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Pratt NA, Duncan MJ, Oxford SW. The Effects of a 6-Week Swimming Intervention on Gross Motor Development in Primary School Children. CHILDREN (BASEL, SWITZERLAND) 2023; 11:1. [PMID: 38275422 PMCID: PMC10814680 DOI: 10.3390/children11010001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/20/2023] [Revised: 12/05/2023] [Accepted: 12/07/2023] [Indexed: 01/27/2024]
Abstract
(1) Background: This study examines the effects of a 6-week swimming intervention on motor competence in children. (2) Methods: A total of 107 children (n = 52 boys, n = 55 girls) aged 7.8 ± 0.63 years that were recruited from five primary schools in central England participated in this study, undertaking either an aquatic intervention once a week for six weeks or acting as a control group completing their usual physical education program. Participants underwent pre- and post-assessments of general motor competence using the Test of Gross Motor Development, Third Edition (TGMD-3) (a process measure) and a composite of 10 m running sprint time and standing long jump distance (product measures). Aquatic motor competence was assessed via the Aquatic Movement Protocol (AMP). Fear of drowning and swimming opportunities were also assessed by implementing a questionnaire. (3) Results: Following a mixed-model ANOVA, an overall main effect was found from pre (40.05 ± 13.6) to post (48.3 ± 18.6) for TGMD-3 scores (p < 0.05) and pre (38.7 ± 31.7) to post (50.6 ± 36.8) for AMP scores (p = 0.001). A negative significant relationship was found between AMP scores with both fear of water (p = 0.01) and fear of drowning (p < 0.05). A positive significant relationship was found between swimming opportunities and AMP score (p = 0.001). (4) Conclusions: The aquatic-based intervention improves not only aquatic motor competence but also transfers improvements in dryland movement competencies. Future research should look to implement control groupings which do not participate in swimming to further investigate the difference between swimmers and non-swimmers; however, due to swimming being a part of the national curriculum in England, this may not be feasible.
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Affiliation(s)
- Nicole A. Pratt
- Department of Health and Life Sciences, Coventry University, Coventry, CV1 5FB, UK; (N.A.P.); (S.W.O.)
| | - Michael J. Duncan
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry CV1 5FB, UK
| | - Samuel W. Oxford
- Department of Health and Life Sciences, Coventry University, Coventry, CV1 5FB, UK; (N.A.P.); (S.W.O.)
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Anderson N, Button C, Lamb P. The effect of educational gymnastics on postural control of young children. Front Psychol 2022; 13:936680. [PMID: 36033080 PMCID: PMC9399810 DOI: 10.3389/fpsyg.2022.936680] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2022] [Accepted: 07/22/2022] [Indexed: 11/13/2022] Open
Abstract
Fundamental movement skill (FMS) proficiency does not develop solely due to maturation, but also via diverse perceptual-motor experiences across childhood. Practicing gymnastics has been shown to improve postural control. The purpose of the present study was to examine potential changes to postural control of children following a course of educational gymnastics. Two groups of children both completed 20 × 45-min physical education (PE) lessons; one group (n = 43, age = 6.4 ± 0.7, 56% male) completed educational gymnastics lessons in school delivered by a professional coach, the other group completed their typical PE classes (n = 18, age = 6.5 ± 0.3, 33% male). Unipedal balancing performance was assessed by calculating the percentage of successful trials made. Postural sway dynamics were explored by calculating center-of-pressure sample entropy, 95% ellipse sway area and sway velocity. Measurements were taken before the lessons began and immediately after the lessons were completed. The gymnastics group performed better than the typical PE group at unipedal balancing. Females outperformed males in both groups. Males made different changes to postural control (i.e., increased sway regularity and improved stability) compared to females across 3 months. Educational gymnastics enabled children in a critical period of development to make more rapid improvements to postural performance and control. Novel movement experiences, like those offered by educational gymnastics, may have a positive influence on postural control and importantly, physical literacy. Future work should examine how sex effects the development of postural control strategies in young children.
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Testing Seefeldt's Proficiency Barrier: A Longitudinal Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19127184. [PMID: 35742433 PMCID: PMC9222670 DOI: 10.3390/ijerph19127184] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/12/2022] [Revised: 06/07/2022] [Accepted: 06/07/2022] [Indexed: 11/17/2022]
Abstract
The idea that proficiency in the fundamental movement skills (FMS) is necessary for the development of more complex motor skills (i.e., the proficiency barrier) and to promote health-enhancing physical activity and health-related physical fitness levels is widespread in the literature of motor development. Nonetheless, to the best of our knowledge, there is no study assessing whether children presenting proficiency below a specified proficiency barrier would demonstrate difficulty in improving performance in more complex skills-even when subjected to a period of practice in these complex skills. The present study tested this. Eighty-five normal children (44 boys) aged 7 to 10 years participated in the study. The intervention took place during 10 consecutive classes, once a week, lasting 40 min each. Six FMS (running, hopping, leaping, kicking, catching and stationary dribbling) and one transitional motor skill (TMS) (speed dribbling skill) were assessed. The results showed that only those who showed sufficient proficiency in running and stationary dribbling before the intervention were able to show high performance values in the TMS after intervention. In addition, in line with recent propositions, the results show that the basis for development of the TMS was specific critical components of the FMS and that the barrier can be captured through a logistic function. These results corroborate the proficiency barrier hypothesis and highlight that mastering the critical components of the FMS is a necessary condition for motor development.
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Valentini NC, Nobre GC, Gonçalves Duarte M. Gross motor skills trajectory variation between WEIRD and LMIC countries: A cross-cultural study. PLoS One 2022; 17:e0267665. [PMID: 35511788 PMCID: PMC9070961 DOI: 10.1371/journal.pone.0267665] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2021] [Accepted: 04/13/2022] [Indexed: 11/22/2022] Open
Abstract
Aim This study aimed to examine the prevalence of delays and borderline impaired performance for Brazilian girls and boys and the differences in the motor trajectories (locomotor and ball skills) of girls and boys (3- to 10-years-old) across WEIRD (Western, Educated, Industrial, Rich, and Democratic) countries and Brazil–a low- and middle-income country (LMIC). Methods We assessed 1000 children (524 girls; 476 boys), 3- to 10.9-year-old (M = 6.9, SD = 2.1; Girls M = 6.9, SD = 2.0; Boys M = 6.9, SD = 2.1), using the Test of Gross Motor Development-3. Using systematic search, original studies investigating FMS in children using the TGMD-3 were eligible; 5 studies were eligible to have the results compared to the Brazilian sample. One sample t-test to run the secondary data from Irish, American, Finnish, and German children (i.e., mean, standard deviation). Results The prevalence of delays and borderline impaired performance was high among Brazilian girls (28.3% and 27.5%) and boys (10.6% and 22.7%). The cross-countries comparisons showed significant (p values from .048 and < .001) overall lower locomotor and ball skills scores for Brazilian children; the only exceptions were skipping, catching, and kicking. We observed stability in performance, across countries, after 8-years-old, and no ceiling effects were found in the samples. Conclusions The Brazilian sample emphasized the need for national strategies to foster children’s motor proficiency. Differences in motor opportunities may explain the differences in motor trajectories between children in WEIRD and LMIC countries.
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Affiliation(s)
- Nadia Cristina Valentini
- Department of Physical Education, Physiotherapy, and Dance, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil
- * E-mail:
| | - Glauber Carvalho Nobre
- Department of Physical Education and Sports, Instituto Federal do Ceará, Fortaleza, Ceará, Brazil
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Fundamental Movement Skills and Physical Activity of 3-4-Year-Old Children within Early Childhood Centers in New Zealand. CHILDREN-BASEL 2021; 8:children8090742. [PMID: 34572174 PMCID: PMC8469423 DOI: 10.3390/children8090742] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/10/2021] [Revised: 08/25/2021] [Accepted: 08/26/2021] [Indexed: 11/24/2022]
Abstract
We sought to describe and explore relationships between fundamental movement skills (FMS) and level of physical activity (PA; light-, medium-, vigorous, and kCal/hour) in preschool children, aged 3–4-years-old, across four early childhood education (ECE) settings. Children’s FMS were assessed using the Test for Gross Motor Development-2 (TGMD-2; n = 81) and PA via accelerometers (S = 53). Eighty-four children participated, with 50 in both assessments. The TGMD-2 showed as the children got older, their locomotor skills (p < 0.001, r = 0.512) and object control motor skills (p < 0.001, r = 0.383) improved. Accelerometry showed children were primarily inactive at ECE (78.3% of the time). There were significant correlations between kCal/hour and light (p < 0.001, r = −0.688), moderate (p < 0.001, r = 0.599) and vigorous (p < 0.001, rs = 0.707) activity, and between gross motor quotient and locomotor (p < 0.001, r = 0.798) and object control (p < 0.001, r = 0.367) skills. No correlation was observed between gross motor quotient and kCal/hour. To conclude, children in this cohort were primarily inactive during ECE center hours. Moreover, gross motor quotient was significantly correlated to locomotor and object control skills.
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Ma J, Lander N, Eyre ELJ, Barnett LM, Essiet IA, Duncan MJ. It's Not Just What You Do but the Way You Do It: A Systematic Review of Process Evaluation of Interventions to Improve Gross Motor Competence. Sports Med 2021; 51:2547-2569. [PMID: 34339044 DOI: 10.1007/s40279-021-01519-5] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/05/2021] [Indexed: 12/14/2022]
Abstract
BACKGROUND Motor competence is an important predictor of health behaviours. However, levels of motor competence are low in children and adolescents. Many interventions have improved motor competence, yet intervention effects were highly variable. Potential causes of such variations are not fully understood. Process evaluation can assist with the understanding of why an intervention worked or not, but its application and reporting in motor competence interventions has received little attention. OBJECTIVES The primary aim of this review was to investigate whether process evaluations have been reported in interventions to improve motor competence and, if reported, which process evaluation measures have been used. A secondary aim was to explore the association of intervention characteristics and process evaluation findings (outcomes of process evaluation measures) with intervention outcomes, in a search for what process evaluation measures may impact on intervention functioning and outcomes. METHODS The process of conducting and reporting this review adhered to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The review protocol was registered with PROSPERO (CRD42019124412). A systematic search of seven electronic databases (i.e. MEDLINE [via EBSCOhost], Cochrane Central Register of Controlled Trials [CENTRAL], CINAHL, Academic Search Complete, Education Database, SPORTDiscus and Scopus) was conducted with no date restrictions. Eligibility criteria included the following: (1) a study sample of typically developing children and adolescents aged 5-18 years, (2) an intervention aimed to improve motor competence, (3) an intervention included a control group, (4) a report of motor competence outcome at both pre- and post-intervention. Only original articles published in English in peer-reviewed journals were considered. Process evaluation measures and findings were extracted using the UK Medical Research Council's process evaluation framework in order to provide overarching descriptions on the implementation, mechanism of change and context of interventions. Univariable meta-regressions were performed to ascertain whether selected study-level covariates moderated the improvement in motor competence outcomes in interventions. RESULTS The search identified 60 intervention studies. Only 30 studies (50%) reported process evaluation measures. No studies reported (or employed) theoretical frameworks to guide process evaluation. Process evaluation measures relating to implementation were most commonly reported, with the most prevalent aspect being fidelity. This was followed by reporting on measures relating to mechanism of change and context of the intervention. Meta-analysis results suggested intervention duration, dose, inclusion of process evaluation aim, provision of lesson plans, sample size and sex as potential moderators. CONCLUSIONS Reporting of process evaluation measures may help build our understanding of the optimal characteristics of motor competence interventions. However, process evaluation is under-used and/or under-reported. This review serves as a call for more process evaluations and better reporting in motor competence interventions.
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Affiliation(s)
- Jiani Ma
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK. .,School of Health and Social Development, Deakin University, Geelong, VIC, Australia.
| | - Natalie Lander
- School of Arts and Education, Deakin University, Geelong, VIC, Australia
| | - Emma L J Eyre
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK
| | - Lisa M Barnett
- School of Health and Social Development, Deakin University, Geelong, VIC, Australia.,Institute of Physical Activity and Nutrition, School of Health and Social Development, Deakin University, Geelong, VIC, Australia
| | - Inimfon A Essiet
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK.,School of Health and Social Development, Deakin University, Geelong, VIC, Australia
| | - Michael J Duncan
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK
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The Effect of a 10-Week Physical Activity Programme on Fundamental Movement Skills in 3-4-Year-Old Children within Early Childhood Education Centres. CHILDREN-BASEL 2021; 8:children8060440. [PMID: 34073725 PMCID: PMC8225089 DOI: 10.3390/children8060440] [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: 05/04/2021] [Revised: 05/18/2021] [Accepted: 05/21/2021] [Indexed: 11/17/2022]
Abstract
The objective of this study was to examine the effect of a 10-week physical activity (PA) programme, in early childhood education (ECE) settings, on 3 and 4-year-old children’s fundamental movement skills (FMS). A further aim was to examine FMS three-months post-intervention. The PA instructors delivered one 45 min session/week over 10 weeks, to 3- and 4-year-old children (n = 46), across four ECE centres. These sessions involved participation from ECE teachers. Children in the control group (CON; n = 20) received no PA classes and completed pre- and post-intervention assessments only. Locomotor (e.g., running/hopping) and object-control (e.g., kicking/throwing) skills were assessed using the Test for Gross Motor Development-2 (TGMD-2), before and after the intervention and, for the intervention group (EXP), at 3 months. Locomotor and object-control skills significantly improved in the EXP group, with typically no change in the CON group. The EXP group’s locomotor and object-control skills were maintained at 3 months. The 10-week PA intervention successfully improved 3- and 4-year-old children’s FMS.
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Chen C, Zhou Q. Improving the effectiveness of middle school physical education classroom teaching. JOURNAL OF INTELLIGENT & FUZZY SYSTEMS 2021. [DOI: 10.3233/jifs-189381] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The quality of Physical Education (PE) education in high schools is closely related to interactive educational efficiency in classrooms. Teachers and students can improve their interest in learning through classroom interaction. Teachers can adjust educational programs according to the existing shortcomings of physical education, stimulate students’ interests in sports, and reduce student tensions and learning pressures. Students can increase their enthusiasm and creativity in sports, thereby enhancing students’ sports skills. Therefore, in a practical teaching process, it’s important to emphasize enhancing the effectiveness of interactive instruction in the classroom. This makes it possible to develop sports instruction. This paper analyzes how to effectively improve the effects of classroom interactions in a lower secondary school, and proposes a concrete teaching method for physical education. First, this paper explains the importance of improving the effectiveness of classroom education for junior high school students, and analyzes the present state of PE classroom education, and proposes an improvement strategy including physical education, and rationalizes students’ physical and mental development to stimulate students’ interest in sports. The classroom is innovative education and means that students improve their classroom enthusiasm.
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Affiliation(s)
- Changxiang Chen
- Guangxi Normal University for Nationalities, Chongzuo, Guangxi, China
| | - Qian Zhou
- Guangxi Normal University for Nationalities, Chongzuo, Guangxi, China
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Bolger LE, Bolger LA, O'Neill C, Coughlan E, O'Brien W, Lacey S, Burns C, Bardid F. Global levels of fundamental motor skills in children: A systematic review. J Sports Sci 2020; 39:717-753. [PMID: 33377417 DOI: 10.1080/02640414.2020.1841405] [Citation(s) in RCA: 67] [Impact Index Per Article: 16.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Competence in fundamental motor skills (FMS) facilitates physical activity participation and is important for children's holistic development. This study aimed to systematically review the FMS levels of children worldwide, using the Test of Gross Motor Development-2 (TGMD-2). In accordance with PRISMA guidelines, studies were identified from searches across 7 databases. Studies were required to: (i) include typically developing children (3-10 years), (ii) be published in English, (iii) have been published between 2004 and 2019 and, (iv) report ≥1 TGMD-2 outcome scores. Extracted data were evaluated based on importance of determinants, strength of evidence, and methodological quality. Data from 64 articles were included. Weighted mean (and standard deviation) scores were calculated for each FMS outcome score. Analyses revealed FMS competence increases across age during childhood, with greater proficiency in locomotor skills than object control skills. Additionally, boys exhibit higher object control skill proficiency than girls. Compared to TGMD-2 normative data, children demonstrate "below average" to "average" FMS levels. This review highlights the scope for FMS development among children worldwide. These findings reinforce the necessity for FMS interventions in early educational settings, as FMS competence is positively associated with physical activity and other health outcomes.
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Affiliation(s)
- Lisa E Bolger
- Department of Sport, Leisure and Childhood Studies, Cork Institute of Technology, Cork, Ireland
| | - Linda A Bolger
- Department of Sport, Leisure and Childhood Studies, Cork Institute of Technology, Cork, Ireland
| | - Cian O'Neill
- Department of Sport, Leisure and Childhood Studies, Cork Institute of Technology, Cork, Ireland
| | - Edward Coughlan
- Department of Sport, Leisure and Childhood Studies, Cork Institute of Technology, Cork, Ireland
| | - Wesley O'Brien
- School of Education, University College Cork, Cork, Ireland
| | - Seán Lacey
- Department of Mathematics, Cork Institute of Technology, Cork, Ireland
| | - Con Burns
- Department of Sport, Leisure and Childhood Studies, Cork Institute of Technology, Cork, Ireland
| | - Farid Bardid
- School of Education, University of Strathclyde, Glasgow, UK.,Department of Movement and Sports Sciences, Ghent University, Ghent, Belgium
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Boys and Girls Have Similar Gains in Fundamental Motor Skills Across a Preschool Motor Skill Intervention. JOURNAL OF MOTOR LEARNING AND DEVELOPMENT 2020. [DOI: 10.1123/jmld.2019-0043] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Purpose: Motor skill interventions are effective for improving young children’s fundamental motor skills, but less is known regarding if boys and girls equally benefit from these interventions. The purpose of this study was to compare changes in preschool-aged boys’ and girls’ fundamental motor skills across an intervention. Methods: Sixty-eight children (Mage = 4.4 years, SD = 0.44) participated in the study and completed the Test of Gross Motor Development 2nd Edition before and after a 600-minute Children’s Health Activity Motor Program (CHAMP) intervention. All girls’ (n = 27) and a random subsample of boys’ (n = 27) total, locomotor subtest, object control skill subtests, and individual skills were compared before (pre) and after (post) CHAMP. Potential sex differences in treatment effects were examined by sex by treatment interactions from repeated measures ANOVA, and potential sex differences in individual skills before, after, and across (change) were examined using MANOVAs. Results: Boys and girls had similar motor skills before and after the intervention. Boys and girls had higher scores at posttest, and CHAMP was equally effective for boys and girls. Boys outperformed girls on the run and kick (p < .05) at posttest. Conclusion: Findings support that CHAMP improves skills for both preschool boys and girls.
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Mostaert M, Pion J, Lenoir M, Vansteenkiste P. A Retrospective Analysis of the National Youth Teams in Volleyball: Were They Always Faster, Taller, and Stronger? J Strength Cond Res 2020; 36:2615-2621. [PMID: 33044360 DOI: 10.1519/jsc.0000000000003847] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Mireille, M, Johan, P, Matthieu, L, and Pieter, V. A retrospective analysis of the national youth teams in volleyball: Were they always faster, taller, and stronger? J Strength Cond Res XX(X): 000-000, 2020-Although there are numerous studies comparing the characteristics of young and adult volleyball players of different levels, it remains unclear to what extent these findings can be used for performance prediction because very few are based on longitudinal or retrospective analyses. The aim of the current retrospective study was to test to what extent anthropometry, physical performance, and motor coordination can predict future selection in national youth teams. From 2012 to 2015, 1738 10- to 13-year-old boys and girls who played volleyball completed 3 anthropometric, 4 physical performance, and 3 motor coordination tests. In January 2020, 52 athletes of this sample were found to be part of one of the national youth teams of Belgium. A multivariate analysis of covariance, discriminant analyses, and logistic regression analyses were conducted to compare the test results of the selected vs. the nonselected players. Significance level was set at p ≤ 0.05. Results showed that the selected players were already taller and showed better jumping performance, and for females, they tended to have better motor coordination at the time of baseline measurement. Therefore, it seems important to focus on the development of motor coordination and jumping performance at young ages because superiority in these characteristics increases the chances to be selected for the national team 4-8 years later. Nevertheless, considering the large variation in results, selection cannot be made based on these characteristics alone. The practical implications for coaches and federations with respect to training and talent detection are discussed.
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Affiliation(s)
- Mireille Mostaert
- Department of Movement and Sports Sciences, Ghent University, Ghent, Belgium
| | - Johan Pion
- Department of Movement and Sports Sciences, Ghent University, Ghent, Belgium.,Institute for Sports and Exercise Studies, HAN University of Applied Sciences, Nijmegen, Netherlands
| | - Matthieu Lenoir
- Department of Movement and Sports Sciences, Ghent University, Ghent, Belgium
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Effects of a Need-Supportive Motor Skill Intervention on Children's Motor Skill Competence and Physical Activity. CHILDREN-BASEL 2020; 7:children7030021. [PMID: 32192010 PMCID: PMC7140861 DOI: 10.3390/children7030021] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/13/2020] [Revised: 03/01/2020] [Accepted: 03/04/2020] [Indexed: 12/05/2022]
Abstract
A need-supportive environment can provide various motivational benefits to impact children’s psychomotor developmental levels. However, very little is known about the effects of need-supportive motor skill intervention on children’s motor skill competence and physical activity by gender. Guided by self-determination theory (SDT), this study aimed to (a) investigate the effect of a need-supportive fundamental movement skill (FMS) program on children’s FMS competence and moderate-to-vigorous physical activity (MVPA), and (b) explore potential gender differences in these effects. Thirty-six children (63.8% girls; Mage = 6.52 ± 0.97) participated and were divided into two groups: an intervention group (24 need-supportive FMS sessions over eight weeks) and a control group. A repeated-measures multivariate analysis of variance (MANOVA) was used to examine the influence of the motor skill intervention on FMS competence and MVPA over time by group (intervention, control) and gender (boys, girls). The results showed (a) significant group differences between the intervention and control group in FMS competence and MVPA (p < 0.001), (b) non-significant gender differences between boys and girls in FMS competence and MVPA (p = 0.85), and (c) non-significant interaction effects over time (p = 0.52). The findings highlight that a need-supportive FMS program may enhance FMS development and daily physical activity for both genders during the early school years.
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Wolfenden L, Barnes C, Jones J, Finch M, Wyse RJ, Kingsland M, Tzelepis F, Grady A, Hodder RK, Booth D, Yoong SL. Strategies to improve the implementation of healthy eating, physical activity and obesity prevention policies, practices or programmes within childcare services. Cochrane Database Syst Rev 2020; 2:CD011779. [PMID: 32036618 PMCID: PMC7008062 DOI: 10.1002/14651858.cd011779.pub3] [Citation(s) in RCA: 63] [Impact Index Per Article: 15.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
BACKGROUND Despite the existence of effective interventions and best-practice guideline recommendations for childcare services to implement evidence-based policies, practices and programmes to promote child healthy eating, physical activity and prevent unhealthy weight gain, many services fail to do so. OBJECTIVES The primary aim of the review was to examine the effectiveness of strategies aimed at improving the implementation of policies, practices or programmes by childcare services that promote child healthy eating, physical activity and/or obesity prevention. The secondary aims of the review were to: 1. Examine the cost or cost-effectiveness of such strategies; 2. Examine any adverse effects of such strategies on childcare services, service staff or children; 3. Examine the effect of such strategies on child diet, physical activity or weight status. 4. Describe the acceptability, adoption, penetration, sustainability and appropriateness of such implementation strategies. SEARCH METHODS We searched the following electronic databases on February 22 2019: Cochrane Central Register of Controlled trials (CENTRAL), MEDLINE, MEDLINE In Process, Embase, PsycINFO, ERIC, CINAHL and SCOPUS for relevant studies. We searched reference lists of included studies, handsearched two international implementation science journals, the World Health Organization International Clinical Trials Registry Platform (www.who.int/ictrp/) and ClinicalTrials.gov (www.clinicaltrials.gov). SELECTION CRITERIA We included any study (randomised or nonrandomised) with a parallel control group that compared any strategy to improve the implementation of a healthy eating, physical activity or obesity prevention policy, practice or programme by staff of centre-based childcare services to no intervention, 'usual' practice or an alternative strategy. Centre-based childcare services included preschools, nurseries, long daycare services and kindergartens catering for children prior to compulsory schooling (typically up to the age of five to six years). DATA COLLECTION AND ANALYSIS Two review authors independently screened study titles and abstracts, extracted study data and assessed risk of bias; we resolved discrepancies via consensus. We performed meta-analysis using a random-effects model where studies with suitable data and homogeneity were identified; otherwise, findings were described narratively. MAIN RESULTS Twenty-one studies, including 16 randomised and five nonrandomised, were included in the review. The studies sought to improve the implementation of policies, practices or programmes targeting healthy eating (six studies), physical activity (three studies) or both healthy eating and physical activity (12 studies). Studies were conducted in the United States (n = 12), Australia (n = 8) and Ireland (n = 1). Collectively, the 21 studies included a total of 1945 childcare services examining a range of implementation strategies including educational materials, educational meetings, audit and feedback, opinion leaders, small incentives or grants, educational outreach visits or academic detailing, reminders and tailored interventions. Most studies (n = 19) examined implementation strategies versus usual practice or minimal support control, and two compared alternative implementation strategies. For implementation outcomes, six studies (one RCT) were judged to be at high risk of bias overall. The review findings suggest that implementation strategies probably improve the implementation of policies, practices or programmes that promote child healthy eating, physical activity and/or obesity prevention in childcare services. Of the 19 studies that compared a strategy to usual practice or minimal support control, 11 studies (nine RCTs) used score-based measures of implementation (e.g. childcare service nutrition environment score). Nine of these studies were included in pooled analysis, which found an improvement in implementation outcomes (SMD 0.49; 95% CI 0.19 to 0.79; participants = 495; moderate-certainty evidence). Ten studies (seven RCTs) used dichotomous measures of implementation (e.g. proportion of childcare services implementing a policy or specific practice), with seven of these included in pooled analysis (OR 1.83; 95% CI 0.81 to 4.11; participants = 391; low-certainty evidence). Findings suggest that such interventions probably lead to little or no difference in child physical activity (four RCTs; moderate-certainty evidence) or weight status (three RCTs; moderate-certainty evidence), and may lead to little or no difference in child diet (two RCTs; low-certainty evidence). None of the studies reported the cost or cost-effectiveness of the intervention. Three studies assessed the adverse effects of the intervention on childcare service staff, children and parents, with all studies suggesting they have little to no difference in adverse effects (e.g. child injury) between groups (three RCTs; low-certainty evidence). Inconsistent quality of the evidence was identified across review outcomes and study designs, ranging from very low to moderate. The primary limitation of the review was the lack of conventional terminology in implementation science, which may have resulted in potentially relevant studies failing to be identified based on the search terms used. AUTHORS' CONCLUSIONS Current research suggests that implementation strategies probably improve the implementation of policies, practices or programmes by childcare services, and may have little or no effect on measures of adverse effects. However such strategies appear to have little to no impact on measures of child diet, physical activity or weight status.
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Affiliation(s)
- Luke Wolfenden
- University of NewcastleSchool of Medicine and Public HealthCallaghanNSWAustralia2308
- Hunter Medical Research InstituteNew LambtonAustralia
- Hunter New England Local Health DistrictHunter New England Population HealthWallsendAustralia
| | - Courtney Barnes
- Hunter New England Local Health DistrictHunter New England Population HealthWallsendAustralia
| | - Jannah Jones
- University of NewcastleSchool of Medicine and Public HealthCallaghanNSWAustralia2308
- Hunter Medical Research InstituteNew LambtonAustralia
- Hunter New England Local Health DistrictHunter New England Population HealthWallsendAustralia
| | - Meghan Finch
- University of NewcastleSchool of Medicine and Public HealthCallaghanNSWAustralia2308
- Hunter Medical Research InstituteNew LambtonAustralia
- Hunter New England Local Health DistrictHunter New England Population HealthWallsendAustralia
| | - Rebecca J Wyse
- University of NewcastleSchool of Medicine and Public HealthCallaghanNSWAustralia2308
- Hunter Medical Research InstituteNew LambtonAustralia
- Hunter New England Local Health DistrictHunter New England Population HealthWallsendAustralia
| | - Melanie Kingsland
- University of NewcastleSchool of Medicine and Public HealthCallaghanNSWAustralia2308
| | - Flora Tzelepis
- University of NewcastleSchool of Medicine and Public HealthCallaghanNSWAustralia2308
| | - Alice Grady
- University of NewcastleSchool of Medicine and Public HealthCallaghanNSWAustralia2308
| | - Rebecca K Hodder
- Hunter New England Local Health DistrictHunter New England Population HealthWallsendAustralia
| | - Debbie Booth
- University of NewcastleAuchmuty LibraryUniversity DriveCallaghanNSWAustralia2308
| | - Sze Lin Yoong
- University of NewcastleSchool of Medicine and Public HealthCallaghanNSWAustralia2308
- Hunter Medical Research InstituteNew LambtonAustralia
- Hunter New England Local Health DistrictHunter New England Population HealthWallsendAustralia
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Effects of a Fundamental Motor Skill-Based Afterschool Program on Children's Physical and Cognitive Health Outcomes. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17030733. [PMID: 31979255 PMCID: PMC7036962 DOI: 10.3390/ijerph17030733] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/19/2019] [Revised: 01/20/2020] [Accepted: 01/21/2020] [Indexed: 12/27/2022]
Abstract
Globally, more than half of school-aged children do not engage in the recommended 60 minutes of daily moderate to vigorous physical activity (MVPA). Given that developing sufficient fundamental motor skills (FMS) competence during early elementary school years is important for a child’s physical and cognitive development, the purpose of this study was to examine the effects of an 8-week FMS-based afterschool program on physical and cognitive health outcomes among elementary children. Participants were 31 K–2 students (19 girls, 12 boys; Mage = 6.65 ± 0.98) from three public elementary schools in the southwestern United States who were assigned to the intervention group (FMS-based afterschool program; n = 20) or the control group (traditional afterschool program; n = 11). A 2 × 2 repeated measures MANOVA showed significant changes in FMS competence and MVPA between the intervention and the control group over time. However, no significant changes were found in cognitive functioning. The 8-week FMS-based afterschool program showed significant improvements in FMS competence and MVPA, compared to a traditional afterschool program. This finding suggests that structured FMS-focused strategies (e.g., fun games and goal setting) can be a critical component when implementing a physical activity program to enhance children’s motor skills and physical activity behavior.
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15
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Palmer KK, Chinn KM, Robinson LE. The effect of the CHAMP intervention on fundamental motor skills and outdoor physical activity in preschoolers. JOURNAL OF SPORT AND HEALTH SCIENCE 2019; 8:98-105. [PMID: 30997255 PMCID: PMC6451041 DOI: 10.1016/j.jshs.2018.12.003] [Citation(s) in RCA: 38] [Impact Index Per Article: 7.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/26/2018] [Revised: 08/29/2018] [Accepted: 09/20/2018] [Indexed: 05/21/2023]
Abstract
PURPOSE Physical activity (PA) and fundamental motor skills are important components of current and future trajectories of health in young children. This study examined the effects of a 5-week motor skill intervention on preschoolers' motor skill competence and their PA behaviors while participating in the motor skill intervention or outdoor free play (recess). METHODS A total of 102 preschoolers served as participants and were part of a motor skill intervention group (n = 64) or a control/outdoor free play group (n = 38). Children's motor skills were assessed before and after the intervention using the Test of Gross Motor Development-3rd edition. PA during the motor skill intervention and outdoor free play was assessed using accelerometers both immediately before the start (baseline, Week 0 or Week 1) and end (late, Week 5 or Week 6) of the intervention. RESULTS All children significantly improved their motor skills from baseline to late assessment (p < 0.05). Children in the motor skill intervention demonstrated greater rates of change (p < 0.001) and scored higher on all motor skills at the late assessment compared with the control group (p < 0.001). There was no effect of group (control vs. intervention), but there was a significant effect of sex on children's PA during outdoor free play at baseline (p < 0.05). Similarly, there was no effect of group on PA during days with the movement program (intervention vs. outdoor free play) at either time point, but boys were more active than girls at the late assessment (p < 0.05). Last, children in the intervention engaged in more PA while participating in the intervention toward the end of the intervention than at the beginning. CONCLUSION The 5-week motor skill intervention was effective at improving preschoolers' motor skills and rates of change in motor skills were higher for children who completed the intervention compared with children in the control group. Preschoolers in the intervention did demonstrate PA changes while participating in the intervention, but these changes did not translate outside of the intervention setting.
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Affiliation(s)
- Kara K. Palmer
- Child Movement, Activity, and Developmental Health Laboratory, University of Michigan, Ann Arbor, MI 48109-2214, USA
| | - Katherine M. Chinn
- Child Movement, Activity, and Developmental Health Laboratory, University of Michigan, Ann Arbor, MI 48109-2214, USA
| | - Leah E. Robinson
- Child Movement, Activity, and Developmental Health Laboratory, University of Michigan, Ann Arbor, MI 48109-2214, USA
- Center for Human Growth and Development, University of Michigan, Ann Arbor, MI 48109-2214, USA
- Corresponding author.
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16
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Utesch T, Zinner J, Büsch D. Stabilität der physischen Fitness im Kindesalter. GERMAN JOURNAL OF EXERCISE AND SPORT RESEARCH 2018. [DOI: 10.1007/s12662-018-0500-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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