Poor Motor Performance – Do Peers Matter? Examining the Role of Peer Relations in the Context of the Environmental Stress Hypothesis

Gasser-Haas, Olivia; Sticca, Fabio; Seiler, Corina Wustmann

doi:10.3389/fpsyg.2020.00498

Cited by 11 publications

(10 citation statements)

References 58 publications

(105 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Significant correlations were found between the OLST results and emotional symptoms. A previous study in adolescents and young adults supports the hypothesis that poor balance function is very stressful, such that it leads to problems of internalization [ 9 , 21 ]. In addition, children who are unable to cope with balance-threatening situations develop generalized anxiety and fear [ 22 ].…”

Section: Discussionmentioning

confidence: 82%

“…Significant correlations were found between the OLST results and peer relationship problems. The relationship between motor function in daily life and peer relationships has been previously reported [ 9 ]. Furthermore, children with poor motor function are less likely to participate in organized and unorganized play [ 23 ].…”

Section: Discussionmentioning

confidence: 99%

“…There have been some reports suggesting a relationship between motor performance and behavioral problems assessed using the SDQ among children and adolescents. Among school-aged children, motor performance was associated with behavioral problems, likely due to various psychosocial mechanisms [ 9 ]. Among adolescents, behavioral problems correlated not with body composition and muscle strength, but rather with cardiorespiratory fitness [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Decreased Balance Function in School-Aged Children with Behavioral Problems

Matsunaga

Ito

et al. 2022

Brain Sciences

View full text Add to dashboard Cite

Children with behavioral problems have a high risk of impaired motor performance. However, the characteristics of balance functions and their associations with behavioral traits are unclear in this population. This study aimed to evaluate balance functions and their relationships with the degree of behavioral problems in school-aged children. A total of 209 children, aged 6–10 years, were divided into two groups, those with and those without behavioral problems, using the Strengths and Difficulties Questionnaire (SDQ). Physical assessments included the one-leg standing test (OLST), the two-step test, and the five-times-sit-to-stand test. We compared the data between groups and assessed for correlations in terms of total difficulties and the SDQ subscale scores. Children with behavioral problems showed significantly reduced the OLST results (p < 0.001) and the two-step test results (p = 0.008). The five-times-sit-to-stand test results did not show significant differences between groups. The OLST results were significantly correlated with emotional symptoms (r = −0.22, p < 0.001), hyperactivity/inattention (r = −0.29, p < 0.001), peer relationship problems (r = −0.22, p < 0.001), and total difficulties (r = −0.32, p < 0.001). Meanwhile, the two-step test results showed no significant correlation with the SDQ scores. Children with behavioral problems have poor balance function, thereby increasing the risk for instability. This suggests that the balance function of children with behavioral problems needs to be considered.

show abstract

Section: Discussionmentioning

confidence: 82%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Decreased Balance Function in School-Aged Children with Behavioral Problems

Matsunaga

Ito

et al. 2022

Brain Sciences

View full text Add to dashboard Cite

show abstract

“…In contrast to other constructs of peer relationships, as being popular, having a lot of friends, or being accepted in a group, having a close, mutual dyadic relation to a best friend can also exist, if all other peer relation concepts are poor [12,[23][24][25][26]. Even children who are unpopular, bullied, or grown up in difficult circumstances can develop high-quality best friendships, but their pool of potential friends is smaller due to their peer rejection or unpopularity [15,23,25,27,28]. A high friendship quality consists of a positive and a negative dimension, on a continuum [12,16,29].…”

Section: Friendship Quality-the Positive and Negative Dimensionmentioning

confidence: 99%

“…In particular, the effects of risks in early childhood on the later friendship quality have only been marginally investigated [15,23,24]. Findings from previous work do indicate that family context and social-emotional skills in early childhood are prerequisites for later peer relationships and the general social functioning of children [20,[24][25][26][27]. However, as Schwartz-Mette et al [24] pointed out, no direct conclusions for the development of best friendship quality can be drawn from this.…”

Section: Introductionmentioning

confidence: 99%

The longitudinal role of early family risks and early social-emotional problems for friendship quality in preadolescence—A regression model

2021

Self Cite

View full text Add to dashboard Cite

The quality of a best friendship provides information about how developmentally beneficial it is. However, little is known about possible early risk factors that influence later friendship quality. The present study examined the role of family risks and social-emotional problems (behavioral problems, peer problems, anxious, and depressive symptoms) in early childhood for positive (i.e., support and help) and negative (i.e., conflicts and betrayal) dimensions of friendship quality with their best friend in preadolescence. 293 children (47.9% female) aged 2–4, their parents and teachers participated in the study with three measurement occasions (T1; Mage = 2.81, T2; Mage = 3.76, T3; Mage = 9.69). The last measurement occasion was at the age of 9–11 years. Results of the longitudinal regression model showed that depressive symptoms in early childhood were associated with a lower positive dimension of friendship quality in preadolescence. In contrast, early anxious symptoms were related to a higher positive dimension of friendship quality six years later. Neither family risks, nor behavioral problems and peer problems in early childhood were linked to the positive dimension of friendship quality in preadolescence. No early predictors were found for the negative dimension of friendship quality. Possible reasons for the lack of associations are discussed. Findings suggest that children with early depressive symptoms at 3–5 years of age should be the targets of potential interventions to form high quality friendships in preadolescence. Possible interventions are mentioned.

show abstract

Low Motor Competence or Developmental Coordination Disorder? An Overview and Framework to Understand Motor Difficulties in Children

Tamplain,

Cairney

2024

Curr Dev Disord Rep

View full text Add to dashboard Cite

Poor Motor Performance – Do Peers Matter? Examining the Role of Peer Relations in the Context of the Environmental Stress Hypothesis

Cited by 11 publications

References 58 publications

Decreased Balance Function in School-Aged Children with Behavioral Problems

Decreased Balance Function in School-Aged Children with Behavioral Problems

The longitudinal role of early family risks and early social-emotional problems for friendship quality in preadolescence—A regression model

Low Motor Competence or Developmental Coordination Disorder? An Overview and Framework to Understand Motor Difficulties in Children

Contact Info

Product

Resources

About