Thomas Kourtessis

Motor and Cognitive Performance Differences between Children with and without Developmental Coordination Disorder (DCD).

The current study adopts the PASS theory of information processing to investigate the probable differences in specific motor and cognitive abilities between children with and without developmental coordination disorder (DCD). Participants were 108 5- and 6-year-old preschoolers (54 children with DCD and 54 children without DCD). The Movement Assessment Battery for Children assessed motor function. Running speed and agility were measured using the Bruininks-Oseretsky Test of Motor Proficiency. Finally, the Planning, Attention and Simultaneous Scales from the Das-Naglieri Cognitive Assessment System evaluated cognitive ability. Children with DCD differed significantly from those without DCD performing at a lower level on all motor and cognitive tasks. A correlation analysis revealed significant relationships between cognitive processes and motor skills. Simultaneous cognitive processing and manual dexterity were significantly correlated for both groups. Furthermore, a significant relationship was revealed between planning cognitive processing and balance for the non-DCD group. Thus, early assessment might identify specific cognitive-motor difficulties. Furthermore, early intervention might prevent some of the developmental comorbidities in the academic and everyday lives of children with movement difficulties.

Reliability and validity of age band 1 of the Movement Assessment Battery for Children - Second Edition

The purpose of this study was to examine specific aspects of the reliability and validity of age band 1 of the Movement Assessment Battery for Children--Second Edition (MABC-2) (Henderson, Sugden, & Barnett, 2007) in Greek preschool children. One hundred and eighty-three children participated in the study; the children ranged in age from 36 to 64 months old (M = 50 months, SD = 9 months). Test-retest reliability of the MABC-2 was evaluated using intraclass correlation coefficient (ICC). Cronbachs alpha for the items of each motor domain was estimated to determine internal consistency. Confirmatory factor analysis was used to examine the factorial validity of the MABC-2 test. Correlation coefficients among individual item scores and the total score were also calculated to further examine validity. The ICC for all test items was good, except for the drawing trail task, which was moderate. Cronbachs alpha coefficient values were .51, .70 and .66 for manual dexterity, aiming and catching, and balance, respectively. In the confirmatory factor analysis, goodness-of-fit indices suggested a satisfactory fit of the data to the model. The correlation coefficients between each test item and the total score were moderate. The results suggest that the MABC-2 can be a reliable and valid tool for the assessment of movement difficulties among 3-5-year-old children.

CURRICULUM ENRICHMENT WITH SELF-TESTING ACTIVITIES IN DEVELOPMENT OF FUNDAMENTAL MOVEMENT SKILLS OF FIRST-GRADE CHILDREN IN GREECE

The purpose of this study was to investigate the effect of Self-testing activities on the development of fundamental movement skills in first-grade children in Greece. Two groups of children were tested. The Control group (n = 23 children) received the regular 12-wk. physical education school program and the Experimental group (n = 22 children) received a 12-wk. skill-oriented program with an increasing allotment of self-testing activities. The Test of Gross Motor Development was used to assess fundamental movement skills, while the content areas of physical education courses were estimated with an assessment protocol, based on the interval recording system called the Academic Learning Time-Physical Education. A 2 × 2 repeated measures analysis of variance with group as the between factor and testing time (pretest vs posttest) as the repeated-measures factor was performed to assess differences between the two groups. A significant interaction of group with testing time was found for the Test of Gross Motor Development total score, with the Experimental group scoring higher then the Control group. A significant main effect was also found for test but not for group. This study provides evidence supporting the notion that a balanced allotment of the self-testing and game activities beyond the usual curriculum increases the fundamental motor-skill development of children. Also, it stresses the necessity for content and performance standards for the fundamental motor skills in educational programs. Finally, it seems that the Test of Gross Motor Development is a useful tool for the assessment of childrens fundamental movement skills.

The Relation of Goal Orientations to Physical Activity in Physical Education

Researchers support the relationship of task orientation with exerted effort, persistence and self-reported physical activity but there is little evidence on the relation of goal perspectives with objective measures of physical activity. The purpose of this study was to examine behavioural correlates of goal orientations using an objective measure of physical activity in physical education (PE). The participants of the study were 112 students,boys and girls, of different age groups 9–10 and 11–12 years ofage. A field test was conducted and objective measures of physical activity(CSA) and goal orientation were obtained in 16 PE lessons. ANOVA analysis revealed that there was no significant difference in sex or age, or time participation in moderate physical activity time but there was a significant difference in participation in vigorous activities. Students that scored higher in task orientation had a longer participation in vigorous activity regardless of their ego orientation comparing them with those who had high egoand low task. These results may provide significant insights for appropriate practice in PE.

Reliability of the Movement Assessment Battery for Children Checklist in Greek School Environment

The purpose of this study was to assess the test‐retest reliability of a Greek version of the Movement Assessment Battery for Children Checklist (MABCC, Sugden and Sugden, 1991). The checklist is a valid instrument It has been designed to be usedby teachers, parents and other professionals working with children with movement difficulties. The MABCC exploresthe relationshipbetween the child and the environment within which he/she is moving. It comprises four sections. Each section includes 12 items giving a total of 48 items. The sample for this study was drawn from 10 elementary schools randomly selected from a pool of elementary schools with a total of 200 children (100 boys and 100 girls). Each schools physical education specialist was asked to complete the MABCC for each of the selected children in the specific school. Two weeks afterthe last MABCC was returned and without prior warning, 50% of the checklists were completed again on the same children as a measure of reliability. Twenty were either incomplete or not returned. Thus 80 test‐retest checklists were analysed for this study. The reliability coefficients were high for the total checklist score (Kendalls W=.93) as well as for the separate section scores (Kendalls W=.87‐.97). A further analysis was performed including the checklists of those children who, according to test norms, fell under the lowest 15% thus had some degree of movement difficulties. The coefficients from this further analysis were high for the total checklist score (ICC=.94) and for the separate section scores (ICC=.81‐.97), which was in accordance with the initial results. The results of this study are encouraging and seem to support the stability of this Greek version of the MABCC.

The parental role in adolescent screen related sedentary behavior.

Abstract Background: Adolescents spend an increasing amount of their time engaged in screen using activities. The present study aimed at identifying parental factors associated with screen time among Greek adolescents. Methods: A sample of 1141 adolescents, as well as their parents, participated in this survey. Adolescents were asked to complete a questionnaire about time spent on screen-viewing behaviors. Respectively, parents completed a questionnaire concerning family predictors. Multiple regression analysis was used to determine correlates of adolescent screen-viewing with family predictors. Results: The mean screen time per weekday was 193 min. Adolescents, whose parents had received up to secondary school education, spend more time in screen-viewing compared with the other groups. Controlling adolescents’ gender and age, all the family variables (perceived rules, parental modeling, parents’ screen related sedentary behavior, parental concern for screen viewing, support for physical activity, parental education) were statistically significant in predicting adolescent screen time with Perceived Rules recording a higher negative beta value (β=−0.18, p<0.00). Conclusion: Perceived parental screen time rules play a role in the amount of screen time among adolescents. Interventions that focus on parental limit setting development and physical activity support may be effective in decreasing screen time among youth aged 13–15 years.