scholarly journals Fundamental Motor Skills of Children in Deprived Areas of England: A Focus on Age, Gender and Ethnicity

Children ◽  
2018 ◽  
Vol 5 (8) ◽  
pp. 110 ◽  
Author(s):  
Leanne Adeyemi-Walker ◽  
Michael Duncan ◽  
Jason Tallis ◽  
Emma Eyre
Keyword(s):  
Early Childhood ◽  
Motor Skills ◽  
Middle Childhood ◽  
Motor Development ◽  
Ethnically Diverse ◽  
Object Control ◽  
Fundamental Motor Skills ◽  
Black And White ◽  
Gross Motor Development ◽  
Males And Females

This study compared the mastery of fundamental motor skills (FMS) of males and females in early-childhood (four to five years, n = 170) and in middle-childhood (nine to ten years, n = 109) who attend schools in deprived and ethnically diverse areas of England. Process FMS (object control and locomotor skills) were observed using the Test of Gross Motor Development-2. Sprint speed over 10 meters and jump distance assessments were conducted using light gates and tape measures. A gender (male vs. female) by year-group (early-childhood vs. middle-childhood) interaction was shown for the process and product-oriented FMS measurements. Middle-childhood males and females demonstrated significantly greater FMS mastery, as compared to early-childhood (p < 0.05). Furthermore, middle-childhood males demonstrated significantly greater mastery of total FMS, object control skills, and product-oriented assessments, in comparison to females (p < 0.05). Children of Black and White ethnic groups achieved significantly greater mastery of locomotor skills, compared to Asian children, though this did not differ by year-group (p < 0.05). The results suggest that FMS development in deprived and ethnically diverse areas in England varies between genders during middle-childhood and ethnicity. Thus, interventions addressing the lack of FMS mastery achievement, shown in middle-childhood girls and children from Asian ethnic backgrounds, may be pivotal. Further exploration of the role of ethnicity would provide greater clarity in approaching interventions to improve FMS.

Motor Skill Performances of Children Who Are Deaf

1996 ◽  
Vol 13 (4) ◽  
pp. 400-414 ◽  
Author(s):  
Gail M. Dummer ◽  
John L. Haubenstricker ◽  
David A. Stewart
Keyword(s):  
Motor Skills ◽  
Skill Acquisition ◽  
Motor Development ◽  
Object Control ◽  
Fundamental Motor Skills ◽  
Qualitative And Quantitative ◽  
Gross Motor Development ◽  
The Mean ◽  
Gender Patterns ◽  
And Gender

The Test of Gross Motor Development (TGMD) was used to assess the fundamental motor skills of 91 girls and 110 boys aged 4 to 18 years who attended two schools for students who are deaf. Average hearing loss, determined by better ear average, was 96.94 dB (SD = 14.40 dB). Modifications to the procedures for administering the TGMD included visual demonstrations and the use of signing to communicate instructions. The raw score means of subjects aged 4–10 years who were deaf were lower than those of the TGMD standardization sample of same-aged children who could hear at six of seven age levels on both the object-control and locomotor subscales. However, there were relatively small differences in the mean scores of the two groups. Subjects with mature movement patterns for the throw, kick, jump, and run performed better on quantitative tests for those skills than subjects with immature patterns. Typical age and gender patterns of skill acquisition were revealed for both the qualitative and quantitative aspects of the fundamental motor skills examined.

A Comparison of the Fundamental Motor Skills of Preschool-Aged Children With and Without Visual Impairments

2020 ◽  
pp. 1-10
Author(s):  
Ali Brian ◽  
Sally Taunton Miedema ◽  
Jerraco L. Johnson ◽  
Isabel Chica
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Developmental Trajectories ◽  
Visual Impairments ◽  
Physical Activity Behavior ◽  
Underlying Mechanism ◽  
Fundamental Motor Skills ◽  
Gross Motor Development ◽  
Preschool Aged Children ◽  
Ball Skills

Fundamental motor skills (FMS) are an underlying mechanism driving physical activity behavior and promoting positive developmental trajectories for health. However, little is known about FMS of preschool-aged children with visual impairments (VI). The purpose of this study was to examine the FMS of preschool-aged children (N = 25) with (n = 10) and without (n = 15) VI as measured using the Test of Gross Motor Development-3. Children without VI performed significantly higher than their peers for locomotor (M = +11.87, p = .014, η2 = .31) and ball skills (M = +13.69, p < .001, η2 = .56). Regardless of the presence of a VI, many participants struggled with developing FMS, with the greatest disparity resting within ball skills. These findings help to clarify the FMS levels of preschool-aged children with VI. Thus, there is a need for both further inquiry and intervention for all children.

scholarly journals Socioeconomic and Familial Factors Associated with Gross Motor Skills among US Children Aged 3–5 Years: The 2012 NHANES National Youth Fitness Survey

2020 ◽  
Vol 17 (12) ◽  
pp. 4491 ◽  
Author(s):  
Soyang Kwon ◽  
Meghan O’Neill
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Family Income ◽  
Secondary Analysis ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Object Control ◽  
Factors Associated ◽  
Gross Motor Development ◽  
Us Children

The first aim of this study was to examine the prevalence of below average gross motor skills in a representative sample of US children aged 3 to 5 years. The second aim was to identify socioeconomic and familial characteristics that are associated with below average gross motor skills. Secondary analysis was conducted using the datasets from the 2012 National Health and Examination Survey National Youth Fitness Survey (NNYFS). The NNYFS assessed gross motor skills among 329 children aged 3–5 years, using the Test of Gross Motor Development-Second Edition (TGMD-2). Socioeconomic and familial characteristics of interest, such as family income and family structure, were asked in an in-person interview. This study estimated that one in three US children age 3 to 5 years old (33.9%) scored below average for gross motor quotient. In the gross motor subsets, one in four (24.4%) scored below average for locomotion and two in five (39.9%) scored below average for object control. Children living below the poverty threshold were more likely to have a higher gross motor quotient (odds ratio, OR = 2.76; 95% confidence interval, CI = 1.09–7.00). Girls were more likely to have a higher locomotor score (OR = 2.17; 95% CI = 1.10–4.25). Those living with other child(ren) aged ≤5 years were more likely to have a higher locomotor score (OR = 2.36; 95% CI = 1.01–5.54), while those living with child(ren) aged 6–17 years were more likely to have a higher object control score (OR = 1.83; 95% CI = 1.24–2.69). This study revealed risk factors associated with poor gross motor development, furthering our understanding of gross motor development in early childhood.

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.

scholarly journals A Longitudinal Examination of the Accuracy of Perceived Physical Competence in Middle Childhood

2020 ◽  
Vol 8 (3) ◽  
pp. 457-474
Author(s):  
Stephanie Field ◽  
Jeff Crane ◽  
Patti-Jean Naylor ◽  
Viviene Temple
Keyword(s):  
Motor Skills ◽  
Middle Childhood ◽  
Motor Development ◽  
Social Acceptance ◽  
Cognitive Capacity ◽  
Physical Competence ◽  
Gross Motor Development ◽  
Physical Abilities ◽  
Similar Accuracy ◽  
Longitudinal Examination

Children who underestimate their physical abilities have lower motivation, higher anxiety, and lack of understanding as to why they may be succeeding or struggling in sports settings, which can result in withdrawal from physical activities. Theoretically, middle childhood is a time when perceptions of physical competence (PPC) become more accurate as children develop the cognitive capacity to interpret new sources of feedback and develop a realistic sense of their physical abilities. The purpose of this study was to investigate the extent to which accuracy of PPC changed from grade 2 to grade 4. Participants were 238 boys and girls (Mage = 7.8 yrs) from eight participating elementary schools in Victoria, British Columbia, Canada. The Test of Gross Motor Development–Second Edition was used to assess motor skills. PPC were assessed using the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (for grade 2) and the Self-Perception Profile for Children (for grades 3 and 4). Results revealed that participants who underestimated or overestimated their physical competence in grade 2 saw an improvement in accuracy, and, by grade 4, had similar accuracy scores to their peers who were considered ‘accurate’ estimators. These results reinforce theory that suggests PPC become more accurate in middle childhood.

Comparability of the Test of Gross Motor Development–Second Edition and the Test of Gross Motor Development–Third Edition

2020 ◽  
Vol 8 (1) ◽  
pp. 107-125 ◽  
Author(s):  
Stephanie C. Field ◽  
Christina B. Esposito Bosma ◽  
Viviene A. Temple
Keyword(s):  
Middle Childhood ◽  
Motor Development ◽  
Repeated Measures ◽  
Reference Data ◽  
Gross Motor ◽  
Object Control ◽  
Gross Motor Development ◽  
Grade 5 ◽  
Grade 3 ◽  
Ball Skills

When a test is revised, it is important that test users are made aware of the comparability of scores of the new and the original test. We examined how scores on the Test of Gross Motor Development–Second Edition (TGMD-2) and Test of Gross Motor Development–Third Edition (TGMD-3) compared among children in middle childhood. Participants were 270 children recruited in grade 3 (54% female; Mage = 8 years 6 months) and followed through grade 5. Participants completed the skills of both tests. Subtest scores were converted into percent of maximum possible (POMP) scores to facilitate comparison. Although similar, uniformly the TGMD-3 POMP scores were slightly lower. Repeated measures analyses of variance revealed that locomotor subtest scores derived from both tests improved from grade 3 to grade 5, as did TGMD-3 assessed ball skills. However, there was no difference in TGMD-2 assessed object control skills over time. It appears that under-contribution by the underhand roll suppressed the trajectory of improvement of TGMD-2 assessed object control skills. This finding supports the exclusion of the roll from the TGMD-3. The consistent pattern of sex-based differences in TGMD-2 object control skill and TGMD-3 ball skills reinforces the need for male and female norm-reference data for ball skills.

Are Movement Behaviors and Fundamental Motor Skills Associated With Fitness and Fatness in Early Childhood? Findings From the 2012 NHANES National Youth Fitness Survey

2020 ◽  
Vol 32 (1) ◽  
pp. 9-15
Author(s):  
Xiaoxia Zhang ◽  
Xiangli Gu ◽  
Tao Zhang ◽  
Priscila Caçola ◽  
Jing Wang
Keyword(s):  
Body Mass Index ◽  
Early Childhood ◽  
Waist Circumference ◽  
Body Mass ◽  
Motor Skills ◽  
Sedentary Behaviors ◽  
Hispanic Children ◽  
Muscular Fitness ◽  
Object Control ◽  
Fundamental Motor Skills

Purpose: Using 2012 National Health and Nutrition Examination Survey (NHANES) National Youth Fitness Survey data, the authors conducted a cross-sectional secondary analysis to examine the associations of movement behaviors (ie, physical activity [PA] and screen-based sedentary behaviors) and fundamental motor skills (FMS) with fitness (ie, muscular fitness) and fatness (ie, body mass index and waist circumference) in 3- to 5-year-old children. The effect of ethnicity (Hispanic vs non-Hispanic) on these associations was also examined. Methods: A total of 352 children (173 girls; mean age = 4.02 y) from the 2012 NHANES data set were included. Parents reported their child’s PA and screen-based sedentary behaviors. FMS (ie, locomotor and object control) were assessed with the Test of Gross Motor Development, 2nd edition. Other variables used were body mass index, waist circumference, and plank. Results: Hispanic children demonstrated lower levels of PA than non-Hispanic children (P < .05). Children’s FMS emerged as significant predictors of muscular fitness and waist circumference, but not for body mass index in the Hispanic group. In the non-Hispanic group, FMS (ie, object control skills) and PA accounted for significant variances of muscular fitness and waist circumference, respectively. Conclusion: The associations of movement behaviors and FMS with fitness and fatness are different between Hispanic and non-Hispanic young children. Changes in policy or early childhood curriculum may be tailed to promote FMS for an impact on fitness and fatness in both Hispanic and non-Hispanic children.

scholarly journals Run, jump, throw and catch: How proficient are children attending English schools at the fundamental motor skills identified as key within the school curriculum?

2019 ◽  
Vol 26 (4) ◽  
pp. 814-826 ◽  
Author(s):  
Michael J Duncan ◽  
Clare MP Roscoe ◽  
Mark Noon ◽  
Cain CT Clark ◽  
Wesley O’Brien ◽  
...  
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Weight Status ◽  
School Curriculum ◽  
Similar Proportion ◽  
Developmental Potential ◽  
Fundamental Motor Skills ◽  
Gross Motor Development ◽  
Skill Performance ◽  
Stage 1

This study examined proficiency levels in fundamental motor skills (FMS) in children within Key Stage 1 and 2 of the English school system. Four hundred and ninety-two children aged 6–9 Years old (245 boys, 247 girls) from school Years Two ( n = 130), Three ( n = 154) and Four ( n = 208) participated in this study. FMS for the run, jump, throw and catch were assessed using the Test of Gross Motor Development – 2. The proportion of children who achieved mastery or near mastery of the skills was determined. For the whole sample, 18.5% ( n = 91) did not achieve mastery in any of the four skills. A similar proportion (18.7%, n = 92) achieved mastery in all four of the FMS examined in this study. The proportion of children achieving mastery of all four skills was lower for Year Two children (0%) compared to children in years Three (24%) and Four (25%). More boys (25.7%) achieved mastery in all four of the FMS compared to girls (11.7%). Individual behavioural components in skill performance were also examined. The results of the present study highlight that less than one-fifth of children aged 6–9 years old have mastered the four key FMS identified by the physical education (PE) curriculum despite having the developmental potential to become fundamentally competent by six years of age. Fostering positive trajectories of FMS development presents a challenge for PE specialists given the association between FMS mastery in childhood and physical activity, weight status and health.

Locomotor and Object Control Skills of Children Diagnosed with Autism

2001 ◽  
Vol 18 (4) ◽  
pp. 405-416 ◽  
Author(s):  
Sheri L. Berkeley ◽  
Lauriece L. Zittel ◽  
Lisa V. Pitney ◽  
Stacia E. Nichols
Keyword(s):  
General Population ◽  
Motor Skills ◽  
Motor Development ◽  
Children With Autism ◽  
Population Differences ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Object Control ◽  
Gross Motor Development ◽  
Young Children With Autism

The purpose of this study was to examine the locomotor and object control skills of children, ages 6–8 years, with autism and to compare their performances with the norms reported by Ulrich (1985) for the Test of Gross Motor Development (TGMD). Consistent with trends from the general population, differences were found between boys (n = 10) and girls (n = 5) with the largest differences found in the object control skill performances. Overall fundamental skill delays were demonstrated by 73% of all participants, placing them in the poor and very poor TGMD performance categories. These findings support the need to assess the gross motor skills of young children with autism in addition to other developmental skill areas outlined in diagnostic manuals.

scholarly journals Gross motor development level among Kuala Pilah, Negeri Sembilan student

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Yasminder Kaur Mahinderjit Singh ◽  
Denise Koh Choon Lian
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Primary Schools ◽  
Learning Ability ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Object Control ◽  
Gross Motor Development ◽  
Self Confidence ◽  
Significant Difference

Gross motor development is an essential factor for specific skills required in different sports. This study aimed at assessing the level of gross motor development of school children in the district of Kuala Pilah. The objectives of this study are to identify the level of locomotor and object control amongst the children in the area, identifying the different developments of gross motor skills amongst children based on their gender and identifying the different developments of gross motor skills amongst the children based on the location of the schools. This study is non-trivial as the development of gross motor control in children are significant for their involvement in sports, games and recreational activities. Failure to control motor skills may have an impact on the children in the context of their daily interactions, self-confidence, and learning ability. This study involves 160 children aged 7 years old pooled from 8 different primary schools. The data collected was analysed based on the TGMD (Test of Gross Motor development) and interpreted via the GMQ (Gross Motor Quotients). The result from the t-test suggests that there is no significant difference between the genders concerning the gross motor development of children in the district of Kuala Pilah. However, if was found that there is a significant differences between children of urban and rural schools based on the measured gross motor development. 

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