The Necessity of a Reduced Version of the Psychomotor Battery to Screen for Learning Difficulties in Preschool Children
Abstract
:1. Introduction
2. Materials and Methods
2.1. Sample
2.2. Instrument Used
2.3. Procedures
2.4. Statistical Analysis
3. Results
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Functional Unit | Psychomotor Factors and Subfactors |
---|---|
First Unit Tonic regulation of alert and mental states: Attention; Sleep; Selection of Information; Regulation and Activation; Vigilance-tonicity; Facilitation-inhibition; Neuro tonic modulation; Intersensory integration. | Factor: Tonicity Subfactors: extensibility; passivity; paratonia; diadochokinesia; synkinesis. Factor: Equilibration Subfactors: immobility; static balance; dynamic balance. |
Second Unit Reception, analysis and storage of information: Sensory Reception, Analysis and Synthesis; Spatial and temporal organization; Schematic symbolization; Decoding and coding; Processing; Storage; Receptive integration of proprioceptors and telereceptors; Gnostic elaboration. | Factor: Lateralization Subfactors: ocular laterality; auditory laterality, manual laterality, pedal laterality. Factor: Notion of the body Subfactors: kinesthetic sense, left–left recognition, self-image, gestures imitation, body design. Factor: Spatial-Temporal Structuring Subfactors: organization, dynamic structuring, topographic representation, rhythmic structuring. |
Third Unit Programming, regulation and verification of the activity: Intentions; Motor planning; Practical elaboration; Execution; Correction; Sequencing of cognitive operations; | Factor: Global Praxis Subfactors: manual–ocular coordination, ocular–pedal coordination, dysmetria, dissociation. Factor: Fine praxis Subfactors: manual dynamic coordination, tapping, speed-accuracy. |
Results | Performance/Achievement Level | Type of Profile |
---|---|---|
1 point | Lack of response, imperfect, incomplete, inadequate and uncoordinated execution—very weak, evident dysfunctions, pointing to significant learning difficulties. | Apraxic profile |
2 points | Weak performance with control difficulties and deviant signs—mild dysfunctions, pointing to learning difficulties. | Dyspraxic profile |
3 points | Complete, adequate and controlled execution—good, not pointing to any learning difficulties. | Eupraxic profile |
4 points | Perfect, precise, economical, harmonious and easily controlled execution—excellent, pointing to the facility for learning. | Hyperpraxic profile |
Points in the PMB | Psychomotor Profile | Learning Difficulties |
---|---|---|
27–28 | Excellent | No difficulties |
22–26 | Good | No difficulties |
14–21 | Normal | No difficulties |
9–13 | Dyspraxic | Slight (specific) |
07–08 | With deficits | Significant (severe) |
PMSF | M | Sd | PMSF | M | Sd |
---|---|---|---|---|---|
Extensibility | 1.16 | 0.09 | Imitation of gestures | 0.46 | 0.05 |
Passivity | 0.34 | 0.04 | Body design | 1.21 | 0.04 |
Paratonias | 1.27 | 0.07 | Organization | 0.46 | 0.04 |
Diadochokinesias | 0.42 | 0.03 | Dynamic structuring | 1.06 | 0.25 |
Synkineses | 0.19 | 0.03 | Rhythmic structuring | 1.52 | 0.20 |
Immobility | 0.46 | 0.30 | Ocular–manual coordination | 1.03 | 0.27 |
Static equilibrium | 1.01 | 0.27 | Ocularºpedal coordination | 1.31 | 0.05 |
Dynamic equilibrium | 2.11 | 0.19 | Dysmetria | 0.08 | 0.02 |
Lateralization (Ocular, auditory, manual and pedal) | 1.27 | 0.08 | Dissociation | 4.48 | 0.14 |
Kinesthetic sense | 0.55 | 0.16 | Manual dynamic coordination | 2.44 | 0.05 |
Right–left recognition | 0.27 | 0.04 | Tapping | 1.41 | 0.06 |
Self-image | 0.26 | 0.02 | Velocity precision | 2.15 | 0.24 |
Total MTS-PMO | 31′15″ |
MLRM | R | R2 | R2 (Aj) | R2 − R2(Aj) | F | p |
---|---|---|---|---|---|---|
1 | 0.866 | 0.749 | 0.746 | 0.004 | 203.225 | 0.000 * |
2 | 0.926 | 0.857 | 0.853 | 0.004 | 200.745 | 0.000 * |
3 | 0.955 | 0.912 | 0.908 | 0.004 | 228.021 | 0.000 * |
4 | 0.969 | 0.939 | 0.935 | 0.004 | 249.268 | 0.000 * |
5 | 0.976 | 0.952 | 0.948 | 0.004 | 255.048 | 0.000 * |
6 | 0.982 | 0.964 | 0.961 | 0.003 | 283.719 | 0.000 * |
7 | 0.984 | 0.969 | 0.965 | 0.004 | 273.900 | 0.000 * |
8 | 0.986 | 0.971 | 0.968 | 0.004 | 259.672 | 0.000 * |
9 | 0.987 | 0.974 | 0.970 | 0.004 | 251.469 | 0.000 * |
10 | 0.988 | 0.976 | 0.972 | 0.004 | 240.040 | 0.000 * |
PMSF | β | Sd | Beta | T | p | VIF | MTS-PMO |
---|---|---|---|---|---|---|---|
Constant | 0.177 | 0.652 | 0.272 | 0.786 | |||
Velocity precision | 1.196 | 0.161 | 0.261 | 7.410 | 0.000 * | 3.043 | 2.15 |
Rhythmic structuring | 0.847 | 0.181 | 0.165 | 4.667 | 0.000 * | 3.086 | 1.52 |
Dynamic equilibrium | 1.010 | 0.190 | 0.184 | 5.316 | 0.000 * | 2.932 | 2.11 |
Extensibility | 0.573 | 0.222 | 0.082 | 2.581 | 0.012 * | 2.460 | 1.16 |
Self-image | 0.784 | 0.210 | 0.155 | 3.723 | 0.000 * | 4.265 | 0.26 |
Dissociation | 0.725 | 0.172 | 0.135 | 4.213 | 0.000 * | 2.519 | 4.48 |
Laterality | 0.591 | 0.240 | 0.095 | 2.468 | 0.017 * | 3.665 | 1.27 |
Synkineses | 0.520 | 0.191 | 0.093 | 2.727 | 0.008 * | 2.879 | 0.19 |
Dysmetria | 0.501 | 0.164 | 0.093 | 3.066 | 0.003 * | 2.258 | 0.08 |
Organization | 0.364 | 0.171 | 0.076 | 2.125 | 0.038 * | 3.123 | 0.46 |
PMSF | Beta In | t | p | MTS-PMO |
---|---|---|---|---|
Body design | 0.049 a | 1.137 | 0.260 | 1.21 |
Tapping | −0.002 a | −0.039 | 0.969 | 1.41 |
Kinesthetic sense | 0.036 a | 0.921 | 0.361 | 0.55 |
Immobility | −0.001 a | −0.021 | 0.983 | 0.46 |
Manual dynamic coordination | 0.032 a | 0.837 | 0.406 | 2.44 |
Diadochokinesias | 0.038 a | 1.091 | 0.280 | 0.42 |
Dynamic structuring | 0.032 a | 1.091 | 0.280 | 1.06 |
Right–left recognition | 0.043 a | 1.450 | 0.152 | 0.27 |
Static equilibrium | 0.032 a | 0.883 | 0.381 | 1.01 |
Passivity | −0.014 a | −0.381 | 0.705 | 0.34 |
Imitation of gestures | 0.028 a | 0.884 | 0.380 | 0.46 |
Paratonias | −0.030 a | −0.954 | 0.344 | 1.27 |
Ocular–manual coordination | 0.020 a | 0.533 | 0.596 | 1.03 |
Ocular–pedal coordination | 0.017 a | 0.668 | 0.507 | 1.31 |
T | E | L | NB | STS | GP | FP | MTP-PMO | ||
---|---|---|---|---|---|---|---|---|---|
Fatigability | R | 0.558 | 0.680 | 0.533 | 0.664 | 0.684 | 0.360 | 0.714 | 0.776 |
p | 0.000 * | 0.000 * | 0.000 * | 0.000 * | 0.000 * | 0.002 * | 0.000 * | 0.000 * |
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Flores, P.; Teixeira, J.E.; Leal, A.K.; Ribeiro, J.; Monteiro, A.M.; Fonseca, R.B.; Branquinho, L.; Ferraz, R.; Forte, P. The Necessity of a Reduced Version of the Psychomotor Battery to Screen for Learning Difficulties in Preschool Children. Sustainability 2022, 14, 7263. https://doi.org/10.3390/su14127263
Flores P, Teixeira JE, Leal AK, Ribeiro J, Monteiro AM, Fonseca RB, Branquinho L, Ferraz R, Forte P. The Necessity of a Reduced Version of the Psychomotor Battery to Screen for Learning Difficulties in Preschool Children. Sustainability. 2022; 14(12):7263. https://doi.org/10.3390/su14127263
Chicago/Turabian StyleFlores, Pedro, José Eduardo Teixeira, Anna Kosmider Leal, Joana Ribeiro, António Miguel Monteiro, Rui Brito Fonseca, Luís Branquinho, Ricardo Ferraz, and Pedro Forte. 2022. "The Necessity of a Reduced Version of the Psychomotor Battery to Screen for Learning Difficulties in Preschool Children" Sustainability 14, no. 12: 7263. https://doi.org/10.3390/su14127263