Longitudinal patterns of change in eye–hand coordination in children aged 8–16 years

Wicks, L.; Telford, Rohan M.; Cunningham, Ross B.; Semple, SJ

doi:10.1016/j.humov.2015.07.002

Cited by 13 publications

(17 citation statements)

References 37 publications

(61 reference statements)

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“…We found sex differences of movement speed only in the direct interaction condition, an effect that was also independent of age. Sex-related differences between boy's and girl's eye-hand coordination have been widely reported in other studies, often linked to direct interaction tasks, such as catching and throwing (Wicks, Telford, Cunningham, Semple, & Telford, 2015). Thus, our findings of sex differences in the direct interaction condition seem to be consistent with the results of others.…”

Section: Discussionsupporting

confidence: 93%

Development of rule-based eye-hand-decoupling in children and adolescents

Dalecki

Gorbet

Sergio

2019

Child Neuropsychology

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In the present study, we characterize how the ability to decouple guiding visual information from a motor action emerges during childhood and adolescence. Sixty-two participants (age range 8-15 yrs.) completed two eye-hand coordination tasks. In a direct interaction task, vision and motor action were in alignment, and participants slid their finger along a vertical touch screen to move a cursor from a central target to one of four peripheral targets. In an eye-hand-decoupled task, eye and hand movements were made in different planes and cursor feedback was 180°reversed. We analyzed whether movement planning, timing and trajectory variables differed across age in both task conditions. There were no significant relationships between age and any movement planning, timing, or execution variables in the direct interaction task. In contrast, in the eye-hand-decoupled task, we found a relationship between age and several movement planning and timing variables. In adolescents (13-15 yrs.), movement planning and timing was significantly shorter than that of young children (8-10 yrs.). Eye-hand-decoupled maturation emerged mainly during late childhood (11-12 yrs.). Notably, we detected performance differences between young children and adolescents exclusively during the eye-hand decoupling task which required the integration of rule-based cognitive information into the motor action. Differences were not observed during the direct interaction task. Our results quantify an important milestone for eye-handdecoupling development in late childhood, leading to improved rule-based motor performance in early adolescence. This eye-hand -decoupling development may be due to frontal lobe development linked to rule-based behavior and the strengthening of fronto-parietal networks. ARTICLE HISTORY

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Section: Discussionsupporting

confidence: 93%

Development of rule-based eye-hand-decoupling in children and adolescents

Dalecki

Gorbet

Sergio

2019

Child Neuropsychology

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“…In addition, 14 and 15 year old adolescent girls have shown better performance than boys in balance tasks (Viel, Vaugoyeau, & Assaiante, 2009). In contrast, boys at the age of 16 outperformed girls in catching performance (L. M. Barnett, van Beurden, Morgan, Brooks, & Beard, 2010;Wicks, Telford, Cunningham, Semple, & Telford, 2015) and targeting tasks such as throwing balls at a target (Davies & Rose, 2000). However, no research regarding gender differences has been conducted with the MABC-2 test on 15 and 16 year old children.…”

Section: Introductionmentioning

confidence: 99%

Gender differences in performance of the Movement Assessment Battery for Children - 2<sup>nd</sup> edition test in adolescents

Valtr¹,

Psotta²,

Abdollahipour³

2016

Acta Gymnica

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“…As previously reported, all children in our cohort improved their EHC on a consistent basis from year to year. 38 That raises a second possible explanation for the lack of an intervention effect. The natural development of motor coordination, and in particular EHC, may have been of such influence that any intervention effect was undetectable.…”

Section: Discussionmentioning

confidence: 99%

“…Our previous findings in this cohort show the extent of improvement in EHC during the primary school years. 38 Parental influence on skill development, particularly in relation to object control, would be one potential source of impact. 43 It is customary for parents to provide children with informal skill instruction, demonstration, and feedback as well as opportunities to practice individual motor skills through play situations, which may in turn lead to increases in motivation and positive attitudes, reinforcing skill development.…”

Section: Discussionmentioning

confidence: 99%

“…This is commendable and of sound educational practice, but if object control EHC is considered a particularly important fundamental skill component, PE programs might consider increased emphasis on activities that are more EHC related and object control specific, particularly for those children with poor EHC. 38 A limitation to this study was that we used a specific throw and catch test of object control to depict EHC. While it is possible that object control might not be the best indicator of EHC in some otherwise-specifically trained children, the simplicity and general familiarity children have with small ball activities is supportive of this mode of assessment.…”

Section: Discussionmentioning

confidence: 99%

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Does physical education influence eye‐hand coordination? The Lifestyles of our Kids intervention study

Wicks

Telford

Cunningham

et al. 2016

Scandinavian Med Sci Sports

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In Australian government-funded primary schools, the responsibility for physical education (PE) falls mainly on general classroom teachers, many of whom possess limited PE training. This study sought to examine the impact of specialist-taught PE on eye-hand coordination (EHC) development. In this 4-year cluster-randomized intervention, participants were 187 boys and 172 girls initially in grade 2 in 29 primary schools, where no school employed university-trained specialist PE teachers. In 13 (intervention) schools, specialist PE teachers conducted 268 PE classes (two 45-minute sessions/wk) from grade 2 to grade 6. The intervention was based on traditional PE educational objectives, including fundamental motor skills, but did not specifically focus on EHC. The remaining 16 (control) schools continued with common-practice PE taught by general classroom teachers (30-60 min/wk). EHC was measured by a ball throw and wall-rebound catch test and recorded at ages 8, 10, and 12 (SD 0.3) at ends of grades 2, 4, and 6, respectively. There was steady yearly improvement of EHC in both groups, but no evidence of any intervention effect in boys (P=.88) or girls (P=.20). The introduction of specialist-taught PE during 4 years of primary school did not influence EHC development. Considering evidence that classroom teachers make little contribution to PE in this jurisdiction, together with the steady progression of EHC over the 4 years, other influences such as organized sport, after-school activities, natural development, and parental instruction are conceivably more influential factors in EHC development during primary school years.

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Longitudinal patterns of change in eye–hand coordination in children aged 8–16 years

Cited by 13 publications

References 37 publications

Development of rule-based eye-hand-decoupling in children and adolescents

Development of rule-based eye-hand-decoupling in children and adolescents

Gender differences in performance of the Movement Assessment Battery for Children - 2<sup>nd</sup> edition test in adolescents

Does physical education influence eye‐hand coordination? The Lifestyles of our Kids intervention study

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Longitudinal patterns of change in eye–hand coordination in children aged 8–16 years

Cited by 13 publications

References 37 publications

Development of rule-based eye-hand-decoupling in children and adolescents

Development of rule-based eye-hand-decoupling in children and adolescents

Gender differences in performance of the Movement Assessment Battery for Children - 2<sup>nd</sup> edition test in adolescents

Does physical education influence eye‐hand coordination? The Lifestyles of our Kids intervention study

Contact Info

Product

Resources

About

Gender differences in performance of the Movement Assessment Battery for Children - 2<sup>nd</sup> edition test in adolescents