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Garbeloto F, Pereira S, Tani G, Chaput JP, Stodden DF, Garganta R, Hedeker D, Katzmarzyk PT, Maia J. Validity and reliability of Meu Educativo®: A new tool to assess fundamental movement skills in school-aged children. Am J Hum Biol 2024; 36:e24011. [PMID: 37962092 DOI: 10.1002/ajhb.24011] [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] [Received: 08/30/2023] [Revised: 10/24/2023] [Accepted: 10/25/2023] [Indexed: 11/15/2023] Open
Abstract
OBJECTIVES There is evidence showing that children's proficiency in fundamental movement skills (FMS) is positively related to weight status, physical activity, fitness levels, cognitive development, as well as academic performance. Yet, the feasibility of FMS assessment is challenging, especially with relatively large samples of children. This article presents a new tool named Meu Educativo® to assess children's FMS levels, including its validity and reliability. METHODS We relied on the validity evidence approach based on test content to develop the FMS assessment checklist and the rating system with a team of experts. In this article, we used five FMS (stationary dribbling, kick, overhand throw, catch the ball, and underhand roll). Further, we conducted a series of reliability studies and used percent agreement and Cohen's kappa (κ) as statistics. RESULTS Experts agreed highly on the checklist's components in the five FMS. Inter-rater reliability ranged from 0.63 for stationary dribbling to 0.93 for overhand throw, and the intra-rater reliability ranged from 0.46 to 0.94. CONCLUSION Based on the first results, Meu Educativo® was not only easy to use, but was also a reliable tool for FMS assessments. Notwithstanding the need for future studies, Meu Educativo® is a new tool that can be used by teachers, coaches, and motor development specialists dealing with school-aged children and researchers working with large samples.
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Affiliation(s)
- Fernando Garbeloto
- Centre of Research, Education, Innovation and Intervention in Sport (CIFI2D), Faculty of Sport, University of Porto, Porto, Portugal
- Motor Behavior Laboratory, School of Physical Education and Sports, University of São Paulo, São Paulo, Brazil
| | - Sara Pereira
- Centre of Research, Education, Innovation and Intervention in Sport (CIFI2D), Faculty of Sport, University of Porto, Porto, Portugal
- Research Center in Sport, Physical Education, and Exercise and Health (CIDEFES), Faculty of Physical Education and Sports, Lusófona University, Lisboa, Portugal
| | - Go Tani
- Motor Behavior Laboratory, School of Physical Education and Sports, University of São Paulo, São Paulo, Brazil
| | - Jean-Philippe Chaput
- Healthy Active Living and Obesity Research Group, Children's Hospital of Eastern Ontario Research Institute, Ottawa, Ontario, Canada
| | - David F Stodden
- Department of Physical Education, University of South Carolina, Columbia, South Carolina, USA
| | - Rui Garganta
- Centre of Research, Education, Innovation and Intervention in Sport (CIFI2D), Faculty of Sport, University of Porto, Porto, Portugal
| | - Donald Hedeker
- Department of Public Health Sciences, University of Chicago, Chicago, Illinois, USA
| | | | - José Maia
- Centre of Research, Education, Innovation and Intervention in Sport (CIFI2D), Faculty of Sport, University of Porto, Porto, Portugal
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Ricci J, Johnson-Shelton D, Westling E. Preliminary Program Evaluation of Pocket PE 3-5™, A User-Friendly Digital Application for Teacher Skills Training and Physical Education Activities for Third- to Fifth-Grade Elementary Students. J Phys Act Health 2024; 21:606-615. [PMID: 38565167 DOI: 10.1123/jpah.2023-0422] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2023] [Revised: 11/03/2023] [Accepted: 02/16/2024] [Indexed: 04/04/2024]
Abstract
BACKGROUND In the United States, many classroom teachers also teach physical education (PE). However, there is a dearth of evidence- and standard-based PE programs designed to support classroom teachers to deliver PE effectively in schools. METHODS The purpose of this study was to establish proof-of-concept for the Pocket PE 3-5 digital app in school settings with 10 third- to fifth-grade classroom teachers. We assessed fidelity of program implementation, measured via observations of PE quality. Students used wrist-worn heart rate monitors during Pocket PE 3-5 lessons to measure time spent in moderate to vigorous physical activity. Program feasibility was primarily assessed through teacher-reported surveys of usability, satisfaction, and acceptability and exit interviews. RESULTS Mean PE observation scores were 18.6 (SD = 1.5) on a scale of 5 to 20. On average, students spent 56.7% (SD = 13.1%) of class time engaging in moderate to vigorous physical activity. Mean survey scores, reported on a 5-point scale, were 4.5 (SD = 0.6) for acceptability, 4.8 (SD = 0.4) for usability, and 4.7 (SD = 0.7) for satisfaction. Teachers liked how easy the app was to use but mentioned some technological challenges. CONCLUSIONS This program evaluation study established the proof-of-concept for the Pocket PE 3-5 elementary school PE program.
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Roscoe CMP, Taylor N, Weir N, Flynn RJ, Pringle A. Impact and Implementation of an Early Years Fundamental Motor Skills Intervention for Children 4-5 Years. CHILDREN (BASEL, SWITZERLAND) 2024; 11:416. [PMID: 38671633 PMCID: PMC11048878 DOI: 10.3390/children11040416] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/13/2024] [Revised: 03/11/2024] [Accepted: 03/28/2024] [Indexed: 04/28/2024]
Abstract
Fundamental motor skills (FMS) are the cornerstone of a child's motor development, but concerns remain on the current level of FMS competencies, and intervention is required. This evaluation investigated if a targeted Early Years FMS intervention, delivered by a specialist physical education (PE) provider, improved the FMS of 4-5-year-old children across multiple sites. METHODS The Early Years FMS intervention ran for 18 weeks, 1 h/week, using a standardised programme of activities to develop FMS competencies across 219 children from 15 schools in the Midlands, UK. An adapted assessment was employed as a measure of FMS, assessing locomotor, object control, and stability skills at weeks 1, 9, and 18. The FMS were each rated as green = competent, amber = working towards, or red = not meeting the standards of the skill. A description of key programme implementation characteristics was described. FINDINGS Statistically significant increases in FMS competencies were achieved for 80% of participants at 18 weeks. Key implementation characteristics for the intervention included consistent staffing, a standardised programme, and a variety of pedagogical approaches delivered by specialist PE staff. CONCLUSION This evaluation provided important insights into the effectiveness and implementation of the Early Years FMS intervention to improve FMS competencies in children aged 4-5 years.
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Affiliation(s)
| | | | | | | | - Andy Pringle
- Clinical Exercise Rehabilitation Research Centre, School of Sport and Exercise Science, University of Derby, Derby DE22 1GB, UK; (C.M.P.R.); (N.T.); (N.W.); (R.J.F.)
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Kavanagh H, Issartel J, Meegan S, Manninen M. Can Special Olympics coaches accurately report on the motor competence of children with intellectual disabilities? JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2024; 37:e13195. [PMID: 38369312 DOI: 10.1111/jar.13195] [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: 07/22/2023] [Revised: 12/16/2023] [Accepted: 12/18/2023] [Indexed: 02/20/2024]
Abstract
BACKGROUND Motor competence is the ability to perform goal directed human movements in a co-ordinated, accurate and error free manner. The aim of this study was to compare the accuracy of coaches' perceptions of children's motor competence with their actual motor competence. METHOD This study examined the motor competence of children with intellectual disabilities (n = 100) and coaches' perceptions of children's motor competence (n = 10). Participants were assessed using TGMD-3. Coaches completed an adapted version of the pictorial scale of Perceived Movement Skill Competence. RESULTS The predictive power of coaches perceived motor competence versus children's actual motor competence was assessed. CONCLUSIONS This research will provide insight for sports organisations to determine whether coaches can accurately report on the motor competence of children with intellectual disabilities.
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Affiliation(s)
- Hayley Kavanagh
- Faculty of Science and Health, School of Health and Human Performance, Dublin City University, Dublin, Ireland
- Special Olympics Ireland, Sport Ireland Campus, Dublin, Ireland
| | - Johann Issartel
- Faculty of Science and Health, School of Health and Human Performance, Dublin City University, Dublin, Ireland
- MoveAhead Limited, Guinness Enterprise Center, Dublin, Ireland
| | - Sarah Meegan
- Faculty of Science and Health, School of Health and Human Performance, Dublin City University, Dublin, Ireland
| | - Mika Manninen
- Faculty of Science and Health, School of Health and Human Performance, Dublin City University, Dublin, Ireland
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Eddy LH, Preston N, Boom S, Davison J, Brooks R, Bingham DD, Mon-Williams M, Hill LJB. The validity and reliability of school-based fundamental movement skills screening to identify children with motor difficulties. PLoS One 2024; 19:e0297412. [PMID: 38359032 PMCID: PMC10868745 DOI: 10.1371/journal.pone.0297412] [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] [Received: 11/14/2022] [Accepted: 12/27/2023] [Indexed: 02/17/2024] Open
Abstract
AIM Assess whether school-based teacher-led screening is effective at identifying children with motor difficulties. METHODS Teachers tested 217 children aged between 5 and 11 years old, after a one hour training session, using a freely available tool (FUNMOVES). Four classes (n = 91) were scored by both researchers and teachers to evaluate inter-rater reliability. Researchers assessed 22 children using the Movement Assessment Battery for Children (MABC-2; considered to be the 'gold standard' in Europe for use as part of the diagnostic process for Developmental Coordination Disorder) to assess concurrent and predictive validity. RESULTS Inter-rater reliability for all individual activities within FUNMOVES ranged from 0.85-0.97 (unweighted Kappa; with 95%CI ranging from 0.77-1). For total score this was lower (κ = 0.76, 95%CI = 0.68-0.84), however when incorporating linear weighting, this improved (κ = 0.94, 95%CI = 0.89-0.99). When evaluating FUNMOVES total score against the MABC-2 total score, the specificity (1, 95%CI = 0.63-1) and positive predictive value (1; 95%CI = 0.68-1) of FUNMOVES were high, whereas sensitivity (0.57, 95%CI = 0.29-0.82) and negative predictive values (0.57, 95%CI = 0.42-0.71) were moderate. Evaluating only MABC-2 subscales which are directly related to fundamental movement skills (Aiming & Catching, and Balance) improved these values to 0.89 (95%CI = 0.52-1) and 0.93 (95%CI = 0.67-0.99) respectively. INTERPRETATION Teacher-led screening of fundamental movement skills (via FUNMOVES) is an effective method of identifying children with motor difficulties. Such universal screening in schools has the potential to identify movement difficulties and enable earlier intervention than the current norm.
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Affiliation(s)
- Lucy H. Eddy
- Department of Psychology, University of Bradford, Bradford, United Kingdom
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford, United Kingdom
| | - Nick Preston
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford, United Kingdom
- Leeds Institute of Medical Research, University of Leeds, Leeds, United Kingdom
| | - Shania Boom
- Faculty of Health Studies, University of Bradford, Bradford, United Kingdom
| | - Jessica Davison
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford, United Kingdom
- School of Psychology, University of Leeds, Leeds, United Kingdom
| | - Rob Brooks
- Faculty of Health Studies, University of Bradford, Bradford, United Kingdom
| | - Daniel D. Bingham
- Faculty of Health Studies, University of Bradford, Bradford, United Kingdom
- Bradford Institute for Health Research, Bradford Royal Infirmary, Bradford, United Kingdom
| | - Mark Mon-Williams
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford, United Kingdom
- School of Psychology, University of Leeds, Leeds, United Kingdom
- Bradford Institute for Health Research, Bradford Royal Infirmary, Bradford, United Kingdom
| | - Liam J. B. Hill
- Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford, United Kingdom
- School of Psychology, University of Leeds, Leeds, United Kingdom
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Makaruk H, Porter JM, Webster EK, Makaruk B, Bodasińska A, Zieliński J, Tomaszewski P, Nogal M, Szyszka P, Starzak M, Śliwa M, Banaś M, Biegajło M, Chaliburda A, Gierczuk D, Suchecki B, Molik B, Sadowski J. The fus test: a promising tool for evaluating fundamental motor skills in children and adolescents. BMC Public Health 2023; 23:1912. [PMID: 37789359 PMCID: PMC10548572 DOI: 10.1186/s12889-023-16843-w] [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: 05/15/2023] [Accepted: 09/27/2023] [Indexed: 10/05/2023] Open
Abstract
Fundamental motor skills (FMS) are essential for enjoyable, confident and skillful participation in physical activity across the lifespan. Due to the alarming low level of FMS proficiency in children and adolescents worldwide, the development of motor competency is an urgent issue for physical education. The promotion and implementation of a systematic process of teaching and learning FMS should be a physical education priority. Accordingly, effective assessment tools for evaluating FMS should be adopted or developed. Because FMS assessment for both children and adolescents need further effective solutions, the primary aim of this study was to develop the new age-related test of FMS (Fundamental Motor Skills in Sport test, in Polish: Test Fundamentalnych Umiejętności Ruchowych w Sporcie, FUS). The secondary aim of this study was to establish validity and inter-rater, intra-rater, test-retest reliabilities and internal consistency of the FUS test. The FUS test involves six sport skill-based tasks: hurdling, jumping rope, forward roll, ball bouncing, throwing and catching a ball, and kicking and stopping a ball. Two hundred sixty-four Polish students in grades 1-3 (7-9 yrs; n = 81), 4-6 (10-12 yrs; n = 89) and 7-8 (13-14 yrs; n = 94), including 139 girls and 125 boys completed the FUS test. The content validity index for all items was notably high. Both inter-rater and intra-rater reliability showed substantial to almost perfect agreement, with observed agreements for FUS skills between 78.5 and 93.1%. Ball bouncing had a moderate correlation with the forward roll and throwing and catching, while other correlations were low or insignificant. ICC values, ranging from 0.95 to 0.97, confirmed excellent test-retest reliability. The results of our study provide evidence that the FUS test is valid, reliable, and feasible to administer in school settings. Therefore, this tool test has the potential to support deliberate practice and improve motor competence by providing a standardized and structured approach to measuring FMS among school-aged children and adolescents.
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Affiliation(s)
- Hubert Makaruk
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland.
| | - Jared M Porter
- Department of Kinesiology, Recreation, and Sport Studies, University of Tennessee, Knoxville, USA
| | - E Kipling Webster
- Department of Kinesiology, Recreation, and Sport Studies, University of Tennessee, Knoxville, USA
| | - Beata Makaruk
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Anna Bodasińska
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Janusz Zieliński
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Paweł Tomaszewski
- Faculty of Physical Education, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Marta Nogal
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Paulina Szyszka
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Marcin Starzak
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Marcin Śliwa
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Michał Banaś
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Michał Biegajło
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Agata Chaliburda
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Dariusz Gierczuk
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Bogusz Suchecki
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Bartosz Molik
- Faculty of Rehabilitation, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
| | - Jerzy Sadowski
- Faculty of Physical Education and Health in Biala Podlaska, Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Poland
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Nagy ÁV, Wilhelm M, Domokos M, Győri F, Berki T. Assessment Tools Measuring Fundamental Movement Skills of Primary School Children: A Narrative Review in Methodological Perspective. Sports (Basel) 2023; 11:178. [PMID: 37755855 PMCID: PMC10534471 DOI: 10.3390/sports11090178] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2023] [Revised: 08/21/2023] [Accepted: 08/22/2023] [Indexed: 09/28/2023] Open
Abstract
This paper aimed to analyze fundamental movement skill (FMS) assessment tools that could be used for primary school children. In this narrative review, the Motoriktest für Vier- bis Sechjärige Kinder (MOT 4-6), Movement Assessment Battery for Children-2 (M-ABC-2), Motorische Basiskompetenzen (MOBAK) Körperkoordinationtest für Kinder (KTK), Test of Gross Motor Development (TGMD), Maastricht Motoriek Test (MMT) and the Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2) were analyzed from a methodological perspective, such as the number of test items, tools and types of tests, in terms of the FMS area. The analysis revealed that to assess locomotor movement skills, the BOT-2 has an excellent test for running ability, but for detecting technical difficulties, the TGMD is recommended. To test hopping, the MMT is the best test. Object control movement skills are measured with throws, dribbles and catches. Most of the tools assessed these skills, but it turned out that the TGMD is the best for measuring object control. Stability movement skills are tested with static and dynamic balance tests. Dynamic balance is more frequently used, and the MOT 4-6, KTK and BOT-2 have the most tools to use. However, the MMT is an excellent test for static balance. Fine motor movement skills are easy to assess with the MMT and MOT 4-6, since they have low equipment requirements. The BOT-2 is the best measurement tool; however, it has high equipment requirements. All of the FMS assessment tools are good; however, we concluded that although these tools are excellent for research purposes, they are difficult to apply in a school setting. Thus, teachers and coaches are advised to always select a single task from the available assessment tools that is appropriate for the skills they would like to measure.
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Affiliation(s)
- Ágnes Virág Nagy
- Doctoral School of Biology and Sport Biology, University of Pécs, 7624 Pécs, Hungary; (Á.V.N.); (M.W.)
- Physical Education and Sports Sciences, ‘Juhász Gyula’ Faculty of Education, University of Szeged, 6725 Szeged, Hungary;
| | - Márta Wilhelm
- Doctoral School of Biology and Sport Biology, University of Pécs, 7624 Pécs, Hungary; (Á.V.N.); (M.W.)
- Institute of Sport Sciences and Physical Education, Faculty of Sciences, University of Pécs, 7624 Pécs, Hungary
| | - Mihály Domokos
- Physical Education and Sports Sciences, ‘Juhász Gyula’ Faculty of Education, University of Szeged, 6725 Szeged, Hungary;
| | - Ferenc Győri
- Institute of Physiotherapy and Sports Science, Faculty of Health Science, University of Pécs, 7621 Pécs, Hungary
- Sport Science Research Group, Gál Ferenc University, 6720 Szeged, Hungary
| | - Tamás Berki
- Department of Physical Education Theory and Methodology, Hungarian University of Sports Science, 1123 Budapest, Hungary
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Flynn RJ, Pringle A, Roscoe CMP. Direct Parent Engagement to Improve Fundamental Movement Skills in Children: A Systematic Review. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1247. [PMID: 37508744 PMCID: PMC10378247 DOI: 10.3390/children10071247] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/23/2023] [Revised: 07/13/2023] [Accepted: 07/17/2023] [Indexed: 07/30/2023]
Abstract
Fundamental movement skills (FMS) are basic movements in children that represent the building blocks for more complex motor skill development and act as a prerequisite for enduring sport and physical activity (PA) engagement and positive health-related behaviours. The FMS proficiency is currently inadequate worldwide, and consequently there are alarming levels of inactivity and childhood obesity. However, parents are role models to their children and possess the power to influence their PA behaviour. This review investigated if parent-focused interventions could improve FMS in 2-7-year-old children and evaluated which setting and method of parent engagement was most impactful. Keyword searches were conducted via Scopus, Web of Science, SPORTDiscus, PubMed, Science Direct, and Google Scholar. Only nine articles met the inclusion criteria. No research originated from the United Kingdom, highlighting the urgent need for further FMS interventions involving parents. The FMS improved in all nine studies, with significant changes in seven of the articles (p < 0.05). Parent-child co-activity, the education and empowerment of parents, and the provision of clear FMS guidance, messaging, and structure can positively influence children's FMS. Recently, smartphone apps have increased the feasibility and accessibility of FMS practice at home and may be integral to future interventions. Further research with direct parental involvement is clearly warranted.
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Affiliation(s)
- Robert J Flynn
- Department of Sport and Exercise Science, Clinical Exercise and Rehabilitation Research Centre, University of Derby, Kedleston Road, Derby DE22 1GB, UK
| | - Andy Pringle
- Department of Sport and Exercise Science, Clinical Exercise and Rehabilitation Research Centre, University of Derby, Kedleston Road, Derby DE22 1GB, UK
| | - Clare M P Roscoe
- Department of Sport and Exercise Science, Clinical Exercise and Rehabilitation Research Centre, University of Derby, Kedleston Road, Derby DE22 1GB, UK
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Applying the COM-B model to understand wearable activity tracker use in children and adolescents. J Public Health (Oxf) 2022. [DOI: 10.1007/s10389-022-01763-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022] Open
Abstract
Abstract
Aim
Wearable activity trackers (wearables) are increasingly popular intervention tools for increasing child and adolescent physical activity (PA) levels. However, the large-scale habitual use of wearables in children and adolescents is unknown. This study investigated the prevalence of wearable use in children and adolescents, and what factors impact their use.
Subjects and methods
This study utilised a cross-sectional survey and the ‘Capability, Opportunity, Motivation and Behaviour’ (COM-B) model was applied to explore what child/adolescent and parental characteristics impact wearable use. Parents/guardians of 5- to 17-year-olds were invited to complete the survey. The survey was open internationally, and consisted of between 19 and 23 questions, depending on child/adolescent wearable use. Multinomial logistic regression analyses were conducted to explore variables impacting wearable use, in children (5 to 9 years) and adolescents (10 to 17 years).
Results
The survey was completed by 652 parents, representing 831 children/adolescents. Most children/adolescents had never used a wearable (n = 429; 51.6%), and 252 (30.3%) and 150 (18.1%) currently or had previously used a wearable, respectively. Child age and sex, capability, opportunity and motivation for PA were associated with wearable use, and differences were present between child (5 to 9 years) and adolescent (10 to 17 years) wearable use.
Conclusions
This study offers a novel contribution to the understanding of child and adolescent habitual wearable use, and what impacts wearable use in these age groups.
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Ha AS, Cheng J, Chan CHS, Jiang G, Yang Y, Ng JYY. Examining the criterion validity of two scalable, information technology-based systems designed to measure the quantity and quality of movement behaviours of children from Hong Kong primary schools: a cross-sectional validation study. BMJ Open 2022; 12:e060448. [PMID: 36028264 PMCID: PMC9422835 DOI: 10.1136/bmjopen-2021-060448] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/03/2022] Open
Abstract
OBJECTIVES Research has shown that having adequate quantity and quality of physical activity can contribute to the health and well-being of children. Nonetheless, existing tools to measure these constructs in children have limitations in terms of their objectivity and scalability. In this study, we provide criterion validity evidence of two systems built on commercially available sensors (ie, gyroscopes and infrared cameras), designed to measure children's moderate-to-vigorous physical activity and fundamental movement skill proficiencies. DESIGN Cross-sectional. SETTING Primary schools in Hong Kong. PARTICIPANTS Data from 30 (age=8.55±1.25 years) and 1174 (age=9.15±1.63 years) children were included for the validation of physical activity and fundamental movement skills measures, respectively. Children's outcomes were simultaneously measured using the developed systems and existing, well-established measures (accelerometers and expert ratings). RESULTS We found a strong correlation between physical activity outcomes measured using our developed system and accelerometers (Pearson r=0.795). Motor skill proficiency scored using our real-time rating system had strong agreement with expert ratings (percentage agreement=84%-94%, kappa=0.661 to 0.859). DISCUSSION Results of the current study supported the application of the respective systems in physical education and large-scale research studies. Collection of such data at mass levels could help researchers depict the complex relation between children's quantity and quality of physical activity.
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Affiliation(s)
- Amy S Ha
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong, China
| | - James Cheng
- Department of Computer Science and Engineering, The Chinese University of Hong Kong, Hong Kong, China
| | - Cecilia H S Chan
- Faculty of Education, The Chinese University of Hong Kong, Hong Kong, China
| | - Guanxian Jiang
- Department of Computer Science and Engineering, The Chinese University of Hong Kong, Hong Kong, China
| | - Yijian Yang
- Department of Sports Science and Physical Education, The Chinese University of Hong Kong, Hong Kong, China
| | - Johan Y Y Ng
- Faculty of Education, The Chinese University of Hong Kong, Hong Kong, China
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Sollerhed AC, Olesen LG, Froberg K, Soini A, Sääkslahti A, Kristjánsdóttir G, Vilhjálmsson R, Fjørtoft I, Larsen R, Ekberg JE. Movement and Physical Activity in Early Childhood Education and Care Policies of Five Nordic Countries. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182413226. [PMID: 34948837 PMCID: PMC8706902 DOI: 10.3390/ijerph182413226] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Revised: 12/06/2021] [Accepted: 12/08/2021] [Indexed: 11/16/2022]
Abstract
The purpose of this study was to examine the values of movement and physical activity (MoPA) using government policy documents (e.g., laws and curricula) on early childhood education and care (ECEC) from Denmark, Finland, Iceland, Norway, and Sweden. This descriptive, comparative study was designed based on curriculum theory and used word count and content analyses to identify similarities and differences in the occurrence of MoPA in the ECEC policies of Nordic countries. Seven terms were identified as MoPA-related in Nordic policy documents. These terms occurred in various content contexts: development, environment, expression, health and well-being, learning and play, albeit sparsely. MoPA was referred to as both a goal in and of itself and as a means of achieving other goals (e.g., learning or development in another area). Formulations specifically dedicated to MoPA as a goal were present in the Danish and Finnish curricula and, to some extent, also in the Norwegian curriculum, while the Icelandic and Swedish curricula mentioned MoPA mostly as a means. Findings indicated that MoPA, which is important for children’s development, health, and well-being, is a low-priority value, to varying degrees, in the ECEC policies enacted by Nordic countries and the guidance provided to educators and stakeholders therein is inexplicit.
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Affiliation(s)
- Ann-Christin Sollerhed
- Faculty of Teacher Education, Kristianstad University, 291 39 Kristianstad, Sweden
- Correspondence: ; Tel.: +46-44-250-33-32
| | - Line Grønholt Olesen
- Centre of Research in Childhood Health, Research Unit for Exercise Epidemiology, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, 5230 Odense, Denmark; (L.G.O.); (K.F.)
| | - Karsten Froberg
- Centre of Research in Childhood Health, Research Unit for Exercise Epidemiology, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, 5230 Odense, Denmark; (L.G.O.); (K.F.)
| | - Anne Soini
- Department of Education, University of Jyväskylä, 40014 Jyväskylän, Finland;
| | - Arja Sääkslahti
- Faculty of Sport and Health Sciences, University of Jyväskylä, 40014 Jyväskylän, Finland;
| | | | - Rúnar Vilhjálmsson
- Faculty of Nursing, University of Iceland, 101 Reykjavik, Iceland; (G.K.); (R.V.)
| | - Ingunn Fjørtoft
- Faculty of Humanities, Sports and Educational Science, University of South-Eastern Norway, 3672 Notodden, Norway; (I.F.); (R.L.)
| | - Robert Larsen
- Faculty of Humanities, Sports and Educational Science, University of South-Eastern Norway, 3672 Notodden, Norway; (I.F.); (R.L.)
| | - Jan-Eric Ekberg
- Department of Sport Sciences, Malmö University, 211 19 Malmö, Sweden;
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Ma J, Hogan MJ, Eyre ELJ, Lander N, Barnett LM, Duncan MJ. Enhancing the implementation and sustainability of fundamental movement skill interventions in the UK and Ireland: lessons from collective intelligence engagement with stakeholders. Int J Behav Nutr Phys Act 2021; 18:144. [PMID: 34732223 PMCID: PMC8565647 DOI: 10.1186/s12966-021-01214-8] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2021] [Accepted: 10/14/2021] [Indexed: 02/07/2023] Open
Abstract
BACKGROUND To have population-level impact, physical activity (PA) interventions must be effectively implemented and sustained under real-world conditions. Adequate Fundamental Movement Skills (FMS) is integral to children being able to actively participate in play, games, and sports. Yet, few FMS interventions have been implemented at scale, nor sustained in routine practice, and thus it is important to understand the influences on sustained implementation. The study's aim was to use Collective Intelligence (CI)-an applied systems science approach-with stakeholder groups to understand barriers to the implementation of FMS interventions, interdependencies between these barriers, and options to overcome the system of barriers identified. METHODS Three CI sessions were conducted with three separate groups of experienced FMS intervention researchers/practitioners (N = 22) in the United Kingdom and Ireland. Participants generated and ranked barriers they perceive most critical in implementing FMS interventions. Each group developed a structural model describing how highly ranked barriers are interrelated in a system. Participants then conducted action mapping to solve the problem based on the logical relations between barriers reflected in the model. RESULTS The top ranked barriers (of 76) are those related to policy, physical education curriculum, and stakeholders' knowledge and appreciation. As reflected in the structural model, these barriers have influences over stakeholders' efficacy in delivering and evaluating interventions. According to this logical structure, 38 solutions were created as a roadmap to inform policy, practice, and research. Collectively, solutions suggest that efforts in implementation and sustainability need to be coordinated (i.e., building interrelationship with multiple stakeholders), and a policy or local infrastructure that supports these efforts is needed. CONCLUSIONS The current study is the first to describe the complexity of barriers to implementing and sustaining FMS interventions and provide a roadmap of actions that help navigate through the complexity. By directing attention to the ecological context of FMS intervention research and participation, the study provides researchers, policy makers, and practitioners with a framework of critical components and players that need to be considered when designing and operationalising future projects in more systemic and relational terms.
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Affiliation(s)
- Jiani Ma
- Centre for Sport, Exercise and Life Sciences, Faculty of Health and Life Sciences, Coventry University, Coventry, UK.
- School of Health and Social Development, Institute for Physical Activity and Nutrition, Deakin University, Melbourne, Australia.
| | - Michael J Hogan
- School of Psychology, National University of Ireland, Galway, Ireland
| | - Emma L J Eyre
- Centre for Sport, Exercise and Life Sciences, Faculty of Health and Life Sciences, Coventry University, Coventry, UK
| | - Natalie Lander
- Institute for Physical Activity and Nutrition, School of Exercise and Nutrition Sciences, Deakin University, Melbourne, Australia
| | - Lisa M Barnett
- School of Health and Social Development, Institute for Physical Activity and Nutrition, Deakin University, Melbourne, Australia
| | - Michael J Duncan
- Centre for Sport, Exercise and Life Sciences, Faculty of Health and Life Sciences, Coventry University, Coventry, UK
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