Exploring Recommendations for Child and Adolescent Fundamental Movement Skills Development: A Narrative Review

Cognitive health outcomes of fundamental motor skill applications in children through cooperative learning method

BACKGROUND

Previous research has suggests that cooperative learning methods and the development of fundamental motor skills support children's cognitive development, and further studies covering various aspects are recommended. In this study, as an alternative to traditional physical education classes including fundamental motor skill activities, we investigated the impact of cooperative learning methods incorporating these skills on children's visual-motor integration and selective attention.

METHODS

A total of 60 boy children in the 10-11 age range were included in the study. Groups; classical method (10.95 ± 0.58age), and cooperative learning group (10.91 ± 0.42age). The study spanned a total of 24 physical education class hours. While the classical method group continued to attend physical education lessons with an FMS-based prepared program for 8 weeks, cooperative learning group participated in an FMS-based program prepared according to the cooperative learning method (40min/3days/8weeks).At the beginning and end of the study, children underwent the Bender-Gestalt test and the d2 test of attention.

RESULTS

Within-group pre-post test comparisons revealed improvement in visual-motor integration and selective attention for both the classical method and cooperative learning groups. In between-group post-test comparisons, the cooperative learning group demonstrated greater improvement in visual-motor integration and selective attention parameters compared to the classical method.

CONCLUSION

The results support increasing the inclusion of fundamental motor skill activities in physical education classes and advocating for the use of cooperative learning methods in these classes. Enhancements in visual-motor integration and selective attention may contribute to children forming quality relationships, enjoying activities, learning stress management, and developing as a group.

Multistakeholder Perspectives on the Determinants of Family Fundamental Movement Skills Practice: A Qualitative Systematic Review

BACKGROUND

Childhood obesity is a significant public health crisis that is exposing children to associated morbidities and premature mortality. However, parents can positively influence physical activity trajectories and improve health outcomes by nurturing fundamental movement skills (FMS) in children. This is the first study to explore the determinants of family FMS practice via a systematic synthesis of qualitative evidence.

METHODS

Keyword searches were completed in SPORTDiscus, PubMed, Scopus, Web of Science, and Embase. Studies that offered perspectives relating to influences on the FMS of 2-6-year-old children in the family context via qualitative approaches, including visual methodologies that provided an important voice to children, were included. A thematic analysis was used to establish key themes.

RESULTS

The emergent themes included parent knowledge and beliefs, self-efficacy of parents to teach, and the home environment. Parents often undervalued FMS and lacked the self-efficacy to teach due to poor understanding, conflicting priorities, and multifaceted societal influences. Children preferred autonomous play and socialisation but were negatively influenced by technology and restrictive household rules.

CONCLUSIONS

Greater knowledge exchange between stakeholders is necessary to empower parents and enhance FMS application at home. More community initiatives could facilitate greater access to outdoor spaces, facilities, and equipment, which may improve family engagement with FMS.

Impact and Implementation of an Early Years Fundamental Motor Skills Intervention for Children 4-5 Years

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.

May the Force Be with Youth: Foundational Strength for Lifelong Development

ABSTRACT

Today's youth are weaker than previous generations, and measurable reductions in physical fitness are beginning to emerge. Without targeted initiatives that recognize the foundational importance of resistance training, weaker children and adolescents may be more likely to experience the inevitable consequences of neuromuscular dysfunction and less likely to experience the pleiotropic benefits of exercise and sport. Early exposure to strength-building activities is needed to prepare today's youth for ongoing participation in varied physical activities throughout this developmental phase of life. The novel iceberg of physical development is a metaphoric image that illustrates the sequential and cumulative influence of muscular strength on motor skills and physical abilities. Efforts to enhance the physical capacity of youth should include resistive skills that improve basic movement patterns and enhance motoric competence. A shift in our conceptual thinking about youth resistance training is needed to alter the current trajectory toward physical inactivity and related comorbidities.

The Bidirectional Correlation between Fundamental Motor Skill and Moderate-to-Vigorous Physical Activities: A Systematic Review and Meta-Analysis

BACKGROUND

Physical activity in early life has positive health effects, but few children meet the physical activity recommendations. Fundamental motor skills (FMS) are related to physical activity and according to the theory, physical activity drives them in the early years and vice versa. However, no study has conducted a meta-analysis of the association between moderate-to-vigorous intensity physical activity (MVPA) and early FMS. This meta-analysis examined the bidirectional correlation between MVPA and domain-specific FMS in preschool children.

METHODS

We searched PubMed, Embase, and Cochrane Library databases for articles published up to August 2023. Cross-sectional and longitudinal studies were included if they targeted children (3-6 years old) as the study population. The association between objectively measured MVPA and FMS was evaluated.

RESULTS

We found 445 titles and abstracts. A total of ten studies (eleven datasets) and 2514 children met the inclusion criteria, including eight cross-sectional studies and three longitudinal studies. When using MVPA as the exposure, no associations were found with locomotor skills (β = 0.83, 95% CI: -0.08, 1.74, p = 0.07) and gross motor skills (β = 2.72, 95% CI: -0.28, 5.72, p = 0.08), but an association with object management skills was found (β = 0.18, 95% CI: 0.06, 0.30, p = 0.001). When MVPA was used as the outcome, no associations were observed between locomotor skills (β = 0.06, 95% CI: -0.35, 0.47, p = 0.79), but associations with object management skills (β = 0.15, 95% CI: 0.02, 0.27, p = 0.02) and gross motor skill were found (β = 0.56, 95% CI: 0.38, 0.75, p = 0.001). The sensitivity analysis showed that the results must be treated with caution.

CONCLUSION

We found that gross motor skill (exposure) was positively associated with MVPA (outcome) in preschoolers. Object management skills were positively associated with MVPA (exposure) and MVPA (outcome) in preschoolers. In contrast, MVPA as an exposure was not associated with locomotor skills and gross motor skills. The results may suggest that promoting FMS is important for preschool children's MVPA.