<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-109X</journal-id>
<journal-title><![CDATA[Sinéctica]]></journal-title>
<abbrev-journal-title><![CDATA[Sinéctica]]></abbrev-journal-title>
<issn>1665-109X</issn>
<publisher>
<publisher-name><![CDATA[Instituto Tecnológico y de Estudios Superiores de Occidente, Departamento de Educación y Valores]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-109X2022000200203</article-id>
<article-id pub-id-type="doi">10.31391/s2007-7033(2022)0059-012</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Mastery motivational climate intervention: Motor and social benefits for children with and without disabilities]]></article-title>
<article-title xml:lang="es"><![CDATA[Beneficios de una intervención de clima motivacional para el dominio de las habilidades motoras y sociales de niños de escasos recursos con retraso motor: un estudio de campo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pick]]></surname>
<given-names><![CDATA[Rosiane Karine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valentini]]></surname>
<given-names><![CDATA[Nadia Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,PICK Education Consulting  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<numero>59</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-109X2022000200203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-109X2022000200203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-109X2022000200203&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This mixed-design study examined the effects of a mastery motivational climate intervention on the motor and social skills of underserved children with and without disabilities. A mastery climate was implemented for the intervention group consistent with the TARGET structure. Children, 24 children with disabilities (12 boys, 12 girls) and 52 without disabilities (31 boys, 21 girls), were assessed with the Test of Gross Motor Development -second edition pre-and post-intervention. Along with the intervention, social skills were assessed using a qualitative approach; a checklist with five levels of personal e social responsibility behavior was used. Results showed that mastery motivational climate intervention was effective in promoting positive changes in locomotor and object control scores; the intervention group also showed higher performance in the post-intervention than the control group. Along with the intervention, the children in the mastery motivational climate group also adopted higher personal and social responsibility levels during the lessons. Positive correlations were observed between children&#8217;s motor development and their levels of responsibility. The mastery motivational climate intervention promotes positive motor and social skills changes for children living in vulnerability.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio examinó los efectos de una intervención de clima motivacional para el dominio de las habilidades motoras y sociales de niños de bajos ingresos, con y sin discapacidades. Se estableció un clima para el dominio con el grupo de intervención acorde con la estructura de TARGET. Los participantes, 24 niños con discapacidades (12 niños; 12 niñas) y 52 sin discapacidades (31 niños; 21 niñas), fueron evaluados con el test de desarrollo de la motricidad gruesa -segunda ediciónantes y después de la intervención. Junto con esta, se evaluaron las habilidades sociales mediante un enfoque cualitativo; se utilizó una lista de control con cinco niveles de comportamiento de responsabilidad personal y social. Los resultados mostraron que la intervención fue eficaz para promover cambios positivos en las puntuaciones de control locomotor y de objetos; el grupo de intervención también reportó un mayor rendimiento en la posintervención que el grupo de control. Además de la intervención, los niños del grupo de clima motivacional de dominio adoptaron niveles más altos de responsabilidad personal y social durante las clases. Se observaron correlaciones positivas entre el desarrollo motor de los niños y sus niveles de responsabilidad. La intervención del clima de motivación de dominio promueve cambios positivos en las habilidades motoras y sociales de los niños que viven en situación de vulnerabilidad.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[child development]]></kwd>
<kwd lng="en"><![CDATA[children with disabilities]]></kwd>
<kwd lng="en"><![CDATA[motor delays]]></kwd>
<kwd lng="en"><![CDATA[social skills]]></kwd>
<kwd lng="en"><![CDATA[motor skill intervention]]></kwd>
<kwd lng="es"><![CDATA[desarrollo infantil]]></kwd>
<kwd lng="es"><![CDATA[niños con discapacidad]]></kwd>
<kwd lng="es"><![CDATA[retrasos motores]]></kwd>
<kwd lng="es"><![CDATA[habilidades sociales]]></kwd>
<kwd lng="es"><![CDATA[intervención en habilidades motoras]]></kwd>
</kwd-group>
</article-meta>
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