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Melby PS, Elsborg P, Nielsen G, Lima RA, Bentsen P, Andersen LB. Exploring the importance of diversified physical activities in early childhood for later motor competence and physical activity level: a seven-year longitudinal study. BMC Public Health 2021; 21:1492. [PMID: 34340663 PMCID: PMC8330057 DOI: 10.1186/s12889-021-11343-1] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2021] [Accepted: 06/17/2021] [Indexed: 11/24/2022] Open
Abstract
BACKGROUND Research indicates that childhood motor competence (MC) can predict physical activity (PA) levels later in life and it has been argued that frequently engaging in a wide diversity of physical activities will eventually improve children's MC. However, no longitudinal or experimental studies have confirmed this theoretical rationale. The aims of this study are to explore the longitudinal associations between diversified physical activities at age six and later MC and PA (time spent in moderate-to-vigorous PA) (age nine and 13). Furthermore, we explore to what extent the longitudinal association between diversified physical activity and PA is mediated by MC. METHODS Longitudinal data from the Copenhagen School Intervention Study were used for this analysis, where 704 participated (69% response rate). Diversified physical activity (self-reported), MC (The Körperkoordinationstest für Kinder battery of postural stability and locomotor skills) and PA (accelerometer) were assessed in the children at age six, age nine and age 13. A total of 654 participated in at least two of the measures and, therefore, were included in the analysis. Two structural equation models were constructed, with diversified physical activity at age six and MC and PA at age nine as predictors of PA and MC at age 13. RESULTS The data from both models demonstrated good model fit. Diversified physical activity at 6 years of age was significantly associated with physical activity and MC at age 13, when adjusting for sex, age, intervention, weight, height, and previous levels of PA and MC. Diversified physical activity at age six was also positively associated with PA and MC at age nine, which were, in turn, positively related to PA at age 13 but to a lesser degree than diversified PA at age six. The association between diversified physical activity at age six and PA at age 13 was not mediated by MC at age nine. CONCLUSIONS The results of this study indicate that diversified physical activity at age six is important for the development of MC and PA in adolescence. Increasing the diversity of children's daily physical activities, not only the amount and intensity, seems important for future PA behavior and thereby health promotion in a life course perspective.
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Affiliation(s)
- Paulina S. Melby
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark
- Health Promotion, Steno Diabetes Center Copenhagen, The Capital Region of Denmark, Gentofte, 2820 Danmark
| | - Peter Elsborg
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark
- Health Promotion, Steno Diabetes Center Copenhagen, The Capital Region of Denmark, Gentofte, 2820 Danmark
- Center for Clinical Research and Prevention, Copenhagen University Hospital, Bispebjerg and Frederiksberg, 2000 Frederiksberg, Denmark
| | - Glen Nielsen
- Department of Nutrition, Exercise and Sports, University of Copenhagen, Copenhagen, Denmark
| | - Rodrigo A. Lima
- Research, Innovation and Teaching Unit, Parc Sanitari Sant Joan de Déu, Sant Boi de Llobregat, Barcelona, Spain
| | - Peter Bentsen
- Center for Clinical Research and Prevention, Copenhagen University Hospital, Bispebjerg and Frederiksberg, 2000 Frederiksberg, Denmark
- Department of Geosciences and Natural Resource Management, University of Copenhagen, 1958 Frederiksberg C, Denmark
| | - Lars B. Andersen
- Department of Sport, Food and Natural Sciences, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences Campus Sogndal, Bergen, 5020 Norway
- Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Bergen, 5020 Norway
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102
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Strotmeyer A, Kehne M, Herrmann C. Effects of an Intervention for Promoting Basic Motor Competencies in Middle Childhood. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18147343. [PMID: 34299794 PMCID: PMC8303540 DOI: 10.3390/ijerph18147343] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/31/2021] [Revised: 06/25/2021] [Accepted: 07/06/2021] [Indexed: 11/24/2022]
Abstract
The development of motor competencies is necessary for participation in the culture of sport, exercise, and physical activity, which in turn supports the development of a healthy lifestyle. A lack of physical activity in childhood and deficits in motor performance emphasize the relevance of interventions for promoting basic motor competencies. However, there are research desiderata with regard to such interventions. This article describes an intervention program for promoting basic motor competencies in middle childhood (around 6 to 10 years of age). The intervention was investigated in a longitudinal study from June 2019 to January 2020 (n = 200; 58% girls, M = 8.84 years, SD = 0.63) at three primary schools. The intervention was conducted once a week in physical education (PE). The comparison group participated in regular PE. The intervention showed significant effects on basic motor competencies in object movement but not in self-movement. The results demonstrate that positive effects on basic motor competencies can be achieved with the help of a relatively simple intervention. Further longitudinal studies are desirable as a means of substantiating the results and developing evidence-based concepts to support children in their development in the best possible way.
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Affiliation(s)
- Anne Strotmeyer
- Department of Exercise and Health, Paderborn University, 33098 Paderborn, Germany;
- Correspondence: ; Tel.: +49-5251-60-5307
| | - Miriam Kehne
- Department of Exercise and Health, Paderborn University, 33098 Paderborn, Germany;
| | - Christian Herrmann
- Physical Education Research Group, Zurich University of Teacher Education, 8090 Zurich, Switzerland;
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103
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Burton AM, Eisenmann JC, Cowburn I, Lloyd RS, Till K. Developing motor competency in youths: Perceptions and practices of strength and conditioning coaches. J Sports Sci 2021; 39:2649-2657. [PMID: 34225574 DOI: 10.1080/02640414.2021.1949189] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Motor competency is integral to the long-term athletic development of youths. Strength and conditioning (S&C) coaches are recommended to deliver motor competency interventions, yet no studies have investigated their perceptions and practices for developing motor competency in youths. Sixty-seven male, and 4 female S&C coaches completed an initial and follow up questionnaire using a 5-point Likert scale, rating 1] the importance of developing competence, and 2] how frequently they developed competence across 90 motor competencies. Over 55% of S&C coaches reported a broad range of "important" (69/90) and "frequently developed" (48/90) motor competencies. The most important motor competency was "deceleration" (4.9 ± 0.3), whilst "hip hinge (bilateral)" was the most practised (4.4 ± 0.5). S&C coaches targeted upper body pushing and pulling competencies more than their perceived importance, whilst agility (e.g., turning) competencies were targeted less than their importance. Further analysis showed S&C coaches who delivered 3-4 sessions per week targeted 15-18% more competencies compared to ≤ 2 sessions per week. Overall, these findings have strong implications for youth motor competency development including the reflection of important vs. practised competencies, coach education programmes, and consideration for how S&C coaches should seek to optimise motor competency development within youths.
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Affiliation(s)
- Alan M Burton
- Carnegie School of Sport, Leeds Beckett University, Leeds, UK.,Queen Ethelburga's Collegiate, York, UK.,Leeds Rhinos Rugby League Club, Leeds, UK
| | - Joey C Eisenmann
- Carnegie School of Sport, Leeds Beckett University, Leeds, UK.,Department of Kinesiology & Sport Sciences, University of Nebraska-Kearney, Kearney, NE, USA
| | - Ian Cowburn
- Carnegie School of Sport, Leeds Beckett University, Leeds, UK
| | - Rhodri S Lloyd
- Youth Physical Development Centre, Cardiff School of Sport, Cardiff Metropolitan University, Cardiff, UK.,Sports Performance Research Institute New Zealand (SPRINZ), AUT University, Auckland, NZ.,Centre for Sport Science and Human Performance, Waikato Institute of Technology, Hamilton, NZ
| | - Kevin Till
- Carnegie School of Sport, Leeds Beckett University, Leeds, UK.,Leeds Rhinos Rugby League Club, Leeds, UK
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104
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Foundational Movement Skills and Play Behaviors during Recess among Preschool Children: A Compositional Analysis. CHILDREN-BASEL 2021; 8:children8070543. [PMID: 34202803 PMCID: PMC8306790 DOI: 10.3390/children8070543] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/31/2021] [Revised: 06/21/2021] [Accepted: 06/23/2021] [Indexed: 11/17/2022]
Abstract
This study aimed to examine the associations between play behaviors during preschool recess and foundational movement skills (FMS) in typically developing preschool children. One hundred and thirty-three children (55% male; mean age 4.7 ± 0.5 years) from twelve preschools were video-assessed for six locomotor and six object-control FMS using the Champs Motor Skill Protocol. A modified System for Observing Children's Activity and Relationships during Play assessed play behaviors during preschool recess. Associations between the composition of recess play behaviors with FMS were analyzed using compositional data analysis and linear regression. Results: Relative to time spent in other types of play behaviors, time spent in play without equipment was positively associated with total and locomotor skills, while time spent in locomotion activities was negatively associated with total and locomotor skills. No associations were found between activity level and group size play behavior compositions and FMS. The findings suggest that activity type play behaviors during recess are associated with FMS. While active games without equipment appear beneficial, preschool children may need a richer playground environment, including varied fixed and portable equipment, to augment the play-based development of FMS.
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105
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Parental and Peer Support Matters: A Broad Umbrella of the Role of Perceived Social Support in the Association between Children's Perceived Motor Competence and Physical Activity. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18126646. [PMID: 34205557 PMCID: PMC8296426 DOI: 10.3390/ijerph18126646] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/27/2021] [Revised: 06/17/2021] [Accepted: 06/18/2021] [Indexed: 12/16/2022]
Abstract
(1) Background: This study aimed to examine the role of social support in the relationship between perceived motor competence (MC) and physical activity (PA), according to the conceptual model of Motor Development. (2) Methods: Participants were 518 students (46.5% girls), 8–12 years old. By using a structural equation modeling approach, path analysis was used to test the actual-perceived MC relationship and the mediating influence of social support on the perceived MC–PA relationship. Analyses were done with age and sex as covariates. (3) Results: The results showed a good model fit (CFI = 0.98; RMSEA = 0.07; SRMR = 0.02), where actual MC was positively associated with perceived MC (ß = 0.26, p < 0.001), which in turn was positively related to social support (ß = 0.34, p < 0.001). The model showed the direct social support-PA path (ß = 0.42, p < 0.001) and the indirect path from perceived MC through social support to PA (ß = 0.14, p < 0.001). (4) Conclusions: This study confirms that social support mediates the perceived MC–PA relationship. As such, it is not only important to build and develop children’s actual and perceived MC, but also to promote social support for PA engagement.
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106
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Mercê C, Branco M, Catela D, Lopes F, Rodrigues LP, Cordovil R. Learning to Cycle: Are Physical Activity and Birth Order Related to the Age of Learning How to Ride a Bicycle? CHILDREN-BASEL 2021; 8:children8060487. [PMID: 34200996 PMCID: PMC8226627 DOI: 10.3390/children8060487] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/28/2021] [Revised: 05/28/2021] [Accepted: 06/04/2021] [Indexed: 12/16/2022]
Abstract
The present article aimed to verify whether the age at which children learn to ride a bicycle is related to their physical activity or birth order. Data were collected from an online structured survey between November 2019 and June 2020. A total of 8614 responses were obtained from 22 countries. The results reveal significant differences in learning age depending on the frequency of physical activity (F(5, 7235) = 35.12, p < 0.001, ηp2 = 0.24). People who engaged in physical activity less than twice a month learned to cycle later (M = 7.5 ± 5.3 years) than people who engaged in physical activity on a daily basis (M = 5.7 ± 2.2 years) (p < 0.001). There were also significant differences in learning age according to birth order (F(2, 3008) = 7.31, p = 0.00, ηp2 = 0.005). Only children had the highest learning age (M = 5.5 ± 2.4 years), whereas those who were born last had the lowest, (M = 5.1 ± 1.9 years) (p = 0.013). Creating opportunities for children to be engaged in play and physical activity and social modulation through their older siblings seem to be key conditions to encourage children to learn how to ride a bicycle from a young age and to foster their motor development.
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Affiliation(s)
- Cristiana Mercê
- Centro Interdisciplinar de Estudo da Performance Humana, CIPER, Faculdade do Motricidade Humana, Universidade de Lisboa, 1499-002 Cruz-Quebrada, Portugal; (M.B.); (R.C.)
- Escola Superior de Desporto de Rio Maior, Instituto Politécnico de Santarém, 2040-413 Rio Maior, Portugal;
- Correspondence:
| | - Marco Branco
- Centro Interdisciplinar de Estudo da Performance Humana, CIPER, Faculdade do Motricidade Humana, Universidade de Lisboa, 1499-002 Cruz-Quebrada, Portugal; (M.B.); (R.C.)
- Escola Superior de Desporto de Rio Maior, Instituto Politécnico de Santarém, 2040-413 Rio Maior, Portugal;
| | - David Catela
- Escola Superior de Desporto de Rio Maior, Instituto Politécnico de Santarém, 2040-413 Rio Maior, Portugal;
- Motor Behavior, CIEQV, Instituto Politécnico de Santarém Branch, Complexo Andaluz, 2001-904 Santarém, Portugal
| | - Frederico Lopes
- Faculdade de Motricidade Humana, Universidade de Lisboa, 1499-002 Cruz-Quebrada, Portugal;
| | - Luis Paulo Rodrigues
- Escola Superior de Desporto e Lazer, Instituto Politécnico de Viana do Castelo, 4960-320 Melgaço, Portugal;
- Research Center in Sports Sciences Health Sciences and Human Development, CIDESD, 5000-801 Vila Real, Portugal
| | - Rita Cordovil
- Centro Interdisciplinar de Estudo da Performance Humana, CIPER, Faculdade do Motricidade Humana, Universidade de Lisboa, 1499-002 Cruz-Quebrada, Portugal; (M.B.); (R.C.)
- Faculdade de Motricidade Humana, Universidade de Lisboa, 1499-002 Cruz-Quebrada, Portugal;
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107
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Shearer C, Goss HR, Boddy LM, Knowles ZR, Durden-Myers EJ, Foweather L. Assessments Related to the Physical, Affective and Cognitive Domains of Physical Literacy Amongst Children Aged 7-11.9 Years: A Systematic Review. SPORTS MEDICINE-OPEN 2021; 7:37. [PMID: 34046703 PMCID: PMC8160065 DOI: 10.1186/s40798-021-00324-8] [Citation(s) in RCA: 25] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/28/2019] [Accepted: 04/29/2021] [Indexed: 11/21/2022]
Abstract
Background Over the past decade, there has been increased interest amongst researchers, practitioners and policymakers in physical literacy for children and young people and the assessment of the concept within physical education (PE). This systematic review aimed to identify tools to assess physical literacy and its physical, cognitive and affective domains within children aged 7–11.9 years, and to examine the measurement properties, feasibility and elements of physical literacy assessed within each tool. Methods Six databases (EBSCO host platform, MEDLINE, PsycINFO, Scopus, Education Research Complete, SPORTDiscus) were searched up to 10th September 2020. Studies were included if they sampled children aged between 7 and 11.9 years, employed field-based assessments of physical literacy and/or related affective, physical or cognitive domains, reported measurement properties (quantitative) or theoretical development (qualitative), and were published in English in peer-reviewed journals. The methodological quality and measurement properties of studies and assessment tools were appraised using the COnsensus-based Standards for the selection of health Measurement INstruments risk of bias checklist. The feasibility of each assessment was considered using a utility matrix and elements of physical literacy element were recorded using a descriptive checklist. Results The search strategy resulted in a total of 11467 initial results. After full text screening, 11 studies (3 assessments) related to explicit physical literacy assessments. Forty-four studies (32 assessments) were relevant to the affective domain, 31 studies (15 assessments) were relevant to the physical domain and 2 studies (2 assessments) were included within the cognitive domain. Methodological quality and reporting of measurement properties within the included studies were mixed. The Canadian Assessment of Physical Literacy-2 and the Passport For Life had evidence of acceptable measurement properties from studies of very good methodological quality and assessed a wide range of physical literacy elements. Feasibility results indicated that many tools would be suitable for a primary PE setting, though some require a level of expertise to administer and score that would require training. Conclusions This review has identified a number of existing assessments that could be useful in a physical literacy assessment approach within PE and provides further information to empower researchers and practitioners to make informed decisions when selecting the most appropriate assessment for their needs, purpose and context. The review indicates that researchers and tool developers should aim to improve the methodological quality and reporting of measurement properties of assessments to better inform the field. Trial registration PROSPERO: CRD42017062217 Supplementary Information The online version contains supplementary material available at 10.1186/s40798-021-00324-8.
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Affiliation(s)
- Cara Shearer
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, 5 Primrose Hill, Liverpool, UK
| | - Hannah R Goss
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, 5 Primrose Hill, Liverpool, UK.,School of Health & Human Performance, Dublin City University, Dublin, Ireland
| | - Lynne M Boddy
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, 5 Primrose Hill, Liverpool, UK
| | - Zoe R Knowles
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, 5 Primrose Hill, Liverpool, UK
| | - Elizabeth J Durden-Myers
- Faculty of Education, The University of Gloucestershire, Francis Close Hall, Swindon Road, Cheltenham, UK
| | - Lawrence Foweather
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, 5 Primrose Hill, Liverpool, UK.
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108
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A Network Perspective on the Relationship Between Moderate to Vigorous Physical Activity and Fundamental Motor Skills in Early Childhood. J Phys Act Health 2021; 18:774-781. [PMID: 34034226 DOI: 10.1123/jpah.2020-0218] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2020] [Revised: 03/10/2021] [Accepted: 03/11/2021] [Indexed: 11/18/2022]
Abstract
BACKGROUND The relationship between moderate to vigorous physical activity (MVPA) and fundamental motor skill (FMS) is inconsistent in early childhood, due to its complex and nonlinear characteristics. This study aimed to analyze the nonlinear relationships between MVPA, FMS, body mass index (BMI), sex, and age in preschoolers. METHODS This cross-sectional study with preschoolers (n = 204; 4.0 [0.8] y old; 99 boys), provided objective physical activity data, FMS assessments, and BMI. The associations between MVPA, FMS, BMI, sex, and age were explored using the network analysis (RStudio and qgraph). RESULTS Boys were more motor competent than girls in all FMS skills, while girls were more active than boys during the weekend. Older children were less active than their younger peers during these days. MVPA is weak and differently related to each FMS, and the leap skill emerged with the highest betweenness and strength values in the network. CONCLUSIONS For the assessed preschoolers, when considering BMI, age, and sex, the relationships between MVPA and FMS are inconsistent, and leap emerged as the main variable. During early childhood, these variables are connected as part of a complex system in which each skill has a dynamic role within the emerging pattern.
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109
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The combination of three movement behaviours is associated with object control skills, but not locomotor skills, in preschoolers. Eur J Pediatr 2021; 180:1505-1512. [PMID: 33409589 DOI: 10.1007/s00431-020-03921-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/07/2020] [Revised: 12/14/2020] [Accepted: 12/28/2020] [Indexed: 10/22/2022]
Abstract
The objective of this study is to analyze the association between combinations of adherence to movement behaviour recommendations and fundamental movement skills (FMS) in preschoolers. This is a cross-sectional study. Participants of the study were 212 preschool children (M = 3.97 years old; 51.4% male), who provided objectively assessed physical activity (PA) data (Actigraph wGT3X), and completed FMS assessments (TGMD-2). Sleep time and screen time were parent-reported through face-to-face interview. Associations between the combination of two or three movement behaviours and FMS were analyzed using structural equation modeling (Mplus; 8.0; p < 0.05). Positive and significant associations were found between adherence to screen + sleep recommendations and locomotor skills (β = 0.23; p = 0.027); and between adherence to PA + screen + sleep recommendations with object control skills (β = 0.28; p = 0.014). Negative and significant associations were found between screen + sleep with object control skills (β = - 0.28; p = 0.007). The adherence to the 24-h movement behaviour recommendations explained locomotor and object control skills variability by 5% and 7%, respectively.Conclusion: The adherence to the combined movement behaviour recommendations may be a more important influence on FMS in preschoolers compared to any single movement behaviour in isolation. What is Known: • The association between the isolated adherence to movement behaviour (physical activity, screen time and sleep time) recommendations and fundamental movement skills (FMS) in preschoolers, and the role of the 24-h movement behaviours on FMS, has been previously reported. What is New: • This study adds important information to the current literature, when highlighting that the combined adherence to physical activity, screen time and sleep time recommendations is positively associated with object control skills (such as throwing and kicking), and the combination of screen time and sleep is positively associated with locomotor skills (such as running and hopping).
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110
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Bardid F, Utesch T, Stodden DF, Lenoir M. Developmental perspectives on motor competence and physical fitness in youth. Scand J Med Sci Sports 2021; 31 Suppl 1:5-7. [PMID: 33871089 DOI: 10.1111/sms.13946] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2021] [Accepted: 02/25/2021] [Indexed: 11/27/2022]
Affiliation(s)
- Farid Bardid
- School of Education, University of Strathclyde, Glasgow, UK.,Department of Movement and Sports Sciences, Ghent University, Ghent, Belgium
| | - Till Utesch
- Department of Educational Sciences, University of Münster, Münster, Germany
| | - David F Stodden
- Department of Physical Education, University of South Carolina, Columbia, SC, USA
| | - Matthieu Lenoir
- Department of Movement and Sports Sciences, Ghent University, Ghent, Belgium
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111
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Coppens E, Rommers N, Bardid F, Deconinck FJA, De Martelaer K, D’Hondt E, Lenoir M. Long‐term effectiveness of a fundamental motor skill intervention in Belgian children: A 6‐year follow‐up. Scand J Med Sci Sports 2021; 31 Suppl 1:23-34. [DOI: 10.1111/sms.13898] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2020] [Revised: 09/10/2020] [Accepted: 11/24/2020] [Indexed: 11/28/2022]
Affiliation(s)
- Eline Coppens
- Department of Movement and Sports Sciences Ghent University Ghent Belgium
- Department of Movement and Sport Sciences Vrije Universiteit Brussel Brussels Belgium
| | - Nikki Rommers
- Department of Movement and Sports Sciences Ghent University Ghent Belgium
- Department of Movement and Sport Sciences Vrije Universiteit Brussel Brussels Belgium
| | - Farid Bardid
- Department of Movement and Sports Sciences Ghent University Ghent Belgium
- School of Education University of Strathclyde Glasgow United Kingdom
| | | | - Kristine De Martelaer
- Department of Movement and Sport Sciences Vrije Universiteit Brussel Brussels Belgium
- Faculty of Social and Behavioural Sciences Utrecht University Utrecht The Netherlands
| | - Eva D’Hondt
- Department of Movement and Sport Sciences Vrije Universiteit Brussel Brussels Belgium
| | - Matthieu Lenoir
- Department of Movement and Sports Sciences Ghent University Ghent Belgium
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112
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Reconceptualizing and Operationalizing Seefeldt's Proficiency Barrier: Applications and Future Directions. Sports Med 2021; 50:1889-1900. [PMID: 32930982 DOI: 10.1007/s40279-020-01332-6] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
In 1980, Seefeldt introduced the concept of a motor skill "proficiency barrier" that provides a conceptual basis for understanding the importance of a motor skill barrier as it relates to critical public health initiatives. While the intent of Seefeldt's proficiency barrier hypothesis had great potential to advance the field of motor development, the notion of a proficiency barrier was not empirically tested. Instead, this concept lay dormant for several decades. The purpose of this paper was to expand upon Seefeldt's proficiency barrier concept in greater detail by addressing the following questions: (1) what constitutes a motor proficiency barrier? (2) how do we assess/measure the existence of a proficiency barrier? and (3) how do we break through the proficiency barrier in order to maximize the likelihood of participation in health-enhancing levels of physical activity later on in life? We conclude with a future research suggestion to explore the existence of the proficiency barrier.
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113
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Fundamental Motor Skill Performance of Indigenous and Nonindigenous Children. JOURNAL OF MOTOR LEARNING AND DEVELOPMENT 2021. [DOI: 10.1123/jmld.2019-0050] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Background: Studies related to the motor performance of children have suggested an interaction between organisms and the environment. Although motor development seems to be similar among people, the behavior is specific to the context that people are part of. Thus, the aim of this study was to compare the fundamental motor skill performance between indigenous (IN) and nonindigenous children. Methods: One hundred and thirteen children (43 IN and 70 nonindigenous children) between 8 and 10 years of age underwent the Test of Gross Motor Development—2. Results: A multivariate analysis showed a significant group main effect on both locomotor (p < .01) and object control (p < .01) performance with large and medium effect sizes ( values = .57–.40, respectively). The IN showed the highest scores for galloping, hopping, leaping, jumping, sliding, striking a stationary ball, stationary dribbling, catching a ball, kicking, and overhand throwing (p < .01) with small to large effect sizes ( values = .05–.50). Conclusion: The IN presented the highest levels of performance in fundamental motor skills compared with those of nonindigenous children. Most likely, IN have more opportunities for motor development in the environmental context (i.e., villages) where they live.
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114
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Mücke M, Ludyga S, Andrä C, Gerber M, Herrmann C. Associations between physical activity, basic motor competencies and automatic evaluations of exercise. J Sports Sci 2021; 39:1903-1909. [PMID: 33787463 DOI: 10.1080/02640414.2021.1907902] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Dual process theories suggest that the decision to be physically active is influenced by reflective and automatic processes. However, associations of automatic (affective) evaluations of exercise with physical activity and underlying basic motor competencies have not yet been investigated in children and young adolescents. Ninety-one participants (52 male; age: 10-14 years) were recruited from academic high schools in Germany and Switzerland. Automatic evaluations of exercise were measured with the Single-Target Implicit Association Test (ST-IAT) and a D-score was calculated. Moderate-to-vigorous physical activity (MVPA) and vigorous physical activity (VPA) per day were determined via wrist-worn actigraphy over the course of seven days. Basic motor competencies were measured using the MOBAK-5 test battery. Pearson correlations showed non-significant associations of automatic evaluations of exercise with MVPA, but significant associations with VPA. Basic motor competencies were associated with automatic evaluations of exercise, and the MOBAK subscale of object movement was associated with both MVPA and VPA. Our results underscore the relevance of affective processes for physical activity behaviour. This could potentially be relevant for interventions targeting physical activity promotion. Longitudinal investigations and intervention studies are necessary to verify causal relationships and potential underlying mechanisms.
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Affiliation(s)
- Manuel Mücke
- Department of Sport, Exercise and Health, Sport Science Section, University of Basel, Basel, Switzerland
| | - Sebastian Ludyga
- Department of Sport, Exercise and Health, Sport Science Section, University of Basel, Basel, Switzerland
| | - Christian Andrä
- Department of Teacher Education and School Research, University of Leipzig, Leipzig, Germany.,Department of School Sport, Institute of Sports Psychology and Physical Education, Faculty of Sports Science, University of Leipzig, Leipzig, Germany
| | - Markus Gerber
- Department of Sport, Exercise and Health, Sport Science Section, University of Basel, Basel, Switzerland
| | - Christian Herrmann
- Didactics Exercise and Sport, Zurich University of Teacher Education, Zurich, Switzerland
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115
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Faigenbaum AD, MacDonald JP, Stracciolini A, Rebullido TR. Making a Strong Case for Prioritizing Muscular Fitness in Youth Physical Activity Guidelines. Curr Sports Med Rep 2021; 19:530-536. [PMID: 33306516 DOI: 10.1249/jsr.0000000000000784] [Citation(s) in RCA: 22] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Abstract
Although evidence indicates that muscular fitness is foundational for ongoing participation in active play, exercise and sport, current national and international youth physical activity guidelines underplay the critical importance of strength-building activities during this developmental phase of life. In view of troubling trends in muscular fitness in today's youth, specific recommendations to address neuromuscular deficiencies are required. An understanding of the multidimensional development of youth physical inactivity and the importance of muscular fitness are needed to have the most significant impact on youth physical activity at the population level. The mounting evidence of the detrimental effects of physical inactivity on youth warrant a review of existing physical activity recommendations and guidelines. The proposed pediatric activity pyramid recognizes the shared importance of strength, skill, and aerobic activities required for the successful implementation of sustainable youth physical activity interventions.
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Affiliation(s)
- Avery D Faigenbaum
- Department of Health and Exercise Science, The College of New Jersey, Ewing, NJ
| | - James P MacDonald
- Division of Sports Medicine, Nationwide Children's Hospital, Ohio State University College of Medicine, Columbus, OH
| | - Andrea Stracciolini
- Division of Sports Medicine, Department of Orthopaedics, Boston Children's Hospital, Harvard Medical School, Boston, MA
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116
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Ribeiro J, Davids K, Silva P, Coutinho P, Barreira D, Garganta J. Talent Development in Sport Requires Athlete Enrichment: Contemporary Insights from a Nonlinear Pedagogy and the Athletic Skills Model. Sports Med 2021; 51:1115-1122. [PMID: 33675517 DOI: 10.1007/s40279-021-01437-6] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/12/2021] [Indexed: 11/28/2022]
Abstract
Traditional talent identification and development programs have sought to identify and select the most promising children as athletes of the future, to provide them with specialised training and preparation for expert performance in sport from an early age. Traditional models of talent identification and development tend to be linear, emphasising the numbers of hours spent in specialised training. However, major concerns have been raised by evidence emerging on psycho-emotional and physical issues with early specialisation programmes, and negative associations with wellbeing and mental health. More contemporary models of talent development emphasise a deep integration of specialised training with more general enrichment of athleticism. This integrative process enhances self-regulation processes of perception and action, as well as emotional control and social interactions, all of which underpin sports performance at elite and sub-elite levels. Here, we discuss insights and principles of contemporary models of pedagogy, such as Nonlinear Pedagogy (NLP) and the Athletic Skills Model (ASM), which offer valuable frameworks for talent development. We conclude by considering implications of adopting such principles for developing athlete functionality in specific performance environments.
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Affiliation(s)
- João Ribeiro
- CIFI2D, Centre of Research, Education, Innovation and Intervention in Sport, Faculdade de Desporto, Universidade Do Porto, Rua Dr. Plácido Costa, 91, 4200‑450, Porto, Portugal.
| | - Keith Davids
- Sport & Human Performance Research Group, Sheffield Hallam University, Broomgrove Teaching Block, Broomgrove Road, Sheffield, S10 2LX, UK
| | - Pedro Silva
- CIFI2D, Centre of Research, Education, Innovation and Intervention in Sport, Faculdade de Desporto, Universidade Do Porto, Rua Dr. Plácido Costa, 91, 4200‑450, Porto, Portugal
| | - Patrícia Coutinho
- CIFI2D, Centre of Research, Education, Innovation and Intervention in Sport, Faculdade de Desporto, Universidade Do Porto, Rua Dr. Plácido Costa, 91, 4200‑450, Porto, Portugal
| | - Daniel Barreira
- CIFI2D, Centre of Research, Education, Innovation and Intervention in Sport, Faculdade de Desporto, Universidade Do Porto, Rua Dr. Plácido Costa, 91, 4200‑450, Porto, Portugal
| | - Júlio Garganta
- CIFI2D, Centre of Research, Education, Innovation and Intervention in Sport, Faculdade de Desporto, Universidade Do Porto, Rua Dr. Plácido Costa, 91, 4200‑450, Porto, Portugal
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117
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Differences in Weight Status and Autonomous Motivation towards Sports among Children with Various Profiles of Motor Competence and Organized Sports Participation. CHILDREN-BASEL 2021; 8:children8020156. [PMID: 33670830 PMCID: PMC7922107 DOI: 10.3390/children8020156] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/18/2021] [Revised: 02/15/2021] [Accepted: 02/15/2021] [Indexed: 11/21/2022]
Abstract
This study aimed (1) to identify profiles in children based on actual motor competence (AMC), perceived motor competence (PMC), and organized sports participation (OSP), and (2) to examine differences among these profiles in weight status as well as autonomous motivation towards sports. Children’s (N = 206; 112 boys; Mage = 10.83 ± 0.92 years) AMC, PMC, OSP, weight status, and autonomous motivation towards sports were measured using validated assessment tools. Cluster analyses identified three profiles with completely convergent levels of AMC, PMC, and OSP and three profiles with partially convergent levels. Children in the convergent profiles with average to high levels of AMC, PMC, and OSP had the most optimal profile, as they combined a healthier weight status with elevated levels of autonomous motivation, while the opposite was true for children with low levels on all three cluster-variables. Partially convergent profiles showed that AMC and PMC appear crucial for weight status, as profiles with relatively low levels of AMC and PMC had the highest weight status, independent of their OSP levels. Overall, the findings highlight the importance of promoting AMC, PMC, and OSP simultaneously to help children in achieving a healthy weight status and being autonomously motivated towards OSP.
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118
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Benzing V, Siegwart V, Spitzhüttl J, Schmid J, Grotzer M, Roebers CM, Steinlin M, Leibundgut K, Everts R, Schmidt M. Motor ability, physical self-concept and health-related quality of life in pediatric cancer survivors. Cancer Med 2021; 10:1860-1871. [PMID: 33527768 PMCID: PMC7940246 DOI: 10.1002/cam4.3750] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2020] [Revised: 12/05/2020] [Accepted: 12/15/2020] [Indexed: 12/31/2022] Open
Abstract
Background Cancer survivorship is frequently associated with severe late effects. However, research into pediatric cancer survivors on late effects in motor ability, physical self‐concept and their relationship to quality of life is limited. Methods Using multiple regression analyses, 78 pediatric cancer survivors and 56 typically developing children were compared in motor ability, physical self‐concept and health‐related quality of life. In addition, mediational multi‐group analyses between motor ability (independent variable), physical self‐concept (mediator) and quality of life (dependent variable) were calculated. Results Pediatric cancer survivors had a lower motor ability (gHedges = 0.863), a lower physical self‐concept with regard to several scales of the PSDQ‐S (gHedges = 0.318–0.764) and a higher relative risk for a below average quality of life than controls (RR = 1.44). Children with a history of cancer involving the central nervous system showed poorer motor ability compared to those without central nervous system involvement (gHedges = 0.591). Furthermore, the physical self‐concept significantly mediated the relationship between motor ability and quality of life in pediatric cancer survivors but not in typically developing children. Conclusions Results show the importance of monitoring and supporting the development of motor ability in the aftercare of pediatric cancer survivors. Physical activity interventions may be advisable to prevent physical activity‐related late effects and potentially improve related psychosocial variables such as quality of life.
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Affiliation(s)
- Valentin Benzing
- Institute of Sport Science, University of Bern, Bern, Switzerland.,Division of Pediatric Hematology and Oncology, University Children's Hospital Bern, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland.,Division of Neuropaediatrics, Development and Rehabilitation, University Children's Hospital Bern, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
| | - Valerie Siegwart
- Division of Pediatric Hematology and Oncology, University Children's Hospital Bern, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland.,Division of Neuropaediatrics, Development and Rehabilitation, University Children's Hospital Bern, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
| | - Janine Spitzhüttl
- Division of Neuropaediatrics, Development and Rehabilitation, University Children's Hospital Bern, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland.,Institute of Psychology, University of Bern, Bern, Switzerland
| | - Jürg Schmid
- Institute of Sport Science, University of Bern, Bern, Switzerland
| | - Michael Grotzer
- Division of Pediatric Oncology, University Children's Hospital Zurich, Zurich, Switzerland
| | | | - Maja Steinlin
- Division of Neuropaediatrics, Development and Rehabilitation, University Children's Hospital Bern, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
| | - Kurt Leibundgut
- Division of Pediatric Hematology and Oncology, University Children's Hospital Bern, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
| | - Regula Everts
- Division of Pediatric Hematology and Oncology, University Children's Hospital Bern, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland.,Division of Neuropaediatrics, Development and Rehabilitation, University Children's Hospital Bern, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
| | - Mirko Schmidt
- Institute of Sport Science, University of Bern, Bern, Switzerland
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119
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Pham VH, Wawrzyniak S, Cichy I, Bronikowski M, Rokita A. BRAINballs Program Improves the Gross Motor Skills of Primary School Pupils in Vietnam. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18031290. [PMID: 33535474 PMCID: PMC7908466 DOI: 10.3390/ijerph18031290] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/30/2020] [Revised: 01/22/2021] [Accepted: 01/25/2021] [Indexed: 11/16/2022]
Abstract
The purpose of this study was to evaluate the impact of the BRAINballs program on second graders’ gross motor skills in a primary school in Vietnam. A total of 55 students (23 boys and 32 girls) aged seven years participated in the study. The research used the method of a pedagogical experiment and parallel group technique (experimental and control group) with pre- and post-testing. The study was conducted in the school year 2019/2020. The gross motor skills performance was assessed by the Test of Gross Motor Development—2nd Edition. The BRAINballs program was conducted twice a week and combined physical activity with subject-related contents by means of a set of 100 balls with painted letters, numbers, and signs. The results showed that the experimental and control groups improved their motor skills after one school year (p < 0.001). However, the analysis of covariance demonstrated that students from the experimental group, compared to students from the control group, showed significantly better scores in both subtests: locomotor (p = 0.0000) and object control skills (p = 0.0000). The findings of this study show that the BRAINballs program had a positive effect on children’s motor performances and may help to better understand the development of basic motor skills of seven-year-old students in Vietnam.
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Affiliation(s)
- Van Han Pham
- Department of Team Sports Games, University School of Physical Education in Wrocław, A Mickiewicz Street 58, 51-684 Wrocław, Poland; (S.W.); (I.C.); (A.R.)
- Department of Physical Education, An Giang University, VNU-Ho Chi Minh, 18 Ung Van Khiem, Long Xuyên 90100, Vietnam
- Correspondence:
| | - Sara Wawrzyniak
- Department of Team Sports Games, University School of Physical Education in Wrocław, A Mickiewicz Street 58, 51-684 Wrocław, Poland; (S.W.); (I.C.); (A.R.)
| | - Ireneusz Cichy
- Department of Team Sports Games, University School of Physical Education in Wrocław, A Mickiewicz Street 58, 51-684 Wrocław, Poland; (S.W.); (I.C.); (A.R.)
| | - Michał Bronikowski
- Department of Didactics of Physical Activity, Poznan University of Physical Education, Królowej Jadwigi 27/39, 61-871 Poznań, Poland;
| | - Andrzej Rokita
- Department of Team Sports Games, University School of Physical Education in Wrocław, A Mickiewicz Street 58, 51-684 Wrocław, Poland; (S.W.); (I.C.); (A.R.)
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120
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Herrmann C, Bretz K, Kühnis J, Seelig H, Keller R, Ferrari I. Connection between Social Relationships and Basic Motor Competencies in Early Childhood. CHILDREN-BASEL 2021; 8:children8010053. [PMID: 33477320 PMCID: PMC7829824 DOI: 10.3390/children8010053] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/15/2020] [Revised: 01/08/2021] [Accepted: 01/13/2021] [Indexed: 11/16/2022]
Abstract
In preschool, children build new contacts and social relationships with other people. They learn to cooperate with their peers and communicate in groups. In addition to social relationships, basic motor competencies (in German: Motorische Basiskompetenzen (MOBAK)) are also seen as a central developmental goal in early childhood and are necessary for participation in the culture of sports and movement. The aim of this paper is to describe the connection between social relationships and basic motor competencies in early childhood. In this present study, the motor competencies of N = 548 preschool children (51% girls, M = 68.0 months, SD = 6.8) were tested in the competence areas of self-movement and object movement. The children's perceived social relationships were recorded from teacher and parent perspectives. The results clearly show a connection between social relationships and motor competencies in early childhood, with a stronger connection observed in boys. This finding is relevant both from a developmental and a health-oriented perspective, as it points to a link between physical and mental health, as well as technical and interdisciplinary competencies, in early childhood.
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Affiliation(s)
- Christian Herrmann
- Research Group Exercise and Sport, Zurich University of Teacher Education, 8090 Zurich, Switzerland; (K.B.); (R.K.); (I.F.)
- Correspondence: ; Tel.: +41-43-305-52-64
| | - Kathrin Bretz
- Research Group Exercise and Sport, Zurich University of Teacher Education, 8090 Zurich, Switzerland; (K.B.); (R.K.); (I.F.)
| | - Jürgen Kühnis
- Expert Group Physical Education, Schwyz University of Teacher Education, 6410 Goldau, Switzerland;
| | - Harald Seelig
- Department of Sport, Exercise and Health, University of Basel, 4001 Basel, Switzerland;
| | - Roger Keller
- Research Group Exercise and Sport, Zurich University of Teacher Education, 8090 Zurich, Switzerland; (K.B.); (R.K.); (I.F.)
| | - Ilaria Ferrari
- Research Group Exercise and Sport, Zurich University of Teacher Education, 8090 Zurich, Switzerland; (K.B.); (R.K.); (I.F.)
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Crotti M, Rudd JR, Roberts S, Boddy LM, Fitton Davies K, O’Callaghan L, Utesch T, Foweather L. Effect of Linear and Nonlinear Pedagogy Physical Education Interventions on Children's Physical Activity: A Cluster Randomized Controlled Trial (SAMPLE-PE). CHILDREN-BASEL 2021; 8:children8010049. [PMID: 33467568 PMCID: PMC7830495 DOI: 10.3390/children8010049] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/30/2020] [Revised: 01/08/2021] [Accepted: 01/13/2021] [Indexed: 01/21/2023]
Abstract
Background: School-based interventions are a key opportunity to improve children’s physical activity (PA); however, there is lack of evidence about how pedagogical approaches to motor learning in physical education (PE) might affect PA in children. Therefore, this study aimed to assess how different pedagogical approaches in PE might affect children’s PA. Methods: Participants (n = 360, 5–6 years) from 12 primary schools within the SAMPLE-PE randomized controlled trial were randomly allocated to either Linear Pedagogy (LP: n = 3) or Nonlinear Pedagogy (NP: n = 3) interventions, where schools received a 15-week PE intervention delivered by trained coaches, or to a control group (n = 6), where schools followed usual practice. ActiGraph GT9X accelerometers were used to assess PA metrics (moderate-to-vigorous PA, mean raw acceleration and lowest acceleration over the most active hour and half hour) over whole and segmented weeks at baseline, immediately post-intervention and 6 months follow-up. Intention to treat analysis employing multilevel modelling was used to assess intervention effects. Results: LP and NP interventions did not significantly affect children’s PA levels compared to the control group. Conclusion: PE interventions based on LP and NP alone might not be effective in improving habitual PA in children.
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Affiliation(s)
- Matteo Crotti
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool L2 2QP, UK; (M.C.); (J.R.R.); (S.R.); (L.M.B.); or (K.F.D.); (L.O.)
| | - James R. Rudd
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool L2 2QP, UK; (M.C.); (J.R.R.); (S.R.); (L.M.B.); or (K.F.D.); (L.O.)
| | - Simon Roberts
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool L2 2QP, UK; (M.C.); (J.R.R.); (S.R.); (L.M.B.); or (K.F.D.); (L.O.)
| | - Lynne M. Boddy
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool L2 2QP, UK; (M.C.); (J.R.R.); (S.R.); (L.M.B.); or (K.F.D.); (L.O.)
| | - Katie Fitton Davies
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool L2 2QP, UK; (M.C.); (J.R.R.); (S.R.); (L.M.B.); or (K.F.D.); (L.O.)
- Centre of Sport, Exercise and Life Sciences, Coventry University, Coventry CV1 5FB, UK
| | - Laura O’Callaghan
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool L2 2QP, UK; (M.C.); (J.R.R.); (S.R.); (L.M.B.); or (K.F.D.); (L.O.)
| | - Till Utesch
- Department of Pedagogical Assessment and Potential Development, Institute of Educational Sciences, University of Münster, 48149 Münster, Germany;
| | - Lawrence Foweather
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool L2 2QP, UK; (M.C.); (J.R.R.); (S.R.); (L.M.B.); or (K.F.D.); (L.O.)
- Correspondence:
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Identifying Fundamental Motor Skills Building Blocks in Preschool Children From Brazil and the United States: A Network Analysis. JOURNAL OF MOTOR LEARNING AND DEVELOPMENT 2021. [DOI: 10.1123/jmld.2021-0022] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Fundamental motor skills (FMSs) are building blocks for future movements and may vary according to cultural context. Moreover, network analysis can identify which skills contribute most to an overall set of skills. This study identified the most influential FMS in samples of U.S. and Brazil preschoolers that may contribute to a pattern of adequate motor skills. Participants were 101 Brazilian (55 boys; 47.52 ± 5.57 months of age) and 236 U.S. preschoolers (108 boys; 49.56 ± 8.27 months of age), who provided completed FMS assessments (Test of Gross Motor Development—third edition). Confirmatory factorial analysis was used to test alternative models. To quantify the importance of each variable in the network, the expected influence was calculated, using the network analysis Mplus, Rstudio, and JASP (version 0.14.1). Reduced models with nine and 11 FMS for Brazilian and U.S. preschoolers, respectively, showed adequate adjustment indexes. Jump (1.412) and one-hand strike (0.982) in the Brazilian sample, and hop (1.927) and dribble (0.858) in the U.S. sample, showed the highest expected influence values. This study presents a new perspective to report which are the most important FMS in preschoolers of different sociocultural contexts, which act as building blocks for the acquisition of more complex motor skills.
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123
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A Narrative Review of Motor Competence in Children and Adolescents: What We Know and What We Need to Find Out. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 18:ijerph18010018. [PMID: 33375134 PMCID: PMC7792958 DOI: 10.3390/ijerph18010018] [Citation(s) in RCA: 46] [Impact Index Per Article: 11.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/16/2020] [Revised: 12/10/2020] [Accepted: 12/19/2020] [Indexed: 12/29/2022]
Abstract
Lack of physical activity is a global public health problem causing not only morbidity and premature mortality, but it is also a major economic burden worldwide. One of the cornerstones of a physically active lifestyle is Motor Competence (MC). MC is a complex biocultural attribute and therefore, its study requires a multi-sectoral, multi-, inter- and transdisciplinary approach. MC is a growing area of research, especially in children and adolescents due to its positive association with a plethora of health and developmental outcomes. Many questions, however, remain to be answered in this field of research, with regard to: (i) Health and Developmental-related Associations of MC; (ii) Assessment of MC; (iii) Prevalence and Trends of MC; (iv) Correlates and Determinants of MC; (v) MC Interventions, and (vi) Translating MC Research into Practice and Policy. This paper presents a narrative review of the literature, summarizing current knowledge, identifying key research gaps and presenting questions for future investigation on MC in children and adolescents. This is a collaborative effort from the International Motor Competence Network (IMCNetwork) a network of academics and researchers aiming to promote international collaborative research and knowledge translation in the expansive field of MC. The knowledge and deliverables generated by addressing and answering the aforementioned research questions on MC presented in this review have the potential to shape the ways in which researchers and practitioners promote MC and physical activity in children and adolescents across the world.
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124
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TGMD-2 Short Version: Evidence of Validity and Associations With Sex, Age, and BMI in Preschool Children. JOURNAL OF MOTOR LEARNING AND DEVELOPMENT 2020. [DOI: 10.1123/jmld.2019-0040] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Aim: To analyze the evidence of validity and reliability of the Test of Gross Motor Development, Second Edition (TGMD-2) for low-income preschoolers; and to investigate the associations between the final model with sex, age, and body mass index (BMI). Methods: 368 preschoolers (3–5 years old [M = 4.80, SD = 0.48]; 176 boys) located in deprived areas were assessed for anthropometric measures and motor competence via the TGMD-2. A two-factor model (12 skills) was used and confirmatory indexes were calculated. The Bayesian criteria and the Composite Reliability were employed to evaluate alternative models. Relationships between the final model proposed with age, sex, and BMI were calculated using a network analysis (Mplus 8.0; Rstudio). Results: A two-factor model (locomotion and object control) with adequate values (>0.30) for the six skills (gallop, leap, slide, strike, throw, and roll) presented excellent indexes. Relationships between sex and throwing (r = −.22), and strike (r = −.21), indicated better performance for boys. Positive relationships were found for age with slide (r = 0.23) and hop (r = 0.28), and for BMI with throw (r = 0.18). Conclusion: Validity of a TGMD-2 short version for low-income preschoolers was present. The machine learning analysis to associate fundamental movement skills with gender, age, and BMI seems useful to optimize future interventions.
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125
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Downs SJ, Boddy LM, McGrane B, Rudd JR, Melville CA, Foweather L. Motor competence assessments for children with intellectual disabilities and/or autism: a systematic review. BMJ Open Sport Exerc Med 2020; 6:e000902. [PMID: 33324486 PMCID: PMC7722274 DOI: 10.1136/bmjsem-2020-000902] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2020] [Revised: 09/29/2020] [Accepted: 11/02/2020] [Indexed: 01/13/2023] Open
Abstract
OBJECTIVE Gross motor competence is essential for daily life functioning and participation in physical activities. Prevalence of gross motor competence in children with intellectual disabilities (ID) and/or autism is unclear. This systematic review aimed to identify appropriate assessments for children with ID and/or autism. DESIGN & DATA SOURCES An electronic literature search was conducted using the EBSCOhost platform searching MEDLINE, Education Research Complete, ERIC, CINAHL Plus and SPORTDiscus databases. ELIGIBILITY CRITERIA Included studies sampled children with ID and/or autism aged between 1 and 18 yrs, used field-based gross motor competence assessments, reported measurement properties, and were published in English. The utility of assessments were appraised for validity, reliability, responsiveness and feasibility. RESULTS The initial search produced 3182 results, with 291 full text articles screened. 13 articles including 10 assessments of motor competence were included in this systematic review. There was limited reporting across measurement properties, mostly for responsiveness and some aspects of validity. The Bruininks-Oseretsky Test of Motor Proficiency-2 followed by The Test of Gross Motor Development-2 demonstrated the greatest levels of evidence for validity and reliability. Feasibility results were varied, most instruments required little additional equipment (n=8) and were suitable for a school setting, but, additional training (n=7) was needed to score and interpret the results. CONCLUSION This review found the BOT-2 followed by the TGMD-2 to be the most psychometrically appropriate motor competency assessments for children with ID and/or autism in field-based settings. Motor competence assessment research is limited for these cohorts and more research is needed. PROSPERO REGISTRATION NUMBER CRD42019129464.
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Affiliation(s)
- Samantha J Downs
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, UK
| | - Lynne M Boddy
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, UK
| | - Bronagh McGrane
- School of Arts Education and Movement, Dublin City University, Dublin, Ireland
| | - James R Rudd
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, UK
| | - Craig A Melville
- Institute of Health and Well-being, University of Glasgow, Glasgow, UK
| | - Lawrence Foweather
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, UK
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Assessment of Validity of Children's Movement Skill Quotient (CMSQ) Based on the Physical Education Classroom Environment. BIOMED RESEARCH INTERNATIONAL 2020; 2020:8938763. [PMID: 33123588 PMCID: PMC7586154 DOI: 10.1155/2020/8938763] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/08/2020] [Revised: 09/03/2020] [Accepted: 09/29/2020] [Indexed: 11/20/2022]
Abstract
The development of movement skills in children is a critical element in promoting physical activity and other positive health trajectories over their lifetime. A reliable and valid assessment tool is essential for evaluating children's movement skills in daily physical education environments. The purpose of this study was to examine the validity of Children's Motor Skills Quotient (CMSQ) used in the classroom setting. Six raters conducted evaluation to participants, and a total of 734 children completed all the test items and were included in the study. Descriptive statistics and Rasch analysis were used in this study. The descriptive statistics were mainly used for calculating the mean, standard deviation, percentage, and internal consistency coefficient. Rasch analysis was used to verify the fitting statistics, project difficulty, and functional differences of the items of the CMSQ. The findings showed that the CMSQ met the assumption of the Rasch model, including the unidimensionality, local independence, person measure, and item difficulty hierarchy. The CMSQ also demonstrated adequate interrater reliability and internal consistency. The differential item functioning (DIF) demonstrated a few items showing different probabilities across sex and age. To maintain the item difficulty hierarchy of the CMSQ, no items were deleted. Overall, the CMSQ seems to have appropriate test items with an appropriate rating scale structure for measuring 6-9-year-old children's movement skills in the physical education classroom environment.
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Gu X, Fu Y, Chen W, Tamplain PM, Zhang T, Wang J. A Causal Pathway of Physical Activity to Motor Competence in Childhood:Evidence from a School-based Intervention. J Sports Sci 2020; 39:460-468. [PMID: 33019892 DOI: 10.1080/02640414.2020.1826666] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Abstract
This study aimed to examine whether changes in physical activity (PA) after an 8-week pedometer-based intervention would result in changes on motor competence through competence beliefs towards physical education (PE). The study also evaluated whether the hypothesized causal pathway differed by gender. Participants were 259 children (Mean age = 10.88, SD =.78), randomly allocated to three intervention groups. Children's PA, competence beliefs towards PE, and motor competence were measured at pre- and post-tests. Significant relationships between PA and competence beliefs towards PE were found at pre- and post-tests. The magnitude of the relationship between competence beliefs towards PE and motor competence was larger at post-test than at pre-test (.33 vs.20). The structural invariance test suggested that the differences between boys and girls for the hypothesized models were insignificant (CMIN = 15.97, df = 12; p =.193). In general, the results suggest that changes on PA may cause changes in competence beliefs towards PE, which could result in changes on motor competence in middle to later childhood, regardless of gender. These data offer the possibility of using competence beliefs towards PE as a mediator in PA interventions designed to increase motor competence in childhood.
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Affiliation(s)
- Xiangli Gu
- Department of Kinesiology, University of Texas at Arlington , Arlington, TX, USA
| | - You Fu
- School of Community Health Sciences, University of Nevada , Reno, Nevada
| | - Weiyun Chen
- School of Kinesiology, University of Michigan , Ann Arbor, MI, USA
| | - Priscila M Tamplain
- Department of Kinesiology, University of Texas at Arlington , Arlington, TX, USA
| | - Tao Zhang
- Department of Kinesiology, Health Promotion and Recreation, University of North Texas , Denton, TX, USA
| | - Jing Wang
- Department of Kinesiology, University of Texas at Arlington , Arlington, TX, USA
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128
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Cardiometabolic and Perceptual Responses to Body-Weight Resistance High-Intensity Interval Exercise in Boys. Pediatr Exerc Sci 2020; 33:8-15. [PMID: 33022653 DOI: 10.1123/pes.2020-0040] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/06/2020] [Revised: 08/05/2020] [Accepted: 08/18/2020] [Indexed: 11/18/2022]
Abstract
UNLABELLED The majority of studies examining children's responses to high-intensity interval exercise primarily utilized running; however, this modality does not require/include other important aspects of physical activity including muscular fitness. PURPOSE To compare acute responses between a body weight resistance exercise circuit (CIRC) and treadmill-based (TM) high-intensity interval exercise. METHOD A total of 17 boys (age = 9.7 [1.3] y) completed a graded exercise test to determine peak heart rate, peak oxygen uptake (VO2peak), and maximal aerobic speed. Sessions were randomized and counterbalanced. CIRC required 2 sets of 30-second maximal repetitions of 4 exercises. TM included eight 30-second bouts of running at 100% maximal aerobic speed. Both included 30-second active recovery between bouts. Blood lactate concentration was measured preexercise and postexercise. Rating of perceived exertion, affective valence, and enjoyment were recorded preexercise, after intervals 3 and 6, and postexercise. RESULTS Participants attained 88% (5%) peak heart rate and 74% (9%) VO2peak for CIRC and 89% (4%) peak heart rate and 81% (6%) VO2peak for TM, with a significant difference in percentage of VO2peak (P = .003) between protocols. Postexercise blood lactate concentration was higher following CIRC (5.0 [0.7] mM) versus TM (2.0 [0.3] mM) (P < .001). Rating of perceived exertion, affective valence, and enjoyment responses did not differ between protocols (P > .05). CONCLUSION HR responses were near maximal during CIRC, supporting that this body-weight circuit is representative of high-intensity interval exercise.
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Shariat A, Ghannadi S, Anastasio AT, Rostad M, Cleland JA. Novel stretching and strength-building exercise recommendations for computer-based workers during the COVID-19 quarantine. Work 2020; 66:739-749. [PMID: 32925135 DOI: 10.3233/wor-203220] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022] Open
Abstract
BACKGROUND Prolonged home stays due to the COVID-19 quarantine can increase the use of computers and other technologies that may lead to significant reduction in activity, contributing to musculoskeletal problems, anxiety and depression. OBJECTIVE The aim of this study was to develop a novel multicomponent exercise program for individuals who work with computers during the COVID-19 quarantine. METHODS Researchers collaborating cross-institutionally and cross-nationally performed a careful literature search for exercise and stretching regiments with particular attention to methodologies that can be applied during the lockdown in the wake of the COVID-19 pandemic. Methodologies were then compiled and truncated for ease of use for the computer-based office worker during the COVID-19 pandemic quarantine. RESULTS The resulting program is broken down into three categories: aerobic, strengthening and stretching components. Each component can then be further modified to meet the frequency, intensity, time and type (FITT) specifications for the participant. CONCLUSIONS We present a novel, evidence-based strategy for functional fitness for office workers who have remained home-bound during the COVID-19 pandemic quarantine. Further research should seek to validate the efficacy of the proposed protocol.
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Affiliation(s)
- Ardalan Shariat
- Sports Medicine Research Center, Neuroscience Institute, Tehran University of Medical Sciences, Tehran, Iran
| | - Shima Ghannadi
- Sports Medicine Research Center, Neuroscience Institute, Tehran University of Medical Sciences, Tehran, Iran
| | | | | | - Joshua A Cleland
- Therapy Program, Department of Public Health and Community Medicine, Tufts University School of Medicine, Boston, MA, USA
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130
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Arede J, Carvalho M, Esteves P, de las Heras B, Leite N. Exploring the Effects of LED Lighting Training Program on Motor Performance among Young Athletes. CREATIVITY RESEARCH JOURNAL 2020. [DOI: 10.1080/10400419.2020.1817693] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Affiliation(s)
- Jorge Arede
- Research Center in Sports Sciences, Health Sciences and Human Development, CIDESD, University of Trás-os-Montes and Alto Douro
| | - Márcio Carvalho
- University of Trás-os-Montes and Alto Douro, Vila Real, Portugal
| | - Pedro Esteves
- Research Center in Sports Sciences, Health Sciences and Human Development, CIDESD, University of Trás-os-Montes and Alto Douro
- Polytechnic Institute of Guarda, Guarda, Portugal
| | | | - Nuno Leite
- Research Center in Sports Sciences, Health Sciences and Human Development, CIDESD, University of Trás-os-Montes and Alto Douro
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131
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Jaksic D, Mandic S, Maksimovic N, Milosevic Z, Roklicer R, Vukovic J, Pocek S, Lakicevic N, Bianco A, Cassar S, Drid P. Effects of a Nine-Month Physical Activity Intervention on Morphological Characteristics and Motor and Cognitive Skills of Preschool Children. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17186609. [PMID: 32932771 PMCID: PMC7557372 DOI: 10.3390/ijerph17186609] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/03/2020] [Revised: 09/03/2020] [Accepted: 09/07/2020] [Indexed: 11/24/2022]
Abstract
(1) Background: Regular physical activity (PA) plays an important role during early childhood physical and psychological development. This study investigates the effects of a 9-month PA intervention on physiological characteristics and motor and cognitive skills in preschool children. (2) Methods: Preschool children (n = 132; age 4 to 7 years) attending regular preschool programs were nonrandomly assigned to PA intervention (n = 66; 60 min sessions twice per week) or a control group (n = 66; no additional organized PA program) for 9 months. Exercise training for the intervention group included various sports games, outdoor activities, martial arts, yoga, and dance. Anthropometry, motor skills (7 tests), and cognitive skills (Raven’s Colored Progressive Matrices and Cognitive Assessment System) were assessed before and after an intervention period in both groups. Data were analyzed using repeated-measures ANOVA. (3) Results: Body weight significantly increased in both groups over time. Compared to the changes observed in the control group, the intervention group significantly increased in chest circumference (p = 0.022). In contrast, the control group demonstrated an increase in waist circumference (p = 0.001), while these measures in the intervention group remained stable. Participants in the intervention group improved running speed (p = 0.016) and standing broad jump (p = 0.000). The flexibility level was maintained in the intervention group, while a significant decrease was observed in the control group (p = 0.010). Children from the intervention group demonstrated progress in the bent-arm hang test (p = 0.001), unlike the control group subjects. Varied improvements in cognitive skills were observed for different variables in both intervention and control groups, with no robust evidence for PA-intervention-related improvements. (4) Conclusions: Preschool children’s participation in a preschool PA intervention improves their motor skills.
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Affiliation(s)
- Damjan Jaksic
- Faculty of Sport and Physical Education, University of Novi Sad, 21000 Novi Sad, Serbia; (D.J.); (N.M.); (Z.M.); (R.R.); (J.V.); (S.P.)
| | - Sandra Mandic
- Active Living Laboratory, School for Physical Education, Sport and Exercise Sciences, University of Otago, Dunedin 9016, New Zealand;
| | - Nebojsa Maksimovic
- Faculty of Sport and Physical Education, University of Novi Sad, 21000 Novi Sad, Serbia; (D.J.); (N.M.); (Z.M.); (R.R.); (J.V.); (S.P.)
| | - Zoran Milosevic
- Faculty of Sport and Physical Education, University of Novi Sad, 21000 Novi Sad, Serbia; (D.J.); (N.M.); (Z.M.); (R.R.); (J.V.); (S.P.)
| | - Roberto Roklicer
- Faculty of Sport and Physical Education, University of Novi Sad, 21000 Novi Sad, Serbia; (D.J.); (N.M.); (Z.M.); (R.R.); (J.V.); (S.P.)
| | - Jovan Vukovic
- Faculty of Sport and Physical Education, University of Novi Sad, 21000 Novi Sad, Serbia; (D.J.); (N.M.); (Z.M.); (R.R.); (J.V.); (S.P.)
| | - Suncica Pocek
- Faculty of Sport and Physical Education, University of Novi Sad, 21000 Novi Sad, Serbia; (D.J.); (N.M.); (Z.M.); (R.R.); (J.V.); (S.P.)
| | - Nemanja Lakicevic
- PhD Program in Health Promotion and Cognitive Sciences, University of Palermo, 90100 Palermo, Italy;
| | - Antonino Bianco
- Sport and Exercise Science Research Unit, University of Palermo, 90100 Palermo, Italy;
| | - Samuel Cassar
- Institute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Deakin University, Geelong 3216, Australia;
| | - Patrik Drid
- Faculty of Sport and Physical Education, University of Novi Sad, 21000 Novi Sad, Serbia; (D.J.); (N.M.); (Z.M.); (R.R.); (J.V.); (S.P.)
- Correspondence:
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132
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Javed AR, Sarwar MU, Beg MO, Asim M, Baker T, Tawfik H. A collaborative healthcare framework for shared healthcare plan with ambient intelligence. HUMAN-CENTRIC COMPUTING AND INFORMATION SCIENCES 2020. [DOI: 10.1186/s13673-020-00245-7] [Citation(s) in RCA: 58] [Impact Index Per Article: 14.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Abstract
AbstractThe fast propagation of the Internet of Things (IoT) devices has driven to the development of collaborative healthcare frameworks to support the next generation healthcare industry for quality medical healthcare. This paper presents a generalized collaborative framework named collaborative shared healthcare plan (CSHCP) for cognitive health and fitness assessment of people using ambient intelligent application and machine learning techniques. CSHCP provides support for daily physical activity recognition, monitoring, assessment and generate a shared healthcare plan based on collaboration among different stakeholders: doctors, patient guardians, as well as close community circles. The proposed framework shows promising outcomes compared to the existing studies. Furthermore, the proposed framework enhances team communication, coordination, long-term plan management of healthcare information to provide a more efficient and reliable shared healthcare plans to people.
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133
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Estevan I, Monfort-Torres G, Farana R, Zahradnik D, Jandacka D, García-Massó X. Children's Single-Leg Landing Movement Capability Analysis According to the Type of Sport Practiced. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17176414. [PMID: 32899167 PMCID: PMC7503518 DOI: 10.3390/ijerph17176414] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/30/2020] [Revised: 08/26/2020] [Accepted: 08/29/2020] [Indexed: 11/16/2022]
Abstract
(1) Background: Understanding children's motor patterns in landing is important not only for sport performance but also to prevent lower limb injury. The purpose of this study was to analyze children's lower limb joint angles and impact force during single-leg landings (SLL) in different types of jumping sports using statistical parametric mapping (SPM). (2) Methods: Thirty children (53.33% girls, M = 10.16 years-old, standard deviation (SD) = 1.52) divided into three groups (gymnastics, volleyball and control) participated in the study. The participants were asked to do SLLs with the dominant lower limb (barefoot) on a force plate from a height of 25 cm. The vertical ground reaction force (GRF) and lower limb joint angles were assessed. SPM{F} one-way analysis of variance (ANOVA) and SPM{t} unpaired t-tests were performed during the landing and stability phases. (3) Results: A significant main effect was found in the landing phase of jumping sport practice in GRF and joint angles. During the stability phase, this effect was exhibited in ankle and knee joint angles. (4) Conclusions: Evidence was obtained of the influence of practicing a specific sport in childhood. Child volleyball players performed SLL with lower impact force and higher knee flexion than child gymnasts. Training in specific jumping sports (i.e., volleyball and gymnastics) could affect the individual capacity to adapt SLL execution.
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Affiliation(s)
- Isaac Estevan
- Activitat Física i Promoció de la Salut (AFIPS) Research Group, Department of Teaching of Musical, Visual and Corporal Expression, University of Valencia, 46022 Valencia, Spain;
- Correspondence:
| | - Gonzalo Monfort-Torres
- Human Movement Analysis Research Group (HUMAG), Department of Teaching of Musical, Visual and Corporal Expression, University of Valencia, 46022 Valencia, Spain;
- Education Unit, Florida Universitaria, 46470 Catarroja, Spain
| | - Roman Farana
- Department of Human Movement Studies, Human Motion Diagnostic Centre, University of Ostrava, 70100 Ostrava, Czech; (R.F.); (D.Z.); (D.J.)
| | - David Zahradnik
- Department of Human Movement Studies, Human Motion Diagnostic Centre, University of Ostrava, 70100 Ostrava, Czech; (R.F.); (D.Z.); (D.J.)
| | - Daniel Jandacka
- Department of Human Movement Studies, Human Motion Diagnostic Centre, University of Ostrava, 70100 Ostrava, Czech; (R.F.); (D.Z.); (D.J.)
| | - Xavier García-Massó
- Activitat Física i Promoció de la Salut (AFIPS) Research Group, Department of Teaching of Musical, Visual and Corporal Expression, University of Valencia, 46022 Valencia, Spain;
- Human Movement Analysis Research Group (HUMAG), Department of Teaching of Musical, Visual and Corporal Expression, University of Valencia, 46022 Valencia, Spain;
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134
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Philpott C, Donovan B, Belton S, Lester D, Duncan M, Chambers F, O’Brien W. Investigating the Age-Related Association between Perceived Motor Competence and Actual Motor Competence in Adolescence. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E6361. [PMID: 32882872 PMCID: PMC7504194 DOI: 10.3390/ijerph17176361] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/28/2020] [Revised: 08/27/2020] [Accepted: 08/28/2020] [Indexed: 12/25/2022]
Abstract
Irish adolescents have been found to possess high perceptions of motor competence. However, there is an evidential value to investigating the strength of the relationship between adolescent perceptions of motor competence and their low levels of actual motor competence. The purpose of this research was to gather data on the fundamental, functional, and perceived motor competence in adolescents, differentiated by year group, to discern if participants could assess their perceptions of ability. Data were collected on adolescents (N = 373; mean age: 14.38 ± 0.87 years; 47.7% female) across six second-level schools in Ireland, including measurements of fundamental movement skills, functional movement, and perceived motor competence. Poor levels of fundamental and functional movement were observed, with significant differences between year groups detected. Participants in 1st year scored the highest in overall fundamental movement skills; however, for overall functional movement, 3rd-year participants scored highest. High levels of perceived motor competence were reported across the entire sample. These scores did not align with actual motor competence, nor did any alignment between these measurements improve with aging, countering theorized age-related associations. Future research should target low levels of actual motor competence while emphasizing the cognitive aspects of movement to ensure greater accuracy between actual and perceived motor competence.
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Affiliation(s)
- Conor Philpott
- School of Education, Sports Studies and Physical Education Programme, University College Cork, T12 KX72 Cork, Ireland; (B.D.); (D.L.); (F.C.); (W.O.)
| | - Brian Donovan
- School of Education, Sports Studies and Physical Education Programme, University College Cork, T12 KX72 Cork, Ireland; (B.D.); (D.L.); (F.C.); (W.O.)
| | - Sarahjane Belton
- School of Health and Human Performance, Dublin City University, D09 Y5N0 Dublin 9, Ireland;
| | - Diarmuid Lester
- School of Education, Sports Studies and Physical Education Programme, University College Cork, T12 KX72 Cork, Ireland; (B.D.); (D.L.); (F.C.); (W.O.)
| | - Michael Duncan
- Research Centre for Applied Biological and Exercise Sciences, Coventry University, Priory Street, Coventry CV1 5FB, UK;
| | - Fiona Chambers
- School of Education, Sports Studies and Physical Education Programme, University College Cork, T12 KX72 Cork, Ireland; (B.D.); (D.L.); (F.C.); (W.O.)
| | - Wesley O’Brien
- School of Education, Sports Studies and Physical Education Programme, University College Cork, T12 KX72 Cork, Ireland; (B.D.); (D.L.); (F.C.); (W.O.)
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135
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A 47-Year Comparison of Lower Body Muscular Power in Spanish Boys: A Short Report. J Funct Morphol Kinesiol 2020; 5:jfmk5030064. [PMID: 33467279 PMCID: PMC7739341 DOI: 10.3390/jfmk5030064] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/11/2020] [Revised: 08/16/2020] [Accepted: 08/18/2020] [Indexed: 11/17/2022] Open
Abstract
Much of the evidence examining temporal trends in fitness among youth has found a decrease in measures of muscular strength and muscular power over recent decades. The aim of this study was to examine trends in lower body muscular power in Spanish boys over 47 years. In 1969 140 boys (10-11 years; body mass index = 19.24, SD = 2.91 kg/m2) and in 2016, 113 boys (10-11 years; body mass index = 19.20, SD = 3.15 kg/m2) were recruited. Lower body power was assessed using the vertical jump (VJ) and standing long jump (SLJ) tests. Significant differences and a large effect size were shown between groups in the SLJ (p = 0.001; d = 0.94) and the VJ (p = 0.001; d = 0.66). SLJ data in 1969 were higher (1.52 m, SD = 0.19) when compared to the 2016 data (1.34 m, SD = 0.18). The VJ performance of the 1969 sample was also higher (25.95 cm; SD = 6.58) than the 2016 sample (21.56 cm; SD = 4.72). SLJ and VJ performance of the 2016 group decreased 11.8% and 16.9%, respectively. There were no significant differences between groups in body mass index. The results indicate a secular decline in lower body muscular power in 10-11-year-old Spanish boys with no significant changes in body mass index over the 47-year study period.
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136
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Dobbs IJ, Oliver JL, Wong MA, Moore IS, Lloyd RS. Movement competency and measures of isometric and dynamic strength and power in boys of different maturity status. Scand J Med Sci Sports 2020; 30:2143-2153. [DOI: 10.1111/sms.13773] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2020] [Revised: 06/29/2020] [Accepted: 07/10/2020] [Indexed: 11/28/2022]
Affiliation(s)
- Ian J. Dobbs
- School of Sport and Health Sciences Cardiff Metropolitan University Cardiff UK
| | - Jon L. Oliver
- School of Sport and Health Sciences Cardiff Metropolitan University Cardiff UK
- Sport Performance Research Institute New Zealand (SPRINZ) AUT University Auckland New Zealand
| | - Megan A. Wong
- School of Sport and Health Sciences Cardiff Metropolitan University Cardiff UK
| | - Isabel S. Moore
- School of Sport and Health Sciences Cardiff Metropolitan University Cardiff UK
| | - Rhodri S. Lloyd
- School of Sport and Health Sciences Cardiff Metropolitan University Cardiff UK
- Sport Performance Research Institute New Zealand (SPRINZ) AUT University Auckland New Zealand
- Centre for Sport Science and Human Performance Waikato Institute of Technology Hamilton New Zealand
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137
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What are Fundamental Motor Skills and What is Fundamental About Them? JOURNAL OF MOTOR LEARNING AND DEVELOPMENT 2020. [DOI: 10.1123/jmld.2020-0013] [Citation(s) in RCA: 24] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
A review and synthesis of the literature on the learning and development of motor skills supports the postulation that whether a motor skill can be deemed fundamental is dependent on the collective presence of three conditions: (i) uniqueness to the movement pattern and/or outcome; (ii) near universality of the functional outcome in the healthy population; (iii) capacity to act as an antecedent influence supporting generalization to a large and broad set of perceptual-motor skills. Within this framework, it is proposed that the infant motor development sequence underpinning upright posture (e.g., sitting, bipedal standing), locomotion (e.g., walking, running), and object-interaction (e.g., grasping) represents the minimum set of fundamental motor skills from which all other skills evolve with over the lifespan. This position is in contrast to the views of many students of motor development and learning who describe numerous skills that typically emerge in the ∼2- to 18-year-old range as fundamental but do not meet the criteria outlined here to be fundamental. It is proposed that these be labeled as core developmental activities having a more restricted but still practically relevant influence on the acquisition of and generalization to other motor skills.
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138
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Motor Skill Development and Youth Physical Activity: A Social Psychological Perspective. JOURNAL OF MOTOR LEARNING AND DEVELOPMENT 2020. [DOI: 10.1123/jmld.2020-0009] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Children and youth participate in physical activities to develop and demonstrate physical competence, attain social acceptance and approval, and experience enjoyment. Satisfying these motives enhances interest in sustaining physical activity, which contributes to improved motor skills, self-confidence, social relationships, and other positive outcomes. My essay explores motor skill development and youth physical activity through a social psychological lens and the benefits of integrating scientific knowledge from our respective fields to inform research and professional practice. Motor development and sport psychology researchers can collaborate to address critical issues related to motor and perceived competence and physical activity. I recommend five ways for integrating knowledge: (1) applying social psychological theory to guide research questions, (2) using more longitudinal designs, (3) using a variety of quantitative and qualitative methods, (4) designing studies on physical literacy, and (5) employing a positive youth development (PYD) approach for improving motor and social-emotional skills. These efforts can assist teachers, coaches, and parents in creating opportunities for youth to learn and improve fundamental motor and sport skills and to achieve feelings of competence, autonomy, relatedness, and joy for motivating a lifetime of physical activity.
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139
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de Lucena Martins CM, Clark CCT, Ribeiro Bandeira PF, Mota J, Duncan MJ. Association between Compliance with the 24-Hour Movement Guidelines and Fundamental Movement Skills in Preschoolers: A Network Perspective. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E5443. [PMID: 32731646 PMCID: PMC7652226 DOI: 10.3390/ijerph17155443] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/22/2020] [Revised: 07/18/2020] [Accepted: 07/24/2020] [Indexed: 12/18/2022]
Abstract
The present study aimed to analyze the compliance with the 24-h movement guidelines and its association with fundamental motor skills (FMS) in early childhood, considering sex and Body Mass Index (BMI) in a network perspective. Two hundred and twelve preschoolers (109 boys, 4.45 ± 0.78 years old) provided physical activity (PA), sleep duration, screen time, fundamental motor skills (FMS) and BMI data. Relationships between compliance with movement behaviors guidelines, FMS, sex and BMI were calculated using a network analysis. Only two percent of the entire sample complied with the overall 24-h movement behaviors recommendations; while the emerged network in the present study emphasized ball skills as the most critical centrality variable, according to age, reinforcing the importance of ball skills for the engagement and maintenance of PA in children. The present study presents a novel statistical and theoretical perspective that permits hitherto unseen insight into the associations between movement behavior, FMS and their correlates, that appropriately consider the inherent, multifaceted, complexity of these relationships.
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Affiliation(s)
| | | | | | - Jorge Mota
- Centre of Physical Activity, Health and Leisure, Faculty of Sport Sciences, University of Porto, 4500 Porto, Portugal;
| | - Michael Joseph Duncan
- Centre for Applied Biological and Exercise Sciences, Priory Street, Coventry CV1 5FB, UK;
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140
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Rudd JR, Pesce C, Strafford BW, Davids K. Physical Literacy - A Journey of Individual Enrichment: An Ecological Dynamics Rationale for Enhancing Performance and Physical Activity in All. Front Psychol 2020; 11:1904. [PMID: 32849114 PMCID: PMC7399225 DOI: 10.3389/fpsyg.2020.01904] [Citation(s) in RCA: 34] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2020] [Accepted: 07/10/2020] [Indexed: 01/27/2023] Open
Abstract
Internationally, governments, health and exercise practitioners are struggling with the threat posed by physical inactivity leading to worsening outcomes in health and life expectancy and the associated high economic costs. To meet this challenge it is important to enhance the quality, and quantity, of participation in sports and physical activity throughout the life course to sustain healthy and active lifestyles. This paper supports the need to develop a physically literate population, who meaningfully engage in play and physical activity through the development of functional movement skills in enriched environments. This is a shift away from reductionist approaches to physical activity engagement and maintenance to an ecological dynamics approach that focuses on enrichment to support functional movement skill learning and development. This is an embedded approach to physical literacy that allows learners the space and time to "explore-discover" (ecological psychology) within environments that will lead to a concomitant self-organization of highly intricate network of co-dependent sub-systems (anatomical, respiratory, circulatory, nervous, and perceptual-cognitive) resulting in functional movement solutions for the performance task and enduring positive adaptations to subsystems supporting the physical literacy journey across the life course. "Explore-discover adapt" is at the heart of two contemporary learner-centered pedagogies: Non-linear Pedagogy (NLP) and the Athletic Skills Model (ASM). Both emphasize the importance of enrichment experiences from an early age, and throughout life course, and both appreciate the inherent complexity involved in the learning process and the importance of designing a rich and varied range of athletic, participatory experiences that will support the embedded development of physical literacy leading to ongoing physical activity for all. The final part of this paper will demonstrate the potential of an ecological dynamics approach for supporting the concept of physical literacy by providing a roadmap for a reliable and valid measurement of physical literacy when considered from both an ecological dynamics perspective and the phenomenology understanding of physical literacy.
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Affiliation(s)
- James R Rudd
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom.,Institute for Health and Sport (IHES), Footscray Park Campus, Victoria University, Melbourne, VIC, Australia
| | - Caterina Pesce
- Department of Movement, Human and Health Sciences, University of Rome "Foro Italico", Rome, Italy
| | - Ben William Strafford
- Sport and Human Performance Research Group, Faculty of Health and Wellbeing, Sheffield Hallam University, Sheffield, United Kingdom
| | - Keith Davids
- Sport and Human Performance Research Group, Faculty of Health and Wellbeing, Sheffield Hallam University, Sheffield, United Kingdom
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Rey E, Carballo-Fazanes A, Varela-Casal C, Abelairas-Gómez C. Reliability of the test of gross motor development: A systematic review. PLoS One 2020; 15:e0236070. [PMID: 32673358 PMCID: PMC7365594 DOI: 10.1371/journal.pone.0236070] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2020] [Accepted: 06/27/2020] [Indexed: 01/14/2023] Open
Abstract
OBJECTIVE To identify, synthesise and evaluate studies that investigated the reliability of the Test of Gross Motor Development (TGMD) variants. METHODS A systematic search was employed to identify studies that have investigated internal consistency, inter-rater, intra-rater and test-retest reliability of the TGMD variants through Scopus, Pubmed/MEDLINE, PsycINFO, Sport Discus and Web of Science databases. RESULTS Of the 265 studies identified, 23 were included. Internal consistency, evaluated in 14 studies, confirming good-to-excellent consistency for the overall score and general motor quotient (GMQ), and acceptable-to-excellent levels in both subscales (locomotor and ball skills). Inter-rater reliability, evaluated in 19 studies, showing good-to-excellent intra-class correlation coefficient (ICC) values in locomotor skills score, ball skills score, overall score, and GMQ. Intra-rater reliability, evaluated in 13 studies, displaying excellent ICC values in overall score and GMQ, and good-to-excellent ICC values in locomotor skills score and ball skills score. Test-retest reliability was evaluated in 15 studies with 100% of the statistics reported above the threshold of acceptable reliability when ICC was not used. Studies with ICC statistic showed good-to-excellent values in ball skills score, overall score, and GMQ; and moderate-to-excellent values in locomotor skills score. CONCLUSIONS Overall, the results of this systematic review indicate that, regardless of the variant of the test, the TMGD has moderate-to-excellent internal consistency, good-to-excellent inter-rater reliability, good-to-excellent intra-rater reliability, and moderate-to-excellent test-retest reliability. Considering the few high-quality studies in terms of internal consistency, it would be recommend to carry out further studies in this field to improve their quality. Since there is no gold standard for assessing FMS, TGMD variants could be appropriate when opting for a psychometrical robust test. However, standardized training protocols for coding TGMD variants seem to be necessary both for researchers and practitioners in order to ensure acceptable reliability.
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Affiliation(s)
- Ezequiel Rey
- Faculty of Education and Sport Sciences, University of Vigo, Vigo, Spain
| | - Aida Carballo-Fazanes
- Health Research Institute of Santiago de Compostela (IDIS), Santiago de Compostela, Spain
- CLINURSID Research Group, Psychiatry, Radiology, Public Health, Nursing and Medicine Department, Universidade de Santiago de Compostela, Santiago de Compostela, Spain
| | | | - Cristian Abelairas-Gómez
- Health Research Institute of Santiago de Compostela (IDIS), Santiago de Compostela, Spain
- CLINURSID Research Group, Psychiatry, Radiology, Public Health, Nursing and Medicine Department, Universidade de Santiago de Compostela, Santiago de Compostela, Spain
- Faculty of Education Sciences, Universidade de Santiago de Compostela, Santiago de Compostela, Spain
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142
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Hernández-García R, Gil-López MI, Martínez-Pozo D, Martínez-Romero MT, Aparicio-Sarmiento A, Cejudo A, Sainz de Baranda P, Bishop C. Validity and Reliability of the New Basic Functional Assessment Protocol (BFA). INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E4845. [PMID: 32635678 PMCID: PMC7369969 DOI: 10.3390/ijerph17134845] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/30/2020] [Revised: 06/30/2020] [Accepted: 07/02/2020] [Indexed: 12/28/2022]
Abstract
The global evaluation of motion patterns can examine the synchrony of neuromuscular control, range of motion, strength, resistance, balance and coordination needed to complete the movement. Visual assessments are commonly used to detect risk factors. However, it is essential to define standardized field-based tests that can evaluate with accuracy. The aims of the study were to design a protocol to evaluate fundamental motor patterns (FMP), and to analyze the validity and reliability of an instrument created to provide information about the quality of movement in FMP. Five tasks were selected: Overhead Squat (OHS); Hurdle Step (HS); Forward Step Down (FSD); Shoulder Mobility (SM); Active Stretching Leg Raise (ASLR). A list of variables was created for the evaluation of each task. Ten qualified judges assessed the validity of the instrument, while six external observers performed inter-intra reliability. The results show that the instrument is valid according to the experts' opinion; however, the reliability shows values below those established. Thus, the instrument was considered unreliable, so it is recommended to repeat the reliability process by performing more training sessions for the external observers. The present study creates the basic functional assessment (BFA), a new protocol which comprises five tasks and an instrument to evaluate FMP.
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Affiliation(s)
- Raquel Hernández-García
- Department of Physical Activity and Sport, Faculty of Sports Sciences, Regional Campus of International Excellence “Campus Mare Nostrum”, University of Murcia, 30720 San Javier (Murcia), Spain; (R.H.-G.); (M.T.M.-R.); (A.A.-S.); (P.S.d.B.)
- Sports and Musculoskeletal System Research Group (RAQUIS), University of Murcia, 30100 C.P. Murcia, Spain;
| | - María Isabel Gil-López
- Department of Physical Activity and Sport, Faculty of Sports Sciences, Regional Campus of International Excellence “Campus Mare Nostrum”, University of Murcia, 30720 San Javier (Murcia), Spain; (R.H.-G.); (M.T.M.-R.); (A.A.-S.); (P.S.d.B.)
- Sports and Musculoskeletal System Research Group (RAQUIS), University of Murcia, 30100 C.P. Murcia, Spain;
| | - David Martínez-Pozo
- Sports and Musculoskeletal System Research Group (RAQUIS), University of Murcia, 30100 C.P. Murcia, Spain;
| | - María Teresa Martínez-Romero
- Department of Physical Activity and Sport, Faculty of Sports Sciences, Regional Campus of International Excellence “Campus Mare Nostrum”, University of Murcia, 30720 San Javier (Murcia), Spain; (R.H.-G.); (M.T.M.-R.); (A.A.-S.); (P.S.d.B.)
- Sports and Musculoskeletal System Research Group (RAQUIS), University of Murcia, 30100 C.P. Murcia, Spain;
| | - Alba Aparicio-Sarmiento
- Department of Physical Activity and Sport, Faculty of Sports Sciences, Regional Campus of International Excellence “Campus Mare Nostrum”, University of Murcia, 30720 San Javier (Murcia), Spain; (R.H.-G.); (M.T.M.-R.); (A.A.-S.); (P.S.d.B.)
- Sports and Musculoskeletal System Research Group (RAQUIS), University of Murcia, 30100 C.P. Murcia, Spain;
| | - Antonio Cejudo
- Department of Physical Activity and Sport, Faculty of Sports Sciences, Regional Campus of International Excellence “Campus Mare Nostrum”, University of Murcia, 30720 San Javier (Murcia), Spain; (R.H.-G.); (M.T.M.-R.); (A.A.-S.); (P.S.d.B.)
- Sports and Musculoskeletal System Research Group (RAQUIS), University of Murcia, 30100 C.P. Murcia, Spain;
| | - Pilar Sainz de Baranda
- Department of Physical Activity and Sport, Faculty of Sports Sciences, Regional Campus of International Excellence “Campus Mare Nostrum”, University of Murcia, 30720 San Javier (Murcia), Spain; (R.H.-G.); (M.T.M.-R.); (A.A.-S.); (P.S.d.B.)
- Sports and Musculoskeletal System Research Group (RAQUIS), University of Murcia, 30100 C.P. Murcia, Spain;
| | - Chris Bishop
- London Sport Institute, Middlesex University, London NW4 4BT, UK;
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143
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Hulteen RM, Barnett LM, True L, Lander NJ, Del Pozo Cruz B, Lonsdale C. Validity and reliability evidence for motor competence assessments in children and adolescents: A systematic review. J Sports Sci 2020; 38:1717-1798. [PMID: 32608334 DOI: 10.1080/02640414.2020.1756674] [Citation(s) in RCA: 39] [Impact Index Per Article: 9.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Valid and reliable tests of motor competence are necessary to allow researchers and practitioners to quantify levels of motor competence, identify skill deficiencies, and determine the effectiveness of motor skill interventions. The primary study aim was to systematically review the validity and reliability of scores derived from gross motor competence tests for typically developing child and adolescent populations. The secondary aim of this review was to identify the most prevalent motor skills assessed across all instruments. A search of seven electronic databases identified 57 different skill assessment tools from 107 studies. Construct validity was the most common measurement property examined (60 studies; 56%). Content validity (21 studies; 20%) was the least commonly explored measurement property. Scores derived from the Test of Gross Motor Development - second and third edition had the most support for validity and reliability. The most common skills included in these skill batteries were the overhand throw (n = 33), catch (n = 32), jump (n = 31) and hop (n = 26). Research efforts should focus on: (1) further investigation of measurement properties of existing tools rather than developing new assessments and (2) further investigation of existing tools and their measurement properties in adolescent populations.
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Affiliation(s)
- Ryan M Hulteen
- School of Kinesiology, University of British Columbia , Vancouver, British Columbia, Canada
| | - Lisa M Barnett
- Institute for Physical Activity and Nutrition, School of Health and Social Development, Deakin University , Geelong, Australia
| | - Larissa True
- Kinesiology Department, State University of New York-Cortland , Cortland, NY, USA
| | | | - Borja Del Pozo Cruz
- Institute for Positive Psychology and Education, Australian Catholic University , North Sydney, Australia
| | - Chris Lonsdale
- Institute for Positive Psychology and Education, Australian Catholic University , North Sydney, Australia
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144
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Tietjens M, Barnett LM, Dreiskämper D, Holfelder B, Utesch TO, Lander N, Hinkley T, Schott N. Conceptualising and testing the relationship between actual and perceived motor performance: A cross-cultural comparison in children from Australia and Germany. J Sports Sci 2020; 38:1984-1996. [PMID: 32573357 DOI: 10.1080/02640414.2020.1766169] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
Abstract
Previous studies investigating the relationship between motor skill, physical activity and fitness in children have not thoroughly considered the role of self-perception. Therefore, the study aim was to test a theoretical framework, which considered both actual and perceived motor skill as well as actual and perceived fitness. Potential moderating effects of sex and country were considered. Data on motor skill, fitness, as well as self-perception of motor skill and fitness were collected from 145 Australian children and 214 German children (age range 7 to 10 years). For actual motor skill and fitness, mean differences for sex, age and country were found. For perceived motor performance (perceived motor skill and perceived fitness) no mean differences were found for age. Path analyses were performed. The final model showed significant relations between actual performance (object control skill, fitness) and perceived performance (object control skill, fitness). All model paths had low to moderate regression weights with the lowest relationship reported between actual and perceived fitness. Sex and country showed no effects. This integrated approach has led to a better understanding of the relationship between children's perceived and objective performance, and cultural differences within them.
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Affiliation(s)
| | - Lisa M Barnett
- Deakin University, Institute for Physical Activity and Nutrition , Geelong, Australia
| | | | | | | | | | - Trina Hinkley
- Deakin University, Institute for Physical Activity and Nutrition , Geelong, Australia
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145
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Rudd JR, Crotti M, Fitton-Davies K, O’Callaghan L, Bardid F, Utesch T, Roberts S, Boddy LM, Cronin CJ, Knowles Z, Foulkes J, Watson PM, Pesce C, Button C, Lubans DR, Buszard T, Walsh B, Foweather L. Skill Acquisition Methods Fostering Physical Literacy in Early-Physical Education (SAMPLE-PE): Rationale and Study Protocol for a Cluster Randomized Controlled Trial in 5-6-Year-Old Children From Deprived Areas of North West England. Front Psychol 2020; 11:1228. [PMID: 32625143 PMCID: PMC7311787 DOI: 10.3389/fpsyg.2020.01228] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2019] [Accepted: 05/11/2020] [Indexed: 11/21/2022] Open
Abstract
BACKGROUND There is a need for interdisciplinary research to better understand how pedagogical approaches in primary physical education (PE) can support the linked development of physical, cognitive and affective aspects of physical literacy and physical activity behaviors in young children living in deprived areas. The Skill Acquisition Methods fostering Physical Literacy in Early-Physical Education (SAMPLE-PE) study aims to examine the efficacy of two different pedagogies for PE, underpinned by theories of motor learning, to foster physical literacy. METHODS SAMPLE-PE will be evaluated through a cluster-randomized controlled trial targeting 5-6 year old children from schools located in areas of high deprivation in Merseyside, North-West England. Schools will be randomly allocated to one of three conditions: Linear Pedagogy, Non-linear Pedagogy, or Control. Non-linear and Linear Pedagogy intervention primary schools will receive a PE curriculum delivered by trained coaches over 15 weeks, while control schools will follow their usual practice. Data will be collected at baseline (T0), immediately post-intervention (T1), and 6 months after the intervention has finished (T2). Children's movement competence is the primary outcome in this trial. Secondary outcomes include physical activity, perceived competence, motivation, executive functions, and self-regulation. An extensive process evaluation will also examine implementation factors such as intervention context, reach, dose, fidelity and acceptability. DISCUSSION The SAMPLE-PE project will enable better understanding surrounding how to operationalise physical literacy through enrichment of PE practices in early PE. The study will provide robust scientific evidence regarding the efficacy of underpinning PE pedagogy with theories of motor learning to promote the development of physical literacy. TRIAL REGISTRATION Retrospectively registered on 5th September 2018 at ClinicalTrials.gov, a resource provided by the U.S. National Library of Medicine (Identifier: NCT03551366).
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Affiliation(s)
- James R. Rudd
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
- Institute for Health and Sport, Footscray Park Campus, Victoria University, Melbourne, VIC, Australia
| | - Matteo Crotti
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Katie Fitton-Davies
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Laura O’Callaghan
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Farid Bardid
- School of Education, University of Strathclyde, Glasgow, United Kingdom
- Department of Movement and Sports Sciences, Ghent University, Ghent, Belgium
| | - Till Utesch
- Institute for Sport and Exercise Sciences, University of Münster, Münster, Germany
| | - Simon Roberts
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Lynne M. Boddy
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Colum J. Cronin
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Zoe Knowles
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Jonathan Foulkes
- Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Paula M. Watson
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
| | - Caterina Pesce
- Department of Movement, Human and Health Sciences, University of Rome “Foro Italico”, Rome, Italy
| | - Chris Button
- School of Physical Education, Sport and Exercise Sciences, University of Otago, Dunedin, New Zealand
| | - David Revalds Lubans
- Priority Research Centre in Physical Activity and Nutrition, School of Education, The University of Newcastle, Callaghan, NSW, Australia
| | - Tim Buszard
- Institute for Health and Sport, Footscray Park Campus, Victoria University, Melbourne, VIC, Australia
| | - Barbara Walsh
- School of Sport Leisure and Nutrition, Liverpool John Moores University, Liverpool, United Kingdom
| | - Lawrence Foweather
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, United Kingdom
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Bremer E, Graham JD, Bedard C, Rodriguez C, Kriellaars D, Cairney J. The Association Between PLAYfun and Physical Activity: A Convergent Validation Study. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2020; 91:179-187. [PMID: 31617795 DOI: 10.1080/02701367.2019.1652723] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/07/2018] [Accepted: 08/01/2019] [Indexed: 06/10/2023]
Abstract
Purpose: The purpose of this study was to examine the convergent validity of the PLAYfun tool, a physical literacy-based measure of movement competence, by examining its association with objectively measured physical activity in a sample of children and youth. Method: Participants included 110 children between the ages of seven to 14 years attending a stratified random sample of 27 afterschool programs across the province of Ontario, Canada. The PLAYfun tool was administered to the participants on one occasion at their afterschool program and then they were asked to wear a pedometer for seven consecutive days to measure their physical activity levels. A series of multiple linear regression models were used to examine the association between PLAYfun scores and physical activity, while controlling for age, sex, and time of year (season) in which the data were collected. Results: On its own, the PLAYfun average score accounted for close to 13% of the variance in physical activity, R = .36, R2 = .13, p < .001. The PLAYfun average score was also a significant independent predictor of physical activity, b (SE) = 145.98 (53.46), p < .01, when controlling for age, sex, and season in which the data were collected, R2 = .30, F (4, 105) = 11.04, p < .001. Conclusion: Results from the present study indicate that the PLAYfun tool is a significant predictor of objectively measured physical activity, supporting the convergent validity of the tool.
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147
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Carcamo-Oyarzun J, Estevan I, Herrmann C. Association between Actual and Perceived Motor Competence in School Children. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17103408. [PMID: 32422866 PMCID: PMC7277634 DOI: 10.3390/ijerph17103408] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/17/2020] [Revised: 05/01/2020] [Accepted: 05/09/2020] [Indexed: 11/16/2022]
Abstract
(1) Background: The association between actual and perceived motor competence (MC) is one of the underlying mechanisms that influence the practice of physical activity. This study mainly aimed to analyze the structure and correlations between actual and perceived MC in schoolchildren and to compare actual and perceived MC between girls and boys. (2) Methods: A total of 467 fifth and sixth graders (43.9% girls, M = 11.26, SD = 0.70) participated. Actual and perceived MC were assessed. To examine the proposed four factor models, structural equation models (factor analyses, latent correlations, invariance testing for gender) were conducted. Student t-test for independent samples was used to compare boys and girls. (3) Results: Proposed models achieved acceptable fit values with moderate correlation between the factors according to the type of MC in actual and perceived MC. Invariant factor structure in boys and girls was revealed. Boys performed and perceived themselves higher in object control than girls; whereas girls showed higher actual and perceived self-movement than boys. (4) Conclusions: The association between actual and perceived MC exists both globally and separately by gender, despite the differences between boys and girls. It is important to consider the role of gender and type of MC in the development of motor competencies, as well as in the strengthening of the children’s sense of competence.
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Affiliation(s)
- Jaime Carcamo-Oyarzun
- Department of Physical Education, Faculty of Education, Social Science & Humanities, Universidad de La Frontera, 4811230 Temuco, Chile
- Correspondence:
| | - Isaac Estevan
- Activitat Física i Promoció de la Salut (AFIPS) Research Group. Department of Teaching of Music, Visual and Corporal Expression, University of Valencia, 46022 Valencia, Spain;
| | - Christian Herrmann
- Didactics Exercise and Sport, Zurich University of Teacher Education, CH-8032 Zurich, Switzerland;
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148
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Tyler R, Mackintosh KA, Foweather L, Edwards LC, Stratton G. Youth motor competence promotion model: a quantitative investigation into modifiable factors. J Sci Med Sport 2020; 23:955-961. [PMID: 32430202 DOI: 10.1016/j.jsams.2020.04.008] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2019] [Revised: 04/02/2020] [Accepted: 04/06/2020] [Indexed: 11/19/2022]
Abstract
OBJECTIVES This study aimed to quantify the relationships between enabling, predisposing and reinforcing ecological factors on motor competence and investigate potential sex, weight status, and school level differences. METHODS Data were collected from 429 children (52% boys; aged 11.1±0.6 years; 87% white British). Cardiorespiratory fitness (20m Multistage Shuttle Run), muscular strength (Handgrip Strength) and online questionnaire (Child Health and Activity Tool; CHAT) data on moderate-to-vigorous physical activity, sport participation and available surrounding physical activity facilities were included as enabling variables. Three predisposing variables were determined from self-report data on benefits/barriers to exercise, adequacy, and predilection. Parental/guardian physical activity levels and persons whom participate in physical activity and sport with the participant (CHAT) were selected as reinforcing variables. Motor competence was determined from cumulative scores for Dragon Challenge tasks (Balance Bench, Core Agility, Wobble Spot, Overarm Throw, Basketball Dribble, Catch, Jumping Patterns, T-Agility, Sprint). Confirmatory Factor Analysis assessed the fit of measured variables into latent factors. Structural equation modelling evaluated relationships between these latent factors. RESULTS Motor competence was directly affected by the enabling factor (β=0.50,p<0.001) but indirectly affected by reinforcing and predisposing factors, mediated by the enabling factor (β=0.13, p=0.014; β=0.25, p=0.002). Multi-group comparisons showed that each of these effects did not differ by sex, weight status or school level (p>0.05). CONCLUSIONS This study demonstrated that enabling factors are crucial for the development of motor competence. This is the first study to quantify an ecological model with motor competence as the endogenous variable and is key to future interventions.
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Affiliation(s)
- Richard Tyler
- Sport and Physical Activity Department, Edge Hill University, UK.
| | - Kelly A Mackintosh
- Applied Sports Technology Exercise and Medicine (A-STEM) Research Centre, College of Engineering, Swansea University, UK
| | - Lawrence Foweather
- Physical Activity Exchange, Research Institute for Sport and Exercise Science, Liverpool John Moores University, UK
| | - Lowri C Edwards
- Cardiff School of Sport and Health Sciences, Cardiff Metropolitan University, UK
| | - Gareth Stratton
- Applied Sports Technology Exercise and Medicine (A-STEM) Research Centre, College of Engineering, Swansea University, UK
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149
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Niemistö D, Finni T, Cantell M, Korhonen E, Sääkslahti A. Individual, Family, and Environmental Correlates of Motor Competence in Young Children: Regression Model Analysis of Data Obtained from Two Motor Tests. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E2548. [PMID: 32276379 PMCID: PMC7178063 DOI: 10.3390/ijerph17072548] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/20/2020] [Revised: 04/05/2020] [Accepted: 04/06/2020] [Indexed: 12/02/2022]
Abstract
Physical activity and motor competence (MC) have been considered to be closely related and prevent childhood obesity. The aim of the study was two-fold: to examine MC measured with two different tools in relation to individual, family, and environmental correlates and to investigate gender differences in MC. The Test of Gross Motor Development-Third Edition (TGMD-3) was administered to three- to seven-year-old children (n = 945), while the Körperkoordinationstest für Kinder (KTK) was also used for five- to seven-year-old children (n = 444). The parent questionnaire (n = 936) included questions about individual (e.g., participation in organized sports), family (e.g., parents' education level), and environmental (e.g., access to sports facilities) correlates. The children's temperament was assessed using the Colorado Childhood Temperament Inventory (CCTI) questionnaire. Data were analyzed using one-way analysis of variance and linear mixed-effects regression models. The regression models explained 57% and 38% of the variance in TGMD-3 and KTK, respectively. Individual correlates, including older age, more frequent participation in sports, and specific temperament traits of activity and attention span-persistence, were the strongest predictors for better MC. Small gender differences were found in both assessment tools, albeit in a different manner. In conclusion, socioecological correlates of MC in young children are multidimensional, and individual correlates appear to be the most important predictors of MC. Importantly, the correlates can differ according to the MC assessment tools.
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Affiliation(s)
- Donna Niemistö
- Faculty of Sport and Health Sciences, University of Jyväskylä, 40014 Jyväskylä, Finland; (T.F.); (E.K.); (A.S.)
| | - Taija Finni
- Faculty of Sport and Health Sciences, University of Jyväskylä, 40014 Jyväskylä, Finland; (T.F.); (E.K.); (A.S.)
| | - Marja Cantell
- Department of Inclusive and Special Needs Education, University of Groningen, 9712 Groningen, The Netherlands;
| | - Elisa Korhonen
- Faculty of Sport and Health Sciences, University of Jyväskylä, 40014 Jyväskylä, Finland; (T.F.); (E.K.); (A.S.)
| | - Arja Sääkslahti
- Faculty of Sport and Health Sciences, University of Jyväskylä, 40014 Jyväskylä, Finland; (T.F.); (E.K.); (A.S.)
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150
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Cao Y, Zhang C, Guo R, Zhang D, Wang S. Performances of the Canadian Agility and Movement Skill Assessment (CAMSA), and validity of timing components in comparison with three commonly used agility tests in Chinese boys: an exploratory study. PeerJ 2020; 8:e8784. [PMID: 32231883 PMCID: PMC7098388 DOI: 10.7717/peerj.8784] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2019] [Accepted: 02/21/2020] [Indexed: 11/20/2022] Open
Abstract
Background The practical application of the Canadian Agility and Movement Skill Assessment (CAMSA) has been reported in some Western countries. However, a few studies reported the application of the CAMSA in Chinese children. In addition, given that the CAMSA was designing to incorporate both movement skills and agility assessment, the value and validity of the timing component of the CAMSA are worth discussing. Methods By choosing the Illinois Agility Test, Repeated Side Step-1 m distance, and the newly designed Repeated Side Step-half of height as the benchmark, we evaluate the performance of the CAMSA, further establish the concurrent validity of the CAMSA timing components (completion time and time score). In total, 149 male children (mean age 9.0 ± 0.8 years) from public schools in Shanghai, China, participated in the study. Results The mean CAMSA completion time was 19.3 ± 5.3 (s), and mean time score was 8.7 ± 3.9 (range of 1-14) for all participants (n = 149). After adjusted the sprint speed, older age was positively associated with the performance of the CAMSA. Being overweight was not associated with the performance of the CAMSA comparing with healthy body mass children, however, being obese was negatively associated with the CAMSA timing components and total score. Children having extracurricular sports activities (e.g., athletic experiences), mostly soccer, were more likely to demonstrated better performances of the CAMSA completion time, time score and total score. However, overweight and obese, also athletic experiences were not significantly contributed to the CAMSA skill score, although the association was slight (Adj R 2 = 0.13). Besides, the CAMSA completion time has a strong correlation with the IAT, r = 0.77; RSS-1MD, r = - 0.76; and RSS-HHD, r = - 0.77, p < 0.01. The same pattern of correlation was also found between the CAMSA time score and three agility tests: IAT, r = - 0.79; RSS-1MD, r = 0.76; RSS-HHD, r = 0.78, p < 0.01. Discussion Overall, a few participants in the study were able to reach the recommended level of the total CAMSA score referring to the Canadian criterion. The strong concurrent validity was found between the CAMSA timing components and three selected agility tests, respectively.
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Affiliation(s)
- Yue Cao
- School of Kinesiology, Shanghai University of Sport, Shanghai, China
| | - Chunhua Zhang
- School of Kinesiology, Shanghai University of Sport, Shanghai, China
| | - Rong Guo
- School of Kinesiology, Shanghai University of Sport, Shanghai, China
| | - Dandan Zhang
- School of Kinesiology, Shanghai University of Sport, Shanghai, China
| | - Shijiao Wang
- School of Kinesiology, Shanghai University of Sport, Shanghai, China
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