Interrelations between Three Fine Motor Skills in Young Adults

Lorås, Håvard; Sigmundsson, Hermundur

doi:10.2466/10.25.27.pms.115.4.171-178

Cited by 12 publications

(12 citation statements)

References 30 publications

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“…For example, within-trial individual variability can be more substantial in motor tasks compared with cognitive tasks (Lövdén, Schaefer, Pohlmeyer, & Lindenberger, 2008), which suggest that reliability statistics both within and between performance domains are not necessarily comparable. Assessment of motor performances is particularly prone to substantial inter and intra-individual variability that, among other things, can display as low correlations between different motor tasks (Haga, Pedersen, & Sigmundsson, 2008;Lorås & Sigmundsson, 2012). Held against this background, we are inclined to conclude that our obtained ICCs (≥.75) suggest relatively low degree of variation in test-retest of the subtests/total score.…”

Section: Reliability Of the Test Batterymentioning

confidence: 70%

Assessment of Motor Competence Across the Life Span

2016

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In this article, the psychometric properties of a new test battery aimed at quantifying motor competence across the life span are explored. The battery was designed to be quantitative, simple to administer, applicable for large-group testing, and reliably to monitor life span motor development. A total of 638 participants between 5 and 83 years of age completed assessment of four different motor tasks (two fine and two gross motor tasks), enabling us to investigate its feasibility, internal consistency, construct validity, and test-retest reliability. Feasibility: Overall pattern of results suggest that the test battery for motor competence presented here is applicable for the age-span studied (5-83). Important consideration in this regard is that the same tasks are applied for all ages. A u-shaped curve between age and total test score indicate the adequate sensitivity of the test battery for the age range examined. Internal consistency: All individual test item scores correlated positively with the total test score with correlations ranging from .48 to .64. Correlations between scores on individual test items were moderate to high (.31-.69). The Cronbach's alpha value for the standardized items was .79. Construct validity: Pearson correlation coefficient between total score Test of Motor Competence (TMC) and Movement Assessment Battery for Children (MABC) were .47 for 7-to 8-years-old children (n = 70) and .45 for 15-to 16-years-old (n = 101). Test-retest reliability: Intraclass correlation coefficients (ICCs) between test and retest scores ranged from .75 to .94, and test-retest coefficient for the total score was .87.

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Section: Reliability Of the Test Batterymentioning

confidence: 70%

Assessment of Motor Competence Across the Life Span

2016

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“…Significant empirical evidence now exists supporting the notion that learning is specific. For example, the correlation between different motor tasks are generally low [ 50 , 51 , 52 , 53 , 54 ]. Drowatzky and Zuccato [ 52 ] provided support for the specificity of learning some time ago when they found only very low correlations (0.03 to 0.31) between six different balance exercises.…”

Section: The Learning Processmentioning

confidence: 99%

What is Trained Develops! Theoretical Perspective on Skill Learning

Sigmundsson

Trana

Polman

et al. 2017

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Knowledge about developmental theories is important for experts or specialists working with children following normal development and children who have various kinds of dysfunction, in order to better understand what happens with processes associated with motor behavior. In this article, we have explored how theories of development and learning can be used to understand processes associated with motor behavior. A probabilistic perspective emphasizes that the changes taking place in the development is a result of interaction: structural changes in the nervous system leading to changes in function and behavior and opposite, functional changes resulting in changes in structure. This bidirectional interaction between biological and experiential aspects is a continuous process which cannot be reduced to either organism or environment. Dynamical systems theory (DST) emphasizes that it is the interaction between the person, the environment, and the task that changes how our movements are, also in terms of how we develop and learn new movements. The interplay between these factors will, over time, lead to changes in motor development. The importance of experience is central to Edelman's theory of neuronal group selection (NGST). Activation of the nervous system increases the connections between certain areas of the brain, and the selection processes in the brain are a result of enhancement of neural connections involved in a "successful" motion. The central nervous system adapts its structure and function in response to internal and external influences, and hence neural plasticity is a prerequisite for learning and development. We argue that Edelman´s approach supports the theory of specificity of learning. From the perspectives of probabilistic epigenesis, DST, and NGST, we can see that being physically active and having the opportunity to get different movement experiences are of great significance for promoting motor development and learning. A variation of purposeful or rewarding physical activity in a variety of contexts will provide individual opportunities for changes of behavior in terms of both quantitative and qualitative changes in motor development.

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“…In other words, improvement in one motor skill does not ensure improvement in other motor skills. This hypothesis is supported by empirical studies showing low correlations between individual motor skill items in children (Haga et al, 2008;Lorås and Sigmundsson, 2012;Stöckel and Hughes, 2016;Gísladóttir et al, 2019). For example, Haga et al (2008) found mostly no or non-significantly weak correlations between items of the Movement Assessment Battery for Children in 4-year-old children.…”

Section: Introductionmentioning

confidence: 73%

Task-Specific and Latent Relationships Between Motor Skills and Executive Functions in Preschool Children

et al. 2020

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There has been an increasing interest in the relationship between motor skills and executive functions (EFs) in young children over the years. However, no clear picture on the relationship between both domains has emerged from these studies. We have extended previous findings by conducting a comprehensive examination of taskspecific and latent relationships between a range of motor skills and EFs in preschool children. The sample consisted of 198 3-to 5-year-old children (102 boys; 51.5%). Motor skills were assessed using the Movement Assessment Battery for Children Second Edition. EFs were assessed with the performance-based tasks 'Day/Night,' 'Hand Tapping,' 'Forward Corsi Block,' 'Forward Digit Recall,' and 'Conflict Task,' and a rating-based EF measure (i.e., the Behavior Rating Inventory of Executive Functioning-Preschool version). Task-specific relationships were examined using zeroorder Pearson correlations. Latent factors of motor skills and EFs were examined using confirmatory factor analysis and exploratory structural equation modeling. Structural equation modeling (SEM) was used to examine latent relationships. The results of the Pearson correlation analyses showed statistically significant albeit weak correlations between specific motor and EF items (r = 0.15 to r = 0.23). SEM showed non-significant weak relationships between a general motor factor (as a unitary latent construct) on the one hand, and performance-based EFs and rating-based EFs (as latent EF components) on the other hand. In conclusion, this study suggested only weak relationships between motor skills and EFs in preschool children with no clear differences between their task-specific and latent relationships.

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Interrelations between Three Fine Motor Skills in Young Adults

Cited by 12 publications

References 30 publications

Assessment of Motor Competence Across the Life Span

Assessment of Motor Competence Across the Life Span

What is Trained Develops! Theoretical Perspective on Skill Learning

Task-Specific and Latent Relationships Between Motor Skills and Executive Functions in Preschool Children

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