Effects of an Intervention for Promoting Basic Motor Competencies in Middle Childhood

Is change of direction influenced by motor competencies? A possible response from a MOBAK-based study in Italian schoolchildren

BACKGROUND

Change of direction (COD) ability requires higher motor control capacity and helps children improve individual motor skills. Likewise, basic motor competencies (BMC) are relevant during child maturation and may interleave with COD ability. This study aimed to investigate the possible individual determinants between the COD ability and the BMC, cognitive skills, and anthropometrics characteristics in Italian primary school children aged 6 to 11.

METHODS

Children of both sexes (N.=221) were recruited from primary schools (grade 1 to 5) of Northwestern Italy. COD was assessed by 10×5 m Shuttle Run Test; motor coordination by the Motor Coordination (Motorische Basiskompetenzen, MOBAK) 1-6 test battery, whereas Trail Making Test was used to assess cognitive performance.

RESULTS

A stepwise linear regression indicated that motor competencies level - assessed by the MOBAK Test - is the most fitting dimension describing COD performance for girls, with the highest R2 in Grade 5 (SEE=0.56); and the lowest SEE in Grade 5 (SEE=1.44); moreover, for boys the highest in Grade 3 (SEE=0.52) and the lowest SEE in Grade 4 (SEE=1.30).

CONCLUSIONS

This study confirms the biunivocal relationship between COD and BMC, and the need for physical education teachers and trainers to stimulate both, during growth.

Associations between basic motor competencies and physical fitness in Spanish pre-schoolers: a cross-sectional study

BACKGROUND

Basic motor competencies (BMC) play a vital role in child development and are a primary focus of physical education. However, there is a lack of research on BMC in preschool-aged children, making this study particularly significant. The present study aims to examine the relationship between BMC and physical fitness components in Spanish preschool children.

METHODS

This cross-sectional study was conducted on 101 children (n = 52 boys, average age of 4.80 years) living in Pamplona, North Spain. Components of physical fitness (handgrip strength, standing long jump, speed-agility, and cardiorespiratory fitness) were assessed using the PREFIT Battery. Overall physical fitness was computed from the four selected fitness components separately for boys and girls. Higher z-scores values in physical fitness indicate better fitness performance. To assess BMC, the MOBAK KG test battery was applied (subscales of object control and self-movement). Sex, age, and body mass index were used as main confounders.

RESULTS

After adjustment for confounding factors, the BMC was positively associated with single (z-scores) components and overall physical fitness sum of z-scores (R2 from 0.178 to 0.469, all P-values < 0.05). Additional percentile scores weakened the associations, but they still remained significant (R2 from 0.146 to 0.337, all P-values < 0.05). Compared with participants in the lowest tertile, those in the highest tertile of the MOBAK KG sum score, and in both object movement and self-movement test subscales had significantly higher scores in single fitness component (z-scores or percentile) and overall physical fitness sum of z-scores (all P for trend < 0.001).

CONCLUSIONS

Our results revealed that higher BMC is associated with better physical fitness in Spanish preschool children. The findings emphasize the crucial role that basic motor competence plays in promoting physical activity in preschool children.

Qualitative analysis from the social referents perspective of the multidimensional construct of schoolchildren's motor competence

Motor competence (MC) as a multidimensional construct is influenced by motor, cognitive, emotional and social variables. It is also determined by schoolchildren interacting with their own context. Thus pre-adolescence is a sensitive stage in development when physical, emotional and cognitive changes are manifested. By taking this context in accountn, the perception of the social referents close to schoolchildren allows for a deeper understanding of the role and influence of all these variables in a broader MC concept. For this purpose, a qualitative study was conducted by discussion groups and semistructured interviews, respectively, for teachers and family members in Primary Education. The content analysis was carried out according to the main study dimensions, associated with the motor, cognitive, affective-emotional and social domains. Both family members and teachers point out that the affective-emotional level has a stronger impact on the development of motor skills than the motor level. For children to develop their MC, it is necessary to create appropriate contexts in which family members and teachers are the main agents of influence. In conclusion, assessing MC in the educational sphere must have a more comprehensive and broad approach. It is necessary to bear in mind a larger number of variables involved in schoolchildren's motor development to make the most objective assessment possible and, likewise, to promote facilitating environments that help their development.