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The effectiveness of a fundamental motor skill intervention in pre-schoolers with motor problems depends on gender but not environmental context

Farid Bardid a,1,*, Frederik J.A. Deconinck a,b,1, Sofie Descamps a, Liesbeth Verhoeven c, Greet De Pooter c, Matthieu Lenoir a, Eva D’Hondt a,d a Department of Movement and Sports Sciences, Ghent University, Belgium b School of Healthcare Science, Manchester Metropolitan University, UK c Department of Teacher Education, Karel de Grote Hogeschool, Belgium d Faculty of Physical Education, Vrije Universiteit Brussel, Belgium 

Journal of Research in Special Educational Needs•

Volume 5•

Number 3•

2005 101–111

doi: 10.1111/J.1471-3802.2005.00049.x

Blackwell Publishing, Ltd.

The effects of the Primary Movement programme

on the academic performance of children attending

ordinary primary school

Julie-Anne Jordan-Black

Queen’s University, Belfast, Northern Ireland

The present study investigated the prevalence of a

primary reflex (the Asymmetrical Tonic Neck Reflex)

in children attending ordinary primary school and

how this related to attainments in a number of

academic areas. The effectiveness of a specific

movement intervention programme in reducing

primary reflex persistence and improving academic

attainment was also evaluated.

A comparative study of the progress of 683 children

over a two-year period from Years 3 and 5, who

completed an intervention programme known as

Primary Movement, was carried out using the

relative attainments of children at the same schools

and standardised scores as baseline and follow-up

measures. A second, quasi-experimental study

followed the progress of four parallel groups in each

of two large schools with the experimental side

completing the movement intervention programme

while the other side acted as the control.

It was found that ATNR persistence was significantly

associated with level of attainments in reading,

spelling and mathematics and that boys were more

at risk than girls for ATNR persistence. In both

studies, it was found that the movement intervention

programme had a very significant impact on

reducing the levels of ATNR persistence in children

and that this was associated with very significant

improvements in reading and mathematics, in

particular.

This research provides further evidence of a link

between the attainment of core educational skills

and the interference that may result from an

underlying developmental deficit. The effectiveness

of the intervention programme in reducing ATNR

persistence and in increasing academic attainments

suggests that this programme could be used to

complement other strategies that have been shown

to have a positive effect on children’s learning.

S.M. Bruijna,b,∗, F. Massaada, M.J. MacLellanc, L. Van Gestela, Y.P. Ivanenkoc, J. Duysensa,d

a Motor Control Laboratory, Research Center for Movement Control and Neuroplasticity, Department of Kinesiology, K.U. Leuven, Belgiumb Department of Orthopedics, First Affiliated Hospital of Fujian Medical University, Fuzhou, Fujian, PR China

c Neuromotor Physiology Laboratory, Santa Lucia Foundation, Rome, Italy

d Department of Research, Development and Education, Sint Maartenskliniek, Nijmegen, The Netherlands

Ewa Z. GieysztorA–D,F, Ludwika SadowskaA,E,F, Anna M. ChoińskaA,E,F, Małgorzata Paprocka-BorowiczE,F

Department of Physiotherapy, Faculty of Health Sciences, Wroclaw Medical University, Poland

Received 16 December 2015, Revised 26 January 2017, Accepted 26 January 2017, Available online 20 February 2017

Abstract

Objective

To propose a phylogenetic significance to the Moro reflex which remains unexplained since its publication in 1918 because both hands are free at the end of the gesture. 

Method

Among the 75 videos of healthy term newborns we have filmed in a research project on antenatal education to parenthood, we describe a sequence that clearly showed the successive movements of the Moro reflex and we report the occurrence of this reflex in the videos that were recorded from Time 0 of birth defined as the moment that lies between the birth of the thorax and the pelvis of the infant.

Conclusion

This paper proposes for the first time a phylogenetic significance to the Moro reflex: a ritualized behavior of nonverbal communication. Professionals should avoid stimulating the newborns’ fear system by unnecessarily triggering Moro reflexes. Antenatal education should teach parents to respond to the Moro reflexes of their newborn infant by picking her up in their arms with mother talk.

Ewa Z. Gieysztor1, Anna M. Choińska2, Małgorzata Paprocka-Borow

Rehabilitation Developmental Laboratory, Department of Physiotherapy,

Faculty of Health Sciences, Medical University of Wroclaw, Wroclaw, Poland

2 Department of Physiotherapy, Faculty of Health Sciences, Medical University

of Wroclaw, Wroclaw, Poland

Submitted: 14 September 2015

Accepted: 24 December 2015

A b s t r a c t

Introduction: Retained primitive reflexes can disturb natural development

and involve difficulties in social and educational children’s life. They can

also impact on psychomotor development. Mature responses in a child’s

psychomotor progress can only occur if the central nervous system itself

has reached maturity. The process consist the transition made from brain

stem reflex response to cortically controlled response. This study define the

occurrence of primitive reflexes in healthy 4–6 years old children and analyze

the impact of survived primitive reflexes on psychomotor development.

Material and methods: The study involved 35 participants aged 4–6 years

healthy preschool children. The study tools were: primitive reflexes tests by

Sally Goddard for children and Motor Proficiency – Test (MOT 4–6 test) in

18 tasks.

Results: Over a half (65%) preschool children had survived the primitive

reflexes on the residual level. Eleven percent of them had no retained primitive

reflexes. According to the psychomotor ability, 9% of the children were

in the category of “altered development”, 29% in “delayed development”,

59% in “normal” and 3% in “very good development”. The greater the severity

of the reflex, the motor efficiency was lower (p < 0.05).

Conclusions: It seems reasonable to introduce reflexes integration therapy

in children’s with low psychomotor skills. Primitive reflexes routinely tested,

can contribute to improved early psychomotor development in children with

needs, thus preventing many difficulties which children can encounter within

their social and school life.