The effect of task complexity on handwriting kinetics.
Children
Enfants
Ergothérapie
Exécution des tâches
Fine motor
Motricité fine
Occupational therapy
Schools
Task performance
Écoles
Journal
Canadian journal of occupational therapy. Revue canadienne d'ergotherapie
ISSN: 1911-9828
Titre abrégé: Can J Occup Ther
Pays: United States
ID NLM: 0406021
Informations de publication
Date de publication:
Apr 2019
Apr 2019
Historique:
pubmed:
20
3
2019
medline:
18
12
2019
entrez:
20
3
2019
Statut:
ppublish
Résumé
Knowledge regarding the relationship between writing kinetics and the difference among writing tasks is limited. This study examined the differences in handwriting performance when doing tasks with different levels of challenge from both temporal and kinetic perspectives among children in four different age groups. The cross-sectional design introduced a force-acquisition pen to detect differences of pen grip and writing kinetics among 170 school-age children doing writing tasks at different difficulty levels. Data were obtained on the force information of the digits and pen tip and the kinetic parameters to examine the coordination-and-control mechanism between the digits and pen. Statistical analyzes were carried out to indicate the differences in writing performance among groups and tasks. Statistical differences in the pen-grip forces, force fluctuation, and force ratio between grip and pen-tip forces were found when performing different writing tasks and among different age groups. The study provides an alternative method to explore how writing performance among school-age children can vary according to the difficulty of the writing tasks.
Sections du résumé
BACKGROUND.
UNASSIGNED
Knowledge regarding the relationship between writing kinetics and the difference among writing tasks is limited.
PURPOSE.
UNASSIGNED
This study examined the differences in handwriting performance when doing tasks with different levels of challenge from both temporal and kinetic perspectives among children in four different age groups.
METHOD.
UNASSIGNED
The cross-sectional design introduced a force-acquisition pen to detect differences of pen grip and writing kinetics among 170 school-age children doing writing tasks at different difficulty levels. Data were obtained on the force information of the digits and pen tip and the kinetic parameters to examine the coordination-and-control mechanism between the digits and pen. Statistical analyzes were carried out to indicate the differences in writing performance among groups and tasks.
FINDINGS.
UNASSIGNED
Statistical differences in the pen-grip forces, force fluctuation, and force ratio between grip and pen-tip forces were found when performing different writing tasks and among different age groups.
IMPLICATIONS.
UNASSIGNED
The study provides an alternative method to explore how writing performance among school-age children can vary according to the difficulty of the writing tasks.
Identifiants
pubmed: 30884958
doi: 10.1177/0008417419832327
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM