Araştırma Makalesi
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Investigation of Motor Development Levels of 04-06 Age Group Girls and Boys According to Bruininks-Oseretsky Test

Yıl 2023, Cilt: 52 Sayı: 1 - K-12 BECERİ EĞİTİMİNDE TÜRKİYE PERSPEKTİFİ: KURAM VE UYGULAMA, 907 - 924, 25.12.2023

İsa Kavalcı Arslan Kalkavan

https://doi.org/10.37669/milliegitim.1295151

Öz

Harekete izin veren fiziksel bileşenler motor beceriler olarak bilinir. Temel becerilerin erken gelişimi, özellikle sporda çok daha karmaşık motor becerilerin daha sonraki gelişimi için zemin hazırlar. Genellikle temel motor beceriler olarak bilinen bu temel yetenekler, fırlatma, zıplama, koşma, yakalama ve vurma gibi eylemleri kapsar. Daha sonra edinilen spora özgü becerilerin temeli, temel hareket yeterliliğidir. Bu bağlamda çocukların temel hareket yeteneklerini ölçmek ve takip etmek çok önemlidir. Bu çalışmada 4-6 yaş arası çocukların motor gelişim düzeyleri Bruininks-Oseretsky testi kullanılarak incelenmiştir.
Araştırmanın evrenini, 2018-19 eğitim-öğretim yılında Rize il merkezinde bulunan anaokulu ve kreş eğitim merkezlerinde eğitime devam eden 4-6 yaş arası çocuklar oluşturmaktadır. Araştırmanın örneklemi için 150 erkek ve 136 kız olmak üzere 286 sağlıklı çocuk rastgele seçilmiştir. Ölçüm aracı olarak Bruininks-Oseretsky Motor Yeterlilik Testi'nin (BOT-2) kısaltılmış formu kullanılmıştır. Elde edilen veriler normallik testine tabi tutuldu. Verilerin normal dağılımının bazı alt gruplarda olduğu ancak hepsinde olmadığı dikkat çekmiştir. İki bağımsız grubun ikili olarak karşılaştırılmasında = 0,05 anlamlılık düzeyinde t-testi veya Mann-Whitney-U testi, üç veya daha fazla grup karşılaştırılmasında Tek Yönlü ANOVA testi veya Kruskal-Wallis H testi kullanıldı.
Test sonuçlarına göre cinsiyete ve yaşa göre çocukların kaba motor beceri düzeylerinde anlamlı farklılık vardı (Z0.05;-3,538; p<0.05; X2(2), n=286, 101,754 p<0,05). Okul türüne göre çocukların kaba motor becerilerinde de anlamlı farklılık olduğu dikkat çekmiştir (X2 (2), n=286, 14,358 p<0,05). Sonuç olarak 4-6 yaş çocukların kaba motor gelişim düzeylerinin cinsiyete, yaşa ve okul türüne göre değiştiği söylenebilir.

Anahtar Kelimeler

Beceri Temelli Öğretim Motor Gelişim Okul Öncesi BOT-2

Destekleyen Kurum

Recep Tayyip Erdoğan Üniversitesi BAP Birimi

Proje Numarası

TYL-2019-996

Kaynakça

  • Bedir Erişti, S. D. (2013). Scientific research methods. Open Education Faculty Publication No: 1708.
  • Boz, M. (2011). The effect of basic movement education programme applied to 5-6 age group children on the development of movement skills [Unpublished Doctoral Dissertation]. Gazi University Institute of Educational Sciences, Ankara.
  • Bozanic, A., Delas Kalinski, S., and Zuvela, F. (2011). Changes in fundamental movement skills caused by a gymnastics treatment in preschoolers. In Proceedings of the Book 6th FIEP European Congress, Poreˇc, Croatia, 89–94.
  • Bruininks, B. D. (2005). Bruininks-Oseretsky Test of Motor Proficiency: BOT-2: NCS Pearson/AGS. Bruininks, R. H., and Bruininks, B. D. (2005). Bruininks–Oseretsky Test of Motor Proficiency (BOT-2) Manual. 2nd ed. USA: AGS Publishing.
  • Cadoret, G., Bigras, N., Lemay, L., Lehrer, J., and Lemire, J. (2018). Relationship between screen-time and motor proficiency in children: A longitudinal study. Early Child. Dev. Care., (188), 231–239.
  • Cools, W., De Martelaer, K., Samaey, C., and Andries, C. (2011). Fundamental movement skill performance of preschool children in relation to family context. Journal of Sports Sciences, (29), 649–660.
  • Derer, A., Ballı Ö. M. (2018). The Relationship of Primary School Students' Motor Competence Levels with Physical Activity Participation, Age, Gender and Body Mass Index. Journal of Sport Sciences Hacettepe Journal of Sport Sciences, 29 (4), 196–204.
  • Dewi, R., Verawati, I., Sukamton, A., Hakim, H., Burhaein, E., & Lourenço, C. C. V. (2023). The Impact of Basic Motion Activities on Social Interaction in Elementary School Students. International Journal of Human Movement and Sports Sciences, 11(01), 143-151.
  • Drost, D. K., Brown, K., Wirth, C. K., and Greska, E. K. (2015). Teaching elementary-age youth catching skills using theoretically based motor-development strategies. Journal of PhysicalEducation, Recreation, andDance,86 (1), 30-35.
  • Ecevit, R. G. (2021). Investigation of the Relationship Between Motor Skills and Social Skills in Preschool Children [Master's Thesis]. Istanbul Gedik University Graduate Education Institute, Physical Education and Sports Sciences Department, İstanbul.
  • Eynur, A. (2013). Investigation of gross motor skill development of students studying in pre-school institutions in the central district of Kütahya [Master's thesis]. Institute of Health Sciences.
  • Gallahue, D. L., Ozmun, J. C., and Goodway, J. D. (2011). Understanding motor development: Infants, children, adolescents, adults (7th ed.). MA: McGraw-Hill.
  • Gehris, J. S., Gooze, R. A., and Whitaker, R. C. (2015). Teachers’ perceptions about children’s movement and learning in early childhood education programmes. Child: Care, Health and Development, (41), 122–131.
  • Gülaç, M. (2014). Investigation of Basic Motor Skill Levels of 3-5 Age Group Children Attending Kindergartens [Unpublished Doctoral Dissertation]. Institute of Health Sciences, Kütahya.
  • Gülaç, M. (2017). Investigation of Motor Development of Private and Public-School Students. International Journal of Cultural and Social Studies (3), 107-113.
  • Güler, İ. (2023). Physical fitness in children. Efe Academy Publications.
  • Günar, B. B. (2022). Skill Learning in Sport. Current Approaches, 103.
  • Hasan, Z. H., Shaheen, F., Rizvi, A., Obradovic, J., and Yousafzai, A. K. (2021). Evaluating motor performance with the Bruininks-Oseretsky Test of motor proficiency in impoverished Pakistani children. JPMA. The Journal of the Pakistan Medical Association, 71(6), 1556.
  • Haywood, K. M., and Getchell, N. (2021). Life span motor development. Human kinetics.
  • Heper, E. (2012). Concepts related to sports and historical development of sports. Introduction to Sports Sciences (Ed.: Ertan H), Eskişehir: Anadolu University Press, 2509.
  • İslamoğlu, A. H. ve Alnıaçık, Ü. (2019). Research methods in social sciences. Beta Publishing House.
  • Jírovec, J., Musálek, M., and Mess, F. (2019). Test of motor proficiency second edition (bot-2): compatibility of the complete andshort form and its usefulness for middle-aged school children. Front Pediatr, (7), 153. https://doi.org/10.3389/fped.2019.00153
  • Kalkavan, A., and Kavalcı, İ., (2023). The Importance of Physical Activity on Psychomotor Development in Preschool Period. Innovative Studies in Sports Sciences (pp.29-47), Duvar Publications.
  • Karambe, P., Dhote, S. N., and Palekar, T. J. (2017). Assessment of bilateral coordination using bruininks oseretsky test of motor proficiency 2 edition (bot-2) in 5 to 15 years school going children. International Journal of Physiotherapy and Research,5(3), 2026–2030. https://doi.org/10.16965/ijpr.2017.129.
  • Kirk, S. M., and Kirk, E. P. (2016). Sixty minutes of physical activity per day included within preschool academic lessons improves early literacy. The Journal of School Health, (86), 155–163.
  • Logan, S. W., Ross, S. M., Chee, K., Stodden, D. F., and Robinson, L. E. (2018). Fundamental motor skills: A systematic review of terminology. Journal of sports sciences, 36(7), 781-796
  • Lopes, L., Santos, R., Pereira, B., and Lopes, V. P. (2013). Associations between gross motor coordination and academic achievement in elementary school children. Hum. Mov. Sci. (32), 9–20.
  • Marín, L., and Monier, R. (2013). Los juegos: una vía para la formación del valor moral patriotismo. EfDeportes, 10.
  • Matarma, T., Lagström, H., Löyttyniemi, E., and Koski, P. (2020). Motor skills of 5-year-old children: gender differences and activity and family correlates. Percept. Mot. Ski., (127), 367–385.
  • Matheis, M., and Estabillo, J. A. (2018). Assessment of fineandgross motor skills in children. Handbook of childhood psychopathology and developmental disabilities assessment, 467-484.
  • MoNE (2013). Preschool education programme. Ministry of National Education Publications.
  • Morano, M., Bortoli, L., Ruiz, M. C., Campanozzi, A., and Robazza, C. (2020). Actual and perceived motor competence: Are children accurate in their perceptions?. PLoS One, 15(5), e0233190.
  • Morley, D., Till, K., Ogilvie, P., and Turner, G. (2015). Influences of gender and socioeconomic status on the motor proficiency of children in the UK. Hum. Mov. Sci, (44), 150–156.
  • Müniroğlu, S. (1995). A research on some factors affecting the motor development levels of four-five age group children attending kindergartens [Unpublished Doctoral Dissertation]. Ankara University, Ankara.
  • Pamela, S. H., Greg, W. R., and Douglas, H. C. (2018). Motor learning and development. Second Edition. Champaign, IL: Human Kinetics.
  • Rudd, J. R., Barnett, L. M., Butson, M. L., Farrow, D., Berry, J., and Polman, R. C. (2015). Fundamental movement skills are more than run, throw and catch: The role of stability skills. PloS One, 10(10), e0140224.
  • Salehian, M. H., Dehghani, M., Peyghan, R. H., and Ghanati, P. (2023). The effect of spark exercise program on gross and fine motor skills of 6-8 year old boys with mental retardation. Revista de Investigaciones Universidad del Quindío, 35(2).
  • Serpentino, C. (2011). ‘The moving body’: a sustainable Project toimprove children’s physical activity at kindergarten. International Journal of Pediatric Obesity,6(2), 60–62.
  • Simpson, A., Al Ruwaili, R., Jolley, R., Leonard, H., Geeraert, N., and Riggs, K. J. (2019). Fine motor control underlies the association between response inhibition and drawing skill in early development. Child development, 90(3), 911-923.
  • Stanković, D., Horvatin, M., Vlašić, J., Pekas, D., and Trajković, N. (2023). Motor coordination in children: A comparison between children engaged in multisport activities and swimming. Sports, 11(8), 139.
  • Sutapa, P., Pratama, K. W., Rosly, M. M., Ali, S. K. S., and Karakauki, M. (2021). Improving motor skills in early childhood through goal-oriented play activity. Children, 8(11), 994.
  • Tavşan, O. (1997). A study on balance, agility, speed and jumping abilities in children aged 09-11 [Doctoral dissertation]. Marmara University, Turkey.
  • Timurkaan, S. (2003). Comparison of psychomotor development of 6 age group children living in settlement areas with different physical characteristics [Unpublished Master's Thesis]. Inonu University Institute of Social Sciences, Malatya.
  • World Health Organization. (2019). Global action plan on physical activity 2018-2030: more active people for a healthier world. World Health Organization.

Investigation of Motor Development Levels of 04-06 Age Group Girls and Boys According to Bruininks-Oseretsky Test

Yıl 2023, Cilt: 52 Sayı: 1 - K-12 BECERİ EĞİTİMİNDE TÜRKİYE PERSPEKTİFİ: KURAM VE UYGULAMA, 907 - 924, 25.12.2023

İsa Kavalcı Arslan Kalkavan

https://doi.org/10.37669/milliegitim.1295151

Öz

Motor skills are the physical elements that enable movement. Basic skills at an early age form the basis for activities that require much more complex motor skills specific to sports. These basic skills are called basic motor skills and include activities such as throwing, jumping, running, catching and hitting. Basic movement skills form the basis of sport-specific skills to be acquired later. In this respect, it is important to measure the basic movement skills of children and to monitor these skill levels. In this study, it was aimed to investigate the motor development levels of children aged 04-06 according to the Bruininks-Oseretsky test.
The population of the study consists of children between the ages of 4-6 attending kindergartens and nursery schools in Rize in 2018-2019 academic year. 286 healthy children, 150 males and 136 girls, were randomly chosen for the study's sample. The Bruininks-Oseretsky Motor Proficiency Test (BOT-2) was used in its abbreviated form for this experiment. Normality test was applied to the obtained data. It was observed that the data had normal distribution in some sub-groups and not normal distribution in some others. When comparing two independent groups in pairs, the t-test, or Mann-Whitney-U test, was used at a significance level of = 0,05, and the one-way ANOVA test, or Kruskal-Wallis H test, was used when comparing three or more groups.
Test results showed that the difference between the gross motor skill levels of the children by gender and age was significant (Z0.05;-3,538; p<0.05; X2(2), n=286, 101,754 p<0,05). Similarly, it was observed that the difference between the gross motor levels of the children was significant depending on the school type (X2 (2), n=286, 14,358 p<0,05). As a result, it can be said that gross motor levels of 4-6 year old children differ depending on gender, age and school type.

Anahtar Kelimeler

Skill-Based Teaching Motor Development Preschool BOT-2

Proje Numarası

TYL-2019-996

Kaynakça

  • Bedir Erişti, S. D. (2013). Scientific research methods. Open Education Faculty Publication No: 1708.
  • Boz, M. (2011). The effect of basic movement education programme applied to 5-6 age group children on the development of movement skills [Unpublished Doctoral Dissertation]. Gazi University Institute of Educational Sciences, Ankara.
  • Bozanic, A., Delas Kalinski, S., and Zuvela, F. (2011). Changes in fundamental movement skills caused by a gymnastics treatment in preschoolers. In Proceedings of the Book 6th FIEP European Congress, Poreˇc, Croatia, 89–94.
  • Bruininks, B. D. (2005). Bruininks-Oseretsky Test of Motor Proficiency: BOT-2: NCS Pearson/AGS. Bruininks, R. H., and Bruininks, B. D. (2005). Bruininks–Oseretsky Test of Motor Proficiency (BOT-2) Manual. 2nd ed. USA: AGS Publishing.
  • Cadoret, G., Bigras, N., Lemay, L., Lehrer, J., and Lemire, J. (2018). Relationship between screen-time and motor proficiency in children: A longitudinal study. Early Child. Dev. Care., (188), 231–239.
  • Cools, W., De Martelaer, K., Samaey, C., and Andries, C. (2011). Fundamental movement skill performance of preschool children in relation to family context. Journal of Sports Sciences, (29), 649–660.
  • Derer, A., Ballı Ö. M. (2018). The Relationship of Primary School Students' Motor Competence Levels with Physical Activity Participation, Age, Gender and Body Mass Index. Journal of Sport Sciences Hacettepe Journal of Sport Sciences, 29 (4), 196–204.
  • Dewi, R., Verawati, I., Sukamton, A., Hakim, H., Burhaein, E., & Lourenço, C. C. V. (2023). The Impact of Basic Motion Activities on Social Interaction in Elementary School Students. International Journal of Human Movement and Sports Sciences, 11(01), 143-151.
  • Drost, D. K., Brown, K., Wirth, C. K., and Greska, E. K. (2015). Teaching elementary-age youth catching skills using theoretically based motor-development strategies. Journal of PhysicalEducation, Recreation, andDance,86 (1), 30-35.
  • Ecevit, R. G. (2021). Investigation of the Relationship Between Motor Skills and Social Skills in Preschool Children [Master's Thesis]. Istanbul Gedik University Graduate Education Institute, Physical Education and Sports Sciences Department, İstanbul.
  • Eynur, A. (2013). Investigation of gross motor skill development of students studying in pre-school institutions in the central district of Kütahya [Master's thesis]. Institute of Health Sciences.
  • Gallahue, D. L., Ozmun, J. C., and Goodway, J. D. (2011). Understanding motor development: Infants, children, adolescents, adults (7th ed.). MA: McGraw-Hill.
  • Gehris, J. S., Gooze, R. A., and Whitaker, R. C. (2015). Teachers’ perceptions about children’s movement and learning in early childhood education programmes. Child: Care, Health and Development, (41), 122–131.
  • Gülaç, M. (2014). Investigation of Basic Motor Skill Levels of 3-5 Age Group Children Attending Kindergartens [Unpublished Doctoral Dissertation]. Institute of Health Sciences, Kütahya.
  • Gülaç, M. (2017). Investigation of Motor Development of Private and Public-School Students. International Journal of Cultural and Social Studies (3), 107-113.
  • Güler, İ. (2023). Physical fitness in children. Efe Academy Publications.
  • Günar, B. B. (2022). Skill Learning in Sport. Current Approaches, 103.
  • Hasan, Z. H., Shaheen, F., Rizvi, A., Obradovic, J., and Yousafzai, A. K. (2021). Evaluating motor performance with the Bruininks-Oseretsky Test of motor proficiency in impoverished Pakistani children. JPMA. The Journal of the Pakistan Medical Association, 71(6), 1556.
  • Haywood, K. M., and Getchell, N. (2021). Life span motor development. Human kinetics.
  • Heper, E. (2012). Concepts related to sports and historical development of sports. Introduction to Sports Sciences (Ed.: Ertan H), Eskişehir: Anadolu University Press, 2509.
  • İslamoğlu, A. H. ve Alnıaçık, Ü. (2019). Research methods in social sciences. Beta Publishing House.
  • Jírovec, J., Musálek, M., and Mess, F. (2019). Test of motor proficiency second edition (bot-2): compatibility of the complete andshort form and its usefulness for middle-aged school children. Front Pediatr, (7), 153. https://doi.org/10.3389/fped.2019.00153
  • Kalkavan, A., and Kavalcı, İ., (2023). The Importance of Physical Activity on Psychomotor Development in Preschool Period. Innovative Studies in Sports Sciences (pp.29-47), Duvar Publications.
  • Karambe, P., Dhote, S. N., and Palekar, T. J. (2017). Assessment of bilateral coordination using bruininks oseretsky test of motor proficiency 2 edition (bot-2) in 5 to 15 years school going children. International Journal of Physiotherapy and Research,5(3), 2026–2030. https://doi.org/10.16965/ijpr.2017.129.
  • Kirk, S. M., and Kirk, E. P. (2016). Sixty minutes of physical activity per day included within preschool academic lessons improves early literacy. The Journal of School Health, (86), 155–163.
  • Logan, S. W., Ross, S. M., Chee, K., Stodden, D. F., and Robinson, L. E. (2018). Fundamental motor skills: A systematic review of terminology. Journal of sports sciences, 36(7), 781-796
  • Lopes, L., Santos, R., Pereira, B., and Lopes, V. P. (2013). Associations between gross motor coordination and academic achievement in elementary school children. Hum. Mov. Sci. (32), 9–20.
  • Marín, L., and Monier, R. (2013). Los juegos: una vía para la formación del valor moral patriotismo. EfDeportes, 10.
  • Matarma, T., Lagström, H., Löyttyniemi, E., and Koski, P. (2020). Motor skills of 5-year-old children: gender differences and activity and family correlates. Percept. Mot. Ski., (127), 367–385.
  • Matheis, M., and Estabillo, J. A. (2018). Assessment of fineandgross motor skills in children. Handbook of childhood psychopathology and developmental disabilities assessment, 467-484.
  • MoNE (2013). Preschool education programme. Ministry of National Education Publications.
  • Morano, M., Bortoli, L., Ruiz, M. C., Campanozzi, A., and Robazza, C. (2020). Actual and perceived motor competence: Are children accurate in their perceptions?. PLoS One, 15(5), e0233190.
  • Morley, D., Till, K., Ogilvie, P., and Turner, G. (2015). Influences of gender and socioeconomic status on the motor proficiency of children in the UK. Hum. Mov. Sci, (44), 150–156.
  • Müniroğlu, S. (1995). A research on some factors affecting the motor development levels of four-five age group children attending kindergartens [Unpublished Doctoral Dissertation]. Ankara University, Ankara.
  • Pamela, S. H., Greg, W. R., and Douglas, H. C. (2018). Motor learning and development. Second Edition. Champaign, IL: Human Kinetics.
  • Rudd, J. R., Barnett, L. M., Butson, M. L., Farrow, D., Berry, J., and Polman, R. C. (2015). Fundamental movement skills are more than run, throw and catch: The role of stability skills. PloS One, 10(10), e0140224.
  • Salehian, M. H., Dehghani, M., Peyghan, R. H., and Ghanati, P. (2023). The effect of spark exercise program on gross and fine motor skills of 6-8 year old boys with mental retardation. Revista de Investigaciones Universidad del Quindío, 35(2).
  • Serpentino, C. (2011). ‘The moving body’: a sustainable Project toimprove children’s physical activity at kindergarten. International Journal of Pediatric Obesity,6(2), 60–62.
  • Simpson, A., Al Ruwaili, R., Jolley, R., Leonard, H., Geeraert, N., and Riggs, K. J. (2019). Fine motor control underlies the association between response inhibition and drawing skill in early development. Child development, 90(3), 911-923.
  • Stanković, D., Horvatin, M., Vlašić, J., Pekas, D., and Trajković, N. (2023). Motor coordination in children: A comparison between children engaged in multisport activities and swimming. Sports, 11(8), 139.
  • Sutapa, P., Pratama, K. W., Rosly, M. M., Ali, S. K. S., and Karakauki, M. (2021). Improving motor skills in early childhood through goal-oriented play activity. Children, 8(11), 994.
  • Tavşan, O. (1997). A study on balance, agility, speed and jumping abilities in children aged 09-11 [Doctoral dissertation]. Marmara University, Turkey.
  • Timurkaan, S. (2003). Comparison of psychomotor development of 6 age group children living in settlement areas with different physical characteristics [Unpublished Master's Thesis]. Inonu University Institute of Social Sciences, Malatya.
  • World Health Organization. (2019). Global action plan on physical activity 2018-2030: more active people for a healthier world. World Health Organization.
Toplam 44 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

İsa Kavalcı 0000-0001-5419-4224

Arslan Kalkavan 0000-0001-9439-4976

Proje Numarası TYL-2019-996
Yayımlanma Tarihi 25 Aralık 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 52 Sayı: 1 - K-12 BECERİ EĞİTİMİNDE TÜRKİYE PERSPEKTİFİ: KURAM VE UYGULAMA

Kaynak Göster

APA Kavalcı, İ., & Kalkavan, A. (2023). Investigation of Motor Development Levels of 04-06 Age Group Girls and Boys According to Bruininks-Oseretsky Test. Milli Eğitim Dergisi, 52(1), 907-924. https://doi.org/10.37669/milliegitim.1295151
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