scholarly journals Fundamental Movement Skills and Physical Activity of 3–4-Year-Old Children within Early Childhood Centers in New Zealand

Children ◽  
2021 ◽  
Vol 8 (9) ◽  
pp. 742
Author(s):  
Ajmol Ali ◽  
Claire McLachlan ◽  
Tara McLaughlin ◽  
Owen Mugridge ◽  
Cathryn Conlon ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Motor Development ◽  
Gross Motor ◽  
Object Control ◽  
Childhood Education ◽  
Gross Motor Development ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Light Medium

We sought to describe and explore relationships between fundamental movement skills (FMS) and level of physical activity (PA; light-, medium-, vigorous, and kCal/hour) in preschool children, aged 3–4-years-old, across four early childhood education (ECE) settings. Children’s FMS were assessed using the Test for Gross Motor Development-2 (TGMD-2; n = 81) and PA via accelerometers (S = 53). Eighty-four children participated, with 50 in both assessments. The TGMD-2 showed as the children got older, their locomotor skills (p < 0.001, r = 0.512) and object control motor skills (p < 0.001, r = 0.383) improved. Accelerometry showed children were primarily inactive at ECE (78.3% of the time). There were significant correlations between kCal/hour and light (p < 0.001, r = −0.688), moderate (p < 0.001, r = 0.599) and vigorous (p < 0.001, rs = 0.707) activity, and between gross motor quotient and locomotor (p < 0.001, r = 0.798) and object control (p < 0.001, r = 0.367) skills. No correlation was observed between gross motor quotient and kCal/hour. To conclude, children in this cohort were primarily inactive during ECE center hours. Moreover, gross motor quotient was significantly correlated to locomotor and object control skills.

Comparison of computer assisted and traditional education programs on fundamental movement skills in children

2017 ◽  
Vol 4 (5) ◽  
pp. 76-83
Author(s):  
Mehmet Imamoglu ◽  
Mehmet Akif Ziyagil
Keyword(s):  
Motor Development ◽  
Traditional Education ◽  
Computer Assisted ◽  
Education Programs ◽  
Gross Motor ◽  
Object Control ◽  
Gross Motor Development ◽  
Movement Skills ◽  
Fundamental Movement Skills

This study investigates the effect of eight weeks traditional education (TE) and computer assisted education (CAE) with controls on the development of fundamental movement skills in 22 boys and 33 girls aged 5-6 years. This study showed CAE had higher improvements than TE in the sub-dimension of locomotor contrary to the higher improvements of in the object control and Test of Gross Motor Development (TGMD-2) in males. CAE in females had higher improvements than TE in the means of locomotor, object control and TGMD-2. In conclusion, CAE is more effective in the means of sprint, hop, side gallop, catch, kick, throw and TE is more efficient in the means of leap and two hands strike in boys. CAE is also more efficient in the means of leap, side gallop, and two hands strike, catch, throw and TE is more efficient in the means of sprint, hop and kick in girls. Keywords: Locomotor, object control skills, children, TGMD-2.

scholarly journals The Effect of a 10-Week Physical Activity Programme on Fundamental Movement Skills in 3–4-Year-Old Children within Early Childhood Education Centres

Children ◽  
2021 ◽  
Vol 8 (6) ◽  
pp. 440
Author(s):  
Ajmol Ali ◽  
Claire McLachlan ◽  
Owen Mugridge ◽  
Tara McLaughlin ◽  
Cathryn Conlon ◽  
...  
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Intervention Group ◽  
Control Group ◽  
Post Intervention ◽  
Object Control ◽  
Childhood Education ◽  
Movement Skills ◽  
Fundamental Movement Skills

The objective of this study was to examine the effect of a 10-week physical activity (PA) programme, in early childhood education (ECE) settings, on 3 and 4-year-old children’s fundamental movement skills (FMS). A further aim was to examine FMS three-months post-intervention. The PA instructors delivered one 45 min session/week over 10 weeks, to 3- and 4-year-old children (n = 46), across four ECE centres. These sessions involved participation from ECE teachers. Children in the control group (CON; n = 20) received no PA classes and completed pre- and post-intervention assessments only. Locomotor (e.g., running/hopping) and object-control (e.g., kicking/throwing) skills were assessed using the Test for Gross Motor Development-2 (TGMD-2), before and after the intervention and, for the intervention group (EXP), at 3 months. Locomotor and object-control skills significantly improved in the EXP group, with typically no change in the CON group. The EXP group’s locomotor and object-control skills were maintained at 3 months. The 10-week PA intervention successfully improved 3- and 4-year-old children’s FMS.

scholarly journals Evaluation of Afterschool Activity Programs’ (ASAP) Effect on Children’s Physical Activity, Physical Health, and Fundamental Movement Skills

2021 ◽  
pp. 109019812110332
Author(s):  
Mitchell Crozier ◽  
Niko S. Wasenius ◽  
Kathryn M. Denize ◽  
Danilo F. da Silva ◽  
Taniya S. Nagpal ◽  
...  
Keyword(s):  
Physical Activity ◽  
Body Composition ◽  
Aerobic Capacity ◽  
Motor Development ◽  
Comparison Group ◽  
Physical Literacy ◽  
Object Control ◽  
Gross Motor Development ◽  
Movement Skills ◽  
Fundamental Movement Skills

Background Physical literacy-focused afterschool activity programs (ASAPs) can be an effective strategy to improve children’s health-related parameters. We sought to compare physical activity, body composition, aerobic capacity, and fundamental movement skills between physical literacy-focused ASAP and a standard recreational ASAP. Method A pre–post (6 months) comparison study was conducted in 5- to 12-year-old children in a physical literacy-focused ASAP (physical literacy group, n = 14) and children attending a standard recreational ASAP (comparison group, n = 15). Physical activity guideline adherence was assessed using accelerometry, body composition was analyzed using bioelectrical impedance, aerobic capacity was estimated using the Progressive Aerobic Cardiovascular Endurance Run test, and fundamental movement skills were evaluated using the Test of Gross Motor Development–2. Results There were no significant differences between groups at baseline. After 6 months, the physical literacy group exhibited a significant improvement in their total raw score for the Test of Gross Motor Development–2 ( p = .016), which was likely due to improvements in object control skills ( p = .024). The comparison group significantly increased body mass index ( p = .001) and body fat ( p = .009) over time. No significant between-group differences were found; however, there was a trend for improved aerobic capacity in the physical literacy group ( d = 0.58). Conclusions Engagement in the physical literacy-focused ASAP contributed to an attenuated increase in adiposity and an improvement in object control skills.

scholarly journals Asociación de la competencia en las habilidades motrices básicas con las actividades físico-deportivas extracurriculares y el índice de masa corporal en preescolares (Association of the fundamental movement skills competence with the extracurricular sport

Retos ◽  
2019 ◽  
pp. 33-39
Author(s):  
Pablo Garcia-Marin ◽  
Natalia Fernández-López
Keyword(s):  
Motor Development ◽  
Motor Competence ◽  
Control Scale ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Ex Post ◽  
Ex Post Facto ◽  
Group A

El objetivo del estudio fue analizar la competencia en las habilidades motrices básicas de preescolares gallegos y su grado de asociación con las actividades físico-deportivas extracurriculares y el IMC. Se utilizó un diseño ex post-facto descriptivo correlacional. La muestra estuvo compuesta por 92 niños (5.7±.4 años) y 68 niñas (5.8±.4 años). Los participantes fueron asignados al grupo (A) (n = 92) cuando realizaron un mínimo de dos horas a la semana de actividades físico-deportivas extracurriculares durante los últimos seis meses, o al grupo (B) (n = 68), si no cumplían con el requisito anterior. Las habilidades motrices fueron evaluadas con el Test of Gross Motor Development-2ª edition. El grupo (A) alcanzó mayor puntuación en el coeficiente motor grueso (p < .001), en la escala de habilidades locomotrices (p < .001), en la de control de objetos (p < .001) y en todas las habilidades, excluyendo la de galopar (p = .294). El IMC se asoció con la competencia motriz (p < .001) y con la participación en actividades físico-deportivas extracurriculares (p = .001). Además, correlacionó con el coeficiente motor grueso (p = .009), la escala de habilidades locomotrices (p = .017) y la de control de objetos (p = .018), así como con galopar (p < .001), saltar un obstáculo (p = .001) y chutar (p =.045). La práctica de actividades físico-deportivas extracurriculares se asoció con mejores niveles de competencia motriz y menores índices de sobrepeso y obesidad en los preescolares.Abstract: The aim of the study was to analyze the fundamental movement skills competence of the Galician preschoolers and its association with the extracurricular sports and the BMI. A correlational descriptive ex post facto design was used. The sample was composed by 92 boys (5.7±.4 years) and 68 girls (5.8±.4). Participants were included in group (A) (n = 92) when they were engaged in extracurricular sports a minimum of two hours/week over the past six months, or in group (B) (n =68), if they did not meet the previous condition. The fundamental movement skills were assessed with the Test of Gross Motor Development-2ª edition. Group (A) reached significatively more score in the gross motor quotient (p < .001), the locomotor scale (p < .001), the object control scale (p < .001) and in all the fundamental movement skills, excluding gallop (p = .294). BMI was associated with motor competence (p < .001) and extracurricular sports (p = .001). In addition, it was correlated with the gross motor quotient (p = .009), the locomotor scale (p = .017), the object control scale (p = .018), as well as with gallop (p < .001), leap (p =.001) and kick (p =.045). The practice of extracurricular sports was associated with better levels of motor competence and lower rates of overweight and obesity in the preschoolers.

scholarly journals Investigation Into the Relationship Between Adolescents’ Perceived and Actual Fundamental Movement Skills and Physical Activity

2018 ◽  
Vol 6 (s2) ◽  
pp. S424-S439 ◽  
Author(s):  
Bronagh McGrane ◽  
Danielle Powell ◽  
Sarahjane Belton ◽  
Johann Issartel
Keyword(s):  
Physical Activity ◽  
Gender Differences ◽  
Motor Development ◽  
Sport Participation ◽  
Object Control ◽  
Gross Motor Development ◽  
Self Confidence ◽  
Fundamental Movement Skills ◽  
The Relationship ◽  
Confidence Scale

Objectives: To explore the relationship between fundamental movement skill (FMS) competence, perceived FMS competence, and physical activity (PA) in adolescents. Methods: The Test of Gross Motor Development (TGMD), the TGMD 2nd Edition (TGMD-2), and the Victorian Skills manual were used to assess FMS competence (locomotor, object control, and stability). The Physical Self Confidence scale was used to assess perceived FMS competence (locomotor, object control, and stability). Moderate-to-vigorous intensity PA (MVPA) was measured via accelerometry. Multi-level modelling analyses was used to examine (i) actual FMS as the predictor and perceived FMS as the outcome, (ii) perceived FMS as the predictor and MVPA as the outcome, and (iii) actual FMS as the predictor and MVPA as the outcome. All analyses were completed for each subtest of FMS (locomotor, object control, and stability). Results: A total of 584 adolescents (boys n = 278) aged 12.82–15.25 years (M = 13.78, SD = .42) participated in this study. Actual stability was associated with perceived stability (p < .01) and MVPA (p < .05) in boys. This was not found true for girls; however, actual locomotor skills were associated with MVPA (p ≤ .05). Boys scored significantly higher than girls for FMS proficiency, perceived FMS, and MVPA (p < .05). Discussion: Gender differences may exist due to cultural gender differences in sport participation norms. Considering the magnitude of physical and psychological changes occurring during adolescence, it is recommended to track young people over time to better understand the relationship between perceived and actual FMS, as well as PA participation.

scholarly journals Fundamental Movement Skills and Accelerometer-Measured Physical Activity Levels during Early Childhood: A Systematic Review

Children ◽  
2020 ◽  
Vol 7 (11) ◽  
pp. 224
Author(s):  
Alexandra Dobell ◽  
Andy Pringle ◽  
Mark A. Faghy ◽  
Clare M. P. Roscoe
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Motor Development ◽  
Conclusive Evidence ◽  
Current Evidence ◽  
Activity Levels ◽  
Inclusion Criteria ◽  
Cross Sectional ◽  
Movement Skills ◽  
Fundamental Movement Skills

Early childhood is a key period for children to begin developing and practicing fundamental movement skills (FMS), while aiming to perform sufficient physical activity (PA). This study reviews the current evidence for the levels of achievement in FMS and PA measured using accelerometers among 4–5-year-old children and examines differences by gender. This review was conducted using the PRISMA framework. Keyword searches were conducted in Pubmed, Medline, Google Scholar and SPORTDiscus. Inclusion criteria included age: 4–5 years old; FMS measurement: Test of Gross Motor Development 2 and 3; PA measurement: objective methods; balance measurement: static single limb; study design: cross-sectional observational/descriptive, randomised control trials, intervention studies; language: English. Twenty-eight articles from twenty-one countries met the inclusion criteria and were split into either FMS and PA articles (n = 10) or balance articles (n = 18). Three articles showed children achieving 60 min of moderate to vigorous PA per day, two articles demonstrated significant differences between girls’ and boys’ performance of locomotor skills and five reported locomotor skills to be more proficient than object control skills at this age for both genders. Balance was measured in time (n = 12), points score (n = 3) or biomechanical variables (n = 3), displaying heterogeneity of not only measurement but also outcomes within these data, with static single limb balance held between 6.67 to 87.6 s within the articles. Four articles reported girls to have better balance than boys. There is little conclusive evidence of the current levels for FMS, PA and balance achievement in young children 4–5 years of age. The academic literature consistently reports low levels of FMS competence and mixed evidence for PA levels. Inconsistencies lie in balance measurement methodology, with broad-ranging outcomes of both low and high achievement at 4–5 years old. Further research is required to focus on increasing practice opportunities for children to improve their FMS, increase PA levels and establish sufficient balance ability. Consistent and comparable outcomes during early childhood through more homogenous methodologies are warranted.

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.

Curriculum Enrichment with Self-Testing Activities in Development of Fundamental Movement Skills of First-Grade Children in Greece

2002 ◽  
Vol 94 (3_suppl) ◽  
pp. 1259-1270 ◽  
Author(s):  
Dimitrios Karabourniotis ◽  
Christina Evaggelinou ◽  
George Tzetzis ◽  
Thomas Kourtessis
Keyword(s):  
Physical Education ◽  
Motor Development ◽  
First Grade ◽  
Control Group ◽  
Testing Time ◽  
Gross Motor ◽  
Gross Motor Development ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Self Testing

The purpose of this study was to investigate the effect of Self-testing activities on the development of fundamental movement skills in first-grade children in Greece. Two groups of children were tested. The Control group ( n = 23 children) received the regular 12-wk. physical education school program and the Experimental group ( n = 22 children) received a 12-wk. skill-oriented program with an increasing allotment of self-testing activities. The Test of Gross Motor Development was used to assess fundamental movement skills, while the content areas of physical education courses were estimated with an assessment protocol, based on the interval recording system called the Academic Learning Time-Physical Education. A 2 × 2 repeated measures analysis of variance with group as the between factor and testing time (pretest vs posttest) as the repeated-measures factor was performed to assess differences between the two groups. A significant interaction of group with testing time was found for the Test of Gross Motor Development total score, with the Experimental group scoring higher then the Control group. A significant main effect was also found for test but not for group. This study provides evidence supporting the notion that a balanced allotment of the self-testing and game activities beyond the usual curriculum increases the fundamental motor-skill development of children. Also, it stresses the necessity for content and performance standards for the fundamental motor skills in educational programs. Finally, it seems that the Test of Gross Motor Development is a useful tool for the assessment of children's fundamental movement skills.

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