Liam J. B. Hill
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View article: Validation of FUNMOVES: A reliable tool for assessing motor skills in Spanish schoolchildren
Validation of FUNMOVES: A reliable tool for assessing motor skills in Spanish schoolchildren Open
Background Developmental Coordination Disorder (DCD) affects around 5% of the global population, but difficulties in accessing specialist diagnoses lead to underdiagnosis. In Spain, there are no school-based screening protocols for motor c…
View article: Ethnic differences in sensorimotor processing: a longitudinal study using the Born in Bradford cohort
Ethnic differences in sensorimotor processing: a longitudinal study using the Born in Bradford cohort Open
Sensorimotor processing is a fundamental neurodevelopmental skill that underpins many higher order cognitive abilities. Early ethnic differences in motor behaviour have been found. However, the reported disparities have involved subjective…
View article: Operationalising the fine motor construct: an evaluation of assessment tools
Operationalising the fine motor construct: an evaluation of assessment tools Open
Background: Fine motor skills have been linked to a wide range of negative physical, social, educational, and emotional health consequences. However, there is a lack of consensus on which methods should be used to measure these skills and …
View article: “The system is a bit broken…” a qualitative exploration of barriers in the pathway for diagnosing Developmental Coordination Disorder/ Specific Developmental Disorder of Motor Function
“The system is a bit broken…” a qualitative exploration of barriers in the pathway for diagnosing Developmental Coordination Disorder/ Specific Developmental Disorder of Motor Function Open
Background: Approximately 5% of children are affected by a neurodevelopmental disorder of their sensorimotor skills. DSM-V and ICD-10, the two most widely used diagnostic systems, define this diagnostically as ‘Developmental Coordination D…
View article: Exploring diagnosis of Developmental Coordination Disorder and Specific Developmental Disorder of Motor Function: a secondary data analysis using Connected Bradford
Exploring diagnosis of Developmental Coordination Disorder and Specific Developmental Disorder of Motor Function: a secondary data analysis using Connected Bradford Open
Background: Approximately 5% of children are affected by a neurodevelopmental disorder of their sensorimotor skills. DSM-V and ICD-10, the two most widely used classifications systems, define this diagnostically as either ‘Developmental Co…
View article: Key kinematic measures of sensorimotor control identified via data reduction techniques in a population study (Born in Bradford)
Key kinematic measures of sensorimotor control identified via data reduction techniques in a population study (Born in Bradford) Open
Background Sensorimotor processes underpin skilled human behaviour and can thus act as an important marker of neurological status. Kinematic assessments offer objective measures of sensorimotor control but can generate countless output var…
View article: Comparing the physical and mental effects of using Movement Breaks or Physically Active Learning within Curriculum Time: A Multi-School Cluster Randomised Controlled Trial
Comparing the physical and mental effects of using Movement Breaks or Physically Active Learning within Curriculum Time: A Multi-School Cluster Randomised Controlled Trial Open
PURPOSE: Physically Active learning (PAL) and Movement Breaks (MBs) are popular methods for encouraging increased Physical Activity (PA) within curriculum time. Both have also been claimed to enhance pupil’s cognitive and academic performa…
View article: The validity and reliability of school-based fundamental movement skills screening to identify children with motor difficulties
The validity and reliability of school-based fundamental movement skills screening to identify children with motor difficulties Open
Aim Assess whether school-based teacher-led screening is effective at identifying children with motor difficulties. Methods Teachers tested 217 children aged between 5 and 11 years old, after a one hour training session, using a freely ava…
View article: Large-scale assessment of 7-11-year-olds’ cognitive and sensorimotor function within the Born in Bradford longitudinal birth cohort study
Large-scale assessment of 7-11-year-olds’ cognitive and sensorimotor function within the Born in Bradford longitudinal birth cohort study Open
Background: Cognitive ability and sensorimotor function are crucial aspects of children’s development, and are associated with physical and mental health outcomes and educational attainment. This paper describes cross-sectional sensorimoto…
View article: Fundamental Movement Skills and Their Assessment in Primary Schools from the Perspective of Teachers
Fundamental Movement Skills and Their Assessment in Primary Schools from the Perspective of Teachers Open
Evidence suggests that children struggle to acquire age-appropriate fundamental movement skills (FMS), despite their importance for facilitating physical activity. This has led to calls for routine school-based screening of children's FMS.…
View article: Developing and validating a school-based screening tool of Fundamental Movement Skills (FUNMOVES) using Rasch analysis
Developing and validating a school-based screening tool of Fundamental Movement Skills (FUNMOVES) using Rasch analysis Open
Background A large proportion of children are not able to perform age-appropriate fundamental movement skills (FMS). Thus, it is important to assess FMS so that children needing additional support can be identified in a timely fashion. The…
View article: Large-scale assessment of 7-11-year-olds’ cognitive and sensorimotor function within the Born in Bradford longitudinal birth cohort study
Large-scale assessment of 7-11-year-olds’ cognitive and sensorimotor function within the Born in Bradford longitudinal birth cohort study Open
Background: Cognitive ability and sensorimotor function are crucial aspects of children’s development, and are associated with physical and mental health outcomes and educational attainment. The current project forms part of the Born in Br…
View article: Young Children’s Prosocial Behavior Protects Against Academic Risk in Neighborhoods With Low Socioeconomic Status
Young Children’s Prosocial Behavior Protects Against Academic Risk in Neighborhoods With Low Socioeconomic Status Open
Children raised in neighborhoods with low socioeconomic status (SES) are at risk for low academic achievement. Identifying factors that help children from disadvantaged neighborhoods thrive is critical for reducing inequalities. We investi…
View article: Can holistic school readiness evaluations predict academic achievement and special educational needs status? Evidence from the Early Years Foundation Stage Profile
Can holistic school readiness evaluations predict academic achievement and special educational needs status? Evidence from the Early Years Foundation Stage Profile Open
This study examined the predictive validity of holistic school readiness evaluations using the ‘good level of development’ outcome from the Early Years Foundation Stage Profile (EYFSP). The EYFSP assesses a range of abilities at school ent…
View article: Developing and Implementing a School-led Motor Intervention for Children with Handwriting Difficulties
Developing and Implementing a School-led Motor Intervention for Children with Handwriting Difficulties Open
We describe the development of an evidence-based motor intervention and an implementation pilot study in ten primary schools, involving 515 children (4–11 years). 'Helping Handwriting SHINE' (HHS) is a novel, school-led, group-based handwr…
View article: Maternal iodine status in a multi‐ethnic UK birth cohort: Associations with child cognitive and educational development
Maternal iodine status in a multi‐ethnic UK birth cohort: Associations with child cognitive and educational development Open
Background Maternal iodine requirements increase during pregnancy to supply thyroid hormones critical for fetal neurodevelopment. Iodine insufficiency may result in poorer cognitive or child educational outcomes but current evidence is spa…
View article: The validity and reliability of observational assessment tools available to measure fundamental movement skills in school-age children: A systematic review
The validity and reliability of observational assessment tools available to measure fundamental movement skills in school-age children: A systematic review Open
There is insufficient evidence to justify the use of any observational FMS assessment tools for universal screening in schools, in their current form.
View article: Fundamental Movement Skills and their Assessment in Primary Schools from the Perspective of Teachers
Fundamental Movement Skills and their Assessment in Primary Schools from the Perspective of Teachers Open
Background Evidence suggests that significant numbers of school children fail to acquire age-appropriate fundamental movement skills (FMS), despite the importance of FMS in facilitating participation in physical activities. This has led to…
View article: The Earliest Origins of Genetic Nurture: The Prenatal Environment Mediates the Association Between Maternal Genetics and Child Development
The Earliest Origins of Genetic Nurture: The Prenatal Environment Mediates the Association Between Maternal Genetics and Child Development Open
Observed genetic associations with educational attainment may be due to direct or indirect genetic influences. Recent work highlights genetic nurture, the potential effect of parents’ genetics on their child’s educational outcomes via rear…
View article: Starting School: a large-scale start of school assessment within the ‘Born in Bradford’ longitudinal cohort
Starting School: a large-scale start of school assessment within the ‘Born in Bradford’ longitudinal cohort Open
The Born in Bradford (BiB) cohort of 13,776 children born between 2007-2011 and their parents provides a rich data resource for researchers exploring protective and risk factors influencing long-term developmental and health outcomes. Educ…
View article: Starting school: educational development as a function of age of entry and prematurity
Starting school: educational development as a function of age of entry and prematurity Open
Objective To estimate the impact on early development of prematurity and summer birth and the potential ‘double disadvantage’ created by starting school a year earlier than anticipated during pregnancy, due to being born preterm. Design, s…
View article: Stereotype Threat in Black College Students Across Many Operationalizations
Stereotype Threat in Black College Students Across Many Operationalizations Open
According to stereotype threat theory, the possibility of confirming a negative group stereotype evokes feelings of threat, leading people to underperform in domains where they are stereotyped as lacking ability. This theory has immense th…
View article: Growing up in Bradford: protocol for the age 7–11 follow up of the Born in Bradford birth cohort
Growing up in Bradford: protocol for the age 7–11 follow up of the Born in Bradford birth cohort Open
Our multi-method approach to recruitment and assessment provides an efficient method of collecting rich data on all family members. Data collected will enhance BiB as a resource for the international research community to study the interpl…
View article: Using kinematic analyses to explore sensorimotor control impairments in children with 22q11.2 deletion syndrome
Using kinematic analyses to explore sensorimotor control impairments in children with 22q11.2 deletion syndrome Open
Impairments in sensorimotor control are seen on a range of visuo-manual tasks in children with 22q11.2DS but the extent of these impairments are largely unrelated to the severity of other psychopathological and intellectual impairments com…
View article: Hitting the Target: Mathematical Attainment in Children Is Related to Interceptive-Timing Ability
Hitting the Target: Mathematical Attainment in Children Is Related to Interceptive-Timing Ability Open
Interceptive timing is a fundamental ability underpinning numerous actions (e.g., ball catching), but its development and relationship with other cognitive functions remain poorly understood. Piaget suggested that children need to learn th…