A Gross Motor Rhythm Test

Ashton, Dudley

doi:10.1080/10671188.1953.10624919

Cited by 5 publications

(6 citation statements)

References 1 publication

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“…Several researchers (Ashton, 1953;Thomas & Moon, 1976;Gilbert, 1980;Metz, 1989) have reported tests that purport to evaluate rhythmic ability. The Rhythmic Abhty Analysis System, which was designed and constructed by Smoll (1973), enabled assessment of spatial-temporal characteristics of gross motor responses to a rhythmic auditory stimulus.…”

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confidence: 99%

Complexity of Rhythmic Ability as Measured in Preschool Children

et al. 2001

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There are many aspects which need to be explored before a comprehensive description of young children's rhythmic ability can be developed. The present study examined the relation of age and sex and preschool children's rhythmic ability expressed in performance with one and two hands, bilateral and parallel use of upper and lower limbs. Two groups of preschool children participated (N= 77), 4.5 to 5.5 and 5.6 to 6.5 yr. of age. A version of the High/Scope Beat Competence Analysis Test was used to assess rhythmic ability. The children performed the same six movements, e.g., parallel movement of hands, bilateral movement of hands, movement of the preferred hand, movement of the nonpreferred hand, bilateral movement of feet in a seated position, and bilateral movement of feet in a standing position. Analysis showed that girls were more accurate than boys on bilateral movement of hands while boys were more accurate than girls on bilateral movement of feet in a seated position. Also, children were more accurate (a) on the movement with the preferred hand than with parallel movement of hands and nonpreferred hand movement, (b) on bilateral movement of hands than with parallel movement of hands and bilateral movement of feet in a seated position, and (c) on bilateral movement of feet while standing than seated. It can be concluded that the various rhythmic movements with upper and/or lower limbs follow different rates of development in preschool children. The above findings may assist physical educators in implementing a physical education program more effectively for the corresponding age groups.

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Complexity of Rhythmic Ability as Measured in Preschool Children

et al. 2001

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“…Ln early years, rhythm perception in movements was studied in a variety of settings like spatial travel (Haight, 1944;Ashton, 1953) and dance (Benton, 1944;Waglow, 1953). The researchers examined a variety of motor responses to acoustic or visual stimuli while performers tried to synchronize their movements with the rhythmical structure of the stimuli.…”

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confidence: 99%

Rhythm or Music? Contrasting Two Types of Auditory Stimuli in the Performance of a Dancing Routine

Pollatou¹,

Hatzitaki²,

Karadimou³

2003

Percept Mot Skills

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The purpose of the present study was to investigate whether rhythmic beats only or music would be more effective as accompaniment for the motor performance of specific rhythmic-dance steps by 30 female students of physical education (M age 20.1 yr.), without prior experience in music or dance. They performed a dance routine in synchronization with a musical phrase of eight rhythmical meters, with the general value of 4/4 each. Each meter involved representative steps of the rhythmical values of 4/4, 1/4, 1/8, and 1/16 like rhythmical walking, small kicks, galloping, chassé, cat leap, and different ways of balancing. Subjects performed these in synchronization to the rhythm played on a tambourine or to music played on an harmonium. All movement performances were registered using two video cameras. Differences between the two groups ("rhythm" and "music") and across the different meters (4/4, 1/8, 1/8, 1/16, 1/4) were analyzed by a mixed between-within subjects 2 x 3 analysis of variance with repeated measures of "meter." Students who performed with the tambourine showed better synchrony with that external auditory stimulus than students who performed the same routine guided by music played on the harmonium. Also, students showed better synchrony with the external rhythm when performing a whole (4/4 meter) than when performing either the 1/8 or the mixed 1/8-1/16-1/4 meters. These findings suggest that for highly complex artistic movements such as the ones involved in dance, beginners perform much better when their movements are guided by a rhythmical sequence of single beats than when guided by a musical phrase having identical metrical structure.

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“…Ο (Benton, 1944 ;Haight, 1944). Ο Schwanda (1969) (Ashton, 1953 ;Benton, 1944 ;Simpson, 1959). Ο Huff (1972) (Schmidt, 1993).…”

Section: περίληψηunclassified

“…Αυτά τα τεστ περιέχουν και το στοιχείο της αντίληψης του ρυθμού και το στοιχείο της κινητικής έκφρασης του ρυθμού, καθώς μελετούν ποικίλες κινητικές απαντήσεις σε ακουστικά ή οπτικά ερεθίσματα. Αυτές οι απαντήσεις περιελάμβαναν επαναλαμβανόμενο κτύπημα δαχτύλων (Seashore, 1946), επαναλαμβανόμενο κτύπημα ποδιών (McCristal, 1933) και κινήσεις με μετακίνηση στον χώρο (Ashton, 1953 ;Haight, 1944 (Hirtz, 1985). Σε αυτήν την ηλικία η ικανότητα ρυθμού παρουσιάζει επίσης καλές δυνατότητες ανάπτυξης μέσω της προπόνησης τόσο στα αγόρια, όσο και στα κορίτσια (Martin, 1994).…”

Section: παράμετροι της ρυθμικής ικανότηταςunclassified

“…Οι έρευνες διαφέρουν σημαντικά ως προς τον τύπο κινητικής απόδοσης που επιλέγουν για να αξιολογήσουν την ρυθμική απόδοση. Ο Ashton (1953) χρησιμοποίησε το Gross motor rhythm test για να μελετήσει τον κινητικό ρυθμό. Αυτό το τεστ περιλαμβάνει απλές κινήσεις, όπως βάδισμα και τρέξιμο.…”

Section: δείγμα και δειγματοληπτική διαδικασίαunclassified

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Η Επίδραση Της Ρυθμικής Ικανότητας Στην Απόδοση Κινητικών Δεξιοτήτων

Ζαχοπούλου¹

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A Gross Motor Rhythm Test

Cited by 5 publications

References 1 publication

Complexity of Rhythmic Ability as Measured in Preschool Children

Complexity of Rhythmic Ability as Measured in Preschool Children

Rhythm or Music? Contrasting Two Types of Auditory Stimuli in the Performance of a Dancing Routine

Η Επίδραση Της Ρυθμικής Ικανότητας Στην Απόδοση Κινητικών Δεξιοτήτων

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