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Bretz K, Strotmeyer A, Seelig H, Herrmann C. Development and validation of a test instrument for the assessment of perceived basic motor competencies in first and second graders: the SEMOK-1-2 instrument. Front Psychol 2024; 15:1358170. [PMID: 38601826 PMCID: PMC11004451 DOI: 10.3389/fpsyg.2024.1358170] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2024] [Accepted: 03/18/2024] [Indexed: 04/12/2024] Open
Abstract
Both actual motor competencies (AMC) and perceived motor competencies (PMC) play an important role in motor development research and children's physical and psychological development. PMC refer to children's perceptions of their motor competencies. To assess the PMC of first and second grade children (aged 6-9 years), the SEMOK-1-2 instrument was developed. The instrument is aligned to the validated MOBAK-1-2 instrument which assesses AMC in the competence areas "object movement" and "self-movement" Accounting for possible reading difficulties in younger children, the motor tasks and answer options were illustrated and explained verbally. The purpose of this study was to test and validate the SEMOK-1-2 instrument and investigate the associations between the constructs AMC, PMC and physical activity (PA), whereby PA was measured by the participation in team and individual sports. Data from N = 404 pupils in the German-speaking part of Switzerland from first and second grades (M = 7.8 years, SD = 0.69, 49% boys) were analyzed. Confirmatory factor analyses were conducted to test the factorial validity of the SEMOK-1-2 instrument. Structural equation models were used to investigate the association between the constructs. The analyses confirmed a two-factor structure with the factors PMC "object movement" and PMC "self-movement", corresponding to the factors existing in the MOBAK-1-2 instrument. Latent correlations between AMC factors and the corresponding PMC factors were r = 0.79 for "object movement" and r = 0.76 for "self-movement". Associations with external criteria and covariates, such as sex, were associated with both AMC and PMC. Analyses also revealed that children who participated more often in individual and team sports showed higher levels in both AMC and PMC. The confirmation of the two-factorial structure of the SEMOK-1-2 instrument and the associations between AMC and PMC as well as external criteria indicate construct and criterion validity. The SEMOK-1-2 instrument can be economically utilized for assessing PMC and is also suitable for the monitoring of PMC in the context of Physical Education.
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Affiliation(s)
- Kathrin Bretz
- Physical Education Research Group, Zurich University of Teacher Education, Zurich, Switzerland
| | - Anne Strotmeyer
- Department of Exercise and Health, Paderborn University, Paderborn, Germany
| | - Harald Seelig
- Department of Sport, Exercise and Health, University of Basel, Basel, Switzerland
| | - Christian Herrmann
- Physical Education Research Group, Zurich University of Teacher Education, Zurich, Switzerland
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Pawlowski CS, Madsen CD, Toftager M, Amholt TT, Schipperijn J. The role of playgrounds in the development of children's fundamental movement skills: A scoping review. PLoS One 2023; 18:e0294296. [PMID: 38091275 PMCID: PMC10718446 DOI: 10.1371/journal.pone.0294296] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2023] [Accepted: 10/29/2023] [Indexed: 12/18/2023] Open
Abstract
Fundamental movement skills (FMS) are the basic skills children should develop but are low in children from high-income countries. Literature indicates that playgrounds can play an important role challenging children's balance, agility, and coordination. However, knowledge on the influence of playgrounds on children's FMS development is fragmented. The aim of the present scoping review was to create an overview of all research that is relevant when studying the influence of unstructured playground play on children's FMS. Four electronic databases (Scopus, Web of Science, SportDiscus, and PsycInfo) were searched systematically in May 2022 and October 2023 following the PRISMA guidelines, leading to a final set of 14 publications meeting the inclusion criteria. The results of these publications indicate that it is important to design playgrounds with various features targeting balance, climbing, throwing, and catching to provide opportunities for children to enhance each FMS (i.e., stability, locomotor skills, and object control skills). Also, spreading features over a large area of the playground seems to ensure ample space per child, stimulate children to use locomotor skills by moving to and from features, and to play active games without equipment. Possibly, also natural play settings develop children's FMS. These findings, however, should be read with caution. More experimental studies using objective and standardized FMS tests are needed in this research field for a more robust conclusion.
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Affiliation(s)
- Charlotte Skau Pawlowski
- Department of Sports Science and Clinical Biomechanics, Research Unit for Active Living, University of Southern Denmark, Odense, Denmark
- World Playground Research Institute, University of Southern Denmark, Odense Denmark
| | - Cathrine Damsbo Madsen
- Department of Sports Science and Clinical Biomechanics, Research Unit for Active Living, University of Southern Denmark, Odense, Denmark
- World Playground Research Institute, University of Southern Denmark, Odense Denmark
| | - Mette Toftager
- Department of Sports Science and Clinical Biomechanics, Research Unit for Active Living, University of Southern Denmark, Odense, Denmark
- World Playground Research Institute, University of Southern Denmark, Odense Denmark
| | - Thea Toft Amholt
- Center for Clinical Research and Prevention, Frederiksberg Hospital, Frederiksberg, Denmark
| | - Jasper Schipperijn
- Department of Sports Science and Clinical Biomechanics, Research Unit for Active Living, University of Southern Denmark, Odense, Denmark
- World Playground Research Institute, University of Southern Denmark, Odense Denmark
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Grüter S, Goldan J, Zurbriggen CLA. Examining early learners' perceptions of inclusion: adaptation of the student version of the perceptions of inclusion questionnaire for first- and second-grade students (PIQ-EARLY). Front Psychol 2023; 14:1181546. [PMID: 37377709 PMCID: PMC10291259 DOI: 10.3389/fpsyg.2023.1181546] [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: 03/07/2023] [Accepted: 05/17/2023] [Indexed: 06/29/2023] Open
Abstract
Promoting the emotional and social development of students with and without special needs is a central goal of implementing inclusive education in the school system. The entry into school, and thus into the formal education system, is accompanied by emotions and changes in self-image and social relationships. For assessing emotional inclusion, social inclusion, and academic self-concept, the Perceptions of Inclusion Questionnaire (PIQ) is a widely used instrument. To date, the paper-pencil questionnaire has been used from third through ninth grades but has not yet been used with younger ages. This paper presents an adapted version of the PIQ for first- and second-grade students, which was used on two measurement time occasions (T1, N = 407, MAge = 7.2; T2, N = 613, MAge = 7.6). Information on students' reading and listening comprehension was collected from the class teachers to verify whether the adapted questionnaire can be used for all students with different levels of language competencies. Measurement invariance was demonstrated to be at least scalar for all groups considered in the analyses. Students with higher rankings of reading and listening comprehension skills reported significant higher levels of emotional inclusion and academic self-concept while there were no significant differences in social inclusion. The findings suggest that the PIQ-EARLY is a suitable instrument for assessing self-perceived inclusion in first- and second-grade students. The results also highlight the importance of students' language competencies for adjustment to school in early school years.
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Affiliation(s)
- Sandra Grüter
- Faculty of Educational Science, Bielefeld University, Bielefeld, Germany
| | - Janka Goldan
- Faculty of Educational Science, Bielefeld University, Bielefeld, Germany
| | - Carmen L. A. Zurbriggen
- Department of Special Education, Faculty of Humanities, University of Fribourg, Fribourg, Switzerland
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Zhu Z, Kim C, Jiao D, Li X, Ajmal A, Matsumoto M, Sawada Y, Kasai T, Watanabe T, Tomisaki E, Tanaka E, Ito S, Okumura R, Anme T. Patterns of Movement Performance among Japanese Children and Effects of Parenting Practices: Latent class analysis. Sultan Qaboos Univ Med J 2023; 23:22-31. [PMID: 36865430 PMCID: PMC9974025 DOI: 10.18295/squmj.1.2022.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2021] [Revised: 11/24/2021] [Accepted: 12/28/2021] [Indexed: 11/16/2022] Open
Abstract
Objectives This study aimed to examine the long-term effects of parenting practice during preschool years on children's movement performance in primary school. Methods This three-year longitudinal study included 225 children aged 3-6-years-old. Parents reported baseline parenting practice and evaluated children's movement performance three years later. Latent class analysis was used to explore latent classes of movement performance. A post hoc test was used to identify the characteristics of different patterns. Finally, adjusted multinomial logistic regression models were used to test the influence of parenting practice on identified patterns of movement performance. Results Children in this study were grouped into three movement performance patterns, labelled as 'least difficulties' (n = 131, 58.2%), 'low back pain' (n = 68, 30.2%) and 'most difficulties' (n = 26, 11.6%). After controlling for age, gender, having siblings or not, family structure, standardised body mass index, sleep condition and dietary habits, the researchers found that if parents played games with children frequently, the children would have a 0.287 times lower probability of being in the 'low back pain' class (95% confidence interval [CI]: 0.105-0.783). In addition, if parents take children to meet peers of a similar age frequently, children would have a 0.339 times lower probability of being in 'most difficulties' class (95% CI: 0.139-0.825). Conclusion Primary healthcare providers should pay careful attention to children with movement difficulties. The study provides longitudinal evidence to support the applicability of positive parenting practice in early childhood to prevent children's movement difficulties.
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Affiliation(s)
- Zhu Zhu
- School of Comprehensive Human Science, University of Tsukuba, Tsukuba, Japan,Faculty of Preschool and Special Education, Xuzhou Kindergarten Teachers College, Xuzhou, China
| | - Cunyoen Kim
- School of Education Science, Leshan Normal University, Leshan, China
| | - Dandan Jiao
- School of Comprehensive Human Science, University of Tsukuba, Tsukuba, Japan
| | - Xiang Li
- School of Comprehensive Human Science, University of Tsukuba, Tsukuba, Japan
| | - Ammara Ajmal
- School of Comprehensive Human Science, University of Tsukuba, Tsukuba, Japan
| | - Munenori Matsumoto
- School of Comprehensive Human Science, University of Tsukuba, Tsukuba, Japan
| | - Yuko Sawada
- Faculty of Health Medicine, Morinomiya University of Medical Sciences, Osaka, Japan
| | - Toshiyuki Kasai
- Faculty of Foundational Academics, Miyagi University, Miyagi, Japan
| | | | - Etsuko Tomisaki
- Faculty of Nursing and Medical Care, Keio University, Tokyo, Japan
| | - Emiko Tanaka
- Faculty of Nursing, Musashino University, Tokyo, Japan
| | - Sumio Ito
- Department of Public Welfare, Tobishima, Aichi, Japan
| | - Rika Okumura
- Department of Public Welfare, Tobishima, Aichi, Japan
| | - Tokie Anme
- Faculty of Medicine, University of Tsukuba, Tsukuba, Japan,Corresponding Author’s e-mail:
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Moreira M, Veiga G, Lopes F, Hales D, Luz C, Cordovil R. Kindergarten Affordances for Physical Activity and Preschoolers' Motor and Social-Emotional Competence. CHILDREN (BASEL, SWITZERLAND) 2023; 10:children10020214. [PMID: 36832343 PMCID: PMC9955055 DOI: 10.3390/children10020214] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/15/2022] [Revised: 12/14/2022] [Accepted: 01/20/2023] [Indexed: 01/27/2023]
Abstract
This study examined the relationship between the quality of the kindergarten physical and social environment to promote physical activity (PA) and preschoolers' motor and social-emotional competence. Two Portuguese kindergartens (Gondomar city) were selected from a pool of seventeen with an assessment of kindergarten PA best practices (one with high PA practices, the other with low). Thirty-six children (M = 4.42; SD = 1.00 years) without neuromotor disorders participated in this study. Motor and social-emotional competence were assessed with standardized motor skills tasks and parent report of child behaviors. Children from the kindergarten with higher compliance with PA best practices showed significantly better motor competence. No statistically significant differences were found for social-emotional competence scores. These findings emphasize the critical importance of kindergarten in promoting preschoolers' motor competence by assuring a physical and social environment that enhances their PA practice. This is a particularly relevant concern for directors and teachers during the post-pandemic period, given the developmental delays and decreases in physical activity preschool children experienced across the pandemic period.
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Affiliation(s)
- Mariana Moreira
- Interdisciplinary Center for the Study of Human Performance (CIPER), Faculdade de Motricidade Humana, University of Lisbon, 1499-002 Lisbon, Portugal
| | - Guida Veiga
- Departamento de Desporto e Saúde, Escola de Saúde e Desenvolvimento Humano, Universidade de Évora, 7004-516 Évora, Portugal
- Comprehensive Health Research Centre (CHRC), University of Évora, 7004-516 Évora, Portugal
| | - Frederico Lopes
- Laboratory of Motor Behavior, Faculdade de Motricidade Humana, University of Lisbon, 1499-002 Lisbon, Portugal
| | - Derek Hales
- Center for Health Promotion and Disease Prevention, University of North Carolina at Chapel Hill, Chapel Hill, NC 27514, USA
| | - Carlos Luz
- Research Center in Sports Performance, Recreation, Innovation and Technology (SPRINT), 4960-320 Melgaço, Portugal
- Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa, 1549-003 Lisboa, Portugal
- Centro Interdisciplinar de Estudos Educacionais, 1549-003 Lisboa, Portugal
| | - Rita Cordovil
- Interdisciplinary Center for the Study of Human Performance (CIPER), Faculdade de Motricidade Humana, University of Lisbon, 1499-002 Lisbon, Portugal
- Laboratory of Motor Behavior, Faculdade de Motricidade Humana, University of Lisbon, 1499-002 Lisbon, Portugal
- Correspondence:
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Xie S, Zhou Y, Yin Y, Shao R, Fang L, Shao W. Effects of fundamental movement skills on health-related quality of life in Chinese school-age children: the mediating role of physical fitness level. Front Public Health 2023; 11:1023662. [PMID: 37206866 PMCID: PMC10188959 DOI: 10.3389/fpubh.2023.1023662] [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: 08/20/2022] [Accepted: 04/06/2023] [Indexed: 05/21/2023] Open
Abstract
Background The primary purpose of this study is to analyze the relationship between school-age children's fundamental movement skills (FMS), physical fitness levels, and the health-related quality of life (HRQoL); To explore the mediating role of physical fitness levels between school-age children's FMS and HRQoL. Methods In the cross-sectional survey in 2021, 334 school-age children aged 6-10 (8.20 ± 1.16) were recruited from primary schools in Jinhua City, Zhejiang Province, China. Test of Gross Motor Development 2 (TGMD-2), National Standards for Students' Physical Health, and Pediatric Quality of Life Inventory TM Version 4.0 (PedsQL™ 4.0) were used to investigate the FMS, physical fitness level, and HRQoL of school-age children. Hierarchical regression was used to analyze the relationship among FMS, physical fitness levels, and HRQoL. Bootstrap is used to evaluate the mediating role of physical fitness levels in the relationship between FMS and HRQoL. Results The higher the FMS and physical fitness, the higher the school-age children's HRQoL, physical functioning, social functioning, and school functioning (r = 0.244-0.301, p < 0.01). In addition, developing children's FMS promotes physical fitness levels (r = 0.358, p < 0.01). The regression analysis results of controlling gender, age, and body mass index z (BMI-z) scores showed that FMS significantly positively predicted the physical functioning (β = 0.319, p < 0.01), social functioning (β = 0.425, p < 0.01), and school functioning (β = 0.333, p < 0.01) of school-age children. When the physical fitness level enters the regression equation, the absolute value of the regression coefficient of FMS decreases. However, it can still significantly predict the physical functioning (β = 0.211, p < 0.01) and school functioning (β = 0.142, p < 0.05) of school-age children. Simple intermediary analysis shows that physical fitness level plays an intermediary role between FMS, physical functioning (indirect effect = 0.089 [95% Confidence interval (CI) = 0.015,0.195]), and school functioning (indirect effect = 0.065 [95% CI = 0.007,0.150]). Conclusion This study shows that physical fitness levels mediate the relationship between FMS and HRQoL. Encouraging the development of FMS and promoting physical fitness levels of school-age children can effectively improve the HRQoL of school-age children.
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Bretz K, Seelig H, Ferrari I, Keller R, Kühnis J, Storni S, Herrmann C. Basic Motor Competencies of (Pre)School Children: The Role of Social Integration and Health-Related Quality of Life. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:14537. [PMID: 36361417 PMCID: PMC9656681 DOI: 10.3390/ijerph192114537] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/20/2022] [Revised: 10/31/2022] [Accepted: 11/04/2022] [Indexed: 06/16/2023]
Abstract
In (pre)school, children acquire and deepen their basic motor competencies (BMCs) and interact with peers and friends. BMCs are a central developmental goal in childhood and the prerequisite for participation in sportive aspects of social life. Both motor competencies and social integration are linked to children's health-related quality of life (HRQoL). The aim of the present study was to describe the connection between BMCs, social relationships, and aspects of HRQoL in (pre)school children. In this study, the BMCs of N = 1163 preschool children (M = 5.7 years, SD = 0.57, 52% boys) and N = 880 first and second graders (M = 7.5 years, SD = 0.58, 51% boys) were tested. The children's social integration was assessed by the teachers; the HRQoL was recorded from the parents' perspective. In both preschool and primary school, children with better BMCs also showed higher values in their social integration. Moreover, the results indicated a connection between BMCs and general HRQoL in primary school and BMCs and physical well-being in preschool. As BMCs, social integration, and HRQoL seem to be connected in (pre)school, this should be considered both from developmental and health-oriented perspectives, as well as for physical education (PE) lessons.
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Affiliation(s)
- Kathrin Bretz
- Physical Education Research Group, Zurich University of Teacher Education, 8090 Zurich, Switzerland
| | - Harald Seelig
- Department of Sport, Exercise and Health, University of Basel, 4052 Basel, Switzerland
| | - Ilaria Ferrari
- Physical Education Research Group, Zurich University of Teacher Education, 8090 Zurich, Switzerland
| | - Roger Keller
- Centre for Inclusion and Health in Schools, Zurich University of Teacher Education, 8090 Zurich, Switzerland
| | - Jürgen Kühnis
- Expert Group Physical Education, Schwyz University of Teacher Education, 6410 Goldau, Switzerland
| | - Simone Storni
- Didactics of Physical Education, University of Applied Sciences and Arts of Southern Switzerland, 6600 Locarno, Switzerland
| | - Christian Herrmann
- Physical Education Research Group, Zurich University of Teacher Education, 8090 Zurich, Switzerland
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Nobre JNP, Morais RLDS, Viegas ÂA, Fernandes AC, Scheidt Figueiredo PH, Costa HS, Peixoto MFD, de Alcântara MA, Mendonça VA, Lacerda ACR. Factors Associated with Motor Competence in Preschoolers from a Brazilian Urban Area. CHILD & YOUTH CARE FORUM 2022; 52:721-736. [PMID: 36035450 PMCID: PMC9400000 DOI: 10.1007/s10566-022-09708-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2021] [Revised: 07/27/2022] [Accepted: 08/09/2022] [Indexed: 11/29/2022]
Abstract
Background Preschool is a crucial period for developing motor skills. Objective This study evaluated factors associated with motor competence in preschoolers from a Brazilian urban area. Methods A total of 211 preschoolers (51.2% girls and 48.8% boys) were evaluated. Body mass index was calculated; the Brazilian Economic Research Criterion, the Mini-Mental Scale (MMC) and the Early Childhood Environment Rating Scale®, Revised (ECERS-R™) were applied; the Habitual Physical Activity time was recorded; the Test of Gross Motor Development (TGMD-2) was performed. Univariate analysis was performed using simple linear regression for the independent variables, considering the motor test subscales as dependent variables. Variables with p < 0.20 in the univariate analysis were considered for the multiple linear regression model and were entered into the stepwise method. Results The independent variables remaining in the Standard Score Locomotor model were BMI, presence of park at school, and MMC (R2 = 0.16). The independent variables remaining in the Standard Object Control score were MMC and gender (R2 = 0.03). The variables associated with the highest scores of Gross Motor Quotient were MMC, body mass index, and presence of a park at school, respectively (R2 = 0.11). Conclusion Male eutrophic preschoolers who are physically active and attend schools with parks or courtyards in a Brazilian urban area have the highest scores for global cognitive function and motor competence.
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Affiliation(s)
- Juliana Nogueira Pontes Nobre
- Centro Integrado de Pós-Graduação e Pesquisa em Saúde (CIPq-Saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais Brazil
- Programa Multicêntrico de Pós-Graduação em Ciências Fisiológicas (PMPGCF), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais Brazil
| | - Rosane Luzia De Souza Morais
- Faculdade de Fisioterapia, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais Brazil
| | - Ângela Alves Viegas
- Centro Integrado de Pós-Graduação e Pesquisa em Saúde (CIPq-Saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais Brazil
- Programa Multicêntrico de Pós-Graduação em Ciências Fisiológicas (PMPGCF), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais Brazil
| | - Amanda Cristina Fernandes
- Centro Integrado de Pós-Graduação e Pesquisa em Saúde (CIPq-Saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais Brazil
- Programa de Pós-Graduação em Reabilitação e Desempenho Funcional (PPGReab), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais Brazil
| | - Pedro Henrique Scheidt Figueiredo
- Centro Integrado de Pós-Graduação e Pesquisa em Saúde (CIPq-Saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais Brazil
- Faculdade de Fisioterapia, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais Brazil
- Programa de Pós-Graduação em Reabilitação e Desempenho Funcional (PPGReab), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais Brazil
| | - Henrique Silveira Costa
- Centro Integrado de Pós-Graduação e Pesquisa em Saúde (CIPq-Saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais Brazil
- Faculdade de Fisioterapia, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais Brazil
- Programa de Pós-Graduação em Reabilitação e Desempenho Funcional (PPGReab), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais Brazil
| | - Marco Fabrício Dias Peixoto
- Centro Integrado de Pós-Graduação e Pesquisa em Saúde (CIPq-Saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais Brazil
- Faculdade de Fisioterapia, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais Brazil
- Programa de Pós-Graduação em Reabilitação e Desempenho Funcional (PPGReab), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais Brazil
- Programa Multicêntrico de Pós-Graduação em Ciências Fisiológicas (PMPGCF), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais Brazil
| | - Marcus Alessandro de Alcântara
- Centro Integrado de Pós-Graduação e Pesquisa em Saúde (CIPq-Saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais Brazil
- Faculdade de Fisioterapia, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais Brazil
- Programa de Pós-Graduação em Reabilitação e Desempenho Funcional (PPGReab), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais Brazil
| | - Vanessa Amaral Mendonça
- Centro Integrado de Pós-Graduação e Pesquisa em Saúde (CIPq-Saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais Brazil
- Faculdade de Fisioterapia, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais Brazil
- Programa de Pós-Graduação em Reabilitação e Desempenho Funcional (PPGReab), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais Brazil
- Programa Multicêntrico de Pós-Graduação em Ciências Fisiológicas (PMPGCF), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais Brazil
| | - Ana Cristina Rodrigues Lacerda
- Centro Integrado de Pós-Graduação e Pesquisa em Saúde (CIPq-Saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais Brazil
- Faculdade de Fisioterapia, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais Brazil
- Programa de Pós-Graduação em Reabilitação e Desempenho Funcional (PPGReab), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais Brazil
- Programa Multicêntrico de Pós-Graduação em Ciências Fisiológicas (PMPGCF), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais Brazil
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Health Literacy in Early Childhood: A Systematic Review of Empirical Studies. CHILDREN 2022; 9:children9081131. [PMID: 36010022 PMCID: PMC9406303 DOI: 10.3390/children9081131] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/25/2022] [Revised: 07/15/2022] [Accepted: 07/27/2022] [Indexed: 11/17/2022]
Abstract
Early childhood plays a key role in the formation of healthy habits and the establishment of health literacy. Nonetheless, there are only a few research studies focusing on the health literacy level of children under the age of eight. The aim of our systematic review is to explore empirical research on health literacy related to early childhood. The research was conducted in accordance with the PRISMA protocol. This systematic review examines 12 studies published between 2013–2022. Results show that research focuses on different domains of health literacy for children. In relation to children’s food literacy, children understand the relationship between health and nutrition and they realize the health impact of obesity. The habits connected to oral health are strongly associated with parents’ knowledge of and behaviours around oral health. Results related to health care situations show that children are able to be actively involved in decision-making processes in connection with their health. Exploring young children’s health literacy is essential in order to be able to plan health promotion interventions, embedded into early childhood education. Picture-based messages or story-based messages supported by illustrations can help measure health literacy in early childhood and can support the formation of health literacy.
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Foundational Movement Skills and Play Behaviors during Recess among Preschool Children: A Compositional Analysis. CHILDREN-BASEL 2021; 8:children8070543. [PMID: 34202803 PMCID: PMC8306790 DOI: 10.3390/children8070543] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/31/2021] [Revised: 06/21/2021] [Accepted: 06/23/2021] [Indexed: 11/17/2022]
Abstract
This study aimed to examine the associations between play behaviors during preschool recess and foundational movement skills (FMS) in typically developing preschool children. One hundred and thirty-three children (55% male; mean age 4.7 ± 0.5 years) from twelve preschools were video-assessed for six locomotor and six object-control FMS using the Champs Motor Skill Protocol. A modified System for Observing Children's Activity and Relationships during Play assessed play behaviors during preschool recess. Associations between the composition of recess play behaviors with FMS were analyzed using compositional data analysis and linear regression. Results: Relative to time spent in other types of play behaviors, time spent in play without equipment was positively associated with total and locomotor skills, while time spent in locomotion activities was negatively associated with total and locomotor skills. No associations were found between activity level and group size play behavior compositions and FMS. The findings suggest that activity type play behaviors during recess are associated with FMS. While active games without equipment appear beneficial, preschool children may need a richer playground environment, including varied fixed and portable equipment, to augment the play-based development of FMS.
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Martínez-Bello VE, Estevan I. Physical Activity and Motor Competence in Preschool Children. CHILDREN-BASEL 2021; 8:children8040305. [PMID: 33923383 PMCID: PMC8071540 DOI: 10.3390/children8040305] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/13/2021] [Accepted: 04/15/2021] [Indexed: 11/26/2022]
Affiliation(s)
- Vladimir E. Martínez-Bello
- COS Research Group, Body, Movement, Music and Curricular Practices, University of Valencia, 46022 Valencia, Spain
- Department of Teaching of Musical, Visual and Corporal Expression, University of Valencia, 46022 Valencia, Spain;
- Correspondence:
| | - Isaac Estevan
- Department of Teaching of Musical, Visual and Corporal Expression, University of Valencia, 46022 Valencia, Spain;
- Activitat Física i Promoció de la Salut (AFIPS) Research Group, University of Valencia, 46022 Valencia, Spain
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