Abstract
The purpose of this study was to test fundamental motor skills (FMS) in young children with visual impairments (VI) and non-VI children. This study used a cross-sectional design, descriptive-analytic with purposive sampling. Children without VI showed higher locomotor skills (M= 21.38, SD= 6.69) when compared to children with VI (M= 9.70, SD= 3.09). Children without VI showed higher ball skills (M = 18.74, SD = 6.54) when compared to children with VI (M = 5.23, SD = 5.44)). For locomotor skills there was a significant effect on vision (F=17.55, p=.014, η2=.31). For children with VI, birth control (n=7) performed higher (M=10.33, SD=10.54) compared to non-birth VI (n=3; M 4.02, SD=2, 73). For ball skills there was a significant effect on vision (F=21.99, p<0.001, η2=.56). For children with VI, congenital VI (n=7) performed higher (M=6.73, SD=6.69) than non-congenital blind (n=3; M=2.05, SD=1.01). Non-blind children show higher levels of FMS when compared to children with VI. The children with VI in this sample exhibited profound developmental delays requiring further investigation and future intervention.
References
Aadland, K. N., Moe, V. F., Aadland, E., Anderssen, S. A., Resaland, G. K., & Ommundsen, Y. (2017). Relationships between physical activity, sedentary time, aerobic fitness, motor skills and executive function and academic performance in children. Mental Health and Physical Activity, 12, 10–18. https://doi.org/10.1016/j.mhpa.2017.01.001
Brian, A., Bostick, L., Starrett, A., Klavina, A., Miedema, S. T., Pennell, A., Stribing, A., Gilbert, E., & Lieberman, L. J. (2020). The effects of ecologically valid intervention strategies on the locomotor skills of children with visual impairments. Adapted Physical Activity Quarterly, 37, 177–192. https://doi.org/10.1123/apaq.2019-0019
Brian, A., Goodway, J. D., Logan, J. A., & Sutherland, S. (2017). SKIPing With Head Start Teachers: Influence of T-SKIP on Object-Control Skills. Research Quarterly for Exercise and Sport, 88(4), 479–491. https://doi.org/10.1080/02701367.2017.1375077
Brian, A., Miedema, S. T., Johnson, J. L., & Chica, I. (2021). A Comparison of the Fundamental Motor Skills of Preschool-Aged Children With and Without Visual Impairments. Adapted Physical Activity Quarterly, March 2021, 1–10. https://doi.org/10.1123/apaq.2019-0157
Brian, A., Pennell, A., Haibach-Beach, P., Foley, J., Taunton, S., & Lieberman, L. J. (2019). Correlates of physical activity among children with visual impairments. Disability and Health Journal, 12(2), 328–333. https://doi.org/10.1016/j.dhjo.2018.10.007
Brian, A., Pennell, A., Taunton, S., Starrett, A., Howard-Shaughnessy, C., Goodway, J. D., Wadsworth, D., Rudisill,
M., & Stodden, D. (2019). Motor Competence Levels and Developmental Delay in Early Childhood: A Multicenter Cross-Sectional Study Conducted in the USA. Sports Medicine, 49(10), 1609–1618. https://doi.org/10.1007/s40279-019-01150-5
Brian, A. S., Haegele, J. A., Bostick, L., Lieberman, L. J., & Nesbitt, D. (2018). A pilot investigation of the perceived motor competence of children with visual impairments and those who are sighted. Journal of Visual Impairment and Blindness, 112(1), 118–124. https://doi.org/10.1177/0145482x1811200112
Brian, A., Taunton, S., Lieberman, L. J., Haibach-Beach, P., Foley, J., & Santarossa, S. (2018). Psychometric properties of the test of gross motor development-3 for children with visual impairments. Adapted Physical Activity Quarterly, 35(2), 145–158. https://doi.org/10.1123/apaq.2017-0061
Brian, A., Taunton, S., Shortt, C., Pennell, A., & Sacko, R. (2019). Predictors of physical activity for preschool children with and without disabilities from socioeconomically disadvantaged settings. Adapted Physical Activity Quarterly, 36(1), 77–90. https://doi.org/10.1123/apaq.2017-0191
Chang, M., & Gu, X. (2018). The role of executive function in linking fundamental motor skills and reading proficiency in socioeconomically disadvantaged kindergarteners. Learning and Individual Differences, 61, 250–255. https://doi.org/https://doi.org/https://doi.org/10.1016/j.lindif.2018.01.002
Clark, J. E., & Metcalfe, J. S. (2002). the Mountain of Motor Development: a Metaphor. Motor Development: Research and Reviews, 2(February), 163–190.
Cummins, A., Piek, J. P., & Dyck, M. J. (2005). Motor coordination, empathy, and social behaviour in school-aged children Ariane. Developmental Medicine and Child Neurology, 47(7), 437–442. https://doi.org/https://doi.org/https://doi.org/10.1017/S001216220500085X
Gagen, L. M., & Getchell, N. (2006). Using “constraints” to design developmentally appropriate movement activities for early childhood education. Early Childhood Education Journal, 34(3), 227–232. https://doi.org/10.1007/s10643-006-0135-6
Haegele, J. A., Brian, A., & Goodway, J. (2015). Fundamental motor skills and school-aged individuals with visual impairments: A review. Review Journal of Autism and Developmental Disorders, 2(3), 320–327. https://doi.org/10.1007/s40489-015-0055-8
Haibach, P. S., Wagner, M. O., & Lieberman, L. J. (2014). Determinants of gross motor skill performance in children with visual impairments. Research in Developmental Disabilities, 35, 2577–2584. https://doi.org/10.1016/j.ridd.2014.05.030
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., Black, W. C., & Anderson, R. E. (2018). Multivariate Data Analysis. https://doi.org/10.1002/9781119409137.ch4
Kim, H., Carlson, A. G., Curby, T. W., & Winsler, A. (2016). Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities. Research in Developmental Disabilities, 53, 43–60. https://doi.org/10.1016/j.ridd.2016.01.016
Macdonald, K., Milne, N., Orr, R., & Pope, R. (2018). Relationships between motor proficiency and academic performance in mathematics and reading in school-aged children and adolescents: A systematic review. International Journal of Environmental Research and Public Health, 15(8). https://doi.org/10.3390/ijerph15081603
Nagarkatte, U. P., & Oley, N. (2018). Theory of Constraints Creative Problem Solving. In Boca Raton, FL : Taylor & Francis Group. https://doi.org/10.4249/scholarpedia.10451
Robinson, L. E., & Goodway, J. D. (2009). Instructional climates in preschool children who are at-risk. Part I: Object-control skill development. Research Quarterly for Exercise and Sport, 80(3), 533–542. https://doi.org/10.1080/02701367.2009.10599591
Robinson, L. E., Stodden, D. F., Barnett, L. M., Lopes, V. P., Logan, S. W., Rodrigues, L. P., & D’Hondt, E. (2015). Motor Competence and its Effect on Positive Developmental Trajectories of Health. Sports Medicine, 45(9), 1273–1284. https://doi.org/10.1007/s40279-015-0351-6
Shmuelof, L., Krakauer, J. W., & Mazzoni, P. (2012). How is a motor skill learned? Change and invariance at the levels of task success and trajectory control. Journal of Neurophysiology, 108(2), 578–594. https://doi.org/10.1152/jn.00856.2011
Solihin, A. O., Ginanjar, A., & Widyawan, D. (2020). Resiliensi Siswa Tunanetra dalam Kegiatan Olahraga. Jurnal SPORTIF: Jurnal Penelitian Pembelajaran, 6(2), 423–438. https://doi.org/https://doi.org/10.29407/js_unpgri.v6i2.14497 Resiliensi
Stodden, D. F., Goodway, J. D., Langendorfer, S. J., Roberton, M. A., Rudisill, M. E., Garcia, C., & Garcia, L. E. (2008). A Developmental Perspective on the Role of Motor Skill Competence in Physical Activity: An Emergent Relationship. Quest, 60, 290–306. http://web.a.ebscohost.com.apollo.worc.ac.uk/ehost/pdfviewer/pdfviewer?vid=4&sid=3691cf57-35ce-47c0-8601-d42fdf27c2b7%40sdc-v-sessmgr06
Taunton, S. A., Brian, A., & True, L. (2017). Universally Designed Motor Skill Intervention for Children with and without Disabilities. Journal of Developmental and Physical Disabilities, 29(6), 941–954. https://doi.org/10.1007/s10882-017-9565-x
Ulrich, D. A. (2019). The test of gross motor development (3rd ed). Pro-Ed.
Wagner, M. O., Haibach, P. S., & Lieberman, L. J. (2013). Gross motor skill performance in children with and without visual impairments-Research to practice. Research in Developmental Disabilities, 34(10), 3246–3252. https://doi.org/10.1016/j.ridd.2013.06.030
Widyawan, D. (2020). Inklusi dalam pendidikan jasmani: perspektif siswa penyandang disabilitas. Jurnal SPORTIF: Jurnal Penelitian Pembelajaran, 6(3), 746–762. https://doi.org/https://doi.org/10.29407/js_unpgri.v6i3.14891
Widyawan, D., Ma’mun, A., Rahely, B., & Hendrayana, Y. (2020). Parents of students with disabilities views in learning physical education in special needs school. Qualitative Report, 25(4), 924–936. https://nsuworks.nova.edu/tqr/vol25/iss4/3
Widyawan, D., & Sina, I. (2021). Inclusion in Physical Education in Primary Schools. JUARA : Jurnal Olahraga, 6(1), 64–78. https://doi.org/https://doi.org/10.33222/juara.v6i1.1148
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright (c) 2021 Dena Widyawan