Assessing Motor Performance in Preschool Children: The Zurich Neuromotor Assessment-2 and the Movement Assessment Battery for Children-2

Veer, Gerda van der; Kamphorst, Erica; Minnaert, Alexander; Cantell, Marja; Kakebeeke, Tanja H.; Houwen, Suzanne

doi:10.1177/00315125211025246

Cited by 7 publications

(7 citation statements)

References 45 publications

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“…Performance on the bead-threading task was moderately yet significantly correlated with the scores from the peg board task, suggesting that both tasks engage similar visuomotor processes involved in reaching, grasping, and object placement. Current results are in line with previous work where moderate correlations among different clinical tests of motor proficiency have been reported [19]. The advantage of using a kinematic assessment is the unique insight into the individual prehension components and the coordination between the reaching and object manipulation components.…”

Section: Discussionsupporting

confidence: 91%

Kinematic Assessment of Fine Motor Skills in Children: Comparison of a Kinematic Approach and a Standardized Test

Niechwiej-Szwedo,

Brin,

Thompson

et al. 2024

Vision

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Deficits in fine motor skills have been reported in some children with neurodevelopmental disorders such as amblyopia or strabismus. Therefore, monitoring the development of motor skills and any potential improvement due to therapy is an important clinical goal. The aim of this study was to test the feasibility of performing a kinematic assessment within an optometric setting using inexpensive, portable, off-the-shelf equipment. The study also assessed whether kinematic data could enhance the information provided by a routine motor function screening test (the Movement Assessment Battery for Children, MABC). Using the MABC-2, upper limb dexterity was measured in a cohort of 47 typically developing children (7–15 years old), and the Leap motion capture system was used to record hand kinematics while children performed a bead-threading task. Two children with a history of amblyopia were also tested to explore the utility of a kinematic assessment in a clinical population. For the typically developing children, visual acuity and stereoacuity were within the normal range; however, the average standardized MABC-2 scores were lower than published norms. Comparing MABC-2 and kinematic measures in the two children with amblyopia revealed that both assessments provide convergent results and revealed deficits in fine motor control. In conclusion, kinematic assessment can augment standardized tests of fine motor skills in an optometric setting and may be useful for measuring visuomotor function and monitoring treatment outcomes in children with binocular vision anomalies.

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Section: Discussionsupporting

confidence: 91%

Kinematic Assessment of Fine Motor Skills in Children: Comparison of a Kinematic Approach and a Standardized Test

Niechwiej-Szwedo,

Brin,

Thompson

et al. 2024

Vision

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“…Regarding MABC-2, the highest mean value is in manual skills, which is similar to Hirata et al [45] and Van der Veer et al [46], explaining this by the educational models based on manual work over other aspects, which, being also motor, are not so important.…”

Section: Discussionsupporting

confidence: 84%

Relationship between Learning and Psychomotor Skills in Early Childhood Education

Alonso-Vargas

Melguizo-Ibáñez

Puertas-Molero

et al. 2022

IJERPH

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Psychomotor skills are, among others, an aspect particularly valuable for structuring the teaching–learning process of infant schoolchildren. For this reason, a study was carried out with the aim of describing and comparing the socio-demographic, psychomotor, and learning levels of schoolchildren in the second stage of infant education. Ninety-five pupils from the second cycle of infant education in the capital of Granada took part in this study. A sociodemographic questionnaire, the movement assessment battery for children-2 (MABC-2), and the preschool learning behaviour scale (PLBS) were used to collect data. The main results show that manual dexterity appears as the main motor factor and similar figures in the three dimensions of learning behaviours. On the other hand, balance and learning behaviours were higher in 6-year-old schoolchildren. In terms of gender, girls obtained higher values for the level of the learning behaviour variables. A positive correlation was found between the dimensions of learning and motor activity.

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“…The scale was developed for children aged 3-18 and covers the entire spectrum of a child's motor abilities from very poor to very good [7]. Such tools are the predominant form of assessment for preschool-aged children.…”

Section: Discussionmentioning

confidence: 99%

“…The primary tool for assessing muscle strength and function during this period continues to be evaluating global movement patterns (motor skills -standing up, walking, running, standing on one leg, jumping). For instance, the ability to transition from a squat to a standing position suggests appropriate strength and function of lower limb muscles (quadriceps, glutes) [7]. The preschool period thus serves as a transitional phase between the developmental specificity observed in young children (acquiring new movement patterns) and the characteristics of older children's development (perfecting acquired movement patterns).…”

Section: Introductionmentioning

confidence: 99%

Specificity of manual testing of the gluteal muscle strength in preschool children: a single-center cross-sectional study

Gogola,

Matyja,

Gnat

et al. 2023

phr

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Background: Manual Muscle Testing (MMT) is a procedure used to assess the strength and function of individual muscles and muscle groups based on effective movement in relation to the forces of gravity and manual resistance. The introduction of MMT into the diagnosis of developmental age is a complex issue due to the challenge of obtaining cooperation from the child undergoing the test. While some authors have attempted to implement MMT in children, clear recommendations regarding the lower age limit have not been firmly established.Aims: This study aimed to establish the criteria for conducting MMT in healthy preschool children, identify standard protocols for test administration, and assess the potential influence of biometric parameters (such as age, gender, height, and weight) on test performance. Material and methods:A group of 111 children underwent observation and was divided into two age groups. Group I comprised children aged from the completion of the 3rd year to the beginning of the 5th year (n=47; 24 girls, 23 boys; mean age 4.06±0.42 years, body weight 17.71±2.81 kg, and body height 104.9±6.50 cm). Group II included children aged from the completion of the 5th year to the beginning of the 7th year (n=54; 23 girls and 31 boys; mean age 5.79±0.60 years, body weight 21.6±3.68 kg, and body height 116.6 ±7.59 cm). The standard MMT position was utilized for assessment.

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Assessing Motor Performance in Preschool Children: The Zurich Neuromotor Assessment-2 and the Movement Assessment Battery for Children-2

Cited by 7 publications

References 45 publications

Kinematic Assessment of Fine Motor Skills in Children: Comparison of a Kinematic Approach and a Standardized Test

Kinematic Assessment of Fine Motor Skills in Children: Comparison of a Kinematic Approach and a Standardized Test

Relationship between Learning and Psychomotor Skills in Early Childhood Education

Specificity of manual testing of the gluteal muscle strength in preschool children: a single-center cross-sectional study

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