E. Michael Loovis

Influence of Age, Sex, Balance, and Sport Participation on Development of Throwing by Children in Grades K-8

The purpose of this study was to examine the contributions of age, sex, balance, and sport participation on development of throwing by children in Grades K-8. The subjects were 381 boys and 338 girls (ages 4–14) enrolled in a medium-sized school system in southeastern Maine. Each subject was individually assessed in throwing development and static and dynamic balance. In addition, all subjects completed a survey relative to their participation in school- or community-sponsored sports. To determine the independent effects of age, sex, static balance, dynamic balance, and sport participation within each grade, data were subjected to multiple regression analysis, which indicated that mature throwing development was influenced by sport participation and sex. Boys performed better at all grades.

Measuring motor skills in Finnish children with intellectual disabilities.

This investigation examined differences in motor skill development between Finnish children (12 boys, 8 girls) with mild intellectual disability and typically developing Finnish children between the ages of 7 and 11 years. Ulrichs Test of Gross Motor Development (TGMD) assessed the performances of 20 children with intellectual disability and an age- and sex-matched sample of 20 children without disabilities. Videotaped performances were assessed by the authors who were very familiar with the TGMD–2. The group with intellectual disability performed at a statistically significantly lower level on the Gross Motor Quotient, Locomotor, and Object Control subtests of TGMD–2, compared to the group without intellectual disability. The delay was equivalent to 3 to 4 years behind the Finnish normative group in gross motor development. In five out of 12 subtests, the group with intellectual disability achieved 0% mastery. Given low gross motor skills, children with intellectual disability require additional fundamental motor skill training in their active school or free time.

DEVELOPMENT OF CATCHING BY CHILDREN IN KINDERGARTEN TO GRADE 8: A MULTICOHORT LONGITUDINAL STUDY

The purpose of this study was to examine developmental change associated with catching by children in Grades Kindergarten through 8. Childrens performance was tested on the Catching Subtest of the Ohio State University Scale of Intra Gross Motor Assessment (OSU-SIGMA). More precisely, four cohorts of boys and girls in Grades K-8 (N = 340) from 1992 to 2000: in 1992 Grades K-8, in 1994 Grades 2–8, in 1996 Grades 4–8, and in 1998 Grades 6–8. In 2000, the original Kindergarten cohort was tested again. Data, analyzed by hierarchical nonlinear modeling, yielded significant differences in mean initial status (intercept) of all three cohorts, in mean growth rate (slope) for the K-8 cohort only, in initial status of the K-8 cohort, and for participants in baseball and softball.

INFLUENCE OF AGE, SEX, AND BALANCE ON MATURE SKIPPING BY CHILDREN IN GRADES K-8

This study examined the contributions of age, sex, and balance on maturity of skipping by children in Grades K–8. The subjects were 379 boys and 337 girls (ages 4–14 years) enrolled in a medium-size school system in southeastern Maine. Each subject was individually assessed on skipping as well as static and dynamic balance. To assess the independent statistical contributions of age, sex, static balance, and dynamic balance within each grade, data were subjected to multiple regression analysis. Development of mature form in skipping was related to balance in two isolated but unaccountable instances.

Relationship of hand length to catching performance by children in kindergarten to grade 2.

This study examined the relationship between hand length and catching performance by 257 children (142 boys, 115 girls) in Grades K–2. Childrens catching performance was determined by the number of successful catches (0–5) when a small ball was tossed underhand from 10 ft. Specifically, the children were tested on the qualitative aspects of catching, i.e., form, and catching accuracy, i.e., successful catching. Hand length was measured by standard anthropometric technique. A multiple regression analysis showed age, sex, and hand length contributed significantly (p = .001) to catching accuracy and catching form. Implications for instruction and further research are offered.