O teste ABC do movimento em crianças de ambientes diferentes

Souza, Cleverton José Farias de; Ferreira, Lúcio Fernandes; Catuzzo, Maria T.; Corrêa, Umberto César

doi:10.5628/rpcd.07.01.36

Cited by 30 publications

(33 citation statements)

References 13 publications

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“…The study of Silva and Beltrame 12 held in Florianópolis, Santa Catarina, Brazil, assessed 406 children, and 11.1% presented signifi cant diffi culty of movement. Souza et al 13 identifi ed 11.8% of children of Manaus, Amazonas, Brazil, with motor diffi culties. In Canada 6 , a study evaluated 2,278 children aged between 8 and 10 years and presented 4.5% of the group with likely motor diffi culties.…”

Section: Discussionmentioning

confidence: 99%

Relation between motor perfomance and physical fi tness level of schoolchildren

Capistrano

Ferrari

Alexandre

et al. 2016

J. Hum. Growth Dev.

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Introduction: Children with poor motor performance, engage in less vigorous and organized activities, contributing to low scores in physical fi tness assessments. However, there is no consensus in the literature about the association between variables.Objective: Evaluate the relationship between motor performance and physical fi tness of students between 7 and 10 years old.Methods: Ninety-eight (98) students enrolled in a public school in Florianópolis, Santa Catarina State, Brazil, participated in this study. For motor evaluation, the Movement Assessment Battery for Children -Second Edition (MABC-2) was used; the assessment of physical fi tness was performed using the guidelines of the Brazil Sport Project (PROESP-BR). Data were tabulated in the Statistical Package for Social Sciences (SPSS) for the descriptive statistical analysis (mean, standard deviation, frequency) and inferential analysis (Student's t-test, Mann-Whitney U test, and multiple linear regression test). The signifi cance level was set at p < 0.05. Results:The values of the prevalence of motor diffi culty and motor diffi culty risk were 5.9% and 13.9%, respectively, and the value for without diffi culty of movement was 80.2%. Differences were found for males in the agility tests and explosive strength of the lower limbs (p < 0.05), in which the boys with motor diffi culty showed lower values. We noticed that abdominal strength, endurance, and agility significantly contributed to explain the variability in motor performance, which together showed a coeffi cient of determination (R²) of 0.13. Conclusion:Abdominal strength/endurance and agility contributed signifi cantly in explaining the variability in motor performance. Thus, it is fundamental to encourage involvement in activities that contribute to the increase in motor repertoire refl ecting physical fi tness.Key words: motor skills, motor skills disorders, physical fi tness, children. INTRODUCTIONThe motor development in childhood is characterized by the acquisition of a broad range of motor skills, which enable children to develop a vast body domain. These skills are considered basic and are required for basic daily routines and acquisition of more specialized motor skills 1 . During later childhood, comprising the age group of 6 to 10 years, there is a transition of fundamental motor skills to the specialized skills, consisting of the acquisition of the mature pattern of development 2 . However, for the improvement of motor skills, sensory experiences are necessary to encourage the development of locomotive and manipulative movements and stabilizers during these stages of life (fundamental motor phase and specialized motor phase) 2 . In addition, motor experiences contribute in the development of healthy levels of physical fi tness 3 .Physical fi tness refers to the ability of the individual to present appropriate physical performance in their daily activities; it can be related to health and fi tness, motor skills or athletic abilities 4 . Studies show that children with poor perf...

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Section: Discussionmentioning

confidence: 99%

Relation between motor perfomance and physical fi tness level of schoolchildren

Capistrano

Ferrari

Alexandre

et al. 2016

J. Hum. Growth Dev.

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“…A outra parte do teste, que é uma bateria de habilidades motoras, está organizada em quatro seções de acordo com a faixa etária: a seção 1 está voltada para crianças de quatro a seis anos de idade; a seção 2 refere-se a crianças de sete e oito anos de idade; a seção 3 está relacionada a crianças de nove e dez anos de idade; e a seção 4 diz respeito a crianças de onze e doze anos de idade. Para cada seção há um conjunto (5,17,25) . O objectivo deste estudo pretendeu verificar a aplicabilidade da Lista de Checagem do teste ABC do Movimento (9) em duas comunidades situadas no estado de Minas Gerais, na região Sudeste do Brasil.…”

Section: "Para Uma Identificação Apropriada Das Crianças Com Tdc O Munclassified

“…A evidência de que a criança diagnosticada com TDC pode ter, além da desordem motora, dificuldades comportamentais, sociais e afetivas está registrada na literatura. O estudo de Wright (30) (5,11,16,17,20,21,22,23,24,25,29) , a natureza do TDC ainda não está totalmente descrita. Pode-se destacar que as primeiras explicações de sua possível causa estão relacionadas a fatores pré-natais e à imaturidade cerebral (7) .…”

Section: Introductionunclassified

Teste MABC: aplicabilidade da lista de checagem na região sudeste do Brasil

Silva

Dantas

Cattuzzo

et al. 2006

RPCD

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RESUMOPara algumas crianças ações típicas da infância são grandes desafios. Essa condição, com forte impacto no desenvolvimento infantil, extrapolando o domínio motor, foi classificada pela Associação Americana de Psiquiatria, Transtorno do Desenvolvimento da Coordenação (TDC). Estudos sobre sua natureza, diagnóstico e possibilidades de intervenção têm sido realizados. Um dos instrumentos diagnósticos mais utilizados é o Teste ABC do Movimento, composto por duas partes: lista de checagem e testes de habilidades motoras. A lista de checagem trata de aspectos comportamentais da criança e estudos têm sugerido que diferenças contextuais poderiam comprometer a sua aplicabilidade. Assim, o objetivo deste estudo foi investigar a aplicabilidade dessa lista por professores de uma região do sudeste do Brasil. Os sujeitos foram 30 professores de sala de aula os quais observaram três crianças de oito a nove anos, por sala. Três professores de Educação Física complementavam as observações, quando era necessário. Análise de conteúdo das listas apontou algumas dificuldades na sua aplicabilidade pelos professores de sala, associadas a fatores como a formação/experiência profissional e infra-estrutura escolar. Os resultados mostraram que, apesar das dificuldades, os professores de sala reconhecem os comportamentos descritos e que a atuação conjunta do professor de Educação Física com o generalista mostrou ser a solução mais adequada para o preenchimento da lista de checagem.

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“…A non-reliable assessment inevitably leads to mistaken interpretations of individual development (Yun & Ulrich, 2002), resulting in the production of false indicators or failing to detect some kind of disorder and/or motor impairment . Some studies present different motor performance results when considering the same population sample, that is, individuals from the same age and the same regions (Berleze, Haefner, & Valentini, 2007;Souza et al, 2007;Souza, Berleza, & Valentini, 2008). We speculate that these divergences can be due to the use of instruments with constructs and dimensions that differ from the conditions they are applied in, often not demonstrating validity for the reality of the population it is applied in.…”

Section: Introductionmentioning

confidence: 99%

“…Due to the importance of motor assessment, for diagnostic purposes as well as to determine intervention strategies, over the years, measures have been constructed/validated in different countries around the world and have been used in research to assess the motor performance of children and adolescents Piek, Gasson, & Barrett, 2002;Rosa Neto, 2002;Souza, Ferreira, Catuzo, & Correa, 2007;Ulrich, 2000). Among these motor batteries, the "Test of Gross Motor Development Second Edition -TGMD-2" (Ulrich, 2000), the "Movement Assessment Battery for Children -MABC2" and the "Körperkoordinationtest Für Kinder -KTK" (Kiphard & Schilling, 1974) can be highlighted.…”

Section: Introductionmentioning

confidence: 99%

Instrumentos De Avaliação Motora E Procedimentos Psicométricos: Uma Revisão Sistemática

et al. 2017

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It was our objective to identify the psychometric elements to an epistemological reflection through a systematic review of cross-cultural validation procedures of TGMD-2 batteries, MABC-2 and KTK. Searches were carried out by two evaluators independently without year and language restrictions in six databases: Web of Science, Science Direct, Lilacs, Scopus, Pubmed and The ScientificElectronic Library OnlineSciELO. The key words used were: "MABC", "TGMD" and "KTK" all of them combined with the word "validity". There was a total of 734 articles, of which, after the exclusion criteria, remained only 11 studies. It was found that there are differences between the authors in relation to the psychometric factors taken into account in cross-cultural validation. So that there was a lack of unanimity of the validation criteria of all studies in this field.

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O teste ABC do movimento em crianças de ambientes diferentes

Cited by 30 publications

References 13 publications

Relation between motor perfomance and physical fi tness level of schoolchildren

Relation between motor perfomance and physical fi tness level of schoolchildren

Teste MABC: aplicabilidade da lista de checagem na região sudeste do Brasil

Instrumentos De Avaliação Motora E Procedimentos Psicométricos: Uma Revisão Sistemática

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