Literaturnachweis - Detailanzeige
| Autor/inn/en | Balali, Marzie; VaezMousavi, Mohammad; Ghasemi, Abdollah; Parvinpour, Shahab |
|---|---|
| Titel | Effects of Challenging Games on Manipulative Motor Skills of 4-6 Years Old Children: An Application of Challenge Point Framework |
| Quelle | In: Early Child Development and Care, 189 (2019) 5, S.697-706 (10 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Parvinpour, Shahab) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0300-4430 |
| DOI | 10.1080/03004430.2017.1339276 |
| Schlagwörter | Teaching Methods; Foreign Countries; Educational Games; Psychomotor Skills; Skill Development; Young Children; Early Childhood Education; Difficulty Level; Intervention; Physical Development; Iran (Tehran) |
| Abstract | The present study aimed to investigate the predictions of challenge point theory (2004) by comparing challenging and non-challenging games groups in developing manipulative fundamental motor skills. Thirty children, aged 4-6 years, from one of the kindergartens of Tehran were divided into the groups. The games were similar in both groups; however, the challenge of these games increased in the challenging group, while it was fixed in the non-challenging group. The sample received two 42-minute intervention sessions per week for 8 weeks and the children's skills were assessed by TGMD-2. The results of MANOVA indicated there was no significant difference between the groups in manipulative skills and all subscales except catching, in which the challenging group outperformed the non-challenging group. In conclusion, although the predictions of the challenge point theory were not confirmed, improvement of the challenging group in catching indicated more effectiveness of this method in complex skills. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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