A School-Based Movement Programme for Children with Motor Learning Difficulty
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| Title: | A School-Based Movement Programme for Children with Motor Learning Difficulty |
|---|---|
| Language: | English |
| Authors: | Mannisto, Juha-Pekka, Cantell, Marja, Huovinen, Tommi, Kooistra, Libbe, Larkin, Dawne |
| Source: | European Physical Education Review. Oct 2006 12(3):273-287. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://epe.sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2006 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Elementary Education |
| Descriptors: | Learning Problems, Psychomotor Skills, Intervention, Program Effectiveness, Movement Education, Skill Development, Skill Analysis, Performance Based Assessment, Elementary School Students, Foreign Countries, Training Methods, Adapted Physical Education, Physical Activity Level, Control Groups, Motor Development |
| Geographic Terms: | Finland |
| DOI: | 10.1177/1356336X06069274 |
| ISSN: | 1356-336X |
| Abstract: | The study investigated the effectiveness of a school-based movement programme for a population of 5 to 7 year old children. Performance profiles on the Movement ABC were used to classify the children and to assess skill changes over time. Children were assigned to four different groups: motor learning difficulty (n = 10), borderline motor learning difficulty (n = 5), trained controls (n = 9), untrained controls (n = 9). The total programme consisted of 26 weekly sessions. Each one-hour session comprised of structured group play, individualized skill training, and relaxation. The results showed that children with motor learning difficulty improved consistently in the targeted skills. Most importantly, the obtained effects persisted beyond the actual intervention. The findings emphasize the effectiveness of task-oriented approaches in a school-based setting for children with motor learning difficulty. (Contains 2 tables and 1 figure.) |
| Abstractor: | As Provided |
| Number of References: | 44 |
| Entry Date: | 2011 |
| Accession Number: | EJ909434 |
| Database: | ERIC |
| Abstract: | The study investigated the effectiveness of a school-based movement programme for a population of 5 to 7 year old children. Performance profiles on the Movement ABC were used to classify the children and to assess skill changes over time. Children were assigned to four different groups: motor learning difficulty (n = 10), borderline motor learning difficulty (n = 5), trained controls (n = 9), untrained controls (n = 9). The total programme consisted of 26 weekly sessions. Each one-hour session comprised of structured group play, individualized skill training, and relaxation. The results showed that children with motor learning difficulty improved consistently in the targeted skills. Most importantly, the obtained effects persisted beyond the actual intervention. The findings emphasize the effectiveness of task-oriented approaches in a school-based setting for children with motor learning difficulty. (Contains 2 tables and 1 figure.) |
|---|---|
| ISSN: | 1356-336X |
| DOI: | 10.1177/1356336X06069274 |
