Iris_Morin_Research Summary2

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University of Texas, Rio Grande Valley *

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6340

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Health Science

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May 7, 2024

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docx

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Research Summary Title: Effect of the Children’s Health Activity Motor Program on Motor Skills and Self- Regulation in Head Start Preschoolers: An Efficacy Trial Authors: Leah E. Robinson, Kara K. Palmer, and Kristen L. Bub Introduction/Background: According to statistics, many early childhood students lack self- regulatory skills that are necessary to be successful in school. A relationship between motor skills and self-regulation was found indicating the use of movement-based interventions can positively change self-regulation. Purpose: The purpose of the study was to investigate the effect of a mastery climate motor skill intervention, which is the CHAMP (Children’s Health Activity Motor Program), on motor skill performance and self-regulation for early childhood students in Head Start. Methods: 113 students from a single Head Start participated in the study. 45 of those students were girls. The age ranges from 52.4 ± 5.2 month. The race varied as followed: 80.5% African American, 8.8% Caucasian American, 7.2% Hispanic, and 3.5% other. The students were divided into two groups, an intervention group (CHAMP treatment) 3 days/week for 5 weeks, and the control group (outdoor/free-play recess) which there was no changes in their daily routine. Motor skills were assessed with the Test of Gross Motor Development-2nd Edition, which is a criterion and norm referenced standardized assessment used to measured motor skills in children 3-10 years old. Two categories were assessed, locomotor skills (run, jump, leap, hop, gallop, and slide) and object control skills (throw, strike off a tee, catch, kick, roll, and dribble). To measured self-regulation, the delay of gratification snack task of the Preschool Self- Regulation Assessment was used (patience, impulse control, self-control, and willpower). CHAMP was administered by professionals in motor development. Each session was 40 minutes long and consisted of a 2-minute warm up, 3-4 minutes of introductory activities, 20-25 minutes of motor skill engagement, 5-7 minutes of reinforcing motor skills, and 2-3 minutes of closure activity. Results: Results for motor skills showed that children in the control group did not improve as much as children in the CHAMP group in total TGMD-2. There were no significant differences at pretest, but at posttest, the treatment group had significantly higher scores. Results for self- regulation was the same, control group had lower scores showing a lower delay of gratification compared to the treatment group. Limitations: Only one measure was used for this study, delay of gratification snack task, rather than using a combination, such as teacher reports, classroom observations and direct measures. A
range of assessments should be used for future research. Another limitation was that outdoor recess/free-play is not a true control. Conclusion/Future research: Self-regulatory skills are very important in child development. So, the need for effective intervention programs is always in demand. Improvements on every study is always recommended. For example, investigating on the impact of movement-based interventions to promote self-regulation outcomes could be helpful.
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