Differences in Motor Proficiency According to Gender and Race

Plimpton, Carol E.; Regimbal, Celia

doi:10.2466/pms.1992.74.2.399

Cited by 18 publications

(5 citation statements)

References 6 publications

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“…These findings are in line with those of O'Brien (1999) and Lam and Schiller (2002) using the BOTMP instrument, although significant differences between boys and girls were not found in these items. Nevertheless, findings of this study did not concur with those found in the studies done by Al-Haroun (1988), Morris et al (1982), and Plimpton and Regimbal (1992), who used other test instruments.…”

Section: Discussion Gender Difference In Gross Motor Proficiency Of Hcontrasting

confidence: 99%

“…When comparing these results with other research findings, girls were reported to be superior to boys at age five on the Balance test in studies by Al-Haroun (1988), Govatos (1966), Lam et al (1997), Lam and Schiller (2002), Morris, Williams, Atwater and Wilmore (1982), and O'Brien (1999). However, these findings did not concur with those found by Malina (1968) and Plimpton and Regimbal (1992).…”

Section: Discussion Gender Difference In Gross Motor Proficiency Of Hcontrasting

confidence: 79%

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Can norms developed in one country be applicable to children of another country?

Lam

2008

Australasian Journal of Early Childhood

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ThE prIMarY aIM oF ThIs study was to investigate whether a gross motor proficiency norm developed in one country could be applied to young children in another country. The secondary aim of the study was to assess the gross motor proficiency of Hong Kong preschoolers aged five years. The Bruininks-Oseretsky Test of Motor Proficiency (BOTMP) (subtests 1 to 5) was used to test the gross motor proficiency of 242 children aged approximately five years (four years, six months-five years, five months). The gross motor proficiency of the young children was measured in terms of their performance on running speed and agility, balance, bilateral coordination, strength and upper-limb coordination (subtests 1 to 5 of BOTMP). The results indicated that Hong Kong children at five years were significantly better than the BOTMP norms in all test items except running speed and agility performance. Hence, norms developed in one country might not be applicable to children of other countries.

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Section: Discussion Gender Difference In Gross Motor Proficiency Of Hcontrasting

confidence: 99%

Section: Discussion Gender Difference In Gross Motor Proficiency Of Hcontrasting

confidence: 79%

Can norms developed in one country be applicable to children of another country?

Lam

2008

Australasian Journal of Early Childhood

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“…No gender difference was found using the Slurp EHC app. Consensus is poor regarding the influence gender has on visuomotor performance in three-dimensional space through assessment of skills based on throw and catch (Wickens, 1974; Plimpton and Regimbal, 1992; Wicks et al, 2015), reach and touch (Klavora and Esposito, 2002) or pick and place items (Ruff, 1993). Handedness may be considered as an issue.…”

Section: Discussionmentioning

confidence: 99%

Populations Norms for “SLURP”—An iPad App for Quantification of Visuomotor Coordination Testing

Junghans

Khuu

2019

Front. Neurosci.

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Currently the integrity of brain function that drives behavior is predominantly measured in terms of pure motor function, yet most human behavior is visually driven. A means of easily quantifying such visually-driven brain function for comparison against population norms is lacking. Analysis of eye-hand coordination (EHC) using a digital game-like situation with downloadable spatio-temporal details has potential for clinicians and researchers. A simplified protocol for the Lee-Ryan EHC (Slurp) Test app for iPad® has been developed to monitor EHC. The two subtests selected, each of six quickly completed items with appeal to all ages, were found equivalent in terms of total errors/time and sensitive to developmental and aging milestones known to affect EHC. The sensitivity of outcomes due to the type of stylus being used during testing was also explored. Populations norms on 221 participants aged 5 to 80 + years are presented for each test item according to two commonly used stylus types. The Slurp app uses two-dimensional space and is suited to clinicians for pre/post-intervention testing and to researchers in psychological, medical, and educational domains who are interested in understanding brain function.

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“…I am just as interested in differences in the process as the outcome (also see Young 1990). For a review of the developmental psychology literature on gender differences in motor skills see Thomas and French 1985; for more recent examples in this literature, see Butterfield andLoovis 1993, Plimpton andRegimbal 1992, and Smoll and Schutz 1990. "trained, manipulated, cajoled, coaxed, organized and in general disciplined" (Turner 1992:15).…”

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confidence: 99%

Becoming a Gendered Body: Practices of Preschools

Martin

1998

American Sociological Review

193

149

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Many feminist scholars argue that the seeming naturalness of gender differences, particularly bodily difference, underlies gender inequality. Yet few researchers ask how these bodily differences are constructed. Through semistructured observation in five preschool classrooms, I examine one way that everyday movements, comportment, and use of physical space become gendered. I find that the hidden school curriculum that controls children's bodily practices in order to shape them cognitively serves another purpose as well. This hidden curriculum also turns children who are similar in bodily comportment, movement, and practice into girls and boys-children whose bodily practices differ I identify five sets of practices that create these differences: dressing up, permitting relaxed behaviors or requiring formal behaviors, controlling voices, verbal and physical instructions regarding children's bodies by teachers, and physical interactions among children. This hidden curriculum that (partially) creates bodily differences between the genders also makes these physical differences appear and feel natural. Social science research about bodies often focuses on women's bodies, particularly the parts of women's bodies that are most explicitly different from men's-their reproductive capacities and sexuality (E. Martin 1987; K. Martin 1996; but see Connell 1987, 1995). Men and women in the United States also hold and move their bodies differently (Birdwhistell 1970; Henley 1977; Young 1990); these differences are sometimes related to sexuality (Haug 1987) and sometimes not. On the whole, men and women sit, stand, gesture, walk, and throw differently. Generally, women's bodies are confined, their movements restricted. For example, women take smaller steps than men, sit in closed positions (arms and legs crossed across the body), take up less physical space than men, do not step, twist, or throw from the shoulder when throwing a ball, and are generally tentative when using their bodies

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Differences in Motor Proficiency According to Gender and Race

Cited by 18 publications

References 6 publications

Can norms developed in one country be applicable to children of another country?

Can norms developed in one country be applicable to children of another country?

Populations Norms for “SLURP”—An iPad App for Quantification of Visuomotor Coordination Testing

Becoming a Gendered Body: Practices of Preschools

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