Study regarding the role played by exercise in developing the lung capacity in teenagers with Down syndrome

2018 ◽  
Vol 4 (8) ◽  
pp. 246-252
Author(s):  
Slicaru Adina Camelia
Keyword(s):  
Down Syndrome ◽  
Motor Skills ◽  
Social Skill ◽  
Skill Learning ◽  
Team Work ◽  
Motor Skill Learning ◽  
Lung Capacity ◽  
Respiratory Parameters ◽  
The Social ◽  
Before And After

This research aims to study the respiratory modifications that happen after exercising in teenagers with Down syndrome (DS). The research is based on the pathophysiological theoretical notions regarding DS and theoretical–methodical notions of exercise. The study was conducted over 6 months, in the gym of the Faculty of Movement, Sports, and Health Sciences, on 20 subjects. Exercising was used as an instrument to reach several objectives, such as team work, motor skill learning and the reeducation of respiration. To reach these objectives, exercising was used as individual and team play, and to identify the modifications in the studied parameters, several methods were used: a social skill questionnaire and the monitoring of pulse and respiratory rate before and after exercising. The results of the study have demonstrated an improvement in the respiratory parameters, a consolidation of the motor skills and a development of the social skills. Keywords: Down syndrome, physical exercise, lung capacity.

scholarly journals PENINGKATAN KETERAMPILAN SOSIAL SISWA DALAM PEMBELAJARAN IPS MELALUI OUTDOOR ACTIVITY DI SMP NEGERI 1 KALIGONDANG KABUPATEN PURBALINGGA

2015 ◽  
Vol 2 (1) ◽  
pp. 1-11
Author(s):  
Amtorunajah Amtorunajah ◽  
Muhsinatun Siasah Masruri
Keyword(s):  
Social Skills ◽  
Social Studies ◽  
Junior High School ◽  
Social Skill ◽  
Research Study ◽  
Learning Method ◽  
Outdoor Activity ◽  
The Social ◽  
Before And After ◽  
The Mean

Penelitian ini bertujuan untuk meningkatkan keterampilan sosial siswa dalam pembelajaran IPS melalui outdoor activity sebagai metode pembelajaran. Penelitian ini merupakan penelitian tindakan kelas dengan subjek penelitian siswa kelas VIIA SMP Negeri 1 Kaligondang Kabupaten Purbalingga. Penelitian ini terfokus pada peningkatan keterampilan sosial siswa. Data peningkatan keterampilan sosial diperoleh melalui pengamatan, wawancara, dokumentasi, yang selanjutnya dianalisis untuk dibandingkan: (1) hasil pengamatan sebelum tindakan dan sesudah tindakan, dan (2) hasil pengamatan keterampilan sosial tiap siklus yang didukung oleh tanggapan berbagai pihak. Sebelum dilakukan tindakan, peneliti melakukan pengamatan keterampilan sosial dengan hasil rerata 2,79. Pada penerapan outdoor activitiy siklus I diperoleh skor rerata sebesar 3,12 (kategori cukup). Pada penerapan outdoor activity siklus II diperoleh skor rerata sebesar 3,69 (kategori baik). Pada penerapan outdoor activity siklus III mengalami peningkatan dengan skor rerata 4,16 (kategori baik). Berdasarkan hasil pengamatan keterampilan sosial siswa pada prasiklus, siklus I, siklus II, dan siklus III, dapat disimpulkan bahwa penerapan metode outdoor activity dalam pembelajaran IPS dapat meningkatkan keterampilan sosial pada siswa. Dengan demikian metode pembelajaran dengan outdoor activity layak diterapkan dalam pembelajaran IPS sebagai salah satu kegiatan pembelajaran, khususnya untuk meningkatkan keterampilan sosial siswa. Kata kunci: keterampilan sosial, outdoor activity, pembelajaran IPS SMP______________________________________________________________ IMPROVING STUDENTS’ SOCIAL SKILLS IN SOCIAL STUDIES LEARNING THROUGH OUTDOOR ACTIVITY IN SMP NEGERI 1 KALIGONDANG PURBLINGGA REGENCY Abstract This study aims to improve the social skills of students in social studies learning through outdoor activity as a learning method. This was a classrooms action research study involving grade VIIA students of SMP Negeri 1 Kaligondang Purbalingga regency. This study focused on improving the social skill. The data of improvement of social skills were collected through observation, interviews, documentation, which is then analyzed for comparison: (1) the result of observations before and after the actions, and (2) the result of observation of social skills of each cycle supported by responses from different  parties. Before the actions, the researchers conducted observations of social skills and the mean score was 2.79 (in the moderate category). Through the application of the outdoor activitiy in cycle I obtained mean score of 3.12 (in the moderate category). Through the application of the outdoor activity in cycle II obtained mean score of 3.69 (in the good category). Through the application of outdoor activity in cycle III, the student’ social skill improved, with a mean score of 4.16 (in the good category). Based on the result of the observations of students' social skills on precycle, cycle I, cycle II, and  cycle III, it can be concluded that the application of the learning method of outdoor activity in Social Studies can improve social skills in students. Thus the method of learning with outdoor activity feasible in learning social studies as one of the learning activities, in particular to improve the students’ social skills. Keywords: social skills, outdoor activity, social studies learning at junior high school.

scholarly journals A brief review on motor development: fundamental motor skills as a basis for motor skill learning

2021 ◽  
Vol 15 (5) ◽  
pp. 342-355
Author(s):  
Rodolfo N. Benda ◽  
Nádia F. S. Marinho ◽  
Marcelo G. Duarte ◽  
Patrick C. Ribeiro-Silva ◽  
Paloma R. Ortigas ◽  
...  
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Motor Performance ◽  
Development Process ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Motor Competence ◽  
Fundamental Motor Skills ◽  
Motor Activities ◽  
The Relationship

In this study, we review the relationship between motor development and motor learning, and present a new metaphor that represents the sequence of motor development, which highlights fundamental motor skills as an important phase in the process. As one of the most relevant phases of motor development, several studies that analyzed fundamental motor skills were reviewed in typical developing children as well as in children with disabilities. Most studies revealed motor performance levels below expected since proficiency was not observed. We discuss these results considering fundamental motor skills as essential for the motor development process. Such results raise the awareness of the need to offer children conditions to explore and experience motor activities in order to enhance motor competence.

scholarly journals The Effects of Collectivism-Individualism on the Cooperative Learning of Motor Skill.

2013 ◽  
Vol 3 (1) ◽  
pp. 41-51
Author(s):  
Yi Luo ◽  
Yan Sun ◽  
Johannes Strobel
Keyword(s):  
Cooperative Learning ◽  
Motor Skills ◽  
Motor Skill ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Significant Progress ◽  
Post Exercise ◽  
Midwestern University ◽  
Collectivistic Culture ◽  
Individualistic Culture

This study examined how cultural background (collectivism vs. individualism) affects motor skill learning in a dyadic cooperative learning environment. The research context of this study was Nintendo™ Wii Tennis. Twenty college students from a Midwestern university participated in the study, among whom half were from an individualistic culture (USA) and the other half were from a collectivistic culture (China). In the study, the participants from these two backgrounds demonstrated different interaction levels and behavioral predispositions in the cooperative learning of motor skills. Both participants of individualistic background and of collectivistic background had made significant progress in the post-exercise as compared to the pre-exercise, which corroborated the benefits of cooperative learning on motor skill learning. Nevertheless, the progress made by the participants of individualistic background was statistically larger than that made by the participants of collectivistic background. Implications and limitations of this study are discussed.

Motor skill training without online visual feedback enhances feedforward control

2021 ◽  
Author(s):  
Adi Raichin ◽  
Anat Shkedy Rabani ◽  
Lior Shmuelof
Keyword(s):  
Feedback Control ◽  
Visual Feedback ◽  
Performance Feedback ◽  
Motor Skill ◽  
Feedforward Control ◽  
Skill Training ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Motor Plan ◽  
Before And After

Motor skill learning involves improvement in feedforward control, the ability to execute a motor plan more reliably, and feedback control, the ability to adjust the motor plan on the fly. The dependence between these control components and the association between training conditions and their improvement have not been directly examined. This study characterizes the contribution of feedforward and feedback control components to motor skill learning using the Arc Pointing Task (APT), a drawing task that requires high motor acuity. In experiment 1, 3 groups of subjects were tested with online visual feedback before and after training with online visual feedback (OF group), with knowledge of performance feedback that was presented after movement completion (KP group), and with both online and KP feedback (KP+OF group). While the improvement of OF group was not different from the improvement of KP+OF group, comparison of the KP and KP+OF groups revealed an advantage to the KP group in the fast test speed, suggesting that training without online feedback leads to a greater improvement in feedforward control. In experiment 2, subject's improvement was examined using test probes for estimating feedback and feedforward control. Both KP+OF and KP groups showed improvement in feedforward and feedback conditions with a trend toward a greater improvement of the KP group. Our results suggest that online visual feedback suppresses improvement in feedforward control during motor skill learning.

Serious Games and Motor Learning

2013 ◽  
pp. 197-220 ◽  
Author(s):  
Josef Wiemeyer ◽  
Sandro Hardy
Keyword(s):  
Motor Skills ◽  
Error Detection ◽  
Skill Learning ◽  
Whole Body ◽  
Fine Motor ◽  
Motor Skill Learning ◽  
Motor Tasks ◽  
Body Movements ◽  
Motor Abilities ◽  
Computer Mouse

Digital games in general require fine motor skills, i.e., operating the computer mouse, the keyboard, the touch-screen, or a joystick. With the development of new gaming interfaces, the performance of whole-body movements became possible to control a game. This opens up new lines of application, e.g. improving motor skills and motor abilities. The most important question is whether and how virtual game-based perceptual-motor training transfers to real motor tasks. Theory distinguishes between specific motor skill learning and generic motor ability improvement. Existing evidence shows that the improvement of motor abilities (e.g., balance) is possible by particular exergames while the improvement of motor skills (e.g., basketball throw) depends on several moderators like accuracy of the interface and correspondence of virtual and real tasks. The authors conclude that there are two mechanisms of transfer, located at the elementary and fundamental perceptual-motor level and at the cognitive level. Current issues for technology comprise adaptivity, personalization, game mastering, accuracy of interfaces and sensors, activity recognition, and error detection.

scholarly journals Understanding Motor Skill Learning as Related to Dentistry

2021 ◽  
Vol 9 (6) ◽  
pp. 68
Author(s):  
Mohamed El-Kishawi ◽  
Khaled Khalaf ◽  
Tracey Winning
Keyword(s):  
Motor Skills ◽  
Motor Skill ◽  
Negative Impact ◽  
Self Regulation ◽  
Skill Learning ◽  
Fine Motor ◽  
Motor Skill Learning ◽  
Fine Motor Skills ◽  
Undergraduate Study ◽  
Dental Procedures

Learning dental procedures is a complex task involving the development of fine motor skills. The reported use of theories and/or evidence for designing learning activities to develop the fine motor skills needed for dental practice is limited. The aim of this review is to explore the available body of knowledge related to learning motor skills relevant to dentistry. Evidence from studies investigating motor skill learning highlights the negative impact of self-focus and self-regulation on learning outcomes, particularly during the early stages of learning. The development of activities and schedules that enable novices to demonstrate characteristics similar to experts, without the reported long period of ‘deliberate practice’, is clearly of value. Outcomes of learning implicitly are important in dentistry because working under stressful conditions is common, either during undergraduate study or in practice. It is suggested that learning implicitly in the simulation stage can reduce disrupted performance when transitioning to clinical settings. Therefore, further investigation of effective methods for learning dental fine motor skills is indicated, using approaches that result in robust performance, even under stressful conditions.

scholarly journals Exploring pain interference with motor skill learning in humans: a protocol for a systematic review

BMJ Open ◽  
2021 ◽  
Vol 11 (7) ◽  
pp. e045841
Author(s):  
David Matthews ◽  
Edith Elgueta Cancino ◽  
Deborah Falla ◽  
Ali Khatibi
Keyword(s):  
Systematic Review ◽  
Motor Learning ◽  
Learning Strategies ◽  
Motor Skills ◽  
Motor Skill ◽  
Meta Analysis ◽  
Grey Literature ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
The Impact

IntroductionMotor skill learning is intrinsic to living. Pain demands attention and may disrupt non-pain-related goals such as learning new motor skills. Although rehabilitation approaches have used motor skill learning for individuals in pain, there is uncertainty on the impact of pain on learning motor skills.Methods and analysisThe protocol of this systematic review has been designed and is reported in accordance with criteria set out by the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols guidelines. Web of Science, Scopus, MEDLINE, Embase and CINAHL databases; key journals; and grey literature will be searched up until March 2021, using subject-specific searches. Two independent assessors will oversee searching, screening and extracting of data and assessment of risk of bias. Both behavioural and activity-dependent plasticity outcome measures of motor learning will be synthesised and presented. The quality of evidence will be assessed using the Grading of Recommendations Assessment, Development and Evaluation approach.Ethics and disseminationNo patient data will be collected, and therefore, ethical approval was not required for this review. The results of this review will provide further understanding into the complex effects of pain and may guide clinicians in their use of motor learning strategies for the rehabilitation of individuals in pain. The results of this review will be published in a peer-reviewed journal and presented at scientific conferences.PROSPERO registration numberCRD42020213240.

scholarly journals Exercise enhances motor skill learning by neurotransmitter switching in the adult midbrain

2019 ◽  
Author(s):  
Hui-quan Li ◽  
Nicholas C. Spitzer
Keyword(s):  
Motor Skills ◽  
Motor Skill ◽  
Viral Vectors ◽  
Wheel Running ◽  
Pedunculopontine Nucleus ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Adult Mice ◽  
Normal Individuals ◽  
Skills Use

AbstractPhysical exercise promotes motor skill learning in normal individuals and those with neurological disorders but its mechanism of action is unclear. We found that one week of voluntary wheel running enhances the acquisition of motor skills in adult mice. One week of running also induces switching from ACh to GABA expression in neurons in the caudal pedunculopontine nucleus (cPPN). The switching neurons make projections to the substantia nigra (SN), ventral tegmental area (VTA) and ventrolateral-ventromedial nuclei of the thalamus (VL-VM), which regulate acquisition of motor skills. Use of viral vectors to override transmitter switching blocks the beneficial effect of running on motor skill learning. We suggest that neurotransmitter switching provides the basis by which sustained running benefits motor skill learning, presenting a new target for clinical treatment of movement disorders.

scholarly journals How to Improve Fine Motor Skill Learning in Dentistry

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Mohamed El-Kishawi ◽  
Khaled Khalaf ◽  
Tracey Winning
Keyword(s):  
Motor Skills ◽  
Motor Skill ◽  
Dental Treatment ◽  
Oral Surgery ◽  
Theoretical Background ◽  
Skill Learning ◽  
Fine Motor ◽  
Motor Skill Learning ◽  
Fine Motor Skill ◽  
Mesh Terms

Introduction. Restorative dental treatment is a complex task involving various procedures which require the development and integration of both theoretical knowledge and fine motor skills. It aims to provide the theoretical background and role of key factors in learning these skills. Materials and Methods. The following electronic databases were searched to identify relevant articles to our topic: PubMed, Medline, Google Scholar, and Scopus. Generic keywords, that is, factors, fine, performance, and dentistry, and MeSH terms, that is, “learning,” “instruction,” “patient simulation,” “motor skills,” “perception,” “tactile,” “neurophysiology,” and “working memory” were used to conduct our comprehensive search. Results and Conclusions. Several techniques are used in performing different restorative procedures in dentistry, that is, root canal preparation, root planning, and minor oral surgery procedures. Mastering these techniques requires a good understanding of the underpinning cognitive, sensory, and neuromuscular processes. Factors including the amount and timing of instructions provided, cognitive abilities, and practice schedule of learning trials may have significant implications on the design of fine motor skill learning exercises.

Children’s Motor Skill Learning is Influenced by Their Conceptions of Ability

2013 ◽  
Vol 1 (2) ◽  
pp. 38-44 ◽  
Author(s):  
Ricardo Drews ◽  
Suzete Chiviacowsky ◽  
Gabriele Wulf
Keyword(s):  
Motor Skills ◽  
Motor Skill ◽  
Age Groups ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Younger Age ◽  
Throwing Accuracy ◽  
Practice Trials ◽  
Motivational Influences ◽  
Skills Learning

The present study investigated the effects of different ability conceptions on motor skills learning in 6-, 10-, and 14-year-old children. In each age group, different groups were given either inherent-ability or acquirable-skill instructions before they began practicing a throwing task. Participants were blindfolded and were asked to throw beanbags at a target placed on the floor at a distance of 3 m. All participants performed 40 practice trials and received feedback about the accuracy of their throws after each trial. One day after practice, retention and transfer (greater target distance) tests without instructions or feedback were conducted to assess learning effects. Older participants generally had higher accuracy scores than younger participants. Importantly, instructions emphasizing the learnability of the skill resulted in greater throwing accuracy on the retention test than did those implying an underlying inherent ability. On the transfer test, the same effect was seen for the 14-year-olds, but not for the younger age groups, suggesting that adolescents may be more vulnerable to the threat of their inherent ability being exposed. The present findings demonstrate the importance of ability conceptions for motor learning in children and adolescents. They also add to the mounting evidence of motivational influences on motor skill learning.

Sign in / Sign up

Export Citation Format

Share Document