Bilateral Motor
Coordination in 5- to
9-Year-Old Children:
A Pilot Study
Livia C. Magalhaes, Jane A, Koomar,
Sharon A. Cermak
Key Words: coordination evaluation. motor
activity. sensory integration
The purpose of this study was to collect normative
data on and to assess the clinical usefulness of
scales designed to measure the quality of children's
ability to perform three bilateral motor coordina­
tion tasks: jumping jacks, symmetrical stride jumps)
and reciprocal stride jumps. One hundred children)
aged 5 to 9 years) were tested according to the
scales developed for this study. Results indicated
that scores tended to increase with age and that sex
differences were not Significant. Jumping jacks were
found to be the most reliable and the easiest of the
three tasks. Reciprocal stride jumps were the most
difficult. Quality ofperformance was assessed, and
the number ofjumps in a JO-sec trial was recorded
for each age The data from this study may be useful
in comparing the performance of children with
motor deficits to the performance of normal chil­
dren of the same age.
Livia C. Magalhaes, MS, OT, is Instructor of Occupational
Therapy, Federal University of Minas Gerais, Belo Hori­
zonte, Brazil.
Jane A Koomar, MS, OTR, is Clinical Assistant Professor of
Occupational Therapy, BostOn University, Sargent College,
One University Road, Boston, Massachusetts 02215. She is
also in private practice with Occupational Therapy Asso­
ciates, Watertown, Massachusetts.
Sharon A. Cermak, EdD, OTR, FAOTA, is Associate Professor
of Occupational Therapy, !3oston University, Sargent Col­
lege, Boston, Massachusetts.
This article was accepted for publication October 18, 1988
T
he purpose of this study was to answer the fol­
lOWing questions: Does the performance of
normal children on bilateral motor coordina­
tion tasks, such as jumping jacks, improve with age:>
Does sex affect performance:> Can raters be trained to
reliably score a child's performance on these motor
tasks:> Occupational therapists working with children
are frequently involved in the evaluation and treat­
ment of sensory integrative deficits. Children with
sensory integrative dysfunction often have motor per­
formance deficits that, in many cases, are secondary to
poor bilateral motor coordination and dyspraXia
(Ayres, 1972). The measurement of motor function is
an important part of the evaluation of these children;
therefore, the therapist must be able to assess motor
function reliably and objectively.
Therapists commonly use the Southern California
Sensory Integration Tests (Ayres, 1980) and clinical
observations together with the Bruininks-Oseretsky
Test of Motor Proficiency (Bruin inks, 1978) to assess
motor dysfunction in children. These tests are ex­
tremely useful for diagnostic evaluation. However,
therapists working with large populations, such as the
children in the public schools, need screening tools
to determine who needs further assessment.
Jumping jacks and similar motor tasks that in­
volve sequential and rhythmiC changes in limb pos­
ture require complex levels of bilateral motor coordi­
nJtion and motOr planning. Cratty (1980) suggested
that jumping jacks, Jlong with some other motor tasks,
can be used to assess motor functions. To assess per­
ceptualmotor dysfunction, Roach and Kephart (1966)
had children lie on a mat while performing jumping­
jack-like movements. Bruininks (1978) and Hughes
and Riley (1981) also used various jumping patterns,
such as the stride jump, to assess bilateral motor
coordination.
The frequent inclusion of jumping jacks and simi­
lar patterns of movement in tests that measure bilat­
erJI motor function in children suggests that these
movements can yield useful information on chil­
dren's motof status. None of the standardized tests,
however, give normJtive data fOf jumping jacks or the
stride jump, which makes it difficult for therapists to
include these tasks in their clinical observations for
screening Therefore, we decided to study the devel­
opmental components of these motor tasks and to
explore their potential as assessment tools.
Literature Review
The ability to move and explore the surroundings is
considered essential to a child's adaptation to the en­
vironment and to his or her overall development
(G i1foyle, Grady, & Moore, 1981) Although many
patterns of motor development have been studied and
documented, the development of bilateral motor co­
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437
ordination has received little attention (WilJiams,
1983). Bilateral motor coordination refers to the abil·
ity to use both sides of the body in an integrated and
skillful manner (Williams). Ayres (1972) said that the
process of integration of vestibu lar and propriocep·
tive sensations and the efficiency of interhemispheral
connections are the bases for good bilateral integra·
tion of both sides of the body.
The development of bilateral motor coordination
begins early in life and is the basis for further motor
development (Berk & DeGangi, 1983; Kauffman,
1983). Although there are differences among individ·
uals, the acquisition of control over the use of the
extremities follows a developmental sequence that
usually starts with control over bilateral, symmetrical
movements (e.g., pat·a·cake), then moves to homo·
lateral or unilateral movements (e.g., unilateral
reaching), and finally proceeds to reciprocal move·
ments of the extremities and skilled bilateral function
(e.g., crawling) (Williams, 1983). As the child's pas·
tural abilities improve, elements of this developmen·
tal sequence recur during the acquisition of new and
more complex bilateral skills.
Although Williams (1983) suggested that a 6·
year·old child should show good mastery of all devel·
opmental phases of bilateral motor coordination,
there is some evidence that complete mastery of all
phases is achieved at later ages. According to Kauff·
man (1983), good performance on alternate foot tap·
ping and on jumping jacks should be expected at the
age of 7 years, and on alternate hops (two right, two
left or two right, one left), at the age of 8 years. In a
study in which 6· to 12·year·olds were tested on a
variety of motor tasks (Hughes & Riley, 1981), a task
requiring the children to perform sequential adduc­
tion and abduction of the lower limbs while jumping
in place was dropped for 6·year·olds because it was
found to be too difficult. However, for older children,
the same task was found to be valuable in determining
motor problems. These findings suggest that refine­
ments in some aspects of bilateral coordination occur
after the age of 6 years. They also suggest that al·
though simple motor tasks can be used to detect
motor dysfunction in children, the tasks must be can·
sidered within a developmental context.
Activities such as those mentioned above, be·
sides involVing bilateral motor coordination, require
the ability to plan movements, especially while the
tasks are being learned. Motor planning, or praxis, is
the ability to plan and execute skilled or nonhabitual
motor tasks (Ayres, 1972). Therapists assessing bilat·
eral motor coordination in children can observe coor·
dination as well as the strategies children use to learn
the new movements.
The developmental sequences of walking, run·
ning, vertical jumping, skipping, and other gross
438
motor activities and exercises recommended for chil·
dren have been described (Gesell, 1946; Williams,
1983). However, although the activity of jumping
jacks is familiar to many children and is mentioned
frequently in motor programs for children, the devel·
opmental components of jumping jacks have not been
studied. There are no references to age expectations
for accurate performance of this motor task or to the
factors that contribute to acqUisition of this skill.
Age is eVidently a critical factor in the acquisition
of motor skills in children. Some authors have also
suggested there might be sex differences in the rate of
motor maturation (Waber, 1979), but this idea has
been contested (Thomas & French, 1985). Studies of
motor control should address this question.
Several studies have shown that children with de·
velopmental delay tend to have difficulties on bilat·
eral motor tasks. Ayres (1972, 1979) found that chilo
dren with developmental dyspraXia and vestibular·bi·
lateral integration disorders tend to present poor
bilateral motor coordination. According to Cratty
(1980), an inability to integrate body parts can be
manifested by difficulties in performing jumping
jacks. He stated that clumsy children tend to find
jumping jacks particularly difficult because of their
inability to coordinate the simultaneous movements
of the arms and legs. Cratty recommended that the
evaluation of these children not only depend on stan·
dardized tests of upper body or lower body bilateral
coordination but also include complex tasks like
jumping jacks.
Observation of children's performance on jump·
ing jacks and two other jumping tasks, the symmetri·
cal stride jump and the reciprocal stride jump, involv·
ing respectively, homolateral and contralateral con­
trol of the arms and legs, could help therapists
understand the development of praXis and bilateral
motor coordination. Before these motor tasks can be
used as assessment tools, it is necessary to determine
how normal children perform at different ages and
whether there are sex differences in performance.
We therefore developed three scales to measure
performance of jumping jacks, symmetrical stride
jumps, and reciprocal stride jumps. On the basis of
these scales, the follOWing hypotheses were tested:
1. There will not be a significant sex effect on
any of the tasks.
2. There will be a significant age effect such that
older children will have significantly higher
scores than younger children on each of the
three scales.
3 There will be a significant task effect such that
the scores on the jumping·jacks scale will be
significantly higher than the scores on the
other two scales, and the scores on the sym·
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metrical-stride-jump scale will be significantly
higher than the scores on the reciprocal­
stride-jump scale.
4. There will be a significant age-task interaction
such that older children will present signifi­
cantly fewer differences in scores between the
three scales than will younger children.
Method
Subjects
The subjects were 100 right-handed, normal boys and
girls, with 20 subjects, 10 boys and 10 girls, at each of
the following five age levels 5,6,7,8, and 9 years. All
subjects were selected from two public elementary
schools in the Boston area. This sample primarily rep­
resented the lower middle class socioeconomic level
and consisted of 83% Caucasian children and 17% mi­
nority children. Information prOVided by the
classroom teacher and school records was used to
select the 6- to 9-year-old children according to the
following criteria (a) no physical or motor deficits,
(b) normal hearing and corrected vision, (c) no lan­
guage or learning disorders, (d) no illness lasting
more than 3 months immediately before or during
school attendance, (e) no acceleration or repetition
of a grade, (f) no failure in a current subject, (g)
normal intelligence as measured by a group intelli­
gence test, (h) right-handedness for writing, and (i)
5
Item
no history of educational remediation Inclusion cri­
teria for 5-year-olds were the same with one excep­
tion: school achievement was measured by age-ap­
propriate performance on a preschool screening test,
as reported by the teacher.
Instrumentation
To develop the scales to assess the three motor tasks,
normal children of various ages were Videotaped per­
forming the tasks. The tape was shown to other expe­
rienced therapists and occupational therapy graduate
students to determine what they considered to be the
most important characteristics of the performances.
These data were summarized and organized on three
5-point scales by the first author. These scales were
then reviewed by experts, and a pilot study involVing
10 children, 5 to 10 years of age, was conducted to
establish Content validity. The final format of the
jumping-jacks scale is shown in Figure 1.
The three scales were identical in format; differ­
ences in the scoring criteria reflected variations in
motor competencies involved in each of the three
tasks. For each task there were two phases:
1. Learning phase: The examiner explained and
demonstrated the specific motor task. The
three items in this phase-(a) response to in­
struction, (b) initiation of sequences, and (c)
coordination of arms and legs-were de-
Score
3
4
Spontaneous
Needs second
demonstration
Needs verbal
structure
Needs verbal and
physical structure
Unable to
periorm
• Initiation of
sequences
Smooth and
uninterrupted;
able to do five in
a row
Does one to two
false starts, but
then is correct
Hesitates or
interrupts
between
sequences
Performs only
with examiner
Is unable to
periorm or
initiates different
movement
pattern
• Coordination of
arms and legs
Rhythmical, full
pattern
Is awkward,
incomplete, or
slow
Reverses pattern
after two or
three jumps
Coordinates only
arms or only legs
Jumps in place
with no
coordination
• Number of full
patterns in 10
sec
~10
9 to 7
6 to 4
3 to 1
<1
• Quality of
performance
Rhythmical,
uninterrupted full
pattern
Is slightly
awkward or has
one interruption;
loses or reverses
pattern but
corrects
Has two or more
interruptions or
reverses after
four to five jumps
with no correction
Is unable to keep
pattern; tends to
do incomplete
jumps after two
or three jumps
Does only
incomplete
sequences
(lJ
(j)
<1l
-c
n.
1
2
• Response
to instruction
0)
c
c
Iii
(lJ
...J
(lJ
(j)
<1l
-c
n.
(lJ
()
c
<1l
E
a
't:
(lJ
n.
Learning phase score
_
Periormance phase score
_
Total score
_
Figure 1. Jumping-jacks scale and score sheet.
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439
signed to evaluate aspects of the strategies a
child uses to learn the task and the quality of
initial performance. Each item was scored on a
scale from 1 to 5 (with 1 being the lowest and
5 the highest score) and reflected the child's
best performance.
2. Performance phase: The examiner asked the
child to perform the task for 10 seconds. The
number of repetitions and the quality of per­
formance were scored on two additional
items: (a) number of full patterns in 10 sec·
onds and (b) quality of performance. The per­
formance on each item was scored on a scale
from 1 (lowest) to 5 (highest).
For each scale, a total score was computed by
adding the score obtained on each test item. Partial
scores for the learning and performance phases were
obtained in the same way. The examiner also counted
the number of correct jumps completed during the
performance phase.
Interrater reliability was obtained for the three
scales before the actual testing. A Videotape shOWing
the performances of 5 normal children on the scales
was used by the first author to teach the scoring crite­
ria to another rater, an occupational therapist who was
a graduate student. After being trained, the two thera­
pists independently scored the actual performance of
5 other normal children,S to 9 years of age. The in­
traclass correlation (Francis, 1986) for the two raters
was r == .99 for the jumping-jacks and symmetrical­
stride-jump scales and r == 1.00 (a perfect correlation)
for the reciprocal-stride-jump scale.
Test-retest reliability was established by twice
testing a group of 10 children, aged 7 and 8 years, on
all three measures, with 2 weeks between each test.
The Pearson correlation coefficient for the total
scores was r == .82 for the jumping-jacks scale, r == .65
for the symmetrical-stride-jump scale, and r == .73 for
the reciprocal-stride-jump scale. Criterion-related va­
lidity and construct validity were not assessed.
Procedure
After obtaining parental consent, we tested each child
indiVidually in the school gymnasium of their respec­
tive schools. Standard 19-mm masking tape was used
to draw a 90 X 130 cm rectangle on the floor, which
indicated where the test was going to take place. The
center of the rectangle was marked by a 30 X 30 em
cross, which indicated the starting position for each
task. Of the 100 subjects, all but 3 jumped within the
limit line. Because only 3 subjects stepped on the
limit line, this scale item was considered nonSignifi­
cant and dropped from the scales.
During test procedures the examiner stood ap­
proXimately 2 m away from and facing the child. From
440
this position the examiner gave instructions and re­
corded each child's performance on the test sheet. All
children wore shoes during testing. Each child was
given the tests in the follOWing order:
1. Jumping jacks: This task consisted of rhythmiC
jumping jacks with simultaneous abduction of
straight arms above the head and legs to the
sides and return to initial position.
2. Symmetrical stride jump: Right arm and leg
were placed forward; left arm and leg, back.
This task consisted of jumping in place in a
rhythmical pattern while reversing the pOSi­
tion of arms and legs for each jump.
3. Reciprocal stride jump: Right arm and left leg
were placed forward; left arm and right leg,
back. This task consisted of jumping in place
in a rhythmical pattern while reversing the
position of arms and legs for each jump.
An electronic timer was used to measure the 10­
second periods in the Performance phase. We found
during the pilot study that this timer was more useful
than a regular stopwatch because it featured a beep
that allowed for more precise measurement. It also
freed the tester to concentrate only on the child's
performance.
The whole procedure took about 5 to 10 minutes
for each child, depending on the amount of instruc­
tion needed. Breaks were allowed between tasks ac­
cording to each child's needs. Younger children
tended to show signs of fatigue, whereas most of the
8- and 9-year-old children performed the three tasks
without intervals of rest.
Results
A 5 X 2 X 3 (Age X Sex X Task) repeated measures
analysis of variance (ANOVA) was performed on the
total score of the three jumping tasks. Results showed
that, overall, sex was not significant, F(l, 90) == 2.85,
P == .09; age was significant, F( 4, 90) == 17.66, P <001;
task was significant, F(2, 180) == 115.76, P < .001; and
none of the interactions were significant. With the use
of the Duncan multiple comparison procedure, signif­
icant differences (p < .05) were found between 5­
year-olds and 7-, 8-, and 9-year-olds, and between 6­
year-olds and 8- and 9-year-olds. The same procedure
also showed significant differences between the three
tasks.
Separate ANOVAs were also performed for the
learning and performance phases. A 5 X 2 X 3
(Age X Sex X Task) repeated measures ANOVA on
the learning phase scores indicated that sex was not
significant, F(l, 90) == 1.64, P == .20; age was signifi­
cant, F(4, 90) == 18.51, P < .001; task was significant,
F(2, 180) == 82.46, P < .001; and none of the age-task
interactions were significant.
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The Age X Sex repeated measures ANOVA on the
performance phase scores indicated that sex was not
significant, F(1, 90) = 1.80, P = .054; age was signifi­
<::ant, F(4, 90) = 13.23, P < .001; task was significant,
F(2, 180) = 86.47, P < .001; and age-task interaction
was significant, F(8, 180) = 3.70, P < .001. No other
interaetions were significant. The Duncan multiple
range test indicated that at each age there was a signif­
icant difference (p < .05) between reciprocal stride
jumps and jumping jacks and between reciprocal
stride jumps and symmetrical stride jumps. However,
there was no significant difference between symmet­
rical stride jumps 3nd jumping jacks at any age.
Because sex differences did not significantly af­
fect perform3nce, data for boys and girls were com­
bined. Table 1 presents the means and standard de­
viations for the total score and the learning, and per­
formance phase scores as a function of age for each of
the three jumping tasks.
Three 5 X 2 (Age X Sex) ANOVAs, one for each
task, were conducted for the actual number of correct
jumps completed in 10 seconds on the performance
phase. Table 2 presents the means and standard de­
viations for the 3etU31 number of jumps in 10 seconds
as a function of age and t3sk. For jumping jacks, sex
W3S not signific3nt, F(1, 90) = 0.48,p = .491; age W3S
significant, F(4, 90) = 20.55, P < .001; and age-task
interaction was not significant. With the use of the
Duncan multiple comparison procedure, differences
(p < .05) in the number of jumping j;Jcks performed
were found between the 5-year-olds and the 6·, 7-, 8-,
and 9-year-olds, hetween the 6-year-olds anel the 7-,
8-, and 9-year-olds, and between the 7-yearoJds and
Table 1
Means and Standard Deviations of Learning Phase,
Performance Phase, and Total Score as a
Function of Age and Task
Task
Jumping
Jacks
---Age-'
Phase
x
SD
5
Learning
Performance
Tm:i1
6
Le3rning
107
50
157
118
66
lil4
14.7
8.6
231
148
96
244
148
97
245
28
25
46
29
2.7
5.2
7
8
9
Performance
Total
Learning
Performance
TOlal
Learning
Performance
Total
Learning
Performance
Total
1.4
2.1
28
0.6
1.4
2.0
0.7
13
20
Symmetrical
Jump
--Reciprocal
Jump
---
x - -SD
- - - _x. _ -SD
­
10.6
58
16.4
108
63
17 1
11.7
74
191
13.7
8.7
22.4
136
85
221
- _ . _ ~ .
" rz = 20 for each age group.
2.2
2.1
33
28
19
4.4
22
22
38
1.5
13
2.7
1.4
15
2.8
7.4
35
109
75
4 1
11.6
90
52
142
11.5
52
167
11.9
4.0
159
38
23
58
4.1
2.6
6.4
38
3.0
65
2.1
32
4.9
31
28
49
Table 2
Means and Standard Deviations for Number of Jumps
Performed in 10 Sec as a Function of Age and Task
T~sk
-
Jumping
Jacks
---
Symmt:lrical
Jump
Age'
x
sn
x
Sf)
5
6
7
8
9
39
69
96
11.8
12.9
36
45
3.9
29
32
53
6.2
7.7
33
29
35
2.3
25
-
, 1/ =
96
9.4
Reciproc:Il
.lump
x
\f)
1.7
31
2 .'~
3H
·j.1
:~8
4 I
2..i
,1. ,
;Hi
20 for t:ach age group.
the 9-ye:lr-olds. For symmctric;!l stridc Illmp~, sex \\':.1"
significant, F(1, 90) = 5.78, P < .OS, with girls doing
better than hoys; age was significant, F(4. 90) = 904,
P < .001; and age-t:1sk interaction W:IS not signinC:lI1t
The Du ncan procedure illli ic!ted t h:!t the source of
difference in age (p < .05) W:IS hetween ')ve:lrolds
and 7-, 8-, :l11d 9-year-olds Jnd between 6ve:lr·olds
and 8- and 9-year-olds. The AN OVA performerl on the
number of reciproGll jumps indicated th:lt sex \\'~I<; nm
significant, F(1, 90) = .30, P = .586; :lge w:\S nor sign if
icant, F(4, 90) = 1.57, P = .18; and age-t:lsk interaction
WZIS not signific;Jnt
Discussion
According to the results, the three jumping usk..;, :1"
measured by total scores, present increasing level, of
difficulty, and the ability to learn the t:lsks improves
wjth age. As hypothesized, jumping jacks \\':IS the e:1si­
est task, but consistent, spont:l11eous, correct perfor
mance should not be expected before the :Igc of 7
YC:lrs. This finding is in agreement with K:Iuffm:m s
(1983) expectations. The symmetriCll stride lump
was the second most difficult task, in which rhE:' chil
dren's performance was not consistent and SP1)nt:lIle·
OUS until the age of 9 years, with only 50% of the
9-year-olds obtaining a perfect or near-perfect <;core
(23 points or above).
As expected, the reciprocll strielc lump "':1" the
most difficult task, in which only 1S% of the 9·ve:lr·
olels C3 chilclren) obtained J near-perfect score. The
scores obtained on the reciprocal-srride·jump selle
(see Table 1), show that in the le:lrning phase the
scores increased consistently with age, inclic:tring rh:n
the older chil.dren needed less instruction ro perf()rm
the task correctly than did the younger children. AI·
though the older children learned the tasks faster,
their scores in the performance phase, and conse·
quently, their total scores, did not improve with :1ge.
An explanation for this lack of improvement mighr he
the fact that during test procedures the ().~/carolds
tended to get confused when being timed. During rhe
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441
performance phase, 40% of the 9-year-olds reversed
the pattern on the first jump and did the easier sym­
metrical pattern instead of the reciprocal one These
children did not seem to notice they were doing the
wrong pattern and tended to perform a more auto­
matic pattern when under time constraints. The re­
sults obtained on the reciprocal·stride-jump scale
suggest that the neuromotor mechanisms underlying
the ability to do this type of motor task might still be
under development at the age of 9 years.
Sex differences in performance were not evi­
denced on any of the jumping tasks, except on the
symmetrical-stride-jump scale, where girls were faster
and therefore performed more jumps. This difference
may be due to the small sample size or, perhaps, to
the practice of bilateral motor tasks, such as clapping
games or jump rope, which are more commonly
played by girls. This finding is consistent with
Thomas and French's (985) proposition that there
are no biological gender differences on specific
motor tasks before puberty, and that such differences,
when they are observed, are thought to be induced by
environmental expectations.
The results of the present study indicate that the
scales developed may be useful tools in assessing
children's ability to perform jumping jacks, symmetri­
cal stride jumps, and reciprocal stride jumps. Test
procedures can be administered in less than 10 min­
utes, the scoring criteria are easy to learn, and raters
can be trained to score in a reliable way, as indicated
by the high interrater reliability indexes.
Although the scales present some characteristics
that are highly desirable as screening assessments for
motor dysfunction, their test-retest reliability and the
age range to which they apply pose limitations on
their use. The test-retest reliability coefficients for
the symmetrical-stride-jump and reciprocal-stride­
jump scales indicate only a moderate degree of repro­
ducibility Two factors may have contributed to lower
correlations. Some subjects, frustrated by their poor
performance on the first test, and others, challenged
to improve their performance, reported they had
practiced the symmetrical and reciprocal stride jumps
between the two test administrations. Although this
practice effect may have lowered the test-retest reli­
ability on both symmetrical and reciprocal stride
jumps, it is not clear why the test-retest reliability was
even lower for the symmetrical-stride-jump scale. The
scoring criteria on this scale may need minor revi­
sions. It is also reasonable to expect that some chil­
dren may have benefited from practice during the
learning phase of testing and that they therefore re­
ceived higher overall scores when tested the second
time.
None of the children reported haVing practiced
jumping jacks between test sessions, perhaps because
442
this was an activity more familiar to them than stride
jumps. The test-retest reliability coefficient for the
jumping-jacks scale was higher than for the other two
tasks, thus indicating good reproducibility. Therefore,
jumping jacks, as measured on this scale, may be the
most useful tool for the assessment of bilateral motor
coordination.
Considering the age level at which groups of
children gain proficiency in each of the three jumping
tasks, it seems reasonable to use the jumping·jacks
and symmetrical-stride-jump scales with children
aged 5 years and older. The reciprocal-stride-jump
scale does not seem appropriate for children younger
than 7 years of age because approximately 50% of the
5- and 6-year-old children failed to learn the task. This
task also proved to be difficult for 9·year-olds. There­
fore, the use of this scale as a screening meaSUre
should be limited until further research is done to
identify the age at which reciprocal stride jumps can
be developed as a skill.
It would be interesting to study further whether
these scales can differentiate between children who
have motor deficits (e.g., sensory integration dys­
function) and children who do not have these deficits
Another component to investigate is the contribution
of praxis to the performance of these tasks.
Summary
Normal children aged 5 to 9 years, 10 boys and 10 girls
at each age level, were tested on their ability to do
jumping jacks, symmetrical stride jumps, and recipro­
cal stride jumps. The children's performance on each
of the three tasks was scored according to scales de­
veloped by the first author, and the use of these scales
to assess motor skill development in children was
discussed. There were no sex differences on the tasks.
However, there were significant differences in the
performance on each task according to the child's age
level. Jumping jacks were shown to be the easiest
task, performed well by children aged 7 years and
older. The symmetrical stride jump was an interme­
diary task that most of the 9·year-old children per­
formed well. The children's performance on the re­
ciprocal-stride-jump scale was somewhat variable,
and the task appeared to be too difficult for the major­
ity of the children tested.
In conclusion it can be said that the jumping­
jacks scale is useful as a screening tool in the assess­
ment of bilateral motOr coordination in children. The
symmetrical-stride-jump scale also is a useful mea­
sure; however, results indicate that it is not as reliable
as the jumping-jacks scale.
Acknowledgments
We thank the administrators, teachers, and children at the
ivlaplewood School, Malden, Massachusetts, and at the
July 1989, Volume 43, Number 7
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Morse School, Cambridge, Massachusells, for lheir coopera­
lion and assislance, and Anne Fisher, SeD, OTR, for her assis­
lance in designing lhe scales.
We also lhank lhe Coordenacao de Aperfeicoamemo
de Pessoal de Nivel Superior (CAPES), Brazilian Minislry of
Educalion and Cullure, who supponed lhis swdy and spon­
sored lhe firsl aUlhor's graduale educalion
This slUdy was compleled by lhe firsl aUlhor in panial
fulfillmem of lhe requiremems for lhe maSler of science
degree from Boswn University.
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