Abstract
Aim: To determine if a four-week fundamental motor skills intervention improves fundamental motor skills in Irish school children. Methods: 100 Primary School boys (n = 58) and girls (n = 42) participated in this study (Age 9 ± 1 years, equally divided into a control and intervention group. Proficiency was assessed qualitatively using the Fundamental Motor Skills Quotient (FMSQ) pre and post intervention, and between gender. Results: There was no change in the control group over time (p = 0.54; Mean change = 0.06 [−0.14 to 0.26]; Cohen’s d = 0.01 [Trivial]). In the intervention group, both the male (p ≤ 0.001; Mean diff = 0.893 [7.79 to 10.08]; Cohen’s d = 2.24 [V. Large]), and female group (p ≤ 0.001; Mean diff = 11.85 [10.45 to 13.25]; Cohen’s d = 3.54 [V. Large]) significantly improved fundamental motor skills scores. A four-week intervention is effective at improving FMSQ.
Highlights
Fundamental motor skills are important in the long-term development of children physically, socially and cognitively (Lloyd, Saunders, Bremer, & Tremblay, 2014)
We hypothesize that the intervention group will significantly improve fundamental motor skills scores as a result of the intervention, when compared to the control group
Analysis identified no significant differences between the intervention and control group at pre-test for fundamental motor skills scores (p = 0.50)
Summary
Fundamental motor skills are important in the long-term development of children physically, socially and cognitively (Lloyd, Saunders, Bremer, & Tremblay, 2014). Van Beurden, Morgan, Brooks, and Beard (2008) define The Fundamental Movement Skills as “basic learnt movement patterns that do not occur naturally and are suggested to be foundational for more complex physical and sporting activities” They are generally broken into three categories: Locomotor skills—such as walking, running, hopping, skipping, jumping, dodging, and side stepping, stability skills—such as Balancing and landing and Manipulative skills—such as catching, throwing, kicking, the underarm roll, and striking (Hands & McIntyre, 2015). These fundamental skills have been suggested to influence long-term adherence to physical activity (Barnett et al, 2008; Lloyd et al, 2014) and may be related to obesity (Okely, Booth & Chey, 2004; Lubans, Morgan, Cliff, Barnett, & Okely, 2010). If we can teach fundamental motor skills to young children we give them the confidence and skills to take part in physical activity and sport (Hume et al, 2008), but we may help in combating obesity and the related risk of disease in later life (Okely et al, 2004)
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