dc.contributor.authorMak, Robin.en_US
dc.date.accessioned2008-10-20T11:22:56Z
dc.date.available2008-10-20T11:22:56Z
dc.date.copyright1998en_US
dc.date.issued1998en_US
dc.identifier.urihttp://hdl.handle.net/10356/14064
dc.description.abstractAs early as 1952, Jean Piaget linked the human movement process with cognitive learning. The impact of a child's physical progress has on his intellectual development is something most experts in the field of motor performance and development tend to agree upon. Some studies (Rimmer and Kelly, 1989; Yamanaka et al., 1994) have been done in comparing motor development of those intellectually impaired with normal children. Most of the time, the results do indicate that the latter's performance is significantly better then the former, greatly illustrating a part of the link that was noted by Piaget. Even though the advantages of developing children's motor skill are often noted, it has been observed that most children, including some adults, have not reached the mature stage of the various fundamental movement patterns for one or more primary motor tasks e.g. not able to execute a proper overarm throw or displaying the correct technique of running. This could be due to both the internal and external environments surrounding the individual, for example self-motivation to take part in physical activities (internal) and exposure to various forms of physical activities (external).en_US
dc.format.extent154 p.en_US
dc.language.isoenen_US
dc.subjectDRNTU::Social sciences::Education::Sports and physical education
dc.titleThe status of selected fundamental movement patterns of male junior college studentsen_US
dc.typeThesisen_US
dc.contributor.supervisorWalkuski, Jeffreyen_US
dc.contributor.schoolNational Institute of Educationen_US
dc.description.degreeMaster of Educationen_US


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