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Zhao P, Chen K, Zhu G, Li H, Chen S, Hu J, Huang L, Liu X, Guo L. Effects of aquatic exercise intervention on executive function and brain-derived neurotrophic factor of children with autism spectrum disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2024; 150:104759. [PMID: 38795553 DOI: 10.1016/j.ridd.2024.104759] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/23/2023] [Revised: 04/19/2024] [Accepted: 05/15/2024] [Indexed: 05/28/2024]
Abstract
BACKGROUND Limited knowledge exists regarding the effectiveness of aquatic exercise intervention for improving executive function (EF) in children with autism spectrum disorder (ASD). Additionally, the impact of aquatic exercise on brain-derived neurotrophic factor (BDNF) in children with ASD requires further investigation. AIMS This study aimed to explore the effects of a 12-week aquatic exercise intervention on core EF and BDNF levels in children with ASD. METHODS AND PROCEDURES Thirty children with ASD were assigned to an experimental or control group. The experimental group underwent a 12-week aquatic exercise intervention, while the control group engaged in supervised free activities. Pre- and post-intervention assessments measured EF and BDNF levels. OUTCOMES AND RESULTS The experimental group showed significant improvements (p < 0.05) in inhibition control, cognitive flexibility, and BDNF levels. However, working memory did not significantly improve. The control group exhibited no significant changes in EF or BDNF levels. CONCLUSIONS AND IMPLICATIONS Aquatic exercise appears to be a beneficial intervention for cognitive development in children with ASD, as it enhances inhibition control, cognitive flexibility, and BDNF levels in children with ASD. Furthermore, the observed improvements in EF following aquatic exercise intervention in children with ASD may be associated with increased BDNF levels.
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Affiliation(s)
- Peiting Zhao
- School of Physical Education, Southwest University, Chongqing 400715, China
| | - Kai Chen
- School of Physical Education, Southwest University, Chongqing 400715, China
| | - Gaohui Zhu
- School of Physical Education, Southwest University, Chongqing 400715, China
| | - Hansen Li
- School of Physical Education, Southwest University, Chongqing 400715, China
| | - Sha Chen
- School of Physical Education, Southwest University, Chongqing 400715, China
| | - Jinge Hu
- School of Physical Education, Southwest University, Chongqing 400715, China
| | - Li Huang
- School of Physical Education, Southwest University, Chongqing 400715, China
| | - Xin Liu
- School of Physical Education, Southwest University, Chongqing 400715, China
| | - Liya Guo
- School of Physical Education, Southwest University, Chongqing 400715, China.
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Zhao P, Zhu G, Chen S, Pan Y, Chen K, Huang L, Guo L. Effects of Aquatic Exercise and Floor Curling on Balance Ability and Lower Limb Muscle Strength in Children with Intellectual Disabilities: A Pilot Study in China. CHILDREN (BASEL, SWITZERLAND) 2024; 11:85. [PMID: 38255398 PMCID: PMC10814768 DOI: 10.3390/children11010085] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/28/2023] [Revised: 01/03/2024] [Accepted: 01/09/2024] [Indexed: 01/24/2024]
Abstract
Children with intellectual disabilities often face challenges in balance ability and lower limb muscle strength, which negatively impact their daily lives and motor function. Therefore, it is crucial to enhance the balance ability and lower limb muscle strength of children with intellectual disabilities. This study aimed to investigate the effects of a 12-week aquatic exercise and floor curling intervention on the balance ability and lower limb muscle strength of children with intellectual disabilities. Forty-two participants were randomly assigned to the aquatic exercise group, floor curling group, and control group. The aquatic exercise and floor curling groups received a 12-week intervention, while the control group engaged in supervised free activities. The participants' balance ability and lower limb muscle strength were assessed using the Berg Balance Scale and a muscle strength testing device before and after the intervention. The results showed significant improvements in balance ability and lower limb muscle strength for both the aquatic exercise group and the floor curling group after the intervention. The aquatic exercise group demonstrated an average improvement of 10.84% in balance ability and an overall average improvement of 16.28% in lower limb muscle strength. The floor curling group showed an average improvement of 9.04% in balance ability and an overall average improvement of 15.67% in lower limb muscle strength. These improvement results were statistically significant (p < 0.05) and ranged from medium to large effect sizes (d = 0.5~0.8). The findings of this study validate the positive effects of aquatic exercise and floor curling on the balance ability and lower limb muscle strength of children with intellectual disabilities. These interventions can be considered effective approaches for functional rehabilitation in children with intellectual disabilities.
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Affiliation(s)
| | | | | | | | | | | | - Liya Guo
- School of Physical Education, Southwest University, Chongqing 400715, China; (P.Z.); (G.Z.); (S.C.); (Y.P.); (K.C.); (L.H.)
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Pratt NA, Duncan MJ, Oxford SW. The Effects of a 6-Week Swimming Intervention on Gross Motor Development in Primary School Children. CHILDREN (BASEL, SWITZERLAND) 2023; 11:1. [PMID: 38275422 PMCID: PMC10814680 DOI: 10.3390/children11010001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/20/2023] [Revised: 12/05/2023] [Accepted: 12/07/2023] [Indexed: 01/27/2024]
Abstract
(1) Background: This study examines the effects of a 6-week swimming intervention on motor competence in children. (2) Methods: A total of 107 children (n = 52 boys, n = 55 girls) aged 7.8 ± 0.63 years that were recruited from five primary schools in central England participated in this study, undertaking either an aquatic intervention once a week for six weeks or acting as a control group completing their usual physical education program. Participants underwent pre- and post-assessments of general motor competence using the Test of Gross Motor Development, Third Edition (TGMD-3) (a process measure) and a composite of 10 m running sprint time and standing long jump distance (product measures). Aquatic motor competence was assessed via the Aquatic Movement Protocol (AMP). Fear of drowning and swimming opportunities were also assessed by implementing a questionnaire. (3) Results: Following a mixed-model ANOVA, an overall main effect was found from pre (40.05 ± 13.6) to post (48.3 ± 18.6) for TGMD-3 scores (p < 0.05) and pre (38.7 ± 31.7) to post (50.6 ± 36.8) for AMP scores (p = 0.001). A negative significant relationship was found between AMP scores with both fear of water (p = 0.01) and fear of drowning (p < 0.05). A positive significant relationship was found between swimming opportunities and AMP score (p = 0.001). (4) Conclusions: The aquatic-based intervention improves not only aquatic motor competence but also transfers improvements in dryland movement competencies. Future research should look to implement control groupings which do not participate in swimming to further investigate the difference between swimmers and non-swimmers; however, due to swimming being a part of the national curriculum in England, this may not be feasible.
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Affiliation(s)
- Nicole A. Pratt
- Department of Health and Life Sciences, Coventry University, Coventry, CV1 5FB, UK; (N.A.P.); (S.W.O.)
| | - Michael J. Duncan
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry CV1 5FB, UK
| | - Samuel W. Oxford
- Department of Health and Life Sciences, Coventry University, Coventry, CV1 5FB, UK; (N.A.P.); (S.W.O.)
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Sinclair L, Roscoe CMP. The Impact of Swimming on Fundamental Movement Skill Development in Children (3-11 Years): A Systematic Literature Review. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1411. [PMID: 37628410 PMCID: PMC10453388 DOI: 10.3390/children10081411] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2023] [Revised: 08/11/2023] [Accepted: 08/15/2023] [Indexed: 08/27/2023]
Abstract
Swimming is the only sport providing lifesaving skills, reducing the risk of death by drowning, a top cause of deaths in children aged 1-14 years. Research shows swimming amongst other sports can aid fundamental movement skill (FMS) development. Therefore, this review investigated the following: (1) how swimming impacts FMS development in children aged 3-11 years, (2) successful tools assessing swimming and FMS, and (3) recommendations appropriate to the UK curriculum based on findings of this study. A systematic literature review using Google Scholar, PubMed, and SPORTDiscuss was conducted to investigate the effects of swimming on FMS development. Methods included database searching, finalising articles appropriate to the inclusion and exclusion criteria, and identifying relevant articles using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses. The Mixed Methods Appraisal Tool assessed data quality and bias risk, whilst thematic analysis synthesised data alongside descriptive results. Ten papers were synthesised, identifying significant positive impacts of swimming on FMS, including significant pre-post testing (p < 0.01), significant improvements compared to other sports (p < 0.001), and significant improvements in specific motor skills (Balance; p = 0.0004). Future research specifically addressing swimming and FMS is essential to improving the curriculum.
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Affiliation(s)
| | - Clare M. P. Roscoe
- Department of Sport and Exercise Science, Clinical Exercise and Rehabilitation Research Centre, University of Derby, Kedleston Road, Derby DE22 1GB, UK;
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Eichner-Seitz N, Pate RR, Paul IM. Physical activity in infancy and early childhood: a narrative review of interventions for prevention of obesity and associated health outcomes. Front Endocrinol (Lausanne) 2023; 14:1155925. [PMID: 37293499 PMCID: PMC10244791 DOI: 10.3389/fendo.2023.1155925] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/31/2023] [Accepted: 05/10/2023] [Indexed: 06/10/2023] Open
Abstract
In the context of the childhood obesity epidemic, this narrative review aims to explore opportunities to promote physical activity (PA) between birth and age 5 years as well as the health outcomes associated with PA in early childhood. Although early childhood is an ideal time to promote healthy habits, guidelines for PA have often ignored early childhood given the limited evidence for children <5 years old. Herein we discuss and highlight infant, toddler and preschool age interventions to promote PA and prevent obesity both in the short and long-term. We describe novel and modified interventions to promote improved early childhood health outcomes, encompassing cardiorespiratory, muscle, and bone strengthening components necessary for short-term motor development and long-term health. We call for new research aimed at developing and testing innovative early childhood interventions that may be performed in home or childcare settings, monitored by parents or caregivers.
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Affiliation(s)
- Natalie Eichner-Seitz
- Department of Pediatrics, Penn State College of Medicine, Hershey, PA, United States
| | - Russell R. Pate
- Department of Exercise Science, Arnold School of Public Health, University of South Carolina, Columbia, SC, United States
| | - Ian M. Paul
- Department of Pediatrics, Penn State College of Medicine, Hershey, PA, United States
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Santos C, Burnay C, Button C, Cordovil R. Effects of Exposure to Formal Aquatic Activities on Babies Younger Than 36 Months: A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:5610. [PMID: 37107892 PMCID: PMC10138400 DOI: 10.3390/ijerph20085610] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/25/2023] [Revised: 04/16/2023] [Accepted: 04/19/2023] [Indexed: 05/07/2023]
Abstract
This systematic review investigated the possible effects of exposing infants to formal activities in aquatic environments. A literature search of eight databases was concluded on 12 December 2022. Studies were eligible if they: (i) focused on 0-36 months of age infants, (ii) addressed the exposure of infants to formal aquatic activities, and (iii) compared the 'same condition of aquatic exposure with the control' or 'before and after exposure'. The PRISMA protocol was used. Articles considered for inclusion (n = 18) were clustered in the health, development, and physiological outcome domains. The results show that research is focused on indoor activities, mainly in baby swimming programs and baby aquatic therapy interventions. Swimming and aquatic therapy practices are generally safe for babies' health, and there are benefits to preterm and newborns exposed to aquatic therapy once the physiological parameters are maintained in normal and safe patterns. A positive effect is also suggested in general gross and fine motor skills, visual motion perception, cognitive flexibility, and response selection accuracy for infants who participated in aquatic programs. Further investigation with high-quality experimental designs is required to establish the effect of exposure of infants to formal aquatic activities (Systematic Review Registration: CRD42021248054).
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Affiliation(s)
- Carlos Santos
- Faculdade de Motricidade Humana, Universidade de Lisboa, Lisboa, 1499-002 Cruz Quebrada, Portugal
| | - Carolina Burnay
- Interdisciplinary Center for the Study of Human Performance (CIPER), Faculdade de Motricidade Humana, Universidade de Lisboa, Lisboa, 1499-002 Cruz Quebrada, Portugal
- School of Physical Education, Sport and Exercise Sciences, University of Otago, Dunedin 9016, New Zealand
| | - Chris Button
- School of Physical Education, Sport and Exercise Sciences, University of Otago, Dunedin 9016, New Zealand
| | - Rita Cordovil
- Interdisciplinary Center for the Study of Human Performance (CIPER), Faculdade de Motricidade Humana, Universidade de Lisboa, Lisboa, 1499-002 Cruz Quebrada, Portugal
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Baccouch R, Ben Waer F, Laatar R, Borji R, Rebai H, Sahli S. Swimming, better than tennis, develops sensorimotor adaptabilities involved in postural balance in 5-6-year-old children. Somatosens Mot Res 2023; 40:1-7. [PMID: 36524580 DOI: 10.1080/08990220.2022.2157386] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Abstract
PURPOSE The present study aimed to evaluate the postural balance of young tennis players and young swimming practitioners in static and dynamic conditions. METHODS Thirty-six children (5-6 years old) participated in 3 groups: 12 tennis players, 12 swimming practitioners and 12 controls. Static and dynamic [in medial lateral (ML) and anterior posterior (AP) planes] postural balance were assessed by the centre of pressure sways using a stabilometric force platform in the eyes opened (EO) and eyes closed (EC) conditions. RESULTS In the EO condition, swimming practitioners and tennis players had a significantly lower (p < 0.05) centre of pressure mean velocity (CoPVm) compared to controls in both static and dynamic medial-lateral (D-ML) postures. In the D-ML posture, swimming practitioners showed lower CoPVm compared to tennis players. However, in the EC condition, only the swimming practitioners showed better static and D-ML postural balance (p < 0.05) compared to their counterparts. In the static posture, the Romberg index value was significantly higher (p < 0.05) in tennis players compared to the two other groups. CONCLUSION Tennis players developed a higher reliance on vision to maintain balance, whereas swimming practitioners were more stable in challenging postural conditions. Clinicians should consider incorporating swimming training rather than tennis as an appropriate balance training in fall-prevention programs.
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Affiliation(s)
- Rym Baccouch
- Research Laboratory Education, Motricité, Sport et Santé, LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
| | - Fatma Ben Waer
- Research Laboratory Education, Motricité, Sport et Santé, LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
| | - Rabeb Laatar
- Research Laboratory Education, Motricité, Sport et Santé, LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
| | - Rihab Borji
- Research Laboratory Education, Motricité, Sport et Santé, LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
| | - Haithem Rebai
- Research Laboratory Education, Motricité, Sport et Santé, LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
| | - Sonia Sahli
- Research Laboratory Education, Motricité, Sport et Santé, LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
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Hariri R, Nakhostin-Ansari A, Mohammadi F, Memari AH, Oskouie IM, Haghparast A. An Overview of the Available Intervention Strategies for Postural Balance Control in Individuals with Autism Spectrum Disorder. AUTISM RESEARCH AND TREATMENT 2022; 2022:3639352. [PMID: 36452121 PMCID: PMC9705119 DOI: 10.1155/2022/3639352] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/24/2022] [Revised: 10/30/2022] [Accepted: 11/15/2022] [Indexed: 04/03/2024]
Abstract
BACKGROUND Postural instability is a prevalent issue among individuals with autism spectrum disorder (ASD) that affects the development of their perceptual-motor skills and social functioning. Visual and somatosensory processing deficits, hypotonia, basal ganglia dysfunction, and anxiety are some of the concurrent disorders in individuals with ASD. Nevertheless, a definite management protocol for postural instability in ASD has not been introduced yet. Hence, we aim to shed light on the available intervention strategies for postural instability in individuals with ASD. METHODS Even though several studies have been conducted on the effects of various interventions for balance control in individuals with ASD, no study has compared their efficacy, limitations, and clinical implications. RESULTS This review discusses diverse proposed interventions contributing to ASD postural instability, including martial arts, water-based interventions, animal-assisted therapies, trampoline, balance training, vestibular therapy, transcranial direct current stimulation, sports, play, and active recreation for kids (SPARK), and square-stepping exercise (SSE). CONCLUSION Enhancing motor skills, cerebellum function, and sensory input integration were some of the main mechanisms of these interventions to improve balance control in ASD. Some interventions, such as water-based exercises and video games, were enjoyable for children with ASD and could raise their treatment adherence. In most studies, small sample sizes and the lack of a control group represented their major limitations. Therefore, future well-designed randomized controlled trials are required to assess the effects of available interventions on postural control in ASD.
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Affiliation(s)
- Rabeeh Hariri
- Sports Medicine Research Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Amin Nakhostin-Ansari
- Sports Medicine Research Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Fatemeh Mohammadi
- Sports Medicine Research Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Amir Hossein Memari
- Sports Medicine Research Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Iman Menbari Oskouie
- Sports Medicine Research Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Afarin Haghparast
- Sports Medicine Research Center, Tehran University of Medical Sciences, Tehran, Iran
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A Non-Randomized Pilot Study on the Benefits of Baby Swimming on Motor Development. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19159262. [PMID: 35954617 PMCID: PMC9368508 DOI: 10.3390/ijerph19159262] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/08/2022] [Revised: 07/26/2022] [Accepted: 07/26/2022] [Indexed: 02/04/2023]
Abstract
According to the concept of “embodied cognition”, motor development should not be considered distant from cognitive and language processes. Motor development is essential in the first 1000 days of life, as the child explores and learns new information from the environment. Among motor activities, baby swimming allows infants to make movements that they are not able to perform on solid ground. Since movements become slower in water, the sensory perception of these movements is amplified. However, the relationship between early swimming experience and motor development has not yet been investigated. Therefore, we carried out a pilot study with the aim of exploring this relationship for the first time. To that end, 32 infants aged from 6 to 10 months were recruited. The Peabody Developmental Motor Scale-2 was used to assess motor abilities in healthy children who regularly carried out aquatic courses compared to children who never attended swimming practice. Independent-sample t-tests showed significant differences in favor of the group that performed infant swimming activities on measures of reflexes (t = −2.2, p < 0.05), grasping (t = −3.8, p < 0.001), fine-motor quotient (t = −3.4, p < 0.01) and total-motor quotient (t = −2.4, p < 0.05). Overall, in line with the embodied cognition perspective, these preliminary results are encouraging and allow us to investigate how motor development influences later language development.
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Borge Blystad J, van der Meer ALH. Longitudinal study of infants receiving extra motor stimulation, full‐term control infants, and infants born preterm: High‐density EEG analyses of cortical activity in response to visual motion. Dev Psychobiol 2022; 64:e22276. [PMID: 35603414 PMCID: PMC9325384 DOI: 10.1002/dev.22276] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2021] [Revised: 03/10/2022] [Accepted: 03/17/2022] [Indexed: 11/23/2022]
Abstract
Electroencephalography was used to investigate the effects of extrastimulation and preterm birth on the development of visual motion perception during early infancy. Infants receiving extra motor stimulation in the form of baby swimming, a traditionally raised control group, and preterm born infants were presented with an optic flow pattern simulating forward and reversed self‐motion and unstructured random visual motion before and after they achieved self‐produced locomotion. Extrastimulated infants started crawling earlier and displayed significantly shorter N2 latencies in response to visual motion than their full‐term and preterm peers. Preterm infants could not differentiate between visual motion conditions, nor did they significantly decrease their latencies with age and locomotor experience. Differences in induced activities were also observed with desynchronized theta‐band activity in all infants, but with more mature synchronized alpha–beta band activity only in extrastimulated infants after they had become mobile. Compared with the other infants, preterm infants showed more widespread desynchronized oscillatory activities at lower frequencies at the age of 1 year (corrected for prematurity). The overall advanced performance of extrastimulated infants was attributed to their enriched motor stimulation. The poorer responses in the preterm infants could be related to impairment of the dorsal visual stream that is specialized in the processing of visual motion.
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Affiliation(s)
- Julie Borge Blystad
- Developmental Neuroscience Laboratory Department of Psychology Norwegian University of Science and Technology (NTNU) Trondheim Norway
| | - Audrey L. H. van der Meer
- Developmental Neuroscience Laboratory Department of Psychology Norwegian University of Science and Technology (NTNU) Trondheim Norway
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Borioni F, Biino V, Tinagli V, Pesce C. Effects of Baby Swimming on Motor and Cognitive Development: A Pilot Trial. Percept Mot Skills 2022; 129:977-1000. [PMID: 35473471 DOI: 10.1177/00315125221090203] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2023]
Abstract
Contact with water, even from birth, may be an important experience for child development. In this work, we aimed to investigate if baby swimming might influence infant development in motor and cognitive domains. We assigned infants to either a 10-week baby swimming intervention (n = 12; M age = 13 months (SD) = 7) or a control group (n = 15; M age = 22 months (SD) = 6). We assessed motor development with the Peabody Developmental Motor Scales (2nd edition, PDMS-2) and cognitive development with core tests of executive functions: delayed response for working memory, object retrieval for inhibition, and A-not-B for response shifting. Non-parametric analyses revealed that infants in the baby-swimming group improved in gross, fine, and total motor skills, and showed marginally better inhibition speed and shifting accuracy, with associated gains of shifting accuracy and fine and total motor skills. Even with in this small-sized convenience sample, this pilot study revealed promising benefits from baby swimming on motor development that warrant further study. This preliminary work paves the way for replication and illustrates what effect sizes may be expected in sufficiently powered well-designed follow-up research targeted to aid the joint development of motor and cognitive skills as early as infancy.
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Affiliation(s)
- Federica Borioni
- Department of Movement, Human and Health Sciences, 56862University of Rome "Foro Italico", Rome, Italy
| | - Valentina Biino
- Department of Neuroscience, Biomedicine and Movement Science, 197867University of Verona, Verona, Italy
| | - Valeria Tinagli
- Department of Movement, Human and Health Sciences, 56862University of Rome "Foro Italico", Rome, Italy
| | - Caterina Pesce
- Department of Movement, Human and Health Sciences, 56862University of Rome "Foro Italico", Rome, Italy
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Marzouki H, Soussi B, Selmi O, Hajji Y, Marsigliante S, Bouhlel E, Muscella A, Weiss K, Knechtle B. Effects of Aquatic Training in Children with Autism Spectrum Disorder. BIOLOGY 2022; 11:biology11050657. [PMID: 35625385 PMCID: PMC9138228 DOI: 10.3390/biology11050657] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/14/2022] [Revised: 04/12/2022] [Accepted: 04/24/2022] [Indexed: 11/16/2022]
Abstract
Simple Summary Swimming can be an alternative in the physical exercise curriculum to improve the motor abilities as well as the social behavior and communication skills of children with autism spectrum disorder (ASD) in schools and institutions. It is important to assess the effects of different forms of aquatic training (e.g., technical vs. game-based) to improve motor and stereotypy skills as well as emotion regulation in autistic children. This information should be of great interest to professionals to choose the appropriate training form to improve each of these abilities. The finding that both forms of swimming had a positive effect on gross motor skills and stereotyped behaviors in autistic children is in agreement with the accumulated evidence of swimming’s effectiveness to alleviate symptoms of motor and behavioral problems. In contrast, emotion regulation is not likely to improve after a short intervention period. The preliminary findings of this study are an important guidance for future researchers to further examine the neurophysiological and cognitive mechanisms of exercise–emotion and exercise–behavior relationships in children with ASD. Abstract A variety of aquatic training regimens have been found to be beneficial for individuals with autism spectrum disorders (ASD) in multiple domains. This study investigated and compared the efficacy of two aquatic training regimens (technical vs. game-based) on gross motor skills, stereotypy behavior and emotion regulation in children with ASD. Twenty-two autistic children were randomly assigned into three groups: two experimental groups performed either a technical aquatic program or a game-based aquatic program and a control group. Participants were assessed before and after an 8-week training period, with the Test of Gross Motor Development, the stereotypy subscale of the Gilliam Autism Rating Scale, and the Emotion Regulation Checklist. A significant effect for time was found in gross motor skills and stereotypy behavior in both experimental groups. An improvement in gross motor skills was observed in both experimental groups compared to the control group. A small pre-post change effect in emotion functioning was found in all groups. No significant differences were observed between the experimental groups in all assessed variables. Our findings provide additional evidence suggesting the effectiveness of beneficial effects of aquatic activities on the motor and social skills that underpin the hypothesis that motor and intellectual domains are highly interrelated in autistic children.
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Affiliation(s)
- Hamza Marzouki
- High Institute of Sports and Physical Education of Kef, University of Jendouba, Kef 7100, Tunisia; (H.M.); (B.S.); (O.S.)
| | - Badis Soussi
- High Institute of Sports and Physical Education of Kef, University of Jendouba, Kef 7100, Tunisia; (H.M.); (B.S.); (O.S.)
| | - Okba Selmi
- High Institute of Sports and Physical Education of Kef, University of Jendouba, Kef 7100, Tunisia; (H.M.); (B.S.); (O.S.)
| | - Yamina Hajji
- Halim Professional Training Center for Young People with Autism, Ariana 2091, Tunisia;
| | - Santo Marsigliante
- Department of Biological and Environmental Science and Technologies (DiSTeBA), University of Salento, 73100 Lecce, Italy; (S.M.); (A.M.)
| | - Ezdine Bouhlel
- Laboratory of Cardio-Circulatory, Respiratory, Metabolic and Hormonal Adaptations to Muscular Exercise, Faculty of Medicine Ibn El Jazzar, University of Sousse, Sousse 4000, Tunisia;
| | - Antonella Muscella
- Department of Biological and Environmental Science and Technologies (DiSTeBA), University of Salento, 73100 Lecce, Italy; (S.M.); (A.M.)
| | - Katja Weiss
- Institute of Primary Care, University of Zurich, 8006 Zurich, Switzerland;
- Medbase St. Gallen Am Vadianplatz, 9001 St. Gallen, Switzerland
| | - Beat Knechtle
- Institute of Primary Care, University of Zurich, 8006 Zurich, Switzerland;
- Medbase St. Gallen Am Vadianplatz, 9001 St. Gallen, Switzerland
- Correspondence:
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Veldman SLC, Chin A Paw MJM, Altenburg TM. Physical activity and prospective associations with indicators of health and development in children aged <5 years: a systematic review. Int J Behav Nutr Phys Act 2021; 18:6. [PMID: 33413484 PMCID: PMC7791660 DOI: 10.1186/s12966-020-01072-w] [Citation(s) in RCA: 22] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2020] [Accepted: 12/14/2020] [Indexed: 01/23/2023] Open
Abstract
BACKGROUND Early childhood is a critical period for growth and development, yet the association with physical activity during this important period is unknown. The aim of this review is to critically summarize the evidence on the prospective associations between physical activity and health and development in children aged < 5 years. METHODS A systematic search in three electronic databases (Pubmed, PsycINFO, and Sportdiscus) was conducted to identify prospective studies examining the associations between physical activity (all types; specified by quantity) and health indicators (body composition, cardiometabolic health, bone health and risks/harm) or development (motor, cognitive and social-emotional development) in young children (mean age < 5 years at baseline). Two independent researchers assessed the methodological quality using the 'Quality Assessment Tool for Quantitative Studies' (EPHPP). This tool covers eight quality criteria: selection bias, study design, confounders, blinding, data collection methods, withdrawals and drop-outs, intervention integrity and data-analysis. RESULTS Thirty-nine studies, predominantly conducted in preschoolers (ages 3-5 years), were included of which nine were rated as high methodological quality. There was moderate evidence for a positive association between physical activity and motor (n = 11 studies) and cognitive development (n = 10 studies) based on consistent findings from studies having low-to-moderate methodological quality. There was insufficient evidence for an association between physical activity and body composition (n = 15 studies), cardiometabolic health indicators (n = 7 studies), social-emotional development (n = 2 studies) and bone health (n = 2 studies) based on inconsistent findings from studies having weak-to-high methodological quality. CONCLUSIONS There is a need for more high-quality research in order to determine the dose-response relationship between physical activity and health and development in early childhood. Special attention should be paid to studies in children below the age of 3 years.
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Affiliation(s)
- Sanne L C Veldman
- Department of Public and Occupational Health, Amsterdam Public Health Research Institute, Amsterdam University Medical Center, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.
| | - Mai J M Chin A Paw
- Department of Public and Occupational Health, Amsterdam Public Health Research Institute, Amsterdam University Medical Center, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Teatske M Altenburg
- Department of Public and Occupational Health, Amsterdam Public Health Research Institute, Amsterdam University Medical Center, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
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14
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Martins M, Costa A, Costa MJ, Marinho DA, Barbosa TM. Interactional Response During Infants' Aquatic Sessions. Sports Med Int Open 2020; 4:E67-E72. [PMID: 32782924 PMCID: PMC7413845 DOI: 10.1055/a-1201-4522] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2019] [Accepted: 06/15/2020] [Indexed: 11/25/2022] Open
Abstract
The aim of study was to assess infants’ behaviour during routine swimming
sessions using a naturalistic observation method. The study sample included 14
infants (13.7±7.5 months old) with previous aquatic experience. The
frequency of occurrences per unit of time (session) in the different dimensions
– infant’s motor behaviour and social-affective interaction
– was registered over the course of two sessions by two independent
experts. The behaviours most frequently observed were accompanied displacement
(61.1%) and interaction with others (41.6%). Submersions or
jumps represented only 8.4% of the session. Implementing a child-centred
methodology leads to positive behaviours during this type of sessions,
contributing to the child’s healthy development.
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Affiliation(s)
- Marta Martins
- Sport Sciences, Polytechnic Institute of Santarém Sport Sciences School of Rio Maior, Rio Maior, Portugal.,Life Quality Research Centre, CIEQV, Santarem, Portugal
| | - Aldo Costa
- Sports Science Department, UBI, Covilha, Portugal.,Research Centre in Sports, Health and Human Development, CIDESD, Vila Real, Portugal
| | - Mario J Costa
- Research Centre in Sports, Health and Human Development, CIDESD, Vila Real, Portugal.,Departement of Sport Sciences, Bragança, Polytechnic Institute of Bragança, Portugal
| | - Daniel A Marinho
- Sports Science Department, UBI, Covilha, Portugal.,Research Centre in Sports, Health and Human Development, CIDESD, Vila Real, Portugal
| | - Tiago M Barbosa
- Physical Education & Sports Science Academic Group, Singapore, National Institute of Education, Nanyang Technological University, Singapore.,Polytechninc Institute of Braganca, Portugal
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Abstract
Aquatic competencies have been proposed as a prevention strategy for children aged 2–4 years who are over-represented in drowning statistics. For this recommendation to be made, exploration of the connection between aquatic competencies and drowning is required. This review critically analyzed studies exploring aquatic competencies and their effect on drowning and/or injury severity in children 2–4 years. English language peer-reviewed literature up to 31 July 2019 was searched and the PRISMA process utilized. Data were extracted from twelve studies that fulfilled the inclusion criteria. Findings from this study included that aquatic competencies were not found to increase risk of drowning and demonstrated children aged 2–4 years are capable of developing age-appropriate aquatic competencies. Age-appropriate aquatic competencies extracted were propulsion/locomotion, flotation/buoyancy, water familiarization, submersion and water exits. The acquisition of these competencies holds benefit for the prevention of drowning. No evidence was found relating to injury severity. There was limited exploration of the relationship between aquatic competencies attainment and age-related developmental readiness. The review highlights the need for consistent measures of exposure, clarity around skills acquisition, better age-specific data (2 years vs. 3 years vs. 4 years), studies with larger sample sizes, further exploration of the dose–response relationship and consistent skill level testing across age groups. Further investigation is required to establish the efficacy of aquatic competencies as a drowning prevention intervention, as well as exploring the relationship between aquatic competencies and age-related developmental readiness. In conclusion, early evidence suggests aquatic competencies can help to reduce drowning.
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16
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Oudgenoeg-Paz O, Atun-Einy O, van Schaik SDM. Two Cultural Models on Infant Motor Development: Middle Class Parents in Israel and the Netherlands. Front Psychol 2020; 11:119. [PMID: 32116925 PMCID: PMC7012936 DOI: 10.3389/fpsyg.2020.00119] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2019] [Accepted: 01/16/2020] [Indexed: 11/13/2022] Open
Abstract
Culture influences the way parents shape children's environment. Two studies examined cross-cultural differences in parental practices related to motor development in Israel and the Netherlands. In the first study, 198 Dutch and 206 Israeli parents of infants aged 1-7.5 months completed questionnaires measuring parental practices and beliefs regarding motor development. In the second study, 30 Dutch and 30 Israeli parents completed the same questionnaires when their children were 2 and 10 months old. While similarities were found across the cultures, Israeli parents practiced infant prone positioning more. Additionally, Dutch infants spent substantial more time in the playpen. Furthermore, beliefs stressing stimulation and stimulating practices (both more frequent within Israeli parents) predicted better prone skills, shown by the Israeli infants. Findings highlight the diversity of parental practices related to infant motor development.
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Affiliation(s)
- Ora Oudgenoeg-Paz
- Department of Pedagogical and Educational Sciences, Faculty of Social Sciences, Utrecht University, Utrecht, Netherlands
| | - Osnat Atun-Einy
- Department of Physical Therapy, Faculty of Social Welfare and Health Sciences, University of Haifa, Haifa, Israel
| | - Saskia D M van Schaik
- Department of Pedagogical and Educational Sciences, Faculty of Social Sciences, Utrecht University, Utrecht, Netherlands
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17
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Carson V, Lee EY, Hewitt L, Jennings C, Hunter S, Kuzik N, Stearns JA, Unrau SP, Poitras VJ, Gray C, Adamo KB, Janssen I, Okely AD, Spence JC, Timmons BW, Sampson M, Tremblay MS. Systematic review of the relationships between physical activity and health indicators in the early years (0-4 years). BMC Public Health 2017; 17:854. [PMID: 29219090 PMCID: PMC5753397 DOI: 10.1186/s12889-017-4860-0] [Citation(s) in RCA: 317] [Impact Index Per Article: 45.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/03/2022] Open
Abstract
Background Given the rapid development during the early years (0-4 years), an understanding of the health implications of physical activity is needed. The purpose of this systematic review was to examine the relationships between objectively and subjectively measured physical activity and health indicators in the early years. Methods Electronic databases were originally searched in April, 2016. Included studies needed to be peer-reviewed, written in English or French, and meet a priori study criteria. The population was apparently healthy children aged 1 month to 59.99 months/4.99 years. The intervention/exposure was objectively and subjectively measured physical activity. The comparator was various volumes, durations, frequencies, patterns, types, and intensities of physical activity. The outcomes were health indicators ranked as critical (adiposity, motor development, psychosocial health, cognitive development, fitness) and important (bone and skeletal health, cardiometabolic health, and risks/harm). The Grading of Recommendations Assessment, Development, and Evaluation (GRADE) framework was used to assess the quality of evidence for each health indicator by each study design. Results Ninety-six studies representing 71,291 unique participants from 36 countries were included. Physical activity interventions were consistently (>60% of studies) associated with improved motor and cognitive development, and psychosocial and cardiometabolic health. Across observational studies, physical activity was consistently associated with favourable motor development, fitness, and bone and skeletal health. For intensity, light- and moderate-intensity physical activity were not consistently associated with any health indicators, whereas moderate- to vigorous-intensity, vigorous-intensity, and total physical activity were consistently favourably associated with multiple health indicators. Across study designs, consistent favourable associations with health indicators were observed for a variety of types of physical activity, including active play, aerobic, dance, prone position (infants; ≤1 year), and structured/organized. Apart from ≥30 min/day of the prone position for infants, the most favourable frequency and duration of physical activity was unclear. However, more physical activity appeared better for health. Evidence ranged from “very low” to “high” quality. Conclusions Specific types of physical activity, total physical activity, and physical activity of at least moderate- to vigorous-intensity were consistently favourably associated with multiple health indicators. The majority of evidence was in preschool-aged children (3-4 years). Findings will inform evidence-based guidelines. Electronic supplementary material The online version of this article (10.1186/s12889-017-4860-0) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Valerie Carson
- Faculty of Physical Education and Recreation, University of Alberta, Edmonton, AB, T6G 2H9, Canada.
| | - Eun-Young Lee
- Faculty of Physical Education and Recreation, University of Alberta, Edmonton, AB, T6G 2H9, Canada
| | - Lyndel Hewitt
- Early Start Research Institute, Faculty of Social Sciences, University of Wollongong, Wollongong, NSW, 2522, Australia
| | - Cally Jennings
- Faculty of Physical Education and Recreation, University of Alberta, Edmonton, AB, T6G 2H9, Canada
| | - Stephen Hunter
- Faculty of Physical Education and Recreation, University of Alberta, Edmonton, AB, T6G 2H9, Canada
| | - Nicholas Kuzik
- Faculty of Physical Education and Recreation, University of Alberta, Edmonton, AB, T6G 2H9, Canada
| | - Jodie A Stearns
- Faculty of Physical Education and Recreation, University of Alberta, Edmonton, AB, T6G 2H9, Canada
| | - Stephanie Powley Unrau
- Faculty of Physical Education and Recreation, University of Alberta, Edmonton, AB, T6G 2H9, Canada
| | - Veronica J Poitras
- Healthy Active Living and Obesity Research Group, Children's Hospital of Eastern Ontario Research Institute, Ottawa, ON, K1H 8L1, Canada
| | - Casey Gray
- Healthy Active Living and Obesity Research Group, Children's Hospital of Eastern Ontario Research Institute, Ottawa, ON, K1H 8L1, Canada
| | - Kristi B Adamo
- School of Human Kinetics, Faculty of Health Sciences, University of Ottawa, Ottawa, ON, K1N 1A2, Canada
| | - Ian Janssen
- School of Kinesiology and Health Studies, and Department of Public Health Sciences, Queen's University, Kingston, ON, K7L 3N6, Canada
| | - Anthony D Okely
- Early Start Research Institute, Faculty of Social Sciences, University of Wollongong, Wollongong, NSW, 2522, Australia
| | - John C Spence
- Faculty of Physical Education and Recreation, University of Alberta, Edmonton, AB, T6G 2H9, Canada
| | - Brian W Timmons
- Child Health & Exercise Medicine Program, Department of Pediatrics, McMaster University, Hamilton, ON, L8S 4K1, Canada
| | - Margaret Sampson
- Healthy Active Living and Obesity Research Group, Children's Hospital of Eastern Ontario Research Institute, Ottawa, ON, K1H 8L1, Canada.,Library and Media Services, Children's Hospital of Eastern Ontario, Ottawa, ON, K1H 8L1, Canada
| | - Mark S Tremblay
- Healthy Active Living and Obesity Research Group, Children's Hospital of Eastern Ontario Research Institute, Ottawa, ON, K1H 8L1, Canada
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Sigmundsson H, Lorås HW, Haga M. Exploring Task-Specific Independent Standing in 3- to 5-Month-Old Infants. Front Psychol 2017; 8:657. [PMID: 28503161 PMCID: PMC5408080 DOI: 10.3389/fpsyg.2017.00657] [Citation(s) in RCA: 39] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2017] [Accepted: 04/12/2017] [Indexed: 12/13/2022] Open
Abstract
Perspectives on developmental milestones suggest that an infant's ability to stand without support occurs at the age of 9-16 months. The two exploratory tasks were part of a baby swimming routine, conducted over a period of 12 weeks (24 sessions), and the aim was to examine whether young infants (mean age 97 days) improved their performance in standing as measured by prolonged time-to-stand. The data suggest that 3- to 5-month-old infants are capable of demonstrating signs of motor learning in task-specific standing. The results appear remarkable when compared to the expected age required for other forms of independent standing. The developmental process of independent standing is discussed in relation to the complex interaction between genetic and environmental factors.
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Affiliation(s)
- Hermundur Sigmundsson
- Department of Psychology, Norwegian University of Science and TechnologyTrondheim, Norway
- Reykjavik UniversityReykjavík, Iceland
| | - Håvard W Lorås
- Department of Neuromedicine and Movement Science, Norwegian University of Science and TechnologyTrondheim, Norway
| | - Monika Haga
- Department of Neuromedicine and Movement Science, Norwegian University of Science and TechnologyTrondheim, Norway
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19
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Tortella P, Haga M, Loras H, Sigmundsson H, Fumagalli G. Motor Skill Development in Italian Pre-School Children Induced by Structured Activities in a Specific Playground. PLoS One 2016; 11:e0160244. [PMID: 27462985 PMCID: PMC4963078 DOI: 10.1371/journal.pone.0160244] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2015] [Accepted: 07/15/2016] [Indexed: 02/01/2023] Open
Abstract
This study examined the effects and specificity of structured and unstructured activities played at the playground Primo Sport 0246 in Northern Italy on motor skill competence in five years old children. The playground was specifically designed to promote gross motor skills in preschool children; in this study 71 children from local kindergartens came to the park once a week for ten consecutive weeks and were exposed to 30 minutes of free play and 30 minutes of structured activities. Before and after the ten visits, each child completed nine tests to assess levels of motor skills, three for fine-motor skills and six for gross-motor skills. As control, motor skills were also assessed on 39 children from different kindergartens who did not come to the park. The results show that the experimental group who practiced gross-motor activities in the playground for 1 hour a week for 10 weeks improved significantly in 4 out of the 6 gross motor tasks and in none of the fine motor tasks. The data indicate that limited transfer occurred between tasks referring to different domains of motor competences while suggesting cross feeding for improvement of gross-motor skills between different exercises when domains related to physical fitness and strength of specific muscle groups are involved. These results are relevant to the issue of condition(s) appropriate for maintaining and developing motor skills in this age group as well as for the planning, organization and implementation of play and physical activities in kindergartens.
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Affiliation(s)
- Patrizia Tortella
- Department of Diagnostics and Public Health, Research Center on Child Motor Development, University of Verona, Verona, Italy
| | - Monika Haga
- Department of Physiotherapy, Sör-Tröndelag University College, Trondheim, Norway
| | - Håvard Loras
- Department of Physiotherapy, Sör-Tröndelag University College, Trondheim, Norway
| | - Hermundur Sigmundsson
- Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway and Reykjavik University, Reykjavik, Iceland
| | - Guido Fumagalli
- Department of Diagnostics and Public Health, Research Center on Child Motor Development, University of Verona, Verona, Italy
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20
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Baccouch R, Rebai H, Sahli S. Kung-fu versus swimming training and the effects on balance abilities in young adolescents. Phys Ther Sport 2015; 16:349-54. [DOI: 10.1016/j.ptsp.2015.01.004] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2014] [Revised: 01/07/2015] [Accepted: 01/27/2015] [Indexed: 12/11/2022]
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Abstract
Longitudinal records were examined for 272 children who started formal swimming lessons at 3, 4, 5, 6, 7, or 8 years of age. The groups of children were compared on the number of lessons and number of months required to reach three levels of swimming proficiency and the ages at which these levels were reached. Significant differences were found in the ages at which each proficiency level was attained. The younger the age at which children started lessons, the younger they were when they attained Level 1 proficiency. In contrast, the ages at which Level 2 and Level 3 proficiency were attained were more similar, particularly for the younger starters. Significant differences were found for the number of lessons and number of months required to reach Level 1 proficiency and to progress from Level 1 to Level 2 proficiency. The younger the starting age the more lessons and months required to reach each proficiency level. The pattern of findings suggests that the optimum age to begin formal swimming lessons is between 5 and 7 years of age. The findings are discussed relative to the literature on readiness and sensitive periods for learning.
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22
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Dias JABDS, Manoel EDJ, Dias RBDM, Okazaki VHA. Pilot study on infant swimming classes and early motor development. Percept Mot Skills 2014; 117:950-5. [PMID: 24665810 DOI: 10.2466/10.25.pms.117x30z2] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Alberta Infant Motor Scale (AIMS) scores were examined before and after four months of swimming classes in 12 babies (ages 7 to 9 mo.) assigned to Experimental (n = 6) and Control (n = 6) groups matched on age and developmental status. Infants from both groups improved their developmental status from pre- to post-test; the Experimental group improved on mean percentile rank. The sample size and the discriminative power of the AIMS do not allow conclusive judgments on these group differences, hence on the effect of infant swimming classes. Nevertheless, a number of recommendations are made for future studies on the effect of swimming classes on infant motor development.
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Garcia Bartels N, Rösler S, Martus P, Stroux A, Lönnfors S, Reisshauer A, Blume-Peytavi U. Effect of baby swimming and baby lotion on the skin barrier of infants aged 3-6 months. J Dtsch Dermatol Ges 2011; 9:1018-25. [PMID: 21672163 DOI: 10.1111/j.1610-0387.2011.07710.x] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
BACKGROUND Skin care is important especially in infancy as the skin barrier matures during the first year of life. We studied the effects of baby swimming and baby lotion on the skin barrier function of infants. SUBJECTS AND METHODS 44 infants aged 3-6 months were included in this mono-center prospective study. The healthy infants swam four times and were randomized to group(L) : baby lotion was applied after swimming all over the body and to group(WL) : no lotion was used. Transepidermal water loss, stratum corneum hydration, skin-pH and sebum were measured on four body regions using non-invasive methods. RESULTS In group(L), sebum and pH remained stable. In group(WL), significant decrease in sebum was noted on forehead and thigh, and for pH on thigh and buttock. Group(L) had fewer infants with at least one adverse event compared to group(WL). Location-dependent gender differences in skin barrier function were observed. CONCLUSIONS Reaction of skin barrier function to baby swimming and skin care regimens showed typical regional variability between body areas. Influence of baby lotion on skin barrier and gender differences in skin functional parameters were demonstrated for the first time in healthy infants participating in baby swimming.
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Affiliation(s)
- Natalie Garcia Bartels
- Clinical Research Center for Hair and Skin Science, Klinik für Dermatologie, Venerologie und Allergologie, Charité-Universitätsmedizin Berlin, Germany.
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