RESUMO
Introduction: Scientific literature contains mainly systematic reviews focused on substantial aspects, but there are also approaches that have combined both substantial and methodological aspects, which is our preferred option since it undeniably adds value. The aims of this study were: (1) to carry out a systematic review of the literatura on T-Pattern analysis (TPA), and (2) to explore the possible contribution of mixed methods research to the integration of qualitative and quantitative elements on a synthesis level. Methods: Based on PRISMA guidelines, searches were carried out in the Scopus, PsycINFO, and Web of Science databases. The general search syntax was: "THEME" AND ("T-Patterns" OR "T Patterns") carried out in title, keywords and abstract. In addition, we included empirical articles on THEME and T-Patterns collected in other sources based on citations in several empirical works and consultations with different authors. This selection process resulted in 125 primary documents making up this systematic review. Results: The results showed that the detection of structures in behavior patterns forms a nexus between studies carried out in very diverse fields and contexts. Most studies are observational, whilst the applicability and power of T-Pattern detection are extraordinary. It allows the researcher to go deeper in a robust analysis that responds to the integration of qualitative and quantitative elements which constitutes the leit motive of mixed methods; and also to discover the deep, hidden structure that underlies the respective databases, regardless of the methodology used in each study. The possibilities in assigning parameters notably increase the options for obtaining results and their interpretation. Discussion: It is relevant the extraordinary strength and applicability of T-pattern detection. There is a high presence of T-pattern detection and analysis in studies using observational methodology. It is necessary commit to consolidating the methodological analysis of selected works, as taking individual and collective responsibility for improving methodological quality of TPA studies, taking advantage of the resources provided by the THEME program.
RESUMO
Early motor skills underpin the more complex and specialized movements required for physical activity. Therefore, the design of interventions that enhance higher levels of early motor skills may encourage subsequent participation in physical activity. To do so, it is necessary to determine the influence of certain factors (some of which appear very early) on early motor skills. The objective of this study was to examine the influence of some very early environmental variables (delivery mode, feeding type during the first 4 months of life) and some biological variables (sex and age in months) on preschool motor skills, considered both globally and specifically. The sample was composed by 43 preschool students aged 5-6 years. The participant's parents completed an ad hoc questionnaire, reporting on delivery mode, feeding type, sex, and age in months. The children's motor skills were assessed using observational methodology in the school setting, while the children participated in their regular motor skills sessions. A Nomothetic/Punctual/Multidimensional observational design was used. Results revealed that certain preschool motor skills were specifically influenced by delivery mode, feeding type, sex, and age. Children born by vaginal delivery showed higher scores than children born via C-section in throwing (p = 0.000; d = 0.63); total control of objects (p = 0.004; d = 0.97); total gross motor skills (p = 0.005; d = 0.95); and total motor skills (p = 0.002; d = 1.04). Children who were exclusively breastfed outperformed those who were formula-fed in throwing (p = 0.016; d = 0.75); visual-motor integration (p = 0.005; d = 0.94); total control of objects (p = 0.002; d = 1.02); total gross motor skills (p = 0.023; d = 0.82); and total motor skills (p = 0.042; d = 0.74). Boys outperformed girls in throwing (p = 0.041; d = 0.74) and total control of objects (p = 0.024; d = 0.63); while the opposite occurred in static balance (p = 0.000; d = 1.2); visual-motor coordination (p = 0.020; d = 0.79); and total fine motor skills (p = 0.032; d = 0.72). Older children (aged 69-74 months) obtained higher scores than younger ones (aged 63-68 months) in dynamic balance (p = 0.030; d = 0.66); visual-motor integration (p = 0.034; d = 0.63); and total balance (p = 0.013; d = 0.75). Implications for early childhood care and education are discussed since this is a critical period for motor skill development and learning.
RESUMO
La Teoría de la Generalizabilidad (TG) es una teoría de los errores multifaceta que asume que cualquier situación de medida posee infinitas fuentes de variación. En este sentido esta teoría puede aplicarse en el ámbito de la observación con la intención de conocer lainfluencia de estas fuentes de error sobre la medida. De todas las posibilidades, en este trabajo se presentan, a modo de ejemplo, tres aplicaciones de la TG en las primeras fases de una investigación en el ámbito observacional: 1) para el estudio de la validez, 2) para la estimación de la muestra; y, 3) para el estudio de la fiabilidad. Actualmente existen aplicaciones informáticas (GT, EduG o, recientemente, SAGT) que facilitan la implementación de este tipo de análisis que permiten al investigador contar con recursos procedimentales para que las decisiones que tiene que tomar en el proceso de investigación puedan estar justificadas antes de ser implementadas como la muestra necesaria para poder generalizar con precisión o disponer de una herramienta de observación válida y fiable para afrontar el arduo proceso de codificación y registro de las conductas acontecidas en los contextos naturales donde se aplican
The generalizability theory (G theory) is a multifaceted error theory that assumes that any measurement situation possesses infinite sources of variation. In the field of observation, it can therefore be applied to determine the influence of these sources of error on measurements. By way of an example, this paper describes three applications of the G theory in the initial stages of observational research: 1) to study validity; 2) to estimate the required sample size; and 3) to study reliability. Currently available software applications (such as GT, EduG or, recently, SAGT) make it easier to conduct this kind of analysis and they provide researchers with procedures for ensuring that the decisions they need to make during the research process are justified prior to being implemented; for instance, calculating the required sample size so as to ensure the accurate generalization of results, or constructing a valid reliable observational instrument that can meet the arduous task of coding and recording behaviour in natural contexts
A Teoria da Generalização (TG) é uma teoria de erros multifacetada que assume que qualquer situação de medida possui infinitas fontes de variação. Neste sentido, esta teoria pode ser aplicada no âmbito da observação com a intenção de conhecer a influência destas fontes de erro sobre a medida. De todas estas possibilidades, neste trabalho apresentam-se, a título de exemplo, três aplicações da TG nas primeiras fases de uma investigação no âmbito observacional: 1) para o estudo da validade, 2) para a estimativa da amostra; e, 3) para o estudo da fidelidade. Actualmente existem aplicações informáticas (GT, EduG ou, recentemente, SAGT) que facilitam a implementação deste tipo de análise que permitem ao investigador contar com recursos procedimentais para que a decisões que tem que tomar no processo de investigação possam ser justificadas antes de serem implementadas como a amostra necessária para poder generalizar com precisão ou dispor de uma ferramenta de observação válida e fiável para levar a cabo o processo de codificação e registo dos comportamentos, nos contextos naturais onde decorrem
