The Growing Little Brain: Cerebellar Functional Development from Cradle to School

Despite the cerebellum's crucial role in brain functions, its early development, particularly in relation to the cerebrum, remains poorly understood. Here, we examine cerebellocortical connectivity using over 1,000 high-quality resting-state functional MRI scans of children from birth to 60 months. By mapping cerebellar topography with fine temporal detail for the first time, we show the hierarchical and contralateral organization of cerebellocortical connectivity from birth. We observe dynamic shifts in cerebellar network gradients, which become more focal with age while maintaining stable anchor points similar to adults, highlighting the cerebellum's evolving yet stable role in functional integration during early development. Our findings provide the first evidence of cerebellar connections to higher-order networks at birth, which generally strengthen with age, emphasizing the cerebellum's early role in cognitive processing beyond sensory and motor functions. Our study provides insights into early cerebellocortical interactions, reveals functional asymmetry and sexual dimorphism in cerebellar development, and lays the groundwork for future research on cerebellum-related disorders in children.

Associations between Biological Maturation, Chronological Age, Body Mass Index, Sex, and Motor Competence in Prepubertal Children: A Network Analysis

BACKGROUND

The development of motor competence (MC) during childhood is crucial for future physical activity and health outcomes, and it is affected by both biological and psychosocial factors. Most MC research has focused on children's age, with fewer studies examining separate associations between MC and biological maturation.

METHODS

This cross-sectional study used network analysis to assess the nonlinear associations between biological maturation (the child's percentage of predicted mature stature to indicate somatic maturation), chronological age, sex, BMI, and MC (Test of Gross Motor Development, third edition) in 218 children (100 boys, 118 girls) aged 7-9 years.

RESULTS

Biological maturation was not significantly associated with MC in boys and weakly associated with MC in girls for the dribble, under-hand throw, and gallop. Age was positively associated with MC in girls and boys. Centrality measures indicated that the gallop and slide in girls and the dribble, catch, and run in boys were the most important network variables. Positive associations were observed between maturation and BMI for girls (r = 0.579) and, to a lesser degree, for boys (r = 0.267).

CONCLUSIONS

The findings suggest that age, rather than biological maturation, is positively associated with MC in 7- to 9-year-olds. Centrality measures showed that some skills may influence other skills.

Effect of swimming initiation period and continuation frequency on motor competence development in children aged up to 3 years: the Japan environment and children's study

BACKGROUND

Although involvement of toddlers in swimming activities has increased recently, information regarding the impact of swimming during toddlerhood on subsequent child motor competence development is scarce. This study aimed to determine how swimming experience, particularly the timing of initiation and the continuity of swimming activities up to the age of 3 years, affects motor competence development.

METHODS

This prospective cohort study included data on children aged 1.5 and 3 years (100,286 mother-child pairs) from the Japan Environment and Children's Study. The outcomes measured were gross and fine motor function, using the Japanese version of the Ages and Stages Questionnaire (Third edition). We assessed how these functions correlated with the continuous pattern of swimming pool use frequency from age 1 up to 3 years.

RESULTS

The group that used a swimming pool once a month or more from age 1-1.5 years but stopped from age 2-3 years showed consistently significant negative associations with gross motor development delay (minimum adjusted odds ratio [aOR]: 0.66, 95% confidence interval [CI]: 0.60-0.73) and fine motor development delay (minimum aOR: 0.66, 95% CI: 0.58-0.76). The group that continued swimming once a month or more from age 1-3 years showed consistently significant negative associations with gross motor development delay (minimum aOR: 0.64, 95% CI: 0.54-0.75) and fine motor development delay (minimum aOR: 0.42, 95% CI: 0.31-0.55).

CONCLUSIONS

These results suggest that swimming experience starting around age 1 year is positively associated with gross and fine motor function development. The beneficial impact on gross motor function persisted from age 1-3 years. In contrast, the effects on fine motor function were not evident until age ≥ 2.5 years after starting swimming at approximately age 1 year. These findings underscore the potential benefits of early swimming experiences in enhancing overall motor skills development during early childhood.

The Relationship between Physical Activity and Motor Competence of Foundation Phase Children in Wales during the School Day

Early childhood is a crucial time for children to develop their fundamental motor skills (FMS), serving as a foundation for engagement in lifelong physical activity (PA). With increasing concerns over the declining levels of PA and motor competence (MC), the aim of this study was to explore the predictors of PA in children in a play-based curriculum. A secondary purpose was to explore levels of PA and MC during the school day. The final aim was to explore whether there were sex differences. Children (N = 94; Mage = 68.96 months, SD = 8.25) in five classes from four different schools in Wales were tested on the TGMD-2, standing long jump, and MABC-2. Levels of PA were measured using ActiGraph GT3X-BT accelerometers, and 85 children met the wear time criteria. Object control (OC) skills, standing long jump, and age significantly predicted the percentage of time spent performing sedentary behaviours F(10,73) = 3.026, p = 0.003, R2 = 0.29 (adj R2 = 0.20) and time spent on MVPA F(10,73) = 3.597, p < 0.001, R2 = 0.33 (adj R2 = 0.24). Children spent an average of 48.7% of the school day performing sedentary behaviours and 9.1% performing moderate to vigorous physical activity (MVPA) and did not achieve 60 min of MVPA. The MABC revealed that 67% were below the 15th percentile. Girls spent more time than boys performing sedentary behaviours (p = 0.014), and boys spent more time than girls on MVPA (p = 0.004). Boys outperformed girls at OC skills (p < 0.001), while girls outperformed boys at locomotor skills (p < 0.001). These findings reinforce the pivotal role teachers and parents play in providing opportunities for children to be PA. OC skills and jump were positively associated with PA, emphasising the importance of developing FMS in early childhood. There were also sex disparities for both PA and MC, along with low levels of MC, highlighting the need for investing in comprehensive programmes and initiatives that prioritise the development of FMS during early childhood.

Motor development of first born compared to later born children in the first two years of life - A replication

Purpose

The motor development of firstborns compared to children having an older sibling in the first two years of life was examined.

Method

The data of the study come from an ongoing research project with citizen participation, which is investigating the development of motor milestones in the first and second years of life. Parents report online their children's developmental progress using a development calendar. 18 motor skills from birth until children manage walking alone are recorded, 14 relate to gross motor skills and four to hand motor skills.

Results

Children with siblings achieved higher values at birth in terms of Apgar-score, height, weight, BMI and parental satisfaction with the health and development of the child compared to firstborns. However, no differences could be found at the ages of 10-12 months and 14 months. Firstborns reached five fine motor and manual dexterity milestones earlier than children with siblings. In contrast, when mastering 13 gross motor milestones, no differences could be found between firstborns and children with siblings.

Conclusion

Motor development at an early age is considered to be largely genetically controlled, analogous to physical development. However, the faster development of the fine motor skills of the firstborns could be related to the fact that parents interact more intensively with their firstborn than with later born children and - unlike gross motor skills - in fine motor skills not only genetic factors but also learning processes are effective from a very early age.

The effects of the COVID-19 lockdowns on motor skill development of 6- and 7-year old children in the Netherlands: a longitudinal study

BACKGROUND

The closing of schools and sports clubs during the COVID-19 lockdown raised questions about the possible impact on children's motor skill development. Therefore, we compared motor skill development over a one-year period among four different cohorts of primary school children of which two experienced no lockdowns during the study period (control cohorts) and two cohorts experienced one or two lockdowns during the study period (lockdown cohorts).

METHODS

A total of 992 children from 9 primary schools in Amsterdam (the Netherlands) participated in this study (age 5 - 7; 47.5% boys, 52.5% girls). Their motor skill competence was assessed twice, first in grade 3 (T1) and thereafter in grade 4 (T2). Children in control group 1 and lockdown group 1 were assessed a third time after two years (T3). Motor skill competence was assessed using the 4-Skills Test, which includes 4 components of motor skill: jumping force (locomotion), jumping coordination (coordination), bouncing ball (object control) and standing still (stability). Mixed factorial ANOVA's were used to analyse our data.

RESULTS

No significant differences in motor skill development over the study period between the lockdown groups and control groups (p > 0.05) were found, but a difference was found between the two lockdown groups: lockdown group 2 developed significantly better than lockdown group 1 (p = 0.008). While socioeconomic status was an effect modifier, sex and motor ability did not modify the effects of the lockdowns.

CONCLUSIONS

The COVID-19 lockdowns in the Netherlands did not negatively affect motor skill development of young children in our study. Due to the complexity of the factors related to the pandemic lockdowns and the dynamic systems involved in motor skill development of children, caution must be taken with drawing general conclusions. Therefore, children's motor skill development should be closely monitored in the upcoming years and attention should be paid to individual differences.

Fine and gross motor skills in 7-10 years old Indian children exposed to a natural disaster during early development

Fetal life and infancy are extremely sensitive to adverse environmental conditions. This study aimed to assess the effect of exposure to a natural disaster (cyclone Aila) in utero or during infancy on fine and gross motor functions in preadolescent Indian children. The study was conducted in West Bengal, India, and included approximately 700 children (7-10 years old) who were prenatally or postnatally exposed to cyclone Aila and a nonaffected group. Anthropometric measures included height, weight, and birthweight. Socioeconomic status was based on parental education, family size, and income. Motor functions were assessed using the short form of Bruininks-Oseretsky Test of Motor Proficiency (BOT-2). Statistical analyses included, for example, generalized linear models. There were no differences in motor functions relative to the timing of the exposure (trimester) during pregnancy. Compared to the controls, prenatal Aila exposure resulted in poorer performance in all BOT-2 subtests, except for fine motor precision, strength, and balance (the last in boys), while postnatal Aila exposure, compared to the controls, resulted in poorer performance in manual dexterity, bilateral coordination, balance (girls only), and speed and agility. Early life exposure to a natural disaster has long-term adverse effect on motor proficiency in children. By inference, the welfare of pregnant women and infants should be of particular concern for emergency and health services during an environmental cataclysm.

Determinants of handgrip strength at age 2 years in children born moderate and late preterm and associations with neurodevelopmental outcomes

BACKGROUND

Handgrip strength (HGS) indicates current and future health. Although preterm infants have an increased risk of poor grip strength in later life, its determinants and relationship with neurodevelopment are not well understood.

AIMS

To determine HGS in children born preterm and explore the relationship of HGS with demography, anthropometry, nutritional factors, and neurodevelopmental outcomes.

STUDY DESIGN

A prospective cohort study of moderate-late preterm babies enrolled in a randomised trial of nutritional support strategies, the DIAMOND trial.

SUBJECTS

A total of 116 children born between 32 and 35 weeks' gestation, whose HGS was measured at 2 years' corrected age.

OUTCOME MEASURES

HGS was measured using a dynamometer, and neurodevelopment was assessed using the Bayley Scales of Infant Development-III. Anthropometry and body composition were assessed at birth, discharge, and at 4 months' and 2 years' corrected age. Information on demographics and breastfeeding practices, including type of milk at discharge and duration of exclusive breastfeeding, was collected using questionnaires.

RESULTS

The mean (standard deviation) HGS was 2.26 (1.07) kg. The Bayley scores were < 85 (-1 standard deviation) in 6 %, 20 %, and 1 % for the cognitive, language, and motor scales, respectively. Multiple regression analysis revealed that HGS was positively associated with language and motor scores (p < .05) after adjusting for confounding factors. HGS was not associated with sex, anthropometry, body composition, or breastfeeding practices. Maternal education was independently associated with HGS (p < .01).

CONCLUSIONS

HGS at age 2 years in children born moderate-late preterm is associated with language and motor development and maternal education level.

Perceived insufficient pedagogical content knowledge in teaching movement and physical activity. Experiences from an action-oriented study among educators in early childhood education and care

Movement and physical activity (MoPA) are critical to children's health and development. Many children aged 1-5 years are enrolled in Early Childhood Education and Care (ECEC) in Sweden, and high expectations are placed on educators to deliver education of sufficient quality to support children's development. The aim of the 18-month-long action-based study was to investigate how 88 ECEC educators in five preschools perceived and experienced the priority and teaching of MoPA. The educators planned and implemented MoPA sessions among children. They filmed sequences from the sessions, which were shown in the focus groups and were the starting point for the collegial discussions. Content analysis of the focus group discussions revealed three themes: Teaching aspects; Educational aspects; Structural aspects, with associated subthemes. During the project with the trial-and-error MoPA teaching, the educators detected insufficient PCK to teach MoPA and that teaching was often replaced with free play. Increased metacognition made the educators aware of children's different MoPA levels and that free play did not always increase all children's skills. The perceived insufficient pedagogical content knowledge to teach MoPA was perceived as a troublesome barrier for promoting MoPA. During the project, the educators' metacognition about MoPA increased, which made the educators aware of children's different MoPA levels and that free play did not always increase all children's skills. Despite of increased metacognition, most of the educators were not ready to leave their comfort zones and were not open to extra work or effort when it came to MoPA. However, the educators demonstrated the need for improved education in MoPA in early childhood teacher education, as well as the need for continuous education for working educators in ECEC to enhance the pedagogic content knowledge for adequate teaching in MoPA, which is important for children's present development and future health.

Can different training methods reduce the kinematic risk factors of ACL injuries in children?

According to the research, a lack of neuromuscular control is a major cause of non-contact anterior cruciate ligament (ACL) injury during locomotion. This study aimed to determine the influence of various prescriptive and Constrained Led Approach (CLA) training approaches on lower extremity kinematics and stride length in children aged 3-5 years old while walking and running. Thirty-six children with a mean age of 4.79 years were separated into three groups: 1- prescriptive training group (n = 10), 2- CLA training group (n = 11), and 3- Control group (n = 10). The kinematics of the hip, knee and ankle joints in the sagittal plane at the moment of heel contact and toe-off were recorded before and after six weeks of intervention. According to the MANOVA, there was no statistically significant difference between the two training techniques in the joint angles at heel contact and toe-off during walking and running after intervention (p ≥ 0.05). However, there was a significant difference in the kinematic characteristics of walking and running between the training and the control groups (p ≤ 0.05). The two training techniques showed a statistically significant difference in stride length during running (p ≤ 0.05). The results indicated that prescriptive and CLA training are effective at altering the kinematics and distance factors underlying children's walking and running abilities.

How Does the Amount of a Physical Education Intervention Affect Gross Motor Coordination in Early Childhood?

Little is known about the dose-response of physical education interventions on motor coordination in preschoolers. Our aim was to investigate whether the development of motor skills changed depending on different amounts of a physical education program (PEP) in children aged 3-5 years. One hundred forty-five children were recruited from kindergartens and randomly divided into a control group (CG, n = 28), which did not perform any PEP, and two intervention groups, which performed 4 h/week (I1, n = 78) and 10 h/week (I2, n = 39) of a PEP for 16 weeks. Each lesson was set in the form of a programmed game in order to produce fun, thus increasing enthusiasm for participation. Before and after the intervention, locomotor and object control skills and the gross motor development quotient were assessed with the Italian version of the gross motor development test. Both intervention groups showed a significant increase in the motor skills compared with the control group. Moreover, the level of performance was significantly higher after 10 h/week compared to 4 h/week. These findings can be useful for standardizing PEPs in preschool settings so that they can be applied by teachers for planning effective programs for developing motor skills in early childhood.

Understanding Mathematical Learning Disorder in Regard to Executive and Cerebellar Functioning: a Failure of Procedural Consolidation

A burgeoning body of literature in pediatric neuropsychological assessment suggests executive functioning is the foundation of many procedural learning skills as mediated by cerebellar processing. Given the neuropsychological necessity of intact procedural learning ability for efficient academic learning, the accurate identification of what we have termed “procedural consolidation deficit” (PCD) may be an underpinning of mathematical learning disorder (MLD). Thus, one aim of the present study was to perform an exploratory correlational analysis between performance on pediatric neuropsychological tasks of procedural learning and a classification of MLD. The second aim was to utilize regression analysis of measures of procedural learning for predicting a clinically useful classification of MLD. Results revealed a significant correlation between performance on tasks of procedural learning and a classification of MLD. The follow-up regression model yielded the most predictive variables in identifying individuals with MLD, which included: (a) WISC-V Coding; (b) first administration of Trail Making Test Part B; (c) slope across five serial administrations of Trail Making Test Part B. The model was highly significant and had a classification accuracy for MLD of 87.4%. Results suggest performance on procedural learning tasks significantly predict a classification of MLD. Theoretical and clinical implications are discussed.

Age and Sex Differences in the State and Relationships between Process and Product Assessments of Fundamental-Motor Skills in Five to Eight-Year-Olds: The ExAMIN Youth SA Study

Adequate development of Fundamental Motor Skills (FMS) at a young age benefit holistic development and positive health outcomes. This study determined age and sex developmental differences in the state and the relationships between process and product assessments of four fundamental-motor skills (FMS) in five to eight-year-olds. An availability sample of 636 children; 291 boys, 345 girls, mean age of 6.8 ± 0.97 years in the North West Province of South Africa participated in the study. Spearman rank order correlations analyzed relationships between assessments, while sex and age differences were examined using independent t-testing and one-way ANOVA. Age showed significant developmental trajectories in all FMS. Older children were found to be more at risk for not learning FMS to mastery, while unique developmental patterns were also established compared to international trends. Strong to moderate significant practical associations (p < 0.05) emerged between process and product assessments in catching (r = 0.79), jumping (r = 0.40) running (r = −0.33) and kicking (r = 0.20), while also confirming that the strength of the associations varies depending upon the skill type. Associations strengthened with increasing age, were higher in girls in all FMS, while associations between behavioral criteria in all FMS also differed between FMS and sexes. These strong associations, need to be taken into consideration during the development of FMS towards obtaining full mastery.

Developmental Coordination Disorder and Most Prevalent Comorbidities: A Narrative Review

This narrative review describes, in detail, the relationships between Developmental Coordination Disorder (DCD) and most prevalent associated comorbidities in their complexity, heterogeneity and multifactoriality. The research has been conducted on the main scientific databases, excluding single case papers. Blurred borders between the different nosographic entities have been described and advances in this field have been highlighted. In this multifaceted framework a specific profiling for co-occurring DCD, ADHD and ASD signs and symptoms is proposed, confirming the need for a multidisciplinary approach to define new diagnostic paradigms in early childhood.

Development of a functional and psychosocial evaluation toolkit using mixed methodology in a community-based physical activity program for childhood cancer survivors

PURPOSE

The evidence demonstrating the benefits of exercise and PA in patients and survivors of childhood cancer has been translated into a handful of community-based programs, such as the Pediatric cancer patients and survivors Engaging in Exercise for Recovery Program (PEER). To support the translation of research to practice, the next step in knowledge translation is to evaluate program effectiveness. An evaluation must consider the goals of the PEER program, feedback from key stakeholders, and logistics of this program. Thus, the purpose of this study was to develop an evaluation toolkit with an algorithm for the implementation of the PEER program.

METHODS

Semi-structured interviews were conducted with three different groups (stakeholders in pediatric oncology, PEER parents, and PEER participants). The interviews were transcribed and coded by two independent reviewers.

RESULTS

Key themes extracted from the interviews were split into physical and psychosocial themes. The most reported psychosocial themes were quality of life (QOL), fatigue/energy levels, fun, and cs; and physical themes included motor skills, physical literacy, and physical activity levels. Tools were compiled into the evaluation based on key themes identified as well as logistics of PEER. An algorithm was developed to tailor the evaluation to participants based on age and mobility.

CONCLUSION

To date, this is the first evaluation toolkit and algorithm developed for a specific community-based PA program, the PEER program. The next step in knowledge translation will be to implement the evaluation to assess feasibility and share the evaluation for adoption within other developing programs.

Effects of Integrative Neuromuscular Training on Motor Performance in Prepubertal Soccer Players

ABSTRACT

Menezes, GB, Alexandre, DR, Pinto, JC, Assis, TV, Faigenbaum, AD, and Mortatti, AL. Effects of integrative neuromuscular training on motor performance in prepubertal soccer players. J Strength Cond Res 36(6): 1667-1674, 2022-The present study examined the effects of integrative neuromuscular training (INT) on motor performance in prepubertal soccer players. Subjects were randomly assigned to the experimental group (INT; n = 20, age: 8.2 ± 1.2 years; body mass: 28.4 ± 6.4 kg; height: 1.3 ± 0.1 m) or the control group (CON; n = 18, age: 8.5 ± 1.3 years; body mass: 32.8 ± 8.9 kg; height: 1.3 ± 0.1 m). Integrative neuromuscular training program was performed twice per week during the 12-week training intervention. Balance, flexibility, countermovement vertical jump height (CVJH), sprint speed, and change of direction speed (CODS) were assessed in both groups at baseline, sixth week and 12th week. A mixed model repeated measures analysis of variance was used to examine the group changes in performance for each variable. There was a time effect for balance in the INT from pre to 12th weeks (p < 0.001, g = 0.72), and from 6th to 12th weeks (p = 0.005, g = 0.34). An interaction effect for balance was also observed between INT and CON after the 12th week. A time effect in flexibility was observed in INT from baseline to 6th and 12th weeks (p = 0.02; g = 0.45 and p < 0.001; g = 0.71) and from 6 to 12th weeks (p = 0.003; g = 0.24). There was a time effect in CVJH, from baseline to 12th week and from 6th to 12th weeks (p < 0.05; g = 0.34 and g = 0.53, respectively). There was no significant between-group speed performance change. A time effect was found in CODS in INT, but only from baseline to 12th week (p = 0.02; g = 0.31). There were significant improvements in the percent change (Δ%) from baseline to 12 weeks (p < 0.05) for balance, flexibility, and CVJH in INT. These findings indicate that the addition of an INT program to soccer practice can improve selected motor performance skills in prepubertal soccer players.

Sufficient sleep duration in autistic children and the role of physical activity

LAY ABSTRACT

Higher levels of physical activity may be associated with improved sleep in children, but this relationship is still being determined, especially in autistic children. In this study, we used existing data from the 2018 National Survey of Children's Health. Caregivers of children 6-17 years old, including caregivers of autistic children, completed a questionnaire that included questions about physical activity (days active in the past week) and sleep duration. We then determined if children were obtaining the recommended hours of sleep for their age (i.e. sufficient sleep). We found that higher physical activity levels were associated with sufficient sleep duration, but this finding was weaker in autistic children. In particular, this association was not observed in autistic children with more severe autism spectrum disorder, female autistic children, and autistic children 6-12 years old. In conclusion, physical activity is a promising approach to help children obtain sufficient sleep duration. However, more personalized approaches to improving sleep may be needed for certain groups of autistic children.

Characteristics of inhomogeneous lower extremity growth and development in early childhood: a cross-sectional study

BACKGROUND

Early childhood is a transferring stage between the two accelerated growth periods (infant and adolescent). Body dimensions are related to physical growth and development. The purpose of this study was to investigate physical growth in terms of anthropometry, muscle growth of the lower extremity, and functional development over early childhood.

METHODS

A cross-sectional study was carried out on 29 preschool children (PS: 3-5 years), 21 school children (SC: 6-8 years), and 22 adults (AD: 20-35 years). Lower extremity characteristics (segmental dimensions, muscle and adipose tissue thicknesses of the thigh and lower leg), and voluntary joint torque (knee and ankle) were measured. Correlations between parameters and group comparisons were performed.

RESULTS

All the parameters except for body mass index (BMI) and subcutaneous adipose tissue thickness were correlated with age for PS and SC combined (r = 0.479-0.920, p < 0.01). Relative thigh and shank lengths to body height were greatest in AD and smallest in PS (p < 0.05) but the relative foot dimensions were significantly larger in PS and SC than in AD (p < 0.05). Relative subcutaneous adipose tissue thickness was largest in PS and lowest in AD. Muscle thickness and the muscle volume measure (estimated from muscle thickness and limb length) were significantly larger in older age groups (p < 0.05). All groups showed comparable muscle thickness when normalized to limb length. Joint torque normalized to estimated muscle volume was greatest for AD, followed by SC and PS (p < 0.05).

CONCLUSIONS

Relative lower extremity lengths increase with age, except for the foot dimensions. Muscle size increases with age in proportion to the limb length, while relative adiposity decreases. Torque-producing capacity is highly variable in children and rapidly develops toward adulthood. This cross-sectional study suggests that children are not a small scale version of adults, neither morphologically nor functionally.

Association Between Age of Achieving Gross Motor Development Milestones During Infancy and Body Fat Percentage at 6 to 7 Years of Age

OBJECTIVES

The later achievement of gross motor milestones during infancy is associated with adiposity in early childhood. However, the associations between gross motor development and adiposity after entering primary school are unclear. This study examined the associations between the ages at which six gross motor milestones were achieved and adiposity during early school years.

METHODS

This retrospective study was conducted in 2012 and 2013. Data were collected from 225 first-grade primary school children (mean age, 6.9 years; 39% girls). Adiposity was assessed using dual-energy X-ray absorptiometry and expressed as body fat percentage. Data describing the ages of achieving six gross motor milestones (holding head up, sitting, crawling, standing supported, walking supported, and independent walking) were obtained from the Maternal and Child Health Handbooks.

RESULTS

Mean body fat percentage was 21.7%. Multiple linear regression analyses revealed that later ages of achieving crawling (p < .001 [95% confidence interval: 0.33-1.16]), standing supported (p < .001 [95% confidence interval: 0.64-1.65]), and walking supported [p = .013 (95% confidence interval: 0.13-1.07)] were associated with increased fat. However, the ages of achieving holding head up (p = .053), sitting (p = .175), and independent walking (p = .736) were not statistically significant.

CONCLUSIONS

Achieving crawling, standing supported, and walking supported later predict increased body fat when aged 6-7 years. The practice of observing gross motor milestone achievements may allow early targeted interventions to optimize body composition before beginning school and thereby, potentially prevent childhood obesity.

Commentary: The impact of COVID-19 Delta variant home confinement on student physical health literacy—a call for awareness in physical education

During the coronavirus disease 2019 (COVID-19) Delta variant wave of the pandemic, governments implemented health orders and policies that included citizens in lockdowns and confined to the home. These health orders and home confinement reduced children’s time for engagement in physical activity and access to supervised, structured physical education (PE) lessons. To understand the potential impact on the physiological aspects of children’s physical health literacy, one must understand the adverse consequences of detraining in relation to the reduction in physical activity and supervised structured PE lessons. The aim of this paper is to give a brief overview of how PE students were affected during the current COVID-19 pandemic. It will also discuss the impact of confinement on physiological adaptions. The article ends with a short discussion on the resumption of face-to-face PE lessons after enforced confinement and PE programming considerations. In such an uncertain environment, PE teachers need to show caution and consider the effects of detraining when programming PE lessons to ensure their safety and strategies for reconditioning.

Assessing Motor Performance in Preschool Children: The Zurich Neuromotor Assessment-2 and the Movement Assessment Battery for Children-2

Comparing motor assessment tools that are available for young children is important in order to select the most appropriate clinical and research tools. Hence, this study compared motor performance assessed with the Zurich Neuromotor Assessment-2 (ZNA-2) to the Movement Assessment Battery for Children-2 (MABC-2). The sample consisted of 169 children, aged 3-5 years (87 boys; 51%). We used Pearson correlations to examine relationships between the ZNA-2 and MABC-2 component and total scores. In addition, Pearson correlations were performed between individual fine motor and balance items of the ZNA-2 and MABC-2. Results were that the total scores of the ZNA-2 and MABC-2 correlated moderately (r = .40, p < .001). Non-significant to moderate correlations were found between components (r = -.00 to .47) and between individual items of fine motor skills (r = .04 to .38) and balance (r = -.12 to .38). Thus, the ZNA-2 and MABC-2 measure partly similar and partly different aspects of motor performance.

Interrelationship Between Age, Gender, and Weight Status on Motor Coordination in Italian Children and Early Adolescents Aged 6-13 Years Old

Although numerous evidences reported a negative correlation between motor coordination (MC) and overweight/obesity in children and adolescents, the interrelationship between age, gender, and weight status is still debatable. Hence, the aim of this cross-sectional study was to examine the association between MC and weight status according to age and gender across childhood and early adolescence in a large sample of Italian elementary and middle school students. A number of 1961 Italian school students (1,026 boys, 935 girls) was stratified in three consecutive age groups (6-7, 8-10, and 11-13 years) and four weight status categories (underweight, normal weight, overweight, and obese) according to Cole's body mass index (BMI) cut-off points for children. MC performance was assessed measuring motor quotient (MQ) with the Körperkoordinationstest für Kinder (KTK). Results showed significantly lower MQ levels in children in overweight (OW) and with obesity (OB) in both sexes for all age groups than peers in normal weight (NW), except in 6-7-year-old boys. Girls in OW and with OB had similar MQ levels across all age groups, while younger boys in OW and with OB showed higher MQ levels than older ones (p < 0.05). The 6-7-year-old boys showed better MQ levels than girls peers in NW, OW, and with OB, while 8-10-year-old boys in underweight (UW), NW, and OW; and 11-13-year-old boys only in NW (p < 0.05). No interaction effect was found between age, gender, and weight status on MQ levels. These outcomes showed the negative impact of higher weight status on MC performance according to age and gender, pointing out the importance of planning targeted motor programs that consider these variables to improve MC performance.

Socio-Cultural and Somatic Factors Associated with Children's Motor Competence

The purpose of this study was to assess the effect of somatic and socio-cultural factors on children's motor competence (MC). MC was assessed through the standing long jump (SLJ), distance throw of a tennis ball (TTB), and 20 m dash (20 m) in 181 children (84 girls) with a mean age of 6.10(0.47) years. The effect of socio-economic status, house/living space, educational practices, the child's interaction with peers and siblings, and the sum of five skinfolds (SS) were analysed via structural equation modelling (SEM) in each motor skill. The SEM models displayed a good fit to the data. In addition, standardized direct effects are significant on different outcome variables, except for brotherhood relationship (BR) and peer relationship in TTB, and 20 m dash and BR in standing long jump (SLJ). SS are negatively related to all motor skills.

Kinematic Characteristics of the Standing Long Jump in Young Children Aged 4–5 Years

The authors investigated the kinematic characteristics of the standing long jump in preschool children. Sixty 4-year-old children (boys: 30 and girls: 30) and sixty 5-year-old children (boys: 30 and girls: 30) participated in the present study. The authors focused on three differences in kinematics: between 4- and 5-year-old children, between boys and girls, and between high and low jumping performance groups at the same age. The kinematic data included the maximum flexions of the knee and hip before takeoff, at takeoff, and on landing; angular displacement of the upper body; takeoff speeds in horizontal and vertical directions; and takeoff angle of the greater trochanter. Anthropometric variables and kinematic data were separately analyzed with factors of age, sex, and group. The authors also performed multiple regression analysis to identify predictors of the jump distance. The movement speed of the greater trochanter in a horizontal direction, the maximum flexion angle of the hip before takeoff, and the hip angle on landing were identified as significant predictors of the jump distance among young children. These findings suggest that knowing how to use the hip and awareness of the horizontal direction are key factors to improve the long jump distance in young children.

Siblings' Influence on the Motor Competence of Preschoolers

The number of single-child families has been rising steadily in recent years, resulting in a childhood absent of sibling relationships. Being an only child has been shown to have a negative impact on physical fitness, somatic fitness, and motor development. In this study, we aimed to understand how living with and without siblings can impact the motor competence of children. One hundred and sixty-one children (87 boys, 74 girls) from 3.0 to 6.0 years of age (34 only children, 125 siblings) and with no known motor or cognitive disability were assessed using the Motor Competence Assessment (MCA). Their standardized results on the three MCA subscales (stability, locomotor, and manipulative) and total MCA were used to group them into high, average, and low motor competence groups. Motor competence percentile distribution of the sibling and only child group condition was compared using chi-square tests. Results showed a significative and positive association between the sibling condition and the distribution between the three MC groups (chi-square = 6.29; p = 0.043), showing that children in a household with siblings, independent of their age and sex, show a clear tendency for developing better motor competence.

Competency in Object Control Skills at an Early Age Benefit Future Movement Application: Longitudinal Data from the NW-CHILD Study

The level of competency in object control skills (OCSs) during early childhood is considered to be a possible determinant of the successful generalization of these skills during later childhood. This study aimed to determine if an association exists between competency in object control skills during early childhood (6–9 years) and the application of these skills during later childhood (12 years). The NW-CHILD longitudinal study (2010–2016), included a baseline and two time-point follow-up measures in grades 1, 4, and 7 of South African children. A total of 374 participants (boys = 178, 47.59% and girls = 196, 52.41%) completed testing at all three time-points and were analyzed. The Test of Gross Motor Development, Second Edition, and the Canadian Agility and Movement Skill Assessment were used to determine associations between object control skill competency during early and later childhood by using descriptive statistics, Spearman rank order correlations, and stepwise regression analysis. The level of object control skill competency at 6 and 9 years, significantly influences the application of these skills at 12 years. A high overall and significant contribution of OCS (4.6%, p < 0.01) to the variance in the skills and time scores at 12 years; p < 0.05 were found. Competence in object control skills at an early age can provide a baseline from where opportunities for progression or transfer of skills can result in more advanced skillful executions which consequently can be considered to be a cornerstone of improved future physical activity and healthier lifestyles.

DEVELOPMENT OF BALANCE IN CHILDREN PARTICIPATING IN DIFFERENT RECREATIONAL PHYSICAL ACTIVITIES

Balance, an important motor coordination ability, underlies the performance of variousmotor skills and allows for participation in common childhood activities. Research indicatesthat sport participation could support balance development in children. To confirm the aboveeffect, this study investigated whether participation in different recreational physicalactivities could induce differences in children’s balance ability. Specifically, 138 children, 5-11 years old (Mage=8.4±1.3), classified into four groups according to the activity they tookpart in (basketball, track and field, rhythmic gymnastics, contemporary dance), were assessedby the balance subset of the KörperKoordinationstest für Kinder. Pearson correlations wereapplied to detect associations of balance scores with age, height, body mass index (BMI) andshowed significant correlations for BMI (p< .001). The analyses of covariance (covariate:BMI) that were computed on children’s balance scores showed statistically significant effectsof group (p< .001). Sidak post hoc tests indicated that children participating in rhythmicgymnastics surpassed all three other groups; whereas those taking part in basketball had thelowest scores in almost every balance item. It seems that the type of physical activity a childparticipates in could be a significant contributor to the development of his/her balance.Physical activities encompassing the execution of various balance tasks, such as rhythmicgymnastics, seem to offer children greater opportunities to make improvements in this areacompared to children engaging in activities of low balancing requirements. This findinghighlights the potential that is available to coaches: they can contribute to children’s balancedevelopment by implementing sport-specific programs that target this human ability.

Active Parents-Active Children-A Study among Families with Children and Adolescents with Down Syndrome

From a public health perspective, it is important that children with Down syndrome (DS) lay the foundations of physical activity (PA) early in life to keep active in school, as teenagers and as adults. The aims were to investigate PA patterns in children and adolescents with DS, as well as their parents’ and siblings’ PA patterns. Methods: A survey was performed among 310 families with children with DS (54% boys and 46% girls) aged 8–18 years (mean 14.04, SD 3.18) in Sweden. Chi-squared tests and multiple logistic regression were carried out. Results: Nineteen percent of children and adolescents with DS and 34% of the parents were active three or more times per week. The child’s PA level was significantly associated with parents’ PA (OR = 5.5), siblings’ PA (OR = 5.1) and the child’s locomotion ability (OR = 3.5). Physically active parents had active children to a greater extent than inactive parents (59% vs. 29%; p < 0.001). Conclusions: Physically active parents have active children. To promote PA among children and adolescents with DS, it is important to promote and pay attention to the parents’ and siblings’ PA behavior, as children with DS are dependent on support from the family.

Analysis of dynamic balance in preschool children through the balance beam test: A cross-sectional study providing reference values

BACKGROUND

dynamic balance (DB) is a complex ability at an early age and balance deficits are related to numerous disorders. There are several balance measures but wide variation in their use has restricted the capacity to synthesise references values. The main purpose of this study was to analyse the performance of the Balance beam test (BBT) in preschool children, according to age and sex providing BBT reference values, and also to analyse its reliability and validity.

RESEARCH QUESTION

could the BBT be a reliable test for measuring dynamic balance in preschool children?

METHODS

593 preschool children (3-6 years) participated in this study. The BBT was used to evaluate DB by measuring distance reached, time spent, and number of steps. Differences between sex and age groups were analysed using the Mann-Whitney U and Kruskal-Wallis tests. Test-retest reliability analysis was performed using intraclass correlation coefficients and the Bland-Altman graphic. Convergent validity was investigated with the Stork Balance stand test (SBST).

RESULTS

no significant differences were found for sex in any components of the BBT. Age had positive effects on BBT performance in distance (χ² = 63.474, p < 0.001), time (χ² = 46.441, p < 0.001), and step numbers (χ² = 40.967, p < 0.001). Younger children performed more poorly than older children. No significant interactions between age groups and sex were found. The BBT showed adequate validity and reliability.

SIGNIFICANCE

the reference values established for Spanish preschool children in the current study could be used to monitor DB development. It is necessary to take into account distance reached, time spent, and the steps taken to obtain a more precise measure of DB in this population.

Resemblance in accelerometer-assessed physical activity in families with children: the Lolland-Falster Health Study

Background

Evidence of intra-family resemblance in physical activity (PA) is lacking. The association between parent and child PA appears weak, the influence of age and gender on this association is uncertain, and no studies have investigated the degree of resemblance in family members’ PA behaviours such as walking, sitting/lying, and biking. Thus, the aims of the study were to examine the degree of resemblance in PA within families, specifically between parents and children, and to explore the size of resemblance across age of children, gender of parents and children, and intensity and type of PA.

Method

The study is a cross-sectional analysis of a subsample (902 parents and 935 children nested within 605 families) of the Danish population study Lolland-Falster Health Study. PA was measured using a dual-accelerometer system (Axivity AX3) with subsequent processing of time spent in light PA (LPA), moderate-to-vigorous PA (MVPA), and vigorous PA and classification of PA behaviour types. Families with at least one son/daughter aged 0–22 years and one parent providing minimum 4 days of valid accelerometer data were included in the analysis. A linear mixed model regression analysis was used to determine the intraclass correlation coefficient (ICC) of clustering among family members for PA intensities and PA behaviours, adjusted for sex, age, parental education, and the interaction between sex and age.

Results

In the analysis of within-family variation in PA, the ICCs across PA intensities and PA behaviours ranged from 0.06 to 0.34. We found stronger clustering in family members’ PA for LPA and behaviours requiring low energy expenditure (LPA: ICC 0.22 (95% confidence interval (CI) 0.17; 0.28), sitting/lying: ICC 0.34 (95% CI 0.28; 0.40)), and walking: ICC 0.24 (95% CI 0.19; 0.30) than for higher intensities (e.g. MVPA: ICC 0.07 (95% CI 0.03; 0.14)). The ICC for biking was 0.23 (95% CI 0.18; 0.29). Analyses on parent-child dyads gave similar results. No interaction effects for gender and age (except for biking) were found.

Conclusion

Parents and children’s time spent in PA behaviours requiring low energy expenditure had moderate resemblance within families, whereas engagement in PA with higher intensities showed small or close-to-zero resemblance.

Integrated Strength and Fundamental Movement Skill Training in Children: A Pilot Study

Competence in fundamental movement skills is essential to enable children to be physically active. We investigated the effect of an integrated fundamental movement skill with a strength training intervention on children’s fundamental movement skills. Seventy-two (53% female) 10- to 11-year-old children from three primary schools assented to take part in this study (87% compliance). Schools were randomly allocated to a control (no intervention; n = 21), fundamental movement skill (FMS) (n = 18) or FMS and strength (FMS⁺; n = 20) group. Interventions were delivered twice weekly for four weeks, in addition to normal physical education. FMS competence was measured through the Canadian agility and movement skills assessment (CAMSA) (product-process) and through countermovement jump (CMJ) and 40-m sprint tests (product). Improvements were observed in the CAMSA in both FMS (4.6, 95% confidence intervals 2.9 to 6.4 Arbitrary Units (AUs), second-generation p-value (p_δ) = 0.03) and FMS⁺ (3.9, 2.1 to 5.3 AU, p_δ = 0.28) with no difference beyond our minimum threshold of 3 AU observed between these intervention groups (p_δ = 1). Clear improvements in CMJ were observed in FMS⁺ relative to the control (25, 18 to 32%, p_δ = 0) and FMS groups (15, 6.1 to 24%, p_δ = 0). These preliminary data suggest combined FMS and strength training warrants further investigation as a tool to develop fundamental movement skills in children.

Assessment of Motor Development in Childhood: Contemporary Issues, Considerations, and Future Directions

Assessment of the motor domain is a critical aspect of understanding motor development. Measurement of motor development is the baseline to understand potential delays and to promote the tools for change and improvement of this domain. This paper aims to reflect on the construct of motor development and the process of assessing motor performance. We review the use of assessments in motor development research and discuss issues of validity, reliability, sensitivity, and specificity. We appraise selected assessments, describe how the use of assessments changed over the periods of study in motor development, and examine the contemporary status of assessments and its applications. Finally, and most importantly, we provide suggestions and recommendations for future directions in the field, as well as pose important questions for researchers and practitioners to consider when selecting, using, and interpreting assessment results. In light of the contemporary view of motor development and the increasing focus on health applications, we recommend the use of screening tools, short forms, and technology, as well as encouraging the use of and more research on motor development assessments in childhood.

Motor Development Research: Designs, Analyses, and Future Directions

Throughout this special issue, different authors have discussed diverse aspects of past, present, and future motor development research. In such research, understanding how people move involves much more than studying motor behavior in individuals of different ages. Rather, empirical designs should embed some element of past, present, and future motor behavior into research questions, designs, methodologies, and interpretations. In this article, we provide an overview on the process of asking movement-related developmental questions and designing appropriate research studies that will answer them to provide a foundation for both new and returning investigators interested in studying human motor development. We compare descriptive and experimental approaches as well as longitudinal, cross-sectional, and alternative research designs, followed by a discussion of common statistical analyses suited for these designs. Through this discussion, we offer suggestions for the most appropriate ways in which to study developmental change. We finish with our thoughts on future directions for investigational methods within motor development research.

Development of vertical and forward jumping skills in typically developing children in the context of referent control of motor actions

The empirically based referent control theory of motor actions provides a new framework for understanding locomotor maturation. Mature movement patterns of referent control are characterized by periods of minimization of activity across multiple muscles (global electromyographic [EMG] minima) resulting from transient matching between actual and referent body configurations. We identified whether locomotor maturation in young children was associated with (a) development of referent control and (b) children's frequency of participation in everyday activities evaluated by parents. Kinematics and EMG activity were recorded from typically developing children (n = 15, 3-5 years) and young adults (n = 10, 18-25 years) while walking, vertical or forward jumping. Presence and location of global EMG minima in movement cycles, slopes of ankle vertical/sagittal displacements, and shoulder displacement ratios were evaluated. Children had fewer global EMG minima compared to adults during specific phases of vertical and forward jumps. Ankle displacement profiles for walking and jumping forward were related to each other in adults, whereas those for walking and vertical jumping were related in children. Higher frequency of participation was significantly correlated with more mature jumping patterns in children. A decrease in the number of global EMG minima and changes in ankle movement patterns could be indicators of locomotor immaturity in typically developing children.

Physical Fitness and Somatic Characteristics of the Only Child

The purpose of this study was to examine if only child show differences on somatic growth and physical fitness compared to be a child with siblings. The participants included 542 children (boys: N = 270; girls: N = 270) between 7 and 15 years of age. Somatic growth (height, weight, body mass index) and physical fitness (handgrip strength; flexed harm hang; 60-s sit-ups; standing long jump; 10-m shuttle run and PACER test) were assessed. Variance analysis revealed significant advantages for children with siblings in the flexed arm hang (p = 0.046), 60-s sit-ups (p = 0.002), 10-m shuttle run (p = 0.013) and PACER (p = 0.032). An examination of the possible differential effect of sex on the results revealed no significance for physical fitness variables, but significant interaction were found for weight (p = 0.004) and body mass index (p = 0.005). Despite a lack of interactions between offspring and sex in physical fitness, significant differences between sexes were found in all fitness variables. In conclusion, having siblings showed to be advantageous for general physical fitness in children. This evidence may be used for future analysis and interventions in motor competence, namely considering the growing number of only children in some regions of the world.

Kids Active: Evaluation of an Educator-Led Active Play and Fundamental Movement Skill Intervention in the Irish Preschool Setting

The Kids Active program was developed with the aim of increasing physical activity (PA) and fundamental movement skill (FMS) levels of children in preschool services in Ireland through training educators to encourage active play opportunities. In this study, the impact of a six-week pilot program on educator confidence, as well as children’s PA levels and FMS proficiency, is evaluated. Educators’ (n = 32) confidence to teach PA was measured through questionnaire, while data (anthropometric data, PA via accelerometry, and proficiency in four FMS; run, vertical jump, overhand throw, and catch) were collected from 141 children in five intervention and four control services. Educators in the intervention group achieved significantly higher confidence scores at post-intervention testing in comparison to the control group. No significant differences between control and intervention groups were found for children’s PA across the three-hour period. Children in the intervention group significantly increased scores in the overhand throw. Small positive changes in educator confidence to teach PA and in children’s performance of the skill of overhand throw indicate potential effects of the Kids Active intervention that warrant further investigation of efficacy over longer periods of time.

Early childhood development and stunting: Findings from the MAL-ED birth cohort study in Bangladesh

Information on the association between stunting and child development is limited from low‐income settings including Bangladesh where 36% of children under‐ 5 are stunted. This study aimed to explore differences in early childhood development (ECD) between stunted (length‐for‐age z‐score [LAZ] < −2) and nonstunted (LAZ ≥ −2) children in Bangladesh. Children (n = 265) aged 6–24 months who participated in the MAL‐ED birth cohort study were evaluated by trained psychologists at 6, 15, and 24 months of age using the Bayley Scales of Infant and Toddler Development‐III; child length and weight were measured using standard procedures. ECD scores (z‐scores derived from cognitive, motor, language and socio‐emotional skills) were compared between stunted, underweight (weight‐for‐age z‐score < −2), and wasted (weight‐for‐length z‐score < −2) children, controlling for child age and sex and maternal age, education, body mass index (BMI), and depressive symptoms. Stunted children had significantly lower ECD scores than their nonstunted peers on cognitive (P = .049), motor (P < .001), language (P < .001) and social–emotional (P = .038) scales where boys had significantly lower fine motor skills compared with girls (P = .027). Mother's schooling and BMI were significant predictors of ECD. Similar to stunting, underweight children had developmental deficits in all domains (cognitive: P = .001; fine motor: P = .039, and P < .001 for both gross motor and total motor; expressive communication: P = .032; total language: P = .013; social–emotional development: P = .017). Wasted children had poor motor skills (P = .006 for the fine motor; P < .001 for both gross motor and total motor development) compared with the nonwasted peers. Early childhood stunting and underweight were associated with poor developmental outcomes in Bangladesh.

Rational imitation declines within the second year of life: Changes in the function of imitation

Cultural learning plays a crucial role in enabling children to fit into their social community by mastering culture-specific habits. Infants learn actions via imitation, and they seem to be sensitive to the context in which a model demonstrates these. They imitate rationally by copying unusual means to achieve a goal more when the model chooses this means voluntarily compared with when some constraints force the model to do so. We investigated the development of rational imitation. In a within-participants design, 18-, 24-, and 36-month-olds (N = 293) observed two unusual actions: Instead of using her hands, a model operated an apparatus by using her head or by sitting on the apparatus. The model did so once with her hands being occupied and once with her hands being free. Besides measuring participants' imitative responses, we analyzed the gaze behavior directed at the model during the response phase of the current study and of 14-month-olds (N = 82) from Gellén and Buttelmann's study (Child Development Research, Vol. 2017, art. 8080649 [2017]). Increasing age was accompanied by an increasing rate of overall imitation across conditions. None of the three older age groups selectively imitated the unusual actions significantly more often in the hands-free condition than in the hands-occupied condition. Thus, rational imitation seems to disappear during the second year of life. Furthermore, there was a significant increase between 14 and 24 months of age and beyond in children's tendency to gaze at the model after reenacting the observed action. Children's gaze behavior indicates that this pattern might be due to a growing underlying social component in early cultural learning.

The effect of resistance training interventions on fundamental movement skills in youth: a meta-analysis

BACKGROUND

Fundamental movement skills (FMS) are strongly related to physical activity (PA) in childhood and beyond. To develop FMS, resistance training (RT) may be a favourable intervention strategy. The purpose of this meta-analysis was to systematically examine the effect of RT interventions on FMS in youth.

METHODS

Meta-analysis followed the PRISMA guidelines (Prospero registration number CRD42016038365). Electronic literature databases were searched from the year of their inception up to and including June 2017. The search strategy aimed to return studies that included product and process-oriented measures as a means of assessing FMS. Studies from English language peer-reviewed published articles that examined the effect of RT on indicators of FMS in youth, with participants of school age (5-18 years) were included.

RESULTS

Thirty-three data sets were included exploring five outcomes related to FMS. Studies included only reported product-oriented outcomes. Significant intervention effects were identified for: sprint (Hedges' g = 0.292, 95% CI 0.017 to 0.567, P = 0.038), squat jump (Hedges' g = 0.730, 95% CI 0.374 to 1.085, P = < 0.001), standing long jump (Hedges' g = 0.298, 95% CI 0.096 to 0.499, P = 0.004), throw (Hedges' g = 0.405, 95% CI 0.094 to 0.717, P = 0.011) and vertical jump (Hedges' g = 0.407, 95% CI 0.251 to 0.564, P = < 0.001). There was variable quality of studies, with 33.3% being classified as 'strong'.

CONCLUSION

RT has a positive impact on indicators of FMS in youth but more high-quality studies should be conducted to further investigate the role RT may play in the development of FMS. Additionally, to more comprehensively evaluate the impact of RT on FMS, there is a need for FMS assessments that measure both process- and product-oriented outcomes.

Protocol for Objective Measurement of Infants' Physical Activity using Accelerometry

PURPOSE

This study aimed to evaluate methods for infants' physical activity measurement based on accelerometry, including the minimum number of measurement days and placement of a wrist or ankle device. We also evaluated the acceptability of the device among infants and mothers.

METHODS

A cross-sectional mixed-methods study was conducted on a convenience sample of 90 infants. Physical activity was measured using the Actigraph GT3X+ accelerometer placed on the wrist and/or ankle for 7 consecutive days (worn for 24 h), and a qualitative interview was performed to verify acceptability. The intraclass correlation coefficient (ICC) method and the Bland and Altman's dispersion diagram were used to verify the minimum number of measurement days. All analyses were stratified by walking status.

RESULTS

The mean (SD) age was 12.9 (1.70) months; the mean acceleration varied between 25.8 mg (95% confidence interval (CI), 14.3-52.7) and 27.3 mg (95% CI, 17.9-44.5) using the wrist placement, and between 24.9 mg (95% CI, 10.6-48.4) and 26.2 mg (95% CI, 11.7-65.6) using the ankle placement. The ICC results showed a lower acceleration variability between days among infants incapable of walking; they achieved an ICC of 0.80 with 1 d of measurement in both placements. Among those capable of walking, the minimum number of days to achieve an ICC of 0.80 was 2 d measured at the wrist (0.85; 95% CI, 0.71-0.93) and 3 d measured at the ankle (0.92; 95% CI, 0.84-0.96). The qualitative results pointed to the wrist placement as the preferred placement among the overall sample.

CONCLUSIONS

Two and three measurement days with the accelerometer placed on the wrist and ankle, respectively, seemed to adequately represent a week of measurement. The accelerometer placed on the wrist had better acceptance by the infants and mothers.

Brief Report: Does Social Functioning Moderate the Motor Outcomes of a Physical Activity Program for Children with Autism Spectrum Disorders-A Pilot Study

Several recent studies revealed that physical activity programs that focus on fundamental motor skills could enhance both motor and social performance. The purpose of this pilot was to explore whether the social impairment of Autistic Spectrum Disorders (ASD) moderated the motor outcomes of a physical activity program. Nine children with ASD attended a 2-week program that adopted the Classroom Pivotal Response Teaching. Significant improvements on motor skills were found in all participants. Furthermore, children with more social impairment demonstrated greater motor improvement in comparison to those with less social problems. Findings suggest the importance of social factors on the outcomes of physical activity programs and the interplays between social and motor domains in ASD interventions.

Meilensteine der Motorischen Verhaltensforschung

Zusammenfassung. Die Forschung zum motorischen Verhalten hat eine lange Tradition, wobei eine Vielzahl von Forschern zu einem breiten und tiefgehenden Verständnis des Themas beigetragen haben. Der Erkenntnisgewinn und Fortschritt in der Theorieentwicklung innerhalb des Feldes war zudem meist nicht-linear, sondern gezeichnet durch schnelle Wachstumsphasen nach der Veröffentlichung wichtiger Forschungsartikel und neuer theoretischer Perspektiven. Diese veränderten die Art und Weise wie wir das motorische Verhalten heute konzipieren; und sie sind noch nicht abgeschlossen. Wir werden einige der innovativsten und wirkungsvollsten Theorien und Entwicklungen auf dem Gebiet des motorischen Verhaltens (untergliedert in die drei Hauptbereiche Entwicklung, Kontrolle und Lernen) des letzten Jahrhunderts skizzieren und diskutieren. Darüber hinaus werden wir frühe, wegweisende Forschungsarbeiten vorstellen, die wir für unverzichtbar für das Studium der Motorikforschung halten. Der Blick zurück soll uns erlauben, eine Richtung für die Zukunft zu zeichnen und zu diskutieren. Diese Forschungsthemen können und werden (hoffentlich) in den nächsten Jahrzehnten in vielen Bereichen der Gesellschaft, einschließlich des Sports und der Bewegungswissenschaft, der Robotikforschung und der Klinik, einen wichtigen Einfluss auf die Entwicklung einer gesunden Lebenswelt haben.

MOBAK 1 Assessment in Primary Physical Education: Exploring Basic Motor Competences of Portuguese 6-Year-Olds

Children's motor competence is known to have a determinant role in learning and engaging later in complex motor skills and, thus, in physical activity. The development of adequate motor competence is a central aim of physical education, and assuring that pupils are learning and developing motor competence depends on accurate assessment protocols. The MOBAK 1 test battery is a recent instrument developed to assess motor competence in primary physical education. This study used the MOBAK 1 to explore motor competence levels and gender differences among 249 ( M_age = 6.3, SD = 0.5 years; 127 girls and 122 boys) Grade 1 primary school Portuguese children. On independent sample t tests, boys presented higher object movement motor competence than girls (boys: M = 5.8, SD = 1.7; girls: M = 4.0, SD = 1.7; p < .001), while girls were more proficient among self-movement skills (girls: M = 5.1, SD = 1.8; boys: M = 4.3, SD = 1.7; p < .01). On "total motor competence," boys ( M = 10.3, SD = 2.6) averaged one point ahead of girls ( M = 9.1, SD = 2.9). The percentage of girls in the first quartile of object movement was 18.9%, while, for "self movement," the percentage of boys in the first quartile was almost double that of girls (30.3% and 17.3%, respectively). The confirmatory model to test for construct validity confirmed the assumed theoretical two-factor structure of MOBAK 1 test items in this Portuguese sample. These results support the MOBAK 1 instrument for assessing motor competence and highlighted gender differences, of relevance to intervention efforts.

Association between age at onset of independent walking and objectively measured sedentary behavior is mediated by moderate-to-vigorous physical activity in primary school children

Objective

Age at onset of walking has been shown as an early predictor of physical activity in infants and children. However, little is known about whether age at onset of walking may predict sedentary behavior (SB). The aim of the present study was to examine the association between the timing of onset of walking and objectively measured SB, and whether this association is mediated by moderate-to-vigorous physical activity (MVPA) in children.

Methods

The subjects were 388 elementary school children aged 6–12 years. Current weight and height data were collected. Birth weight and the age in months the child first walked independently were reported based on the parents’ recall. Children’s SB and physical activity were objectively measured using a triaxial accelerometer (Active style Pro HJA-350IT, OMRON). The following summary outcome variables were derived from accelerometer data: Time (min/day) spent in SB (≤1.5 metabolic equivalents [METs]) and MVPA (≥3.0 METs).

Results

The mean ± SD time (min/day) spent in sedentary was 376 ± 62 and MVPA was 67.6 ± 20.8. Multiple linear regression analyses revealed that a later age at independent walking was associated with increased time spent in SB (β = 0.15, P < 0.001) and decreased time spent in MVPA (β = -0. 18, P < 0.001) after adjusting for gender, birth weight, current age, body weight, schools, and time spent wearing the accelerometer. When MVPA was introduced as a covariate in the model predicting SB, the association between the age at independent walking and time spent in SB was completely attenuated (β = 0.04, P = 0.215), while MVPA was significantly associated with SB (β = -0.61, P < 0.001).

Conclusions

Our results indicate that infants who walked at a later age spent more time in SB in childhood, and this association is mediated by MVPA. Appropriate interventions which focus on increasing MVPA and thereby reducing SB may be beneficial in infants who demonstrate a later age at onset of independent walking.