

Percepção de competência atlética, orientação motivacional e competência motora em crianças de escolas públicas: estudo desenvolvimentista e correlacional

The purpose of this study was to investigate the perceived competence, motivacional orientation, and motor competence of children. Children (N = 298) random sampled (8 to 10 years-old) were assessed using the self-perception profile for children (Harter, 1985); Scale of intrinsic versus extrinsic orientation in the classroom (Harter, 1980); and the Test of Motor Gross Development - 2 (Ulrich, 2000). Correlational results indicated that: 1) children who perceived themselves as competent were intrinsic motivated; and 2) children who perceived themselves as competent demonstrated higher performance. The comparison (ANOVA) showed that: 1) boys perceived themselves and were more competent, however boys and girls demonstrated similar motivational orientation; and 2) children at different ages demonstrated similar perceptions of competence and motor performance, however older children demonstrated higher intrinsic motivation. Providing children with varied motor activities; instruction; correct feedback; and encouragement is essential to their global development.O objetivo desta pesquisa foi investigar a percepção de competência, a orientação motivacional e a competência motora em crianças. Crianças (N = 298) escolhidas aleatoriamente (idade entre oito e 10 anos) foram avaliadas utilizando-se da "Self-perception profile for children" (Harter, 1985); "Scale of intrinsic versus extrinsic orientation in the classroom" (Harter, 1980); e o "Test of Gross Motor Development - 2" (Ulrich, 2000). Os resultados das correlações indicaram que: 1) crianças que se perceberam competentes eram motivadas intrinsecamente; e, 2) crianças que se perceberam competentes demonstraram desempenho mais elevado. Os resultados das comparações (ANOVA) indicaram que: 1) meninos perceberam-se e são mais competentes motoramente, entretanto meninos e meninas apresentaram orientação motivacional semelhante; e, 2) nas diferentes idades observam-se semelhanças nas percepções e nos níveis de competência, entretanto crianças mais velhas demonstram motivação intrínseca mais elevada. Proporcionar as crianças experiências motoras variadas; instrução; correto "feedback"; e encorajamento é essencial ao seu desenvolvimento integral

Gross motor skills trajectory variation between WEIRD and LMIC countries: a crosscultural study

Aim This study aimed to examine the prevalence of delays and borderline impaired performance for Brazilian girls and boys and the differences in the motor trajectories (locomotor and ball skills) of girls and boys (3- to 10-years-old) across WEIRD (Western, Educated, Industrial, Rich, and Democratic) countries and Brazil–a low- and middle-income country (LMIC). Methods We assessed 1000 children (524 girls; 476 boys), 3- to 10.9-year-old (M = 6.9, SD = 2.1; Girls M = 6.9, SD = 2.0; Boys M = 6.9, SD = 2.1), using the Test of Gross Motor Development-3. Using systematic search, original studies investigating FMS in children using the TGMD-3 were eligible; 5 studies were eligible to have the results compared to the Brazilian sample. One sample t-test to run the secondary data from Irish, American, Finnish, and German children (i.e., mean, standard deviation). Results The prevalence of delays and borderline impaired performance was high among Brazilian girls (28.3% and 27.5%) and boys (10.6% and 22.7%). The cross-countries comparisons showed significant (p values from .048 and < .001) overall lower locomotor and ball skills scores for Brazilian children; the only exceptions were skipping, catching, and kicking. We observed stability in performance, across countries, after 8-years-old, and no ceiling effects were found in the samples. Conclusions The Brazilian sample emphasized the need for national strategies to foster children’s motor proficiency. Differences in motor opportunities may explain the differences in motor trajectories between children in WEIRD and LMIC countries

Motor development in the hospitalized infant and its biological and environmental characteristics

Introduction: Hospitalization is a risk factor for delayed motor development, due to the lack of adequate stimulation; therefore, it is important to assess child development during hospital admission.Methods: In this study, motor development of previously healthy hospitalized infants was assessed and associated with biological and environmental characteristics, including length of hospital stay and physiotherapeutic treatment. The assessment was made before discharge, with questionnaires and a motor assessment scale.Results: The sample of 32 infants aged from zero to 18 months had an average length of hospital stay of 4.94±2.39 days. 50% of infants were girls (n = 16) and mostly belonged to socioeconomic class C (n = 16). Length of hospital stay explained only 3.3% of motor development variation, showing no significant impact. Infants from lower socioeconomic classes were nearly six times more susceptible to motor delays than those belonging to higher classes (p = 0.05). During hospitalization, 25% of the sample (n = 8) was treated with physiotherapy. All these patients were hospitalized for respiratory dysfunction and presented five times less chance of altered motor development when compared to those who did not undergo physiotherapy.Conclusion: These results should be interpreted with caution, since the type of physiotherapy care provided and infant’s degree of motor impairment were unknown. In this study, length of stay and hospital environment were not significant risk factors when analyzed individually, concluding that the greater the exposure and the amount of associated factors, the more susceptible the infant will be to present motor delays.Keywords: Child development; hospitalization; developmental disabilities Introduction: Hospitalization is a risk factor for delayed motor development, due to the lack of adequate stimulation; therefore, it is important to assess child development during hospital admission. Methods: In this study, motor development of previously healthy hospitalized infants was assessed and associated with biological and environmental characteristics, including length of hospital stay and physiotherapeutic treatment. The assessment was made before discharge, with questionnaires and a motor assessment scale. Results: The sample of 32 infants aged from zero to 18 months had an average length of hospital stay of 4.94 ± 2.39 days. 50% of infants were girls (n = 16) and mostly belonged to socioeconomic class C (n = 16). Length of hospital stay explained only 3.3% of motor development variation, showing no significant impact. Infants from lower socioeconomic classes were nearly six times more susceptible to motor delays than those belonging to higher classes (p = 0.05). During hospitalization, 25% of the sample (n = 8) was treated with physiotherapy. All these patients were hospitalized for respiratory dysfunction and presented five times less chance of altered motor development when compared to those who did not undergo physiotherapy. Conclusion: These results should be interpreted with caution, since the type of physiotherapy care provided and infant’s degree of motor impairment were unknown. In this study, length of stay and hospital environment were not significant risk factors when analyzed individually, concluding that the greater the exposure and the amount of associated factors, the more susceptible the infant will be to present motor delays.Keywords: Child development; hospitalization; developmental disabilities 

Tennis specialized skills: a beginning sport intervention study with school children

The purpose of the present study, with a quasi-experimental and correlational design, was to verify the influence of a Beginning Tennis Program (BTP) with two approaches - the Classical approach (CA) and the Mastery Motivational Climate approach (MA) - on the development of specialized tennis motor skills (STMS) and the associations between the specialized skills and fundamental skills. The participantes were 61 children (29 girls and 32 boys), aged 6-12 yr. (M = 9.4). Thirty children were submitted to the CA and 31 to the MA. The children were assessed using the Test of Gross Motor Development-2 (TGMD-2) and the Specialized Tennis Motor Skills instrument. The BTP was carried out in 26 weeks and implemented for MA the assumptions of the TARGET structure and the Sport Education Model, and for CA the classical models for tennis learning. Results indicated that 1) all children showed positive and significant changes (p < 0.01) in STMS; 2) there was a non significant interaction of age group (p = 0.519) and gender (p = 0.24) on STMS; 3) a restrict association in the post test between locomotor skills and specialized skills for the Mastery group. The implementation of a Beginning Tennis Program based on effective methodological proposals that are suitable for the participants' real needs fosters motor gains that reinforce children developmentO objetivo desta pesquisa, de delineamento quase-experimental e correlacional, foi verificar a influência de um Programa de Iniciação ao Tênis (PIT) com duas abordagens, Clássica (AC) e de Contexto Motivacional para a Maestria (AM), no desempenho de habilidades motoras especializadas do Tênis (HMET) e investigar as associações entre o desenvolvimento das habilidades especializadas e as fundamentais. Participaram do estudo 61 crianças (29 meninas e 32 meninos), com idades de seis a 12 anos (M = 9,4), sendo 30 crianças da AC e 31 crianças da AM. Para as avaliações das crianças foram utilizados o Test of Gross Motor Development-2 (TGMD-2) e o instrumento de Habilidades Motoras Especializadas do Tênis (HMET). O PIT foi desenvolvido em 26 semanas, implementando, para a AM os pressupostos da estrutura TARGET e do Sport Education Model e para a AC os modelos clássicos de aprendizagem do Tênis. Os resultados indicaram que 1) mudanças positivas e significantes (p < 0,01) nas HMET para todas as crianças; 2) interação não significante da faixa etária (p = 0,519) e do gênero (p = 0,24) nas HMET; 3) associação restrita a locomoção no pós teste entre habilidades especializadas e fundamentais para o grupo da maestria. A implementação de um Programa de Iniciação ao Tênis, baseado em propostas metodológicas eficazes e condizentes com as necessidades reais dos participantes, promove ganhos motores que contribuem para o desenvolvimento infanti

THE ECOLOGY OF MOTOR DEVELOPMENT IN COASTAL SCHOOL CHILDREN OF BRAZIL NORTHEAST

Background: The prevalence of motor delays (MD) in schoolchildren is an intercultural phenomenon which is particularly present among socio-economically disadvantaged children. Objective: to describe and explain the proximal processes for the development of fundamental motor skills (FMS) in schoolchildren from an elementary school (ES) in a coastal city in the Northeast of Brazil. the objective of this study was to describe and explain the proximal processes for the development of fundamental motor skills (FMS) in schoolchildren from an elementary school (ES) in a coastal city in the Northeast of Brazil. Methods: This was a quali-quantitative study. The quantitative aspect was characterized by the use of the Test of Gross Motor Development Edition 2 to evaluate the fundamental motor skills of 104 children from 7 to 10 years old, 56 boys (8.2±1.0 years) and 48 girls (8.3 ± 0.9 years). Regarding the qualitative aspect, the researcher ecologically placed himself in the context and used non-systematic and non-participant observations and interviews with 7 parents, representing the parents-board of the school, 7 Physical Education teachers and 11 classroom teachers from different schools. Data analysis: the qualitative data were organized using the content analysis synthesis. The quantitative data were treated using descriptive statistics (mean, standard deviation, distribution and frequencies) and inferential statistics (Student t-test). Results: The results revealed that 95.1% of children present MD in locomotor skills and 81.7% in object control skills; girls showed poorer performance compared to boys (p &lt; 0.001). Considering the Bioecological model the MD can be explained by the absence of physical infrastructures and material resources, lack of opportunities and poor teacher training. However, the main explanation was the absence of a pedagogical program to foster MP in schools and youth sports programs. Yet, the Bioecological model allowed us to establish that the MP interferes the way that children interact with the context. Conclusions: It can be inferred that part of the solution to the problem lies in the coordination of exosystem actions (Municipal Department of Education) and in changes to the macrosystem (educational legislation) which guarantee the microsystems (schools and social sports projects) the means to promote MP in children

Academic achievement associated with motor performance and sex in different subcultures

Introduction: School and motor performances demonstrates achievements of children throughout childhood. Gender and the child's developmental context interfere with the differentiated trends of intensity and direction of school and motor performance.Objective: To analyze the association among school performance, motor performance, and the sex of children of different subculturesMethod: The study included 233 children aged 7 to 10 years, 127 boys (8.2 ± 0.92 years) and 106 girls (8.4 ± 0.85 years), from three different subcultures (semi-arid, mountainous, and coastal weather) of Northeast Brazil. Data were collected from the School Performance Test and the Test of Gross Motor Development-2. Descriptive statistics, comparisons, and multivariate multiple linear regressions were used for analysis.Results: It was found that school delays were prevalent in boys, and motor delays, specifically in object control skills, were prevalent in girls. Motor performance is positively associated with performance in writing, reading, and arithmetic, but this relationship is specific for each subculture.Conclusions: There was an association among school performance, motor performance, and the sex of children in different Northeastern subcultures, evidencing the influence of subcultures and gender on the children’s performance.Introduction: School and motor performances demonstrates achievements of children throughout childhood. Gender and the child's developmental context interfere with the differentiated trends of intensity and direction of school and motor performance.Objective: To analyze the association among school performance, motor performance, and the sex of children of different subculturesMethod: The study included 233 children aged 7 to 10 years, 127 boys (8.2 ± 0.92 years) and 106 girls (8.4 ± 0.85 years), from three different subcultures (semi-arid, mountainous, and coastal weather) of Northeast Brazil. Data were collected from the School Performance Test and the Test of Gross Motor Development-2. Descriptive statistics, comparisons, and multivariate multiple linear regressions were used for analysis.Results: It was found that school delays were prevalent in boys, and motor delays, specifically in object control skills, were prevalent in girls. Motor performance is positively associated with performance in writing, reading, and arithmetic, but this relationship is specific for each subculture.Conclusions: There was an association among school performance, motor performance, and the sex of children in different Northeastern subcultures, evidencing the influence of subcultures and gender on the children’s performance

Contextual factors and motor skills in indigenous amazon forest and urban indigenous children

This study investigated the contextual factors, motor performance, and body mass index across indigenous land children, indigenous urban children, and non-indigenous urban children. A number of 153 children, both sexes (71 girls, 46.4%), from 8 to 10 years were assessed. The Test of Motor Gross Development-3 was utilized. Indigenous land children showed higher motor performance (η²ρ = 0.37 and η²ρ = 0.19 locomotor and object control, respectively) than indigenous urban children (p < 0.03) and non-indigenous urban children (p < 0.01); Indigenous urban children showed higher motor performance than non-indigenous urban children (p < 0.01). Body mass index was similar across groups (η²ρ = 0,02; p = 0.15). Motor performance of indigenous land children was explained by the contextual factors that lead to a more active lifestyle, unsupervised free time, and play outside. In urban areas, behavior was similar, and although indigenous urban children kept some play tradition, it was not strong enough to be a protective factor for the motor performance