Effects of Special Instruction and Practice by Preschool Age Children on Performance of Object Projection and Stability Tests

Clifton, Marguerite A.

doi:10.2466/pms.1978.47.3f.1135

Cited by 6 publications

(2 citation statements)

References 3 publications

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“…[6] reported that balance beam walking time was significantly longer in five-year-old children than in six-year-old children. Clifton [8] examined age differences in the beam walking test score in two- to five-year-old children, and reported that walking test scores rise with age. According to a study by Demura et al .…”

Section: Introductionmentioning

confidence: 99%

Sex and age-level differences of walking time in preschool children on an obstacle frame

Kasuga

Demura

Aoki

et al. 2012

J Physiol Anthropol

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BackgroundStepping over an obstacle is a kind of compound movement that makes walking more difficult, especially for preschool children. This study examines sex and age-level differences in walking time in preschool children on an obstacle frame.MethodsThe participants included 324 healthy preschool children: four-year-old boys (51) and girls (51), five-year-old boys (50) and girls (60), and six-year-old boys (62) and girls (50). A 5 cm- or 10 cm-high obstacle (depth 11.5 cm, width 23.5 cm) was set at the halfway point of a 200 cm × 10 cm walking course.ResultsThe participants walked to the end of the course and back as fast as possible under three conditions: no obstacle, low obstacle and high obstacle. Walking time showed age-level differences in all conditions, but there were no differences in sex. Age levels were divided into two groups, with one group within the first six months of their birthday, and the second group within the last six months of that year. Walking time for children in the first half of their fourth year was longer than that of the five- and six-year-old children. In addition, for children in the last half of their fourth year, walking time was longer than both sexes in the last half of their fifth and sixth years. The children in the latter half of their fifth year had a longer walking time in the high obstacle condition than those in the last half of their sixth year. In the four-year-old participants, walking time was shorter with no obstacles than with a high obstacle frame.ConclusionsIn the above data, obstacle course walking time does not show a gender difference, except that the four-year-old participants needed longer than the five- and six-year-old children. Setting the obstacle 10 cm high also produced a different walking time in the five- and six-year-old participants. The high obstacle step test (10 cm) best evaluated the dynamic balance of preschool children.

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Section: Introductionmentioning

confidence: 99%

Sex and age-level differences of walking time in preschool children on an obstacle frame

Kasuga

Demura

Aoki

et al. 2012

J Physiol Anthropol

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“…According to Kasuga et al, (in press), the within-course walking time was longer for 4-year-old children than for 5 and 6-year-old children. On the other hand, Clifton (1978) reported that the balance beam walking test score rises with age. Demura et al, (1994) also reported in the above-stated study that balance beam walking time shortens with age.…”

Section: Discussionmentioning

confidence: 99%

The Effects of Obstacles and Age on Walking Time Within a Course and on a Balance Beam in Preschool Boys

Kasuga¹,

Demura²,

Aoki

et al. 2012

APE

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This study aimed to examine the effect of obstacles and age on walking time within a course (10 cm width) and on a balance beam in 158 preschool boys, aged 4 (47), 5 (50), and 6 (61) years. An obstacle 5 or 10 cm in height (depth, 11.5 cm and width, 23.5 cm) was placed at the halfway point of the course drawn on the floor and on the balance beam (200 cm in length, 10 cm in width and 30 cm in height). Children walked to the end and returned to the original position as fast as possible within the above course and on the balance beam under three conditions: low, and high, and no obstacle. Walking time was measured for each condition. Subjects in all age groups were able to walk within a course significantly faster than on the balance beam; in the former test, boys aged 4 to 4.5 years were slower than boys aged 5.5 to 6 years as well as the 6-year-olds, and boys aged 4.5 to 5 years were slower than 6-year-olds; in the latter test, the boys aged 4 to 4.5 years were slower than boys aged 4.5 to 5 years, 5 years and 6 years, the boys aged 4.5 to 5 years were slower than 5-year-olds and 6-year-old boys, and the 5-year-old boys were slower than the 6-year-olds. Walking times under all obstacle conditions were longer in 4-year-old boys than in the 5 and 6-year-old boys, longer in boys aged 5 to 5.5 years than in the 6-year-olds, and longer in boys aged 5.5 to 6 years than in the 6-year-olds. Walking times within the course was shorter than those on the balance beam under all obstacle conditions. In addition, walking times both in the course and on the balance beam were shorter in the following order: no obstacle (shortest); low obstacle; high obstacle (longest). In conclusion, in-course walking is faster than balance beam walking regardless of age or the presence of an obstacle. Furthermore, improvements in the ability to complete both of these walking tasks may differ with age

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The Relationship of Stability Performance and the Physical Growth Characteristics of Preschool Children

Erbaugh

1984

Research Quarterly for Exercise and Sport

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Effects of Special Instruction and Practice by Preschool Age Children on Performance of Object Projection and Stability Tests

Cited by 6 publications

References 3 publications

Sex and age-level differences of walking time in preschool children on an obstacle frame

Sex and age-level differences of walking time in preschool children on an obstacle frame

The Effects of Obstacles and Age on Walking Time Within a Course and on a Balance Beam in Preschool Boys

The Relationship of Stability Performance and the Physical Growth Characteristics of Preschool Children

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