Volume 9, Issue 17 (9-2019)
JRSM 2019, 9(17): 15-26 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Balali M, Vaez Mousavi M K, Ghasemi A. The role of affordances in developing children manipulative movement skills:
an application of challenge point framework. JRSM 2019; 9 (17) :15-26
URL: http://jrsm.khu.ac.ir/article-1-2906-en.html
URL: http://jrsm.khu.ac.ir/article-1-2906-en.html
Abstract: (8610 Views)
The purpose of present study was to investigate predictions of challenge point theory (guadagnoli and lee, 2004) through comparing two group of challenging and nonchallenging games in developing manipulative fundamental movement skills. Thirty 4 to 6 years old child were selected from one of the kindergartens of Tehran and were grouped according to pretest scores. The games were used were designed for developing manipulative skills in both groups, however the task difficulty of these games was increased in challenging group while in nonchallenging group it was kept constant. The intervention was 8 weeks, 2 session for each week and 42 minutes for each session. Children's manipulative skills were assessed using Test of Gross Motor Development – second version in the beginning and the end of the intervention. The results of multivariate analysis of variance showed that improvement groups in total score of manipulative skills and all subscales exept that catching wasn't significant. In total, if the challenge point theories predictions on developing of manipulative skills of healthy children failed to be proved but better improvement of challenging group in catching shows that this method is more effective in developing complex skills.
Type of Study: Research |
Subject:
motor behavior
Received: 2015/11/16 | Accepted: 2016/01/10 | Published: 2019/09/1
Received: 2015/11/16 | Accepted: 2016/01/10 | Published: 2019/09/1
References
1. زارع زاده،, فرخی،, کاظم نژاد. تعیین پایایی و روایی آزمون رشد حرکتی درشت در کوکان 3 تا 11 ساله شهر تهران. المپیک. 1388;4:98-85.
2. Barnett LM, Morgan PJ, van Beurden E, Beard JR. Perceived sports competence mediates the relationship between childhood motor skill proficiency and adolescent physical activity and fitness: a longitudinal assessment. International journal of behavioral nutrition and physical activity. 2008;5(1):40. [DOI:10.1186/1479-5868-5-40]
3. Zask A, Barnett LM, Rose L, Brooks LO, Molyneux M, Hughes D, et al. Three year follow-up of an early childhood intervention: is movement skill sustained. Int J Behav Nutr Phys Act. 2012;9(1):127. [DOI:10.1186/1479-5868-9-127]
4. Gallahue DL, Ozmun JC, Goodway J. Understanding motor development: Infants, children, adolescents, adults: Mcgraw-hill Boston; 2006.
5. Logan S, Robinson L, Wilson A, Lucas W. Getting the fundamentals of movement: a meta‐analysis of the effectiveness of motor skill interventions in children. Child: care, health and development. 2012;38(3):305-15. [DOI:10.1111/j.1365-2214.2011.01307.x]
6. Guadagnoli MA, Lee TD. Challenge point: a framework for conceptualizing the effects of various practice conditions in motor learning. Journal of motor behavior. 2004;36(2):212-24. [DOI:10.3200/JMBR.36.2.212-224]
7. Guadagnoli M, Morin MP, Dubrowski A. The application of the challenge point framework in medical education. Medical education. 2012;46(5):447-53. [DOI:10.1111/j.1365-2923.2011.04210.x]
8. Hitchcock ER, Mcallister Byun T. Enhancing generalisation in biofeedback intervention using the challenge point framework: A case study. Clinical linguistics & phonetics. 2015;29(1):59-75. [DOI:10.3109/02699206.2014.956232]
9. Pesce C, Crova C, Marchetti R, Struzzolino I, Masci I, Vannozzi G, et al. Searching for cognitively optimal challenge point in physical activity for children with typical and atypical motor development. Mental Health and Physical Activity. 2013;6(3):172-80. [DOI:10.1016/j.mhpa.2013.07.001]
10. Cantin N, Ryan J, Polatajko HJ. Impact of task difficulty and motor ability on visual-motor task performance of children with and without developmental coordination disorder. Human movement science. 2014;34:217-32. [DOI:10.1016/j.humov.2014.02.006]
11. Sanli EA, Lee TD. What Roles Do Errors Serve in Motor Skill Learning? An Examination of Two Theoretical Predictions. Journal of motor behavior. 2014;46(5):329-37. [DOI:10.1080/00222895.2014.913544]
12. Sanli EA, Lee TD. Nominal and functional task difficulty in skill acquisition: Effects on performance in two tests of transfer. Human movement science. 2015;41:218-29. [DOI:10.1016/j.humov.2015.03.006]
13. Donath L, Faude O, Hagmann S, Roth R, Zahner L. Fundamental movement skills in preschoolers: a randomized controlled trial targeting object control proficiency. Child: care, health and development. 2015. [DOI:10.1111/cch.12232]
14. Kerkez FI, Robinson L. The Efficacy of Motor Skill Interventions among Turkish Preschoolers: A Review of the Turkish Literature and Recommendations. Middle-East Journal of Scientific Research. 2013;16(6):769-74.
15. Riethmuller AM, Jones RA, Okely AD. Efficacy of interventions to improve motor development in young children: a systematic review. Pediatrics. 2009;124(4):e782-e92. [DOI:10.1542/peds.2009-0333]
16. Hardy LL, King L, Farrell L, Macniven R, Howlett S. Fundamental movement skills among Australian preschool children. Journal of Science and Medicine in Sport. 2010;13(5):503-8. [DOI:10.1016/j.jsams.2009.05.010]
17. van Beurden E, Zask A, Barnett L, Dietrich U. Fundamental movement skills-how do primary school children perform? The 'Move it Groove it'program in rural Australia. Journal of Science and Medicine in Sport. 2002;5(3):244-52. [DOI:10.1016/S1440-2440(02)80010-X]
18. APACHE RG. ACTIVITY-BASED INTERVENTION IN MOTOR SKILL DEVELOPMENT 1. Perceptual and motor skills. 2005;100(3c):1011-20. [DOI:10.2466/pms.100.3c.1011-1020]
19. Haywood K, Getchell N. Life span motor development: Human kinetics; 2009.
20. Lee M, Chow J, Komar J, Tan C, Button C. Nonlinear Pedagogy: An Effective Approach to Cater for Individual Differences in Learning a. 2014. [DOI:10.1371/journal.pone.0104744]
21. Dienstmann R. Games for motor learning: Human Kinetics; 2008.
22. Rigoli D, Piek JP, Kane R, Oosterlaan J. Motor coordination, working memory, and academic achievement in a normative adolescent sample: Testing a mediation model. Archives of clinical neuropsychology. 2012;27(7):766-80. [DOI:10.1093/arclin/acs061]
| Rights and permissions | |
 | This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
