Effects of an integrated movement programme on motor proficiency, visual motor integration and scholastic achievement in grade one learners of quintile five primary schools in Port Elizabeth
- Authors: Lister, Cassandra
- Date: 2018
- Subjects: Perceptual-motor learning , Motor ability in children -- South Africa -- Port Elizabeth Self-perception in children -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/22442 , vital:29970
- Description: Globally, the association between physical fitness, motor proficiency and scholastic achievement has been well researched. However, information concerning the effectiveness of integrated movement programmes in children from various socio-economic disparities, is less well studied. A lack of studies exists on the relationship between perceptual-motor development and scholastic performance in literacy and numeracy in children from low-middle income countries such as in sub-Saharan Africa. Thus, the need exists for educational movement programme implementation in developing countries based on studies of good methodological design, to allow early prevention, identification and rectification of apparent motor deficits in young children. Purpose (Aim): To investigate effects of an integrated movement programme in the classroom setting on motor proficiency, visual-motor integration and scholastic achievement of grade one learners between the ages of six- to nine-years-old in quintile five primary schools in Port Elizabeth. A quasi-experimental research design was used to evaluate the selected dependent variables at baseline assessment on 45 grade one learners from an experimental-and control group in quintile five schools in Port Elizabeth. There were two intervention periods that consisted of a pre-existing classroom-based integrated movement programme (NeuroNet) administered by an internationally accredited teacher to the experimental group. Each intervention period coincided with school terms three and four in 2017 and were a minimum of four weeks long. Pre-test and post-test assessments for all three dependent variables were done at the beginning and end of each term respectively. The learners participated in the integrated movement programme five days per week for 20-minute duration in the classroom. The main two standardised, reliable and valid test batteries used to measure motor proficiency and visual-motor integration were the Bruininks-Oseretsky Test of Motor Proficiency Brief Form (BOT-2 Brief Form) and the Beery-Buktenica Developmental Test of Visual-Motor Integration Full Form sixth edition (Beery VMI). The Beery VMI contained two sub-tests the Beery VMI Visual Perception Test (VMI-VP), and the Beery VMI Motor Coordination Test (VMI-MC), which measured the participants’ visual perception and motor coordination. Scholastic achievement was measured using four domains of the participants’ school reports: numeracy, reading, writing and total scholastic achievement scores. Purposive sampling was used to obtain participants from quintile five primary schools whose principals voluntarily provided consent to undertake the study. Data was collected by trained research assistants and the sole researcher. The Statistica for Windows (StatSoft Incorporated; 2014) software package was used for data analysis. Descriptive data analysis included the means (M) and standard deviations (SD) as measures of central tendency and distribution. Independent t-tests determined between-group differences and the level of significance was set at p<0.05. The magnitude (effect size) of pre-post-intervention differences for both groups was calculated for all variables as Cohen’s d statistic. Subsequent interpretation categories were d<0.20 (insignificant effect), 0.20≤d<0.50 (small effect), 0.50≤d<0.80 (medium effect) and d≥0.80 (large effect) (Gravetter & Wallnau, 2009). The experimental group had statistically significant (p<0.05) higher initial mean values for motor proficiency, visual perception, the reading, writing and total scholastic achievement domains. Motor proficiency showed a mean increase of 10.62±13.97 (24% improvement) in the experimental group compared to a mean increase of 9.63±13.26 (8% improvement) in the control group. A significant final mean between-group difference in motor proficiency was found post-intervention (Diff=16.70, t(43)=3.70, p=0.001; Cohen’s d=1.11: large effect size). Visual-motor integration showed a mean decrease of 5.38±14.34 in the experimental group and a decrease of 8.88±15.39 in the control group. No apparent between-group significant difference occurred for visual-motor integration. Visual perception scores indicated a mean increase of 11.82±18.81 in the experimental group and a mean increase of 15.71±30.03 in the control group. A statistically significant mean between-group difference in visual perception post-intervention was seen (Diff=26.40, t(43) =3.95, p<0.0005; Cohen’s d=1.18: large effect size). Motor coordination showed a mean increase of 20.00±18.45 in the experimental group and decrease of 1.50±23.74 in the control group over the intervention period (Diff=21.50, t(43)=3.36, p=0.002; Cohen’s d=1.00: large effect size). There was a significant between-group mean motor coordination difference post intervention (Diff=19.59, t(43)=2.96, p=0.005; Cohen’s d=0.88: large effect size). The experimental group showed significantly higher mean reading scores pre- 5.67±0.80 and post-intervention 5.43±0.93 compared to the control group pre- 4.13±0.74 and post-intervention 4.63±0.88. Significant between-group differences in reading scores pre- (Diff=1.54, t(43)=6.73, p<0.0005; Cohen’s d=2.01: large effect size) and post-intervention (Diff=0.80, t(43)=2.99, p=0.005; Cohen’s d=0.89: large effect size) were also evident. The experimental group also showed significantly higher mean writing scores pre- 5.62±0.74 and post-intervention 5.05±0.86 compared to the control group pre- 3.83±0.96 and post-intervention 4.21±1.28. A significant between-group difference in writing scores pre- intervention (Diff=1.79, t(43)=6.90, p<0.0005; Cohen’s d=2.06: large effect size) was evident. Total scholastic achievement scores showed an initial significant difference between the experimental- and control group (Diff=1.26, t(43)=6.42, p<0.0005; Cohen’s d=1.92: large effect size). Positive practical significance |r|≥0.300 at (p<0.05) was found between visual-motor integration and reading |r|=0.350; visual perception and writing |r|=0.336; motor coordination and writing |r|=0.318; visual-motor integration and total scholastic achievement |r|=0.330 in the experimental group. In the control group negative practical significance |r|≥0.300 at (p<0.05) was found between visual perception and reading |r|=-0.304, whereas positive practical significance was found between visual perception and writing |r|=0.319; motor coordination and writing |r|=0.340; motor coordination and numeracy |r|=0.378; and motor coordination and total scholastic achievement |r|=0.378 at (p<0.05). The integrated movement programme had significantly positive effects on motor proficiency, visual perception and motor coordination. Motor proficiency had no significant correlation to scholastic achievement domains post-intervention, whereas visual-motor integration significantly correlated to reading and total scholastic achievement; visual perception correlated significantly to writing and negatively to reading; and motor coordination correlated significantly to writing, numeracy and total scholastic achievement. Future longitudinal research incorporating a larger range and scope is needed to fully evaluate the effectiveness of integrated movement programmes on motor proficiency, visual-motor integration and scholastic achievement.
- Full Text:
- Date Issued: 2018
- Authors: Lister, Cassandra
- Date: 2018
- Subjects: Perceptual-motor learning , Motor ability in children -- South Africa -- Port Elizabeth Self-perception in children -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10948/22442 , vital:29970
- Description: Globally, the association between physical fitness, motor proficiency and scholastic achievement has been well researched. However, information concerning the effectiveness of integrated movement programmes in children from various socio-economic disparities, is less well studied. A lack of studies exists on the relationship between perceptual-motor development and scholastic performance in literacy and numeracy in children from low-middle income countries such as in sub-Saharan Africa. Thus, the need exists for educational movement programme implementation in developing countries based on studies of good methodological design, to allow early prevention, identification and rectification of apparent motor deficits in young children. Purpose (Aim): To investigate effects of an integrated movement programme in the classroom setting on motor proficiency, visual-motor integration and scholastic achievement of grade one learners between the ages of six- to nine-years-old in quintile five primary schools in Port Elizabeth. A quasi-experimental research design was used to evaluate the selected dependent variables at baseline assessment on 45 grade one learners from an experimental-and control group in quintile five schools in Port Elizabeth. There were two intervention periods that consisted of a pre-existing classroom-based integrated movement programme (NeuroNet) administered by an internationally accredited teacher to the experimental group. Each intervention period coincided with school terms three and four in 2017 and were a minimum of four weeks long. Pre-test and post-test assessments for all three dependent variables were done at the beginning and end of each term respectively. The learners participated in the integrated movement programme five days per week for 20-minute duration in the classroom. The main two standardised, reliable and valid test batteries used to measure motor proficiency and visual-motor integration were the Bruininks-Oseretsky Test of Motor Proficiency Brief Form (BOT-2 Brief Form) and the Beery-Buktenica Developmental Test of Visual-Motor Integration Full Form sixth edition (Beery VMI). The Beery VMI contained two sub-tests the Beery VMI Visual Perception Test (VMI-VP), and the Beery VMI Motor Coordination Test (VMI-MC), which measured the participants’ visual perception and motor coordination. Scholastic achievement was measured using four domains of the participants’ school reports: numeracy, reading, writing and total scholastic achievement scores. Purposive sampling was used to obtain participants from quintile five primary schools whose principals voluntarily provided consent to undertake the study. Data was collected by trained research assistants and the sole researcher. The Statistica for Windows (StatSoft Incorporated; 2014) software package was used for data analysis. Descriptive data analysis included the means (M) and standard deviations (SD) as measures of central tendency and distribution. Independent t-tests determined between-group differences and the level of significance was set at p<0.05. The magnitude (effect size) of pre-post-intervention differences for both groups was calculated for all variables as Cohen’s d statistic. Subsequent interpretation categories were d<0.20 (insignificant effect), 0.20≤d<0.50 (small effect), 0.50≤d<0.80 (medium effect) and d≥0.80 (large effect) (Gravetter & Wallnau, 2009). The experimental group had statistically significant (p<0.05) higher initial mean values for motor proficiency, visual perception, the reading, writing and total scholastic achievement domains. Motor proficiency showed a mean increase of 10.62±13.97 (24% improvement) in the experimental group compared to a mean increase of 9.63±13.26 (8% improvement) in the control group. A significant final mean between-group difference in motor proficiency was found post-intervention (Diff=16.70, t(43)=3.70, p=0.001; Cohen’s d=1.11: large effect size). Visual-motor integration showed a mean decrease of 5.38±14.34 in the experimental group and a decrease of 8.88±15.39 in the control group. No apparent between-group significant difference occurred for visual-motor integration. Visual perception scores indicated a mean increase of 11.82±18.81 in the experimental group and a mean increase of 15.71±30.03 in the control group. A statistically significant mean between-group difference in visual perception post-intervention was seen (Diff=26.40, t(43) =3.95, p<0.0005; Cohen’s d=1.18: large effect size). Motor coordination showed a mean increase of 20.00±18.45 in the experimental group and decrease of 1.50±23.74 in the control group over the intervention period (Diff=21.50, t(43)=3.36, p=0.002; Cohen’s d=1.00: large effect size). There was a significant between-group mean motor coordination difference post intervention (Diff=19.59, t(43)=2.96, p=0.005; Cohen’s d=0.88: large effect size). The experimental group showed significantly higher mean reading scores pre- 5.67±0.80 and post-intervention 5.43±0.93 compared to the control group pre- 4.13±0.74 and post-intervention 4.63±0.88. Significant between-group differences in reading scores pre- (Diff=1.54, t(43)=6.73, p<0.0005; Cohen’s d=2.01: large effect size) and post-intervention (Diff=0.80, t(43)=2.99, p=0.005; Cohen’s d=0.89: large effect size) were also evident. The experimental group also showed significantly higher mean writing scores pre- 5.62±0.74 and post-intervention 5.05±0.86 compared to the control group pre- 3.83±0.96 and post-intervention 4.21±1.28. A significant between-group difference in writing scores pre- intervention (Diff=1.79, t(43)=6.90, p<0.0005; Cohen’s d=2.06: large effect size) was evident. Total scholastic achievement scores showed an initial significant difference between the experimental- and control group (Diff=1.26, t(43)=6.42, p<0.0005; Cohen’s d=1.92: large effect size). Positive practical significance |r|≥0.300 at (p<0.05) was found between visual-motor integration and reading |r|=0.350; visual perception and writing |r|=0.336; motor coordination and writing |r|=0.318; visual-motor integration and total scholastic achievement |r|=0.330 in the experimental group. In the control group negative practical significance |r|≥0.300 at (p<0.05) was found between visual perception and reading |r|=-0.304, whereas positive practical significance was found between visual perception and writing |r|=0.319; motor coordination and writing |r|=0.340; motor coordination and numeracy |r|=0.378; and motor coordination and total scholastic achievement |r|=0.378 at (p<0.05). The integrated movement programme had significantly positive effects on motor proficiency, visual perception and motor coordination. Motor proficiency had no significant correlation to scholastic achievement domains post-intervention, whereas visual-motor integration significantly correlated to reading and total scholastic achievement; visual perception correlated significantly to writing and negatively to reading; and motor coordination correlated significantly to writing, numeracy and total scholastic achievement. Future longitudinal research incorporating a larger range and scope is needed to fully evaluate the effectiveness of integrated movement programmes on motor proficiency, visual-motor integration and scholastic achievement.
- Full Text:
- Date Issued: 2018
An investigation into the sensory mechanisms underlying the two point threshold, with particular reference to the practice effect
- Authors: Gradwell, Peter Bertram
- Date: 1971
- Subjects: Sensorimotor integration , Perceptual-motor learning
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3209 , http://hdl.handle.net/10962/d1012085 , Sensorimotor integration , Perceptual-motor learning
- Description: The two point threshold was studied extensively by the psychophysical experimenters of the last century. More recent formulations in signal detection theory have suggested that the statements of these workers about absolute thresholds should be viewed with caution. This study investigates the two point threshold in the light of these formulations, and has two main aims :- (1) To state and deal with the problem of relating a limitation in perceptual ability, such as that which is represented by the two point threshold, to the receptor organisation of the body. (2) To demonstrate a practice effect on the two point threshold, and to consider this in the light of (1) above. To fulfil these two aims, a model of the neural mechanisms underlying the discrimination of two points applied to the skin is proposed, and this is able to accommodate what is known of the two point threshold. Although the model is simple it explicitly accounts for size transfer and the practice effect, and provides some clues as to the type of neural mechanism capable of producing them. The practice effect is demonstrated experimentally, and the results are then referred to the model proposed. The physiology of an organism sets the limits for its behaviour. 'The first aim is thus an important one, in that it considers a specific case of this general problem. And secondly, the practice effect on the two point threshold is typical of a number of fairly simple "learning" phenomena, which are part of the psychologists' study of learning.
- Full Text:
- Date Issued: 1971
- Authors: Gradwell, Peter Bertram
- Date: 1971
- Subjects: Sensorimotor integration , Perceptual-motor learning
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3209 , http://hdl.handle.net/10962/d1012085 , Sensorimotor integration , Perceptual-motor learning
- Description: The two point threshold was studied extensively by the psychophysical experimenters of the last century. More recent formulations in signal detection theory have suggested that the statements of these workers about absolute thresholds should be viewed with caution. This study investigates the two point threshold in the light of these formulations, and has two main aims :- (1) To state and deal with the problem of relating a limitation in perceptual ability, such as that which is represented by the two point threshold, to the receptor organisation of the body. (2) To demonstrate a practice effect on the two point threshold, and to consider this in the light of (1) above. To fulfil these two aims, a model of the neural mechanisms underlying the discrimination of two points applied to the skin is proposed, and this is able to accommodate what is known of the two point threshold. Although the model is simple it explicitly accounts for size transfer and the practice effect, and provides some clues as to the type of neural mechanism capable of producing them. The practice effect is demonstrated experimentally, and the results are then referred to the model proposed. The physiology of an organism sets the limits for its behaviour. 'The first aim is thus an important one, in that it considers a specific case of this general problem. And secondly, the practice effect on the two point threshold is typical of a number of fairly simple "learning" phenomena, which are part of the psychologists' study of learning.
- Full Text:
- Date Issued: 1971
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