Integrating Fundamental Movement Skills and Mathematics in Early Childhood: A Pilot Study

This project involved a co-design process involving researchers and kindergarten teachers to produce learning activities that integrated fundamental movement skills (FMS) and mathematics. We piloted the co-designed activities (i.e., motor-math program) in a local kindergarten and examined the effects on FMS proficiency, mathematics skills, and accrued physical activity (PA). The participants comprised pupils (N = 39) from two matched kindergarten classes, in which we compared the motor-math program with typical mathematics lessons. All participants wore pedometers to measure their number of steps during class, one day per week. FMS proficiency (i.e., locomotor, object control) and mathematics skills (numeracy, geometry, math problem solving) were measured before and after implementation. Significant improvements in locomotor and object control skills were found only in the pilot group (p < 0.001); there were no differences in the changes in mathematics skills between the pilot and comparison groups. During implementation days, the participants in the pilot group accrued significantly greater step counts (p < 0.001) than those in the comparison group. Participating in the motor-math program appears to have benefits associated with improvements in FMS proficiency and accrued PA time, suggesting a promising potential for integrated activities as a means of PA promotion in kindergarten settings. Future work that examines the effects of the integration of movement with mathematics should consider randomization, greater sample size, and a longer intervention period.

Comparing the fundamental movement skill proficiency of children with intellectual disabilities and typically developing children: a systematic review and meta-analysis

BACKGROUND

Children around the world, particularly those with intellectual disabilities (ID), are exhibiting poor motor skill proficiency. Compared with typically developing children (TDC), children with intellectual disabilities (CwID) are 65% more likely to exhibit low levels of motor competence. The purpose of this meta-analysis was to compare the motor skill proficiency levels, in terms of fundamental movement skills (FMS) of CwID to TDC. FMS are the building blocks required for lifelong participation in sport and physical activity.

METHOD

The meta-analysis was conducted according to PRISMA statement guidelines. 6 electronic databases were searched and 16, 679 studies were found. A total of 26 studies (total participants n = 3,525) met the inclusion criteria. A multivariate maximum likelihood multivariate random effects model was fitted to the data using the metafor package in R.

RESULTS

The study showed that the standardised mean difference (Hedges' g) in FMS between TDC and CwID is large (g = 1.24; CI 95% [.87, 1.62]). Specifically, significant differences between the two groups emerged in all five outcomes: (1) total locomotor score, (2) total object manipulation score, (3) balance, (4) run skill and (5) throw skill.

CONCLUSIONS

Further investigation into effective intervention strategies is required in order to reduce the magnitude of difference in motor skill proficiency between the two groups. In addition to developing, implementing and evaluating these interventions, researchers need to work hand in hand with national governing bodies (NGB) of sport and policy makers to ensure that teachers and coaches are being provided with opportunities to upskill in the area of FMS.

No Motor Costs of Physical Education with Eduball

Numerous neuroscience studies demonstrate that when motor and cognitive tasks are performed simultaneously, there is dual-task interference. Experiments show that the cost is a temporal deterioration in motor functioning. However, there is no comprehensive research on the developmental costs of dual-task exercises incorporated into physical education (PE). Such an approach is called the interdisciplinary model of PE and is used to stimulate cognitive development. Therefore, there is a knowledge gap regarding the motor costs of methods based on this model, e.g., Eduball. The Eduball method integrates core academic subjects with PE using a set of educational balls printed with letters, numbers, and other signs. To fill this knowledge gap, we replicated the Eduball experiment, focusing on motor development. The half-year intervention occurred in one primary school class. The control group was a peer class participating in traditional PE, not based on dual tasks. We tested students' space-time orientation and graphomotor, locomotor, and object control skills. We found no motor costs of the intervention. Eduball-based PE stimulated motor development as much as traditional PE. Our study suggests that methods based on the interdisciplinary model of PE are safe for motor development. As such, it is worth considering their use in children's education.

Associations between Fundamental Movement Skills and Moderate-to-Vigorous Intensity Physical Activity among Chinese Children and Adolescents with Intellectual Disability

Higher physical activity (PA) levels will obtain more health-related benefits for children and adolescents with intellectual disabilities (ID). The mastery of fundamental movement skills (FMS) potentially correlates with PA. This study aimed to examine the associations of FMS with moderate-to-vigorous intensity physical activity (MVPA) levels in children and adolescents with moderate to severe ID. Moreover, this research analyzes whether there are gender and age differences in the association between these two variables. A total of 93 children and adolescents with ID, aged 8-17 years (mean age = 13.27; SD = 3.35), were recruited from a special school located in western China. The time spent in MVPA was measured using waist-worn accelerometers. FMS proficiency was assessed using the Test of Gross Motor Development 2 (TGMD-2). Children and adolescents with ID tend to have delayed maturity of FMS patterns (locomotor skills t (92) = -16.91, p < 0.001, d = 2.48; object control skills t (92) = -25.39, p < 0.001, d = 3.72; total FMS t (92) = -21.83, p < 0.001, d = 3.20) and lower proficiency in objective control skills (t (92) = 3.989, p < 0.001, d = 0.29). A significant positive correlation was found between MVPA and FMS, and this association was moderated by gender and age. For boys, object control skills were a significant predictor of MVPA time (B = 0.842, p < 0.01), whereas locomotor skills were a significant predictor of MVPA time (B = 0.472, p < 0.05) for girls. For children with ID, object control skills were a significant predictor of MVPA time (B = 0.736, p < 0.05). Proficiency in FMS has a positive effect on increasing the level of MVPA in children and adolescents with ID. Gender and age factors should be considered when implementing FMS intervention programs.

Setting up girls for success in fundamental motor skills: The role of balance in 8-10 year olds

The purpose of this study was to explore the relationship between postural control and fundamental motor skills in girls. An observational cross-sectional study was conducted in 47 girls, aged 8-10 years. Postural control (postural sway centre of pressure) was evaluated during tandem stance, leading with dominant and non-dominant limbs with eyes open and closed, using an AMTI force platform. Fundamental motor skills were assessed using the Test of Gross Motor Development 2nd Edition, examining total, locomotor and object control scores. Data were analysed using linear regression, adjusted for body mass index percentile and household income. For locomotor skills, significant relationships were found with a number of postural sway outcomes for adjusted and unadjusted analyses (r - 0.287 to r - 0.425, p ≤ 0.042). Total motor skill score was significantly related to postural sway in the tandem dominant eyes closed condition for unadjusted and adjusted analyses (r ≥ -0.294, p ≤ 0.04). In conclusion, our findings indicate that postural control may be important for fundamental motor skill proficiency and movement quality in pre-adolescent girls, particularly for locomotor skills. Our study provides evidence supporting the clinical practice of assessing postural control in girls presenting with motor skill deficits.

Examining Relationships among Chinese Preschool Children's Meeting 24-Hour Movement Guidelines and Fundamental Movement Skills

Background: Few studies have investigated associations between meeting 24-Hour Movement Guidelines and preschool children’s fundamental movement skills (FMS). This study aimed to investigate the associations between Chinese preschoolers meeting various combinations of the Guidelines and FMS, as well as examining gender differences across those outcomes. Methods: A total of 322 preschool children (181 boys and 141 girls) aged 3−6 years old were recruited from five early-childhood education and care services in China. Children’s 7-day physical activity (PA) was assessed using accelerometry, and screen time (ST) and sleep duration were reported by their parents. FMS were assessed by Test of Gross Motor Development 3. Descriptive statistics and gender differences in children’s meeting the Guidelines and FMS were calculated using t-tests for continuous variables and Chi-square tests for categorical variables. Results: Most preschoolers met the sleep and ST guidelines, but only 22.3% met the PA guidelines; 4% of preschoolers did not meet any of the recommendations, while 9.3% met all three recommendations. Boys reported significantly higher compliance with all combined recommendations. There were positive associations between meeting the PA guidelines and both locomotor (β = 0.49; p < 0.001) and object control skills (β = 0.21; p < 0.001). A significantly positive relationship was identified between meeting PA + sleep guidelines and locomotor skills (β = −0.16; p = 0.02). A significantly negative association was observed between preschoolers’ meeting sleep + ST guidelines and locomotor skills (β = 0.31; p = 0.001). Conclusion: Few preschoolers met all three movement behavior guidelines. The findings suggest that PA levels, especially MVPA, are important for the promotion of FMS. Meanwhile, the impacts of ST and sleep on motor development cannot be neglected.

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.

Everyone Can Implement Eduball in Physical Education to Develop Cognitive and Motor Skills in Primary School Students

Studies suggest that incorporating core academic subjects into physical education (PE) stimulates the development of both motor and cognitive skills in primary school students. For example, several experiments show that children’s participation in Eduball, i.e., a method that uses educational balls with printed letters, numbers, and other signs, improves their physical fitness while simultaneously developing their mathematical and language skills. However, the question of who should conduct such classes to make them most effective (regular classroom teachers, physical education teachers, or maybe both in cooperation?) remains unanswered. Here, we replicated a previous Eduball experiment, but now, instead of one experimental group, there were three. In the first, Eduball-classes were conducted by the classroom teacher, in the second, by the physical education teacher, and in the third, collaboratively. After one year intervention, all experimental groups significantly improved both their cognitive (mathematical, reading, and writing) and gross motor (locomotor and object control) skills, and these effects were larger than in the control group participating in traditional PE. Importantly, there were no differences in progression between the Eduball-groups. Thus, our study demonstrates that methods linking PE with cognitive tasks can be effectively used by both PE specialists and general classroom teachers.

Investigating Relationships between Preschool Children's Perceived Competence, Motor Skills, and Physical Activity: A Cross-Lagged Panel Model

Background: Motor skill competence (MSC) and perceived competence (PC) are primary correlates that are linked with physical activity (PA) participation, yet there is limited evidence of the mutual longitudinal or temporal associations between these variables in preschoolers. Therefore, this study’s purpose was to examine the bidirectional relationships between MSC and PA, MSC and PC, and PC and PA in preschoolers over time. Methods: The final sample were 61 preschoolers (M_age = 4.45 years, ranging from 4 to 5) from two underserved schools. MSC was assessed using the Test of Gross Motor Development, Second Edition (TGMD-2). PC was assessed using the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. PA was assessed using ActiGraph GT9X Link accelerometers during three consecutive school days. All assessments of MSC, PC, and PA were measured in identical conditions at schools at the baseline (T1) and the end of the eighth week (T2). We employed a cross-lagged model approach to understand the bidirectional relationships between MSC, PC, and PA. Results: The results showed that T1 MSC significantly predicted T2 MSC (p < 0.01) and T1 MSC significantly predicted T2 PA only in girls (p = 0.03). Additionally, a cross-lagged effect of T1 MSC and T2 PC was only observed in boys (p = 0.03). Lastly, a significant association for T1 moderate-to-vigorous physical activity (MVPA) and T2 PC was only observed in girls (p = 0.04). Conclusions: Bidirectional relationships between the variables were not observed in preschoolers. However, significant gender differences were observed in each cross-lagged model.

Hybrid Program Based on Virtual and Real Games Increases Fundamental Movement Skills in Children With Intellectual Disability: A Quasi-Experimental Study

The purpose of this study was to examine the effects of two pedagogical strategies in adapted physical education (hybrid virtual/real vs. conventional) on fundamental movement skills (FMS) in children with intellectual disability age 7-10 years. Children with intellectual disability (N = 24) were randomly assigned to either the hybrid (experimental group) or the conventional (control group) group and were evaluated across 10 weeks. The hybrid program was based on virtual and real game situations, while the conventional program was based on adapted sports. FMS were evaluated using the Test of Gross Motor Development-2 at pre- and postprogram for both groups. Both programs significantly improve locomotor skills, with significantly better improvement in the experimental group. However, a significant improvement was observed only among the experimental group for object-control skills and gross motor quotient. Based on these results, a hybrid program may be considered for FMS improvement.

Motor Development among Spanish Preschool Children

The purpose of this study was to analyze motor development of Spanish preschoolers, taking into account sex and age, being an only child, prematurity, and the practice of extracurricular activities. The sample was composed of 300 preschoolers (132 girls, 168 boys) ages 3 to 6 years. Preschoolers were tested on 12 fundamental motor skills (locomotor and object control) through the Test of Gross Motor Development—Second Edition (TGMD-2). Nonparametric analysis indicated that there are differences between girls and boys in locomotor and object control skills in the age range of 3–4 years. However, boys and girls scored similarly at the age of 5 years in locomotor development. There were not differences between only children and those who are not only children. Similarly, prematurity was not associated with locomotor and object control development. Nevertheless, those preschoolers who practice extracurricular physical activities scored significantly higher in comparison with those children do not. Further research is needed to shed light on the differences between boys and girls in object control. It may be explained by the types of extracurricular activities.

Effect of Active Video Games on Healthy Children's Fundamental Motor Skills and Physical Fitness: A Systematic Review

Objective: The present study aimed to synthesize the most updated literature regarding the casual evidence of the effects of active video games (AVGs) on fundamental motor skills (FMS; locomotor skills and object control skills) and physical fitness among healthy children. Methods: Electronic databases were searched through October 2020. Peer-reviewed randomized control trials (RCTs) and quasi-experimental designs examining the effectiveness of AVGs on FMS and physical fitness development among healthy children (3-12 years) were screened. Results: A total of nine RCTs and one quasi-experimental study were included. Of the five studies examining the effect of AVGs on FMS, two reported significant improvements, while three reported no significant improvements in motor skills development as compared to control. Of the five studies assessing the effects of AVGs on physical fitness, four reported significant improvements in physical fitness such as balance, agility, and speed, whereas one reported significant improvements in skill-related executive function, but not in physical competence. Conclusions: Overall, the current available evidence supports AVGs as an effective means to improve physical fitness, such as balance, postural stability, and agility, among healthy children. However, the findings of AVGs on healthy children's object control and locomotor skills remain inconclusive.

Individual, Family, and Environmental Correlates of Motor Competence in Young Children: Regression Model Analysis of Data Obtained from Two Motor Tests

Physical activity and motor competence (MC) have been considered to be closely related and prevent childhood obesity. The aim of the study was two-fold: to examine MC measured with two different tools in relation to individual, family, and environmental correlates and to investigate gender differences in MC. The Test of Gross Motor Development-Third Edition (TGMD-3) was administered to three- to seven-year-old children (n = 945), while the Körperkoordinationstest für Kinder (KTK) was also used for five- to seven-year-old children (n = 444). The parent questionnaire (n = 936) included questions about individual (e.g., participation in organized sports), family (e.g., parents' education level), and environmental (e.g., access to sports facilities) correlates. The children's temperament was assessed using the Colorado Childhood Temperament Inventory (CCTI) questionnaire. Data were analyzed using one-way analysis of variance and linear mixed-effects regression models. The regression models explained 57% and 38% of the variance in TGMD-3 and KTK, respectively. Individual correlates, including older age, more frequent participation in sports, and specific temperament traits of activity and attention span-persistence, were the strongest predictors for better MC. Small gender differences were found in both assessment tools, albeit in a different manner. In conclusion, socioecological correlates of MC in young children are multidimensional, and individual correlates appear to be the most important predictors of MC. Importantly, the correlates can differ according to the MC assessment tools.

Effects of motor skill interventions on fundamental movement skills in children and adolescents with intellectual disabilities: a systematic review

BACKGROUND

Children and adolescents with intellectual disabilities (ID) are characterised by deficits in fundamental movement skills (FMS). In youth with typical development, motor skill interventions have been recognised as an efficient means to improve FMS. However, the effects of these interventions among youth with ID have not yet been systematically reviewed.

PURPOSE

The purpose of the present systematic review was to summarise the findings from studies pertaining to the effects of motor skill interventions designed to improve FMS in children and adolescents with ID.

METHOD

A systematic literature search (without year restriction) was performed in 12 databases. Studies in press or published in English in a peer-reviewed journal were included if: (1) participants were youth with ID aged 5 to 22; (2) motor skill interventions aimed to improve one or several FMS; and (3) they were experimental, quasi-experimental or pre-experimental. The Physiotherapy Evidence Database scale was used to assess the quality of the studies.

RESULTS

Through the search strategy, 1083 articles were identified, and 14 studies published between 1969 and 2018 met the inclusion criteria. In studies with children, motor skill interventions successfully improved balance skills and overall FMS, whereas mixed and inconclusive results were found for locomotor skills. In studies with adolescents, motor skill interventions were shown to successfully improve balance skills. However, none of the motor skill interventions reviewed focused on locomotor and object control skills.

CONCLUSIONS

The reviewed motor skill interventions were effective in improving balance skills in both children and adolescents with ID as well as overall FMS in children with ID. Conversely, the effects of motor skill interventions targeting locomotor and object control skills remain unclear. Therefore, given the relatively small number of studies and their limitations, the present findings need to be interpreted with caution, and further rigorous studies are necessary.

Fundamental movement skills in children and adolescents with intellectual disabilities: A systematic review

BACKGROUND

This systematic review is a synthesis of studies concerning: (a) mastery, deficits, and/or delays in fundamental movement skills (FMS) among children and adolescents with intellectual disabilities; (b) comparisons of FMS between children and adolescents with intellectual disabilities and those with typical development (TD); and (c) correlates of FMS.

METHOD

A systematic electronic search was performed in 12 databases. Seventeen studies, published between 1951 and 2017, met the inclusion criteria.

RESULTS

Children with intellectual disabilities exhibited a lack of mastery and deficits/developmental delays in FMS. They tended to have significantly lower FMS performance than children with TD. Adolescents with intellectual disabilities had developmental delays in balance skills, but were not compared with adolescents with TD. Mastery or deficits in FMS were not explored. Several variables were significantly correlated with FMS among children and adolescents with intellectual disabilities.

CONCLUSION

In future studies, FMS should be examined as an important outcome among children and adolescents with intellectual disabilities.

Socioecological correlates of perceived motor competence in 5- to 7-year-old Finnish children

We investigated child, family, and environmental factors associated with young children's perceptions of locomotor (LM) and object control (OC) skills. The participants comprised 472 children (6.22 ± 0.63) and their parents. The children were assessed for their perception of motor competence in LM and OC skills (using the pictorial scale of Perceived Movement Skill Competence for young children), and actual motor competence (Test of Gross Motor Development 3rd edition and Körperkoordinationstest Für Kinder). Anthropometrics were calculated using the children's body mass index standard deviation scores. A parent questionnaire included questions about child factors (sex, child's independent walking age, time spent sedentary and outdoors, participation in organized sport activities, and access to electronic devices), family factors (parent educational level, physical activity frequency, and sedentary behavior), and environmental factors (access to sport facilities). Variance analysis sought to identify age-related differences, and a linear regression model examined correlates of children's perception of LM and OC skills. The children's movement skill perceptions were found to be generally high. Four factors explained 5.7% of the variance in perceptions of LM skills and 7.5% of the variance in perceptions of OC skills. Two factors, lower age and higher actual motor competence, explained most of the children's skill perceptions. Access to electronic devices (less) and Body mass index (BMI) (higher) were associated with perceptions of LM skills. Participation in organized sport activities (higher) and parental education (lower) were associated with perceptions of OC skills. When promoting children's physical activity and motor competence, perceptions of motor competence are an important consideration.

Impact of Exergaming on Children's Motor Skill Competence and Health-Related Fitness: A Quasi-Experimental Study

This study was designed to examine the effectiveness of a combined exergaming and physical education (PE) program on children's motor skill competence (MSC) and health-related fitness (HRF) as compared to traditional PE. A total of 261 second- and third-grade children (127 boys; 8.25 ± 0.66 years for male; 8.29 ± 0.74 years for female; 73.6% non-Hispanic white) participated in the nine-month study from 2012 to 2013. Children were assigned to one of the two groups: (a) intervention group (125 min of alternating PE and exergaming weekly); and (b) comparison group (125-min weekly PE). MSC was assessed via product scores in two locomotor and two object control skills. HRF included the cardiorespiratory fitness, musculoskeletal fitness, and body mass index (BMI). A multivariate analysis of variance (MANOVA) was performed to analyze the effect of the combined exergaming⁻PE program on children's MSC and HRF. There were significant group by time interaction effects for BMI, p < 0.01, η² = 0.20; musculoskeletal fitness, p < 0.01, η² = 0.13; and object control skills (the comparison group demonstrating greater improvement), p = 0.01, η² = 0.03. The findings suggest that the combined exergaming program can have a positive effect on children's BMI and musculoskeletal fitness, indicating that exergaming can be an alternative school-based program to supplement traditional PE.

Correlates of physical activity behaviours in young Iranian girls

BACKGROUND

This study examined the relationship among motor skill competence, perceived motor competence (PMC), health-related physical fitness and physical activity in 8-9-year-old Iranian girls (n = 352).

METHODS

Locomotor and object control motor skill competence was assessed using the Test of Gross Motor Development - 2nd edition. PMC was assessed using the Physical Ability subscale of Marsh's Self-Description Questionnaire-1. Health-related physical fitness was measured with body mass index, the 600 yard run/walk, curl-ups, push-ups, and back-saver sit and reach tests. Children's physical activity was assessed using the Physical Activity Questionnaire for Older Children.

RESULTS

Regression analysis revealed that locomotor proficiency, aerobic fitness and PMC accounted for 56% (P < .001) of variance associated with moderate-to-vigorous physical activity.

CONCLUSION

The findings warrant future investigations that examine interventions that focus on motor skill and perceived competence along with aerobic fitness to promote physical activity in girls.