A Cohort Study on the Effects of Maternal High Serum Iodine Status During Pregnancy on Infants in Terms of Iodine Status and Intellectual, Motor, and Physical Development
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This study aimed to prove that psychomotor lessons through Physical Education, directly interfere with the development of children. Thus, tests were applied using the Battery of Psychomotor Tests of Rosa Neto (2002), which classifies the psychomotor profile of children by analyzing six factors: fine psychomotor, global psychomotor, balance, body scheme, spatial organization and temporal organization. The sample consisted of 29 students of both sexes living in the city of Anapolis - GO. These are between 6 and 8 years old, 12 being females and 15 males. There was a sample loss of 2 children. Results of the first moment showed that the majority of students was ranked much lower in the item fine psychomotor, medium normal in global psychomotor and balance, inferior in body scheme, low normal in spatial organization and temporal organization. According with the results of the second moment, great improvements were detected, compared with the first results, demonstrating a good significance level as to the fine psychomotor, global psychomotor, balance, body scheme and temporal organization. Only in spatial organization significant results were not obtained, however, great progress was noticed. Therefore, this study demonstrated that psychomotor lessons applied twice a week with a duration of 50 minutes and for a period of three months, promote significant improvements in child development, interfering favorably on the school performance of children.
Psychomotor disorder
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This chapter contains sections titled: Chapter Plan Principles of Training Psychomotor Performance Skills Guidelines for Training Psychomotor Performance Skills Sports Expertise Research Training the Recognition Component of Psychomotor Skills Back to the Future: Designing a Part-Task Psychomotor Performance Skills Training Program Conclusion References
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ABSTRACT Psychomotor skills represent those activities that are primarily movement-oriented. In teaching, emphasis is placed on this movement component, although ultimately in practice, performance requires an integration of related knowledges and values. This article examines the process of psychomotor skill development and provides guidelines for teaching motor skills.
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Psychomotor assessment is characterized by the presence of physical activity and performance skills by students. Unlike the students 'cognitive assessment, psychomotor assessment is based on the actualization and implementation of students' understanding of the various subject matter that has been obtained in the classroom. In some of the subject matter, psychomotor assessment determines the success of a lesson. This article is a literature research. this article aims to find students' psychomotor assessment format in Islamic Religious Education subject matter. The results of this study conclude that the assessment of the success of learners is not only determined from the cognitive aspects, but also from the affective and psychomotor aspects. Standard psychomotor assessment is made different from the cognitive assessment, that is by way of describing the test scores. Psychomotor assessment should be held by direct observation of learners, can not only practiced by written tests.
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Extensive research in the past decades has evidenced differences in the psychomotor ability of individuals resulting from varying levels of experience, age, gender, response precision, compatibility, performance, and ability. Many studies have called for the need to identify psychomotor ability and appropriate tests that can assess it. This review article surveys the definition, categorization, and tests of psychomotor ability as well as training based on psychomotor ability in medical sciences. We searched the literature with no time limit, using the ProQuest, PubMed, and Eric databases, as well as the Google Scholar search engine. The keywords for the search involved psychomotor, psychomotor performance, assessment, psychomotor ability, motor learning, education, training, psychomotor ability testing, and psychomotor skills. Other relevant papers found through hand searching and snowballing were also included in the review. The EndNote X8 was employed as a reference manager tool. Only abstracts of the papers whose full texts were accessible were reviewed after repetitious papers were excluded. The documents were categorized into five groups: definition of psychomotor skills and ability, psychomotor ability components, psychomotor ability tests, identification of psychomotor ability (task analysis), and training. This review article revealed that there is not a single definition for psychomotor ability and its components. However, it can be said that motor abilities are the foundation for the rapid acquisition of skills and according to the neuroplasticity process are learned through training and practice. Given psychomotor abilities vary among individuals, training courses should also provide different levels of psychomotor training for learners. The literature introduces psychomotor tests as a selection tool, a predictor of future professional behavior, and a means to evaluate progress in performance, academic guidance (ability-oriented medical specialty), and curriculum implementation tailored to the needs of learners of varying graduate disciplines. The tests should be profession-specific because each profession entails its peculiar characteristics and abilities. On the other hand, the major problem in studying and analyzing underlying psychomotor skills and abilities is that the components are being investigated by researchers from varying, and usually unrelated, scientific fields. Therefore, it is necessary to have a holistic view through close interaction between the researchers of different sciences to better understand this area.
Psychomotor disorder
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The central idea of this work is to analyze by means of references the importance of Psychomotor Re-education inphysical education classes and your relevance as psychomotor practice. Having as main objective to contribute to the integraldevelopment of students, proposing issues and ideas related to learning and psychomotor re-education in physical educationclasses. Physical education teachers today fall short regarding the teaching of psychomotricity in the early years of earlychildhood education, and in this sense it is necessary the intervention possibilities, or psychomotor rehabilitation to remedy thelearning difficulties through the psychomotor practice, which explores bodily functions. We know that learning and thepsychomotricity is a global process that involves the whole body, because it is through the physical education classes that we willlook at the issues and the cognitive, affective-emotional link and motor in the actions and in the school learning process.
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In this article are clarified aspects of the development of psychomotor skills in children aged 10-13. The comparative results of the psychomotor indexes in the children involved in the study estimated a significant improvement of all parameters as a result of the application of the developed model aimed at developing psychomotor skills from the perspective of classical dance classes.
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This research aimed to evaluate, through psychomotor test, the psychomotor profile of children aged 3 to 5 years old who attend classes in ASKACE Kodomo - School of Shotokan Karate-do. a descriptive quantitative approach carried out with 14 children from the middle and upper middle classes in the city of Fortaleza, Brazil. In the study, was used as a research tool one Psychomotor Battery Adaptation (BPA) from the Psychomotor Battery (BPM) developed by Fonseca in 1995. 57% of the evaluated psychomotor profile presented Eupraxico, 36% showed a profile Hiperpraxico psychomotor, and 7% showed Dyspraxia. From the analysis of data on psychomotor tests, it was concluded that this population has a good psychomotor development.
Psychomotor retardation
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In minimally invasive surgery (MIS), a surgeon needs to acquire a certain level of basic psychomotor MIS skills to perform surgery safely. Evaluation of those skills is a major impediment. Although various assessment methods have been introduced, none of them came as a superior. Three aspects of assessing psychomotor MIS skills are discussed here: (i) advantages and disadvantages of currently available assessment methods, (ii) methods to objectively classify residents according to their level of psychomotor skills, and (iii) factors that influence psychomotor MIS skills. Motion analysis has a potential to be the means to deal with assessment of psychomotor skills. Together with classification methods (e.g. linear discriminant analysis), motion analysis provides an aid in deciding whether a resident is ready to move to the next level of training. Presence of factors that influence psychomotor MIS skills results in a high need for standardisation of valid tasks and setups used for the assessment of MIS skills.
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