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Haugland ES, Nilsen AKO, Vabø KB, Pesce C, Bartholomew J, Okely AD, Tjomsland HE, Aadland KN, Aadland E. Effects of a staff-led multicomponent physical activity intervention on preschooler's fundamental motor skills and physical fitness: The ACTNOW cluster-randomized controlled trial. Int J Behav Nutr Phys Act 2024; 21:69. [PMID: 38961489 PMCID: PMC11223439 DOI: 10.1186/s12966-024-01616-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2023] [Accepted: 06/18/2024] [Indexed: 07/05/2024] Open
Abstract
BACKGROUND Fundamental motor skills (FMS) and physical fitness (FIT) play important roles in child development and provide a foundation for lifelong participation in physical activity (PA). Unfortunately, many children have suboptimal levels of PA, FMS, and FIT. The Active Learning Norwegian Preschool(er)s (ACTNOW) study investigated the effects of a staff-led PA intervention on FMS, FIT, and PA in 3-5-year-old children. METHODS Preschools in Western Norway having ≥ six 3-4-year-old children were invited (n = 56). Of these, 46 agreed to participate and were cluster-randomized into an intervention (n = 23 preschools [381 children, 3.8 yrs., 55% boys]) or a control group (n = 23 [438, 3.7 yrs., 52% boys]). Intervention preschools participated in an 18-month PA intervention involving a 7-month staff professional development between 2019 and 2022, amounting to 50 h, including face-to-face seminars, webinars, and digital lectures. Primary outcomes in ACTNOW were cognition variables, whereas this study investigated effects on secondary outcomes. FMS was measured through 9 items covering locomotor, object control, and balance skills. FIT was assessed as motor fitness (4 × 10 shuttle-run test) and upper and lower muscular strength (handgrip and standing long jump). PA was measured with accelerometers (ActiGraph GT3X +). All measures took place at baseline, 7-, and 18-month follow-up. Effects were analysed using a repeated measures linear mixed model with child and preschool as random effects and with adjustment for baseline scores. RESULTS Participants in the intervention preschools showed positive, significant effects for object control skills at 7 months (standardized effect size (ES) = 0.17) and locomotor skills at 18 months (ES = 0.21) relative to controls. A negative effect was found for handgrip strength (ES = -0.16) at 7 months. No effects were found for balance skills, standing long jump, or motor fitness. During preschool hours, sedentary time decreased (ES = -0.18), and light (ES = 0.14) and moderate-to-vigorous PA (ES = 0.16) increased at 7 months, whereas light PA decreased at 18 months (ES = -0.15), for intervention vs control. No effects were found for other intensities or full day PA. CONCLUSIONS The ACTNOW intervention improved some FMS outcomes and increased PA short-term. Further research is needed to investigate how to improve effectiveness of staff-led PA interventions and achieve sustainable improvements in children's PA, FMS, and FIT. TRIAL REGISTRATION Clinicaltrials.gov, identifier NCT04048967 , registered August 7, 2019. FUNDING ACTNOW was supported by the Research Council of Norway (grant number 287903), the County Governor of Sogn og Fjordane, the Sparebanken Sogn og Fjordane Foundation, and the Western Norway University of Applied Sciences.
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Affiliation(s)
- Elisabeth Straume Haugland
- Faculty of Education, Arts and Sports, Department of Sport, Food and Natural Sciences, Western Norway University of Applied Sciences, Sogndal, Norway.
| | - Ada Kristine Ofrim Nilsen
- Faculty of Education, Arts and Sports, Department of Sport, Food and Natural Sciences, Western Norway University of Applied Sciences, Sogndal, Norway
| | - Kristoffer Buene Vabø
- Faculty of Education, Arts and Sports, Department of Sport, Food and Natural Sciences, Western Norway University of Applied Sciences, Sogndal, Norway
| | - Caterina Pesce
- Department of Movement, Human and Health Sciences, University of Rome "Foro Italico", Rome, Italy
| | - John Bartholomew
- Department of Kinesiology and Health Education, The University of Texas at Austin, Austin, TX, USA
| | - Anthony David Okely
- Faculty of Education, Arts and Sports, Department of Sport, Food and Natural Sciences, Western Norway University of Applied Sciences, Sogndal, Norway
- Early Start and School of Education, University of Wollongong, Wollongong, NSW, Australia
| | - Hege Eikeland Tjomsland
- Faculty of Education, Arts and Sports, Department of Sport, Food and Natural Sciences, Western Norway University of Applied Sciences, Sogndal, Norway
| | - Katrine Nyvoll Aadland
- Faculty of Education, Arts and Sports, Department of Sport, Food and Natural Sciences, Western Norway University of Applied Sciences, Sogndal, Norway
| | - Eivind Aadland
- Faculty of Education, Arts and Sports, Department of Sport, Food and Natural Sciences, Western Norway University of Applied Sciences, Sogndal, Norway
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Lorås H, Hansen Sandseter EB, Storli L, Kleppe R, Barnett L, Sando OJ. Psychometric Properties of the Pictorial Scale of Perceived Movement Skill Competence for Young Norwegian Children. Percept Mot Skills 2024; 131:637-659. [PMID: 38623598 PMCID: PMC11127498 DOI: 10.1177/00315125241245175] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/17/2024]
Abstract
The objective of this study was to examine the psychometric properties of the Pictorial Scale of Perceived Movement Skill Competence (PMSC) for young Norwegian children, a scale that is aligned with skills assessed in the Test of Gross Motor Development- Third Edition. We used convenience sampling to recruit 396 Norwegian-speaking children (7-10-year-olds) who completed the PMSC. A confirmatory factor analysis (CFA) confirmed factorial validity for the proposed three-factor model of the PMSC, encompassing measures of self-perceived ball, locomotor, and active play competence. Internal item consistency coefficients of these sub-scales were acceptable, and subsequent measurement invariant analysis found a gender difference such that boys rated their competence higher than girls in running, jumping forward, hitting a ball (racket), kicking, throwing a ball and rope climbing, while girls rated themselves higher, compared to boys, in galloping and skating/blading. Furthermore, there was a slightly better model fit for boys than for girls. Several items were significantly related to children's age, and the three-factor model exhibited differential age related factor mean differences across older and younger children. Overall, we found the PMSC to have acceptable psychometric properties for confident use in assessing perceived motor competence among 7-10-year-old Norwegian children, though we observed age and gender differences in children's responses that warrant careful interpretation of results and further research investigation.
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Affiliation(s)
- Håvard Lorås
- Department of Teacher Education, Faculty of Social and Educational Sciences, NTNU, Trondheim, Norway
- Department of Physical Education and Health, Queen Maud University College of Early Childhood Education, Trondheim, Norway
| | - Ellen Beate Hansen Sandseter
- Department of Physical Education and Health, Queen Maud University College of Early Childhood Education, Trondheim, Norway
| | - Lise Storli
- Department of Physical Education and Health, Queen Maud University College of Early Childhood Education, Trondheim, Norway
| | - Rasmus Kleppe
- Department of Physical Education and Health, Queen Maud University College of Early Childhood Education, Trondheim, Norway
| | - Lisa Barnett
- Institute for Physical Activity and Nutrition, Deakin University, Melbourne, Australia
| | - Ole Johan Sando
- Department of Physical Education and Health, Queen Maud University College of Early Childhood Education, Trondheim, Norway
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Santos-Miranda E, Carballo-Fazanes A, Rey E, Piñeiro-García-Tuñón I, Abelairas-Gómez C. Fundamental Stability Skills: Reliability Analysis Using the Alfamov Assessment Tool. CHILDREN (BASEL, SWITZERLAND) 2024; 11:583. [PMID: 38790579 PMCID: PMC11119338 DOI: 10.3390/children11050583] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/26/2024] [Revised: 05/03/2024] [Accepted: 05/06/2024] [Indexed: 05/26/2024]
Abstract
Fundamental movement skills (FMS), considered as building blocks of movement, have received growing interest due to their significant impact on both present and future health. FMS are categorized into locomotor, object control and stability skills. While there has been extensive research on assessing the proficiency and reliability of locomotor and object control skills, stability skills have received comparatively less attention. For this reason, this study aimed to assess the test-retest, intrarater and interrater reliability of five stability skills included in the Alfamov app. The performance of eighty-four healthy primary school children (60.8% girls), aged 6 to 12 years (mean ± standard deviation of 8.7 ± 1.8 years), in five stability skills was evaluated and scored by four raters, including two experts and two novices. The Alfamov tool, integrating various process-oriented tests, was used for the assessment. Reliability analyses were conducted through the computation of the intraclass correlation coefficient (ICC) along with the corresponding 95% confidence intervals. Good-to-excellent intrarater reliability, excellent interrater reliability and moderate-to-good reliability in the test-retest were achieved. The results proved that Alfamov is a robust test for evaluating stability skills and can be suitable for use by different professionals with less experience in assessing children's motor competence.
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Affiliation(s)
- Eva Santos-Miranda
- CLINURSID Research Group, Universidade de Santiago de Compostela, 15782 Santiago de Compostela, Spain; (E.S.-M.); (A.C.-F.)
- Simulation, Life Support, and Intensive Care Research Unit (SICRUS), Health Research Institute of Santiago de Compostela (IDIS), 15706 Santiago de Compostela, Spain
- Centro de Saúde de Vedra, Servizo Galego de Saúde, 15885 Vedra, Spain
| | - Aida Carballo-Fazanes
- CLINURSID Research Group, Universidade de Santiago de Compostela, 15782 Santiago de Compostela, Spain; (E.S.-M.); (A.C.-F.)
- Simulation, Life Support, and Intensive Care Research Unit (SICRUS), Health Research Institute of Santiago de Compostela (IDIS), 15706 Santiago de Compostela, Spain
- Faculty of Nursing, Universidade de Santiago de Compostela, 15782 Santiago de Compostela, Spain
| | - Ezequiel Rey
- REMOSS Research Group, Faculty of Education and Sport Sciences, Universidade de Vigo, 36005 Pontevedra, Spain;
| | - Inés Piñeiro-García-Tuñón
- Faculty of Education Sciences, Universidade de Santiago de Compostela, 15782 Santiago de Compostela, Spain;
| | - Cristian Abelairas-Gómez
- CLINURSID Research Group, Universidade de Santiago de Compostela, 15782 Santiago de Compostela, Spain; (E.S.-M.); (A.C.-F.)
- Simulation, Life Support, and Intensive Care Research Unit (SICRUS), Health Research Institute of Santiago de Compostela (IDIS), 15706 Santiago de Compostela, Spain
- Faculty of Education Sciences, Universidade de Santiago de Compostela, 15782 Santiago de Compostela, Spain;
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Zhu Y, Hu J, Ye W, Korivi M, Qian Y. Assessment of the measurement properties of the Peabody Developmental Motor Scales-2 by applying the COSMIN methodology. Ital J Pediatr 2024; 50:87. [PMID: 38659062 PMCID: PMC11044420 DOI: 10.1186/s13052-024-01645-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/29/2023] [Accepted: 04/07/2024] [Indexed: 04/26/2024] Open
Abstract
The Peabody Developmental Motor Scales-2 (PDMS-2) has been used to assess the gross and fine motor skills of children (0-6 years); however, the measurement properties of the PDMS-2 are inconclusive. Here, we aimed to systematically review the measurement properties of PDMS-2, and synthesize the quality of evidence using the Consensus-based Standards for the Selection of Health Measurements Instruments (COSMIN) methodology. Electronic databases, including PubMed, EMBASE, Web of Science, CINAHL and MEDLINE, were searched for relevant studies through January 2023; these studies used PDMS-2. The methodological quality of each study was assessed by the COSMIN risk-of-bias checklist, and the measurement properties of PDMS-2 were evaluated by the COSMIN quality criteria. Modified GRADE was used to evaluate the quality of the evidence. We included a total of 22 articles in the assessment. Among the assessed measurement properties, the content validity of PDMS-2 was found to be sufficient with moderate-quality evidence. The structural validity, internal consistency, test-retest reliability and interrater reliability of the PDMS-2 were sufficient for high-quality evidence, while the intrarater reliability was sufficient for moderate-quality evidence. Sufficient high-quality evidence was also found for the measurement error of PDMS-2. The overall construct validity of the PDMS-2 was sufficient but showed inconsistent quality of evidence. The responsiveness of PDMS-2 appears to be sufficient with low-quality evidence. Our findings demonstrate that the PDMS-2 has sufficient content validity, structural validity, internal consistency, reliability and measurement error with moderate to high-quality evidence. Therefore, PDMS-2 is graded as 'A' and can be used in motor development research and clinical settings.
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Affiliation(s)
- Yuanye Zhu
- Institute of Human Movement and Sports Engineering, College of Physical Education and Health Sciences, Zhejiang Normal University, 321004, Jinhua City, Zhejiang, China
| | - Jiahui Hu
- Institute of Human Movement and Sports Engineering, College of Physical Education and Health Sciences, Zhejiang Normal University, 321004, Jinhua City, Zhejiang, China
| | - Weibing Ye
- Institute of Human Movement and Sports Engineering, College of Physical Education and Health Sciences, Zhejiang Normal University, 321004, Jinhua City, Zhejiang, China
| | - Mallikarjuna Korivi
- Institute of Human Movement and Sports Engineering, College of Physical Education and Health Sciences, Zhejiang Normal University, 321004, Jinhua City, Zhejiang, China.
| | - Yongdong Qian
- Institute of Human Movement and Sports Engineering, College of Physical Education and Health Sciences, Zhejiang Normal University, 321004, Jinhua City, Zhejiang, China.
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Wu Y, Wang X, Wang H, Wang L, Tian Y, Ji Z, Wang L. Validation of the PL-C Quest in China: understanding the pictorial physical literacy self-report scale. Front Psychol 2024; 15:1328549. [PMID: 38515980 PMCID: PMC10956100 DOI: 10.3389/fpsyg.2024.1328549] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2023] [Accepted: 02/26/2024] [Indexed: 03/23/2024] Open
Abstract
Introduction The notion of physical literacy is gaining interest from several countries as a potential mechanism for understanding the development of the physical self. This research endeavor represents an inaugural attempt to translate the Australian Physical Literacy Questionnaire for Children (PL-C Quest) into Chinese to evaluate the reliability and validity of the Chinese version of the PL-C Quest to assess physical literacy among children in mainland China. Methods The Beaton translation paradigm was used to carry out language translation, back-translation, cultural adaptation, and presurveys. Data were collected from 642 children aged 6-12 years, with a mean age of 9.71 years (SD 1.816), to test the reliability of the Chinese version of the PL-C Quest. Results The PL-C Quest items translated well (6.187 ~ 15.499) and correlated well (0.441 ~ 0.622). The Chinese version of the PL-C Quest had good reliability, with retest reliability values ranging from 0.91 to 0.74, Cronbach's alpha from 0.65 to 0.894, and McDonald's ω from the Spearman-Brown Coefficient was 0.84. The validity results are acceptable because the CFI, IFI, and TLI values are above 0.8 and close to 0.9, but the model fit's chi-square degrees-of-freedom ratio of 2.299, the RMSEA of 0.05, which was less than 0.08. Discussion After translation and cultural adaptation, the Chinese version of the PL-C Quest is a reliable measurement tool and can be used in the Chinese region.
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Affiliation(s)
- Yu Wu
- College of Rehabilitation, Shanghai University of Medicine & Health Science, Shanghai, China
- College of Sports Science, Shenyang Normal University, Shenyang, China
| | - Xinxiang Wang
- College of Sports Science, Shenyang Normal University, Shenyang, China
| | - Hongbiao Wang
- College of Rehabilitation, Shanghai University of Medicine & Health Science, Shanghai, China
| | - Lijuan Wang
- College of Sports Science, Shenyang Normal University, Shenyang, China
| | - Ying Tian
- College of Sports Science, Shenyang Normal University, Shenyang, China
| | - Zhiguang Ji
- College of Rehabilitation, Shanghai University of Medicine & Health Science, Shanghai, China
| | - Liyan Wang
- College of Rehabilitation, Shanghai University of Medicine & Health Science, Shanghai, China
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Martins C, Romo-Perez V, Webster EK, Duncan M, Lemos LF, Staiano AE, Okely A, Magistro D, Carlevaro F, Bardid F, Magno F, Nobre G, Estevan I, Mota J, Ning K, Robinson LE, Lenoir M, Quan M, Valentini NC, Cross P, Jones R, Henrique R, Chen ST, Diao Y, Bandeira PR, Barnett LM. Motor Competence and Body Mass Index in the Preschool Years: A Pooled Cross-Sectional Analysis of 5545 Children from Eight Countries. Sports Med 2024; 54:505-516. [PMID: 37747664 PMCID: PMC10939976 DOI: 10.1007/s40279-023-01929-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/28/2023] [Indexed: 09/26/2023]
Abstract
BACKGROUND AND OBJECTIVE One in five preschool children are overweight/obese, and increased weight status over time increases the risks of poorer future health. Motor skill competence may be a protective factor, giving children the ability to participate in health-enhancing physical activity. Yet, we do not know when the relationship between motor competence and weight status first emerges or whether it is evident across the body mass index (BMI) spectrum. This study examined the association between motor skill competence and BMI in a multi-country sample of 5545 preschoolers (54.36 ± 9.15 months of age; 50.5% boys) from eight countries. METHODS Quantile regression analyses were used to explore the associations between motor skill competence (assessed using the Test of Gross Motor Development, Second/Third Edition) and quantiles of BMI (15th; 50th; 85th; and 97th percentiles), adjusted for sex, age in months, and country. RESULTS Negative associations of locomotor skills, ball skills, and overall motor skill competence with BMI percentiles (p < 0.005) were seen, which became stronger at the higher end of the BMI distribution (97th percentile). Regardless of sex, for each raw score point increase in locomotor skills, ball skills, and overall motor skill competence scores, BMI is reduced by 8.9%, 6.8%, and 5.1%, respectively, for those preschoolers at the 97th BMI percentile onwards. CONCLUSIONS Public health policies should position motor skill competence as critical for children's obesity prevention from early childhood onwards. Robust longitudinal and experimental designs are encouraged to explore a possible causal pathway between motor skill competence and BMI from early childhood.
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Affiliation(s)
- Clarice Martins
- Research Centre in Physical Activity, Health and Leisure, and Laboratory for Integrative and Translational Research in Population Health, University of Porto, Porto, Portugal.
- Department of Physical Education, Federal University of Paraíba, João Pessoa, Brazil.
| | - Vicente Romo-Perez
- Faculty of Education and Sports Sciences, Universidade de Vigo, Vigo, Spain
| | - E Kipling Webster
- Department of Kinesiology, Recreation, and Sport Studies, University of Tennessee, Knoxville, TN, USA
| | - Michael Duncan
- Centre for Physical Activity, Sport and Exercise Sciences, Coventry University, Coventry, UK
| | - Luís Filipe Lemos
- Research Centre in Physical Activity, Health and Leisure, and Laboratory for Integrative and Translational Research in Population Health, University of Porto, Porto, Portugal
- Faculty of Psychology, Education and Sport, Lusofona University, Porto, Portugal
| | | | - Anthony Okely
- School of Health and Society, University of Wollongong, Wollongong, NSW, Australia
| | - Daniele Magistro
- Department of Sport Science, School of Science and Technology, Nottingham Trent University, Nottingham, UK
| | - Fabio Carlevaro
- Polo Universitario Asti Studi Superiori, Uni-Astiss, Asti, Italy
| | - Farid Bardid
- Strathclyde Institute of Education, University of Strathclyde, Glasgow, UK
| | - Francesca Magno
- Polo Universitario Asti Studi Superiori, Uni-Astiss, Asti, Italy
| | - Glauber Nobre
- Instituto Federal de Educação, Ciência e Tecnologia do Ceará, Ceará, Brazil
| | - Isaac Estevan
- AFIPS Research Group, Department of Teaching of Physical Education, Arts and Music, University of Valencia, Valencia, Spain
| | - Jorge Mota
- Research Centre in Physical Activity, Health and Leisure, and Laboratory for Integrative and Translational Research in Population Health, University of Porto, Porto, Portugal
| | - Ke Ning
- School of Physical Education and Sport, Shaanxi Normal University, Xi'an, China
| | - Leah E Robinson
- School of Kinesiology, University of Michigan, Ann Arbor, MI, USA
| | - Matthieu Lenoir
- Department of Movement and Sports Sciences, Ghent University, Ghent, Belgium
| | - Minghui Quan
- School of Kinesiology, Shanghai University of Sport, Shanghai, China
| | - Nadia C Valentini
- School of Physical Education, Physiotherapy and Dance, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil
| | - Penny Cross
- School of Health and Society, University of Wollongong, Wollongong, NSW, Australia
| | - Rachel Jones
- School of Health and Society, University of Wollongong, Wollongong, NSW, Australia
- School of Education, University of Wollongong, Wollongong, NSW, Australia
| | - Rafael Henrique
- Department of Physical Education, Federal University of Pernambuco, Recife, Brazil
| | - Si-Tong Chen
- Institute for Health and Sport, Victoria University, Melbourne, VIC, Australia
| | - Yucui Diao
- School of Sport, Shandong Normal University, Jinan, China
| | - Paulo R Bandeira
- Department of Physical Education, Universidade Regional do Cariri, Crato, Brazil
| | - Lisa M Barnett
- Faculty of Health, School of Health and Social Development, Institute for Physical Activity and Nutrition, Deakin University, Geelong, VIC, Australia
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Lorås H, Haga M, Hagen RV, Bjerke Ø, Timler A, Sando OJ. Psychometric properties of the Adolescent Motor Competence Questionnaire for Norwegian adolescents. Front Psychol 2024; 15:1296923. [PMID: 38328374 PMCID: PMC10848321 DOI: 10.3389/fpsyg.2024.1296923] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2023] [Accepted: 01/10/2024] [Indexed: 02/09/2024] Open
Abstract
The objective of this study was to examine the psychometric properties of the Adolescent Motor Competence Questionnaire (AMCQ) for Norwegian adolescents. To this end, a sample of 349 Norwegian-speaking adolescents (13-16 years old) were recruited and completed the AMCQ. Initial results showed that confirmatory factor analysis (CFA) did not indicate statistical support for previous statistical models reported in the literature. Further analysis indicated factorial validity for a novel three-factor model identified through exploratory factor analysis, encompassing measures of fine motor skill (α = 0.65), gross motor skill (α = 0.74), and activities of daily living (ADL; α = 0.79) with acceptable internal consistency coefficients. Subsequent analysis indicated indices of measurement invariance in the study sample, as males rated their competence higher compared to females in 19 of the 27 items, and better model fit was obtained for the female adolescents. Strong invariance was tenable, and no factor mean differences were found across older and younger adolescents or across BMI scores. Overall results thus suggested that the AMCQ has acceptable psychometric properties and can be confidently used in further work with perceived motor competence in Norwegian 13-16 years-old adolescents.
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Affiliation(s)
- Håvard Lorås
- Department of Teacher Education, Faculty of Social and Educational Sciences, NTNU, Trondheim, Norway
| | - Monika Haga
- Department of Teacher Education, Faculty of Social and Educational Sciences, NTNU, Trondheim, Norway
| | - Ruben Vist Hagen
- Department of Teacher Education, Faculty of Social and Educational Sciences, NTNU, Trondheim, Norway
| | - Øyvind Bjerke
- Department of Teacher Education, Faculty of Social and Educational Sciences, NTNU, Trondheim, Norway
| | - Amanda Timler
- School of Health Sciences and Physiotherapy, Faculty of Medicine, Nursing, Midwifery and Health Sciences, The University of Notre Dame, Fremantle, WA, Australia
| | - Ole Johan Sando
- Department of Physical Education and Health, Queen Maud University College of Early Childhood Education, Trondheim, Norway
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O'Callaghan L, Foweather L, Crotti M, Oppici L, Pesce C, Boddy L, Fitton Davies K, Rudd J. Associations of physical activity dose and movement quality with executive functions in socioeconomically disadvantaged children aged 5-6 years. PSYCHOLOGY OF SPORT AND EXERCISE 2024; 70:102546. [PMID: 37858876 DOI: 10.1016/j.psychsport.2023.102546] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/10/2023] [Revised: 09/27/2023] [Accepted: 09/29/2023] [Indexed: 10/21/2023]
Abstract
BACKGROUND Growing up in areas of high deprivation can negatively impact children's movement behaviours and cognitive development. Enhancing the quantity and quality of children's movement experiences is believed to enhance cognitive development. This study investigated the association of three different modes of movement assessment, movement proficiency and divergent movement ability (collectively understood as motor competence) and PA dose with executive function in a low socio-economic demographic. Demographics, motor competence, and a combination of motor competence and physical activity were hypothesized to be significantly predictor of executive functions. METHOD In this cross-sectional study, 360 children aged 5-6 years from deprived areas were assessed using three movement assessments: wrist-worn accelerometery for physical activity dose, Test of Gross Motor Development-3 for movement proficiency, and divergent movement assessment. Executive function, including inhibitory control, working memory, and cognitive flexibility, was measured using the NIH Toolbox on an iPad. Multiple linear regression models were designed to evaluate the independent and combined association of demographics, movement competence and physical activity variables with executive function. RESULTS The regression analysis, with demographic factors only, explained 12% of EF variance (r2 = 0.12 95%CI 0.06-0.18). In addition to this demographics the model with divergent movement explained 19% of EF variance (r2 = 0.19 95% CI = 0.12-0.28), the model with movement proficiency explained 16% of EF variance (r2 = 0.16 95% CI = 0.08-0.26) and the model with PA dose explained 13% of EF variance (r2 = 0.13 95% CI = 0.07-0.20). In these models both divergent movement and proficiency were significant predictors, whilst physical activity variables were not. The final models, combining motor competence and physical activity variables, explained 24% and 23% of EF variance (r2 = 0.24 CI = 0.14-0.33 and r2 = 0.23 CI = 0.14-0.32). In these models, motor competence variables were significant predictors, and only vigorous physical activity and Euclidean Norm Minus One emerged as significant PA dose predictors. DISCUSSION These findings emphasise that motor competence and physical activity variables better predict executive functions when they are combined. When considered individually both motor competence variables were significant predictors of executive function whilst physical activity variables were not. Importantly, among the two movement competence facets, divergent movement assessment exhibited the strongest association with executive function. Future interventions should consider how to facilitate both movement and cognitive development in children. Future interventions should consider both the interplay of movement quality and quantity and the importance of environments that invite children's exploratory movement behavior.
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Affiliation(s)
- Laura O'Callaghan
- Faculty of Health and Life Sciences, Oxford Brookes University, Oxford, UK
| | - Lawrence Foweather
- School of Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, UK
| | - Matteo Crotti
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK
| | - Luca Oppici
- Department of Teacher Education and Outdoor Studies, Norwegian School of Sport Sciences, Oslo, Norway
| | - Caterina Pesce
- Department of Movement, Human and Health Sciences, University of Rome, Rome, Italy
| | - Lynne Boddy
- School of Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, UK
| | - Katie Fitton Davies
- School of Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, UK
| | - James Rudd
- Department of Teacher Education and Outdoor Studies, Norwegian School of Sport Sciences, Oslo, Norway; Department of Sport, Food and Natural Sciences, Faculty of Education, Arts and Sports, Western Norway University of Applies Sciences, Sogndal, Norway.
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Montalt-García S, Estevan I, Romero-Martínez J, Ortega-Benavent N, Villarrasa-Sapiña I, Menescardi C, García-Massó X. Cognitive CAMSA: an ecological proposal to integrate cognitive performance into motor competence assessment. Front Psychol 2023; 14:1330856. [PMID: 38187425 PMCID: PMC10768843 DOI: 10.3389/fpsyg.2023.1330856] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2023] [Accepted: 12/04/2023] [Indexed: 01/09/2024] Open
Abstract
Purpose To profile the participants using a system of self-organizing maps (SOM) based on their motor and cognitive performance during a dual-task version of the Canadian Agility and Movement Skill Assessment (Cognitive CAMSA). Methods A total of 169 secondary school students (39.3% girls) volunteered to participate. The original CAMSA, cognitive CAMSA, the Corsi and Digit Span tests were used to assess (a) motor competence, (b) motor competence with cognitive load, and (c) cognitive performance, respectively. SOMs and the k-means clustering algorithm were used to establish the adolescents' dual-task performance profiles. Results Including decision making based on verbal and visual cues in the original CAMSA significantly increased the participants' total scores but also the time required to complete the test, while the skill score remained unchanged. However, not all the participants showed changes in their performance in the same direction during the cognitive CAMSA. Person-centered analyses by SOMs and k-means clustering identified six performance profiles with variations in the cognitive, motor skill, and time scores (H5 = 146.15, H5 = 102.68, and H5 = 108.07, respectively; all p < 0.01). Conclusion The cognitive CAMSA was shown to be a feasible field-motor test for assessing motor competence with a cognitive load in an ecological setting. Some of the profiles identified in the SOM approach represented adolescents with similar motor and cognitive performance in dual-task or single-task contexts, although other participants obtained high motor competence in single and dual-tasking while their cognitive performance declined or rose more in dual-task than in single task situations. The cognitive CAMSA emerges as a tool of great potential, applicable in educational and sports environments, to know subjects' characteristics and try to individualize the interventions accordingly with their dual-task profile.
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Affiliation(s)
- Sergio Montalt-García
- AFIPS Research Group, Department de Didàctica de l’Educació Física, Artística i Música, Universitat de València, València, Spain
| | - Isaac Estevan
- AFIPS Research Group, Department de Didàctica de l’Educació Física, Artística i Música, Universitat de València, València, Spain
| | - Jorge Romero-Martínez
- AFIPS Research Group, Department de Didàctica de l’Educació Física, Artística i Música, Universitat de València, València, Spain
| | - Nuria Ortega-Benavent
- AFIPS Research Group, Department de Didàctica de l’Educació Física, Artística i Música, Universitat de València, València, Spain
| | - Israel Villarrasa-Sapiña
- HUMAG Research Group, Department d’Educació Física i Esportiva, Universitat de València, València, Spain
| | - Cristina Menescardi
- AFIPS Research Group, Department de Didàctica de l’Educació Física, Artística i Música, Universitat de València, València, Spain
| | - Xavier García-Massó
- HUMAG Research Group, Department de Didàctica de l’Educació Física, Artística i Música, Universitat de València, València, Spain
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Burton AM, Cowburn I, Thompson F, Eisenmann JC, Nicholson B, Till K. Associations Between Motor Competence and Physical Activity, Physical Fitness and Psychosocial Characteristics in Adolescents: A Systematic Review and Meta-analysis. Sports Med 2023; 53:2191-2256. [PMID: 37542607 PMCID: PMC10587315 DOI: 10.1007/s40279-023-01886-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/23/2023] [Indexed: 08/07/2023]
Abstract
BACKGROUND Motor competence is an integral component of the health and performance of youth. Numerous studies support the hypothesis that motor competence interacts with perceived motor competence and physical fitness during childhood to induce positive (e.g. healthy weight status) or negative (e.g. reduced physical activity engagement) trajectories. Yet, while adolescence is a key period of rapid growth and maturation, no systematic reviews and meta-analyses have examined the association between motor competence and physical activity, physical fitness and psychosocial characteristics solely within adolescents. OBJECTIVES This study aimed to (1) analyse the scientific literature evaluating associations between motor competence and physical activity, physical fitness and/or psychosocial characteristics amongst adolescents; (2) evaluate the associations between motor competence and physical activity, physical fitness characteristics and/or psychosocial characteristics amongst adolescents; and (3) investigate the impact of moderator variables (i.e., age, sex, type of motor competence assessment) on the associations. METHODS A systematic search of electronic databases was conducted, followed by a qualitative synthesis of study methods. Random-effects meta-analyses were performed to establish the magnitude and orientation of pooled correlation coefficients between motor competence and physical activity, physical fitness and psychosocial characteristics of adolescents, whilst considering potential moderators (i.e., age, sex, type of motor competence assessment). RESULTS Sixty-one studies were included, totalling 22,256 adolescents. Twenty-seven different assessments of motor competence were used, with 31 studies utilising product-orientated (i.e. outcome) motor competence assessments. Meta-analyses of 43 studies showed that motor competence was positively associated with physical activity (r = 0.20 to 0.26), some physical fitness characteristics (e.g. muscular strength, cardiovascular endurance; r = 0.03 to 0.60) and psychosocial characteristics (r = 0.07 to 0.34), and inversely associated with weight status (r = - 0.36 to - 0.10), speed (r = - 0.31) and agility (r = - 0.37 to 0.41). Associations with flexibility were unclear. CONCLUSIONS The results of this systematic review and meta-analysis support the hypothesised interactions of motor competence with physical activity (positive), physical fitness (positive except for weight status, speed and agility) and psychosocial characteristics (positive) in adolescence. However, methodological approaches vary considerably (e.g. variety of motor competence assessments utilised), with limitations of the current literature including an inadequate assessment of motor competence, a lack of longitudinal observations and a failure to account for biological maturation. Future research assessing associations between motor competence and physical activity, physical fitness and psychosocial characteristics of adolescents should include longitudinal observations of a combined motor competence assessment (i.e. process and product) and account for biological maturation. Improved evaluation using these recommendations could provide more accurate data, leading to more targeted interventions to improve adolescents' physical and psychosocial outcomes. CLINICAL TRIAL REGISTRATION CRD42021233441 (PROSPERO ID).
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Affiliation(s)
- Alan M Burton
- Research Centre for Sports Coaching, Carnegie School of Sport, Leeds Beckett University, Headingley Campus, Churchwood Avenue, Leeds, LS26 3QT, UK.
- Queen Ethelburga's Collegiate, York, UK.
| | - Ian Cowburn
- Research Centre for Sports Coaching, Carnegie School of Sport, Leeds Beckett University, Headingley Campus, Churchwood Avenue, Leeds, LS26 3QT, UK
| | - Ffion Thompson
- Research Centre for Sports Coaching, Carnegie School of Sport, Leeds Beckett University, Headingley Campus, Churchwood Avenue, Leeds, LS26 3QT, UK
- Queen Ethelburga's Collegiate, York, UK
| | - Joey C Eisenmann
- Research Centre for Sports Coaching, Carnegie School of Sport, Leeds Beckett University, Headingley Campus, Churchwood Avenue, Leeds, LS26 3QT, UK
- Lakeland University, Plymouth, WI, USA
| | - Ben Nicholson
- Research Centre for Sports Coaching, Carnegie School of Sport, Leeds Beckett University, Headingley Campus, Churchwood Avenue, Leeds, LS26 3QT, UK
| | - Kevin Till
- Research Centre for Sports Coaching, Carnegie School of Sport, Leeds Beckett University, Headingley Campus, Churchwood Avenue, Leeds, LS26 3QT, UK
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11
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Lorås H, Sandseter EBH, Sando OJ, Storli L. Distinct clusters of movement entropy in children's exploration of a virtual reality balance beam. Front Psychol 2023; 14:1227469. [PMID: 37915527 PMCID: PMC10616470 DOI: 10.3389/fpsyg.2023.1227469] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2023] [Accepted: 10/02/2023] [Indexed: 11/03/2023] Open
Abstract
Although assessing motor competence is vital to advancing current understandings of motor development and its significance in various fields, no consensus exists on how the construct should be operationalised and measured. Existing approaches to assessing motor competence in children typically involve applying qualitative and/or quantitative scoring procedures in which children's performance is evaluated according to certain levels of assessment-specific task performance dependent upon predefined sets of instructions and procedures. Building upon ecological dynamics as a framework, different levels of motor competence can be identified in children's attempts to coordinate their degrees of freedom while trying to complete the interactive task and environmental constraints. Given the dynamic, nonlinear features of that coordinating process, assessments need to consider the inherit structure of inter- and intra-individual variability in patterns of movement. Against that background, we investigated 7-10-year-old children's (n = 58) whole-body joint kinematics as they freely explored a balance beam in a virtual reality playground. Specifically, we used exploratory cluster analysis to examine the discriminatory capability of utilising joint-specific sample entropy as a window into individual differences in movement coordination that emerged from children's exploration of the constraints embedded in the virtual task. Among the results, three clusters of children with distinct profiles of movement variability emerged, all of which showed heterogeneous levels of repeatability in joint movements in combination with the level of spatiotemporal exploration on the balance beam that could not be explained by between-cluster differences in age and gender distributions. Those findings suggest that entropy from whole-body movements can be used to cluster children into distinct groups with different profiles regarding the structure of movement variability, which can inform new understandings and the development of gross motor competence assessments for children.
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Affiliation(s)
- Håvard Lorås
- Department of Teacher Education, Faculty of Social and Educational Sciences, NTNU, Trondheim, Norway
- Department of Physical Education and Health, Queen Maud University College of Early Childhood Education, Trondheim, Norway
| | - Ellen Beate Hansen Sandseter
- Department of Physical Education and Health, Queen Maud University College of Early Childhood Education, Trondheim, Norway
| | - Ole Johan Sando
- Department of Physical Education and Health, Queen Maud University College of Early Childhood Education, Trondheim, Norway
| | - Lise Storli
- Department of Physical Education and Health, Queen Maud University College of Early Childhood Education, Trondheim, Norway
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12
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Barnett LM, Jerebine A, Keegan R, Watson-Mackie K, Arundell L, Ridgers ND, Salmon J, Dudley D. Validity, Reliability, and Feasibility of Physical Literacy Assessments Designed for School Children: A Systematic Review. Sports Med 2023; 53:1905-1929. [PMID: 37341907 PMCID: PMC10504218 DOI: 10.1007/s40279-023-01867-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/24/2023] [Indexed: 06/22/2023]
Abstract
BACKGROUND While the burgeoning researcher and practitioner interest in physical literacy has stimulated new assessment approaches, the optimal tool for assessment among school-aged children remains unclear. OBJECTIVE The purpose of this review was to: (i) identify assessment instruments designed to measure physical literacy in school-aged children; (ii) map instruments to a holistic construct of physical literacy (as specified by the Australian Physical Literacy Framework); (iii) document the validity and reliability for these instruments; and (iv) assess the feasibility of these instruments for use in school environments. DESIGN This systematic review (registered with PROSPERO on 21 August, 2022) was conducted in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement. DATA SOURCES Reviews of physical literacy assessments in the past 5 years (2017 +) were initially used to identify relevant assessments. Following that, a search (20 July, 2022) in six databases (CINAHL, ERIC, GlobalHealth, MEDLINE, PsycINFO, SPORTDiscus) was conducted for assessments that were missed/or published since publication of the reviews. Each step of screening involved evaluation from two authors, with any issues resolved through discussion with a third author. Nine instruments were identified from eight reviews. The database search identified 375 potential papers of which 67 full text papers were screened, resulting in 39 papers relevant to a physical literacy assessment. INCLUSION AND EXCLUSION CRITERIA Instruments were classified against the Australian Physical Literacy Framework and needed to have assessed at least three of the Australian Physical Literacy Framework domains (i.e., psychological, social, cognitive, and/or physical). ANALYSES Instruments were assessed for five aspects of validity (test content, response processes, internal structure, relations with other variables, and the consequences of testing). Feasibility in schools was documented according to time, space, equipment, training, and qualifications. RESULTS Assessments with more validity/reliability evidence, according to age, were as follows: for children, the Physical Literacy in Children Questionnaire (PL-C Quest) and Passport for Life (PFL). For older children and adolescents, the Canadian Assessment for Physical Literacy (CAPL version 2). For adolescents, the Adolescent Physical Literacy Questionnaire (APLQ) and Portuguese Physical Literacy Assessment Questionnaire (PPLA-Q). Survey-based instruments were appraised to be the most feasible to administer in schools. CONCLUSIONS This review identified optimal physical literacy assessments for children and adolescents based on current validity and reliability data. Instrument validity for specific populations was a clear gap, particularly for children with disability. While survey-based instruments were deemed the most feasible for use in schools, a comprehensive assessment may arguably require objective measures for elements in the physical domain. If a physical literacy assessment in schools is to be performed by teachers, this may require linking physical literacy to the curriculum and developing teachers' skills to develop and assess children's physical literacy.
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Affiliation(s)
- Lisa M Barnett
- Institute for Physical Activity and Nutrition, Deakin University, Melbourne, VIC, Australia.
- Institute for Physical Activity and Nutrition, School of Health and Social Development, Deakin University, Geelong, 3125, Australia.
| | - Alethea Jerebine
- School of Health and Social Development, Deakin University, Melbourne, VIC, Australia
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK
| | - Richard Keegan
- Faculty of Health, University of Canberra, Research Institute for Sport and Exercise (UCRISE), Canberra, ACT, Australia
| | | | - Lauren Arundell
- Institute for Physical Activity and Nutrition, Deakin University, Melbourne, VIC, Australia
- School of Exercise and Nutrition Sciences, Deakin University, Melbourne, VIC, Australia
| | - Nicola D Ridgers
- Institute for Physical Activity and Nutrition, Deakin University, Melbourne, VIC, Australia
- Alliance for Research in Exercise, Nutrition and Activity, Allied Health and Human Performance, University of South Australia, Adelaide, SA, Australia
| | - Jo Salmon
- Institute for Physical Activity and Nutrition, Deakin University, Melbourne, VIC, Australia
- School of Exercise and Nutrition Sciences, Deakin University, Melbourne, VIC, Australia
| | - Dean Dudley
- Macquarie School of Education, Macquarie University, Sydney, NSW, Australia
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13
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Richards AB, Barker HG, Williams E, Swindell N, Mackintosh KA, Tyler R, Griffiths LJ, Foweather L, Stratton G. Motor Competence between Children with and without Additional Learning Needs: A Cross-Sectional Population-Level Study. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1537. [PMID: 37761498 PMCID: PMC10529022 DOI: 10.3390/children10091537] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/01/2023] [Revised: 08/30/2023] [Accepted: 09/06/2023] [Indexed: 09/29/2023]
Abstract
The aim of this study was to examine associations in motor competence between children with additional learning needs (ALN) and typically developing children. This cross-sectional study involved a nationally representative cohort of 4555 children (48.98% boys; 11.35 ± 0.65 years) from sixty-five schools across Wales (UK). Demographic data were collected from schools, and children were assessed using the Dragon Challenge assessment of motor competence, which consists of nine tasks completed in a timed circuit. A multi-nominal multi-level model with random intercept was fitted to explore the proficiency between children with ALN and those without. In all nine motor competence tasks, typically developing children demonstrated higher levels of proficiency than their peers with ALN, with these associations evident after accounting for age, sex, ethnicity, and socioeconomic status. This study highlights motor competence inequalities at a population level and emphasises the need for policymakers, practitioners, and researchers to prioritise motor competence development, particularly for children with ALN.
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Affiliation(s)
- Amie B. Richards
- Applied Sports, Technology, Exercise and Medicine (A-STEM) Research Centre, Swansea University, Swansea SA1 8EN, UK; (A.B.R.); (H.G.B.); (E.W.); (N.S.); (K.A.M.)
| | - Harriet G. Barker
- Applied Sports, Technology, Exercise and Medicine (A-STEM) Research Centre, Swansea University, Swansea SA1 8EN, UK; (A.B.R.); (H.G.B.); (E.W.); (N.S.); (K.A.M.)
| | - Emily Williams
- Applied Sports, Technology, Exercise and Medicine (A-STEM) Research Centre, Swansea University, Swansea SA1 8EN, UK; (A.B.R.); (H.G.B.); (E.W.); (N.S.); (K.A.M.)
| | - Nils Swindell
- Applied Sports, Technology, Exercise and Medicine (A-STEM) Research Centre, Swansea University, Swansea SA1 8EN, UK; (A.B.R.); (H.G.B.); (E.W.); (N.S.); (K.A.M.)
| | - Kelly A. Mackintosh
- Applied Sports, Technology, Exercise and Medicine (A-STEM) Research Centre, Swansea University, Swansea SA1 8EN, UK; (A.B.R.); (H.G.B.); (E.W.); (N.S.); (K.A.M.)
| | - Richard Tyler
- Health Research Institute, Movement Behaviours, Health, and Wellbeing Research Group, Department of Sport and Physical Activity, Edge Hill University, Ormskirk L39 4QP, UK;
| | - Lucy J. Griffiths
- Population Data Science, Swansea University Medical School, Swansea SA2 8PP, UK;
| | - Lawrence Foweather
- Physical Activity Exchange, Research Institute for Sport and Exercise Sciences, Liverpool John Moores University, Liverpool L3 2EX, UK;
| | - Gareth Stratton
- Applied Sports, Technology, Exercise and Medicine (A-STEM) Research Centre, Swansea University, Swansea SA1 8EN, UK; (A.B.R.); (H.G.B.); (E.W.); (N.S.); (K.A.M.)
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14
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Pereira EDS, Thuany M, Bandeira PFR, Gomes TNQF, dos Santos FK. How Do Health, Biological, Behavioral, and Cognitive Variables Interact over Time in Children of Both Sexes? A Complex Systems Approach. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:2728. [PMID: 36768093 PMCID: PMC9916045 DOI: 10.3390/ijerph20032728] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/12/2022] [Revised: 01/30/2023] [Accepted: 02/01/2023] [Indexed: 06/18/2023]
Abstract
The present study examined gender differences in health, physical activity, physical fitness, real and perceived motor competence, and executive function indicators in three time points, and analyzed the dynamic and non-linear association between health, biological, behavioral, and cognitive variables in children followed over time. A total of 67 children (aged between six and 10 years) were followed during two years and split into two cohorts (six to eight years old: C1; eight to 10 years old: C2). Data regarding health, physical activity, real and perceived motor competence, physical fitness, and executive function indicators were obtained according to their respective protocols. Comparison tests and network analysis were estimated. Significant gender differences were found in both cohorts. The emerged networks indicated different topologies in both cohorts. No clusters were observed between the variables in C1, and there was a greater number of interactions at eight years of age. Sparse networks were observed in children aged eight and 10 years in C2, and greater connectivity was observed at nine years of age between health, physical fitness, motor competence, and physical activity indicators. This study showed that there are non-linear dynamic relationships between health, biological, behavioral, and cognitive variables over time during child development.
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Affiliation(s)
| | - Mabliny Thuany
- Faculty of Sports, University of Porto, 4200-450 Porto, Portugal
| | - Paulo Felipe Ribeiro Bandeira
- Department of Physical Education, Regional University of Cariri—URCA, Crato 63105-000, CE, Brazil
- Federal University of Vale do São Francisco—UNIVASF, Petrolina 48902-300, PE, Brazil
| | - Thayse Natacha Q. F. Gomes
- Department of Physical Education, Federal University of Sergipe, São Cristóvão 49100-000, SE, Brazil
- Department of Physical Education and Sport Sciences, University of Limerick, V94 T9PX Limerick, Ireland
- Physical Activity for Health Cluster, Health Research Institute, University of Limerick, V94 T9PX Limerick, Ireland
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15
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Hulteen RM, Terlizzi B, Abrams TC, Sacko RS, De Meester A, Pesce C, Stodden DF. Reinvest to Assess: Advancing Approaches to Motor Competence Measurement Across the Lifespan. Sports Med 2023; 53:33-50. [PMID: 35997861 DOI: 10.1007/s40279-022-01750-8] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/03/2022] [Indexed: 01/12/2023]
Abstract
Measurement of motor competence is a vital process to advancing knowledge in the field of motor development. As motor competence is being more widely linked to research in other academic domains (e.g., public health, neuroscience, behavioral health), it is imperative that measurement methodology and protocols are reproducible with high degrees of validity and reliability. When addressing the plethora of available assessments, mostly developed for youth populations, there are potential questions and concerns that need to be addressed and/or clarified. One of the most prominent issues is the lack of a lifespan measure of motor competence, which is at odds with the premise of the field of motor development-studying changes in motor behavior across the lifespan. We address six areas of concern in lifespan assessment which include: (1) lack of assessment feasibility for conducting research with large samples, (2) lack of accountability for cultural significance of skills assessed, (3) limited sensitivity and discriminatory capabilities of assessments, (4) developmental and ecological validity limitations, (5) a problematic definition of 'success' in skill performance, and (6) task complexity and adaptability limitations. It is important to critically analyze current assessment methodologies as it will help us to envision the development and application of potential new assessments through a more comprehensive lens. Ultimately, we propose that reinvesting in how we think about assessment will be highly beneficial for integrating motor development from a holistic perspective, impact scientific advancements in other developmental domains, and increase global and lifespan surveillance of motor competence.
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Affiliation(s)
- Ryan M Hulteen
- School of Kinesiology, Louisiana State University, 2229 Pleasant Hall, Baton Rouge, LA, 70809, USA.
| | - Bryan Terlizzi
- College of Education, University of South Carolina, 1300 Wheat Street, Columbia, SC, 29208, USA
| | - T Cade Abrams
- College of Education, University of South Carolina, 1300 Wheat Street, Columbia, SC, 29208, USA
| | - Ryan S Sacko
- Department of Health and Human Performance, The Citadel, 171 Moultrie Street, Charleston, SC, 29409, USA
| | - An De Meester
- College of Education, University of South Carolina, 1300 Wheat Street, Columbia, SC, 29208, USA
| | - Caterina Pesce
- Department of Movement, Human and Health Sciences, University of Rome "Foro Italico", Rome, Italy
| | - David F Stodden
- College of Education, University of South Carolina, 1300 Wheat Street, Columbia, SC, 29208, USA
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16
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Mota J, Martins J, Onofre M. Portuguese Physical Literacy Assessment - Observation (PPLA-O) for adolescents (15-18 years) from grades 10-12: Development and initial validation through item response theory. Front Sports Act Living 2022; 4:1033648. [PMID: 36589780 PMCID: PMC9799258 DOI: 10.3389/fspor.2022.1033648] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Accepted: 11/18/2022] [Indexed: 12/23/2022] Open
Abstract
Introduction Aims of these studies were to develop the Portuguese Physical Literacy Assessment Observation instrument (PPLA-O) to assess the physical and part of the cognitive domain of Physical Literacy (PL) through data collected routinely by Physical Education (PE) teachers; and to assess the construct validity (dimensionality, measurement invariance, and convergent and discriminant validity) and score reliability of one of its modules [Movement Competence, Rules, and Tactics (MCRT)]. Methods Content analysis of the Portuguese PE syllabus and literature review were used for PPLA-O domain identification. Multidimensional Item Response Theory (MIRT) models were used to assess construct validity and reliability, along with bivariate correlations in a sample of 515 Portuguese grade 10-12 students (M age = 16, SD = 1). Results PPLA-O development resulted in an instrument with two modules: MCRT (22 physical activities) and Health-Related Fitness (HRF; 5 protocols); both assessed with teacher-reported data entered in a spreadsheet. A two correlated dimensions Graded Response Model (Manipulative-based Activities [MA], and Stability-based Activities [SA]) showed best fit to the MCRT data, suggesting measurement invariance across sexes, and adequate to good score reliabilities (MA = .89, and SA = .73). There was a moderate to high correlation (r = .68) between dimensions, and boys had higher scores in both dimensions. Correlations among MCRT scores and HRF variables were similar in magnitude to previous reports in meta-analysis and systematic reviews. Conclusions PPLA-O is composed of two modules that integrate observational data collected by PE teachers into a common frame of criterion-referenced PL assessment. The HRF module uses data collected through widely validated FITescola® assessment protocols. The MCRT makes use of teacher-reported data collected in a wide range of activities and movement pursuits to measure movement competence and inherent cognitive skills (Tactics and Rules). We also gathered initial evidence supporting construct validity and score reliability of the MCRT module. This highly feasible instrument can provide Portuguese grade 10-12 (15-18 years) PE students with feedback on their PL journey, along with the other instrument of PPLA (PPLA-Questionnaire). Further studies should assess inter and intra-rater reliability and criterion-related validity of its two modules.
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Affiliation(s)
- João Mota
- Centro de Estudos em Educação, Faculdade de Motricidade Humana, Cruz-Quebrada-Dafundo, Oeiras, Portugal,UIDEF, Instituto de Educação, Lisbon, Portugal,School of Education, Sports Studies and Physical Education Programme, University College Cork, Cork, Ireland,Correspondence: João Mota
| | - João Martins
- Centro de Estudos em Educação, Faculdade de Motricidade Humana, Cruz-Quebrada-Dafundo, Oeiras, Portugal,UIDEF, Instituto de Educação, Lisbon, Portugal
| | - Marcos Onofre
- Centro de Estudos em Educação, Faculdade de Motricidade Humana, Cruz-Quebrada-Dafundo, Oeiras, Portugal,UIDEF, Instituto de Educação, Lisbon, Portugal
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17
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Burton AM, Eisenmann JC, Cowburn I, Lloyd RS, Till K. Youth motor competence across stages of maturity: Perceptions of physical education teachers and strength and conditioning coaches. PLoS One 2022; 17:e0277040. [PMID: 36327235 PMCID: PMC9632893 DOI: 10.1371/journal.pone.0277040] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2022] [Accepted: 10/19/2022] [Indexed: 11/06/2022] Open
Abstract
Physical education (PE) teachers and strength and conditioning (S&C) coaches are well placed to develop motor competence within youth populations. However, both groups’ perceptions of important motor competencies are relatively unknown, especially when considering stage of maturity. Therefore, this study aimed to 1) present PE teachers and S&C coaches’ perceptions of motor competence importance according to stage of maturity; 2) compare perceptions of motor competence between stages of maturity, and between PE teachers and S&C coaches; and 3) explore factors that influence PE teachers and S&C coaches’ perceptions of motor competence importance. Via a mixed-method questionnaire, 47 PE teachers (professional experience = 10.3±6.6 years) and 48 S&C coaches (professional experience = 8.6±4.8 years) rated the importance of developing 21 motor competencies across four stages of maturity (childhood, pre-peak height velocity [PHV], circa-PHV, and post-PHV) using a Likert-scale (1 = not important, 5 = very important). Participants also provided open-ended explanations for their perceptions. Frequency analysis indicated that participants rated a broad range of competencies important, with S&C coaches rating more competencies important than PE teachers across all stages of maturity. Mixed-model analysis highlighted several differences in motor competence importance when comparing perceptions between participant groups, and between stages of maturity for PE teachers and S&C coaches. For example, S&C coaches rated strength-based motor competencies less important during childhood (d = -1.83 to -0.43), while PE teachers rated them less important during childhood (d = -2.22 to -0.42) and pre-PHV (d = -1.70 to -0.51) compared to other stages of maturity. Codebook thematic analysis showed several factors that influenced participant’s perceptions of motor competence importance (e.g., participants understanding of themselves). The findings suggest that multiple environments may be required to adequately facilitate motor competence development amongst youth. Coach education should target misunderstandings around the risks of strength-based activity during early stages of maturity and the benefits of developing strength-based motor competencies across youth populations.
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Affiliation(s)
- Alan M. Burton
- Carnegie School of Sport, Leeds Beckett University, Leeds, United Kingdom
- Queen Ethelburga’s Collegiate, York, United Kingdom
- Leeds Rhinos Rugby League Club, Leeds, United Kingdom
- * E-mail:
| | - Joey C. Eisenmann
- Carnegie School of Sport, Leeds Beckett University, Leeds, United Kingdom
| | - Ian Cowburn
- Carnegie School of Sport, Leeds Beckett University, Leeds, United Kingdom
| | - Rhodri S. Lloyd
- Youth Physical Development Centre, Cardiff School of Sport, Cardiff Metropolitan University, Cardiff, United Kingdom
- Sports 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
| | - Kevin Till
- Carnegie School of Sport, Leeds Beckett University, Leeds, United Kingdom
- Leeds Rhinos Rugby League Club, Leeds, United Kingdom
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18
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Amorim ND, Parreiral J, Santos S. The Assessment of the Psychomotor Profile in Children: Preliminary Psychometric Analysis of the Portuguese Version of the Batterie d'Evaluation des Fonctions Neuropsychomotrices de L'enfant (NPmot.pt). CHILDREN (BASEL, SWITZERLAND) 2022; 9:children9081195. [PMID: 36010087 PMCID: PMC9406802 DOI: 10.3390/children9081195] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/16/2022] [Revised: 08/01/2022] [Accepted: 08/04/2022] [Indexed: 11/17/2022]
Abstract
Psychomotor assessment is an expanding research field. A deep knowledge of the typical development will allow for better child-centered planning. Due to the scarcity of psychomotor assessment instruments validated in Portugal, our research aims to perform a preliminary analysis of the psychometric properties of the Portuguese version of the Battery for Neuropsychomotor functions evaluation (NPmot.pt). The NPmot.pt was translated and adapted to the Portuguese language/culture and applied to 200 children, 4−12 years old (6 y 10 m ± 0 y 4 m), with (n = 150) and without developmental disorders, attending regular school. For content validity, nine experts classified all items according to their relevance, clarity, simplicity and ambiguity. All indexes (IVC > 0.78) pointed out the representativeness of indicators, corroborated by experts proportion agreement (>0.42), and Cohen’s kappa scores (0.02 > k < 0.95). Reliability was confirmed through internal consistency, with Cronbach alphas/split-half (α > 0.45) and temporal reliability (test-retest technique, 0.45 > r < 0.99). Construct validity was analyzed through domains and domains-total correlations, tending to moderate to strong (0.31 > r < 0.92); exploratory factor analysis pointed out an eight-factor solution, explaining 88.5% of the total variance. For discriminant validity, we conducted a comparative study between children with and without developmental disorders that revealed significant differences (p < 0.05). The NPmot.pt seems to confirm validity and reliability for Portugal; however, more studies are needed.
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Affiliation(s)
- Nídia De Amorim
- POLO UIDEFMH, Faculdade de Motricidade Humana, Universidade de Lisboa, 1499-002 Lisboa, Portugal
- Correspondence:
| | - José Parreiral
- Centro de Reabilitação de Paralisia Cerebral de Coimbra, 3030-188 Coimbra, Portugal
| | - Sofia Santos
- UIDEFMH, Faculdade de Motricidade Humana, Universidade de Lisboa, 1499-002 Lisboa, Portugal
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Silva AF, Nobari H, Badicu G, Ceylan HI, Lima R, Lagoa MJ, Luz C, Clemente FM. Reliability levels of motor competence in youth athletes. BMC Pediatr 2022; 22:430. [PMID: 35854239 PMCID: PMC9297583 DOI: 10.1186/s12887-022-03483-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/20/2021] [Accepted: 07/11/2022] [Indexed: 11/10/2022] Open
Abstract
This study aimed to analyze the reliability of the tests included in the motor competence assessment (MCA) battery and compare the effects of the number of trials per test. Thirty female volleyball players (14.6 ± 1.3 years of age) were tested. The participants performed two or three trials of each test. Intra-class correlation (ICC) was calculated, and a paired sample t-test analyzed the variations between trials (1st vs. 2nd vs. 3rd). Results revealed a significant difference between the first and the second trials for jumping sideways [t(29) = -4.108, p < 0.01], standing long jump [t(29) = -3.643, p < 0.01], and shuttle run [t(29) = -3.139, p < 0.01]. No significant result was registered in the shifting platforms, ball throwing and kicking between the first and second trials. Hence, any difference was recorded between the second and third trial. High ICC values were registered in lateral jumps, among the three repetitions of ball kicking and ball throwing, and between the last two repetitions of shuttle run. Almost perfect values were recorded for the shifting platforms and standing long jump. Nevertheless, there seems to be a learning effect between the first and the second repetition-no differences were registered only considering the two manipulative tests. In conclusion, except for jumping sideways, the MCA tests are reliable and only need to be performed two times instead of three.
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Affiliation(s)
- Ana Filipa Silva
- The Research Centre in Sports Sciences, Health Sciences and Human Development (CIDESD), 5001-801, Vila Real, Portugal.,Sport Performance, Recreation, Innovation and Technology (SPRINT), Rua Escola Industrial E Comercial de Nun'Alvares, 4900-347, Viana do Castelo, Portugal
| | - Hadi Nobari
- Faculty of Sport Science, University of Extremadura, Cáceres, Spain. .,Department of Motor Performance, Faculty of Physical Education and Mountain Sports, Transilvania University of Braşov, 500068, Braşov, Romania. .,Department of Exercise Physiology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, 5619911367, Iran.
| | - Georgian Badicu
- Department of Physical Education and Special Motricity, Transilvania University of Brasov, 500086, Brasov, Romania
| | - Halil Ibrahim Ceylan
- Physical Education and Sports Teaching Department, Kazim Karabekir Faculty of Education, Ataturk University, Erzurum, Turkey
| | - Ricardo Lima
- The Research Centre in Sports Sciences, Health Sciences and Human Development (CIDESD), 5001-801, Vila Real, Portugal.,Sport Performance, Recreation, Innovation and Technology (SPRINT), Rua Escola Industrial E Comercial de Nun'Alvares, 4900-347, Viana do Castelo, Portugal
| | - Maria João Lagoa
- The Research Centre in Sports Sciences, Health Sciences and Human Development (CIDESD), 5001-801, Vila Real, Portugal.,University of Maia, UMAIA, Maia, Portugal
| | - Carlos Luz
- Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa, Lisbon, Portugal.,Centro Interdisciplinar de Estudos Educacionais, Lisbon, Portugal
| | - Filipe Manuel Clemente
- Sport Performance, Recreation, Innovation and Technology (SPRINT), Rua Escola Industrial E Comercial de Nun'Alvares, 4900-347, Viana do Castelo, Portugal.,Delegação da Covilhã, Instituto de Telecomunicações, 1049-001, Lisbon, Portugal
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20
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Aadland KN, Nilsen AKO, Lervåg AO, Aadland E. Structural validity of a test battery for assessment of fundamental movement skills in Norwegian 3-6-year-old children. J Sports Sci 2022; 40:1688-1699. [PMID: 35849555 DOI: 10.1080/02640414.2022.2100622] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
Fundamental movement skills (FMS) are building blocks of more advanced movements, including subdomains of locomotion, object control and balance skills, but limited evidence exists for this three-factor structure. The aim of this study was to examine the structural validity of a three-factor modified test battery of FMS across age and sex in two large samples of preschoolers aged 3-6 years (sample 1: n = 1213, mean age 4.8 (.09); sample 2: n = 1198, mean age 4.3 (.09)). We used a test battery of FMS consisting of movement tasks for locomotion (run, horizontal jump and hop) and object control (catch, overhand throw and kick) from the Test of Gross Motor Development and balance skills (single-leg standing, walking line backward and walking line forward) from the Preschoolers Gross Motor Quality Scale. Confirmatory factor analysis was used to analyse the data. We found support for both a three-factor and a two-factor structure. Measurement invariance testing showed invariance over age and partial scalar invariance over sex. We conclude that our modified test battery is an appropriate measure of young children's FMS across the domains of locomotion, object control and balance, but that locomotion and object control subdomains provide limited unique information.
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Affiliation(s)
- Katrine Nyvoll Aadland
- Western Norway University of Applied Sciences, Faculty of Education, Arts and Sports, Department of Sport, Food and Natural Sciences, Campus Sogndal, Sogndal, Norway
| | - Ada Kristine Ofrim Nilsen
- Western Norway University of Applied Sciences, Faculty of Education, Arts and Sports, Department of Sport, Food and Natural Sciences, Campus Sogndal, Sogndal, Norway
| | - Arne Ola Lervåg
- Western Norway University of Applied Sciences, Faculty of Education, Arts and Sports, Department of Pedagogy, Religion and Social Studies, Campus Sogndal, Sogndal, Norway
| | - Eivind Aadland
- Western Norway University of Applied Sciences, Faculty of Education, Arts and Sports, Department of Sport, Food and Natural Sciences, Campus Sogndal, Sogndal, Norway
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21
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Giuriato M, Lovecchio N, Carnevale Pellino V, Mieszkowski J, Kawczyński A, Nevill A, Biino V. Gross motor coordination and their relationship with body mass and physical activity level during growth in Children aged 8-11 years old: a longitudinal and allometric approach. PeerJ 2022; 10:e13483. [PMID: 35698612 PMCID: PMC9188308 DOI: 10.7717/peerj.13483] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2022] [Accepted: 05/02/2022] [Indexed: 01/17/2023] Open
Abstract
Background Gross motor coordination (GMC) is fundamental to the harmonious development of physical skills during the growth of children. This research aimed to explore the developmental changes in GMC during childhood, having controlled for the differences in children's body size and shape using a longitudinal, allometric scaling methodology. Methods A total of 104 children from North-East Italy of third-fourth- and fifth-grade students and each participant were tested for three consequently years. Subjects performed the short version of korperkoordinationstest fur kinder (KTK3) and the anthropometric characteristics were simultaneously collected. The physical activity questionnaire (PAQ-C) was used to evaluate the weekly physical engagement. Results Ontogenetic multiplicative models suggested nonlinear associations with GMC across the children's developmental years. Linear physique was a significant predictor associated with the development of GMC across time. PAQ-C was significantly associated with GMC from 8 to 13 years old. Conclusion Growth does not respect linear trends. A greater lean body mass could be assessed as a reliable predictor of GMC in children. The crucial period of life to improve the GMC is 8-10 years, while stabilization becomes evident from 10 to 13 years.
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Affiliation(s)
- Matteo Giuriato
- Department of Neurosciences, Biomedicine and Movement Sciences, University of Verona, Verona, Italy,Department of Human Science, University of Verona, Verona, Italy,Gdansk University of Physical Education and Sport, Gdańsk, Poland
| | - Nicola Lovecchio
- Department of Human and Social Sciences, University of Bergamo, Bergamo, Italy
| | - Vittoria Carnevale Pellino
- Laboratory of Adapted Motor Activity (LAMA), Department of Public Health, Experimental Medicine and Forensic Science, University of Pavia, Pavia, Italy,Industrial Engineering, University of Tor Vergata, Rome, Italy
| | - Jan Mieszkowski
- Gdansk University of Physical Education and Sport, Gdańsk, Poland
| | - Adam Kawczyński
- Wrocław University of Health and Sport Sciences, Department of Paralympics Sports, Wrocław, Poland
| | - Alan Nevill
- Faculty of Education, Health and Wellbeing, Walsall Campus, Walsall, UK, University of Wolverhampton, Walsall, United Kingdom
| | - Valentina Biino
- Department of Neurosciences, Biomedicine and Movement Sciences, University of Verona, Verona, Italy,Department of Human Science, University of Verona, Verona, Italy
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22
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Dehkordi PS, Hardy L, Shams A, Sohrabi F. Motor competence across the life span: a cross-sectional study of Iranians aged 5 to 85 years. J Sci Med Sport 2022; 25:505-510. [DOI: 10.1016/j.jsams.2022.03.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2021] [Revised: 03/07/2022] [Accepted: 03/11/2022] [Indexed: 11/29/2022]
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23
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de Almeida Maia D, Bardid F, Koch T, Okuda P, Ploubidis G, Nordahl-Hansen A, Eid M, Cogo-Moreira H. Is Motor Milestone Assessment in Infancy Valid and Scaled Equally Across Sex, Birth Weight, and Gestational Age? Findings From the Millennium Cohort Study. Front Psychol 2022; 12:781602. [PMID: 35069362 PMCID: PMC8769219 DOI: 10.3389/fpsyg.2021.781602] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/24/2021] [Accepted: 11/26/2021] [Indexed: 11/13/2022] Open
Abstract
Is the assessment of motor milestones valid and scaled equivalently for all infants? It is not only important to understand if the way we use gross and fine motor scores are appropriate for monitoring motor milestones but also to determine if these scores are confounded by specific infant characteristics. Therefore, the aim of the study is to investigate the latent structure underlying motor milestone assessment in infancy and measurement invariance across sex, birth weight, and gestational age. For this study, the birth cohort data from the United Kingdom Millennium Cohort Study (MCS) was used, which includes the assessment of eight motor milestone tasks from the Denver Developmental Screening Test in 9-month-old infants (N = 18,531), depicting early motor development of the first children of generation Z. Confirmatory factor analyses showed a better model fit for a two-factor structure (i.e., gross and fine motor development) compared to a one-factor structure (i.e., general motor development), and multiple indicators multiple causes modeling revealed no differential item functioning related to sex, birth weight, and gestational age. The study provides support for the use of gross and fine motor scores when assessing motor milestones in infants—both boys and girls with different birth weights and of varying gestational ages. Further investigation into widely adopted assessment tools is recommended to support the use of valid composite scores in early childhood research and practice.
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Affiliation(s)
- Denise de Almeida Maia
- Department of Psychiatry and Medical Psychology, Federal University of São Paulo, São Paulo, Brazil
| | - Farid Bardid
- School of Education, University of Strathclyde, Glasgow, United Kingdom
| | - Tobias Koch
- Department of Psychology, Friedrich-Schiller-Universität Jena, Jena, Germany
| | - Paola Okuda
- Department of Psychiatry and Medical Psychology, Federal University of São Paulo, São Paulo, Brazil
| | - George Ploubidis
- Department of Social Science, Centre for Longitudinal Studies, Institute of Education, University College London, London, United Kingdom
| | - Anders Nordahl-Hansen
- Department of Education, ICT and Learning, Østfold University College, Halden, Norway
| | - Michael Eid
- Department of Education and Psychology, Freie Universität Berlin, Berlin, Germany
| | - Hugo Cogo-Moreira
- Department of Psychiatry and Medical Psychology, Federal University of São Paulo, São Paulo, Brazil.,Department of Education, ICT and Learning, Østfold University College, Halden, Norway
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24
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Heidrich TE, Bastianel L, Gelain GM, Candotti CT. Content validity of an instrument for motor assessment of youth with autism. FISIOTERAPIA EM MOVIMENTO 2022. [DOI: 10.1590/fm.2022.35135] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Abstract Introduction Children and adolescents with autism spectrum disorder (ASD) present motor disorders that have been the focus of physical therapy interventions. However, the standardized motor assessments available in the literature have important gaps, among them the complexity of the tasks evaluated and the absence of qualitative information about the subjects' performance. Objective To develop and evaluate the content validity of the Gross Motor Assessment of Children and Adolescents with ASD checklist (GMA-AUT checklist). Methods The GMA-AUT checklist was sent to a committee of experts for content validation. The content validity index (CVI) was used to assess the degree of agreement between the experts. To verify the content validity of the checklist, the minimal acceptable CVI was 0.80. Results Based on the suggestions made, the GMA-AUT was reformulated and submitted to the same panel of experts for reassessment. In the second and final draft of the checklist, only two items had a CVI of 0.88, while all others reached a CVI of 1.00. Conclusion The GMA-AUT checklist presents adequate content validity for assessing gross motor in children and adolescents with ASD according to experts in the field.
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25
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Mertens L, De Martelaer K, Sääkslahti A, D’Hondt E. The Inter-Rater and Intra-Rater Reliability of the Actual Aquatic Skills Test (AAST) for Assessing Young Children's Motor Competence in the Water. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 19:ijerph19010446. [PMID: 35010700 PMCID: PMC8744731 DOI: 10.3390/ijerph19010446] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/28/2021] [Revised: 12/18/2021] [Accepted: 12/22/2021] [Indexed: 11/16/2022]
Abstract
As children’s actual aquatic skills are important for the prevention of drowning as well as their engagement in lifelong aquatic physical activity, researchers and practitioners should be able to assess this vital concept accurately and reliably. Therefore, this study aimed to investigate the inter-rater and intra-rater reliability of the Actual Aquatic Skills Test (AAST), consisting of 17 different test items for the assessment of young children’s motor competence in the water. Six raters received a training and evaluation session on scoring the AAST, after which five of them assessed four test videos (of various children (n = 38) performing the test items) twice, with one to two weeks in between (i.e., test and re-test). Inter-rater and intra-rater reliability were determined per test video and for the different AAST test items across videos using Gwet’s Agreement Coefficient 2 (Gwet’s AC2). The Gwet’s AC2 for inter-rater reliability at the test varied from 0.414 to 1.000, indicating a moderate to perfect agreement between raters. For intra-rater reliability, it ranged from 0.628 to 1.000, demonstrating a good to perfect agreement between test and re-test scoring. In conclusion, the AAST is a promising tool to reliably assess young children’s actual aquatic skills in an indoor swimming pool.
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Affiliation(s)
- Lisa Mertens
- Research Unit on Movement and Nutrition for Health and Performance, Department of Movement and Sport Sciences, Faculty of Physical Education and Physiotherapy, Vrije Universiteit Brussel, Pleinlaan 2, 1050 Brussels, Belgium; (K.D.M.); (E.D.)
- Correspondence: ; Tel.: +32-496858415
| | - Kristine De Martelaer
- Research Unit on Movement and Nutrition for Health and Performance, Department of Movement and Sport Sciences, Faculty of Physical Education and Physiotherapy, Vrije Universiteit Brussel, Pleinlaan 2, 1050 Brussels, Belgium; (K.D.M.); (E.D.)
| | - Arja Sääkslahti
- Faculty of Sport and Health Sciences, University of Jyväskylä, P.O. Box 35 (L), FI-40014 Jyväskylä, Finland;
| | - Eva D’Hondt
- Research Unit on Movement and Nutrition for Health and Performance, Department of Movement and Sport Sciences, Faculty of Physical Education and Physiotherapy, Vrije Universiteit Brussel, Pleinlaan 2, 1050 Brussels, Belgium; (K.D.M.); (E.D.)
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26
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Duncan MJ, Martins C, Ribeiro Bandeira PF, Issartel J, Peers C, Belton S, O'Connor NE, Behan S. TGMD-3 short version: Evidence of validity and associations with sex in Irish children. J Sports Sci 2021; 40:138-145. [PMID: 34727846 DOI: 10.1080/02640414.2021.1978161] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
This study examined the internal structure and evidence of validity of the Test of Gross Motor Development 3rd edition (TGMD-3) in primary school aged children. Participants (n = 1608, 47% girls, age range 5-11 years, mean age 9.2 ± 2.04) were recruited from Irish schools across twelve counties (56% rural, 44% urban). The TGMD-3 was used to measure FMS proficiency (Ulrich, 2020). A two-factor model (13 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 and Rstudio were used. A two-factor model (locomotion and object control) with adequate values (> 0.30) for the seven skills (gallop, hop, jump, two-hand strike, bounce, catch, overhand throw) presented excellent indexes. The skills with the highest indicator of strength centrality in the network were bounce and catch for both boys and girls and hop for boys and horizontal jump for girls. This study evidences the validity and reliability of the internal structure of the TGMD-3 and demonstrates that a short version of the TGMD-3, comprising seven skills is a valid measure of FMS in this population.
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Affiliation(s)
- Michael J Duncan
- Faculty of Health and Life Sciences, Coventry University, Coventry, UK
| | - Clarice Martins
- Research Centre in Physical Activity, Health and Leisure, Porto University, Portugal.,Department of Physical Education, Federal University of Paraiba, João Pessoa, Brazil
| | | | - Johann Issartel
- School of Health and Human Performance, Dublin City University, Dublin, Ireland
| | - Cameron Peers
- School of Health and Human Performance, Dublin City University, Dublin, Ireland
| | - Sarahjane Belton
- School of Health and Human Performance, Dublin City University, Dublin, Ireland
| | - Noel E O'Connor
- Insight SFI Research Centre for Data Analytics, Dublin, Ireland
| | - Stephen Behan
- School of Health and Human Performance, Dublin City University, Dublin, Ireland.,Insight SFI Research Centre for Data Analytics, Dublin, Ireland
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27
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Essiet IA, Lander NJ, Salmon J, Duncan MJ, Eyre ELJ, Ma J, Barnett LM. A systematic review of tools designed for teacher proxy-report of children's physical literacy or constituting elements. Int J Behav Nutr Phys Act 2021; 18:131. [PMID: 34620185 PMCID: PMC8499583 DOI: 10.1186/s12966-021-01162-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2020] [Accepted: 06/23/2021] [Indexed: 12/21/2022] Open
Abstract
Background Physical literacy (PL) in childhood is essential for a healthy active lifestyle, with teachers playing a critical role in guiding its development. Teachers can assist children to acquire the skills, confidence, and creativity required to perform diverse movements and physical activities. However, to detect and directly intervene on the aspects of children’s PL that are suboptimal, teachers require valid and reliable measures. This systematic review critically evaluates the psychometric properties of teacher proxy-report instruments for assessing one or more of the 30 elements within the four domains (physical, psychological, cognitive, social) of the Australian Physical Literacy Framework (APLF), in children aged 5–12 years. Secondary aims were to: examine alignment of each measure (and relevant items) with the APLF and provide recommendations for teachers in assessing PL. Methods Seven electronic databases (Academic Search Complete, CINAHL Complete, Education Source, Global Health, MEDLINE Complete, PsycINFO, and SPORTDiscus) were systematically searched originally in October 2019, with an updated search in April 2021. Eligible studies were peer-reviewed English language publications that sampled a population of children with mean age between 5 and 12 years and focused on developing and evaluating at least one psychometric property of a teacher proxy-report instrument for assessing one or more of the 30 APLF elements. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidance was followed for the conduct and reporting of this review. The methodological quality of included studies and quality of psychometric properties of identified tools were evaluated using the COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) guidance. Alignment of each measure (and relevant items) with the APLF domains and 30 elements was appraised. Results Database searches generated 61,412 citations; reduced to 41 studies that evaluated the psychometric properties of 24 teacher proxy-report tools. Six tools were classified as single domain measures (i.e. assessing a single domain of the APLF), eleven as dual-domain measures, and seven as tri-domain measures. No single tool captured all four domains and 30 elements of the APLF. Tools contained items that aligned with all physical, psychological, and social elements; however, four cognitive elements were not addressed by any measure. No tool was assessed for all nine psychometric properties outlined by COSMIN. Included studies reported a median of 3 out of nine psychometric properties. Most reported psychometric properties were construct validity (n = 32; 78% of studies), structural validity (n = 26; 63% of studies), and internal consistency (n = 25; 61% of studies). There was underreporting of content validity, cross-cultural validity, measurement error, and responsiveness. Psychometric data across tools were mostly indeterminate for construct validity, structural validity, and internal consistency. Conclusions There is limited evidence to fully support the use of a specific teacher proxy-report tool in practice. Further psychometric testing and detailed reporting of methodological aspects in future validity and reliability studies is needed. Tools have been designed to assess some elements of the framework. However, no comprehensive teacher proxy-report tool exists to assess all 30 elements of the APLF, demonstrating the need for a new tool. It is our recommendation that such tools be developed and psychometrically tested. Trial registration This systematic review was registered in the PROSPERO international prospective register of systematic reviews, with registration number CRD42019130936. Supplementary Information The online version contains supplementary material available at 10.1186/s12966-021-01162-3.
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Affiliation(s)
- Inimfon A Essiet
- School of Health and Social Development, Deakin University, Geelong, Victoria, Australia. .,Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK.
| | - Natalie J Lander
- School of Education, Deakin University, Geelong, Victoria, Australia
| | - Jo Salmon
- Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Science, Deakin University, Geelong, Victoria, Australia
| | - Michael J Duncan
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK
| | - Emma L J Eyre
- Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK
| | - Jiani Ma
- School of Health and Social Development, Deakin University, Geelong, Victoria, Australia.,Centre for Sport, Exercise and Life Sciences, Coventry University, Coventry, UK
| | - Lisa M Barnett
- Institute for Physical Activity and Nutrition, School of Health and Social Development, Deakin University, Geelong, Victoria, Australia
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Motor Competence Performances Among Girls Aged 7–10 Years: Different Dimensions of the Motor Competence Construct Using Common Assessment Batteries. JOURNAL OF MOTOR LEARNING AND DEVELOPMENT 2021. [DOI: 10.1123/jmld.2020-0030] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
This paper aimed to investigate different dimensions of motor competence (MC) by using four commonly administered MC assessment tools (Test of Gross Motor Development-3, Bruininks-Oseretsky Test of Motor Proficiency-2 Short Form, Körperkoordinationtest Für Kinder, and Movement Assessment Battery for Children-2) in a sample of 184 girls (Mage = 8.61 years; SD = 1.21 years). This is the first study of its kind to shed light on different dimensions of MC, identifying them through rigorous and robust statistical analysis. The Delphi method was used to select the dimensions of MC. Confirmatory factor analysis was used to assess whether the dimensions loaded onto the same construct (i.e., MC). Face and content validity identified three dimensions of MC: fundamental motor skills, gross motor coordination, and motor abilities. Confirmatory factor analysis indicated an adequate fit for the final MC model with three dimensions. In this model, fundamental motor skills, gross motor coordination, and motor abilities loaded on the MC construct. The data reported present a revised definition of holistic MC, which comprises the level of motor abilities (physical proficiency and perceptual motor abilities) as well as gross motor coordination and fundamental motor skills proficiency, which underlie the performance of a wide range of tasks, including fine and gross motor activities in daily life.
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29
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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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D'Hondt E, Buelens L, Barnett LM, Howells K, Sääkslahti A, Costa AM, Jidovtseff B, Mertens L, Martelaer KD. Differences between Young Children's Actual, Self-perceived and Parent-perceived Aquatic Skills. Percept Mot Skills 2021; 128:1905-1931. [PMID: 34154469 DOI: 10.1177/00315125211017864] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
As drowning is a leading cause of unintentional injury/death in children worldwide, perceptions of their actual aquatic skills are of critical importance. Children's self-perceptions may influence the risks they take, and parental perceptions may influence the degree of supervision deemed to be necessary for children in and around water. Accordingly, we examined the differences between young children's actual, self-perceived and parent-perceived aquatic skills. Using a three-way repeated measures ANCOVA, we analyzed data from 134 child-parent dyads (56.0% boys; M age = 7.1, SD = 1.1 years; and 71.6% mothers). We measured self and parental perceptions of the child's aquatic skills with the 'Pictorial Scale of Perceived Water Competence' (PSPWC), and we applied the exact same 17 test items of the PSPWC to assess the child's actual aquatic skill level in the water. Controlling for years of swimming school experience, within-subject differences between the total scores on the 'Actual Aquatic Skills Test' (AAST) and both the child- and parent-completed PSPWC indicated lower than actual estimates of the children's aquatic skill level. The degree of disagreement against the AAST was more pronounced in parents than in 6-7 year-old children but was similar between parents and 8-9 year-old children, with these patterns being evident regardless of the children's sex. Our study contributes to an ongoing validation of the PSPWC and represents a key advance in assessing and comparing children's actual and perceived aquatic skill competence, using perfectly aligned instruments. Future research and practice might explore children's actual aquatic skills in different contexts (e.g., open water), include perspectives of non-parent caregivers and assess perceived and actual water competence across development.
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Affiliation(s)
- Eva D'Hondt
- Research Unit on Movement and Nutrition for Health and Performance, Department of Movement and Sport Sciences, Faculty of Physical Education and Physiotherapy, Vrije Universiteit Brussel, Brussels, Belgium
| | - Lise Buelens
- Research Unit on Movement and Nutrition for Health and Performance, Department of Movement and Sport Sciences, Faculty of Physical Education and Physiotherapy, Vrije Universiteit Brussel, Brussels, Belgium
| | - Lisa M Barnett
- Institute of Physical Activity and Nutrition, School of Health and Social Development, Faculty of Health, Deakin University, Burwood, Australia
| | - Kristy Howells
- School of Psychology and Life Sciences, Faculty of Science, Engineering and Social Sciences, Canterbury Christ Church University, Canterbury, UK
| | - Arja Sääkslahti
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
| | - Aldo M Costa
- Research Centre in Sports, Health and Human Development, Department of Sports Sciences, University of Beira Interior, Covilhã, Portugal
| | - Boris Jidovtseff
- Research Unit on Childhood, Department of Sport and Rehabilitation Sciences, University of Liège, Liège, Belgium
| | - Lisa Mertens
- Research Unit on Movement and Nutrition for Health and Performance, Department of Movement and Sport Sciences, Faculty of Physical Education and Physiotherapy, Vrije Universiteit Brussel, Brussels, Belgium
| | - Kristine De Martelaer
- Research Unit on Movement and Nutrition for Health and Performance, Department of Movement and Sport Sciences, Faculty of Physical Education and Physiotherapy, Vrije Universiteit Brussel, Brussels, Belgium
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31
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Sigmundsson H, Newell KM, Polman R, Haga M. Exploration of the Specificity of Motor Skills Hypothesis in 7-8 Year Old Primary School Children: Exploring the Relationship Between 12 Different Motor Skills From Two Different Motor Competence Test Batteries. Front Psychol 2021; 12:631175. [PMID: 34220608 PMCID: PMC8249579 DOI: 10.3389/fpsyg.2021.631175] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2020] [Accepted: 05/25/2021] [Indexed: 11/13/2022] Open
Abstract
This study examined the specificity hypothesis by examining the association between two specific motor competence test batteries [Movement Assessment Battery for Children (MABC) and Test of Motor Competence (TMC)] in a sample of young children. In addition, we explored the factorial structure of the MABC and TMC. A total of 80 children participated in the study (38 girls and 42 boys) with a mean chronological age of 7.9 years (SD 0.55). The correlation between total score MABC and total z-score TMC was r = 0.46. In general, low pair-wise correlations (r 2 < 0.20) between the different motor tasks were found. The highest correlation was between the placing bricks and building bricks r = 0.45 (TMC); the stork balance and jumping in squares r = 0.45 (MABC). These low pair-wise relations of items are consistent with findings from younger and older children's age-related motor competence test batteries. Principal components analysis (PCA) showed that the 1st component accommodated 25% of the variance and was dominated in the top five variable weightings by items of the MABC test; whereas the 2nd component accommodated 12% of the variance with the higher weightings all from the TMC test. The findings provide evidence with children for specificity rather than generality in learning motor skills a viewpoint that has predominantly been driven by adult learning studies. The PCA revealed that the MABC and TMC are testing different properties of children's motor competence though in both cases the variance accounted for is relatively modest, but generally higher than the motor item pair-wise correlation.
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Affiliation(s)
- Hermundur Sigmundsson
- Department of Psychology, Norwegian University of Science and Technology, Trondheim, Norway.,Education and Mindset Research Centre, University of Iceland, Reykjavik, Iceland
| | - Karl M Newell
- Department of Kinesiology, University of Georgia, Athens, GA, United States
| | - Remco Polman
- School of Exercise and Nutrition Sciences, Queensland University of Technology, Brisbane, QLD, Australia
| | - Monika Haga
- Department of Teacher Education, Norwegian University of Science and Technology, Trondheim, Norway
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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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33
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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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34
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Estevan I, Menescardi C, Castillo I, Molina-García J, García-Massó X, Barnett LM. Perceived movement skill competence in stability: Validity and reliability of a pictorial scale in early adolescents. Scand J Med Sci Sports 2021; 31:1135-1143. [PMID: 33527419 DOI: 10.1111/sms.13928] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2020] [Revised: 01/16/2021] [Accepted: 01/26/2021] [Indexed: 12/20/2022]
Abstract
Perceived motor competence (PMC) is important to health as it mediates the association between actual motor competence (AMC) and physical activity. Many instruments assess the broader construct of physical self-perception but no scale has been developed to assess PMC in stability. The aim of this study was to develop and analyze the reliability and validity of a new pictorial PMC in stability skill assessment when completed by early adolescents. A Delphi method showed ≥70% of experts' consensus in the seven proposed items. A sample of 904 students (11-14 years old) self-reported PMC in locomotion, object control, and stability using two pictorial scales: Perceived Movement Skill Competence (PMSC) and the newly developed Stability (PMSC_Stability). The Körperkoordinations test for Kinder (KTK) was also administered as a measure of AMC in skills that utilize stability. Two different subsamples were randomly assigned to criterion validity and reliability assessments. Spearman's correlation, confirmatory factor analysis, and a general linear model for sex and age were conducted. The internal consistency (α) and test-retest (intraclass correlation coefficient) reliability values were good (>0.70). A single-factor latent model represented stability and did not differ by sex. Stability perception was associated with AMC (rho = 0.51). Stability is important to the performance of many movement skills (eg, single-leg balance or moving on a narrow surface). Understanding which adolescents have poor stability perception could highlight stability as an area that needs targeting in order to increase physical activity and sport participation.
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Affiliation(s)
- Isaac Estevan
- AFIPS research group, University of Valencia, Valencia, Spain.,Department of Teaching of Musical, Visual and Corporal Expression, University of Valencia, Valencia, Spain
| | - Cristina Menescardi
- AFIPS research group, University of Valencia, Valencia, Spain.,Department of Teaching of Musical, Visual and Corporal Expression, University of Valencia, Valencia, Spain
| | - Isabel Castillo
- AFIPS research group, University of Valencia, Valencia, Spain.,Department of Social Psychology, University of Valencia, Valencia, Spain
| | - Javier Molina-García
- AFIPS research group, University of Valencia, Valencia, Spain.,Department of Teaching of Musical, Visual and Corporal Expression, University of Valencia, Valencia, Spain
| | - Xavier García-Massó
- AFIPS research group, University of Valencia, Valencia, Spain.,Department of Teaching of Musical, Visual and Corporal Expression, University of Valencia, Valencia, Spain
| | - Lisa M Barnett
- Institute of Physical Activity and Nutrition. School of Health and Social Development, Deakin University, Geelong, Vic, Australia
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35
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Palmer KK, Stodden DF, Ulrich DA, Robinson LE. Using process- and product-oriented measures to evaluate changes in motor skills across an intervention. MEASUREMENT IN PHYSICAL EDUCATION AND EXERCISE SCIENCE 2021; 25:273-282. [PMID: 34354338 PMCID: PMC8336534 DOI: 10.1080/1091367x.2021.1876069] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
The purpose of this study was to: (1) determine if process- and product-oriented measures similarly evaluate changes in motor skills across an intervention and (2) examine the relationship between preschoolers' motor skills when assessed using process-oriented and product-oriented measures before (pretest) and after (posttest) the intervention. Preschoolers (n= 65, M age= 4.6±0.42 years) completed both process- and product-oriented measures of six FMS- run, hop, jump, catch, throw, and kick, before and after a high-autonomy motor skill intervention. Aggregate total, locomotor, and ball skills, as well as each individual skill, were examined. Children demonstrated improvements in process-oriented (p<0.01) skills, but only improved on the product hop, throw, and kick (p<0.001) after the intervention. Children's ranks on process- and product-oriented measures were correlated at pretest (r s = 0.28-0.72) and posttest (r s = 0.39-0.68). Therefore, process- and product-oriented measures assess different aspects of motor competence and do not equally evaluate intervention efficacy.
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Affiliation(s)
- Kara K. Palmer
- School of Kinesiology, University of Michigan, Ann Arbor, MI
| | - David F. Stodden
- Department of Physical Education, College of Education, University of South Carolina, Columbia, SC
| | - Dale A. Ulrich
- School of Kinesiology, University of Michigan, Ann Arbor, MI
- Center for Human Growth and Development, University of Michigan, Ann Arbor, MI
| | - Leah E. Robinson
- School of Kinesiology, University of Michigan, Ann Arbor, MI
- Center for Human Growth and Development, University of Michigan, Ann Arbor, MI
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36
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The Test of Gross Motor Development—Third Edition: A Bifactor Model, Dimensionality, and Measurement Invariance. JOURNAL OF MOTOR LEARNING AND DEVELOPMENT 2021. [DOI: 10.1123/jmld.2020-0069] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Aim: To examine the latent structure of the Test of Gross Motor Development—Third Edition (TGMD-3) with a bifactor modeling approach. In addition, the study examines the dimensionality and model-based reliability of general and specific contributions of the test’s subscales and measurement invariance of the TGMD-3. Methods: A convenience sample of (N = 496; Mage = 7.23 ± 2.03 years; 53.8% female) typically developed children participated in this study. Three alternative measurement models were tested: (a) a unidimensional model, (b) a correlated two-factor model, and (c) a bifactor model. Results: The totality of results, including item loadings, goodness-of-fit indexes, and reliability estimates, all supported the bifactor model and strong evidence of a general factor, namely gross motor competence. Additionally, the reliability of subscale scores was poor, and it is thus contended that scoring, reporting, and interpreting of the subscales scores are probably not justifiable. Conclusions: This study shows the advantages of using bifactor approach to examine the TGMD-3 factor structure and suggests that the two traditionally hypothesized factors are better understood as “grouping” factors rather than as representative of latent constructs. In addition, our findings demonstrate that the bifactor model appears invariant for sex.
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37
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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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38
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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: 11] [Impact Index Per Article: 2.8] [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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39
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Dobell A, Pringle A, Faghy MA, Roscoe CMP. Fundamental Movement Skills and Accelerometer-Measured Physical Activity Levels during Early Childhood: A Systematic Review. CHILDREN (BASEL, SWITZERLAND) 2020; 7:E224. [PMID: 33187252 PMCID: PMC7697076 DOI: 10.3390/children7110224] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/05/2020] [Revised: 11/06/2020] [Accepted: 11/09/2020] [Indexed: 01/01/2023]
Abstract
Early childhood is a key period for children to begin developing and practicing fundamental movement skills (FMS), while aiming to perform sufficient physical activity (PA). This study reviews the current evidence for the levels of achievement in FMS and PA measured using accelerometers among 4-5-year-old children and examines differences by gender. This review was conducted using the PRISMA framework. Keyword searches were conducted in Pubmed, Medline, Google Scholar and SPORTDiscus. Inclusion criteria included age: 4-5 years old; FMS measurement: Test of Gross Motor Development 2 and 3; PA measurement: objective methods; balance measurement: static single limb; study design: cross-sectional observational/descriptive, randomised control trials, intervention studies; language: English. Twenty-eight articles from twenty-one countries met the inclusion criteria and were split into either FMS and PA articles (n = 10) or balance articles (n = 18). Three articles showed children achieving 60 min of moderate to vigorous PA per day, two articles demonstrated significant differences between girls' and boys' performance of locomotor skills and five reported locomotor skills to be more proficient than object control skills at this age for both genders. Balance was measured in time (n = 12), points score (n = 3) or biomechanical variables (n = 3), displaying heterogeneity of not only measurement but also outcomes within these data, with static single limb balance held between 6.67 to 87.6 s within the articles. Four articles reported girls to have better balance than boys. There is little conclusive evidence of the current levels for FMS, PA and balance achievement in young children 4-5 years of age. The academic literature consistently reports low levels of FMS competence and mixed evidence for PA levels. Inconsistencies lie in balance measurement methodology, with broad-ranging outcomes of both low and high achievement at 4-5 years old. Further research is required to focus on increasing practice opportunities for children to improve their FMS, increase PA levels and establish sufficient balance ability. Consistent and comparable outcomes during early childhood through more homogenous methodologies are warranted.
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Affiliation(s)
- Alexandra Dobell
- Human Sciences Research Centre, College of Science and Engineering, University of Derby, Derby DE22 1GB 1, UK; (A.P.); (M.A.F.)
| | | | | | - Clare M. P. Roscoe
- Human Sciences Research Centre, College of Science and Engineering, University of Derby, Derby DE22 1GB 1, UK; (A.P.); (M.A.F.)
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40
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Gosselin V, Leone M, Laberge S. Socioeconomic and gender-based disparities in the motor competence of school-age children. J Sports Sci 2020; 39:341-350. [PMID: 32967566 DOI: 10.1080/02640414.2020.1822585] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
This study examined socioeconomic and gender-based disparities in motor competence (MC) amongst 6-12-year-old children (N = 2654). Validated product-oriented tests assessing agility, balance and coordination were used to measure MC. School-level socioeconomic status (low, middle, high) was used to assess socioeconomic disparities. Analysis of covariance (ANCOVA) were conducted and odds ratios were calculated for the likelihood of having low MC by gender and socioeconomic status (SES). Girls displayed lower MC than boys for agility and coordination involving object-control (P < 0.001) while boys scored lower than girls for balance and hand-foot coordination (P < 0.001). Children in high SES schools displayed the highest level of MC for agility, balance and coordination (P < 0.001). Compared to the children in high SES schools, odds of having low competence in balance was higher for the children in low SES schools and odds of having low competence in agility and coordination were higher for the children in both low and middle SES schools. Newell's model of constraints (1986) and Bourdieu's concept of habitus (1984) were used to consider potential explanations of the observed disparities. To level up inequalities in children's MC, resources invested in school-based interventions should be proportionate to the school SES.
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Affiliation(s)
- Véronique Gosselin
- School of Kinesiology and Physical Activity Sciences, Université de Montréal , Québec, Canada
| | - Mario Leone
- Département des sciences de la santé, Université du Québec à Chicoutimi , Saguenay, Canada
| | - Suzanne Laberge
- School of Kinesiology and Physical Activity Sciences, Université de Montréal , Québec, Canada
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