What is the Contribution of Actual Motor Skill, Fitness, and Physical Activity to Children’s Self-Perception of Motor Competence?

2018 ◽  
Vol 6 (s2) ◽  
pp. S461-S473 ◽  
Author(s):  
Lisa M. Barnett ◽  
David R. Lubans ◽  
Anna Timperio ◽  
Jo Salmon ◽  
Nicola D. Ridgers
Keyword(s):  
Physical Activity ◽  
Motor Development ◽  
Motor Skill ◽  
Vigorous Physical Activity ◽  
Self Perception ◽  
Actual Object ◽  
Object Control ◽  
Skill Test ◽  
Multi Stage ◽  
Long Jump

This study aimed to examine the contribution of objective measures of physical fitness (musculoskeletal and cardiorespiratory), physical activity, and motor skill to motor perception. A total of 122 children (63 boys) aged 8–11 years were assessed. Independent t-tests assessed sex differences in all variables. Two linear mixed models adjusted for sex and age were performed with perceived object control and locomotor skills (Pictorial Scale of the Perceived Movement Skill Competence for Young Children) as outcomes. Aerobic (multi-stage fitness test) and muscular fitness (long jump, grip strength), moderate-to-vigorous physical activity (ActiGraph accelerometry), movement skill (Test of Gross Motor Development-2), age, and sex were predictors. Boys had higher object control skills (actual and perceived) and fitness. Age (decreasing) and long jump distance (positive) explained 16% of locomotor skill perception variance. Sex (boys) explained 13% of object control skill perception variance. Children’s skill self-perception may be influenced by fitness attributes as these are more evident to them. The fact that girls have lower actual object control competence and fitness than boys suggests girls may be an intervention target.

Cross-sectional study of motor development among children after the Fontan procedure

2012 ◽  
Vol 22 (4) ◽  
pp. 443-450 ◽  
Author(s):  
Patricia E. Longmuir ◽  
Laura Banks ◽  
Brian W. McCrindle
Keyword(s):  
Physical Activity ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Skill ◽  
Fontan Procedure ◽  
Cross Sectional ◽  
Gross Motor ◽  
Object Control ◽  
Percentile Scores ◽  
Gross Motor Skill

AbstractObjectivesTo determine the gross motor skills of school-aged children after the Fontan procedure and compare the locomotor and object control skills with normative data.Study designThis study followed a cross-sectional design.SettingThis study was based on hospital outpatient visit, with accelerometry conducted at home.PatientsThis study included 55 patients, including 22 girls in the age group of 6–10 years, 5.1 years after Fontan.Main outcome measuresTest of Gross Motor Development – Version 2, daily activity by accelerometer, medical history review, child and parent perceptions of activity.ResultsBeing involved in active team sports increased locomotor percentile score by 10.3 points (CI: 4.4, 16.1). Preference for weekend outdoor activities (6.9, CI: 2.0, 11.8), performing at least 30 minutes of moderate-to-vigorous physical activity daily (24.5, CI: 7.3, 41.8), and reporting that parents seldom criticise the child's physical activity (21.8, CI: 8.9, 34.8) were also associated with higher locomotor percentile scores (p < 0.01). Object control percentile scores were higher (p < 0.03) with involvement in formal instruction (5.9, CI: 1.1, 10.6) and being restricted to “activities within comfortable limits” (27.6, CI: 7.7, 47.5). Older chronological age (r = 0.28), a more complicated medical history (r = 0.36), and older age at Fontan (r = 0.28) were associated with greater skill delay (p < 0.04).ConclusionsChildren after Fontan attain basic motor skills at a later age than their peers, and deficits continue for more complex skills as age increases, suggesting a need for longitudinal monitoring of gross motor skill development through the elementary school years. Future research might investigate whether a gross motor skill rehabilitation programme can provide these children with the motor skills needed to successfully participate in a physically active lifestyle with peers.

scholarly journals HUBUNGAN ANTARA PERSEPSI ANAK TERHADAP KEMAMPUAN YANG DIMILIKI DAN KEMAMPUAN GERAK YANG SEBENARNYA

2011 ◽  
Vol 2 (2) ◽  
pp. 58-65
Author(s):  
Ahadin
Keyword(s):  
Primary School ◽  
Motor Development ◽  
Motor Skill ◽  
Social Acceptance ◽  
Physical Competence ◽  
Actual Object ◽  
Object Control ◽  
Gross Motor Development ◽  
And Gender ◽  
Motor Skill Competence

To examine the relationship between perceived physical competence and actual motor skill competence of the first and the second years students of primary school at primary school number 31 an Banda Aceh municipality whose ages ranged from 5 to 7 year (N=30). All students individually completed the Harter and pike (1984) Pictorial Scale of Perceived Competence and Social Acceptance (PSPCSA) was measured by using the Test of Gross Motor Development (TGMD) Ulrich, 1985. Data collected from 30 students consist of 15 boys and 15 girls, whose average age X=6.7 year, standard deviation 0.41, the boys average age X=6.87 year and the girls average age X=6.12 year. The background of the students whose father work as government official and the rest unemployed family or work at private sector. Four separate ANOVA’s were conducted to determine gender differences in perceived physical competence and actual motor skill competence: locomotor, object control, and TGMD-Total. ANOVA documented that the boys and girls did not differ in perceived physical competence, F (1,57) = 0,427;P=0,52. The object control component of actual motor skill competence differed for gender F (1,57) = 10,91; P =0,001. Gender by locomotor competence, F (1,57) = 1,96; P = 0,17 and TGMD-Total F (1,57) = 0, 73; P = 0,40. The boys actual object control motor skill competence exceeded the girls. Correlation and regression models were used to examine the influence of actual motor skill competence and gender on perceived physical competence factors were not significantly correlated with perceived physical competence. These correlation were 0,00 for locomotor and 0, 25 for TGMD – Total competence. The object control sub scale was significantly correlated r = 0,33 with perceived physical competence F ( 1,58) = 4,17 ; p = 0,05. The correlation for actual motor skill competence was low to moderately correlated with perceived physical copentence.

Relationships Among Perceived and Actual Motor Skill Competence and Physical Activity in Indonesian Preschoolers

2018 ◽  
Vol 6 (s2) ◽  
pp. S403-S423 ◽  
Author(s):  
Ruri Famelia ◽  
Emi Tsuda ◽  
Syahrial Bakhtiar ◽  
Jacqueline D. Goodway
Keyword(s):  
Physical Activity ◽  
Motor Development ◽  
Motor Skill ◽  
Vigorous Physical Activity ◽  
Sedentary Behaviors ◽  
Physical Competence ◽  
Motor Competence ◽  
Rural Environments ◽  
School Day ◽  
Ball Skills

This study examined the feasibility of recruiting and collecting data of Indonesian preschooler’s fundamental motor skill (FMS) competence, perceived motor competence, and physical activity in school. A secondary purpose was to explore the relationship among perceived motor competence, FMS competence, school day physical activity behaviors, playground physical activity behaviors, and sex of Indonesian preschoolers from urban and rural environments. Preschoolers (N = 66; n = 35 rural, n = 31 urban) were evaluated on the Pictorial Scale of Perceived Movement Skill Competence (PMSC), Perceived Physical Competence subscale (PPC). FMS competence was evaluated using the Test of Gross Motor Development-3. Three-day accelerometry at school yielded percent of school day and percent of playground time spent in moderate-to-vigorous physical activity (MVPA) and sedentary behaviors. Children spent 80% of the school day in sedentary behavior and 7% in MVPA. There were sex differences (p < .05) in ball skills favoring boys, and location differences on sedentary playground behaviors (p < .05) with rural children being more sedentary. Children felt “pretty good” about their motor skills (3.29–3.46) on the PPC and PMSC. Regression analyses revealed that location and locomotor skills predicted 13.8% of playground sedentary behaviors; PPC and locomotor skills explained 13.3% of MVPA on the playground; and ball skills predicted 7.7% of PPC. These findings emphasize the need for early motor skill and physical activity interventions and highlight the importance of perceived motor competence.

scholarly journals Motor Competence and Attainment of Global Physical Activity Guidelines among a Statewide Sample of Preschoolers

2020 ◽  
Vol 17 (22) ◽  
pp. 8546
Author(s):  
Anthony Slaton ◽  
Alysse J. Kowalski ◽  
Amy Zemanick ◽  
Ann Pulling Kuhn ◽  
Erin R. Hager ◽  
...  
Keyword(s):  
Physical Activity ◽  
Motor Development ◽  
Weight Status ◽  
Vigorous Physical Activity ◽  
Demographic Characteristics ◽  
Developmental Model ◽  
Motor Competence ◽  
Gross Motor ◽  
Physical Activity Guidelines ◽  
Object Control

Global physical activity guidelines for preschoolers include 60 min of moderate-to-vigorous physical activity (MVPA) daily. This study, based on the developmental model of motor skill competence, examines how motor competence relates to preschoolers’ likelihood of meeting global guidelines using ankle accelerometry. We measured physical activity using 24-h ankle-placement accelerometry (Actical) for at least two consecutive days (87% with six-seven days), motor competence using the Test of Gross Motor Development-2 (TGMD-2), and BMI-for-age z-scores (BMIz) using anthropometry and age- and sex-specific CDC norms. Caregivers provided demographic characteristics of children’s age, sex, and race. We used multivariable logistic regression to examine how motor competence, BMIz weight status, and demographic characteristics related to meeting global physical activity guidelines. The sample included 588 preschoolers, age 3–5 years; 55% male; 60% white; and 28% overweight/obese; 75% attained the recommended 60 min of MVPA per day. The odds of meeting MVPA guidelines were associated with higher gross motor quotient, higher object control scores, sex (male), age (older), and race (white), but not with BMIz weight status. Findings support the use of 24-h ankle accelerometry among preschoolers and are consistent with the developmental model of motor competence applied to preschoolers, whereby object control competence relates positively to attaining global physical activity guidelines.

scholarly journals Factors That Influence Participation in Classroom-Based Physical Activity Breaks in Head Start Preschoolers

2020 ◽  
Vol 17 (2) ◽  
pp. 162-168 ◽  
Author(s):  
E. Kipling Webster ◽  
Leah E. Robinson ◽  
Danielle D. Wadsworth
Keyword(s):  
Physical Activity ◽  
Body Mass Index ◽  
Head Start ◽  
Body Mass ◽  
Motor Development ◽  
Motor Skill ◽  
Vigorous Physical Activity ◽  
Preschool Age ◽  
Convenience Sample ◽  
Quasi Experimental

Background: Activity breaks are an established way physical activity may be incorporated into the preschool day. The purpose of this study was to examine what factors influenced moderate to vigorous physical activity (MVPA) during a teacher-implemented classroom-based activity break (CBAB) in a Head Start population. Methods: Ten-minute CBAB was conducted over 2 days in a quasi-experimental design; 99 preschoolers (mean age 3.80 [0.65] y; 49.5% male) from a convenience sample participated. Accelerometers measured MVPA, fundamental motor skill competency was assessed using the Test of Gross Motor Development—second edition, and weight classification status used body mass index percentiles. Results: A significant, moderate regression was found (r = .328, P = .001) between fundamental motor skill and MVPA. There was no significant correlation between body mass index percentile and MVPA during the CBAB. In addition, the locomotor subscale was the best predictor for MVPA for children during the CBAB (r = .32, β = 0.82, P < .001). Conclusions: CBAB equally elicited MVPA for normal and overweight preschoolers. Fundamental motor skill competency was associated with MVPA during the CBAB; in particular, locomotor skills were the best predictor for physical activity. Structured activity opportunities that focus on locomotor skills may be a useful integration to prompt more MVPA in a preschool-age population.

Three-Year Follow-Up of an Early Childhood Intervention: What About Physical Activity and Weight Status?

2015 ◽  
Vol 12 (3) ◽  
pp. 319-321 ◽  
Author(s):  
Lisa M. Barnett ◽  
Avigdor Zask ◽  
Lauren Rose ◽  
Denise Hughes ◽  
Jillian Adams
Keyword(s):  
Physical Activity ◽  
Motor Development ◽  
Weight Status ◽  
Linear Models ◽  
Vigorous Physical Activity ◽  
Post Intervention ◽  
Anthropometric Measures ◽  
Physically Active ◽  
Object Control

Background:Fundamental movement skills are a correlate of physical activity and weight status. Children who participated in a preschool intervention had greater movement skill proficiency and improved anthropometric measures (waist circumference and BMI z scores) post intervention. Three years later, intervention girls had retained their object control skill advantage. The study purpose was to assess whether at 3-year follow up a) intervention children were more physically active than controls and b) the intervention effect on anthropometrics was still present.Methods:Children were assessed at ages 4, 5, and 8 years for anthropometric measures and locomotor and object control proficiency (Test of Gross Motor Development-2). At age 8, children were also assessed for moderate to vigorous physical activity (MVPA) (using accelerometry). Several general linear models were run, the first with MVPA as the outcome, intervention/control, anthropometrics, object control and locomotor scores as predictors, and age and sex as covariates. The second and third models were similar, except baseline to follow-up anthropometric differences were the outcome.Results:Overall follow-up rate was 29% (163/560), with 111 children having complete data. There were no intervention control differences in either MVPA or anthropometrics.Conclusion:Increased skill competence did not translate to increased physical activity.

scholarly journals Relationships between Fundamental Movement Skills and Objectively Measured Physical Activity in Preschool Children

2009 ◽  
Vol 21 (4) ◽  
pp. 436-449 ◽  
Author(s):  
Dylan P. Cliff ◽  
Anthony D. Okely ◽  
Leif M. Smith ◽  
Kim McKeen
Keyword(s):  
Physical Activity ◽  
Preschool Children ◽  
Motor Development ◽  
Vigorous Physical Activity ◽  
Cross Sectional ◽  
Object Control ◽  
Gross Motor Development ◽  
Fundamental Movement Skills ◽  
Objectively Measured ◽  
The Relationship

Gender differences in cross-sectional relationships between fundamental movement skill (FMS) subdomains (locomotor skills, object-control skills) and physical activity were examined in preschool children. Forty-six 3- to 5-year-olds (25 boys) had their FMS video assessed (Test of Gross Motor Development II) and their physical activity objectively monitored (Actigraph 7164 accelerometers). Among boys, object-control skills were associated with physical activity and explained 16.9% (p = .024) and 13.7% (p = .049) of the variance in percent of time in moderate-to-vigorous physical activity (MVPA) and total physical activity, respectively, after controlling for age, SES and z-BMI. Locomotor skills were inversely associated with physical activity among girls, and explained 19.2% (p = .023) of the variance in percent of time in MVPA after controlling for confounders. Gender and FMS subdomain may influence the relationship between FMS and physical activity in preschool children.

scholarly journals Effects on Motor Development and Performance Levels of Physical Activity in Music Accompaniment on Children with Developmental Deficiencies

2018 ◽  
Vol 6 (12a) ◽  
pp. 7
Author(s):  
Songül Pektaş ◽  
Betül Akyol
Keyword(s):  
Physical Activity ◽  
Visual Analog Scale ◽  
Motor Development ◽  
Vertical Jump ◽  
Analog Scale ◽  
Performance Levels ◽  
Standing Long Jump ◽  
Long Jump ◽  
And Performance ◽  
Shuttle Run

The aim of this study was to investigate the effects of physical activity with music on motor development and performance in children with developmental deficiencies. The study includes twenty children with developmental deficiencies, aged between 10-15 years old. Children were classified into two groups randomly and both groups were given 1 hour of training 3 days a week for 20 weeks. Physical activity with English and Spanish verbal song was used for the first group and only physical activity for the second group. Each participant participated in shuttle, shuttle run, flexibility, standing long jump, vertical jump tests.  The fatigue parameter of children was evaluated using the Visual Analog Scale. As a result of this study, it has been shown that physical activity with music is more effective method to improve motor development and performance levels of children with developmental deficiencies.

scholarly journals Bi-directional prospective associations between objectively measured physical activity and fundamental motor skills in children: a two-year follow-up

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Ada Kristine Ofrim Nilsen ◽  
Sigmund Alfred Anderssen ◽  
Kjersti Johannessen ◽  
Katrine Nyvoll Aadland ◽  
Einar Ylvisaaker ◽  
...  
Keyword(s):  
Physical Activity ◽  
Young Children ◽  
Motor Skills ◽  
Motor Development ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
Gross Motor ◽  
Object Control ◽  
Fundamental Motor Skills

Abstract Background The direction of the longitudinal relationship between physical activity (PA) and fundamental motor skills (FMS) remains unclear. We evaluated the bi-directional, prospective relationships between intensity-specific physical activity (PA) and domain-specific fundamental motor skills (FMS) over 2 years in children attending preschool at baseline. Methods A sample of 230 children (mean age at baseline 4.7 yr, 52% boys) from the 'Sogn og Fjordane Preschool Physical Activity Study' was measured 2 years apart. PA was assessed using ActiGraph accelerometers (GT3X+). FMS were evaluated by a test battery guided by the 'Test of Gross Motor Development 3' and the 'Preschooler Gross Motor Quality Scale'. PA outcomes were total PA (TPA [counts per minute]) and intensity specific PA and sedentary behaviour (SED) (min/day). FMS outcomes were locomotor, object control, and balance skills. Linear mixed model adjusting for potential co-variates was used to evaluate the bi-directional prospective associations between these variables, including the moderating effect of sex and age. Results Baseline total PA, moderate-to-vigorous PA (MVPA), and vigorous PA predicted higher locomotor, object control, and balance skills at follow-up (standardized regression coefficient (β): 0.17 to 0.26, p = 0.002–0.017). Baseline SED predicted lower locomotor skills at follow-up (β: − 0.27, p = 0.012). Baseline light PA did not predict FMS at follow-up. Baseline FMS were not associated with PA or SED at follow-up. Conclusions MVPA was positively associated with development of FMS in young children. In contrast, FMS were not related to future PA levels. Our results suggest promotion of MVPA is important for FMS development in young children.

Young Hispanic and Non-Hispanic Children’s Fundamental Motor Competence and Physical Activity Behaviors

2019 ◽  
Vol 7 (2) ◽  
pp. 180-193 ◽  
Author(s):  
Xiangli Gu ◽  
Senlin Chen ◽  
Xiaoxia Zhang
Keyword(s):  
Physical Activity ◽  
Sedentary Behavior ◽  
Low Income ◽  
Primary Schools ◽  
Vigorous Physical Activity ◽  
Hispanic Children ◽  
Motor Competence ◽  
Object Control ◽  
School Based ◽  
Activity Promotion

The purpose of this study was to examine the associations between fundamental motor skills (FMS; including locomotor and object-control skills), moderate-to-vigorous physical activity (MVPA), and sedentary behavior among young Hispanic and non-Hispanic children. Using the prospective research design spanning one academic school year, we recruited 671 children (6.96 ± 1.6 years, 46% girls) from four primary schools in North Texas, 300 of whom were Hispanic and 371 non-Hispanic children, with 90% of the Hispanic and 74% of the non-Hispanic children from low-income families. All participants completed the PE Metrics™ FMS assessment and wore Actical accelerometers. Hispanic children demonstrated a lower level of MVPA on school days than their non-Hispanic peers. After adjusting for sociodemographic variables, both locomotor and object-control skills significantly predicted school-based MVPA for the non-Hispanic groups, while only object-control skills significantly predicted MVPA for the Hispanic group. For both ethnic groups, locomotor skills significantly predicted school-based sedentary behavior. The findings shed light on future motor competence–based interventions for physical activity promotion and obesity prevention among young Hispanic as well as non-Hispanic children.

Sign in / Sign up

Export Citation Format

Share Document