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dc.contributor.authorAsunta, Piritta
dc.date.accessioned2018-10-17T08:45:46Z
dc.date.available2018-10-17T08:45:46Z
dc.date.issued2018
dc.identifier.isbn978-951-39-7571-5
dc.identifier.otheroai:jykdok.linneanet.fi:1902845
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/59850
dc.description.abstractMotor learning difficulties, such as the developmental coordination disorder (DCD), imply substantial difficulties in learning new motor skills. The purpose of this study was to develop an observation tool for teachers to identify motor learning problems. A further aim was to clarify how teachers can support children with motor learning challenges in the school environment. The study consisted of four sub-studies. The first sub-study comprised a systematic literature review on the psychometric properties and usability of the observation forms used internationally. The Dutch Motor Observation Questionnaire for Teachers (MOQ-T) was selected for cross-cultural translation and adaptation. Its translation work and reliability were analysed in the second sub-study. In the third sub-study, the psychometric properties of the Finnish version, MOQ-T-FI were analysed based on a larger set of empirical data. The last sub-study was a descriptive review exploring more closely how motor learning difficulties can be identified and pupils supported in the school environment. The development as well as reliability assessments of the MOQ-T-FI questionnaire were based on five different data sets. The data of pretest 1 consisted of evaluations by 11 teachers (children n = 33, age 6–13, average 9.85). The data of pretest 2 comprised children in eight comprehensive schools (teachers n = 27; children n = 193; age 6–12, average 9.5). The Finnish reference value data for MOQ-T-FI were collected as comprehensively as possible from the various parts of Finland (teachers n = 111; children n = 850; age 6–9, average 7.7). In addition, two complementary data sets not included in the sub-studies were utilised. The studies demonstrated that teachers have good opportunities to identify motor learning difficulties in the school environment. MOQ-T-FI is a functional, simple to use and culturally neutral screening instrument. In terms of validity, it is relatively suitable for identifying pupils’ motor learning difficulties, and for its usability it is very suitable for the purpose. However, repeatability and usability should be examined more in the future. A multiphase approach is generally recommended for supporting pupils with motor learning difficulties. The support for children’s motor learning should cover every level of the three-step support model. The study encourages the early identification of problems and the strengthening of the self-esteem, motor skills and competence of pupils with motor problems. This should take place in a positive and supportive atmosphere. The early identification of motor learning difficulties and efficient support, at their best, can reduce the risk of social and educational exclusion as well as prevent more extensive problems and deeper motor skills deficits.en
dc.format.extent1 verkkoaineisto (142 sivua, 36 sivua useina numerointijaksoina, 7 numeroimatonta sivua) : kuvitettu
dc.format.mimetypeapplication/pdf
dc.language.isofin
dc.publisherJyväskylän yliopisto
dc.relation.ispartofseriesJYU dissertations
dc.relation.haspart<b>Artikkeli I:</b> Asunta, P., Viholainen, H., Ahonen, T. & Rintala, P. 2018. Psychometric properties of observational tools for identifying motor difficulties – a systematic review. <i>BMC Pediatr 19, 322 (2019). </i> <a href="http://dx.doi.org/10.1186/s12887-019-1657-6"target="_blank"> DOI: 10.1186/s12887-019-1657-6</a>
dc.relation.haspart<b>Artikkeli II:</b> Asunta, P., Viholainen, H., Westerholm, J., & Rintala, P. (2015). Motoriikan havainnointilomake (MOQ-T) suomalaisille opettajille - Motor Observation Questionnaire for Teachers -lomakkeen kulttuurinen kääntäminen. <i>Liikunta ja tiede, 52 (1), 78-86.</i> <a href="https://jyx.jyu.fi/handle/123456789/52145"target="_blank"> https://jyx.jyu.fi/handle/123456789/52145</a>
dc.relation.haspart<b>Artikkeli III:</b> Asunta, P., Viholainen, H., Ahonen, T., Cantell, M., Westerholm, J., Schoemaker, M. M., & Rintala, P. (2017). Reliability and validity of the Finnish version of the motor observation questionnaire for teachers. <i>Human Movement Science, 53, 63-71</i> <a href="http://dx.doi.org/10.1016/j.humov.2016.12.006"target="_blank"> DOI: 10.1016/j.humov.2016.12.006</a>
dc.relation.haspart<b>Artikkeli IV:</b> Asunta, P., Mälkönen, I., Viholainen, H., Ahonen, T., & Rintala, P. (2014). Miten voimme tunnistaa lapset, joilla on motorisen oppimisen vaikeuksia, ja tukea heitä kouluympäristössä?. <i>NMI-Bulletin, 24 (4), 4-21.</i>
dc.rightsIn Copyright
dc.subject.otherhavainnointilomakkeet
dc.subject.otherMOQ-T (The Dutch Motor Observation Questionnaire for Teachers)
dc.subject.othermotorisen oppimisen vaikeus
dc.subject.otherkehityksellinen koordinaatiohäiriö
dc.subject.otheralakouluikäiset lapset
dc.subject.othermotor learning difficulty
dc.subject.othermotor learning problems
dc.subject.otherdevelopmental coordination disorder
dc.subject.otherDCD
dc.subject.otherprimary school children
dc.subject.otherobservation
dc.subject.otherassessment
dc.subject.otherscreening
dc.subject.otherschools (educational institutions)
dc.subject.otherlower comprehensive school
dc.subject.otherteachers
dc.subject.otherschool children
dc.subject.othersupporting
dc.subject.otherearly support
dc.subject.otherlearning difficulties
dc.subject.othermotor skills (general)
dc.subject.othercoordination (motor functions)
dc.subject.otherforms of support
dc.subject.otherthree-step support
dc.subject.otherforms (documents)
dc.subject.otherobservation forms
dc.subject.otherphysical education (upbringing)
dc.titleMotorisen oppimisen vaikeuden tunnistaminen ja tukeminen kouluympäristössä
dc.typeDiss.
dc.identifier.urnURN:ISBN:978-951-39-7571-5
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.contributor.oppiaineLiikuntapedagogiikkafi
dc.subject.methodKuvaileva katsaus
dc.relation.issn2489-9003
dc.relation.numberinseries27
dc.rights.copyright© The Author & University of Jyväskylä
dc.rights.accesslevelopenAccess
dc.type.publicationdoctoralThesis
dc.subject.ysooppiminen
dc.subject.ysomotorinen oppiminen
dc.subject.ysokoulut
dc.subject.ysoalakoulu
dc.subject.ysoopettajat
dc.subject.ysooppilaat
dc.subject.ysotukeminen
dc.subject.ysovarhainen tuki
dc.subject.ysooppimisvaikeudet
dc.subject.ysomotoriset taidot
dc.subject.ysokoordinaatio (motoriikka)
dc.subject.ysotukimuodot
dc.subject.ysokolmiportainen tuki
dc.subject.ysodata
dc.subject.ysolomakkeet
dc.subject.ysohavainnointi
dc.subject.ysoarviointi
dc.subject.ysoliikuntakasvatus
dc.format.contentfulltext
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en


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