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Vanhala A, Widlund A, Korhonen J, Haapala EA, Sääkslahti A, Aunio P. Developmental associations of fundamental motor skills and executive functions in preschoolers - The role of the physical activity and the effects on early numeracy. Trends Neurosci Educ 2024; 34:100220. [PMID: 38499409 DOI: 10.1016/j.tine.2024.100220] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2023] [Revised: 12/30/2023] [Accepted: 01/11/2024] [Indexed: 03/20/2024]
Abstract
BACKGROUND Physical activity, fundamental motor skills, executive functions and early numeracy have shown to be related, but very little is known about the developmental relations of these factors. PROCEDURE We followed 317 children (3-6 years) over two years. Fundamental motor skills and executive functions (inhibition+switching, updating) were measured at all time points (T1, T2, T3) and physical activity at T1 and early numeracy at T3. MAIN FINDINGS Children with better fundamental motor skills at T1 developed slower in inhibition and switching. Fundamental motor skills developed faster in children who had better initial inhibition and switching ability. Vigorous physical activity at T1 was associated with a weaker initial inhibition and switching. The initial level and the developmental rate of updating were related to better early numeracy skills. CONCLUSIONS Findings indicate that fundamental motor skills and executive functions are developmentally related, and updating is an important predictor for early numeracy in preschoolers.
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Affiliation(s)
- Anssi Vanhala
- Faculty of Educational Sciences, University of Helsinki, Finland.
| | - Anna Widlund
- Faculty of Education and Welfare Studies, Åbo Akademi University, Vaasa, Finland
| | - Johan Korhonen
- Faculty of Education and Welfare Studies, Åbo Akademi University, Vaasa, Finland
| | - Eero A Haapala
- Faculty of Sport and Health Sciences, University of Jyväskylä, Finland; Institute of Biomedicine, School of Medicine, University of Eastern Finland, Finland
| | - Arja Sääkslahti
- Faculty of Sport and Health Sciences, University of Jyväskylä, Finland
| | - Pirjo Aunio
- Faculty of Educational Sciences, University of Helsinki, Finland
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Florit E, Bastianello T, Andalò B, Majorano M. I-MovE. An intervention to promote movement at childcare centers: Benefits for motor cognitive and socio-emotional development. PLoS One 2024; 19:e0297645. [PMID: 38285675 PMCID: PMC10824449 DOI: 10.1371/journal.pone.0297645] [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: 06/01/2023] [Accepted: 01/09/2024] [Indexed: 01/31/2024] Open
Abstract
The present contribution aimed to analyze the effects of a motor program intervention (i.e., I-MovE intervention) implemented indoors and outdoors at nursery school, on children's motor, socio-emotional, and cognitive skills. The study uses a non-randomized pre-post test design. Participants were children attending twenty nursery schools in the North of Italy. The intervention activities were adapted to age: Level 1 activities were addressed to children between 6 and 12 months, and Level 2 activities were addressed to children between 13 and 43 months. Within each level, one group of children developed the intervention indoors (IN-group; Level 1: n = 10; Level 2: n = 104) and another group developed the intervention outdoors (OUT-Group; Level 1: n = 12; Level 2: n = 66). Finally, one additional group was involved as the control group (CONT-Group; Level 1: n = 15; Level 2: n = 98). Children's motor, cognitive, and socio-emotional skills were assessed before and after the intervention by nursery school teachers. The main results showed that the motor intervention promoted children's motor skills development in both groups (i.e., groups implementing Levels 1 and 2 activities) and the cognitive and socio-emotional skills in the older group (i.e., group implementing Level 2 activities), especially the group that performed the intervention outdoors.
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Affiliation(s)
- Elena Florit
- University of Verona Department of Human Sciences, Verona, Italy
| | - Tamara Bastianello
- University of Verona Department of Human Sciences, Verona, Italy
- University of Padova Department of Developmental Psychology and Socialisation, Padua, Italy
| | - Beatrice Andalò
- University of Verona Department of Human Sciences, Verona, Italy
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He Y, Zhou L, Liang W, Liu Q, Liu W, Wang S. Individual, family, and environmental correlates of fundamental motor skills among school-aged children: a cross-sectional study in China. BMC Public Health 2024; 24:208. [PMID: 38233777 PMCID: PMC10795326 DOI: 10.1186/s12889-024-17728-2] [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: 08/03/2023] [Accepted: 01/10/2024] [Indexed: 01/19/2024] Open
Abstract
OBJECTIVE This cross-sectional study examined the socio-ecological factors influencing fundamental motor skills (FMS) in Chinese school-aged children. METHODS A total of 1012 parent-child pairs were randomly sampled between March-1st and April-15th, 2022. Based on the socio-ecological model of Children's FMS, three levels of factors: individual-level (e.g., demographic, physical, psychological, and behavioral characteristics of children), family-level (e.g., caregiver demographics, parental support, and socioeconomic status), and environmental factors (e.g., availability of physical activity equipment) were assessed using self-reported scales (e.g., the Self-perception Profile for Children, the Physical Activity Enjoyment Scale, and the 12-item Psychological Well-Being Scale for Children) and objective measures (e.g., ActiGraph GT3X, the Chinese National Student Physical Fitness Standard, and the Test of Gross Motor Development-Third Edition). Multi-level regression models were employed using SPSS. RESULTS The results demonstrated that children's age, sex, physical fitness, parental support, and the quality of home and community physical activity environments consistently influenced all three types of FMS, including locomotor, ball, and composite skills. Additionally, seven individual-level factors (children's age, sex, body mass index, light physical activity, sleep duration, perceived motor competence, and physical fitness) were associated with different types of FMS. CONCLUSIONS The findings underscore the multidimensional and complex nature of FMS development, with individual-level factors playing a particularly significant role. Future research should adopt rigorous longitudinal designs, comprehensive assessment tools covering various FMS skills, and objective measurement of parents' movement behaviors to better understand the strength and direction of the relationship between socio-ecological factors and children's FMS.
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Affiliation(s)
- Yuxiu He
- School of Physical Education, Hebei Normal University, Shijiazhuang, China.
- Key Laboratory of Measurement and Evaluation in Exercise Bioinformation of Hebei Province, Shijiazhuang, China.
| | - Lin Zhou
- School of Physical Education, Hebei Normal University, Shijiazhuang, China.
- Key Laboratory of Measurement and Evaluation in Exercise Bioinformation of Hebei Province, Shijiazhuang, China.
| | - Wei Liang
- College of Physical Education, Shenzhen University, Shenzhen, China
| | - Qi Liu
- School of Physical Education, Hebei Normal University, Shijiazhuang, China
| | - Wanxin Liu
- School of Physical Education, Hebei Normal University, Shijiazhuang, China
| | - Shijian Wang
- Key Laboratory of Measurement and Evaluation in Exercise Bioinformation of Hebei Province, Shijiazhuang, China
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Vargas-Vitoria R, Faúndez-Casanova C, Cruz-Flores A, Hernandez-Martinez J, Jarpa-Preisler S, Villar-Cavieres N, González-Muzzio MT, Garrido-González L, Flández-Valderrama J, Valdés-Badilla P. Effects of Combined Movement and Storytelling Intervention on Fundamental Motor Skills, Language Development and Physical Activity Level in Children Aged 3 to 6 Years: Study Protocol for a Randomized Controlled Trial. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1530. [PMID: 37761491 PMCID: PMC10530241 DOI: 10.3390/children10091530] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/08/2023] [Revised: 09/06/2023] [Accepted: 09/07/2023] [Indexed: 09/29/2023]
Abstract
This study protocol aims to analyze and compare the effects of combined movement and storytelling intervention (CMSI) on fundamental motor skills (locomotor skills and object control), language development (language comprehension, language expression, vocabulary and language description), and physical activity levels (light intensity, moderate-to-vigorous intensity and sedentary time) in children aged 3 to 6 years. The sample will consist of 144 children from 12 class groups, randomly assigned to 3 experimental groups (n = 72 children) and 3 control groups (n = 72 children), belonging to 4 class groups of upper-middle-level classes (2 experimental and 2 control; 3 to 4 years), 4 transition level 1 classes (2 experimental and 2 control; 4 to 5 years) and 4 transition level 2 classes (2 experimental and 2 control; 5 to 6 years). The experimental groups will perform CMSI for 3 sessions per week (40 min per session) over 12 weeks (using one motor story per week), while the control groups will not receive any treatment. The main outcome will provide information about fundamental motor skills, language development, and physical activity levels. Our hypothesis indicates that CMSI has the potential to generate significant increases in selected assessments. If this intervention proves to be beneficial, it could contribute to preschool and school curricula.
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Affiliation(s)
- Rodrigo Vargas-Vitoria
- Department of Physical Activity Sciences, Faculty of Education Sciences, Universidad Católica del Maule, Talca 3530000, Chile; (R.V.-V.); (C.F.-C.)
| | - César Faúndez-Casanova
- Department of Physical Activity Sciences, Faculty of Education Sciences, Universidad Católica del Maule, Talca 3530000, Chile; (R.V.-V.); (C.F.-C.)
| | - Alberto Cruz-Flores
- Doctorado en Educación en Consorcio, Facultad de Ciencias de la Educación, Universidad Católica del Maule, Talca 3480094, Chile;
| | - Jordan Hernandez-Martinez
- Department of Physical Activity Sciences, Universidad de Los Lagos, Osorno 5290000, Chile;
- Programa de Investigación en Deporte, Sociedad y Buen Vivir, Universidad de Los Lagos, Osorno 5290000, Chile
| | - Stefany Jarpa-Preisler
- Carrera de Medicina, Facultad de Medicina, Universidad Católica del Maule, Talca 3480094, Chile;
| | - Natalia Villar-Cavieres
- Departamento Formación Inicial Escolar, Facultad de Ciencias de la Educación, Universidad Católica del Maule, Talca 3480094, Chile; (N.V.-C.); (M.T.G.-M.); (L.G.-G.)
- Escuela de Educación Parvularia, Facultad de Ciencias de la Educación, Universidad Católica del Maule, Talca 3480094, Chile
| | - María Teresa González-Muzzio
- Departamento Formación Inicial Escolar, Facultad de Ciencias de la Educación, Universidad Católica del Maule, Talca 3480094, Chile; (N.V.-C.); (M.T.G.-M.); (L.G.-G.)
- Escuela de Educación Parvularia, Facultad de Ciencias de la Educación, Universidad Católica del Maule, Talca 3480094, Chile
| | - Lorena Garrido-González
- Departamento Formación Inicial Escolar, Facultad de Ciencias de la Educación, Universidad Católica del Maule, Talca 3480094, Chile; (N.V.-C.); (M.T.G.-M.); (L.G.-G.)
- Escuela de Educación Parvularia, Facultad de Ciencias de la Educación, Universidad Católica del Maule, Talca 3480094, Chile
| | - Jorge Flández-Valderrama
- Escuela de Educación Física, Deportes y Recreación, Instituto de Ciencias de la Educación, Universidad Austral de Chile, Valdivia 509000, Chile;
| | - Pablo Valdés-Badilla
- Department of Physical Activity Sciences, Faculty of Education Sciences, Universidad Católica del Maule, Talca 3530000, Chile; (R.V.-V.); (C.F.-C.)
- Sports Coach Career, School of Education, Universidad Viña del Mar, Viña del Mar 2520000, Chile
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Sinanoglu B, Ozdemir F. Evaluation of functional mobility, balance, and executive functions in children with epilepsy. Epilepsy Behav 2023; 143:109230. [PMID: 37146465 DOI: 10.1016/j.yebeh.2023.109230] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/25/2022] [Revised: 04/20/2023] [Accepted: 04/20/2023] [Indexed: 05/07/2023]
Abstract
OBJECTIVE It is known that motor skills and executive functions are interrelated in healthy children. The study aims to evaluate the functional mobility, balance and executive functions in children who are diagnosed with epilepsy and to determine whether they are related to each other. METHODS The study included 21 children who were diagnosed with epilepsy and have no additional comorbidities and 21 healthy children who had similar age and sex to those diagnosed with epilepsy. Their demographic data were collected using a descriptive information form. In addition, the Timed Up and Go Test (TUG) and the Stair Climb Test (SCT) were used to evaluate their functional mobility, the Pediatric Berg Balance Scale (PBSS) to evaluate their balance, and the Behavior Evaluation Inventory for Executive Functions Parent Form (BRIEF-P) to evaluate their executive functions. RESULTS Our study found a statistically significant difference between the children with epilepsy and their healthy peers in terms of functional mobility and executive functions (p < 0.05). However, there was no statistically significant difference between them in terms of balance parameters (p > 0.05). In addition, a statistically significant difference was found between the executive functions and functional mobility in children with epilepsy (p < 0.05). The coefficient of determinations (R2) indicating how differences in T and SCT scores explained by executive function domains were found as 0.718 and 0.725, respectively. CONCLUSIONS Epilepsy can negatively affect several aspects of functional mobility and executive functions in childhood. According to the results of our study, it is important to recognize the motor skills and executive functions problems of children with epilepsy who do not have additional comorbidities, and to direct them to appropriate healthcare programs. Our results support the need to raise awareness in both health professionals and families to encourage children with epilepsy to be more active.
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Affiliation(s)
- Bercem Sinanoglu
- Department of Physiotherapy and Rehabilitation, Institute of Health Sciences, Inonu University, Malatya, Turkey.
| | - Filiz Ozdemir
- Department of Physiotherapy and Rehabilitation, Faculty of Health Sciences, Inonu University, Malatya, Turkey.
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Zhou L, Liang W, He Y, Duan Y, Rhodes RE, Lippke S, Baker JS, Liang Y, Han L, Liu WX, Liu Q. A school-family blended multi-component physical activity program for Fundamental Motor Skills Promotion Program for Obese Children (FMSPPOC): protocol for a cluster randomized controlled trial. BMC Public Health 2023; 23:369. [PMID: 36803486 PMCID: PMC9942318 DOI: 10.1186/s12889-023-15210-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2022] [Accepted: 02/03/2023] [Indexed: 02/22/2023] Open
Abstract
BACKGROUND Fundamental motor skills (FMSs) are crucial for children's health and comprehensive development. Obese children often encounter a considerable challenge in the development of FMSs. School-family blended PA programs are considered a potentially effective approach to improve FMSs and health-related outcomes among obese children, however, empirical evidence is still limited. Therefore, this paper aims to describe the development, implementation, and evaluation of a 24-week school-family blended multi-component PA intervention program for promoting FMSs and health among Chinese obese children, namely the Fundamental Motor Skills Promotion Program for Obese Children (FMSPPOC) employing behavioral change techniques (BCTs) and building on the Multi-Process Action Control (M-PAC) framework as well as using the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework for improving and evaluating the program. METHODS Using a cluster randomized controlled trial (CRCT), 168 Chinese obese children (8-12 years) from 24 classes of six primary schools will be recruited and randomly assigned to one of two groups by a cluster randomization, including a 24-week FMSPPOC intervention group and a non-treatment waiting-list control group. The FMSPPOC program includes a 12-week initiation phase and a 12-week maintenance phase. School-based PA training sessions (2 sessions/week, 90 min each session) and family-based PA assignments (at least three times per week, 30 min each time) will be implemented in the initiation phase (semester time), while three 60-min offline workshops and three 60-min online webinars will be conducted in the maintenance phase (summer holiday). The implementation evaluation will be undertaken according to the RE-AIM framework. For intervention effectiveness evaluation, primary outcome (FMSs: gross motor skills, manual dexterity and balance) and secondary outcomes (health behaviors, physical fitness, perceived motor competence, perceived well-being, M-PAC components, anthropometric and body composition measures) will be collected at four time-points: at baseline, 12-week mid-intervention, 24-week post-intervention, and 6-month follow-up occasions. DISCUSSION The FMSPPOC program will provide new insights into the design, implementation, and evaluation of FMSs promotion among obese children. The research findings will also supplement empirical evidence, understanding of potential mechanisms, and practical experience for future research, health services, and policymaking. TRIAL REGISTRATION Chinese Clinical Trial Registry; ChiCTR2200066143; 25 Nov 2022.
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Affiliation(s)
- Lin Zhou
- grid.256884.50000 0004 0605 1239School of Physical Education, Hebei Normal University, Shijiazhuang, China ,Key Laboratory of Measurement and Evaluation in Exercise Bioinformation of Hebei Province, Hebei, Wuhan, China
| | - Wei Liang
- grid.263488.30000 0001 0472 9649College of Physical Education, Shenzhen University, Shenzhen, China ,grid.221309.b0000 0004 1764 5980Department of Sport, Physical Education and Health; Hong Kong Baptist University, Kowloon, Hong Kong
| | - Yuxiu He
- School of Physical Education, Hebei Normal University, Shijiazhuang, China. .,Key Laboratory of Measurement and Evaluation in Exercise Bioinformation of Hebei Province, Hebei, Wuhan, China.
| | - Yanping Duan
- grid.221309.b0000 0004 1764 5980Department of Sport, Physical Education and Health; Hong Kong Baptist University, Kowloon, Hong Kong
| | - Ryan E. Rhodes
- grid.143640.40000 0004 1936 9465School of Exercise Science, Physical and Health Education, University of Victoria, Victoria, Canada
| | - Sonia Lippke
- grid.7704.40000 0001 2297 4381Constructor University Bremen (formerly known as Jacobs University Bremen), Bremen, Germany
| | - Julien S. Baker
- grid.221309.b0000 0004 1764 5980Department of Sport, Physical Education and Health; Hong Kong Baptist University, Kowloon, Hong Kong
| | - Yu Liang
- grid.256884.50000 0004 0605 1239School of Physical Education, Hebei Normal University, Shijiazhuang, China ,Key Laboratory of Measurement and Evaluation in Exercise Bioinformation of Hebei Province, Hebei, Wuhan, China
| | - Lin Han
- Shenzhen Sports School, Shenzhen, China ,grid.419993.f0000 0004 1799 6254The Education University of Hong Kong, Ting Kok, Hong Kong
| | - Wan Xin Liu
- grid.256884.50000 0004 0605 1239School of Physical Education, Hebei Normal University, Shijiazhuang, China ,Key Laboratory of Measurement and Evaluation in Exercise Bioinformation of Hebei Province, Hebei, Wuhan, China
| | - Qi Liu
- grid.256884.50000 0004 0605 1239School of Physical Education, Hebei Normal University, Shijiazhuang, China ,Key Laboratory of Measurement and Evaluation in Exercise Bioinformation of Hebei Province, Hebei, Wuhan, China
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