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Kara K. Palmer
University of Michigan
Gross motor skillDevelopmental psychologyPsychologyMotor skillPhysical therapy
16Publications
6H-index
97Citations
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Publications 16
Newest
#1Kara K. Palmer (UM: University of Michigan)H-Index: 6
#2Katherine M. Chinn (UM: University of Michigan)H-Index: 2
Last. Leah E. Robinson (UM: University of Michigan)H-Index: 19
view all 3 authors...
Abstract Purpose Physical activity (PA) and fundamental motor skills are important components of current and future trajectories of health in young children. This study examined the effects of a 5-week motor skill intervention on preschoolers’ motor skill competence and their PA behaviors while participating in the motor skills intervention or outdoor free-play (recess). Methods A total of 102 preschoolers served as participants and were part of a motor skill intervention group ( n = 64) or a co...
Source
#1Leah E. Robinson (UM: University of Michigan)H-Index: 19
#2Kara K. Palmer (UM: University of Michigan)H-Index: 6
Last. Katherine M. Chinn (UM: University of Michigan)H-Index: 2
view all 5 authors...
ABSTRACTPurpose: This feasibility study compared the effects of 2 movement programs, traditional and mastery climate (i.e., the Children’s Health Activity Motor Program [CHAMP]), on lesson context ...
2 CitationsSource
#1Leah E. Robinson (UM: University of Michigan)H-Index: 19
#2E. Kipling Webster (LSU: Louisiana State University)H-Index: 7
Last. Catherine Persad (UM: University of Michigan)
view all 4 authors...
The early childhood years mark a critical period for growth and development. Emerging evidence supports that integrating physical activity into children’s lives is essential for creating a solid foundation for future movement and physical activity behaviors. Specifically, these behaviors contribute toward a positive developmental trajectory of health and well-being (e.g., promoting physical, social, emotional, and mental development). Physically active children are likely to remain physically ac...
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Background:This study examined the effects of three different treatment doses of a motor skill intervention (the Children’s Health Activity Motor Program [CHAMP]) on changes in preschoolers’ motor performance.Methods:Onehundred and nine children were divided into one of four groups: control and three CHAMP dosage groups: T1, 660 min; T2, 720 min; or T3, 900 min. Motor performance was assessed before and after the intervention using the Test of Gross Motor Development, 2nd Edition (TGMD-2). We us...
3 CitationsSource
#1Kara K. Palmer (UM: University of Michigan)H-Index: 6
#2Abigail L. Matsuyama (UM: University of Michigan)H-Index: 2
Last. Leah E. Robinson (UM: University of Michigan)H-Index: 19
view all 5 authors...
ABSTRACTBackground and purpose: Attentional focus cues have been shown to impact motor performance of adults and children. Specifically, an external focus of attention results in improved motor learning and performance as compared to adopting an internal focus of attention. The purpose of this study was to determine the effects of an internal and external attentional focus cue on children’s object control skill performance during a commonly used motor skill assessment.Methods: Using a within-par...
6 CitationsSource
#1Leah E. Robinson (UM: University of Michigan)H-Index: 19
#2Sanne L. C. Veldman (UOW: University of Wollongong)H-Index: 5
Last. D OkelyAnthony (UOW: University of Wollongong)H-Index: 55
view all 4 authors...
Fundamental motor skills (FMS) contribute to positive health trajectories. A high level of competence in ball skills (a subset of FMS) is a predictor for time spent in moderate- to vigorous-intensity physical activity during adolescence. This study examined the effects of a ball skills intervention on ball skill competence among preschool-aged boys and girls. This is a two-armed randomized controlled trial. A total of 124 preschoolers (Mage ± SD = 48.14 ± 6.62 months) were randomly assigned to o...
4 CitationsSource
#1Kara K. Palmer (UM: University of Michigan)H-Index: 6
#2Katherine M. Chinn (UM: University of Michigan)H-Index: 2
Last. Leah E. Robinson (UM: University of Michigan)H-Index: 19
view all 3 authors...
Background Over the past two decades, achievement goal theory (AGT) has been used as a theoretical framework to design and implement motor skill programming in young children.
6 CitationsSource
#1Leah E. RobinsonH-Index: 19
#2Kara K. PalmerH-Index: 6
Assessing children’s perceptions of their movement abilities (i.e., perceived competence) is traditionally done using picture scales—Pictorial Scale of Perceived Competence and Acceptance for Young Children or Pictorial Scale of Perceived Movement Skill Competence. Pictures fail to capture the temporal components of movement. To address this limitation, we created a digital-based instrument to assess perceived motor competence: the Digital Scale of Perceived Motor Competence. The purpose of this...
2 CitationsSource
#1Kara K. Palmer (UM: University of Michigan)H-Index: 6
#2Abigail L. Matsuyama (AU: Auburn University)H-Index: 2
Last. Leah E. Robinson (UM: University of Michigan)H-Index: 19
view all 3 authors...
Preschool-aged children are not meeting national physical activity recommendations. This study compares preschoolers’ physical activity engagement during two different physical activity opportunities: outdoor free play or a structured movement session. Eighty-seven children served as participants: 40 children participated in outdoor free play and another 47 children participated in a planned movement session. Children in the movement program replaced their outdoor free play with a structured mov...
8 CitationsSource
#1Sanne L. C. Veldman (UOW: University of Wollongong)H-Index: 5
#2Kara K. Palmer (UM: University of Michigan)H-Index: 6
Last. Leah E. Robinson (UM: University of Michigan)H-Index: 19
view all 4 authors...
Abstract Objectives Evidence supports that girls are less proficient than boys at performing ball skills. This study examined the immediate and long-term effects of a ball skill intervention on preschool-age girls’ ball skill performance. Design Randomized controlled trial. Methods Girls ( M age = 47.24 ± 7.38 months) were randomly assigned to a high autonomy, mastery-based 9-week motor skill intervention (the Children's Health Activity Motor Program; CHAMP, 540 min; n = 38) or a control group (...
8 CitationsSource
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