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Moon J, Webster CA, Stodden DF, Brian A, Mulvey KL, Beets M, Egan CA, McIntosh LIF, Merica CB, Russ L. Systematic review and meta-analysis of physical activity interventions to increase elementary children's motor competence: a comprehensive school physical activity program perspective. BMC Public Health 2024; 24:826. [PMID: 38491432 PMCID: PMC10943790 DOI: 10.1186/s12889-024-18145-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2023] [Accepted: 02/18/2024] [Indexed: 03/18/2024] Open
Abstract
BACKGROUND Regular participation in physical activity (PA) benefits children's health and well-being and protects against the development of unhealthy body weight. A key factor in children's PA participation is their motor competence (MC). The comprehensive school physical activity program (CSPAP) framework offers a way to classify existing PA interventions that have included children's MC development and understand the potential avenues for supporting children's MC. However, there have been no systematic reviews or meta-analyses of PA interventions and their effects on the MC of elementary school children (aged 5-12 years) from a CSPAP perspective. METHODS This study was conducted in accordance with the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement. We searched seven electronic databases (PubMed/Medline, Embase, ERIC, SPORTDiscus, CINAHL, Web of Science, and PsycINFO) for articles on 29 November 2021. The CSPAP framework was used to categorize the different intervention approaches. This review was registered with PROSPERO (CRD42020179866). RESULTS Twenty-seven studies were included in the review, and twenty-six studies were included in the meta-analysis. A wide range of PA intervention approaches (e.g., single component or multicomponent) within the context of the CSPAP framework appear to be promising pathways in enhancing children's MC. The results of the aggregate meta-analysis presented that effect sizes for the development of MC from pre-and post- intervention ranged from moderate to large (Hedges' g = 0.41-0.79). The analysis revealed that the predicted moderators, including study length, delivery agent, and study design, did not result in statistically significant moderate variations in MC outcomes. There was, however, considerable heterogeneity in study design, instruments, and study context, and studies were implemented in over 11 countries across diverse settings. CONCLUSIONS This study uniquely contributes to the literature through its primary focus on the effectiveness of PA interventions on elementary children's MC. This review emphasizes the importance of customizing CSPAP to fit the specific characteristics of each school setting, including its environmental, demographic, and resource attributes. The effectiveness of CSPAP, particularly its physical education (PE) component, is significantly enhanced when these programs are adapted to address the unique needs of each school. This adaptation can be effectively achieved through targeted professional teacher training, ensuring that PE programs are not only contextually relevant but also optimized for maximum impact in diverse educational environments. Researchers and practitioners should pursue how to effectively translate the evidence into practice to better conceptualize CSPAPs designed for children's MC development.
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Affiliation(s)
- Jongho Moon
- Department of Human Performance and Health Education, Western Michigan University, Kalamazoo, MI, USA.
| | - Collin A Webster
- Department of Kinesiology, Texas A&M University - Corpus Christi, Corpus Christi, TX, USA
| | - David F Stodden
- Department of Educational and Developmental Science, University of South Carolina, Columbia, SC, USA
| | - Ali Brian
- Department of Educational and Developmental Science, University of South Carolina, Columbia, SC, USA
| | - Kelly Lynn Mulvey
- Department of Psychology, North Carolina State University, Raleigh, NC, USA
| | - Michael Beets
- Department of Exercise Science in Arnold School of Public Health, University of South Carolina, Columbia, SC, USA
| | - Cate A Egan
- College of Education, Health and Human Sciences Movement Sciences, University of Idaho, Moscow, ID, USA
| | - Lori Irene Flick McIntosh
- College of Education, Department of Physical Education and Exercise Science, Lander University, Greenwood, SC, USA
| | - Christopher B Merica
- College of Health and Human Sciences, University of North Carolina-Wilmington, Wilmington, NC, USA
| | - Laura Russ
- Indepedent Researcher, Unaffiliated, Wilmington, USA
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Brian A, Taunton Miedema S, Starrett A, Griffin S, Stribing A, Miedema B, Walker M, Casner C, Wainwright N, Wadsworth D, Goodway JD, Stodden DF. SKIPping With PALS: Exploring Parental Engagement in a Motor Intervention for Their Preschool Children. Res Q Exerc Sport 2023; 94:668-677. [PMID: 35442166 DOI: 10.1080/02701367.2022.2041538] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/20/2021] [Accepted: 02/09/2022] [Indexed: 06/14/2023]
Abstract
Purpose: The purpose of this study was to explore how parent involvement influenced the effectiveness of a movement intervention targeting gross motor skills and physical activity behavior in preschool-aged boys and girls. Methods: Parents received training at monthly school-based sessions and online to implement the movement intervention once per month at school and once per week at home across 6 months (N = 104; Mage = 48.30 months, SD = 6.90). Children completed the Test of Gross Motor Development-3 at baseline and wore physical activity trackers 24/7 for six weeks during the intervention. COVID-19 disrupted the intervention and prevented immediate post testing. Children (N = 60; Mage = 60.86 months, SD = 6.57) who returned to the center one year later completed gross motor skill retention testing. Results: For each additional school-based session attended by the parents (up to six), children's locomotor and manipulative skills were 1.87 and 1.95 points higher, respectively, at the start of the following academic year. For physical activity, each session increase in attendance at the school-based component of the intervention resulted in an additional 1455 steps in average weekly step count. Conclusion: Increased parent engagement demonstrated greater change in gross motor skills and larger acute physical activity responses. Understanding barriers that impact the level of parental intervention engagement (i.e., dose) also provides insight into why some children learn and others do not within a parent-led intervention. Although the implementation and results of this study were impacted by COVID, these data can help researchers optimize future intervention strategies.
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de Bruijn AGM, Meijer A, Königs M, Oosterlaan J, Smith J, Hartman E. The mediating role of neurocognitive functions in the relation between physical competencies and academic achievement of primary school children. Psychol Sport Exerc 2023; 66:102390. [PMID: 37665853 DOI: 10.1016/j.psychsport.2023.102390] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/14/2022] [Revised: 01/12/2023] [Accepted: 01/13/2023] [Indexed: 09/06/2023]
Abstract
Previous studies into associations between physical, neurocognitive and academic skills have reported inconsistent results. This study aimed to get more insight into these relations by examining all three domains simultaneously, testing a complete mediational model including measures of physical competencies (cardiovascular fitness and motor skills), neurocognitive skills (attention, information processing, and core executive functions), and academic achievement (reading, mathematics, and spelling). Dutch primary school students (n = 891, 440 boys, mean age 9.17 years) were assessed on the Shuttle Run Test (cardiovascular fitness), items of the Körperkoordinationstest für Kinder and Bruininks-Oseretsky Test-II (fundamental motor skills), computerized neurocognitive tests, and standardized academic achievement tests. A multilevel structural equation model showed that physical competencies were only indirectly related to academic achievement, via specific neurocognitive functions depending on the academic domain involved. Results provide important implications, highlighting the importance of well-developed physical competencies in children.
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Affiliation(s)
- Anne G M de Bruijn
- Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Van der Boechorstraat 7, 1081 HV, Amsterdam, the Netherlands.
| | - Anna Meijer
- Institute of Education and Child Studies, Leiden University, Wassenaarseweg 52, 2333 AK, Leiden, the Netherlands
| | - Marsh Königs
- Emma Neuroscience Group, Emma Children's Hospital, Amsterdam UMC, University of Amsterdam, Meibergdreef 9, 1105 AZ, Amsterdam, the Netherlands
| | - Jaap Oosterlaan
- Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Van der Boechorstraat 7, 1081 HV, Amsterdam, the Netherlands
| | - Joanne Smith
- Center for Human Movement Sciences, University Medical Center Groningen, University of Groningen, A. Deusinglaan 1, 9713 AV, Groningen, the Netherlands
| | - Esther Hartman
- Center for Human Movement Sciences, University Medical Center Groningen, University of Groningen, A. Deusinglaan 1, 9713 AV, Groningen, the Netherlands
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Menescardi C, De Meester A, Álvarez O, Castillo I, Haerens L, Estevan I. The mediational role of motivation in the model of motor development in childhood: A longitudinal study. Psychol Sport Exerc 2023; 66:102398. [PMID: 37665860 DOI: 10.1016/j.psychsport.2023.102398] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/30/2022] [Revised: 11/14/2022] [Accepted: 01/26/2023] [Indexed: 09/06/2023]
Abstract
The aim of this study was twofold: first, to examine the stability of the hypothesized conceptual model of motor development (without and with including various types of motivation) when children are followed up one-year later, and second to examine longitudinally whether changes in one model variable predict changes in other variables, according to the hypothesized pathways in the model. A sample of 361 Spanish students (50.7% girls, 8-11 years old) voluntarily participated in this study. In relation to the first aim, structural equation modeling revealed the expected positive relationship between the model variables in both measurement times. That is: actual motor competence (MC) predicted physical activity (PA) (p < .001), perceived MC mediated the relationship between actual MC and PA (p < .001), and autonomous motivation mediated the relationship between perceived MC and PA (p < .05). Moreover, the comparison of the invariance analysis showed non-practical differences between the unconstrained model and the constrained model, supporting the stability of the model over time. In relation to the second aim, the hypothesized model in Time 2 controlling for Time 1 values showed that changes in children's actual MC positively predicted changes in their perceived MC (p < .001), which in turn, predicted changes in their autonomous motivation (p < .001), and PA (p < .001) at Time 2. Based on these findings Physical Education teachers are recommended to foster children's actual and perceived MC as well as their autonomous motivation over time in order to promote PA strategies for lifelong health.
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Affiliation(s)
- Cristina Menescardi
- Physical Activity and Health Promotion (AFIPS) Research Group, Valencia, Spain; University of Valencia, Department of Teaching of Physical Education, Arts and Music, Valencia, Spain.
| | - An De Meester
- University of South Carolina, Department of Physical Education, Columbia, USA; Ghent University, Department of Movement and Sports Sciences, Ghent, Belgium
| | - Octavio Álvarez
- Physical Activity and Health Promotion (AFIPS) Research Group, Valencia, Spain; University of Valencia, Department of Social Psychology, Valencia, Spain
| | - Isabel Castillo
- Physical Activity and Health Promotion (AFIPS) Research Group, Valencia, Spain; University of Valencia, Department of Social Psychology, Valencia, Spain
| | - Leen Haerens
- Ghent University, Department of Movement and Sports Sciences, Ghent, Belgium
| | - Isaac Estevan
- Physical Activity and Health Promotion (AFIPS) Research Group, Valencia, Spain; University of Valencia, Department of Teaching of Physical Education, Arts and Music, Valencia, Spain
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Ku B, Stinson JD, MacDonald M, McIntyre LL. Parental Behavior Influences on Motor Skill Development in Young Children with Developmental Disabilities: A Two-Year Longitudinal Study. Child Psychiatry Hum Dev 2023; 54:460-9. [PMID: 34622416 DOI: 10.1007/s10578-021-01263-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/30/2021] [Indexed: 10/20/2022]
Abstract
Young children with developmental disabilities (DDs) experience motor skill deficits compared to their peers without disabilities. Even though parents play an important role in developing their children's motor skills, it has not been widely studied how parental behaviors influence motor skill development in young children with DDs. Therefore, the current study has two main purposes: (a) to examine early motor skill development of preschool aged children (3-5 years) with DDs longitudinally over a two-year period and (b) to longitudinally examine the relationship between parental behaviors and the motor skill development of young children with DDs. Fundamental motor skills (locomotor and object control skills) in 64 young children with DDs and their parent's behavior was measured at five time points when children were between the ages of three and five years. Multilevel modeling was used to examine motor skill progression in young children with DDs and to evaluate the longitudinal relationship between parenting behaviors and motor skill development in young children with DDs. Findings indicated that young children with DDs develop their motor skills in a non-linear fashion across two years. Young children with DDs who have parents with one standard deviation higher (+ SD) in the positive parental behavior than average showed a statistically significant linear increase in the standard scores of locomotor and object-control skills with age (b = 0.27, p = 0.01; b = 0.22, p < 0.01, respectively). This study highlights the importance of positive parenting behaviors in regard to promoting motor skills in young children with DDs.
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Taunton Miedema S, Mulvey KL, Brian A. "You Throw Like a Girl!": Young Children's Gender Stereotypes About Object Control Skills. Res Q Exerc Sport 2023; 94:294-298. [PMID: 34904912 DOI: 10.1080/02701367.2021.1976374] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/14/2019] [Accepted: 08/31/2021] [Indexed: 06/14/2023]
Abstract
Purpose: Understanding if children hold stereotypes about motor skills, may partially explain differences in object control performance between young boys and girls. Therefore, the purpose of this study was to examine whether young boys and girls held stereotypes related to object control skills. Methods: Children (N = 84) ages three years four months to five years seven months (Mage = 4.6 years, SD = .58) completed the Test of Gross Motor Development-Second Edition and a modified version of the Children's Occupations, Activities and Traits Measure. Spearman Rho correlations examined associations between children's stereotypes and actual object control skills performance. We then examined differences between boys' and girls' gender stereotypes (three for each category) and object control skills via independent samples t-tests. Results: Results showed significant associations between gender stereotypes toward object control skills and actual object control skills for girls (ρ = -.31--.53, p < .05) but not for boys (ρ = .10-.14, p > .05). Concurrently, girls showed significantly lower object control skills than boys (t[82] = 2.01; p = .042, d = .44) as well as significantly higher gender stereotypes across all three categories (p < .05, d = .54-1.77). Conclusion: These data indicated that girls, not boys, held gender stereotypes about object control skills in concert with lower object control skill performances. Future research should evaluate the impacts of an integrated gross motor intervention which seeks to change gender stereotypes and concurrently improve object control skill performance.
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Estevan I, Bowe SJ, Menescardi C, Barnett LM. Self and proxy (parents and teachers') reports of child motor competence: A three-year longitudinal study. Psychol Sport Exerc 2023; 64:102331. [PMID: 37665815 DOI: 10.1016/j.psychsport.2022.102331] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/10/2022] [Revised: 11/02/2022] [Accepted: 11/03/2022] [Indexed: 09/06/2023]
Abstract
OBJECTIVE The aims of this study were to: 1) analyse the longitudinal trends in the evolution of the association between children's actual and perceived motor competence (AMC and PMC, respectively) according to the source of information: children, parents, and Physical Education (PE) teachers; 2) assess whether children, parents, and PE teachers can report on children's AMC longitudinally (considering the children's age, sex, and the type of motor competence). DESIGN AND METHOD A sample of 108 typically developing Spanish children (47.12% girls) from five schools participated in this study. AMC and PMC (locomotion, object control and overall MC) data was collected at three time points one year apart. Longitudinal mixed effects models with repeated measures were conducted. RESULTS Regardless of the domain of MC, no longitudinal association between children's AMC and PMC was found. Parents also exhibited limited capability to proxy report their children's AMC longitudinally. PE teachers' proxy reports of children' AMC were associated over time with object control and overall level. CONCLUSION This study confirms the necessity of specific training in AMC to effectively report on children's motor competence. PE teachers can be seen as a potential source to empower children's AMC and PMC development over time.
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Affiliation(s)
- Isaac Estevan
- AFIPS Research Group, Department of Teaching of Physical Education, Arts and Music, University of Valencia, Avenida dels Tarongers, 4, Valencia, 46022, Spain.
| | - Steven J Bowe
- Deakin Biostatistics Unit, Faculty of Health, Deakin University, Geelong, Victoria, 3125, Australia; School of Health, Wellington Faculty of Health, Victoria University of Wellington, Kelburn, Wellington, New Zealand.
| | - Cristina Menescardi
- AFIPS Research Group, Department of Teaching of Physical Education, Arts and Music, University of Valencia, Avenida dels Tarongers, 4, Valencia, 46022, Spain.
| | - Lisa M Barnett
- Institute of Physical Activity and Nutrition, School of Health and Social Development, Deakin University, Locked Bag 20000, Geelong, VIC 3220, Australia.
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Starrett A, Pennell A, Irvin MJ, Taunton Miedema S, Howard-Smith C, Goodway JD, Stodden DF, Brian A. An Examination of Motor Competence Profiles in Preschool Children: A Latent Profile Analysis. Res Q Exerc Sport 2022; 93:437-446. [PMID: 34236281 DOI: 10.1080/02701367.2020.1859440] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/14/2020] [Accepted: 11/21/2020] [Indexed: 06/13/2023]
Abstract
Purpose: Identifying profiles of preschoolers' motor competence (MC) is essential for providing accurate and targeted intervention. However, little is known regarding children's MC profiles, more specifically how skills may present in unique clusters. The purposes of the study were to explore MC profiles of U.S. children ages 3-6 years, quantify the uniqueness of these profiles, and examine differences by age, gender, race, geographic region, socioeconomic status, and Body Mass Index z-scores. Methods: Participants included children (N = 582, ngirls = 296) aged 3-6 years (Mage = 4.97, SD = .75) enrolled in one of seven early childhood education centers (Alabama, Louisiana, Ohio [× 2], South Carolina [× 2], Texas). Each child's MC was assessed with the 12 skills comprising the TGMD-2. Latent profile analysis was performed using the 12 MC skills. Results: Five profiles of MC emerged, three of which show developing MC but in varying combinations. Wald tests revealed possible MC advantages for preschool children who are older, boys, reside in an urban region, and are of higher socioeconomic status, but only for the proficient MC profile. Conclusion: By uncovering five unique latent MC profiles, professionals should consider the presentation/origins of each profile and use such knowledge to create targeted, individualized MC interventions in American preschoolers. From a research perspective, the implications of this study suggest that researchers should consider person-oriented approaches examining individual skill scores (vs. summed subscale scores) whenever possible.
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Aadland KN, Nilsen AKO, Lervåg AO, Aadland E. Structural validity of a test battery for assessment of fundamental movement skills in Norwegian 3-6-year-old children. J Sports Sci 2022; 40:1688-1699. [PMID: 35849555 DOI: 10.1080/02640414.2022.2100622] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
Fundamental movement skills (FMS) are building blocks of more advanced movements, including subdomains of locomotion, object control and balance skills, but limited evidence exists for this three-factor structure. The aim of this study was to examine the structural validity of a three-factor modified test battery of FMS across age and sex in two large samples of preschoolers aged 3-6 years (sample 1: n = 1213, mean age 4.8 (.09); sample 2: n = 1198, mean age 4.3 (.09)). We used a test battery of FMS consisting of movement tasks for locomotion (run, horizontal jump and hop) and object control (catch, overhand throw and kick) from the Test of Gross Motor Development and balance skills (single-leg standing, walking line backward and walking line forward) from the Preschoolers Gross Motor Quality Scale. Confirmatory factor analysis was used to analyse the data. We found support for both a three-factor and a two-factor structure. Measurement invariance testing showed invariance over age and partial scalar invariance over sex. We conclude that our modified test battery is an appropriate measure of young children's FMS across the domains of locomotion, object control and balance, but that locomotion and object control subdomains provide limited unique information.
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Affiliation(s)
- Katrine Nyvoll Aadland
- Western Norway University of Applied Sciences, Faculty of Education, Arts and Sports, Department of Sport, Food and Natural Sciences, Campus Sogndal, Sogndal, Norway
| | - Ada Kristine Ofrim Nilsen
- Western Norway University of Applied Sciences, Faculty of Education, Arts and Sports, Department of Sport, Food and Natural Sciences, Campus Sogndal, Sogndal, Norway
| | - Arne Ola Lervåg
- Western Norway University of Applied Sciences, Faculty of Education, Arts and Sports, Department of Pedagogy, Religion and Social Studies, Campus Sogndal, Sogndal, Norway
| | - Eivind Aadland
- Western Norway University of Applied Sciences, Faculty of Education, Arts and Sports, Department of Sport, Food and Natural Sciences, Campus Sogndal, Sogndal, Norway
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Jylänki P, Sipinen E, Mbay T, Sääkslahti A, Aunio P. Combining Numerical Relational and Fundamental Motor Skills to Improve Preschoolers' Early Numeracy: A Pilot Intervention Study. Int J Early Child 2022; 55:131-154. [PMID: 35571603 PMCID: PMC9077984 DOI: 10.1007/s13158-022-00329-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/18/2022] [Indexed: 06/15/2023]
Abstract
The aim of this pilot study was to examine the immediate and long-term effects of an intervention program that aims to improve preschoolers' (N = 36, M = 4.49 years, SD = 0.35) early numeracy skills by combining the learning of numerical relational skills via story reading with fundamental motor skill practice. The intervention program was piloted with two study designs: a within-subject repeated-measures design with 18 children (study I), and a quasi-experimental study design with 18 children (study II). Children's early numeracy, symbolic magnitude processing, and fundamental motor skills were measured. Results demonstrated that children's early numeracy and especially numerical relational skills improved during the intervention, and the intervention had larger effects on children's early numeracy and numerical relational skills compared to the control period (study I) and control group (study II). Furthermore, the results from the delayed post-test demonstrated that the effects were maintained for 4.5-8 weeks after the intervention. These findings provide preliminary evidence that it is possible to support children's early numeracy skills with combined learning of numerical relational skills via story reading and fundamental motor skills despite the socioeconomic or language background, and narrow the gap between low- and average-performing children.
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Affiliation(s)
- Pinja Jylänki
- Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
| | - Elina Sipinen
- Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
| | - Theo Mbay
- Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
| | - Arja Sääkslahti
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
| | - Pirjo Aunio
- Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
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Jones D, Innerd A, Giles EL, Azevedo LB. Association between fundamental motor skills and physical activity in the early years: A systematic review and meta-analysis. J Sport Health Sci 2020; 9:542-552. [PMID: 33308805 PMCID: PMC7749255 DOI: 10.1016/j.jshs.2020.03.001] [Citation(s) in RCA: 49] [Impact Index Per Article: 12.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/03/2019] [Revised: 12/05/2019] [Accepted: 12/30/2019] [Indexed: 05/17/2023]
Abstract
BACKGROUND Physical activity (PA) in the early years is associated with a range of positive health outcomes. Fundamental motor skill (FMS) competence is associated with PA and is theorized to be driven by PA in the early years and vice versa in mid to late childhood. However, to date, no studies have meta-analyzed the association between PA and FMS in the early years. METHODS Six electronic databases were searched for articles published up to April 2019. Cross-sectional and longitudinal studies were included if they targeted children (ages 3-6 year) as the population of the study and assessed the association between objectively measured PA and FMS. Total FMS, total physical activity (TPA), and moderate-to-vigorous physical activity (MVPA) data were meta-analyzed using a random effects model. RESULTS We identified 24,815 titles and abstracts. In total, 19 studies met the inclusion criteria, including 14 cross-sectional and 4 longitudinal studies, as well as 1 study with cross-sectional and longitudinal analysis. There was a significant but small positive association between FMS and MVPA (r = 0.20, 95% confidence interval (CI): 0.13-0.26) and TPA (r = 0.20, 95%CI: 0.12-0.28). Findings from longitudinal studies revealed that PA drives FMS in early childhood. Mediation was explored in 1 study, which found that perceived motor competence did not mediate the association between FMS and PA. CONCLUSION Using a meta-analysis, this study is the first to show a positive association between FMS, MVPA, and TPA in the early years of childhood, suggesting that the association begins at an early age. Limited evidence from longitudinal studies supports the theory that PA drives FMS in the early years of childhood. More evidence is needed from large studies to track PA and FMS until mid to late childhood and to explore the mediators of this association.
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Affiliation(s)
- Dan Jones
- School of Health and Life Sciences, Teesside University, Middlesbrough TS1 3BX, UK.
| | - Alison Innerd
- School of Health and Life Sciences, Teesside University, Middlesbrough TS1 3BX, UK
| | - Emma L Giles
- School of Health and Life Sciences, Teesside University, Middlesbrough TS1 3BX, UK
| | - Liane B Azevedo
- School of Health and Life Sciences, Teesside University, Middlesbrough TS1 3BX, UK
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Webster EK, Martin CK, Staiano AE. Fundamental motor skills, screen-time, and physical activity in preschoolers. J Sport Health Sci 2019; 8:114-121. [PMID: 30997257 PMCID: PMC6450921 DOI: 10.1016/j.jshs.2018.11.006] [Citation(s) in RCA: 82] [Impact Index Per Article: 16.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/25/2018] [Revised: 09/12/2018] [Accepted: 09/14/2018] [Indexed: 05/16/2023]
Abstract
PURPOSE To examine the associations among preschoolers fundamental motor skills, screen-time, physical activity (PA), and sedentary behavior (SB). METHODS Children ages 3-4years were enrolled in a prospective observational trial of PA. Trained assessors conducted the Test of Gross Motor Development-3rdedition (TGMD-3), and the Movement Assessment Battery for Children-2nd edition, and parent-reported child screen-time and sociodemographic information. Children wore an accelerometer for 7days to examine SB and total PA (TPA). TPA was further characterized as moderate-to-vigorous PA (MVPA) or vigorous PA (VPA). Mixed linear models were calculated, controlling for age (for TGMD-3), sex, household income, and accelerometer wear time (for accelerometry models), with childcare center as a random effect. The primary analysis reported on the cross-sectional baseline data of 126 children with complete fundamental motor skill and screen-time data; a subanalysis included 88 children with complete accelerometry data. RESULTS Children were 3.4 ± 0.5years of age (54% girls; 46% white, 42% African American, 12% other). A total of 48% lived in households at or below the federal poverty level. Children engaged in 5.1 ± 3.6h/day of screen-time. Children's screen-time was inversely related to the Movement Assessment Battery for Children-2nd edition, manual dexterity skills percentile (β (SE) = -1.7 (0.8), p = 0.049). In the accelerometry subsample, children engaged in 5.9 ± 0.9h/day of TPA of which 1.7 ± 0.6h/day was MVPA. Boys engaged in more MVPA and VPA and less SB compared with girls (all p < 0.05). A higher TGMD-3, total score (β (SE) = 0.4 (0.2), p = 0.017) and locomotor score (β (SE) = 0.7 (0.3), p = 0.018) were associated with more VPA but not with TPA or MVPA. Screen-time and television in the bedroom were not related to SB, TPA, MVPA, or VPA. CONCLUSION Children's motor skills were positively related to VPA but inversely related to screen-time. Further inquiry into the implications of high exposure to screen-time in young children is needed.
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Affiliation(s)
- E. Kipling Webster
- School of Kinesiology, Louisiana State University, Baton Rouge, LA 70808, USA
| | - Corby K. Martin
- Pennington Biomedical Research Center, Louisiana State University, Baton Rouge, LA 70808, USA
| | - Amanda E. Staiano
- Pennington Biomedical Research Center, Louisiana State University, Baton Rouge, LA 70808, USA
- Corresponding author.
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Abstract
PURPOSE The purpose of this study was to examine whether functional movement proficiency could be improved as measured via the Functional Movement Screen using a standardized warm-up protocol in middle school physical education. A secondary purpose was to determine whether such improvement, if it occurred, would positively influence the technical performance of 4 fundamental motor skills: overhand throw, vertical jump, kicking, and running. METHOD Participants were 120 7th- and 8th-grade physical education student volunteers. Two classes from each grade level were assigned to the functional group (N = 54) while the remaining 2 classes of each grade were assigned to the control group (N = 66). Baseline measures were obtained using the Functional Movement Screen and the Get Skilled: Get Active (2000) process-oriented motor skill assessment. For 6 weeks, the functional group warmed up by performing functional stretching, stability, and mobility exercises while the control group completed a traditional dynamic warm-up. RESULTS According to gain score analysis, those in the functional group significantly reduced dysfunctional movements (scores of 1) compared with those in the control group. Further, boys in the functional group significantly improved their Functional Movement Screen composite score as compared with their male counterparts in the control group whose scores declined. No differences were found for fundamental motor skill performance. CONCLUSION Replacing the traditional dynamic warm-up with one that emphasizes functional movement in preparation for activity in physical education appears effective for correcting movement dysfunctions in young adolescents.
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Bishop JC, Pangelinan M. Motor skills intervention research of children with disabilities. Res Dev Disabil 2018; 74:14-30. [PMID: 29366922 DOI: 10.1016/j.ridd.2017.11.002] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/30/2016] [Revised: 10/24/2017] [Accepted: 11/06/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Physical inactivity and obesity among children with physical and cognitive disabilities is an emerging public health issue. Children's motor skill development is a determinant of lifelong physical activity and obesity. AIMS The purpose of this article is to critically evaluate motor skill intervention literature among children with physical and cognitive disabilities. METHODS AND PROCEDURES Electronic searches were completed to identity research articles published from 1984 to 2014. Major findings were categorized among subtopics including characteristics of intervention studies, research designs, diagnostic method, motor skill interventions and motor skill outcome. OUTCOMES AND RESULTS 21 studies were found and included participants with developmental delay (42.8%), autism (19.0%), cross-disability (19.0%), intellectual disability (4.8%), cerebral palsy (4.8%), developmental coordination disorder (4.8%), and learning disabilities (4.8%). Only one study was a randomized controlled trial. CONCLUSIONS and implications: The current literature on motor skill intervention research is broad in scope and has limited generalizability within and across disability groups. Future research is needed to develop cross-disability intervention methods adaptable to disability and function-specific needs, including the utilization of rapidly developing technology. Researchers are encouraged to utilize sound methodology with robust theoretical foundations. Family and community engagement is encouraged in intervention delivery.
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Affiliation(s)
- Jason C Bishop
- Auburn University, Center for Disability Research and Policy Studies, 215 South Donahue Drive, Auburn, AL 36849, United States.
| | - Melissa Pangelinan
- Auburn University, 3084 Haley Center, Auburn, AL 36849-5218, United States.
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Abstract
PURPOSE Children from disadvantaged settings are at risk for delays in their object-control (OC) skills. Fundamental motor skill interventions, such as the Successful Kinesthetic Instruction for Preschoolers (SKIP) Program, are highly successful when led by motor development experts. However, few preschools employ such experts. This study examined the extent to which Head Start teachers delivering an 8-week teacher-led SKIP (T-SKIP) intervention elicited learning of OC skills for Head Start children. METHOD Head Start teachers (n = 5) delivered T-SKIP for 8 weeks (450 min). Control teachers (n = 5) implemented the typical standard of practice, or well-equipped free play. All children (N = 122) were pretested and posttested on the OC Skill subscale of the Test of Gross Motor Development-2. RESULTS Descriptive analyses at pretest identified 81% of the children were developmentally delayed in OC skills (below the 30th percentile). A 2-level hierarchical linear model demonstrated the effectiveness of T-SKIP with significant differences (β = 4.70), t(8) = 7.02, p < .001, η2 = .56, between T-SKIP children (n = 63) and control children (n = 59) at posttest. CONCLUSION Head Start teachers who delivered T-SKIP could bring about positive changes in children's OC skills, thereby remediating the initial developmental delays presented. Control children remained delayed in their OC skills in spite of daily well-equipped free play, giving rise to concerns about their future motor competence and physical activity levels.
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Abstract
PURPOSE The purpose of this study was to analyze tracking and stability of motor coordination in children from age 6 years to ages 9 and 13 years. METHOD Data were from the Copenhagen School Child Intervention Study. Motor coordination (MC) was measured using the körperkoordinationstest für Kinder (KTK) test. The crude performance score on every item was converted into a standardized "score" based on the original German reference study, which was used to generate a total standardized motor coordination (MQ) score. The MQ scores, which represented children's level of gross MC, were classified as low (MQ score < 85), normal (MQ score = 85-115), or high (MQ score>115). Pearson correlation was used to calculate the tracking coefficients of each KTK element and MQ score, and weighted kappa was used to analyze maintenance in MC classification groups. Mixed-effects logistic regression analyses were performed to examine the odds of remaining in the low MC group over time based on body mass index (BMI), weight, and height tertiles. RESULTS Tracking coefficients among the MQ score and each KTK element at different ages were moderate (r>.35). Children in the highest BMI and weight tertiles had a 5.44 and 5.15 times greater chance to be in the lower MC classification group during the 7-year follow-up, respectively, in comparison with children in their lowest tertiles. CONCLUSION MC tracked moderately through childhood to early adolescence. Because heavier children had a greater chance to be in the lower MC group at older ages, intervention may be useful at earlier ages for those with lower MC and disadvantageous weight status.
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Affiliation(s)
- Rodrigo Antunes Lima
- a CAPES Foundation, Ministry of Education of Brazil
- b University of Southern Denmark
| | | | | | - Lars Bo Andersen
- d Sogn og Fjordane University College
- e Norwegian School of Sport Sciences
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Van Capelle A, Broderick CR, van Doorn N, E Ward R, Parmenter BJ. Interventions to improve fundamental motor skills in pre-school aged children: A systematic review and meta-analysis. J Sci Med Sport 2017; 20:658-666. [PMID: 28169146 DOI: 10.1016/j.jsams.2016.11.008] [Citation(s) in RCA: 58] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2016] [Revised: 10/27/2016] [Accepted: 11/01/2016] [Indexed: 10/20/2022]
Abstract
OBJECTIVES Mastery in -fundamental motor skills (FMS) is associated with increased physical activity (PA) in school-aged children; however, there is limited research on pre-schoolers (3-5 years). We aimed to evaluate interventions for improving FMS as well as PA. DESIGN/METHODS A search of electronic databases was conducted for controlled trials using PA interventions with FMS as outcomes in healthy pre-schoolers. Standardised mean difference (SMD), 95% confidence intervals and publication bias were calculated for each outcome using Revman 5.3. RESULTS Twenty trials met inclusion criteria. In total, 4255 pre-schoolers were analysed with 854 completing a FMS intervention. Studies were categorised into three groups (i) Teacher-Led (TL)(n=13); (ii) Child-Centred (CC)(n=6) and (iii) Parent-Led (PL)(n=1). Mean age was 4.3±0.4 years, with equal gender distribution. Interventions ran for 21±17 weeks, 3±1 times per week for 35±17 minutes. TL interventions significantly improved overall FMS (SMD=0.14[0.06, 0.21]; p=0.0003), object control (SMD=0.47[0.15, 0.80]; p= 0.004), and locomotor skills (SMD=0.44[0.16, 0.73]; p=0.002), whereas CC interventions were not significant. There was a small, non-significant reduction in sedentary time (SMD=-0.35[-0.80, 0.10]; p= 0.12), and a large non-significant increase in PA (SMD=0.79[-0.83, 2.41]; p=0.34). CONCLUSION PA interventions improve FMS in pre-schoolers; however, due to limited research, more study is needed on CC interventions. Targeting FMS development in pre-schoolers may promote higher PA levels and reduce sedentary time, however more study is needed.
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Affiliation(s)
- Abbey Van Capelle
- Department of Exercise Physiology, School of Medical Sciences, Faculty of Medicine, University of New South Wales, Sydney, Australia
| | - Carolyn R Broderick
- Department of Exercise Physiology, School of Medical Sciences, Faculty of Medicine, University of New South Wales, Sydney, Australia; Children's Hospital Institute of Sports Medicine, The Children's Hospital at Westmead, Sydney, Australia
| | - Nancy van Doorn
- Department of Exercise Physiology, School of Medical Sciences, Faculty of Medicine, University of New South Wales, Sydney, Australia; Children's Hospital Institute of Sports Medicine, The Children's Hospital at Westmead, Sydney, Australia
| | - Rachel E Ward
- Department of Exercise Physiology, School of Medical Sciences, Faculty of Medicine, University of New South Wales, Sydney, Australia
| | - Belinda J Parmenter
- Department of Exercise Physiology, School of Medical Sciences, Faculty of Medicine, University of New South Wales, Sydney, Australia.
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Bardid F, Huyben F, Lenoir M, Seghers J, De Martelaer K, Goodway JD, Deconinck FJA. Assessing fundamental motor skills in Belgian children aged 3-8 years highlights differences to US reference sample. Acta Paediatr 2016; 105:e281-90. [PMID: 26933944 DOI: 10.1111/apa.13380] [Citation(s) in RCA: 52] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/22/2015] [Revised: 11/27/2015] [Accepted: 02/22/2016] [Indexed: 10/22/2022]
Abstract
AIM This study aimed to understand the fundamental motor skills (FMS) of Belgian children using the process-oriented Test of Gross Motor Development, Second Edition (TGMD-2) and to investigate the suitability of using the United States (USA) test norms in Belgium. METHODS FMS were assessed using the TGMD-2. Gender, age and motor performance were examined in 1614 Belgian children aged 3-8 years (52.1% boys) and compared with the US reference sample. RESULTS More proficient FMS performance was found with increasing age, from 3 to 6 years for locomotor skills and 3 to 7 years for object control skills. Gender differences were observed in object control skills, with boys performing better than girls. In general, Belgian children had lower levels of motor competence than the US reference sample, specifically for object control skills. The score distribution of the Belgian sample was skewed, with 37.4% scoring below average and only 6.9% scoring above average. CONCLUSION This study supported the usefulness of the TGMD-2 as a process-oriented instrument to measure gross motor development in early childhood in Belgium. However, it also demonstrated that caution is warranted when using the US reference norms.
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Affiliation(s)
- Farid Bardid
- Department of Movement and Sports Sciences; Ghent University; Ghent Belgium
| | - Floris Huyben
- Department of Movement and Sport Sciences; Vrije Universiteit Brussel; Brussels Belgium
| | - Matthieu Lenoir
- Department of Movement and Sports Sciences; Ghent University; Ghent Belgium
| | - Jan Seghers
- Department of Kinesiology; KU Leuven; Leuven Belgium
| | - Kristine De Martelaer
- Department of Movement and Sport Sciences; Vrije Universiteit Brussel; Brussels Belgium
| | - Jacqueline D. Goodway
- Kinesiology Division; Department of Human Sciences; The Ohio State University; Columbus OH USA
| | - Frederik J. A. Deconinck
- Department of Movement and Sports Sciences; Ghent University; Ghent Belgium
- School of Healthcare Science; Manchester Metropolitan University; Manchester UK
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Bardid F, Deconinck FJA, Descamps S, Verhoeven L, De Pooter G, Lenoir M, D'Hondt E. The effectiveness of a fundamental motor skill intervention in pre-schoolers with motor problems depends on gender but not environmental context. Res Dev Disabil 2013; 34:4571-4581. [PMID: 24183475 DOI: 10.1016/j.ridd.2013.09.035] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/14/2013] [Accepted: 09/20/2013] [Indexed: 06/02/2023]
Abstract
This study evaluated the effect of a 10-week fundamental motor skill programme in pre-schoolers with motor problems. Alongside the general effect of the intervention, we also explored possible gender differences and the role of the environmental context (living community, socio-economic status, and recreational space inside/outside the house). The intervention group (n=47; 20 ♂ and 27 ♀) received twenty 60-min motor skill sessions (2 per week) in addition to the regular physical education curriculum for pre-schoolers; the control group (n=46; 21 ♂ and 25 ♀) did not receive additional practice. General motor competence, and locomotor and object control subscales, were assessed before and after the intervention using the Test of Gross Motor Development 2nd edition (TGMD-2). Data regarding environmental factors were gathered through a questionnaire. A Group×Gender×Time ANOVA revealed that the intervention group benefited significantly from the intervention and scored better than the control group at the post-test for general motor competence and both sub-categories (locomotor and object control skill). Moreover, the intervention programme was found to be effective in helping 49% of the intervention group to achieve an average motor skill level, according to the TGMD-2 norms, while a further decline in motor competence was observed in the control group. Interestingly, the effect appeared to be gender-specific, since object control skill improved only in girls of the intervention group. Considering the environmental context, none of the above-mentioned factors was found to have an influence on the effectiveness of the intervention. The present study highlights the need for an early motor skill programme with a gender-specific approach in order to help low skilled boys and girls master a diverse set of motor skills.
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Affiliation(s)
- Farid Bardid
- Department of Movement and Sports Sciences, Ghent University, Belgium.
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