Motor Behavior

Current Issue

By Issue

By Author

By Subject

Author Index

Keyword Index

About Journal

Aims and Scope

Editorial Board

Publication Ethics

Indexing and Abstracting

Related Links

FAQ

Magazine fees received

Guide for Authors

forms

Peer Review Process

Development and evaluation of the effectiveness of a selected movement program with structured, unstructured, and semi-structured on motor development of children aged 4 to 7 years

Document Type : Research Paper

Authors

1 Ph.D. Student in Motor Behavior, Islamic Azad University, Research Sciences Branch, Tehran, Iran

2 Department of Motor behavior , Science and Research Branch, Islamic Azad University Tehran, Iran

3 Associate Professor, Department of Behavioral Sciences in Sports, Sport Science Research Institute, Tehran, Iran

Abstract

This study aimed to formulate and evaluate the effectiveness of a selected exercise program structured, unstructured and semi-structured on motor development of children aged 4 to 7 years. This research was quasi-experimental in terms of purpose and applied results. The design of this study was a pre-test-post-test design with three experimental groups. The participants of the study were purposefully selected from among the kindergartens in Tehran, in which 60 people were purposefully selected and after obtaining the consent of their parents through the consent form, they were randomly divided into three groups: structured, unstructured and semi-structured. Selected movement programs with the structure: standing, , skipping in groups, carrying the ball, hitting the ball, Carrying balloons, keeping balance and which was done according to the instructor's training. Selected unstructured movement programs: tools and equipment were provided to the child and he chose the game according to the individual's choice. Selected semi-structured movement programs were used, one session with structure and one session as desired. A gross motor development test (edit 3) is a process-based test set that is used to measure a child's gross motor skills. To analyze the data, combined analysis of variance and Bonferroni post hoc test was used. In the end, the results showed that the semi-structured group performed better in the post-test than the unstructured group. But between the two groups of unstructured and structured as well as semi-structured and structured, no significant difference was observed in the large motor development variable in the post-test.

Keywords

References
  1. Sartin M. Book review: social skills games for children Plummer, DM. London: Jessica Kingsley; 2008. https://journals.sagepub.com/doi/10.1177/02656590090250020703

 

 

  1. Taylor S, Fayed N, Mandich A. CO-OP intervention for young children with developmental coordination disorder. OTJR Occup Particip Heal. 2007;27(4):124–30.https://journals.sagepub.com/doi/abs/10.1177/153944920702700402
  2. Poulsen AA, Ziviani JM, Cuskelly M, Smith R. Boys with developmental coordination disorder: Loneliness and team sports participation. Am J Occup Ther? 2007;61(4):451–62. https://doi.org/10.5014/ajot.61.4.451
  3. Haywood KM, Getchell N. Life span motor development. Champaign: Human Kinetics; 2019. https://doi.org/10.1123/jmld.2018-0029
  4. Sheridan M, Howard J, Alderson D. Play in early childhood: from birth to six years. New York: Routledge; 2010. https://books.google.com/
  5. Práxedes A, González R, del Villar Álvarez F, Arias AG. Combining physical education and unstructured practice during school recess to improve the students’ decision-making and execution. Retos Nuevas Tendencias en Educ Física, Deport y Recreación. 2021; (41):502–11. https://dialnet.unirioja.es/servlet/articulo?codigo=7952364
  6. Arifiyanti N. The gross motor skill differences between preschool boys and girl. Aulad J Early Child. 2020;3(3):115–20. https://doi.org/10.31004/aulad.v3i3.78
  7. Moghaddaszadeh A, Belcastro AN. Guided active play promotes physical activity and improves fundamental motor skills for school-aged children. J Sports Sci Med. 2021;20(1):86. 52082/jssm.2021.86
  8. American Psychiatric Association. A diagnostic and statistical manual of mental disorders. Vol. 3. Washington, DC: American Psychiatric Association; 1980. https://doi.org/10.1176/appi.ajp.2009.09020279
  9. LeardMann CA, McMaster HS, Warner S, Esquivel AP, Porter B, Powell TM, et al. Comparison of posttraumatic stress disorder checklist instruments from diagnostic and statistical manual of mental disorders, fifth edition in a large cohort of US Military service members and veterans. JAMA Netw Open. 2021;4(4):e218072–e218072. https://jamanetwork.com/
  10. Pichierri G, Wolf P, Murer K, de Bruin ED. Cognitive and cognitive-motor interventions affecting physical functioning: a systematic review. BMC Geriatr. 2011;11(1):1–19. https://doi.org/10.1186/1471-2318-11-29
  11. Quitério A, Martins J, Onofre M, Costa J, Mota Rodrigues J, Gerlach E, et al. MOBAK 1 Assessment in primary physical education: exploring basic motor Competencies of Portuguese 6-year-olds. Percept Mot Skills. 2018;125(6):1055–69. https://doi.org/10.1177/0031512518804358
  12. Goodway, J. D, Ozmun, J. C., & Gallahue, D. L. Understanding motor development: infants, children, adolescents, adults: Vol. November 6, 2019 (8th ed.). Jones & Bartlett Learninghttps://cir.nii.ac.jp/crid/1130282271290456576
  13. Hale JE, Bockneck EL. The play behavior of African American children: The need for cultural prism. International perspectives on children’s play. 2015 Jan 16:62-73. https://books.google.com/books

 

  1. Uren N, Stagnitti K. Pretend play, social competence, and involvement in children aged 5–7 years: the concurrent validity of the child‐initiated pretend play assessment. Aust Occup Ther J. 2009;56(1):33–40. https://doi.org/10.1111/j.1440-1630.2008.00761.x
  2. Ray DC, Schottelkorb A, Tsai M-H. Play therapy with children exhibiting symptoms of attention deficit hyperactivity disorder. Int J Play Ther. 2007;16(2):95. https://psycnet.apa.org/record/2007-19993-001
  3. Daily GC, Matson PA. Ecosystem services: from theory to implementation. Proc Natl Acad Sci. 2008;105(28):9455–6. https://www.pnas.org/doi/abs/10.1073/pnas.0804960105
  4. Fazel-Kalkhoran J, Homayounnia M, Mohammadzadeh M. The impact of primary school games on the social development of educable mentally retarded children. Iran J Heal Educ Heal Promot. 2015;3(3):266–76. https://journal.ihepsa.ir/files/site1/user_files_c2676c/html/330.htm
  5. Kokotsaki D. Student teachers’ conceptions of creativity in the secondary music classroom. Think Ski Creat. 2011;6(2):100–13. https://www.sciencedirect.com/science/article/abs/pii/S1871187111000216
  6. Colman AM. A dictionary of psychology. Oxford Quick Reference; 2015.
  7. Landa B. Methods of comprehensive evaluation of physical growth and physical preparation. Publ Savtsky Sport Moscow. 2005:134-41. https://books.google.com/books?hl
  8. Payne VG, Isaacs LD. Human motor development: a lifespan approach. New York: Routledge; 2017. https://www.tandfonline.com/doi/abs/10.1080/17408989.2017.1294667
  9. Hardy LL, King L, Farrell L, Macniven R, Howlett S. Fundamental movement skills among Australian preschool children. J Sci Med Sport. https://doi.org/10.1152/japplphysiol.00094.2008
  10. Corder K, Ekelund U, Steele RM, Wareham NJ, Brage S. Assessment of physical activity in youth. J Appl Physiol. 2008;105(3):977–87. https://doi.org/10.1152/japplphysiol.00094.2008
  11. Hoag JK. Developing the brain through movement. University of Victoria; 2015.  http://hdl.handle.net/1828/6665
  12. Mohammadi F, Bahram A, Khalaji H, Ghadiri F. The Validity and Reliability of Test of Gross Motor Development –3rd edition among 3-10 years old children in Ahvaz. Jundishapur Sci Med J. 2017;16(4):379–91. 22118/JSMJ.2017.51022
  13. Bompa TO. Total training for young champions. Chmpaingn: Human Kinetics; 2000. https://books.google.com/
  14. Medicine AC of S. ACSM fitness book. Chmpaingn: Human Kinetics; 2003. https://books.google.com/
  15. Tish L. ACSM’s clinician profile. Curr Sports Med Rep. 2019;18(11):375. ttps://journals.lww.com

 

 

  1. Lee H, Tamminen KA, Clark AM, Slater L, Spence JC, Holt NL. A meta-study of qualitative research examining determinants of children’s independent active free play. Int J Behav Nutr Phys Act. 2015;12(1):1–12.  https://doi.org/10.1186/s12966-015-0165-9
  2. Logan SW, Robinson LE, Wilson AE, Lucas WA. Getting the fundamentals of movement: a meta-analysis of the effectiveness of motor skill interventions in children. Chid: care, health and development. 2011;38(3):305-15. https://doi.org/10.1007/s40279-018-0923-3
  3. Sigmundsson H, Rostoft MS. Motor development: exploring the motor competence of 4-year-old Norwegian children. Scand J Educ Res. 2003;47(4):451–9. https://doi.org/10.1080/00313830308588
  4. Hicks MK, Crist RW, Wiggins MS, Moode FM. Sex differences in grade three students’ attitudes toward physical activity. Percept Mot Skills. 2001;93(1):97–102. https://journals.sagepub.com/doi/abs/10.2466/pms.2001.93.1.97
  5. Roach L, Keats M. Skill-based and planned active play versus free-play effects on fundamental movement skills in preschoolers. Percept Mot Skills. 2018;125(4):651–68. https://journals.sagepub.com/doi/abs/10.1177/0031512518773281
  6. Palma MS, Pereira BO, Valentini NC. Guided play and free play in an enriched environment: Impact on motor development. Mot Rev Educ Física. 2014;20:177–85. https://www.scielo.br/j/motriz/a/CdVDxckrBXSs5w4Y8QVTDGz/?lang=en
  7. Whitebread D. Free play and children’s mental health. Lancet Child Adolesc Heal. 2017;1(3):167–9. https://doi.org/10.1016/S2352-4642(17)30092-5
  8. Hekmatnejad S, Yaali R, Bahram A. The effect of free play and game design on basic motor skills, self-efficacy, pleasure, and motivation of preschool children. J Mot Behav Sci. 2020;3(4):391–400. https://www.jmbs.ir/&url=http:/www.jmbs.ir/article_111497_3856ea031443a6662c67c4b43a2bb232.pdf
  9. Torrents C, Ensenyat A, Ric A, Mateu M, Hristovski R. Free play with certain equipment constrains the emergence of exploratory behavior and physical activity in preschoolers. Nonlinear Dynamics Psychol Life Sci. 2018. https://web.p.ebscohost.com
  10. Gabbard CP. Lifelong motor development: Pearson New International Edition. Pearson; 2013. https://doi.org/10.1080/03004430.2012.689761
  11. Ahmadi Barati A, Ahmadi Barati S, Salimi S. Comparison of the effectiveness of interventions of motion games, mental and combination on improving the spatial perception of students of low vision. Empower Except Child. 2017;8(3):38–47. https://www.ceciranj.ir/?lang=en
  12. Sendil, C., & Erden, F. Preschool teachers’ strategies to enhance social preschoolers’ children during plat time. Journal of Psychology. 2016;47:918-92. https://www.sciencedirect.com/science/article/pii/S1877042812024937
  13. Veldman SLC, Jones RA, Okely AD. Efficacy of gross motor skill interventions in young children: an updated systematic review. BMJ Open Sport Exerc Med. 2016;2(1):e000067. http://dx.doi.org/10.1136/bmjsem-2015-000067
Motor Behavior
Volume 15, Issue 52
July 2023
Pages 173-202
Files
History
  • Receive Date: 07 November 2021
  • Revise Date: 05 December 2021
  • Accept Date: 30 April 2022
Share
How to cite
Statistics