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Shi Z, Yang X, Zhang X, Zhu W, Dai Y, Li J. An empirical study of the flag rugby game programme to promote gross motor skills and physical fitness in 5-6 year old preschool children. Heliyon 2024; 10:e29200. [PMID: 38638952 PMCID: PMC11024562 DOI: 10.1016/j.heliyon.2024.e29200] [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: 12/16/2023] [Revised: 04/02/2024] [Accepted: 04/02/2024] [Indexed: 04/20/2024] Open
Abstract
In order to investigate the effects of a flag rugby game programs on the development of gross motor skills and physical fitness in 5-6 year old preschool children. An overall random sampling method was adopted to select 56 preschoolers aged 5-6 years from class A and class B,class A was the ExG (28) implemented a flag rugby games intervention program,and class B was the ConG (28) implemented a regular physical education program,with a 12-week intervention period.The content and requirements of the experimental intervention program were determined through a systematic analysis method, and the subjects' gross motor skills level was tested using the TGMD-3, and their physical fitness level was measured using China's fifth national physical fitness monitoring of early childhood (3-6 years) component.Experimental data were statistically analyzed using independent samples t-test, paired samples t-test, and repeated measures ANOVA test.After 12 weeks of practice, 1)We found that the ExG outperformed the ConG in Skip,One hand stationary dribble, Overhand throw, Underhand throw, Forehand strike of self-bounced,Kick a stationary ball, Total object control subject score, Total gross motor score test results with significant differences (p < 0.05).The ExG differed significantly (p < 0.01) in Grip strength, Stand long jump,Sit forward bend, Continuous jump on both feet,15 m obstacle run,Walk the balance beam, while the ConG differed significantly (p < 0.05) only in Continuous jump on both feet,15 m obstacle run and Stand long jump.2)We also found gender differences in gross motor skills and Physical fitness test results, this difference is manifested in boys outperformed girls in Total object control subject Score, Grip strength and 15 m obstacle run with significant difference (p < 0.05), girls outperformed boys in Sit forward bend with significant difference (p < 0.05).The 12-week flag rugby game programs improved gross motor skills and physical fitness levels of 5-6 year old preschoolers more comprehensively than the regular program, and we recommend the purposeful and organized promotion of a flag rugby game programs in the physical activity curriculum for 5-6 year old preschoolers.
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Affiliation(s)
- Zuozheng Shi
- School of Physical Education,Chongqing Preschool Education College,No.1, Yucai Road, Tiancheng Street,Wanzhou District, Chongqing, 404047, China
| | - Xulin Yang
- School of Physical Education,Chongqing Preschool Education College,No.1, Yucai Road, Tiancheng Street,Wanzhou District, Chongqing, 404047, China
| | - Xinru Zhang
- School of Psychology,Beijing Normal University,No. 19 Xinjiekouwai Street,Beijing, 100875, Beijing,China
| | - Weihua Zhu
- School of Physical Education,Chongqing Preschool Education College,No.1, Yucai Road, Tiancheng Street,Wanzhou District, Chongqing, 404047, China
| | - Yuxin Dai
- School of Physical Education,Chongqing Preschool Education College,No.1, Yucai Road, Tiancheng Street,Wanzhou District, Chongqing, 404047, China
| | - Jian Li
- West Branch of Chengdu Baotongshu Primary School, Chengdu, 610091, China
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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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Sun S, Chen C. The Effect of Sports Game Intervention on Children's Fundamental Motor Skills: A Systematic Review and Meta-Analysis. CHILDREN (BASEL, SWITZERLAND) 2024; 11:254. [PMID: 38397366 PMCID: PMC10888172 DOI: 10.3390/children11020254] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/13/2024] [Revised: 02/08/2024] [Accepted: 02/13/2024] [Indexed: 02/25/2024]
Abstract
The purpose of the present study was to carry out a systematic review and a meta-analysis determining the effects of sports game intervention on fundamental motor skills in children. This paper presented a systematic review from 2001 to 2020, including the databases of Web of Science, EBSCO, Science, PubMed and Springer. (1) Participants comprised 1701 children age 3-12 years; (2) sports game interventions were investigated; (3) only studies using a Test of Gross Motor Skills assessment were included; (4) RCT were chosen as the study design to assess the impact of sports game interventions on children's motor skills; (5) only culture-based sports game studies in the English and Chinese language were included. Two researchers independently reviewed and assessed the eligibility criteria. Out of the initial 1826 references, 12 studies with a total of 1608 participants were included in the meta-analysis. All interventions were implemented in preschool (kindergarten) or primary school populations, and all studies followed a randomized controlled trial design. The results demonstrated significantly superior development of fundamental motor skills in the intervention groups compared to the control groups (standardized mean difference = 0.30, p < 0.0001). The methodological quality of the included studies ranged from fair to excellent, and no evidence of publication bias was observed. Among them, the 12-week sports game intervention of 35 min each time three to four times a week had a better intervention effect, promoting children's physical health and fundamental motor skills.
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Affiliation(s)
| | - Changzhou Chen
- School of Physical Education, Shanghai University of Sport, Shanghai 200438, China;
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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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Caldwell HAT, Spencer RA, Joshi N, Branje K, Cawley J, Hobson H, Kirk SFL, Stevens D, Stone MR. Impact of an outdoor loose parts play intervention on Nova Scotian preschoolers' physical literacy: a mixed-methods randomized controlled trial. BMC Public Health 2023; 23:1126. [PMID: 37308842 DOI: 10.1186/s12889-023-16030-x] [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: 01/27/2023] [Accepted: 05/31/2023] [Indexed: 06/14/2023] Open
Abstract
BACKGROUND Physical activity participation among preschoolers in childcare settings are low, and interventions to increase physical activity levels have produced mixed results. The Physical Literacy in the Early Years (PLEY) project implemented a six-month childcare-based outdoor loose parts play intervention in childcare centres in Nova Scotia, Canada. The purpose of this study was to examine the impact of the PLEY project on the development of domains of physical literacy (physical activity, physical competence, confidence and motivation, knowledge and understanding) in preschoolers attending childcare centres using mixed-methods. METHODS Preschoolers (3-5 years) were recruited from 19 childcare centres in Nova Scotia and centres were randomized (parallel design) to the outdoor loose parts play intervention group (n = 11) or control (n = 8) group for 6 months. Participants, early childhood educators, and assessors were not blinded to group assignment. Quantitative and qualitative measures were used to comprehensively assess the impact of the PLEY project on all domains of physical literacy. At 3- and 6-months, early childhood educators participated in focus groups to assess how the intervention supported the development of 4 physical literacy domains: physical activity, physical competence, confidence and motivation, and knowledge and understanding. Physical activity and physical competence were also assessed with accelerometry and the Test of Gross Motor Development-3, respectively. RESULTS Two hundred and nine preschoolers participated in the study (intervention group: n = 115; control group: n = 94). Accelerometer data showed that while baseline physical activity was similar between groups, children in the intervention group had higher physical activity at 3- (F(1,187) = 8.30, p = 0.004) and 6-months (F(1,187) = 9.90, p = 0.002) post-intervention. There was no intervention effect on physical competence scores. Thematic analysis of focus group data revealed that outdoor loose parts play contributed to development in all 4 physical literacy domains, including increased movement repertoires, social development, and enjoyment of physical activity. No adverse events or side effects of the intervention were reported. CONCLUSIONS Participation in the PLEY project was associated with increased development of various domains of physical literacy and perceived physical literacy among preschoolers, and outdoor loose parts play may be encouraged as an effective strategy to increase physical literacy in early learning settings. TRIAL REGISTRATION Biomed Central (ISRCTN14058106), 20/10/2017.
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Affiliation(s)
- Hilary A T Caldwell
- Healthy Populations Institute, Dalhousie University, 1318 Robie Street, Box 15000, Halifax, NS, B3H 4R2, Canada
| | - Rebecca A Spencer
- School of Health and Human Performance, Dalhousie University, PO Box 15000, Halifax, NS, B3H 4R2, Canada
| | - Nila Joshi
- School of Health and Human Performance, Dalhousie University, PO Box 15000, Halifax, NS, B3H 4R2, Canada
| | - Karina Branje
- School of Health and Human Performance, Dalhousie University, PO Box 15000, Halifax, NS, B3H 4R2, Canada
| | - Jane Cawley
- Healthy Populations Institute, Dalhousie University, 1318 Robie Street, Box 15000, Halifax, NS, B3H 4R2, Canada
| | - Heather Hobson
- Interdisciplinary Studies, Dalhousie University, 6299 South Street, Halifax, NS, B3H 4R2, Canada
| | - Sara F L Kirk
- Healthy Populations Institute, Dalhousie University, 1318 Robie Street, Box 15000, Halifax, NS, B3H 4R2, Canada
- School of Health and Human Performance, Dalhousie University, PO Box 15000, Halifax, NS, B3H 4R2, Canada
| | - Daniel Stevens
- School of Health and Human Performance, Dalhousie University, PO Box 15000, Halifax, NS, B3H 4R2, Canada
- Department of Pediatrics, Dalhousie University, IWK Health Centre, 5850 University Avenue, PO Boc 9700, Halifax, NS, B3K 6R8, Canada
| | - Michelle R Stone
- Healthy Populations Institute, Dalhousie University, 1318 Robie Street, Box 15000, Halifax, NS, B3H 4R2, Canada.
- School of Health and Human Performance, Dalhousie University, PO Box 15000, Halifax, NS, B3H 4R2, Canada.
- Department of Pediatrics, Dalhousie University, IWK Health Centre, 5850 University Avenue, PO Boc 9700, Halifax, NS, B3K 6R8, Canada.
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Taunton Miedema S, Mulvey KL, Brian A. "You Throw Like a Girl!": Young Children's Gender Stereotypes About Object Control Skills. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2023; 94:294-298. [PMID: 34904912 DOI: 10.1080/02701367.2021.1976374] [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: 05/14/2019] [Accepted: 08/31/2021] [Indexed: 06/14/2023]
Abstract
Purpose: Understanding if children hold stereotypes about motor skills, may partially explain differences in object control performance between young boys and girls. Therefore, the purpose of this study was to examine whether young boys and girls held stereotypes related to object control skills. Methods: Children (N = 84) ages three years four months to five years seven months (Mage = 4.6 years, SD = .58) completed the Test of Gross Motor Development-Second Edition and a modified version of the Children's Occupations, Activities and Traits Measure. Spearman Rho correlations examined associations between children's stereotypes and actual object control skills performance. We then examined differences between boys' and girls' gender stereotypes (three for each category) and object control skills via independent samples t-tests. Results: Results showed significant associations between gender stereotypes toward object control skills and actual object control skills for girls (ρ = -.31--.53, p < .05) but not for boys (ρ = .10-.14, p > .05). Concurrently, girls showed significantly lower object control skills than boys (t[82] = 2.01; p = .042, d = .44) as well as significantly higher gender stereotypes across all three categories (p < .05, d = .54-1.77). Conclusion: These data indicated that girls, not boys, held gender stereotypes about object control skills in concert with lower object control skill performances. Future research should evaluate the impacts of an integrated gross motor intervention which seeks to change gender stereotypes and concurrently improve object control skill performance.
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O’Brien W, Khodaverdi Z, Bolger L, Murphy O, Philpott C, Kearney PE. Exploring Recommendations for Child and Adolescent Fundamental Movement Skills Development: A Narrative Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:3278. [PMID: 36833974 PMCID: PMC9966577 DOI: 10.3390/ijerph20043278] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/20/2022] [Revised: 01/29/2023] [Accepted: 02/01/2023] [Indexed: 06/18/2023]
Abstract
Fundamental movement skills (FMS) are frequently referred to as the "building blocks" of movement for children and adolescents in their lifelong physical activity journey. It is critical, however, that FMS are developed within Physical Education learning environments and other sport-related settings, specifically as these building blocks of movement require appropriate teaching and practice opportunities. While FMS are well-established as an "important focus" for children and adolescents, to the authors' knowledge, there appears to be no standardized FMS development guidelines existent within the literature. This paper will examine whether the frequency, intensity, time, and type (FITT) principle could be transferable to interventions focusing on FMS development, and if so, whether sufficient consistency of findings exists to guide practitioners in their session design. Applying the FITT principle in this way may help to facilitate the comparison of FMS-related intervention studies, which may contribute to the future development of practical FMS-related guidelines for children and adolescents.
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Affiliation(s)
- Wesley O’Brien
- Sports Studies and Physical Education Programme, School of Education, University College Cork, 2 Lucan Place, Western Road, T12 K8AF Cork, Ireland
| | - Zeinab Khodaverdi
- Department of Biobehavioral Studies, Teachers College, Columbia University, New York, NY 10027, USA
| | - Lisa Bolger
- Department of Sport, Leisure and Childhood Studies, Munster Technological University (Cork Campus), T12 P928 Cork, Ireland
| | - Orla Murphy
- Sports Studies and Physical Education Programme, School of Education, University College Cork, 2 Lucan Place, Western Road, T12 K8AF Cork, Ireland
| | - Conor Philpott
- Sports Studies and Physical Education Programme, School of Education, University College Cork, 2 Lucan Place, Western Road, T12 K8AF Cork, Ireland
| | - Philip E. Kearney
- Sport & Human Performance Research Centre, Department of Physical Education and Sport Sciences, University of Limerick, V94 T9PX Limerick, Ireland
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Wang G, Zi Y, Li B, Su S, Sun L, Wang F, Ren C, Liu Y. The Effect of Physical Exercise on Fundamental Movement Skills and Physical Fitness among Preschool Children: Study Protocol for a Cluster-Randomized Controlled Trial. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19106331. [PMID: 35627867 PMCID: PMC9141773 DOI: 10.3390/ijerph19106331] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/17/2022] [Revised: 05/18/2022] [Accepted: 05/22/2022] [Indexed: 01/02/2023]
Abstract
Background: Evidence shows that physical exercise promotes preschoolers’ fundamental movement skills (FMSs) and physical fitness (PF). However, studies that assess the effectiveness of different types of physical exercise interventions to improve FMSs and PF in preschool children remain scarce. To explore and compare the effectiveness of different physical exercise on FMSs and PF, interventions comprising ball games (BGs), rhythm activities (RAs), basic movements (BMs), and a combination of all related activities (multiple activities, MAs) will be conducted among preschoolers. Methods: A single-blind, five-arm, cluster-randomized trial will be conducted in kindergarten in Shanghai, China. In total, 300 healthy preschoolers, aged 4 to 5 years, will be randomized to four intervention groups (BG, RA, BM, or MA) and one control group (unorganized physical activities). Four intervention groups will receive three 30-min lessons weekly for 16 weeks. At the baseline, the end of the 16-week intervention, and the 6-month follow-up after the end of the intervention, the primary outcomes (FMSs and PF) and physical activity (PA), and sociodemographic and anthropometric data will be assessed. Discussion: This study will provide vital information regarding the effect of different physical exercise interventions on preschool children’s FMSs and PF, PA, and the potential interactions between these domains. The most effective intervention strategy can be generalized to kindergarten and other preschool educational institutions in practice to promote preschoolers’ development of FMSs and PF. Conclusions: This study protocol aims to provide a method to solve the problem of “how to arrange physical exercise and which kind of physical exercise program can promote FMS and PF better in preschool children”.
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Affiliation(s)
- Guangxu Wang
- School of Physical Education and Sport Training, Shanghai University of Sport, Shanghai 200438, China; (G.W.); (B.L.); (S.S.); (L.S.); (F.W.); (C.R.)
- College of Physical Education, Henan Normal University, Xinxiang 453007, China
| | - Yahua Zi
- School of Kinesiology, Shanghai University of Sport, Shanghai 200438, China;
| | - Bo Li
- School of Physical Education and Sport Training, Shanghai University of Sport, Shanghai 200438, China; (G.W.); (B.L.); (S.S.); (L.S.); (F.W.); (C.R.)
- Institute of Sports Science, Nantong University, Nantong 226019, China
| | - Shan Su
- School of Physical Education and Sport Training, Shanghai University of Sport, Shanghai 200438, China; (G.W.); (B.L.); (S.S.); (L.S.); (F.W.); (C.R.)
| | - Lei Sun
- School of Physical Education and Sport Training, Shanghai University of Sport, Shanghai 200438, China; (G.W.); (B.L.); (S.S.); (L.S.); (F.W.); (C.R.)
| | - Fei Wang
- School of Physical Education and Sport Training, Shanghai University of Sport, Shanghai 200438, China; (G.W.); (B.L.); (S.S.); (L.S.); (F.W.); (C.R.)
| | - Chener Ren
- School of Physical Education and Sport Training, Shanghai University of Sport, Shanghai 200438, China; (G.W.); (B.L.); (S.S.); (L.S.); (F.W.); (C.R.)
| | - Yang Liu
- School of Physical Education and Sport Training, Shanghai University of Sport, Shanghai 200438, China; (G.W.); (B.L.); (S.S.); (L.S.); (F.W.); (C.R.)
- Shanghai Research Center for Physical Fitness and Health of Children and Adolescents, Shanghai University of Sport, Shanghai 200438, China
- Correspondence:
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Hestbaek L, Vach W, Andersen ST, Lauridsen HH. The Effect of a Structured Intervention to Improve Motor Skills in Preschool Children: Results of a Randomized Controlled Trial Nested in a Cohort Study of Danish Preschool Children, the MiPS Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:12272. [PMID: 34885998 PMCID: PMC8656792 DOI: 10.3390/ijerph182312272] [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: 10/09/2021] [Revised: 11/16/2021] [Accepted: 11/19/2021] [Indexed: 11/17/2022]
Abstract
The preschool age seems to be decisive for the development of motor skills and probably the most promising time-window in relation to improvement of motor skills. This trial investigates the effect of an intensive structured intervention to improve motor skills in 3-6-year-old preschool children. A total of 471 Danish preschool children participated in a cluster randomized controlled trial. The intervention was to enhance motor skills, including predefined minimum criteria. Motor skills were measured using the Motor Assessment Battery for Children-2 (MABC-2) (total and three domains) at baseline and 6-, 18-, and 30-months post-intervention. The effect was estimated by multilevel linear regression with preschool and child included as random effects and adjusted for baseline values. Effect estimates were mainly positive at 6 months, but negative at 30 months with very few statistically significant estimates. In preschools with baseline motor skills scores below average, there was a tendency towards a larger improvement in the intervention group. Future interventions and research should focus on clusters with poor motor skills, as there is larger room for improvement. It remains to be seen whether the intervention can influence general well-being, physical activity, and self-perceived competence, both short- and long-term.
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Affiliation(s)
- Lise Hestbaek
- Chiropractic Knowledge Hub, University of Southern Denmark, Campusvej 55, 5230 Odense, Denmark
- Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej 55, 5230 Odense, Denmark; (S.T.A.); (H.H.L.)
| | - Werner Vach
- Basel Academy for Quality and Research in Medicine, Steinenring 6, CH-4051 Basel, Switzerland;
| | - Sarah Thurøe Andersen
- Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej 55, 5230 Odense, Denmark; (S.T.A.); (H.H.L.)
| | - Henrik Hein Lauridsen
- Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej 55, 5230 Odense, Denmark; (S.T.A.); (H.H.L.)
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Veldman SLC, Chin A Paw MJM, Altenburg TM. Physical activity and prospective associations with indicators of health and development in children aged <5 years: a systematic review. Int J Behav Nutr Phys Act 2021; 18:6. [PMID: 33413484 PMCID: PMC7791660 DOI: 10.1186/s12966-020-01072-w] [Citation(s) in RCA: 22] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2020] [Accepted: 12/14/2020] [Indexed: 01/23/2023] Open
Abstract
BACKGROUND Early childhood is a critical period for growth and development, yet the association with physical activity during this important period is unknown. The aim of this review is to critically summarize the evidence on the prospective associations between physical activity and health and development in children aged < 5 years. METHODS A systematic search in three electronic databases (Pubmed, PsycINFO, and Sportdiscus) was conducted to identify prospective studies examining the associations between physical activity (all types; specified by quantity) and health indicators (body composition, cardiometabolic health, bone health and risks/harm) or development (motor, cognitive and social-emotional development) in young children (mean age < 5 years at baseline). Two independent researchers assessed the methodological quality using the 'Quality Assessment Tool for Quantitative Studies' (EPHPP). This tool covers eight quality criteria: selection bias, study design, confounders, blinding, data collection methods, withdrawals and drop-outs, intervention integrity and data-analysis. RESULTS Thirty-nine studies, predominantly conducted in preschoolers (ages 3-5 years), were included of which nine were rated as high methodological quality. There was moderate evidence for a positive association between physical activity and motor (n = 11 studies) and cognitive development (n = 10 studies) based on consistent findings from studies having low-to-moderate methodological quality. There was insufficient evidence for an association between physical activity and body composition (n = 15 studies), cardiometabolic health indicators (n = 7 studies), social-emotional development (n = 2 studies) and bone health (n = 2 studies) based on inconsistent findings from studies having weak-to-high methodological quality. CONCLUSIONS There is a need for more high-quality research in order to determine the dose-response relationship between physical activity and health and development in early childhood. Special attention should be paid to studies in children below the age of 3 years.
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Affiliation(s)
- Sanne L C Veldman
- Department of Public and Occupational Health, Amsterdam Public Health Research Institute, Amsterdam University Medical Center, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.
| | - Mai J M Chin A Paw
- Department of Public and Occupational Health, Amsterdam Public Health Research Institute, Amsterdam University Medical Center, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Teatske M Altenburg
- Department of Public and Occupational Health, Amsterdam Public Health Research Institute, Amsterdam University Medical Center, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
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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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12
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García-Hermoso A, Alonso-Martinez AM, Ramírez-Vélez R, Izquierdo M. Effects of Exercise Intervention on Health-Related Physical Fitness and Blood Pressure in Preschool Children: A Systematic Review and Meta-Analysis of Randomized Controlled Trials. Sports Med 2020; 50:187-203. [PMID: 31556009 DOI: 10.1007/s40279-019-01191-w] [Citation(s) in RCA: 22] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
BACKGROUND No previous systematic review has quantitatively examined the effect of physical exercise interventions on health-related physical fitness and blood pressure in children younger than 6 years old. OBJECTIVE To evaluate the effects of exercise interventions on health-related physical fitness (i.e., physical fitness components and body composition) and blood pressure in preschoolers. METHODS We searched four databases. Only randomized controlled trials (RCTs), evaluating the effectiveness of exercise intervention on weight-related outcomes, blood pressure, and physical fitness components in preschoolers (1-5.99 years old) were included. The effect sizes were reported as Hedges' g using random-effects models. RESULTS A total of 19 RCTs were included. Exercise interventions favored reductions in body mass index (g = - 0.17; 95% confidence interval [CI], - 0.31 to - 0.03), waist circumference (g = - 0.25; 95% CI - 0.47 to - 0.03), and body fat percentage (g = - 0.31; 95% CI - 0.60 to - 0.23); as well as improvement in cardiorespiratory fitness (g = 0.25; 95% CI 0.08-0.42), muscular strength (g = 0.25; 95% CI 0.09-0.40), and speed-agility (g = - 0.51; 95% CI - 0.78 to - 0.24). Blood pressure was not reduced. The subgroup analysis revealed that physical exercise alone favored larger reductions in body mass index and waist circumference compared with physical exercise combined with another intervention. Also, changes in cardiorespiratory fitness, lower-body muscular strength and speed-agility were associated with larger decreases in body composition. CONCLUSION Physical exercise whether combined or not with additional intervention has a small effect on both body weight and physical fitness in preschoolers. Also, it seems that interventions to prevent obesity should be directed towards improving physical fitness of preschoolers.
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Affiliation(s)
- Antonio García-Hermoso
- Navarrabiomed, Complejo Hospitalario de Navarra (CHN), Universidad Pública de Navarra (UPNA), IdiSNA, Pamplona, Navarra, Spain.
- Laboratorio de Ciencias de la Actividad Física, el Deporte y la Salud, Universidad de Santiago de Chile, USACH, Santiago, Chile.
| | - Alicia M Alonso-Martinez
- Department of Health Sciences, Public University of Navarra, CIBER of Frailty and Healthy Aging (CIBERFES), Instituto de Salud Carlos III, Pamplona, Navarra, Spain
| | - Robinson Ramírez-Vélez
- Navarrabiomed, Complejo Hospitalario de Navarra (CHN), Universidad Pública de Navarra (UPNA), IdiSNA, Pamplona, Navarra, Spain
- Department of Health Sciences, Public University of Navarra, CIBER of Frailty and Healthy Aging (CIBERFES), Instituto de Salud Carlos III, Pamplona, Navarra, Spain
| | - Mikel Izquierdo
- Navarrabiomed, Complejo Hospitalario de Navarra (CHN), Universidad Pública de Navarra (UPNA), IdiSNA, Pamplona, Navarra, Spain
- Department of Health Sciences, Public University of Navarra, CIBER of Frailty and Healthy Aging (CIBERFES), Instituto de Salud Carlos III, Pamplona, Navarra, Spain
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The Effects of Combined Movement and Storytelling Intervention on Motor Skills in South Asian and White Children Aged 5-6 Years Living in the United Kingdom. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17103391. [PMID: 32414027 PMCID: PMC7277335 DOI: 10.3390/ijerph17103391] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/31/2020] [Revised: 05/01/2020] [Accepted: 05/08/2020] [Indexed: 12/20/2022]
Abstract
Early motor development has an important role in promoting physical activity (PA) during childhood and across the lifespan. Children from South Asian backgrounds are less active and have poorer motor skills, thus identifying the need for early motor skill instruction. This study examines the effect of a movement and storytelling intervention on South Asian children’s motor skills. Following ethics approval and consent, 39 children (46% South Asian) participated in a 12-week movement and storytelling intervention. Pre and post, seven motor skills (run, jump, throw, catch, stationary dribble, roll, and kick) were assessed using Children’s Activity and Movement in Preschool Study protocol. At baseline, South Asian children had poorer performance of motor skills. Following the intervention, all children improved their motor skills, with a bigger improvement observed for South Asian children. Early intervention provided remedial benefits to delays in motor skills and narrowed the motor skills gap in ethnic groups.
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14
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Regaieg G, Kermarrec G, Sahli S. Designed game situations enhance fundamental movement skills in children with Down syndrome. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2020; 64:271-279. [PMID: 31994262 DOI: 10.1111/jir.12717] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2019] [Revised: 10/31/2019] [Accepted: 01/06/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND This study aimed to compare the effects of a designed program based on games situations with those of a conventional one, the Adapted Physical Education (APE) program, on the fundamental movement skills (FMS) in children with Down Syndrome (DS), aged 6 to 10. METHODS Twenty-eight children (13 girls and 15 boys; age 8.84 ± 1.06) with DS participated in this study. The participants were divided into two groups as the experimental group (EG) with 13 children (3 girls and 10 boys) and the control group (CG) composed with 15 children (10 girls and 5 boys). The EG participated in a conceived training program based on games situations along 10 weeks, while the CG took part in an APE conventional program based on football, long Jump and sprint adapted exercises. The FMS (locomotor and object control skills) were evaluated using the Gross Motor Development-2 Test at pretraining and posttraining for both groups. RESULTS The results revealed that both programs improve significantly locomotor skills with significantly better improvement in the EG. However, a significant object control skills improvement was observed only among the EG. CONCLUSIONS In light of our findings, a training program based on adapted games situations during 10 weeks may be recommended for FMS improvement, specifically object control skills.
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Affiliation(s)
- G Regaieg
- Research Center for Education, Didactics & Learning, CREAD EA3875, European University of Brittany, Brest, France
| | - G Kermarrec
- Research Center for Education, Didactics & Learning, CREAD EA3875, European University of Brittany, Brest, France
| | - S Sahli
- Research Laboratory: Education, Motricité, Sport et Santé, EM2S, LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax, Tunisia
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15
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Eddy LH, Wood ML, Shire KA, Bingham DD, Bonnick E, Creaser A, Mon-Williams M, Hill LJB. A systematic review of randomized and case-controlled trials investigating the effectiveness of school-based motor skill interventions in 3- to 12-year-old children. Child Care Health Dev 2019; 45:773-790. [PMID: 31329292 DOI: 10.1111/cch.12712] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/11/2018] [Revised: 05/18/2019] [Accepted: 06/23/2019] [Indexed: 11/26/2022]
Abstract
BACKGROUND Research suggests that children identified with impaired motor skills can respond well to intensive therapeutic interventions delivered via occupational and physical therapy services. There is, however, a need to explore alternative approaches to delivering interventions outside traditional referral-based clinic settings because limited resources mean such health services often struggle to meet demand. This review sets out to systematically assess the evidence for and against school-based interventions targeted at improving the motor skills of children aged between 3 and 12 years old. METHOD Five electronic databases were searched systematically (AMED, CINAHL, Cochrane, Medline, and PsycINFO) for peer-reviewed articles published between January 2012 and July 2018. Studies were eligible if they implemented a school-based motor skill intervention with a randomized or case-controlled trial design that objectively measured motor skills as an outcome, which were not specific to an athletic or sporting skill. Participants had to be aged between 3 and 12 years old and free from neurological disorders known to affect muscle function. Risk of bias was assessed using the Cochrane risk of bias tool. RESULTS Twenty-three studies met the inclusion criteria. These studies encompassed interventions targeted at training: fundamental movement skills, handwriting, fine, and global motor skills. The majority of these studies reported beneficial impact on motor function specifically, but some interventions also assessed subsequent impacts on activity and participation (but not well-being). A number of the studies had methodological shortcomings that means these results need to be interpreted with caution. CONCLUSIONS Schools appear to be an effective setting for motor skill interventions, but the extent of benefit likely depends on the type of intervention. Moreover, confirmation is needed as to whether benefits extend beyond motor function into everyday activities, participation, and well-being. Future research should include follow-up measures to assess the longer term efficacy of school-based interventions.
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Affiliation(s)
- Lucy H Eddy
- School of Psychology, University of Leeds, Leeds, UK.,Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford, UK
| | - Megan L Wood
- School of Psychology, University of Leeds, Leeds, UK.,Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford, UK
| | - Katy A Shire
- Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford, UK
| | - Daniel D Bingham
- Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford, UK
| | - Emma Bonnick
- Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford, UK
| | - Amy Creaser
- Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford, UK
| | - Mark Mon-Williams
- School of Psychology, University of Leeds, Leeds, UK.,Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford, UK
| | - Liam J B Hill
- School of Psychology, University of Leeds, Leeds, UK.,Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford, UK
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16
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Houser NE, Cawley J, Kolen AM, Rainham D, Rehman L, Turner J, Kirk SFL, Stone MR. A Loose Parts Randomized Controlled Trial to Promote Active Outdoor Play in Preschool-aged Children: Physical Literacy in the Early Years (PLEY) Project. Methods Protoc 2019; 2:E27. [PMID: 31164608 PMCID: PMC6632144 DOI: 10.3390/mps2020027] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2019] [Revised: 03/29/2019] [Accepted: 04/01/2019] [Indexed: 11/17/2022] Open
Abstract
BACKGROUND The Physical Literacy in the Early Years (PLEY) intervention is a randomized mixed-methods controlled trial focused on embedding loose parts materials into the outdoor play spaces of regulated child care centres across Nova Scotia. The aim is to evaluate the efficacy of the PLEY intervention versus standard regulated childcare practice in influencing thoughts and behaviors of children, parents, and educators. METHODS Participating early child care centres (n = 19) were randomly assigned to intervention or control sites. Intervention sites received loose parts kits at the beginning of the project while control sites received kits upon project completion. The kits included items such as rocks, tree cookies, balls, wood planks, tubes, tires, ropes, and pulleys. Children (n = 183 at baseline) had their physical activity (accelerometers) and movement skills (TGMD-3 and PGMQ) measured before and after the intervention. All centres provided responses to environmental surveys (Go NAP SACC and Site Context Questionnaire), and educators in intervention sites participated in focus group and photovoice sessions. Educators were also provided with a full day professional development opportunity (plus ongoing mentoring) focused on physical activity, physical literacy, outdoor play, risk-taking, and loose parts. Parents participated in an interview addressing active outdoor play, physical literacy, and attitudes towards risk taking during play. DISCUSSION This study will provide a better understanding of how integrating loose parts materials into outdoor play spaces impacts children's health, and the impact on educator and parent attitudes, beliefs, and understanding around physical literacy, active outdoor play and risk-taking during play.
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Affiliation(s)
- Natalie E Houser
- College of Kinesiology, University of Saskatchewan, Saskatoon, SK S7N 0W9, Canada.
- Healthy Populations Institute, Dalhousie University, Halifax, NS B3H 4R2, Canada.
| | - Jane Cawley
- Healthy Populations Institute, Dalhousie University, Halifax, NS B3H 4R2, Canada.
| | - Angela M Kolen
- Department of Human Kinetics, St. Francis Xavier University, Antigonish, NS B2G 2W5, Canada.
| | - Daniel Rainham
- Healthy Populations Institute, Dalhousie University, Halifax, NS B3H 4R2, Canada.
- Department of Earth and Environmental Sciences, Dalhousie University, Halifax, NS B3H 4R2, Canada.
| | - Laurene Rehman
- School of Health and Human Performance, Dalhousie University, Halifax, NS B3H 4R2, Canada.
| | - Joan Turner
- Child and Youth Study, Mount Saint Vincent University, Halifax, NS B3M 2J6, Canada.
| | - Sara F L Kirk
- Healthy Populations Institute, Dalhousie University, Halifax, NS B3H 4R2, Canada.
- School of Health and Human Performance, Dalhousie University, Halifax, NS B3H 4R2, Canada.
| | - Michelle R Stone
- Healthy Populations Institute, Dalhousie University, Halifax, NS B3H 4R2, Canada.
- School of Health and Human Performance, Dalhousie University, Halifax, NS B3H 4R2, Canada.
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17
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Klingberg B, Schranz N, Barnett LM, Booth V, Ferrar K. The feasibility of fundamental movement skill assessments for pre-school aged children. J Sports Sci 2018; 37:378-386. [PMID: 30084306 DOI: 10.1080/02640414.2018.1504603] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Fundamental movement skill (FMS) assessment in preschools allows for early intervention; however it is unclear what assessments are feasible. The purpose of this review is to systematically review the feasibility of FMS assessments for pre-school aged children. The search was conducted across four databases, MEDLINE, Scopus, ERIC and SportsDiscus. Search terms included synonyms of "fundamental movement skills" and "pre-school children". Inclusion criteria were: (i) FMS assessment; (ii) feasibility data; (iii) assessment of children aged three to six years; (iv) assessment of typically developing children; and (v) peer reviewed full text publications in English. Feasibility concepts (administration time, equipment, space, assessment type, item, training, qualification) were each coded as 'poor = 1', 'average = 2' and 'good = 3'; potential total of 21. A total of 330 full text articles were considered but a quarter (n = 86) were excluded due to no feasibility data. Sixty-five studies using 13 different FMS assessments were included. The Athletic Skills Track and DEMOST-PRE assessments were most feasible (18/21) and the Test of Gross Motor Development and Movement Assessment Battery for Children were common but among the least feasible (12-14/21). This review allows pre-school staff to choose a FMS assessment based on feasibility. Future studies need to present feasibility of assessments.
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Affiliation(s)
| | - Natasha Schranz
- b Alliance for Research in Exercise, Nutrition and Activity, Sansom Institute , University of South Australia , Adelaide , Australia
| | - Lisa M Barnett
- c Institute of Physical Activity and Nutrition, School of Health and Social Development , Deakin University , Geelong , Australia
| | - Verity Booth
- b Alliance for Research in Exercise, Nutrition and Activity, Sansom Institute , University of South Australia , Adelaide , Australia
| | - Katia Ferrar
- b Alliance for Research in Exercise, Nutrition and Activity, Sansom Institute , University of South Australia , Adelaide , Australia
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18
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Aye T, Kuramoto-Ahuja T, Sato T, Sadakiyo K, Watanabe M, Maruyama H. Gross motor skill development of kindergarten children in Japan. J Phys Ther Sci 2018; 30:711-715. [PMID: 29765187 PMCID: PMC5940479 DOI: 10.1589/jpts.30.711] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2017] [Accepted: 02/27/2018] [Indexed: 11/24/2022] Open
Abstract
[Purpose] The purposes of this study were to assess and explore the gender-based differences in gross motor skill development of 5-year-old Japanese children. [Subjects and Methods] This cross-sectional study recruited 60 healthy 5-year-old (third-year kindergarten, i.e., nencho) children (34 boys, 26 girls) from one local private kindergarten school in Otawara city, Tochigi Prefecture, Japan. Gross motor skills, including six locomotor and six object control skills, were assessed using the test of gross motor development, second edition (TGMD-2). All subjects performed two trials of each gross motor skill, and the performances were video-recorded and scored. Assessment procedures were performed according to the standardized guidelines of the TGMD-2. [Results] The majority of subjects had an average level of overall gross motor skills. Girls had significantly better locomotor skills. Boys had significantly better object control skills. [Conclusion] The gross motor skill development of 5-year-old Japanese children involves gender-based differences in locomotor and object control skills. This study provided valuable information that can be used to establish normative references for the gross motor skills of 5-year-old Japanese children.
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Affiliation(s)
- Thanda Aye
- International University of Health and Welfare: 2600-1 Kitakanemaru, Otawara city, Tochigi 324-8501, Japan.,University of Medical Technology, Yangon, Ministry of Health and Sports, Republic of the Union of Myanmar
| | - Tsugumi Kuramoto-Ahuja
- International University of Health and Welfare: 2600-1 Kitakanemaru, Otawara city, Tochigi 324-8501, Japan
| | - Tamae Sato
- International University of Health and Welfare: 2600-1 Kitakanemaru, Otawara city, Tochigi 324-8501, Japan
| | - Kaori Sadakiyo
- International University of Health and Welfare: 2600-1 Kitakanemaru, Otawara city, Tochigi 324-8501, Japan
| | - Miyoko Watanabe
- International University of Health and Welfare: 2600-1 Kitakanemaru, Otawara city, Tochigi 324-8501, Japan
| | - Hitoshi Maruyama
- International University of Health and Welfare: 2600-1 Kitakanemaru, Otawara city, Tochigi 324-8501, Japan
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19
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Aye T, Oo KS, Khin MT, Kuramoto-Ahuja T, Maruyama H. Gross motor skill development of 5-year-old Kindergarten children in Myanmar. J Phys Ther Sci 2017; 29:1772-1778. [PMID: 29184287 PMCID: PMC5684008 DOI: 10.1589/jpts.29.1772] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2017] [Accepted: 07/07/2017] [Indexed: 11/24/2022] Open
Abstract
[Purpose] The purpose of this study was to examine the gross motor skill development of 5-year-old Kindergarten children in Myanmar. [Subjects and Methods] Total 472 healthy Kindergarten children (237 males, 235 females) of 2016-2017 academic year from four schools in urban area and four schools in rural area of Myanmar were recruited. The gross motor skill development of all subjects was assessed with the test of gross motor development second edition (TGMD-2). All subjects performed two trials for each gross motor skill and the performance was video recorded and scored. The assessment procedures were done according to the standardized guidelines of TGMD-2. [Results] The majority of subjects had average level of gross motor skill rank. The significant differences were found on the run and gallop of locomotor skills and the most of object control skills except the catch between males and females. The significant differences were also found between subjects from urban and rural areas. [Conclusion] Gross motor skill development of 5-year-old Kindergarten children in Myanmar had gender-based and region-based differences on both locomotor and object control skills. This study added a valuable information to the establishment of a normative reference of Kindergarten aged children for future studies.
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Affiliation(s)
- Thanda Aye
- Department of Physical Therapy, Graduate School of Health and Welfare Sciences, International University of Health and Welfare: 2600-1 Kitakanemaru, Otawara city, Tochigi 324-8501, Japan.,Department of Physiotherapy, University of Medical Technology, Yangon, Ministry of Health and Sports, Republic of the Union of Myanmar
| | - Khin Saw Oo
- Department of Physical Medicine and Rehabilitation, University of Medicine 2, Yangon, Ministry of Health and Sports, Republic of the Union of Myanmar
| | - Myo Thuzar Khin
- Department of Physiotherapy, University of Medical Technology, Yangon, Ministry of Health and Sports, Republic of the Union of Myanmar
| | - Tsugumi Kuramoto-Ahuja
- Department of Physical Therapy, Graduate School of Health and Welfare Sciences, International University of Health and Welfare: 2600-1 Kitakanemaru, Otawara city, Tochigi 324-8501, Japan
| | - Hitoshi Maruyama
- Department of Physical Therapy, Graduate School of Health and Welfare Sciences, International University of Health and Welfare: 2600-1 Kitakanemaru, Otawara city, Tochigi 324-8501, Japan
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20
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Wasenius NS, Grattan KP, Harvey ALJ, Naylor PJ, Goldfield GS, Adamo KB. The effect of a physical activity intervention on preschoolers' fundamental motor skills - A cluster RCT. J Sci Med Sport 2017; 21:714-719. [PMID: 29150312 DOI: 10.1016/j.jsams.2017.11.004] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2017] [Revised: 10/31/2017] [Accepted: 11/05/2017] [Indexed: 11/25/2022]
Abstract
OBJECTIVES To assess the effect of a physical activity intervention delivered in the childcare centres (CC), with or without a parent-driven home physical activity component, on children's fundamental motor skills (FMS). DESIGN Six-month 3-arm cluster randomized controlled trial. METHODS Preschoolers were recruited from 18 licensed CC. CC were randomly assigned to a typical curriculum comparison group (COM), childcare intervention alone (CC), or childcare intervention with parental component (CC+HOME). FMS was measured with the Test of Gross Motor Development-2. Linear mixed models were performed at the level of the individual while accounting for clustering. RESULTS Raw locomotor skills score increased significantly in the CC group (mean difference=2.5 units, 95% Confidence Intervals, CI, 1.0-4.1, p<0.001) and the CC+HOME group (mean difference=2.4 units, 95% CI, 0.8-4.0, p<0.001) compared to the COM group. No significant (p>0.05) between group differences were observed in the raw object control skills, sum of raw scores, or gross motor quotient. No significant sex differences were found in any of the measured outcomes. CONCLUSIONS A physical activity intervention delivered in childcare with or without parents' involvement was effective in increasing locomotor skills in preschoolers.
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Affiliation(s)
- Niko S Wasenius
- Faculty of Health Sciences, University of Ottawa, 200 Lees Ave., Ottawa, ON K1N 6N5, Canada; Folkhälsan Research Center, Biomedicum Helsinki, Haartmaninkatu 8, PO Box 63, 00014, Helsinki, Finland
| | - Kimberly P Grattan
- Faculty of Health Sciences, University of Ottawa, 200 Lees Ave., Ottawa, ON K1N 6N5, Canada
| | - Alysha L J Harvey
- Faculty of Health Sciences, University of Ottawa, 200 Lees Ave., Ottawa, ON K1N 6N5, Canada
| | - Patti-Jean Naylor
- University of Victoria, School of Exercise Science, Physical and Health Education, PO Box 1700 STN CSC, Victoria, BC V8W 2Y2, Canada
| | - Gary S Goldfield
- Faculty of Health Sciences, University of Ottawa, 200 Lees Ave., Ottawa, ON K1N 6N5, Canada; Healthy Active Living and Obesity (HALO) Research Group, Children's Hospital of Eastern Ontario Research Institute, 401 Smyth Rd., Ottawa, ON K1H 5B2, Canada
| | - Kristi B Adamo
- Faculty of Health Sciences, University of Ottawa, 200 Lees Ave., Ottawa, ON K1N 6N5, Canada; Healthy Active Living and Obesity (HALO) Research Group, Children's Hospital of Eastern Ontario Research Institute, 401 Smyth Rd., Ottawa, ON K1H 5B2, Canada.
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21
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Wick K, Leeger-Aschmann CS, Monn ND, Radtke T, Ott LV, Rebholz CE, Cruz S, Gerber N, Schmutz EA, Puder JJ, Munsch S, Kakebeeke TH, Jenni OG, Granacher U, Kriemler S. Interventions to Promote Fundamental Movement Skills in Childcare and Kindergarten: A Systematic Review and Meta-Analysis. Sports Med 2017; 47:2045-2068. [PMID: 28386652 PMCID: PMC5603621 DOI: 10.1007/s40279-017-0723-1] [Citation(s) in RCA: 83] [Impact Index Per Article: 11.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
BACKGROUND Proficiency in fundamental movement skills (FMS) lays the foundation for being physically active and developing more complex motor skills. Improving these motor skills may provide enhanced opportunities for the development of a variety of perceptual, social, and cognitive skills. OBJECTIVE The objective of this systematic review and meta-analysis was to assess the effects of FMS interventions on actual FMS, targeting typically developing young children. METHOD Searches in seven databases (CINAHL, Embase, MEDLINE, PsycINFO, PubMed, Scopus, Web of Science) up to August 2015 were completed. Trials with children (aged 2-6 years) in childcare or kindergarten settings that applied FMS-enhancing intervention programs of at least 4 weeks and meeting the inclusion criteria were included. Standardized data extraction forms were used. Risk of bias was assessed using a standard scoring scheme (Effective Public Health Practice Project-Quality Assessment Tool for Quantitative Studies [EPHPP]). We calculated effects on overall FMS, object control and locomotor subscales (OCS and LMS) by weighted standardized mean differences (SMDbetween) using random-effects models. Certainty in training effects was evaluated using GRADE (Grading of Recommendations Assessment, Development, and Evaluation System). RESULTS Thirty trials (15 randomized controlled trials and 15 controlled trials) involving 6126 preschoolers (aged 3.3-5.5 years) revealed significant differences among groups in favor of the intervention group (INT) with small-to-large effects on overall FMS (SMDbetween 0.46), OCS (SMDbetween 1.36), and LMS (SMDbetween 0.94). Our certainty in the treatment estimates based on GRADE is very low. CONCLUSIONS Although there is relevant effectiveness of programs to improve FMS proficiency in healthy young children, they need to be interpreted with care as they are based on low-quality evidence and immediate post-intervention effects without long-term follow-up.
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Affiliation(s)
- Kristin Wick
- Division of Training and Movement Sciences, University of Potsdam, Potsdam, Germany
- University of Applied Science for Sport and Management Potsdam of the ESAB, Potsdam, Germany
| | - Claudia S. Leeger-Aschmann
- Epidemiology, Biostatistics and Prevention Institute, University of Zurich, Hirschengraben 84, 8001 Zurich, Switzerland
| | - Nico D. Monn
- Epidemiology, Biostatistics and Prevention Institute, University of Zurich, Hirschengraben 84, 8001 Zurich, Switzerland
| | - Thomas Radtke
- Epidemiology, Biostatistics and Prevention Institute, University of Zurich, Hirschengraben 84, 8001 Zurich, Switzerland
| | - Laura V. Ott
- Epidemiology, Biostatistics and Prevention Institute, University of Zurich, Hirschengraben 84, 8001 Zurich, Switzerland
| | - Cornelia E. Rebholz
- Epidemiology, Biostatistics and Prevention Institute, University of Zurich, Hirschengraben 84, 8001 Zurich, Switzerland
| | - Sergio Cruz
- Epidemiology, Biostatistics and Prevention Institute, University of Zurich, Hirschengraben 84, 8001 Zurich, Switzerland
| | - Natalie Gerber
- Epidemiology, Biostatistics and Prevention Institute, University of Zurich, Hirschengraben 84, 8001 Zurich, Switzerland
| | - Einat A. Schmutz
- Epidemiology, Biostatistics and Prevention Institute, University of Zurich, Hirschengraben 84, 8001 Zurich, Switzerland
| | - Jardena J. Puder
- Endocrinology, Diabetes and Metabolism Service, Centre Hospitalier Universitaire Vaudois (CHUV), Lausanne, Switzerland
- Division of Pediatric Endocrinology, Diabetology and Obesity, Centre Hospitalier Universitaire Vaudois (CHUV), Lausanne, Switzerland
| | - Simone Munsch
- Department of Clinical Psychology and Psychotherapy, University of Fribourg, Fribourg, Switzerland
| | - Tanja H. Kakebeeke
- Child Development Center and Children’s Research Center, University Children’s Hospital Zurich, Zurich, Switzerland
| | - Oskar G. Jenni
- Child Development Center and Children’s Research Center, University Children’s Hospital Zurich, Zurich, Switzerland
| | - Urs Granacher
- Division of Training and Movement Sciences, University of Potsdam, Potsdam, Germany
| | - Susi Kriemler
- Epidemiology, Biostatistics and Prevention Institute, University of Zurich, Hirschengraben 84, 8001 Zurich, Switzerland
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22
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Hestbaek L, Andersen ST, Skovgaard T, Olesen LG, Elmose M, Bleses D, Andersen SC, Lauridsen HH. Influence of motor skills training on children's development evaluated in the Motor skills in PreSchool (MiPS) study-DK: study protocol for a randomized controlled trial, nested in a cohort study. Trials 2017; 18:400. [PMID: 28851412 PMCID: PMC5576290 DOI: 10.1186/s13063-017-2143-9] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2017] [Accepted: 08/09/2017] [Indexed: 04/06/2023] Open
Abstract
Background Good motor skills are considered important for children’s physical, social, and psychological development, but the relationship is still poorly understood. Preschool age seems to be decisive for the development of motor skills and probably the most promising time-window in relation to preventive strategies based on improved motor skills. This research program has four overall aims: (1) investigation of the effect of a structured program aimed at improving motor skills in 3–6-year-old children on current and future motor skills, health, cognition, and wellbeing; (2) establish reference data on motor skills in 3–6-year-olds; (3) description of early development of musculoskeletal problems; and (4) establishment of a population-based cohort of 3–6-year-olds. Methods Over a four-year period, all preschools in a Danish municipality, Svendborg, will implement a new program aimed at optimizing children’s motor skills. By introducing the program into a subset of the preschools at onset and comparing these children to another subset (control) that will not receive the intervention the first three years, it is possible to document a potential effect of the intervention. At the same time, a cohort will be established including all children attending preschools in the municipality with extensive baseline data collection: gross and fine motor skills; movement patterns; musculoskeletal complaints; physical activity; anthropometry; general wellbeing; cognitive abilities; language status; medical history; demographic background; and more. The children are aged 3–6 years at baseline. A total of 1461 children have been invited into the cohort, 368 to the intervention arm and 359 to the control arm. Follow-up time for the trial is 2.5 years. The cohort is planned to run at least until the children leave school at age 15–16 years. Longer follow-up will depend on future funding. Discussion If the results of the trial are positive, the intervention can be implemented in other similar settings with reasonable ease and at a relatively low initial cost. This is due to the extensive end-user involvement, the broad population base, and the pragmatic nature of the intervention. The cohort will provide important information about the influence of early motor skills on children’s development across many domains and the potential interactions between these domains. Trial registration ISRCTN registry, ISRCTN23701994. Registered on 13 October 2016. Electronic supplementary material The online version of this article (doi:10.1186/s13063-017-2143-9) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Lise Hestbaek
- Nordic Institute of Chiropractic and Clinical Biomechanics and Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej 55, 5230, Odense M, Denmark.
| | - Sarah Thurøe Andersen
- Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej 55, 5230, Odense M, Denmark
| | - Thomas Skovgaard
- Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej 55, 5230, Odense M, Denmark
| | - Line Groenholt Olesen
- Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej 55, 5230, Odense M, Denmark
| | - Mette Elmose
- Institute of Psychology, University of Southern Denmark, Campusvej 55, 5230, Odense M, Denmark
| | - Dorthe Bleses
- TrygFonden's Centre for Child Research, Department of Economics and Business Economics, and School of Communication and Culture, Aarhus University, Aarhus, Denmark
| | - Simon Calmar Andersen
- TrygFonden's Centre for Child Research, Department of Economics and Business Economics, Aarhus University, Aarhus, Denmark
| | - Henrik Hein Lauridsen
- Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Campusvej 55, 5230, Odense M, Denmark
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23
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Van Capelle A, Broderick CR, van Doorn N, E Ward R, Parmenter BJ. Interventions to improve fundamental motor skills in pre-school aged children: A systematic review and meta-analysis. J Sci Med Sport 2017; 20:658-666. [PMID: 28169146 DOI: 10.1016/j.jsams.2016.11.008] [Citation(s) in RCA: 58] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2016] [Revised: 10/27/2016] [Accepted: 11/01/2016] [Indexed: 10/20/2022]
Abstract
OBJECTIVES Mastery in -fundamental motor skills (FMS) is associated with increased physical activity (PA) in school-aged children; however, there is limited research on pre-schoolers (3-5 years). We aimed to evaluate interventions for improving FMS as well as PA. DESIGN/METHODS A search of electronic databases was conducted for controlled trials using PA interventions with FMS as outcomes in healthy pre-schoolers. Standardised mean difference (SMD), 95% confidence intervals and publication bias were calculated for each outcome using Revman 5.3. RESULTS Twenty trials met inclusion criteria. In total, 4255 pre-schoolers were analysed with 854 completing a FMS intervention. Studies were categorised into three groups (i) Teacher-Led (TL)(n=13); (ii) Child-Centred (CC)(n=6) and (iii) Parent-Led (PL)(n=1). Mean age was 4.3±0.4 years, with equal gender distribution. Interventions ran for 21±17 weeks, 3±1 times per week for 35±17 minutes. TL interventions significantly improved overall FMS (SMD=0.14[0.06, 0.21]; p=0.0003), object control (SMD=0.47[0.15, 0.80]; p= 0.004), and locomotor skills (SMD=0.44[0.16, 0.73]; p=0.002), whereas CC interventions were not significant. There was a small, non-significant reduction in sedentary time (SMD=-0.35[-0.80, 0.10]; p= 0.12), and a large non-significant increase in PA (SMD=0.79[-0.83, 2.41]; p=0.34). CONCLUSION PA interventions improve FMS in pre-schoolers; however, due to limited research, more study is needed on CC interventions. Targeting FMS development in pre-schoolers may promote higher PA levels and reduce sedentary time, however more study is needed.
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Affiliation(s)
- Abbey Van Capelle
- Department of Exercise Physiology, School of Medical Sciences, Faculty of Medicine, University of New South Wales, Sydney, Australia
| | - Carolyn R Broderick
- Department of Exercise Physiology, School of Medical Sciences, Faculty of Medicine, University of New South Wales, Sydney, Australia; Children's Hospital Institute of Sports Medicine, The Children's Hospital at Westmead, Sydney, Australia
| | - Nancy van Doorn
- Department of Exercise Physiology, School of Medical Sciences, Faculty of Medicine, University of New South Wales, Sydney, Australia; Children's Hospital Institute of Sports Medicine, The Children's Hospital at Westmead, Sydney, Australia
| | - Rachel E Ward
- Department of Exercise Physiology, School of Medical Sciences, Faculty of Medicine, University of New South Wales, Sydney, Australia
| | - Belinda J Parmenter
- Department of Exercise Physiology, School of Medical Sciences, Faculty of Medicine, University of New South Wales, Sydney, Australia.
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24
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Foulkes JD, Knowles Z, Fairclough SJ, Stratton G, O'Dwyer M, Ridgers ND, Foweather L. Effect of a 6-Week Active Play Intervention on Fundamental Movement Skill Competence of Preschool Children. Percept Mot Skills 2017; 124:393-412. [PMID: 28361654 DOI: 10.1177/0031512516685200] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This study examined the effectiveness of an active play intervention on fundamental movement skills of 3- to 5-year-old children from deprived communities. In a cluster randomized controlled trial design, six preschools received a resource pack and a 6-week local authority program involving staff training with help implementing 60-minute weekly sessions and postprogram support. Six comparison preschools received a resource pack only. Twelve skills were assessed at baseline, postintervention, and at a 6-month follow-up using the Children's Activity and Movement in Preschool Study Motor Skills Protocol. One hundred and sixty-two children (Mean age = 4.64 ± 0.58 years; 53.1% boys) were included in the final analyses. There were no significant differences between groups for total fundamental movement skill, object-control skill or locomotor skill scores, indicating a need for program modification to facilitate greater skill improvements.
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Affiliation(s)
- J D Foulkes
- 1 Physical Activity Exchange, Research Institute for Sport & Exercise Sciences, Liverpool John Moores University, UK
| | - Z Knowles
- 1 Physical Activity Exchange, Research Institute for Sport & Exercise Sciences, Liverpool John Moores University, UK
| | - S J Fairclough
- 2 Department of Sport and Physical Activity, Edge Hill University, UK; Department of Physical Education and Sports Science, University of Limerick, Ireland
| | - G Stratton
- 3 Applied Sports Technology Exercise and Medicine Research Centre College of Engineering, Swansea University, UK
| | - M O'Dwyer
- 4 Department of Policy and Communications, Early Childhood Ireland, Dublin, Ireland
| | - N D Ridgers
- 5 Institute for Physical Activity and Nutrition Research (IPAN), School of Exercise & Nutrition Sciences, Deakin University, Australia
| | - L Foweather
- 6 Physical Activity Exchange, Research Institute for Sport & Exercise Sciences, Liverpool John Moores University, UK
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25
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Lloyd RS, Cronin JB, Faigenbaum AD, Haff GG, Howard R, Kraemer WJ, Micheli LJ, Myer GD, Oliver JL. National Strength and Conditioning Association Position Statement on Long-Term Athletic Development. J Strength Cond Res 2016; 30:1491-509. [PMID: 26933920 DOI: 10.1519/jsc.0000000000001387] [Citation(s) in RCA: 190] [Impact Index Per Article: 23.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
Abstract
There has recently been a growing interest in long-term athletic development for youth. Because of their unique physical, psychological, and social differences, children and adolescents should engage in appropriately prescribed exercise programs that promote physical development to prevent injury and enhance fitness behaviors that can be retained later in life. Irrespective of whether a child is involved in organized sport or engages in recreational physical activity, there remains a need to adopt a structured, logical, and evidence-based approach to the long-term development of athleticism. This is of particular importance considering the alarmingly high number of youth who fail to meet global physical activity recommendations and consequently present with negative health profiles. However, appropriate exercise prescription is also crucial for those young athletes who are physically underprepared and at risk of overuse injury because of high volumes of competition and an absence of preparatory conditioning. Whether the child accumulates insufficient or excessive amounts of exercise, or falls somewhere between these opposing ends of the spectrum, it is generally accepted that the young bodies of modern day youth are often ill-prepared to tolerate the rigors of sports or physical activity. All youth should engage in regular physical activity and thus should be viewed as "athletes" and afforded the opportunity to enhance athleticism in an individualized, holistic, and child-centered manner. Because of emerging interest in long-term athletic development, an authorship team was tasked on behalf of the National Strength and Conditioning Association (NSCA) to critically synthesize existing literature and current practices within the field and to compose a relevant position statement. This document was subsequently reviewed and formally ratified by the NSCA Board of Directors. A list of 10 pillars of successful long-term athletic development are presented, which summarize the key recommendations detailed within the position statement. With these pillars in place, it is believed that the NSCA can (a) help foster a more unified and holistic approach to long-term athletic development, (b) promote the benefits of a lifetime of healthy physical activity, and
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Affiliation(s)
- Rhodri S Lloyd
- 1Youth Physical Development Unit, School of Sport, Cardiff Metropolitan University, Cardiff, United Kingdom; 2Sports Performance Research Institute New Zealand, AUT University, Auckland, New Zealand; 3Center for Exercise and Sport Science Research, Edith Cowan University, Joondalup, Australia; 4Department of Health and Exercise Science, The College of New Jersey, Ewing, New Jersey; 5Department of Kinesiology, West Chester University, West Chester, Pennsylvania; 6Department of Human Sciences, The Ohio State University, Columbus, Ohio; 7Department of Orthopaedics, Division of Sports Medicine, Boston Children's Hospital, Boston, Massachusetts; 8Harvard Medical School, Boston, Massachusetts; 9The Micheli Center for Sports Injury Prevention, Boston, Massachusetts; 10Division of Sports Medicine, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio; 11Department of Pediatrics and Orthopaedic Surgery, College of Medicine, University of Cincinnati, Cincinnati, Ohio; and 12Department of Orthopaedics, University of Pennsylvania, Philadelphia, Pennsylvania
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26
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Burns RD, Brusseau TA, Fu Y, Hannon JC. PREDICTORS AND TRENDS OF GROSS MOTOR SKILL PERFORMANCE IN AT-RISK ELEMENTARY SCHOOL-AGED CHILDREN. Percept Mot Skills 2015; 121:284-99. [PMID: 26302189 DOI: 10.2466/10.15.pms.121c14x6] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
-The purpose of this study was to examine the predictors and trends of gross motor skills in children from low-income families. The participants were 1,460 children (M age=8.39 yr., SD=1.83; K-6th grade) recruited from three Title I schools. The Test of Gross Motor Development-2nd Edition (TGMD-2) assessed motor skills, FITNESSGRAM assessed health-related fitness, and pedometers and accelerometers measured moderate-to-vigorous physical activity (MVPA). Multi-level modeling revealed that TGMD-2 scores predicted aerobic capacity, but no other relationships were found with other Healthy Fitness Zone parameters or MVPA. TGMD-2 performance was 4.8 and 4.7% greater in successively higher grade levels for girls and boys, respectively. In conclusion, TGMD-2 scores predict aerobic capacity and TGMD-2 scores improved between 4 and 5% in older grade cohorts separated by 1 year.
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Affiliation(s)
| | | | - You Fu
- 2 University of Nebraska at Kearney
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